Learners who undergo this training session will acquire crucial communication skills to make them more effective in their work responsibilities. The training will establish good relationships between learners and trainers, to enable learners to obtain important knowledge for positive career growth. The overall objective of this training session is to make learners aware of corporate communication skills, to make them more effective in their duties. They will learn how effective communication in the organization contributes positively to the quality of work outcomes achieved. Participants in the session will be assessed on the progress they have made through different methods. Each participant will be given a topic to research and will be required to present what he or she has learned before other training participants (Salas & Cannon-Bowers, 2001, p. 476).
Effectiveness of Training Sessions
The training sessions will incorporate different learning approaches, to make them suitable for the different learning needs of participants. Topics with similar concepts will be taught simultaneously to make learners understand them easily. Learners will also be taught using simplified techniques such as pictures, charts, and graphs, to make them acquire crucial analytical skills. This will help them understand complex ideas using illustrations. Instructors have chosen to use illustrations, to enable them to transfer more knowledge to learners. Instructors will encourage learners to participate more in learning to increase their knowledge in different areas of interest. This will make all learners understand the value of these training sessions. Instructors will motivate learners to be more interested in what they are being taught, to enable them to learn quickly. Case studies will be used to make learners understand different scenarios they are likely to face in their work environments (Broad, 2006, p. 89).
Transfer of Knowledge
The effectiveness of training methods adopted will be assessed through knowledge transfer and retention. Learners will be taken through various steps to make them understand how to apply the knowledge they have acquired. Instructors will adopt effective learning designs, which encourage learners to try out new ideas. This will expose them to different methods of learning to help them improve their skills. A behavioral assessment will be conducted to establish the behavioral patterns exhibited by learners and how they affect the transfer of knowledge. The environment in which learning takes place will be made more conducive, to make learners more attentive. Subedi (2004) reveals that learners who have a strong will to learn, are able to retain relevant concepts they are taught easily, compared to those who are less interested (p. 595). Constant evaluation will be used to determine if learners understand the logic behind the concepts being taught.
Relevance of Training Design Theories
Problem-solving approaches will be used to make learners identify gaps in knowledge that need to be filled. This will enable them to review what they have learned to understand how they can apply this knowledge in different work settings. The simplifying conditions method will be used to help learners focus their attention on what is being taught. Learners will be encouraged to think of real-life situations where they can apply the knowledge acquired. This approach will be used to improve their overall understanding. Training methods used will encourage trainees to reflect on what they have learned in the past. This will make it easy for them to link what they are learning currently to what they learned in the past (Haskell, 2009, p. 105).
Broad, M.L. (2006). Beyond transfer of training: Engaging systems to improve performance. San Francisco, CA: Wiley.
Haskell, R.E.(2009). Reengineering corporate training. New York, NY: Greenwood.
Salas, E., & Cannon-Bowers, J.A. (2001). The science of training: A decade of progress. Annual Review of Psychology, 52, 471-499. Subedi, B.S (2004). Emerging trends on transfer of learning. International Education Journal, 5 (4), 591-599.