Training Program as Director Term Paper

Pages: 5 (1712 words)  ·  Style: APA  ·  Bibliography Sources: 5  ·  File: .docx  ·  Topic: Teaching

Training Program

As Director of Training, I am faced with the challenge of creating a dynamic training program for 1100 personnel members that not only meets their current needs, but also creates a learning culture within the agency where I am employed. In order to make this task less overwhelming, it can be divided into a number of sequential steps in order to optimize eventual success. As such, my first task is to identify the training needs of both the personnel and the various divisions within the law enforcement agency.

The Training Needs Assessment module offered by the NOAA Web site (2007) suggests twelve steps that can be followed in assessing a company's needs. Having a large number of personnel for whom training will be implemented, these steps should be adjusted to accommodate this feature. My initial step will therefore be to have a general meeting that includes all the employees within the agency. I will introduce myself to the workforce, and explain my function as Director of Training. I will also explain to them the steps I intend to take in creating my training program and invite them to provide their suggestions either in person or in writing to my office at any time that they find convenient.

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After this, I will begin implementing my plan by conducting individual meetings with each supervisor in the different divisions of the agency. Each supervisor will be provided with enough questionnaires to hand out to each member of their team or division. They will then be required to synthesize these into a written report, also integrating the questionnaires with their own views. I will then have subsequent meetings with each supervisor, during which the report will be submitted to me and discussed.

Term Paper on Training Program as Director of Training, I Assignment

When all the interviews have been conducted, I will synthesize the results and create a presentation for a second general meeting with all agency employees. They will be provided with a deadline to submit their final suggestions and requests in terms of training needs. I will then create a final report and recommendations for the training program. This will be submitted to my superiors for final approval. After this, a final general meeting will be called in order to bring everybody up-to-date with the training program to be implemented.

The primary general training objectives will focus on increasing the competence of the agency in fighting crime and promoting the law of the country. As such, the components of the training program will comprise an integration of the latest law enforcement theory with practical fitness and skills training. Each division within the agency will be divided according to the needs assessment report. Training professionals will be employed for each sector, and a time table scheduled for training to take place. Individuals will be notified of their schedules and groups by their respective supervisors.

Establishing a learning culture in an agency with 1100 employees could be somewhat challenging. Goodyear, Ames-Oliver and Russell (2006) suggest the facilitating as a strategy to promote collaboration and enhance the learning culture within an organization. Indeed, each employee will need a sense of purpose in terms of learning. By collaborating, learners each receive a learning and teaching goal that must be reached, and actively take part in their training.

Specifically, I would then establish a learning culture by providing each group of learners with a facilitator. The role of the facilitator will be to present the learning material and then to group learners together in order to enhance the learning process. Particularly strong learners can be grouped with weaker learners in order to facilitate the material for them. Each learner should be expected to actively take part in the process and to create meaning for him- or herself during the process.

Regardless of any meetings or preparations I can make, I expect that there will be some barriers to the process. The main problem is that I am newly appointed in a position that requires me to implement a new program. The agency on the other hand has grown to its current size over decades of existence. The older employees particularly may find it difficult to accept not only me as Director of Training, but also the fact that I feel that the training program is necessary. This may create resistance among these employees, who may exacerbate the problem by also influencing other, younger employees who work with them. The main barrier is therefore envisioned as one of attitude. While I will attempt to curb this at the first general meeting, the employees are too numerous to reach on an individual level. For this, I will have to rely on the supervisors within the different divisions.

Another strategy to curb such barriers is by open communication. As mentioned, I will be inviting all employees to communicate their ideas to their supervisors or directly to me. This will also be the case for grievances or doubts regarding not only the program, but also me. Employees will be assured of the fact that my door is not only open, but that my attitude towards them is accommodating and understanding.

Another basis for resistance could be interpersonal conflicts between members of personnel, or between personnel and facilitators. To overcome this, I will ask supervisors to monitor each training session and identify any resistance encountered. If the problem is not very severe, the supervisor in question will sort the issue out via a meeting with all parties concerned. If the issue cannot be sorted out in this way, the matter is referred to me, and finally to top management if not resolved. All personnel members will be made aware of this strategy at the beginning of the training program.

Overcoming resistance however does not guarantee the effectiveness of the program. Mohan Bangaruswamy (2000) suggests a number of levels at which the effectiveness of a training program can be measured. This model was originally suggested by Donald Kirkpatrick.

Level 1 measures learner reactions and satisfaction via instruments such as feedback forms. This can also be a very good method to measure any conflict and resistance situations. If problems arise, changes can be made accordingly. At Level 2, participant learning is measured in terms of knowledge, skill and attitude. Pre-test and post-test measures are used to compare what and how much has been learned during a certain period of time. Level 3 measures learning transfer and is particularly useful for the practical sector of the program, where students need to demonstrate their skills. Finally, Level 4 is a general measure of results in terms of the business objectives of the agency. This is a more long-term measure and can be determined by measuring the yearly statistics of the agency over time. Level 1-3 are more immediate and can be implemented with greater frequency than Level 4.

The effectiveness of training can also be measured in terms of how well skills are transferred in the case of change. In today's corporate world, change increasingly appears to be the only constant. Hence it is important that training for change be incorporated into the rest of the program. For the agency, this is particularly important, as change to the work environment means that a concomitant change in crime fighting techniques is necessary. Change brings about stress, which should be mitigated by the strategies taught on the program.

The internal and external environment in law enforcement influence each other directly. A change in crime for example would, as mentioned, necessitate a change in crime fighting techniques. Learners will therefore not only have to learn existing crime fighting techniques, but also what to do in case the information changes or even becomes obsolete. A sense of autonomy should be established for learners, to help them become self-directed learners rather than to depend on others for their learning and change needs.

On the other hand, it is also very important to handle the impact of changes, however mild or severe, on employees. Managers and supervisors could therefore be trained on a separate basis in order to help them understand the various reactions to change. Indeed, according to Reed Business Information (2008), how well change is absorbed into a company is generally dependent on how well managers handle these changes. General personnel will also receive a training course regarding change and how to handle this. As part of this, communication will be established as a valuable tool for handling change effectively.

In order to enhance employee performance and learning, I believe the most important component of the program is communication. Open communication among all levels of the agency ensures not only effective learning, but also effective crime fighting. In terms of the community that it serves, communication within the agency regarding both change and learning, is vital. Indeed, the resistance mentioned above may also be the result of feeling threatened by my position as Director and the new program I am attempting to implement.

According to the Governor's Office of Employee Relations (2003), appropriate support, trust, and open communication are… [END OF PREVIEW] . . . READ MORE

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APA Style

Training Program as Director.  (2008, April 12).  Retrieved October 25, 2020, from

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"Training Program as Director."  12 April 2008.  Web.  25 October 2020. <>.

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"Training Program as Director."  April 12, 2008.  Accessed October 25, 2020.