Two-Day Training Program for a Group of Twenty Research Proposal

Excerpt from Research Proposal :

Training Program for a Group of Twenty

A Two-Day Training Program for a Group of Twenty

Performance appraisal occurs collectively when employees feel they are part of the larger group. This is based on the knowledge that a working environment may be challenging to an employee. In most cases, confidence levels often dwindle during various stages of human resource development and may result in poor employee performance. As a result, it is necessary to train employees regularly because this will communicate the company agenda to the employees' comprehensively. This proposal suggests a two-day face-to-face training program of the company totality of twenty employees. The proposal will adopt a Staff Self-Evaluation Program as a satellite initiative themed 'it is for your own good.' For this to be achieved, the proposal commences with a description on ethics guiding this program proposal. This section will also appoint the training needs, guiding the program. Secondly, the proposal will elucidate the objectives of the training program besides identifying a pragmatic budget that will respond to the needs of the training program.

Staff Self-Evaluation Program (SSEP)

Staff self-evaluation program seeks to enhance effective personnel management practices within the organization. This training program will seek to augment employees' commitment towards their productivity without being supervised. It will also attempt to look beyond the extrinsic rewards directed to the employee into the intrinsic commitment that an employee gets from working with this organization. This program is adopted from (United Nations, 2007, p. 60), which notes that it is appropriate to develop a periodic evaluation policy in any brilliant organization. This evaluation policy often seeks to enhance employee productivity and reflecting it in the entire organizational productivity. In this case, a self-evaluation exercise will enable employees to assess whether they lack critical skills required for the organizational success. In the training, issues related to employee appraisal will be addressed. Secondly, issues related to internal organization, self-conducted will be examined. As a result, analysis on the quality of working practice, collaboration, procedures of work, and style of work will be resolved.

Identification of needs and responding to them

This training program is integral since it responds to the inherent requirements of this organization. An employee self-evaluation program acts as a quality determination threshold and an organization reflection tool. Firstly, this organization needs quality performance management. This can be achieved by an employee realizing the necessity of loyalty to productivity and emphasis on the prosperity of this firm (Mudie, 2012). Secondly, the organization business plan is centered towards a responsive employee recognition, performance feedback mechanism, and performance measurement. Evidently, performance measurement is instrumental because it enhances accountability requirements. In the upcoming two-day training, critical focus will seek to use factors that have been suggested in the above description.

Training Needs Analysis (TNA)

Training needs analysis will enable the upcoming program to determine the logical gap between what employees understand about personal performance and prevailing organizational expectations. In any case, the disparity between the two ideas will be instrumental in agitating for self-evaluation training needs. In order to enact the Self-evaluation mechanism, the program proposes the introduction of two training needs courtesy of interior self-assessment and exterior cooperation network.

Interior Self-Assessment

This training need will attempt to reaffirm employee intrinsic commitment towards the growth of the organization. Primarily, the concept of employee loyalty is examined in these parameters. Loyalty can only be achieved if employees' intrinsic commitment is realized at various organizational initiatives because loyalty comes automatically as an act of self-sacrifice and not forced. Greensburg and Edwards (2009) assessed the concept of employee loyalty as the underlying factor in improving social cooperation inside an organization. Loyal employees not only do they cooperate proactively, but also improved sense of organizational responsibility. Morally, the training program will direct employees to achieve the loyalty-factor, one that champions self-driven principles. The employee will be expected to make ethical and independent decisions, either within the organization's jurisdiction or outside. In encapsulation, interior self-assessments, training need is geared to accelerate self-driven ethics required by this organization.

Exterior cooperation network

The training program has also identified exterior cooperation network as a prerequisite acting alongside interior self-assessment methods. Achieving satisfactory results in this organization requires extreme cooperation between departments' bottom-top and top bottom mechanisms. As a necessity, the program has elaborate exterior cooperation as that facilitated by communication (Park and Reber 2011). In the two training program, employees will be requested to embrace the idea of creative suggestion as the finest strategy to enhance intra-organization cooperation. As a result, this organization will improve workflow on the overall productivity mechanism.

Training objectives

There are two training objectives that this program seeks to pursue; these are either intermediate for the short run or terminal for the long-run prosperity of the organization. At the end of the training program, the individual will acknowledge the necessity of self-evaluation as an inherent prerequisite required in this organization. The prolonged objective will seek to focus on an expounded organizational productivity. The upcoming training program will seek to analyze whether employees can manage themselves at work. The main business of this organization is marketing client products via merchandizing. Therefore, the focus will be engineered to compact employees to develop inner-power as a tool to transport visionary change; as well as emphasize personal confidence.

As a result, confidence will be applied to respond to conflict or challenging situations at the individual level. A self-evaluated individual will not need to refer to support when issues related to organization challenges emanate. In any case, the individual will act independently at the best of his knowledge. Secondly, the training objective will be instrumental in enabling employees to converge to the organizational hierarchy in the spirit of cooperation. This proposal discusses in detail the necessity of self-evaluation in emphasizing cooperation and communication in this organization. Besides, there is a need to deploy the two training needs discussed in this proposal for their impact in emphasizing intrinsic corporate and social responsibility inside this organization.

Training costing and budgeting

The upcoming training will adopt a training budget that seeks to respect staff human consideration, training materials, appropriate learning facilities, and apt training hardware. The budget will be pragmatic enough to respond to a variety of challenges associated with the rising cost of training resources. At the initial stages, budgeting will seek to examine rising deficits, which hinder performance: they could be the available resources. In any case, issues related to resources will balance with corresponding organization requirements of quality (See Appendix One)

One-day face-to-face training program

This program adopts the face-to-face training mechanism because of its capacity to motivate the participants. This strategy is adopted from World Bank (2008, p. 69) face-to-face training. Over one hundred participants were trained on various policies executed by the World Bank. The triumph associated face-to-face training can be associated with its ability to respond to intrinsic requirements of the program categorically (World Bank, 2008). Similar to the survey, face-to-face training was deployed for its associated advantages argued below here.

Merits of face-to-face training

Various advantages accompany this model of training. First, a face-to-face, instructor led training program is adaptable. The instructor will be responding to vital needs required by policy goals of the self-evaluation campaign. The central role of the instructor will be to aid the participants to understand the various requirements of the program (Rabin, et al., 2006). Secondly, the face-to-face instructor led training program emphasizes on the essentiality of dialogue. Dialogue, which happens to be the second training need for this program, will be very imperative in aiding several needs. As a result, vital analysis and discussion will be carried collectively by members from different departments (Rabin, et al., 2006).

Thirdly, face-to-face training program will ensure that personal relationships are built on several categories. In the course of the training program, participants will share their experiences on the commitment to the program. Issues related to doubt on the quality of the program will be examined at this level of social interactions (Knoch et al., 2007). Fourthly, face-to-face training program will be imperative in passing vital agendas. Primarily, the program seeks to educate employees on the merits of moral good to the self and to the organization. Issues related to transparency will be apprehended categorically. As a result, quality communication associated with synchronous talking will be experienced (Rabin, et al., 2006, p. 872).

As seen from the previous indication of the agenda and sticking to the theme, the face-to-face program adopted will be instrumental in ensuring that confidence levels are emphasized. Employees' will agree collectively on agendas discussed in the two-day retreat. Issues related to diffidence, self-uncertainty and unproductive questions will be apprehended at this juncture (Knoch et al., 2007). This is based on the knowledge that face-to-face communication ensures that focus to central ideas is enacted (Rabin, et al., 2006, p. 871). Employees will not fall out from the central theme because of distractions resulting from failure to honor the subject of the conversation.

Create an agenda of activities for the training program.…

Sources Used in Document:


Knoch, U., Read, J., & Randow, J.V. (2007). Re-training writing raters online: How does it compare with face-to-face training?. Assessing Writing, 12(1), 26-43.

Greensberg, J., & Edwards, M. (2009). Voice and Silence in Organizations. Emarald Group Publishing.

Lee, S., S. (2008). Relationships among Leadership Empowerment, Job Satisfaction, and Employee Loyalty in University Dining Student Workers. New York: Pro-Quest

Mudie, P., Pirrie, A. (2012). Services Marketing Management. London: Routledge

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