How to Create an Employee Training and Development Plan

PART A: Development Plan 

The current business environment has become more global and competitive; thus, lifelong employee education and the way businesses support their constant progression is pivotal (Asinof, 2016). In the employee training and development plan opportunities such as development focused work assignments (apprenticeship and targeted assignments), on-the-job experiences (shadowing and on the job experience), coaching (internal mentorship programs by trained coachers or managers), and education and training (certification programs, research, conferences, and classroom training initiatives) should be included to support the learning of employees (Asinof, 2016). However, these activities should take into consideration the personal characteristics of employees in order for them to be successful. 

The most important aspect of the plan is implementing a personal development plan (PDP) by employees in supporting effective learning at the workplace (Asinof, 2016). In employee development and training, PDPs are used for certification and selection (by meeting standards and accountability for performance) and stimulating professional development (by promoting reflection, knowledge exchange, and growth planning) (Kadir et al., 2019). Thus employee performance and learning are supported by PDPs designed with a development purpose rather than an assessment purpose (Kadir et al., 2019). PDPs are used to support the process of personal learning and reflection that is suitable for adult learning practices. Many organizations implement PDPs exclusively to drive employee development, and the expected consequence is that employees will indulge more in learning activities and improve performance (Asinof, 2016). By creating PDPs, organizations ensure individual development goals are linked with organizational objectives; thus, talent management becomes a vital force in maintaining a competitive and robust enterprise (Kadir et al., 2019). 

PART B: Development Plan Mid-Level 

Today, organizations are working towards achieving high performance and effective management practices that translate into a high degree of job satisfaction and commitment among employees. For solid employees but not outstanding performers with moderate leadership potential, I would recommend a career development plan (Kadir et al., 2019). The purpose of the career development plan for these employees will be to accommodate their needs and goals with the career opportunities available in the organization. This would help the employees determine their own career needs and resolve between their objectives and that of the organization (Kadir et al., 2019). The career development plan for these employees will be lateral. Their development will be towards any work that might be in sync with their skills and thus provide a broader experience, new challenges, and provide confidence and satisfaction (Kadir et al., 2019). 

In today’s economy, it is the talent and capabilities of employees that are an organization’s competitive advantage rather than its physical or financial assets (Winda et al., 2017). All employees at the organization will be offered development initiatives and activities. However, the training development plans for employees with high potential and higher performers will be more vertical as their development plans will be towards positions with more responsibility and authority based on their skills and expertise (Winda et al., 2017). Their career planning may also result in their displacement to another business unit that will provide an opportunity for growth and their desire to remain in the same career. 

PART C: Assignment Preparation 

The first step in preparing the team of three managers for an internal assignment in Warsaw, Poland, is to conduct a training program that will ensure that they are competent in their areas of expertise. This will include management skills, communication skills, and language expertise. The training session will also include cross-cultural training to ease the change and provide the managers with insight into areas such as time management, language, business mannerism, and project accomplishment (Winda et al., 2017). This will also include a PDP for the managers on how the assignment in Poland corresponds to their career plans, what they intend to achieve in their assignment and what type of position to expect when they get back. Also, the organization will develop a succession plan for the managers to ensure that positions will be available where they can apply their international experience (Winda et al., 2017). 

Each of the family members of the managers will be provided with personalized training led by a specialist in addressing psychological and organizational needs that will enhance the re-acclimation for the managers (Asinof, 2016). The training program will ensure that the managers and the employees do not feel marginalized or not fitting into the new culture. Their children may also feel left out as they may find it hard to make new friends. The managers will also be assigned high-level mentors with similar experiences by the organization to be guided on how they can adapt to their new environment (Asinof, 2016) t. 

PART D: Distance Learning 

The reasons for choosing distance learning by dispersed trainees include convenience, cost, flexibility, and time (Kastner, 2020). Distance-learning makes it possible for trainees to enroll in relevant courses that are not near their home location. The motivation behind enrolling in such courses include professional progression, personal satisfaction, and the development of skills (Kastner, 2020). Distance learning is beneficial to both employees and students because it allows them to apply what they have learned directly to their professional environment. Other factors that promote distance learning among dispersed trainees include the suitability and uniqueness of the course content that enables them to enroll in a distance learning program. 

Distance-learning makes it possible for dispersed trainees to engage with the course content, thus becoming more interactive in-class activities (Croft, Dalton & Grant, 2015) . The use of information and communication technologies in distance learning enables dispersed trainees to collaborate with each other, thus relying on the instructor as a facilitator rather than a lecturer (Croft, Dalton & Grant, 2015) . Distance learning also allows for consistency in course content delivery because online materials such as videos, presentations, and lectures can be reproduced and shared with other learners online. 

PART E: Instruction Combination 

One of the biggest training challenges for organizations is the limited availability of workers from across the organization to participate in a classroom setting for training (Kastner, 2020). Organizations may have dispersed workers in different countries or cities that cannot afford a week or a month to attend training. In such a scenario, face-to-face instruction and web-based training is the best way forward. Offshore employees can take part in web-based learning while the rest in face-to-face learning (Croft, Dalton & Grant, 2015) . To create engagement, trainers can develop a series of shared targets that employees can achieve. The engagement process can also be enhanced by the facilitators by providing consultation and assessment sessions on the shared projects and objectives, either virtually or in-person (Kastner, 2020). 

Traditional learning methods make it difficult for facilitators to track the performance of the participants. With blended learning, instructors will be able to monitor the progress of trainees at any given time so that they can better understand their strengths and weaknesses (Kastner, 2020). Through web-based training software, corporate trainers can view and generate reports of online tests and identify areas where employees need help so that they can improve and reach their full potential (Croft, Dalton & Grant, 2015) . 

In addition, the needs of learners are different, and corporate trainers must meet the individual needs of trainees for the course to be effective (Kastner, 2020). Some learners benefit more from reading texts and presentations, and others will understand course content more after watching videos. 

References 

Asinof, P. (2016, January 1). IDPs: talent development’s superglue: individual development plans bond employees and their organization as they pursue mutual goals.  TD Magazine ,  70 (1). 

Croft, N., Dalton, A., & Grant, M. (2015). Overcoming Isolation in Distance Learning: Building a Learning Community through Time and Space. Journal For Education In The Built Environment , 5 (1), 27-64. doi: 10.11120/jebe.2010.05010027 

Kadir, A., Humaid AlHosani, A., Ismail, F., & Sehan, N. (2019). The Effect of Compensation and Benefits Towards Employee Performance. Proceedings of The Proceedings of The 1St Asian Conference On Humanities, Industry, And Technology For Society, ACHITS 2019, 30-31 July 2019, Surabaya, Indonesia . doi: 10.4108/eai.30-7-2019.2287551 

Kastner, J. A. (2020). Blended Learning: Moving beyond the Thread Quality of Blended Learning and Instructor Experiences.  Journal of Educators Online ,  17 (2), 110–127. 

Winda, O., Nayati, U. H., & Arik, P. (2017). Impact of Compensation and Career Development on Job Satisfaction and Employees Performance.  Russian Journal of Agricultural & Socio-Economic Sciences ,  64 (4), 113.