In-service Training Course and Work Environment

Soolmaz Nourabadi | Rezvaneh Amini Golestani

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URL :   http://research.shahed.ac.ir/WSR/WebPages/Report/PaperView.aspx?PaperID=116551
Date :  2019/12/18
Publish in :    Revista Orbis

Link :  http://revistaorbis.org.ve/
Keywords :Explaining, Effectiveness, Transition, Course, Transition

Abstract :

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Organizations have interact with their environment as an open system. Equip and ready - human resources are specially important for dealing with changes, and all organizations must assign the highest amount of capital, time, and program to human development in various dimensions, with any mission. In-service training organizationally is done after the hiring person in organization in order to preparing them to perform their responsibilities better and so improve their abilities and skills. This type of training will be present that mainly based on three fundamental axes development knowledge, skills, and attitudes to create or change. The transfer of learning to the workplace is defined as the efficiency and continuity of use the knowledge, skills and attitudes that received from training by trainees or learners. One of the newest models on the evaluation of effectiveness of in-service training course in workplace is the pattern of Holton entitled Transition Model. This model is defined three factors: learning, individual performance and organizational results, as the accepted results in educational program for human resource development. Holtons transitional model ¬make those three sets of features; learning, individual performance and organizational outcomes that linked directly with the transfer of learning and performance. Now this question is raised: “How can this model be used by organizations in the Islamic Republic of Iran to effectively transfer the learning of in-service training courses to the workplace”? To answer this question, a descriptive-analytical method has been used.¬ Findings of the research indicate that the following can be considered for effective transfer of education to the work environment in Iran: 1) Regarding the readiness of the learner, the organizers of the courses provide the learners with proper knowledge of the objectives and function of the course; 2) Provide appropriate feedback to learners in the shortest possible time, as well as identify the criteria for evaluating learners to provide feedback to them; 3) Creating a positive and desirable organizational climate between employees to support each other in the use of new learning; 4) To transfer more learning from training to the workplace, a more positive atmosphere is created between staff, supervisors and managers, and also encourages employees to use learned lessons of their training at workplace. Finally the findings show that if this course is designed to best translate the training into three components of learning, individual performance and organizational outcomes; the effectiveness of the training courses is also enhanced.