Term Paper: Training and Development

Pages: 4 (1469 words)  ·  Style: APA  ·  Bibliography Sources: 4  ·  Level: College Senior  ·  Topic: Teaching  ·  Buy This Paper

SAMPLE EXCERPT:

[. . .] Nelson (2005) explains in the book, Education and training in solution-focused brief therapy, that as Staff members recognize their personal problem behavior evidenced in their personal and professions lives, most of them will struggle to ascertain ways to change it. In both group and individual training realms, SFT serves as a highly effective practice that works to transition from focusing on "problem" behavior to "solution" behavior in only a few sessions.

Combined Group and Individual Training

When an organization chooses to implement combined group and individual training programs; combining group training sessions with individual educational exercises, the trainees experience the advantages of both individual and group training. (Hayes & Ninemeier, 2008). In the book, Doing something different, Nelson (2010) asserts that the solution-focused approach complements a plethora of ideas for training and coaching Staff in a variety of settings. In both group and individual training, SFA finds something that captures the interest and stimulates the senses and sensibilities of trainees, they will leave training not only entertained, but also thoughtful and informed.

The Likely "Best" Method

Staff, volunteers, Board members, and Sample share interest in dramatically improving Equipped for Life's Thursday night sessions (Ghul, 2005). At times group training better addresses common concersn. These individuals also differ, however, in some personal characteristics and could benefit more at times from individual training. Therefore, the writer asserts, Staff and volunteers will likely best respond to combined group and individual training. Switek (2005) recommends role reversal routines during group training; with the following:

Start from NEEDS go to GOALS go to POSSIBILITIES

start from NEEDS go to go POSSIBILITIES to GOALS

start from GOALS go to NEEDS go to POSSIBILITIES

start from GOALS go to POSSIBILITIES go to NEEDS

start from POSSIBILITIES go to GOALS go to NEEDS

start from POSSIBILITIES go to NEEDS go to GOALS

(Switek, 2005p. 36).

Taylor (2005) suggests that presenting a "map" based on the following could prove pertinent as part of a handout or an overhead for group members to discuss.

What I do not want to happen in Thursday night group sessions.

What I do want to happen in Thursday night group sessions.

When things go wrong in Thursday night group sessions . . .

When things go right in Thursday night group sessions . . .

Forces beyond my control in Thursday night group sessions . . .

Forces within my control in Thursday night group sessions . . .

During Thursday night group sessions, I am stuck regarding . . .

During Thursday night group sessions, I am progression regarding . . .

More troubles to come

Positive possibilities during Thursday night group sessions include . . .

Whatever the map, role reversal routine, or training method Equipped for Life utilizes to counter challenges Staff and volunteers regularly experience regarding maintaining order at the group's weekly dinner and socially-oriented meetings, the organization will likely benefit. The intensive process which modifies the employee's job behavior can simultaneously help prepare as well as enable individuals working with/for Equipped for Life to perform job tasks at a greater level of efficiency. An effectively trained staff and volunteers will not only help ensure the success of their organization's program, they will be better equipped to train and encourage the youth they lead to better perform and reflect themselves as not only becoming better, but becoming the best they can be.

REFERENCES

Colling, R.L. & York, T.W. (2009). Hospital and healthcare security. Burlington, MA: Butterworth-Heinemann.

Connie, E.E. & Metcalf, L. (2009). The art of solution focused therapy. New York, NY

Springer Publishing Company.

Ghul, R. (2005). Working with multiple stakeholders. In Education and training in solution focused brief therapy. London, England: Psychology Press. Hamilton, N.L. (2010). Family support network for adolescent cannabis users. U.S. Department of Health and Human Services. Rockville, MD: DIANE Publishing.

Hayes, D.K. & Ninemeier, J.D. (2008). Human resources management in the hospitality industry. Hoboken, NJ: John Wiley and Sons.

Marshall, E.J., Humphreys, K., Ball, D.M., Cook, C., & Edwards, G. (2010). The treatment of drinking problems: A guide to the helping professions. Cambridge, NY: Cambridge University Press. Nelson, T.S. (2010). Doing something different. New York, NY: Taylor & Francis.

Shek, D.T.L. & Wai, C.L.Y. (2008). Training workers implementing adolescent prevention and positive youth development programs: What have we learned from the literature? Adolescense. Retrieved August 2, 2011 from http://www2.cuhk.edu.hk/paths/publication/25_A.pdf

Switek, T. (2005). NGP Triangle exercise. In Education and… [END OF PREVIEW]

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