Training and Development 313Supervisors will be able to explain the agency ’ s sexual harassment
policy to employees.
Receptionists will be able to transfer and route calls on the new
telephone communication system without disconnecting callers.The development of training objectives should be a collaborative
process incorporating input from management, supervisors, workers, and
trainers to ensure that the objectives are
reasonable and realistic. Three determi-
nants to account for profi ciency in any
performance component are declarative
knowledge or factual knowledge, which
is the understanding of things one must
do; procedural knowledge, or skill in
knowing how to do them; and motiva-
tion, or the direction, degree, and per-
sistence of effort in doing them (Guion &
Highhouse, 2006).Developing the Curriculum
After assessing the training needs and developing objectives, a training
curriculum must be developed. Before developing the content and the
manner of presenting the information, an analysis of the trainees must
be done. This step is critical because trainees often prescribe the kind of
training that is likely to be effective. Some of the relevant issues to examine
include the following:What are the participants ’ levels of education? For example, classroom
instruction may be intimidating for employees with limited formal
education.
What are participants ’ expectations? Will all participants come to
the training with the same concerns?
What are participants ’ knowledge levels, attitudes, and relationships
with one another?
Are participants prepared to receive technical instruction?
Is the training voluntary or imposed from above?
If the training is mandatory, will the participants be threatened
by it?• • • • • •
The development of
training objectives should
be a collaborative process
incorporating input from
management, supervisors,
workers, and trainers to
ensure that the objectives
are reasonable and realistic.