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Case Incident BC Assessment BC Assessment is a provincial Crown organization whose 350 to 400 professional appraisers determine the market value of land and improvements for taxation purposes. Each year, about 2 percent of property owners file a formal complaint or appeal with the agency. Complex appeals that are not resolved might proceed to an appeal board, which could lead to a formal hearing. The appeal process represents a significant cost, mainly in staff time. To help cut back, the agency decided to train appraisers to develop the skills needed to resolve appeals earlier.
Thirty-six appraisers took part in a two-day, face-to-face workshop that included group discussions, team summaries, case studies, and mock role-playing exercises. Before training, 20 percent of the trainees rated their knowledge and skill levels as high. After training, that number rose to 56 percent. In addition, 69 percent of the trainees said they had a high level of confidence in applying the learning to their jobs effectively. However, six months after the training the value of the course was significantly diminished at the transfer of learning stage.
More than one-half of respondents saw little or no improvement in tasks associated with appeals management. Questions 1. What effect did the training have on trainees? What should the trainees be able to do on the job after attending the training program? 2.
Use Baldwin and Ford’s model of the transfer of training process (Figure 9.1) to explain why so many of the trainees reported little or no improvement in tasks associated with appeals management. 3. Discuss some of the strategies you would recommend before, during, and after training to improve trainees’ performance of tasks associated with appeals management. Be sure to indicate strategies for the trainer, trainees, and managers.
Paper for above instructions
Assignment: Evaluating the Impact of Training on BC Assessment Appraisers and the Transfer of Learning ProcessIntroduction
The training of appraisers at BC Assessment offers insights into both the immediate and long-term impacts of training programs, particularly in specialized sectors like property appraisal for taxation purposes. Despite the positive outcomes recorded after training, including a notable increase in confidence and skill perception, the subsequent failure in applying these skills effectively underscores critical gaps in the transfer of training paradigm. This paper adopts Baldwin and Ford’s model of training transfer to analyze the situation at BC Assessment and suggests actionable strategies to enhance training efficacy.
Effects of Training on Trainees
The two-day workshop for the appraisers at BC Assessment yielded some promising effects. Before the training, only 20% of trainees rated their knowledge and skills as high; this figure increased to 56% after completing the program. Furthermore, a significant 69% of trainees expressed confidence in their abilities to apply their new skills in the workplace (Case Incident). These metrics indicate a short-term enhancement in knowledge and self-efficacy among appraisers, essential components for performance improvement.
Nevertheless, the long-term application of the learned skills witnessed a marked decline with over half of the respondents reporting little to no improvement in appeal management tasks. Such disparity raises questions regarding the training methods and support provided during and post-training.
Baldwin and Ford’s Model of Transfer of Training
Baldwin and Ford's model outlines three key components that influence the transfer of training: training design, trainee characteristics, and work environment (Baldwin & Ford, 1988). Each of these elements can affect how well trainees apply their learning in a practical setting.
1. Training Design
While the training included varied activities like group discussions and mock role-playing, it may not have effectively simulated real-life interactions in the appeals process. Evidence suggests that training that closely mirrors job-related tasks leads to success in skill application (Grossman & Salas, 2011). A limitation of BC Assessment's workshop could have been the lack of practical, job-specific scenarios that appraisers routinely face.
2. Trainee Characteristics
Trainees come with different pre-existing experiences and psychological readiness for training. Although there was an increase in their pre-training self-efficacy, those who viewed their knowledge as inadequate might still struggle to apply new learning. Evaluations suggesting that over 50% of the respondents saw minimal improvement indicate that elements like anxiety or lack of motivation could have impeded performance (Colquitt et al., 2000).
3. Work Environment
Post-training, the work environment plays a crucial role in determining the effective application of new skills. A lack of managerial support, encouragement for skill utilization, or an organizational culture that does not prioritize the application of training can limit the transfer of learning. The absence of reinforcement mechanisms or feedback systems in BC Assessment may have led to the pressure of reverting to previous, familiar methods of handling appeals.
Recommendations for Improved Trainee Performance
To enhance performance in tasks related to appeals management, a multipronged approach is recommended. Strategies should be developed for trainers, trainees, and managers to create a supportive learning ecosystem.
Before Training
- Needs Analysis: Conduct a thorough analysis of the specific skills needed for effective appeals management, ensuring that training objectives align with job demands (Kirkpatrick, 1993).
- Pre-Training Materials: Provide pre-training materials that allow appraisers to reflect on their current knowledge and identify areas needing improvement.
During Training
- Simulation and Role-Playing: Incorporate real-life scenarios in training and increase the length of role-playing exercises to provide hands-on experience in handling appeals (Sitzmann, 2011).
- Peer Learning: Utilize the knowledge of seasoned appraisers during the training to enhance learning through discussions of previous experiences and best practices.
After Training
- Follow-Up Workshops: Conduct follow-up sessions that refresh skills and integrate new learning based on real scenarios encountered at work (Smith & Tisak, 2009).
- Mentorship Programs: Establish mentorship or buddy systems where experienced appraisers provide ongoing support and feedback to recent trainees (Baker, 2013).
- Feedback Mechanisms: Implement regular feedback sessions that encourage discussions about successes and challenges faced while applying training, thus promoting a continuous learning environment (Noe, 2017).
Managerial Support
It is crucial that management actively promotes the use of new skills learned during training. Managers should provide the necessary resources, recognize efforts, and celebrate improvements, thus encouraging trainees to utilize their skills confidently (Hughes et al., 2007).
Conclusion
While the training initiative at BC Assessment resulted in favorable immediate effects, the apparent shortcomings in the transfer of learning highlight a critical need for holistic post-training strategies that engage trainees and their environments. By leveraging Baldwin and Ford’s model, trainers can design programs that not only educate but also facilitate the effective application of new skills in the workplace. Comprehensive support from management, strategic training interventions, and a focus on sustainable development will be essential for enhancing performances related to appeals management in the long term.
References
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