Training at BINZ, Inc.

At BINZ, Inc.

A training requirements analysis identified a need for good communication and competency among customer support representatives. The training programs’ design and implementation are anticipated to satisfy both short and long-term objectives, which should be analyzed using appropriate methodologies. As previously proven, training is a continuous process that necessitates stakeholders’ ongoing commitment to meeting the evolving business needs. As a result, it is critical that the assessment plan be included as part of the training program in order to give meaningful information regarding outcomes (Grohmann & Kauffed 135).

Evaluating Training for BINZ, Inc.

Based on these grounds, Fred Knott will undertake an evaluation utilizing the appropriate instruments and criteria that will benefit BINZ, Inc. Evaluating training is an important aspect of an organization since it provides a platform upon which outcomes are weighed for further adjustments (Alan & Burke 118). The whole process of attracting and retaining qualified customer service personnel at BINZ, Inc. is both labor-intensive and time-consuming. In as much as the benefits such as skill development and increased productivity are vital to the company, the human resource department must assess the transfer of training to identify the actual benefits and whether they were worth the investment. Grohmann and Kauffed (137) justify training evaluation based on the need to make more informed decisions in future designs and continuation purposes. The feedback that is received through the application of various assessment tools is important in quality management as well as attracting critical talents within the job market. Finally, the human resource development department at BINZ, Inc., will need the evaluation results to justify financial input in the training programs.

Kirkpatrick’s Model

Kirkpatrick’s model will be applied in evaluating training outcomes among customer service agents at BINZ, Inc. Grohmann & Kauffed (139), pointed out that the model is composed of four primary levels that are a reaction, learning, behavior, and results which are further classified into long-term and short-term evaluation approaches.

Short-Term Evaluation

Short-term evaluation involves trainee reaction and learning which provides feedback on the utility judgment as well as the communication skills that customer service agents acquired during the training sessions. The trainee response level will involve the use of questionnaires, employee satisfaction surveys, and verbal feedback. In this case, the learners should give their views on the suitability of the training approaches. For instance, the BINZ, Inc., customer service agents should describe their feelings on the presentation styles, value and success of the training concerning their work roles, and whether the sessions met their expectations and personal learning styles. Trainee reaction is significant in improving future training by adding any missing topics and other adjustments to enhance audience reception. Moreover, the learners also get an opportunity to give suggestions that will inform future training design and implementation to increase the level of satisfaction.

Learning Evaluation

In level two, the evaluation will focus on learning that is the variations in skills, attitudes, and knowledge of the customer service agents (Alan & Burke, 119). Notably, the implementation stage involved the use of various materials to aid the learning process including hands-on-job approaches and demonstrations on how the customer service can adequately apply communication skills in executing their duties. The employees must then be tested on the perceived knowledge acquisition. It is important that the trainer undertake an interview to determine the employee’s level of knowledge in the subject area before the commencement of the training exercise. After the sessions, other evaluation approaches such as verbal assessment is required to determine the resulting changes in attitudes and skills (Grohmann & Kauffed 139). It is the reason why the training objectives must be measurable so that the trainer will ascertain the specific learning outcomes to inform future training programs.

Long-Term Evaluation

The long-term category includes level three and four of the evaluation process (Ahmad et al., 7). One of the main aims of training is to equip the trainees with skills that they can apply to improve their performance in the workplace. Behavior criteria are a transfer of knowledge gained from training in undertaking roles. In this case, the customer agents demonstrate positive behavior through an adequate summary of customer complaints and timely follow-up on issues raised by clients. Positive behavior change is an indication of adequate training. However, failure by employees to apply the new knowledge does not necessarily mean that the training was ineffective. It may be due to the unfavorable working environment or the prevailing culture that supports the maintenance of status quo. The evaluation at this stage requires the human resource department to undertake interviews and observations over a period of training that is quarterly or annually.

Determination of Results

The last level of assessment is the determination of results. In this criteria, the evaluation focus on departmental or organizational comprehensive benefits resulting from training program (Alan & Burke 120). In the case of BINZ, Inc., training objective was to build effective communication skills among the customer service personnel to increase sales through effective customer relationships.

Conclusion

Apparently, Fred Knott should apply the Kirkpatrick’s model in developing BINZ, Inc., evaluation plan. The assessment involves the four levels that are trainee reaction, learning, behavior, and organization results. However, limitations of the model include several external variables that contribute to the employee productivity.

Source:

Grohmann &Kauffed 138.

Works Cited

Ahmad, Iftikhar, and Siraj ud Din. “Evaluating training and development.” Gomal Journal of Medical Sciences 7.2 (2009).

Grohmann, Anna, and Simone Kauffeld. “Evaluating training programs: Development and correlates of the questionnaire for professional training evaluation.” International Journal of Training and Development 17.2 (2013): 135-155.

Saks, Alan M., and Lisa A. Burke. “An investigation into the relationship between training evaluation and the transfer of training.” International Journal of Training and Development 16.2 (2012): 118-127.