MGMT4486 Saint Marys Personnel Training and Development Summary this is a training report just write half page conclusion itis very easy can your do it i w

MGMT4486 Saint Marys Personnel Training and Development Summary this is a training report just write half page conclusion itis very easy can your do it i will give you our report MGMT 4486
Personnel Training and Development
The Final Evaluation Report
Group 4
Tonia Heastie
Grace Ingabire
Yunyun Peng
Chengyuan Zhao
Date: June 17th, 2019
Table of Content
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Introduction—————————————————————————————3
Summary of the Training Evaluations——————————————————–Group Reflection – Discussion of Received Evaluations———————————-The Training Evaluation Tool Critique——————————————————-Group Experience Assessment—————————————————————–Conclusion—————————————————————————————-Appendix——————————————————————————————Reference——————————————————————————————-
Introdution
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Conducting training evaluation helps us, as a group, to determine this “five strategies for
effective cross-cultural communication skills” most useful to our class peers and determine if
this program has achieved our SMART goals. This whole training session evaluation also
helps us to identify our strengths and weaknesses and use the statistical data to justify
whether our training program worked or not (Saks & Haccoun, 2016). In this report, it will be
included a summary with a statistical result from our training evaluation, group reflections on
all the feedback and comments that we received, a short conclusion of the whole training
session process based on the statistical data, a critique on the training evaluation tool we used
for the training session, finally an assessment of our group experience.
Summary of the Training Evaluations (Tonia)
Group Reflection – Discussion of Received Evaluations
The overall objective of the training program to teach Saint Mary’s University MGMT
4486 students five strategies for effective cross-cultural communication skills
(LEARN) within one hour.
These specific skills were to increase the students’ employability rate after graduation
adapting the training to the labour demands of a multicultural environment. We are going to
assess the effectiveness of the training program and if this were a real-life training we would
establish an ongoing conversation on techniques to modernize the labour market to increase
the effectiveness of the training. According to the 2001 Global Relocation Trends Survey by
GMAC Global Relocation Services, National Foreign Trade Council and SHRM Global
Forum, 69 percent of the 150 companies that responded offered cultural training for their
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outbound employees, up 10 percent in one year and almost 50 percent in 20 years. The
Global Relocation Trends survey, partially sponsored by Global Relocation Services,
reported that 80 percent of companies responding found that training had a great or high
value in terms of the success of expatriate assignments. It is very important that soon to
graduate students who intend to be in managerial positions are trained earlier so they will be
welcomed in a multicultural workplace.
Strengths and weaknesses of the Training Process (Cross-cultural effective
communication skills).
? Good reinforcement of LEARN: Listen, Effectively communicate, Avoid ambiguity,
Respect differences, No judgement. which helped to recall and how to apply them
where the general stimulus theory was applied.
? Good engagement with class by asking questions and the whispering activity.
? Different elements of ” learn” reinforcement on the post-test and throughout the
presentation.
? The content material was very interesting in the two cultural differences between
Africa and Asian. For example not giving gifts with your left hand in Africa and in
Asia you can’t point use your hand instead. As an improvement adding more pictures
and videos would have made the presentation more appealing for visual learners.
? The class activity was very interactive and we wrote instructions on the slides for our
kinesthetic learners. One thing we could have done better is to tell the audience
beforehand that the answers are tricky and that they might get it wrong because
people don’t like to make mistakes in front of their colleagues to increase the
participation rate and culturally we saw that in Asian cultures saving a good face is
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very important. Another we could improve for future training is that we can also
design more class activities to recall our knowledge and stimulate our trainees.
The original design of the program considered three components:
1. Conducting a needs analysis to assess the needs of the training and to determine if the
training was to solve the problem.
2. Equip students with cross-cultural communication skills to succeed in a cross-cultural
work environment while cross-cultural training is expensive for companies, findings
say that a failed overseas assignment is costly. “It costs us from $150,000 to $200,000
a year for us to keep a family abroad,” says Carl Burke.
Not surprisingly given the team that worked on this training session Yunyun did the
welcoming and introduction, Tonia presented the Learn strategy, Grace did a presentation on
the African culture and the activities and Chengyuan did a presentation on the Asian culture
and lastly Yunyun did the wrap up before we gave out the posttest the program had an
important variation with respect to the traditional demand-driven programs that is crossculturally equipped employees. Basically, preparing for the training we found that there is an
extremely poor characterization of the training market. The point here is that the usual
justification to solve the problem is not evident, for a private market of training institutions
was already working. The issue of it being supply-driven and without solid links with the
productive sector could still be valid, but the evidence was not discussed. From the training
checklist the problem seems to be, besides some poor performance, the low access of certain
groups in the society, basically women and low educated people who are in the trade. But for
our eighteen trainees to improve their responsiveness and for them to be receptive the next
time we plan a training program we should add more pictures to gain their attention on each
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slide especially where we were talking about different cultures with different dynamics to add
the excitement. Again, this is probably a sufficient justification.
This training program has high levels of evaluability and it can be easily evaluated in its own
terms. The objective and purpose of the project are well defined (as shown at the beginning
of this evaluation). Indicators are not provided at those levels except in the last evaluation
paper, but well defined, verifiable and relevant outcome indicators were provided in the
results section for this paper by SPSS.
The training was successful in the most critical aspect from an evaluation perspective: in the
implementation of the experimental design. But there is always room for improvement and
these improvements suggested are from the professor Dr. Weigand and the checklist that we
prepared for the trainers to answer by observing.
First, some substitutions were allowed, on the whispering activity where usually international
students wished to switch with their fellow who has English as a first language, but overall
the process was well done, and the statistical tests done confirm this finding. And also to
improve learning while delivering the conclusion we could have linked the lessons learned in
the activity speak clearly and simply and practicing active listening we did alright linking the
activity to the five strategies only and if the trainers might have forgotten the five tips which
are to always maintain etiquette, show cultural empathy, speak clearly and simply, be
conscious of non-verbal gestures and lastly practice active listening. It is very likely that the
trainees forgot to link it to the activity as well and that could be one the reasons why the
activity was not successful and second, we thought the sentences were long so if we were to
do this next time we would have made them shorter. A follow-up, post-test was applied after
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the wrap-up session. Although, the design of our training would require a follow-up survey to
see who have gotten jobs and their working environment
Finally, the training session of an hour included the material on basic social skills and
attitudes for work, that includes the concepts LEARN which links to concepts of self-esteem,
self-respect, responsibility, honesty and punctuality and we saw that punctuality is different
in some cultures being late for Ten minutes is okay in African cultures but in the
westernized culture that is considered to be late. The material took us a lot of time to find and
put together and was very well valued by participants. Given the different backgrounds
socially and economic background of most of the trainees, this has allowed them to learn
basic social skills. Grace introduced an important change during the execution of the training.
Given the stimulus learning, she started writing quickly on the board the five strategies while
Tonia was explaining them.
Information was obtained on the quality of different pretest, posttest, the checklist for trainers
and the evaluation from the lecture. So far, we have examined the impact of the training then
and there, which took place on June 14, 2019. Now we are going to look at the cost-benefit
considerations Even though the evaluation does not find a significant impact on the
likelihood of having a job, there seems to be an effect on wages, of 10% on average (although
the estimates are only marginally significant). Even so, this small impact on wages tied with
no employment effect implies that the costs of the program are recovered in two years. In
other words, if the program impacts are maintained for at least two years the program will
pay for itself.
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Structurally, the average expenditure per student is roughly $350 dollars. Compared with
training programs in industrialized countries this is a very modest amount. It may be
unreasonable to expect large employment and earnings impacts from such a modest
investment. Although the program will not likely change the amount of spending per student
in its starting point, there are plans to restructure the delivery of training. Second, as an
incentive next time we could partner up with well-recognized companies to implement an
incentive structure that would reward trainees who were able to find and retain employment.
It is also possible that these operational issues impeded an adequate match between the
capabilities of trainees with those demanded by potential employers because it was a learning
process.
The Training Evaluation Tool Critique (Tonia)
Group Experience Assessment
Throughout this semester, we would say our group dynamics were pretty active and united.
Everyone in this group was encouraged to share his/her thoughts and ideas and we were very
respectful of everyone’s opinions, and each of us would help anyone if someone needed help.
Some of us are not native English speakers, if there were any misunderstood or confusions on
assignments, we would talk to each other in a simple and clear way to make sure everyone
understand what he/she needs to do; which also reflected the tips of “active listening” and
“speak simply and clearly” from our training topic. When we all had different opinions or
ideas of the assignment, we would usually brainstorm our opinions or ideas on a paper and
then discuss what we needed to remove or keep some decisions, and based on the
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assignments, then we would specify and finalize our decisions, and finally assign our roles
for the training session design.
We believed that we used complementary and competitive learning styles at the same time.
Before we finalized and specified “the transfer of knowledge” section, we observed and
learned from other groups, then we used some of the methods and strategies from other
groups to improve our training session. During the training session, we wrote our training
objectives and the “LEARN” acronym on whiteboards as well, which helped and reinforced
to recall the application. We also encouraged our trainees to participate in the whispering
game and answer the questions to re-stimulate our theme. After the training, we all agreed on
what instructors, peers, or even ourselves mentioned every strength and opportunity; which
really helped us to reflect and think deeply what we needed to improve for the next training.
Our content of the transfer of knowledge was based on the “effective cross-cultural
communication skills”, we included two cultures and five tips to give our trainees more
perspectives and views on how different regions
However, the biggest weakness in our group would be time management. Most of us had
busy schedules on classes and work, we did not have enough time to practice or rehearsal our
training delivery; which somehow impacted on what we performed on the training day.
Because of lack of rehearsals, some of the details on the transfer of knowledge and the class
activity we had not discussed in depth, which made the class activity and the stimulation part
in some extent messed up. In addition, because of busy schedules, there were a few
assignments where we all started the assignments late so that we submitted assignments until
ten minutes before the deadline. What we would change differently next time probably would
have better time management and use the time wisely. If there was another training session,
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we probably would set up some deadlines before the actual training day for rehearsals or the
content of training, so that we would be able to change our contents, adjust or put some class
activities, or be more productive. Also, for the assignments, we think everyone should start
individually and post on our online drive so that we could check everyone’s progress, then we
could edit or finalize the analysis.
Conlusion
Appendix
The Number of Right Answers of Pre-Test and Post-Test
Pre-test
Post-test
1
3
2
4
3
3
2
4
2
5
3
5
2
4
1
4
2
3
2
4
3
4
3
3
3
5
2
5
1
3
2
3
The Paired Sample Statistic
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The Paired Sample Correlations
Paired Samples Correlations
N
Pair 1
pretest & posttest
Correlation
16
Sig.
.259
.333
The Paired Sample Test
Paired Samples Test
Paired Differences
95% Confidence
Interval of the
Std.
Std.
Mea
Deviatio
Error
n
n
Mean
Pai
pretest –
–
r1
posttest
1.75
000
.93095
.23274
Difference
Sig. (2Lower
Upper
t
df
–
–
–
2.24607
1.25393
7.51
15
tailed)
.000
9
References
Gretchen l. & International Herald Tribune (January 24, 2004). Cross-cultural training: how
much difference does it really make?
https://www.nytimes.com/2004/01/24/news/crosscultural-training-how-muchdifference-does-it-really-make.html
Saks, A. M., & Haccoun, R. R. (2016). Managing performance through training and
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development. Toronto: Thomson Nelson.
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