Assignment 1

Student Name Rashed Mubarak AlqemziPicture of Rashed Mubarak Alqemzi

ID Number S201540030

Signature

Training and Development HRM425

Q1

The gap between in-house training and competition in sports is especially noteworthy, in

terms of methodology, and more importantly in terms of the radical difference between their

final results. Individuals who exceed the limits of their power in the company may pose a

threat to it. Moreover, professional competition often has a negative impact on the social

atmosphere of the company, which is one of the company's most valuable assets, and

therefore the training objectives and methodology should be clear and agreed upon.

We also note that group training is more and more dependent on companies, as it follows the

same rules and results as individual training. The difference is that, instead of starting training

with an individual-level auditor, all the team's functions are evaluated and audited in the first

place. Similarly, at the end of any process, each person must have a specific job and specific

responsibilities in the collective action plan

Tools
We can use several tools, where the tools chosen should fit the situation of the person to be

trained, such as his / her professional project or the conditions of his / her partners, etc. Some

of the most common and noteworthy tools are:

-Project management

-Management by objectives

-Management varies

Practice
Management through training follows a special methodology where each work or activity is

set to a project. This process follows these steps:

1. Follow-up of trainee level: professional assessment (theoretical knowledge, process,

behavior) and personal level (self assessment, principles and values) in order to

compare them with the characteristics of the project.

2. Project Level Monitoring: This analysis aims at structuring the project requirements

in an objective manner, technically and humanly. It will include the following:

 List of clients with their expectations

 List of project partners

 A list of all factors (both technical and human) that may impede or impede the

completion of the project

3. Definition of the company's mission (the main objective): Work on building and

defining the company's primary goal and mission. And the latter should fit the

characteristics of the trainee and his aspirations and values.

4. Objectives and Activities: At this stage we define - often not defined - quantitative

objectives (costs, deadlines, employee resignation rate, absentee rate ...) and / or

qualitative objectives (quality of products / services, motivation, skills, work

environment) ...) that lie behind this goal. The main objective can be divided into

several sub-goals, which helps to better monitor and evaluate the progress of the

project. The objectives of communication between staff (improving customer

relationships, developing staff skills on the project ...) are often forgotten in this

process.

The course of work and activities are also derived from the mission of the company or

the main objective behind its establishment. There should be rationality and logic in
 the activities within the company and the relationships between them, in order to

make gains in terms of time, effort and money. The inclusion of all the activities and

functions carried out by the employees within the company in the lists and their

arrangement helps to clearly define the tasks and responsibilities and divide them

within the same team.

5. Means and structure: All means at this stage - whether technical (tools, information,

infrastructure ...) or human (management, clients, marketing, communications ...) -

that would help to reach the company's primary objective to be included in Lists and

Registers.

As for the structure, its mission is to formalize and define the role of each person in

the company in a clear and transparent manner, in order to facilitate the process of

delegation of tasks and vision of the project in general and better form (project

manager.)

6. Plan of Action: The direct objective of achieving the company's main objective. The

lack of such a move and its implementation means that we do this training in vain. It

is very urgent to implement the decisions taken and implement them quickly.

The work plan consists of two parts:

 Personal Action Plan: It aims to achieve a balanced life for the person (compatibility

between his life inside and outside the work). The latter are based on people's

hobbies, as well as on the development of weaknesses that they consider important for

the project and themselves.

 Project Action Plan: The main driving tools that will guide the course of work on the

project. In this plan, all the objectives of the company in addition to the basic
 objective and all the tools and means involved. It provides for the introduction of a

time frame for the determination of deadlines and a mandatory deadline for their

delivery. Finally, the project manager - thanks to this plan - can follow up on this

project closely and assess it.

Q2

Posted Donald L Kirkpatrick was first modeled in 1959 through a series of articles in the

American Journal of Training and Development. These articles were later included in the

Kirkpatrick's "Assessment of Training Programs" (1975) published by the American Society

for Training and Development (ASTD) ), Which Kirkpatrick continues to maintain strong ties

with after he took over as chairman, and A. Kirkpatrick has written several other important

books on training and evaluation and has advised some of the world's largest companies.

Kirkpatrick's Assessment of Training Programs introduced his ideas originally published in

1959, thus increasing interest and becoming his most widely used and popular model of

assessment of training and learning. Kirkpatrick's four-level model is one of the profession's

standards within the HR and training community. Kirkpatrick later redefined and updated the

four levels of training in his 1998 book, "Evaluating Training Programs: The Four Levels."

Kirk Patrick began presenting his model in the overall training calendar for decades, The

process of providing the training material over the past years, which has been transformed

from a teacher-driven process to a process in which different mixed strategies are used and

used for distance learning, the basic concepts and principles of training evaluation have not

changed.

The Kirk Patrick model continues to be a standard practice of wide application and

acceptance. When we talk about the levels of evaluation and follow-up, we find that
researchers in this area gave us many models that include multiple levels, and perhaps the

most popular models and most acceptable model Kirk Patrick Kirk Patrick, which included

four levels of evaluation are:

1- Reaction level:

The trainees' reactions are immediately recognized after the end of the training program,

where their opinions regarding the training program as a whole, and the training material,

trainers, methods and training methods, and others are identified. This is the easiest and most

common level where studies indicate that 95% of institutions and training institutes use this

level. At this level, interviews, interviews or distribution of forms to trainees will be

conducted after the end of the training program.

2- Learning Level:

At this level, the amount of information acquired by the trainee is recognized as a result of

joining the training program, as well as the knowledge, principles, methods, skills and trends

acquired by the trainees after training, and at this level the use of exams, applied tests and

scientific standards. There is no doubt that this level is more difficult than the first level,

because it is difficult to determine the role and impact of training in changing the skills,

attitudes and knowledge of trainees.

3- Behavior Behavior Level:

This is a much more difficult level than the first and second levels because it is necessary to

know and measure the behavior of the trainees before and after training. There is no doubt

that such a process is not easy because there are no specific standards governing behavior.

4- Results Level:
The evaluation at this level aims at identifying the impact of training on the performance of

employees in the real workplaces of the organizations in which they work and thus

determining the impact of training in these organizations. The main problem here is to

determine the extent of improvement and development that can be directly attributed to

training. Nevertheless, some institutions and institutions deliberately measure this level by

noting turnover rates and morale levels of staff, improvement in employee performance and

productivity, absenteeism, delay and error rates, and other indicators.

Since Kirkpatrick developed his original model, other theorists (such as Jack Phillips), and

even Kirkpatrick himself, have referred to a potential fifth level (ROI). The "return on

investment" in Kirkpatrick's fourth level "results" Therefore, the introduction of a fifth level

is of no use unless the evaluation in terms of "return on investment ROI" may be neglected or

forgotten when simply return to the level of "results".

Learning assessment is a field that is subject to extensive research and is understandable as it

is a central theme of the existence and performance of education throughout the world and

not limited to universities that contain most researchers and writers.

While the Kirkpatrick model is not the only one of its kind for most industrial and

commercial applications that meet their requirements, most institutions will already be

encouraged to plan and manage their training and learning assessment, and therefore their

employees will be continuously developed according to the Kirkpatrick model.

ROI levels in training:

Management models presented several models to evaluate the return on investment in

training, the most common and accepted in the Donald Kirkpatrick model. It included four
levels of training evaluation, and the American Association for Training and Development

added a fifth level. Thus, The following:

Level 1: The degree of interaction between the parties to the training process:

This level is measured by the trainee to find out about his reaction to the training program he

has received, highlighting the extent to which he continues to be enrolled by other trainees at

the institution.

Level 2: The degree of learning achieved by the trainee:

It is a measurement of what the trainee received during his regularity in the training program

of science, including concepts, knowledge and trends.

Level 3: Applicability in the Workplace:

To transfer the knowledge and skills acquired in the training program to change the

individual behavior of the trainee and to develop the performance of the department.

Level 4: Measuring application results on performance:

( Such as level of creativity, workmanship, motivation, cooperation, commitment to work and

discipline), department performance (eg productivity, economic efficiency, customer

satisfaction, and organizational climate) as a result of applying what has been gained during

training.

Level 5: Measurement of return on investment:

This level is the most important level of evaluation of training, showing the final outcome of

the cost of training in which the training work is useful for the trainee and the organization.