Training And Development Project Executive Summary Template

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Investing in the growth and development of your employees is a surefire way to boost productivity, improve job satisfaction, and stay ahead of the competition. And with ClickUp's Training and Development Project Executive Summary Template, creating a comprehensive plan has never been easier!

This template provides a clear and concise executive summary that outlines the key elements of your training and development project, including:

  • A summary of the project objectives and goals
  • Details on the specific training initiatives and activities
  • The anticipated timeline and budget for the project
  • The expected outcomes and benefits for the organization

With this template, you can effectively communicate the value of your training and development project to stakeholders, secure necessary resources, and ensure the success of your initiatives. Don't miss out on the opportunity to empower your team and drive business growth—get started with ClickUp's Training and Development Project Executive Summary Template today!

Benefits of Training And Development Project Executive Summary Template

The Training And Development Project Executive Summary Template provides a comprehensive overview of the training and development project, highlighting its objectives, strategies, and expected outcomes. Some of the key benefits of using this template include:

  • Ensuring alignment with organizational goals and objectives
  • Streamlining communication and collaboration among project stakeholders
  • Providing a clear roadmap for project implementation and monitoring progress
  • Facilitating decision-making by presenting key project information in a concise and organized manner
  • Enhancing accountability and transparency by documenting project milestones and deliverables
  • Supporting knowledge transfer and sharing best practices across the organization
  • Improving project efficiency and reducing the risk of delays or cost overruns.

Main Elements of Training And Development Project Executive Summary Template

ClickUp's Training and Development Project Executive Summary template is the perfect tool for creating a comprehensive executive summary for your training and development projects.

This Doc template includes:

  • Custom Statuses: Track the progress of your training and development projects with customizable statuses, such as In Progress, Completed, and Pending Approval.
  • Custom Fields: Utilize custom fields to capture important project details, including Project Start Date, Project End Date, Training Objectives, Key Stakeholders, and more.
  • Different Views: Explore multiple views to visualize and present your executive summary. Choose from the Document View, Table View, Board View, or Calendar View to effectively communicate your project's goals and progress.

How to Use Executive Summary for Training And Development Project

When it comes to creating an effective Training and Development Project Executive Summary, it's important to follow these six steps:

1. Define the purpose and objectives

Begin by clearly defining the purpose of the training and development project. What are the main objectives you hope to achieve? This could include improving employee performance, enhancing skills, or increasing knowledge in a specific area.

Use a Docs in ClickUp to outline and clarify the purpose and objectives of the project.

2. Provide an overview of the project

Next, provide a brief overview of the training and development project. Include key details such as the project timeline, budget, and any specific resources or tools that will be utilized. This will give readers a high-level understanding of what the project entails.

Use the Gantt chart in ClickUp to create a visual representation of the project timeline and milestones.

3. Outline the target audience

Identify the target audience for the training and development project. Who will benefit from this initiative? Is it aimed at specific departments or job roles within the organization? Clearly defining the target audience will help tailor the training content and ensure its relevance.

Use the Board view in ClickUp to create columns for different target audience groups and track progress.

4. Detail the training methods and content

Provide a detailed description of the training methods and content that will be used in the project. Will it involve workshops, online courses, or on-the-job training? What topics will be covered and how will the material be delivered? Be specific and highlight any unique or innovative approaches.

Use recurring tasks in ClickUp to schedule and track the delivery of training materials and activities.

5. Discuss the expected outcomes and benefits

Explain the expected outcomes and benefits of the training and development project. How will it impact the organization and its employees? Will it lead to improved performance, increased productivity, or enhanced employee satisfaction? Clearly articulating the expected results will help stakeholders understand the value of the project.

Use custom fields in ClickUp to track and measure key performance indicators (KPIs) related to the expected outcomes.

6. Summarize next steps and key stakeholders

Finally, summarize the next steps and identify the key stakeholders involved in the training and development project. This could include trainers, HR personnel, department heads, and employees who will be participating in the training. Clearly outlining the roles and responsibilities of each stakeholder will help ensure a smooth implementation.

Use Automations in ClickUp to automate notifications and reminders for key stakeholders regarding their roles and responsibilities.

By following these six steps, you can create a comprehensive and effective Training and Development Project Executive Summary that will guide your organization's training initiatives and drive positive outcomes.

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Get Started with ClickUp’s Training And Development Project Executive Summary Template

Organizations looking to implement a comprehensive training and development program can use the Training and Development Project Executive Summary Template to effectively plan and manage their initiatives.

To get started, hit “Add Template” to sign up for ClickUp and add the template to your Workspace. Be sure to specify the Space or location in your Workspace where you want this template applied.

Next, invite relevant team members or guests to your Workspace to begin collaboration.

Now, you can maximize the potential of this template to create a successful training and development project:

  • Create a project for each training initiative, such as workshops, seminars, or online modules
  • Assign tasks to team members and set realistic deadlines
  • Utilize the Goals feature to define and track the objectives of each training program
  • Use the Gantt chart view to visualize and manage the project timeline
  • Organize tasks into different categories to streamline workflow and ensure smooth progress
  • Set up recurring tasks to ensure regular training sessions and follow-ups
  • Utilize Automations to streamline repetitive tasks and save time
  • Use the Calendar view to schedule training sessions and keep everyone informed
  • Monitor progress and analyze performance using the Table view and Dashboards
  • Collaborate with stakeholders to gather feedback and make necessary adjustments to the training programs
  • Leverage the Whiteboards feature to brainstorm ideas and visualize training concepts
  • Set milestones to celebrate achievements and keep the project on track
  • Utilize email integrations to communicate updates and important information to all stakeholders
  • Take advantage of AI-powered features to improve training content and delivery
  • Utilize the Workload view to ensure balanced work distribution among team members

Related Templates

  • Materials Scientists Executive Summary Template
  • Project Plan Executive Summary Template
  • Financial Advisors Executive Summary Template
  • Defense Contractors Executive Summary Template
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How to Write a Project Summary (Free Template Included)

ProjectManager

There’s a lot of work involved in getting a project approved. You need to convince stakeholders or clients that the project is worthwhile. This should be done upfront and is usually accomplished via the project summary.

That’s a lot of responsibility for a project summary, which by definition is a short overview of the project. Therefore, nothing can be wasted. Every word must count towards proving that the project is viable and will deliver a return on investment.

What Is a Project Summary?

To start, let’s define the term. A project summary is a document or part of a larger document that’s comprehensive but concise in providing an overview of the proposed project, including key details. It also outlines the project’s objectives, background information to place it in context, requirements, problems, analysis and ends with a conclusion.

While the project summary can be a standalone document or a preface to other types of project documentation , it is most commonly used as the introduction for the project proposal. As noted, a project summary has to hook the reader. Like an opening sentence in a book that keeps you reading, the project summary must capture your attention and pull you through the project proposal.

training and development project summary

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Project Summary Template

Use this free Project Summary Template for Word to manage your projects better.

When Should You Use a Project Summary?

The project summary is created during the project pitch. It provides a big-picture view of the project, including a brief description and the essential parts. This is where you’ll start to define the project’s goals, the schedule of tasks that must be executed to deliver the project, an estimation of its budget, etc. to ensure everyone understands the basic plan.

The project summary might be the most important part of your project proposal as it’s the first time the reader will be exposed to the project and why you believe it’s worth executing. Make sure to conduct thorough research to create a well-rounded project summary. This can help convince a client or stakeholder of the value of the project.

Even though a project proposal opens with the project summary, it’s not uncommon for this to be the last section that’s written. If you’re thoroughly researching the topic, you’ll be addressing issues that come up in other sections of the project proposal. Therefore, when you complete the proposal, you’ll have all the information you need to properly create an executive summary .

If done right, the project summary will lead the client through the project proposal and once they’re done, they’ll approve the work. It’s good to have all that documentation in project management software so you can easily turn the project summary into a project plan. ProjectManager is online project management software with unlimited file storage to act as the hub for your project documentation. If you collect the project proposal in our list view, it’s easy to toggle to the Gantt chart where you can create a visual schedule on a timeline. Get started with ProjectManager today for free.

ProjectManager's list view

What Should Be Included In a Project Summary?

A project summary should be short, but you don’t want to shortchange the project and not give the summary enough room to sell the project to the stakeholder or client. You’ll want to avoid jargon and proprietary or confidential information, such as trade secrets. Write in plain, easy-to-understand sentences. The project summary shouldn’t be difficult to comprehend.

Project Information

You’ll begin by outlining high-level information about the project, including:

  • Project name
  • Project manager
  • Project sponsor

You can add the project team if they’ve been assembled at this point. It’s also a good idea to provide a brief overview of the project, goals and objectives , benefits, etc. Note what it is you’re going to accomplish and how. Plus, when dealing with projects outside of your organization, a background is advisable.

Project Schedule

The project schedule is a chronological timeline that charts the project from beginning to end. On that timeline are the activities and tasks that must be executed to achieve the final project deliverable. This includes dates, duration, milestones and all deliverables. You don’t have to be as thorough as when planning your project plan, but a brief outline is necessary.

Project Budget

The budget is often included in the project schedule and isn’t a detailed forecast of costs, but it’s still an important component and should be included. You’ll want to have some financial projections to show how much the project will cost and what sort of return is expected. A budget baseline is also helpful.

Resource Plan

To further help stakeholders understand the project you want to include a list of resources. Resources are anything you need to complete the project. This includes the project team, materials, equipment, etc.

Risk Management Overview

Every project has inherent risks. Stakeholders want to know what risks you identify as potentially occurring in the project, their impact and how you’ll mitigate them. This includes roadblocks and challenges—anything that will impact the scope, cost and time of the project. Briefly outline your risk management plan . You can go into detail if the project is approved.

Writing a project summary takes a lot of preparation. One thing you shouldn’t have to worry about is the format. Use our free project summary template for Word and you’ll simply have to fill in the blank fields. Everything you need is there and the project summary template is customizable so you can add your logo and edit the document to suit the specific needs of the project you’re proposing.

free project summary template

How to Write a Project Summary

We’ve gone over the basic components of a project summary. Now let’s look at how to write one. While the project summary is brief by definition, the research is extensive. Follow these steps to make sure you do a thorough job.

1. Talk to Your Team

No single person is equipped to tackle the challenges of a project summary. You need to bring together your project team . They’re the ones who will be executing the project on the front lines, so to speak. They have the expertise and knowledge. Use them as a resource as you research the project.

2. Know Your Audience

The research is one part of convincing stakeholders of the value of the project. How you present it is the other. You need to speak the language of the stakeholders. The tone, word choices and more are all going to change whether you’re speaking to a client or a stakeholder. This is especially true in terms of industry. You’ll address construction differently than manufacturing or IT.

3. Define Your Objectives

You’ll want to make it clear what the objective of the project is and what indicates that the project has been successfully completed. That requires sharing the metrics you’ll use to measure the project. You also need to know the project intent, similar to its mission statement .

4. Write Your Project Summary

Work with your team to write a clear and concise project summary. Make sure you’ve included all the components we’ve mentioned above. Don’t forget to proofread the project summary as nothing looks more unprofessional than bad grammar or misspellings.

Other Project Management Templates to Help Create a Project Summary

The project summary is one of the dozens of free project management templates we have for both Excel and Word. There are templates for every phase of a project. Here are a few that relate to the project summary.

Budget Proposal Template

You can estimate the cost of a project with our free budget proposal template for Excel. It shows potential stakeholders how much the project will cost, from salaries to materials and equipment. There’s also space to add travel, communications and other direct and indirect costs.

Project Timeline Template

A project summary needs to include a brief project timeline. The free project timeline template for Excel can help. It has a column on the left-hand side where you can add tasks, start and end dates, as well as duration, which then automatically populates a visual timeline to the right.

Project Proposal Template

The project summary is part of the larger project proposal. You need to have one to get a project approved and funded. Our free project proposal template for Word includes everything from a summary to the solution, implementation to deliverables.

ProjectManager Is Ideal for Keeping Track of Your Project

Templates can help you organize your ideas and deliver a great project summary and proposal, but once it’s approved you’ll need project management software to plan, manage and track the work. ProjectManager is online software that empowers teams to work more efficiently while giving managers tools to monitor their work in real time.

Track Progress With Real-Time Dashboards

Once you have your project schedule on our robust Gantt chart , you can set a baseline, which makes it possible for you to track the planned effort against the actual effort in real time. This data also feeds into our real-time dashboard and is displayed in easy-to-read graphs and charts. You get a high-level view of the progress and performance of your project whenever you want. Unlike competing software products, there’s no time-consuming configuration. It’s ready when you are.

Get Deeper Into the Data With Customizable Reports

When you want to get more detail than a dashboard can provide, generate a report . You can do it with a couple of keystrokes and then customize each to show only the data you want to see. Get status and portfolio reports as well as variance, workload and more. All reports can be easily shared in a variety of formats with stakeholders to keep them updated.

ProjectManager's workload report filter

Of course, you need to do more than monitor and track your project in real time to deliver your project on time and within budget. That’s why we have features to help you manage risk, tasks and resources. Our tool makes it fast and easy to onboard your team and helps them collaborate, add comments to tasks and share files. We help you turn a project summary into project success.

ProjectManager is award-winning software that gives you the tools to achieve your project goals and objectives. Get real-time data to help you make more insightful decisions and give your teams a collaborative platform that lets them work better together. Join the teams at Avis, Nestle and Siemens who use our tool. Get started with ProjectManager today for free.

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Learning and Development Planning Guide [With Templates]

  • Lauren Farrell
  • May 18, 2022

L&D team planning

As the pace of business increases and unpredictable market forces continue to influence strategy and decision-making, it seems like it’s never been harder to create a plan and stick with it. 

Many organizations are still creating 3-5 year strategies, but they need to be more agile and flexible than ever. Successful businesses (and successful functions within them) are those that can quickly adapt.

Learning and development has steadily carved out a new pathway within the organization in recent years. Executives are sitting up and taking notice of the function’s strategic relevance and potential impact on business success. External forces such as skills obsolescence, global pandemics, and labor shortages have no doubt contributed to the acceleration of this new strategic role for L&D.  

Now that L&D has reached this point, strategic planning is more crucial than ever. Effective learning and development planning is critical to ensuring that employee training can deliver on its promises and directly contribute to business performance. 

So, what should training planning look like for L&D teams in this new, agile business landscape? 

What is included in a training plan?

An L&D plan needs to go beyond a list of courses that you plan to develop throughout the year. It also needs to cover every aspect of the function, from strategy and resource planning to business alignment.

Without this granularity, L&D departments will struggle to move beyond order-taking from the business for ineffective learning interventions and towards a strategically aligned performance influencer. 

Comprehensive L&D Strategy

All learning and development planning should begin with a detailed, comprehensive learning strategy for the organization. A well-developed strategy encompasses everything from your learning and development goals to how and when you plan to execute them within a given timeframe. 

While it can take some time and a fairly extensive level of collaboration with business partners, your L&D objectives should align with the needs and goals of the organization. Once you have clearly defined objectives in place, it becomes much easier to devise training plans that add value and make the best use of your resources.

As part of your training strategy development, you might consider processes such as a detailed learning needs assessment within the organization.

Learning and Development Resource Planning

It’s good to be ambitious with your L&D strategy. But very few teams have an unlimited amount of resources available. So, another key element of successful L&D planning is prioritization.

First, you need to understand what resources are available to you and your team. How many FTE hours will you have throughout the year? What size budget are you working with? 

Next, analyze your resource availability against the demand any planned initiatives will place on these resources. Prioritize initiatives, learning development time, and budget allocation against the impact you expect initiatives to have. 

Cognota has Capacity Planning and Resource Allocation features specifically designed for L&D teams, so you can balance the demand for training against the capacity and availability of your team at any given time. Try a free trial or book a demo to see for yourself.  

What makes a good training plan?

Aside from building out your planned training initiatives, successful learning and development plans also have some core focus areas and characteristics. These items are the difference between creating a well-structured plan and being able to effectively execute it.

Effective Frameworks and Learning Operations

Learning and development strategies are complex and comprise a lot of moving parts. Bringing your objectives to fruition requires the structure, workflows, and processes needed to implement tactics and initiatives effectively.

From the way you work with business partners to how you schedule and track your learning projects, the operations behind your L&D team are the engine room of your strategy implementation. This includes processes and operational considerations such as:

  • The structure and skills base of your L&D team
  • Training intake and needs assessment
  • Project prioritization and planning
  • Collaboration with team members, stakeholders, and SMEs
  • Project tracking and task management
  • Course toryboarding, design, and development
  • Content management and updates
  • Budget allocation and tracking
  • Resource management and capacity planning

Regardless of the size and structure of your L&D department, operational efficiency increases the capacity of your team and the impact they can have on the organization. 

Learning Technology Ecosystem

Mature L&D operations need the right technology behind them to ensure these processes run quickly and smoothly. Many areas of learning operations are also interconnected. But without the right technology in place, processes, documentation, and collaboration remain siloed and disjointed. 

Many L&D teams continue to rely on email, spreadsheets, shared files, and generic tools to manage and run their operations. This leaves team members struggling to collaborate efficiently. Important tasks and documentation slip through the cracks, work is often duplicated, and hours are wasted moving from one tool to another throughout the learning lifecycle. 

For plans to be executed well, learning and development needs a mature and streamlined learning tech stack. Starting with a learning operations platform and including authoring tools and learning delivery technology, the learning tech stack needs to integrate, both from one L&D tool to another and with wider business technology. 

Not only does this provide data and insights needed for informed planning and decision making, but it also elevates the productivity and efficiency of the entire learning lifecycle.  

Business Alignment

As a support function within the organization, learning and development needs to wear multiple hats. While L&D should take the lead from the business in terms of training needs (preferably in a data-driven environment), they must also act as advisors to business partners.

Taking on both these roles is the difference between operating as a department that takes orders blindly from the rest of the business and becoming a strategic influencer and partner that contributes directly and deliberately to business success.

Many L&D teams have successfully positioned themselves as strategic influencers in the organization, and there are many ways to achieve this. For example, some establish learning advisory committees to engage business partners and executives so that learning interventions add value and align with business objectives. 

Regardless of how you achieve it, business alignment is critical to a successful L&D plan. Without it, L&D are left to take last-minute training requests form the business. Or, other departments take training into their own hands without guidance from the team that knows best when it comes to learning interventions.

Buy-In From Stakeholders and Executives

Getting buy-in for training from department managers is one thing. They see the day-to-day need for learning intervention and are naturally more in touch with the performance goals and career aspirations of individual employees. 

However, when it comes to budget approval, increasing headcount, or implementing large scale training programs, you need buy-in from higher up the chain. Championship from executive and senior stakeholders is also critical to smoothing the path with any corners of the organization who may be resistant to training or partnership with L&D. 

From getting your learning plans approved to support for implementation, 

Measuring L&D Success

When you get buy-in from senior management within your organization, it’s imperative that you can prove the results of learning investments. The ability to prove the impact of L&D, especially when that impact can be tied directly to the bottom line of the business, ensures that your department receives the resources it needs. 

When it comes to future learning and development planning, the ability to measure L&D success also enables you to:

  • Validate past decisions
  • Eliminate training initiatives that lack impact
  • Focus resources on effective learning solutions and investments
  • Understand where extra resources or capabilities are needed within the department

How to Create a Successful Training Plan

Whether you’re overhauling an existing strategy or starting from scratch, it can be difficult to know where to begin with training and development planning. Best practice is to start as broad as possible and narrow down the focus of your strategy as you go. 

Start with the overall objectives and needs of the organization and steadily work down towards the needs and preferences of individual teams or employees. If you’re starting with a training needs analysis (try this template ), these two areas of focus can work in tandem, so you create an L&D strategy that combines corporate objectives with grassroots input from employees and their managers.

Assess Business Training Needs

At this stage of the training planning process, the first priority is to ensure the L&D strategy is aligned with overall corporate objectives. If your organization does a good job of communicating corporate objectives to individual business units, you’ll have a much easier time understanding how to create and prioritize resources and initiatives for your internal department strategy. 

Other learning leaders may find themselves needing to hunt down information and collaboration with business partners to understand their goals and priorities for the months ahead. This is where ongoing partnerships such as a learning advisory committee come in useful.  

While corporate objectives are an essential part of planning for learning and development, things can change and change quickly. So, while your strategy should align with organization-wide objectives, be prepared to remain agile and flexible.

Determine Learner Needs and Preferences

The C-suite and department leaders may have one idea of the learning initiatives needed. Employees and their line managers may have another idea entirely. While impacting the performance of the business is top priority, employee buy-in and engagement is essential for the success of any learning intervention.

So, whether it takes place alongside an analysis of corporate strategy or after, a comprehensive needs analysis of training and skills development ensures that:

  • Employees feel listened to and engage with learning initiatives
  • Grass-roots skills gaps are bridged effectively
  • Learning content that is appropriate for existing and desired skill levels is developed

Many L&D teams perform a needs analysis like this through detailed questionnaires from both managers and employees. By including questions such as priority level, business impact, and the size of the audience for a potential learning solution as part of these questionnaires, L&D can better select and prioritize projects to include in their planning.

Assess L&D’s Capabilities and Capacity

Last but certainly not least, L&D must assess the demand for training that emerges from corporate goals and needs analysis and balance it against their available resources. Initiatives must be carefully planned for and scheduled to ensure that your team has the capacity to create learning interventions on time and to a high quality. 

Understanding the capabilities and capacity of your team also helps you to create a business case for learning and development workforce planning so you have the budget, headcount, outsourcing, and resources needed to fulfill demand.

Centralize the Planning and Tracking of Your L&D Projects

There’s a lot that goes into effective L&D planning, and spreadsheets don’t quite cut it when it comes time for implementation and tracking. With Cognota, you can plan and manage team capacity, track project progress, and gain insights and visibility into L&D’s resource management, training demand, and more. Check out what Cognota can do for your L&D team’s efficiency and impact with a free trial or by booking a demo .

  • Tags: L&D planning , Learning and Development Strategy , Training Plan

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  • How to write an executive summary, with ...

How to write an executive summary, with examples

Julia Martins contributor headshot

The best way to do that is with an executive summary. If you’ve never written an executive summary, this article has all you need to know to plan, write, and share them with your team.

What is an executive summary?

An executive summary is an overview of a document. The length and scope of your executive summary will differ depending on the document it’s summarizing, but in general an executive summary can be anywhere from one to two pages long. In the document, you’ll want to share all of the information your readers and important stakeholders need to know.

Imagine it this way: if your high-level stakeholders were to only read your executive summary, would they have all of the information they need to succeed? If so, your summary has done its job.

You’ll often find executive summaries of:

Business cases

Project proposals

Research documents

Environmental studies

Market surveys

Project plans

In general, there are four parts to any executive summary:

Start with the problem or need the document is solving.

Outline the recommended solution.

Explain the solution’s value.

Wrap up with a conclusion about the importance of the work.

What is an executive summary in project management?

In project management, an executive summary is a way to bring clarity to cross-functional collaborators, team leadership, and project stakeholders . Think of it like a project’s “ elevator pitch ” for team members who don’t have the time or the need to dive into all of the project’s details.

The main difference between an executive summary in project management and a more traditional executive summary in a business plan is that the former should be created at the beginning of your project—whereas the latter should be created after you’ve written your business plan. For example, to write an executive summary of an environmental study, you would compile a report on the results and findings once your study was over. But for an executive summary in project management, you want to cover what the project is aiming to achieve and why those goals matter.

The same four parts apply to an executive summary in project management:

Start with the problem or need the project is solving.  Why is this project happening? What insight, customer feedback, product plan, or other need caused it to come to life?

Outline the recommended solution, or the project’s objectives.  How is the project going to solve the problem you established in the first part? What are the project goals and objectives?

Explain the solution’s value.  Once you’ve finished your project, what will happen? How will this improve and solve the problem you established in the first part?

Wrap up with a conclusion about the importance of the work.  This is another opportunity to reiterate why the problem is important, and why the project matters. It can also be helpful to reference your audience and how your solution will solve their problem. Finally, include any relevant next steps.

If you’ve never written an executive summary before, you might be curious about where it fits into other project management elements. Here’s how executive summaries stack up:

Executive summary vs. project plan

A  project plan  is a blueprint of the key elements your project will accomplish in order to hit your project goals and objectives. Project plans will include your goals, success metrics, stakeholders and roles, budget, milestones and deliverables, timeline and schedule, and communication plan .

An executive summary is a summary of the most important information in your project plan. Think of the absolutely crucial things your management team needs to know when they land in your project, before they even have a chance to look at the project plan—that’s your executive summary.

Executive summary vs. project overview

Project overviews and executive summaries often have similar elements—they both contain a summary of important project information. However, your project overview should be directly attached to your project. There should be a direct line of sight between your project and your project overview.

While you can include your executive summary in your project depending on what type of  project management tool  you use, it may also be a stand-alone document.

Executive summary vs. project objectives

Your executive summary should contain and expand upon your  project objectives  in the second part ( Outline the recommended solution, or the project’s objectives ). In addition to including your project objectives, your executive summary should also include why achieving your project objectives will add value, as well as provide details about how you’re going to get there.

The benefits of an executive summary

You may be asking: why should I write an executive summary for my project? Isn’t the project plan enough?

Well, like we mentioned earlier, not everyone has the time or need to dive into your project and see, from a glance, what the goals are and why they matter.  Work management tools  like Asana help you capture a lot of crucial information about a project, so you and your team have clarity on who’s doing what by when. Your executive summary is designed less for team members who are actively working on the project and more for stakeholders outside of the project who want quick insight and answers about why your project matters.

An effective executive summary gives stakeholders a big-picture view of the entire project and its important points—without requiring them to dive into all the details. Then, if they want more information, they can access the project plan or navigate through tasks in your work management tool.

How to write a great executive summary, with examples

Every executive summary has four parts. In order to write a great executive summary, follow this template. Then once you’ve written your executive summary, read it again to make sure it includes all of the key information your stakeholders need to know.

1. Start with the problem or need the project is solving

At the beginning of your executive summary, start by explaining why this document (and the project it represents) matter. Take some time to outline what the problem is, including any research or customer feedback you’ve gotten . Clarify how this problem is important and relevant to your customers, and why solving it matters.

For example, let’s imagine you work for a watch manufacturing company. Your project is to devise a simpler, cheaper watch that still appeals to luxury buyers while also targeting a new bracket of customers.

Example executive summary:

In recent customer feedback sessions, 52% of customers have expressed a need for a simpler and cheaper version of our product. In surveys of customers who have chosen competitor watches, price is mentioned 87% of the time. To best serve our existing customers, and to branch into new markets, we need to develop a series of watches that we can sell at an appropriate price point for this market.

2. Outline the recommended solution, or the project’s objectives

Now that you’ve outlined the problem, explain what your solution is. Unlike an abstract or outline, you should be  prescriptive  in your solution—that is to say, you should work to convince your readers that your solution is the right one. This is less of a brainstorming section and more of a place to support your recommended solution.

Because you’re creating your executive summary at the beginning of your project, it’s ok if you don’t have all of your deliverables and milestones mapped out. But this is your chance to describe, in broad strokes, what will happen during the project. If you need help formulating a high-level overview of your project’s main deliverables and timeline, consider creating a  project roadmap  before diving into your executive summary.

Continuing our example executive summary:

Our new watch series will begin at 20% cheaper than our current cheapest option, with the potential for 40%+ cheaper options depending on material and movement. In order to offer these prices, we will do the following:

Offer watches in new materials, including potentially silicone or wood

Use high-quality quartz movement instead of in-house automatic movement

Introduce customizable band options, with a focus on choice and flexibility over traditional luxury

Note that every watch will still be rigorously quality controlled in order to maintain the same world-class speed and precision of our current offerings.

3. Explain the solution’s value

At this point, you begin to get into more details about how your solution will impact and improve upon the problem you outlined in the beginning. What, if any, results do you expect? This is the section to include any relevant financial information, project risks, or potential benefits. You should also relate this project back to your company goals or  OKRs . How does this work map to your company objectives?

With new offerings that are between 20% and 40% cheaper than our current cheapest option, we expect to be able to break into the casual watch market, while still supporting our luxury brand. That will help us hit FY22’s Objective 3: Expanding the brand. These new offerings have the potential to bring in upwards of three million dollars in profits annually, which will help us hit FY22’s Objective 1: 7 million dollars in annual profit.

Early customer feedback sessions indicate that cheaper options will not impact the value or prestige of the luxury brand, though this is a risk that should be factored in during design. In order to mitigate that risk, the product marketing team will begin working on their go-to-market strategy six months before the launch.

4. Wrap up with a conclusion about the importance of the work

Now that you’ve shared all of this important information with executive stakeholders, this final section is your chance to guide their understanding of the impact and importance of this work on the organization. What, if anything, should they take away from your executive summary?

To round out our example executive summary:

Cheaper and varied offerings not only allow us to break into a new market—it will also expand our brand in a positive way. With the attention from these new offerings, plus the anticipated demand for cheaper watches, we expect to increase market share by 2% annually. For more information, read our  go-to-market strategy  and  customer feedback documentation .

Example of an executive summary

When you put it all together, this is what your executive summary might look like:

[Product UI] Example executive summary in Asana (Project Overview)

Common mistakes people make when writing executive summaries

You’re not going to become an executive summary-writing pro overnight, and that’s ok. As you get started, use the four-part template provided in this article as a guide. Then, as you continue to hone your executive summary writing skills, here are a few common pitfalls to avoid:

Avoid using jargon

Your executive summary is a document that anyone, from project contributors to executive stakeholders, should be able to read and understand. Remember that you’re much closer to the daily work and individual tasks than your stakeholders will be, so read your executive summary once over to make sure there’s no unnecessary jargon. Where you can, explain the jargon, or skip it all together.

Remember: this isn’t a full report

Your executive summary is just that—a summary. If you find yourself getting into the details of specific tasks, due dates, and attachments, try taking a step back and asking yourself if that information really belongs in your executive summary. Some details are important—you want your summary to be actionable and engaging. But keep in mind that the wealth of information in your project will be captured in your  work management tool , not your executive summary.

Make sure the summary can stand alone

You know this project inside and out, but your stakeholders won’t. Once you’ve written your executive summary, take a second look to make sure the summary can stand on its own. Is there any context your stakeholders need in order to understand the summary? If so, weave it into your executive summary, or consider linking out to it as additional information.

Always proofread

Your executive summary is a living document, and if you miss a typo you can always go back in and fix it. But it never hurts to proofread or send to a colleague for a fresh set of eyes.

In summary: an executive summary is a must-have

Executive summaries are a great way to get everyone up to date and on the same page about your project. If you have a lot of project stakeholders who need quick insight into what the project is solving and why it matters, an executive summary is the perfect way to give them the information they need.

For more tips about how to connect high-level strategy and plans to daily execution, read our article about strategic planning .

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training and development project summary

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2020 was a uniquely challenging year but it was also an opportunity to identify what L&D teams are doing well and where they can improve. This article outlines what to watch for in 2021 as well as training and development strategies and tactics to plan for the year ahead.

The New Role of L&D Teams

If there’s one thing we’ve learned in 2020, it’s that the Learning and Development team’s ability to focus on learner needs and supporting corporate strategy and tactics is the key to success. Training and development planning for 2021 should focus on the ability to evolve L&D, with an emphasis on the skills and performance consulting that can support business goals.

When planning for 2021, L&D leadership need to reframe their outlook on what effective training is. When COVID hit in March of 2020, many companies shifted their training from face-to-face to virtual live courses, hoping to do a 1-to-1 transition. But looking ahead, it’s clear that a transition needs to include a reevaluation of key training metrics and success measures. L&D teams should focus proposed solutions based on enterprise goals and strategies, ensure that all stakeholders have a voice in the process, and foster a culture of continuous learning.

What Has Changed

A lot has changed – especially in the way people access and consume training. While some have considered this a short-term accommodation of the COVID-19 pandemic, it’s more likely a portent of the future, or even a correction of the present.

When conducting training and development planning for 2021, consider the following aspects that emerged during the pandemic:

  • Most workforces have moved, and will continue to move, to a  decentralized model . The companies that adhere to a traditional labor structure of a workforce limited to a small geographic area, hoping to find the best talent within driving distance of a specific office space, are likely to  operate at a disadvantage .
  • Collaboration  and  innovation  are possible – regardless of the geographic location of the employee.
  • Practitioners, leaders, and vendors should consider how they can best leverage this new take on employer/employee relationships, labor structures, geographic proximity, and employment options to  capitalize on a global pool of talent .
  • They employ large teams mostly of specialists with a few Project Managers, each of whom are quickly overworked and create bottlenecks and inefficient workflows.
  • They employ large teams made of mostly generalists with few specialists or Project Managers. The quality of work suffers because the generalists are only capable of producing the most superficial learning objects.
  • Business leaders seek the best possible talent but if they are limited to a small geographic region, it can stunt the impact training and development has on customer performance and business success.

In each case, the former approach slows innovation and productivity. New knowledge work companies who have embraced the changes accepted in 2020 will overtake and out-compete those who don’t in 2021. However, this presents new challenges to training and development – a distributed audience that is often inaccessible in face-to-face training modalities.

Factors to Consider in Training and Development Planning for 2021

  • Make  remote learning  a core part of the training and development strategy.
  • Training and development planning should focus on  retraining traditional trainers  so that they thrive in the virtual environment.
  • Invest in effective,  learner-centric  virtual platforms.
  • Embrace the increased demand for on-demand access to  digital learning options , including a blend of instructor-led, blended, and eLearning modalities.
  • Empower  learner-curated content , including recommendations and reviews, outside an LMS and available to learners within their workflow.
  • Consider the  audience’s device and connection
  • Scenario based learning.
  • Gamified learning.
  • Targeted short video based learning.

Important Considerations for Training Development Planning for 2021

Training and development planning for 2021 should:

  • Match the needs of the  remote learner .
  • Address the rising demand for  upskilling  and closing the skills gap.
  • Include tactics to  nudge learners  to spaced learning exercises and result in driving the behavioral change.
  • Offer  performance support   systems (with instant or just-in-time learning aids)  that are searchable and easily accessed.
  • Factor a budget of time and money for  self-directed learning .
  • Provide longer term  social learning  opportunities that build relationships across an organization, regardless of location.
  • Address new challenges , including mental health, productivity skills, remote collaboration and leadership, strategy development and execution, and data literacy.
  • Demonstrate the  business impact  of training programs.
  • Use  data  to drive L&D strategies.
  • Understand employee needs , such as safety concerns (COVID) and diversity and inclusion.

Focus Areas – Training and Development Planning for 2021

Training and development planning for 2021 – adopt agile methodology.

Using the agile development methodology allows training and development teams to:

  • Iterate quickly and often, using things like design documents, graphical storyboards, and mockups to collect frequent feedback from stakeholders.
  • Ensure that the training and development process remains flexible, allowing the solution to evolve as the customer’s vision solidifies.

Training and Development Planning for 2021 – Integrate Social and Informal Learning Strategies

Learners in 2021 expect and need informal and social learning opportunities. Focus training and development planning on the following areas:

  • Offset the Forgetting Curve by building learning into the flow of work, reinforcing important information so that it changes behavior and becomes a habit.
  • Provide on-demand and accessible  performance support systems .
  • Develop learning programs that  blend  live virtual training with self-paced modules and micro learning objects.

Training and Development Planning for 2021 – Measure the Business Impact of Training

Identify an approach to measure and maximize the business impact of training. To do that, ensure that training content and modalities support enterprise strategy and tactics. Collaborate with business stakeholders, making sure all training solutions solve a business problem.

Use effective Training Needs Analysis (TNA), ensuring the training solution will impact the desired behaviors. Make sure that the TNA includes measurable behavior modifications. Consider training metrics beyond the basic hours learned and headcount.

2020 helped clarify the future of training and development. When conducting a training and development planning session for 2021, use these lessons as a guide on what to improve and what to embrace.

Want to learn how to measure the business impact of your training and development programs?

Take a look at this interactive presentation for insights on measuring and maximizing the business impact of your training and development programs.

This article was first published in Training Industry.

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training and development project summary

Worker typing on laptop in home setting

Training and development programs typically involve educational activities that advance a worker’s knowledge and instill greater motivation to enhance job performance. These initiatives help employees learn and acquire new skill sets, as well as gain the professional knowledge that is required to progress their careers.

Training programs can be created independently or with a learning administration system, with the goal of employee long-term development. Common training practices include orientations, classroom lectures, case studies, role playing, simulations and computer-based training, including e-learning.

Sometimes referred to as Human Resource Development (HRD), most employee training and development efforts are driven by an organization’s HRD function. These efforts are roughly divided into two types of programs:

Employee Training and Development A strategic tool for improving business outcomes by implementing internal educational programs that advance employee growth and retention.

Management Training and Development The practice of growing employees into managers and managers into effective leaders by the ongoing enhancement of certain knowledge, skills, and abilities.

Find out how HR leaders are leading the way and applying AI to drive HR and talent transformation.

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Successful businesses understand that it’s more beneficial and cost-effective to develop their existing employees instead of seeking out new talent.

The top ten benefits of employee training and development programs include:

  • Increased productivity : When employees stay current with new procedures and technologies, they can increase their overall output.
  • Reduced micromanagement : If workers feel empowered to perform a task, they typically require less oversight and work more independently. 1
  • Train future leaders : Organizations must have a solid pipeline of well-trained and innovative potential leaders to grow and adapt over time.
  • Increased job satisfaction and retention : Well-trained employees gain confidence in their abilities, leading to greater job satisfaction, a reduction in absenteeism and overall employee retention.
  • Attract highly skilled employees : Top recruits are attracted to firms with an identifiable career path based on consistent training and development.  
  • Increased consistency : Well-organized training ensures that tasks are performed uniformly, resulting in tight quality control that end users can trust.
  • Increased camaraderie : Training and development helps create a sense of teamwork and collaboration.
  • Bolstered safety : Continuous training and development helps ensure that employees have the knowledge and skills to perform a task safely.
  • Ability to cross-train : Providing consistent training creates a knowledgeable team overall where employees can help train or assist each other as needed.
  • Added innovation : Consistently trained employees can help develop new strategies and products, contributing to the company’s bottom line and continued success.

The corporate marketplace is quickly changing, and businesses must be flexible and easily adapt to change. Technology is one of the key drivers in this rapid change, with automation and artificial intelligence (AI) in the forefront.

Here are four key trends impacting how organizations must rethink training and development.

Today’s corporations have discovered that it’s no longer just about what employees need to know, but also when, where and how the development experience enables performance. With the advancements in mobile technology , companies are relying more on mobile workforces . Training is migrating to mobile devices where apps provide “just-in-time” information and recommendations to workers across industries.

AI systems can process unstructured information in a similar way to humans. These systems understand language patterns and sensory inputs including text, pictures, and auditory cues. AI-based software can customize how training content is delivered to a learner, based on their learning style, suggest content based on a learner’s past performance and predict what information is most important for them to learn next.

Agile learning is a process that encourages employees to learn by doing and iterate often, inspiring organizational change and buy-in. For example, IBM® has introduced  IBM Garage™ , a tool for executing, scaling, and managing an organization’s multiple transformation initiatives. Companies like Ford Motor Company and Travelport are using IBM Garages around the world to create cultures of open collaboration and continuous learning. learning. https://www.ibm.com/garage

While distance learning has been around for a long time, the COVID-19 pandemic has underscored the need for companies to have resilient, flexible, mobile workforce management. Organizations have learned that remote workforces need to be productive, engaged, and continually working toward learning and improvement.

Recent articles and industry surveys suggest that much corporate training may be ineffective. Most training won’t be fully retained by learners. Businesses must build a culture of ongoing self-directed, self-motivated learning with focused distance learning programs and mobile "just-in-time" training.

Organizations also must rethink the larger framework of what skills will be needed in the near future. A  recent meta-level IBM study  predicts that more than 120 million workers in the world’s twelve largest economies may need to be retrained in the next three years because of AI-enabled automation.

Several insights from the study include:

  • Skilled humans fuel the global economy: Digital skills remain vital, but soft skills have become more important.
  • Skills availability and quality are in jeopardy: The half-life of skills continues to shrink, while the time it takes to close a skills gap has ballooned, forcing organizations to find ways to stay ahead of skills relevancy.
  • Intelligent automation is an economic game changer: Millions of workers will likely require retraining and learning new skills, and most companies and countries are ill-prepared for the task.
  • Organizational cultures are shifting: The digital era has introduced the need for a new business model, new ways of working and a flexible culture that fosters the development of critical new skills.

The study concludes that traditional hiring and training are no longer as effective, and that different strategies and tactics can have a strong impact on closing the skills gap. Several strategies and tactics include:

  • Make it personal: Tailor career skills, and learning development experience uniquely to your employees' goals and interests.
  • Improve transparency: Place skills at the center of the training strategy and aim for deep visibility into the skills position across the organization.
  • Look inside and out: Adopt an open technology architecture and a set of partners able to take advantage of the latest advancements.

Enhance employee engagement and productivity, reskill your workforce faster, and reimagine ways of working to become an adaptive, skills-based, and AI-powered organization.

Maintaining a competitive edge in a dynamic economy demands faster innovation. Your challenge is having the right people with the right skills and tools to drive digital transformation.

The IBM training and certifications offer you the ability to earn credentials to demonstrate your expertise. It is designed to validate your skills and capability to perform role-related tasks and activities at a specified level of competence.

With recent market changes and disruptions, organizations need a workforce with digital skills and innovative processes to respond to both customers’ and employees’ evolving needs.

Key areas of focus will ensure that your workforce is empowered to be productive today, while strengthening your business resiliency strategy to aid in re-entry to the new normal.

The enormous opportunities and benefits artificial intelligence can bring to an organization require skills development programs designed to ensure consistency and intentional outcomes.

Discover a new approach to training and development based on partnership networks, user experiences and emerging technologies.

Find out how to close the skills gap with a modern three-pronged workforce strategy to quickly reskill an organization’s workforce.

Discover how training and development fits into the larger scope of next-generation enterprise transformation.

IBM HR and talent transformation consulting partners work with our clients to address each company's unique talent goals and challenges, dig deep to understand their workforce realities and create strategies that unlock new levels of performance inside their business. Together, we reimagine HR with AI at the core.

1 The 6 key secrets to increasing empowerment in your team  (link resides outside ibm.com). Joe Folkman. Forbes article. March 2017. 

What Makes a Great Training Organization?: A Handbook of Best Practices by Doug Harward, Ken Taylor, Russ Hall

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13. Summary and Key Takeaways

Successful training professionals are constantly seeking ways to improve the effectiveness and efficiency of their training organizations—whether through the programs they offer or the processes for which they identify, develop, and deliver training. Our research has found that the best path to success is to focus on the processes associated with managing a training function and implementing a clear set of practices that make training a valuable component of the business. We sought to understand those practices better and embarked on what has now been a seven-year journey to better understand what makes a great training organization.

What we have found is that there are groups of processes, or practices, that we ...

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training and development project summary

National Academies Press: OpenBook

Progress in Improving Project Management at the Department of Energy: 2001 Assessment (2001)

Chapter: 9 project manager training and development, 9 project manager training and development, introduction.

The Phase II report found that the competencies needed for successful project managers were lacking in the DOE, and that this was a fundamental cause of poor project performance. This situation largely emanates from the absence of a career program and the lack of training and development opportunities for project management professionals. The Phase II report recommended the establishment of a department-wide training program, as well as criteria and standards for selection and assignment of project managers, including requirements for training and certification (NRC, 1999). In earlier chapters of this report the committee identified the urgent need for specific training in front-end planning, risk management, EVMS, and performance-based contracting.

It is reported that a lack of confidence in currently available training programs, limited staffing, and the decision to concentrate efforts on other project management deficiencies have delayed action on improving training and development. The committee believes that as a consequence, progress on enhancing the competencies of project managers has been inadequate. A task force for project management career development, chartered to address the Phase II report recommendations, has done a commendable job; however, much remains to be done. A commitment from top management and additional resources will be needed to implement the training and development programs being planned by the task force. The training, development, and retention of qualified project managers will continue to be a major challenge for DOE.

PROJECT MANAGEMENT CAREER DEVELOPMENT PROGRAM

In January 2001, the deputy secretary of DOE directed OECM to lead a 2-year effort to develop and implement the project management career development program (PMCDP). To accomplish this goal, a task force was established that includes representatives from PSO headquarters and field offices and experts from other federal agencies. The task force is supported by OECM personnel, contractors, and rotating personnel from other DOE offices. It has gathered, analyzed, and synthesized much of the information needed to create a training program and readied some tasks for implementation. The committee applauds the task force effort to create a program geared to developing the knowledge and skills needed by project managers to fulfill the missions of the agency. Significant accomplishments of the task force to date include the following:

An inventory of project managers;

A benchmarking study of best practices for project management career development in other federal agencies and industry;

Documentation of the roles and responsibilities of DOE project managers;

A partial matrix diagram of the knowledge and skills required for 5 competency levels in 10 domains (general project management, leadership/team building, scope management, communication management, quality/safety management, cost management, time management, risk management, contract management, integration management);

Identification of training and experience requirements for each of the 10 domains (in progress);

A gap analysis of current levels of experience, education, and skills (in progress); and

Descriptions of training courses for each of the 10 domains (in progress).

Some significant tasks remain to be accomplished:

Complete the matrix diagram of knowledge and skills.

Complete the gap analysis.

Contract for training course development/delivery.

Develop the training curriculum.

Develop experience histories of project managers.

Conclude the effort on implementing a certification requirement.

Integrate the tracking of competencies, certification, and training into the Corporate Human Resources Information System.

INTERIM TRAINING EFFORTS

The committee is concerned that it will take fully 4 years from the time the Phase II report was issued for activities to begin that address the critical need for project manager career development. It appears that the process of developing a program has been accepted as the solution to the problem. The committee believes that there should be active training while the plan to undertake a refined program is developed.

Even though the final curriculum for project manager training will not be completed until next year, it is imperative that training not be neglected in the interim. The committee urges that training be escalated, particularly in those areas and for those individuals where known shortfalls exist. The committee acknowledges that the PSOs recognize the need for training and are implementing it to various degrees and that existing courses are being revised to meet present needs. However, it is important that these activities be given higher priority in response to the deficiencies revealed by the DOE gap analysis and issues identified by this report: specifically, in front-end planning, risk management, and performance-based contracting. The committee believes that project management training expenditures should be increased to a level comparable to that reported by the American Society for Training and Development (ASTD) for similar training in the private sector (ASTD, 2001). Management should ensure that resources are available and that participation in training programs is mandatory.

ALTERNATIVE LEARNING CONCEPTS

The committee considers the extant department-wide training contract, which gives exclusive rights for providing training, to be an impediment to obtaining training that is timely and available in various formats and alternative learning concepts. In the long term, sole-source contracts of this nature cannot meet DOE’s needs. Training courses for DOE project managers should be taught by personnel with extensive experience in managing projects.

The development and deployment of alternative learning concepts are needed to impart accessible, timely, high-quality information to project managers. There is a need for flexible approaches that can fit project managers’ locations, schedules, and levels of experience. Several alternatives to traditional classroom learning have been developed and used successfully for professional development (Dixon, 1998):

E-learning. E-learning refers genetically to the use of CD-ROMs, computer-based learning, and various forms of Web-based learning. Many universities now offer courses and degree programs via the Internet.

Action learning. Action learning describes a program whereby groups of colleagues (learning sets) are brought together in real time by electronically mediated means to work on real workplace problems. Action learning is a systematic approach to learning while solving real problems at work. While action learning is individually focused, it uses a small group, known as a learning set, which provides a forum where each set member’s ideas can be discussed and challenged in a supportive environment. Action learning is an iterative, experiential process, involving a cyclical notion of learning. The elements of an action learning cycle are the following (McGill and Beaty, 1992):

Reflection—consideration of the effects, successful and unsuccessful, of that action;

Generalizing—identifying new learning from this experience that can be applied; and

Planning—deciding on the basis of generalizations how to act in the future.

Just-in-time learning. The application of just-in-time learning for project teams is a means to deliver relevant information and improve team coordination. DP is planning to activate a just-in-time training program using a system developed in private industry.

Learning portfolios. DOE project managers should be encouraged to develop learning portfolios. Learning portfolios are portfolios containing evidence of learning, work experiences, and achievements, for a specific learning goal. Learning goals can be established by an employee with the assistance of a mentor or supervisor. Portfolios may include a variety of documents, such as descriptions of projects, personal audits, research papers or articles, diaries of relevant experiences, notes from consultations with colleagues, case descriptions, and certificates from formal training programs.

OTHER CONCERNS

The PMCDP is directed at the training and development of project engineers; however, the committee believes that enhancing abilities in project management should also be directed at a broader audience of project management-related personnel, including program managers, support personnel, upper management, and contract project managers. Another issue is that federal agencies, including DOE, are facing a crisis brought on by the aging and impending retirement of experienced personnel. The aging workforce makes it even more urgent to develop a new group of competent project managers from younger, less experienced personnel and to create a career development program that will help retain skilled project managers.

FINDINGS AND RECOMMENDATIONS

Finding. Although there is a clear and immediate need to provide project management training, courses developed under the current PMCDP effort will not be available until late 2003. Training is the equivalent of providing workers the tools to accomplish their job.

Recommendation. DOE should immediately implement an accelerated training program to improve the knowledge, skills, and abilities of project managers to address recognized gaps while continuing the PMCDP planning effort. Immediate measures should be taken to eliminate impediments and use current resources to explore creative and cost-effective nonclassroom alternatives such as e-learning, action learning, and learning portfolios. Also, trainers skilled in specific topics should be engaged to instruct a cadre of DOE employees, who in turn will impart department-wide training to other DOE employees.

Recommendation. At the beginning of each fiscal year, DOE management should budget the funds to accomplish the projected training objectives for that year and should persist in mandating the accomplishment of individual career development objectives.

Finding. The existing contract for training offers a means to deliver consistent content throughout the department; however, it reduces the range of options for training.

Recommendation. DOE should modify or replace the current contract to allow greater flexibility in accessing courses pertinent to the project management skills utilized by industry and other federal agencies. DOE should develop new courses consistent with the new knowledge, skills, and abilities requirements identified by the findings of the gap analysis.

ASTD (American Society for Training and Development). 2001. ASTD Benchmarking Forum. Available online at < http://www.astd.org/virtual_community/research/bench/benchmarking_forum_main.html >.

Dixon, R.L. 1998. “Action Learning: More Than Just a Task Force.” Performance Improvement Quarterly 11(1):44–48.

McGill, I., and L. Beaty. 1992. Action Learning : A Practitioner’s Guide. London, U.K.: Kogan.

NRC (National Research Council). 1999. Improving Project Management in the Department of Energy. Washington, D.C.: National Academy Press.

The Department of Energy (DOE) is engaged in numerous multimillion- and even multibillion-dollar projects that are one of a kind or first of a kind and require cutting-edge technology. The projects represent the diverse nature of DOE's missions, which encompass energy systems, nuclear weapons stewardship, environmental restoration, and basic research. Few other government or private organizations are challenged by projects of a similar magnitude, diversity, and complexity. To complete these complex projects on schedule, on budget, and in scope, the DOE needs highly developed project management capabilities.

This report is an assessment of the status of project management in the Department of Energy as of mid-2001 and the progress DOE has made in this area since the National Research Council (NRC) report Improving Project Management in the Department of Energy (Phase II report) was published in June 1999.

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Project Report on Training and Development of Employees

training and development project summary

A project report on training and development of employees. This report will help you to learn about:- 1. Introduction to Training and Development 2. Training Needs 3. Objectives 4. Types 5. Benefits 6. Designing a Training Programme 7. Importance 8. Methods 9. Training for Different Cadres 10. Development of Employees.

  • Project Report on the Development of Employees

Project Report # 1. Introduction to Training and Development :

To cope up with the fast changing technology and needs of the society, training and develop­ment of employees is very essential. Training is a process of learning, in which emphasis is given for job instruction, job relation, and job knowledge programmes in addition to managerial skills.

Training is a short term process and is imparted for a definite purpose, while development is a long term educational process, utilising a systematic and organised procedure for learning conceptual and theoretical knowledge for general purpose.

ADVERTISEMENTS:

Training may be defined as the “steps for increasing the knowledge and skill of the workers for a definite purpose”. The workers are provided facilities to learn new skills, technical knowledge and new attitude towards the work. The basic purpose of training is to bring about a change in the behaviour of the workers.

Training is not the same thing as education. Training is limited in scope. It is concerned with increasing skill in doing a specific job. Education aims at the general development of the workers. Education generally means formal instruction in an educational institution.

Today training is an absolute necessity. Even today in many concerns no systematic train­ing is imparted to their workers, which results in absenteeism, accident, labour turnover, bad workmanship and spoilage of tools and plants etc. All these drawbacks ultimately increase the cost of product.

In the beginning, if systematic training is imparted to workers, the above mentioned draw­backs can be minimised considerably and the cost will thus reduce to a large extent. Therefore, initial cost of training will be repaid in this form. The owner will receive large profits. The workers can get higher wages and they will feel mental satisfaction.

Therefore, to attain a very high standard on the average, it is essential to impart training right from unskilled worker to the specialised executive in every concern. Today due to modern advancement and mass production, a very high skill is required, which can only be developed by proper training.

Whenever a new machine arrives or a new method is required to be introduced the man concerned must be given necessary training for fitting them to the jobs. This system of training is now very common in all large government and private concerns.

Almost all major manufacturing concerns impart necessary training to their new employ­ees. These firms have their own apprenticeship schools to fit the employees in special jobs.

There they will not learn wrong practices. Wastage will be minimised and employers are sure about the trained personnel. This result is the increase of industrial proficiency and productiv­ity.

Human resource development is the process of increasing the knowledge, skills and capaci­ties of people. This is important for individual and enterprise as well as for a nation to develop its human resources.

Training Needs

Project Report # 2. Training Needs :

1. For Top Management:

(a) Conceptual skill, Decision making;

(b) Organisation and communication; and

(c) Industrial relations.

2. For Middle Management:

Specialised courses in various management and productiv­ity techniques.

3. For Lower Management:

(a) Social and administrative aspects;

(b) Productive tech­nique;

(c) Production Engineering and Industrial Engineering; and

(d) Company information.

Training is required on account of the following reasons:

1. Job requirements:

New employees need to be provided orientation training to make them familiar with the job and the organisaiton.

2. Technological changes:

Increasing use of fast changing techniques require training into new technology.

3. Organisational Viability:

In order to survive and grow, an organisation is required to continually adopt itself to the changing environment. In the age of globalisation, firms must upgrade their capabilities so as to face international competition. Existing employees need refresher training to keep them abreast of new knowledge. Training programmes foster the initiative and creativity to employees and help to prevent obsolescence of skills.

4. Internal Mobility:

Training becomes necessary when an employee moves from one job to another job due to promotion or transfer. Training is necessary to prepare employees for higher level jobs.

Identifying Training Needs :

All training activities must be related to the specific needs of the organisation and indi­vidual employees. In order to identify training needs, the gap between the existing and re­quired levels of knowledge, skills, performance and aptitudes should be specified, and the prob­lem areas need to resolve through training should also be identified.

Following types of analysis are generally carried out to identify the training needs:

1. Organisational analysis.

(a) Analysis of objectives.

(b) Resource utilisation analysis.

(c) Organisation climate analysis.

2. Task or Role Analysis.

3. Manpower Analysis.

Project Report # 3. Objectives of Training :

A good training has the following objectives:

1. To increase productivity.

2. To make first line supervisors a more effective tool of management.

3. To bring out more cordial relations, i.e., employee and employer relations.

4. To increase morale and team spirit among the workers.

5. To increase effective co-operation and co-ordination at all levels.

6. To impart various social and supervisory skills.

7. To develop the individual to utilize the knowledge and experience and inherent abili­ties for higher performance.

8. To accept more shop floor responsibility.

9. To increase knowledge (Technical know-how) and economical use of resources.

Systems Approach to Training

Project Report # 4. Types of Training :

Training can be imparted in several ways depending upon the requirement.

Various types of trainings can be classified as follows:

1. Purpose of Training:

Orientation, Technical, Attitude Modification.

2. Location of Training:

On the job, class room.

3. Level of Trainees:

Workmen, Supervisors, Executive, Senior executive trainings.

4. Training Characteristics:

Apprentice, Refresher, Extensive.

5. Number of Trainees:

Individual, Group.

6. Technique of Training:

Formal, Discussions, Models, Role playing Group discussions.

Project Report # 5. Benefits of Training :

1. to organisation:.

(a) Improvement in performance.

(b) Improvement in working methods.

(c) Reduction in wastage and spoilage.

(d) Reduction in learning time.

(e) Reduction in supervisory burden.

(f) Improvement in moral and reduction in grievances.

(g) Reduction in accident rates.

(h) Reduction in machine breakdown and maintenance cost.

(i) Improvement in quality of work.

2. To Employees:

(a) Improvement in knowledge and skills.

(b) Increased productivity which results in enhanced earnings.

(c) Lesser chances of accidents.

(d) More opportunity for growth/promotions,

(e) High morale.

(f) Increase in self-confidence.

Project Report # 6. Designing a Training Programme :

Following steps are followed while designing a training programme:

1. Decide training objectives.

2. Deciding the responsibility for organising the training programme. The incharge of the training programme is required to do detailed planning for organising the programme.

3. Selecting and motivating the target group.

4. Preparing the trainers.

5. Presentation.

6. Practice by the trainee.

7. Follow-up. It is necessary to assess the effectiveness of the training programme.

Principles of Learning :

For developing an effective training programme, following principles are followed:

1. Every human being is capable of learning.

2. People learn faster by doing than by hearing alone.

3. Learning is active, and not passive.

4. People learn faster when they are informed of their achievements.

5. Learning is a cumulative process.

6. Learning is closely related to attention and concentration.

Principles of Training :

Following principles help to make training more effective:

1. Clear objectives.

2. Clearly defined training policy.

3. Motivated employees.

4. Training is more effective when there is reinforcement in the forms of rewards.

5. Organised training materials.

6. Several short sessions spread over a long period are more effective.

7. Good trainers should be developed both from inside and outside the organisation.

8. Self-graded tests and programmed learning can be used to provide feed back.

9. Trainees should be allowed to practice himself.

10. Training should be conducted as far as possible in the actual job environment by adopting appropriate techniques.

Project Report # 7. Importance of Training:

Looking at the development of various aspects, the following advantages can be cited from training:

1. Increase in Production:

By productivity we mean more production with less cost. Workers after training gain efficiency as they know many new techniques and understand to do the work in a good way.

2. Better Use of Raw Material and Plant & Machinery:

A trained worker can make the better use of machines as he knows the scientific way of working. This prevents misuse of material and decreases the cost.

3. Development of Employees’ Morale:

Training develops efficiency of worker hence he feels self-contention. He feels proud of his work. This enhances his morale.

4. Supervision and Direction:

The trained workers do not require to be inspected or directed for their work, hence supervision expenses are reduced. Trained workers supervise their own work and get directions themselves.

5. Increased mobility of Employee:

Trained workers are developed mentally. His doors are open for promotion. Trained worker could be transferred for good job.

6. Helpful in Extension Programmes of Enterprises:

Training makes workers developed mentally and morally and they are able to bear the new responsibilities. Hence, if concern wants extension, it gets the responsible person in workers easily.

7. Decreases Accidents:

Workers learn the use of different instruments well through training. This decreases accidents.

Project Report # 8. Methods or Techniques of Training :

It is compulsory to impart training to the workers of any concern.

The following methods are used for training:

1. Apprentice Method:

This is the oldest form of training. Under this method the apprentice learns the secrets of work through trained specialists. They take the work from them as well as they give necessary direction. The training period is fixed according to the nature of work. Such time limit covers the period of 6 months to one year.

The expenses of training goes half to apprentice and half to the concern. At times the apprentice is given the remuneration. This is the most expensive method of training.

2. On-the-Job Training or In-Plant Training:

Under this system worker is given the work and while working he is given various instructions and directions because the worker can gain easily the specific knowledge about the work at that time. While working he sees other working, but seeing the work, understanding and talking is not enough but he must perform the same and repeatedly, if he wants to be an expert.

As he learns the trade, the guidance list becomes less for him. This kind of training makes him know the circumstances and necessities quickly. Hence, supervision is close and efficient. This is a practical training. Under this training labour gets the right momentum for the working and he finds himself much interested.

3. Training by Supervisors:

Supervisors instruct the workers while working, they supervise their work time to time. This gives a chance to know them intimately. Supervisors know their abilities well.

4. Internship Training:

Under this method apprentices are imparted theoretical and practical training. Here technical institutes and vocational houses co-operate. After theoretical training they are sent for practical training to the vocational houses.

5. Vestibule Training:

In this method, training is imparted away from the site of factory but on all the makes of the machine used in industry so that worker may train himself on all models. That place has an atmosphere of the factory and the same working conditions prevail as in factories. After the training, the apprentice is kept in factory on service. Experienced foremen teach the practical work.

Project Report # 9. Training for Different Cadres :

In an industry, the training of the following cadre of employees is essential:

(A) Craftsmen.

(B) Supervisors and Foremen.

(C) Executive.

Training procedure for each cadre of employee is as under:

(A) Craftsmen Training:

Craftsmen, i.e., technician’s or artisan’s or operator’s training is now-a-day very important. This is also called skilled worker’s training.

This is the actual manpower, who works on the machines for production. Hence apprentices will be given instructions about the jobs, operations, quality, output and about activities of other departments.

A person under training is called Apprentice.

To train apprentices, the following methods are in use:

1. By Experienced Workers:

In this method, new worker is put to work with the experi­enced worker. New worker learns from experienced worker by watching and then copying him. Whenever necessary, experienced worker gives him necessary instructions. This method is use­ful where experienced or skilled worker requires a helper.

Limitation:

1. Skilled worker may not have skill of imparting instructions.

2. Skilled worker’s own work is likely to suffer and hence quality and output may re­duce.

3. Skilled worker may not be interested to train the new worker, because he has no incentive for that job.

2. On the Job Training:

Under this method, supervisor gives instructions to the new worker about the job to which that worker is attached. He explains the use of machines and tools and the procedure for the performance of the job. The new worker is then put on the job on a separate machine nearer to some skilled worker’s machine. While working, whenever new worker feels any difficulty, he can take the help and guidance of skilled worker.

This is inexpensive method.

Disadvantages:

1. New worker is likely to pick up some of defective methods of the fellow workers.

2. Every skilled worker may not have skill in imparting instructions.

3. If his earnings are on piece wage system, he will not be interested to devote his own time.

3. Training by Supervisor:

In this method, it is the duty of supervisor to train the new workers as and when they are sent to his department.

Advantages:

1. Supervisor can explain clearly and in a better way to the workers.

2. As the new work is allotted for his department, therefore, he will take interest in his training, so that in future his department products should be of good quality and quantity.

3. In this system, no additional equipment for training is required.

Because supervisor has to do the work of training, therefore, his normal work is likely to suffer.

4. By Apprenticeship Method:

This system is applicable in medium size factory, where mass production carried on with the help of large number of operations. Generally for this type of training, persons having Matric or Industrial Training Institute certificate in the required trade are placed for 1 to 2 years’ training. For this training, special Instructors are employed to give training.

These trainees first learn about the theory and practicals, and then they gradually start work­ing on the production machines. While working, the training is given by the special Instructors.

Thus, the trainees become skilled in a particular trade together with a general idea about the other works.

5. By Special Schools:

This system is applicable in large industries, where mass produc­tion is carried with the help of most modern automatic machines. Generally for this type of training, persons having Matriculation or Industrial Training Institute certificate in the re­quired trade are placed for 2 or 3 years’ training.

These schools are preliminary training indus­tries, organised by the employer through which new employees are taken before being allowed to work in actual production shops. In these schools, machines are similar to those of actual plant but of smaller capacities. In these schools, they are taught about different operations, tools, safety and small exercise jobs. Theoretical and practical training is imparted simulta­neously.

The cost of such schools is high, because expensive equipment’s are required. Therefore, this is used only by big concerns. In this type of training, theoretical as well as practical knowledge is imparted through lecture classes, model demonstrations and actual working on the machines.

At the supervisor’s main duty is to get the things done in a proper way from the workers, therefore, they are supposed to be expert in the trade because generally workers respect their foreman, only when he is master of his trade.

(B) Supervisor or Foreman Training :

A foreman or supervisor has to perform a large number of duties.

A foreman of today has to do more difficult jobs due to the following reasons:

(a) As there is increase in the size of industrial units;

(b) As there is more precise factory production;

(c) As there is increase in skill and representation of workers; and

(d) As there are large number of complex government rules and regulations.

For supervisors and foreman training, basically qualified persons such as mostly diploma holders or engineering graduates in the desired trades are taken. Mostly the duration of train­ing may be kept 3 months to 2 years. The trainees are required to execute bond with the man­agement that they will serve the company for a specified period (usually 3 to 5 years) after the completion of training.

The qualitative requirement for the position of foreman or supervisor is as follows:

1. Technical Qualifications:

He must have required qualifications and experience to understand the plant and equipment, the materials to be handled, and the process worked in this department.

2. Knowledge of Responsibility:

He must have an understanding of the responsibilities of supervision.

3. An aptitude of leadership:

4. Skill in imparting instructions.

5. Controlling Power:

He must be able to solve various problems which arise due to the relationship of workers.

6. Supervision and Control of Workers:

He must be able to supervise and control the worker s under him.

He should give due considerations to the following:

(a) Supervision relating to money;

(b) Supervision relating to time; and

(c) Supervision relating to quality.

Today’s supervisor must consult his subordinates for their opinions, respect their rights and obtain their co-operation.

In addition:

(i) He has to inform workers about company’s policies,

(ii) He has to give a face to face leadership to his workers,

(iii) He has to judge the quality and quantity of work done by workers, and

(iv) He influences worker’s attitude and affect their morale.

Therefore, the training programme of supervisors or foreman should be organised in such a way that after due training, they can perform their task quite satisfactorily as mentioned above.

T.W.I. Scheme for Training Supervisors :

The term supervisor is used to apply to any person who is responsible for directing the work of others from the senior executive to the operative employees.

During World War II, a large number of civilian workers who had been working for years in civilian factories required to be employed in war factories. They required special training of precision jobs. To supervise the trainees, the whole scheme needed a large number of supervi­sors.

Therefore, in Britain, a scheme was introduced under the name of T.W.I. Three ‘J’ programmes were developed to train supervisor and then multiply this effort in training work­ers as rapidly as possible.

These were:

(i) Job Instruction Training (J.I.T.).

(ii) Job Relation Training (J.R.T.)

(iii) Job Method Training (J.M.T.).

Features of T.W.I. Scheme :

The main features of this programme are as under:

Under the scheme, it is stated that good supervisor must have the following five essential qualities:

i. Knowledge of technical work;

ii. Knowledge of responsibilities, organisation, policies and regulations etc.;

iii. Skill in imparting instructions;

iv. Skill in handling the workers;

v. Skill in improving the methods of production.

About quality:

(a) Trainee already gets sufficient knowledge in technical institutions, where he has studied.

(b) Trainee can be supplied printed literature of the firm, since it varies from one factory to another factory.

About rest of the three qualities, he is trained in the factory under T.W.I, scheme, which has devised the following three programmes:

i. The Job Instruction Programme.

ii. The Job Relation Programme.

iii. The Job Method Programme.

1. The Job Instruction Programme:

(a) It shows how the supervisor prepares himself to give instructions and to give them in such a manner that these can be easily understood by learners.

(b) It shows how to breakdown a job into convenient stages for teaching purpose and how to identify key points which are essential for quick and easy learning.

(c) It demonstrates how the directions can be clearly given to ensure understanding and observe the necessity of repeating them.

2. The Job Relation Programme :

It deals with technique of handling men and removal of grievances etc. It is a sort of code to be followed by supervisors, if serious human problems are not allowed to crop up. It is difficult and most essential problem.

3. The Job Method Programme :

It includes a plan to improve the methods of production by dealing with improvements in material, time or labour established practices and how these should be studied, watched and implemented.

Value of supervisory training :

Training develops:

(E 1 ) Knowledge—This in turn increase E 2 and E 3

(E 2 ) Right attitude

(E 3 ) Skill.

Educated Trained Supervisor and Labour Force bring in Turn

“The danger is that we have to slacken our pace for lack of trained personnel- We have manpower enough and sometimes manpower can take the place of even capital but without trained manpower, we cannot go far. We have, therefore, in planning to think ahead and train an adequate number of persons for all branches of national activity”.

The place of Supervisor with respect to staff function (Fig 10.4):

Place of Supervisor with respect of Staff Functions

A = Work Study

B = Inspection and Quality Control

C = Stores and Inventory Control Systems

D = Maintenance and Repair

E = Supervisor at the Focal Point.

(C) Executive Training :

For this training, graduates with high intelligence are selected and generally trained for one year. During this training for first few weeks, they are taught about organisation, leaner- ship, factory rules and regulations and other official routine works.

In the rest of duration of training they are posted in different departments to get full knowl­edge about working of the factory.

After completion of training, they are posted as Engineers or on similar posts.

During their working as engineers, a full record about their capabilities, attitude, tempera­ment, intelligence and leadership is maintained. This record would be helpful for future promo­tions.

Training regour and Level of Participation

Executives are trained by inviting them to listen regular conference of various senior execu­tives. These conferences are helpful to broaden the outlook of the trainee by listening discus­sions on various planned lectures of senior executives. In these conferences more stress is given on quality, stability of equipment, design of product, investigation into complaints, sales, labour welfare, budgetary control procedure etc.

The executive trainee should be made to understand the economic objectives of the com­pany and his role in that. He must also have the ideal of planning and control in relation to manufacturing, marketing distribution etc.

Project Report # 10. Development of Employees :

Management development or executive development is a systematic process of training and growth by which managerial personnel gain knowledge, skills, attitudes and insights to man­age the work effectively and efficiently. Management development is an educational process through which executives learn conceptual and theoretical knowledge and managerial skills.

It consists of means by which executives learn to improve their behaviour and performance. Through this the effectiveness of the managers in their present jobs is improved and they are prepared for higher jobs in future.

Process of Management (or Executive) Development :

Main ingredients of an executive development programme are:

1. Analysis of development needs.

2. Appraisal of present managerial talent.

3. Planning individual development programmes.

4. Establishing training and development programmes.

5. Evaluating development programmes.

Methods and Techniques of Executive Development :

Various techniques of executive development may be classified into two broad categories as shown below:

Executive Development

Objectives of Executive Development :

1. To improve the performance of executives (managers) at all levels in their present jobs.

2. To sustain good performance of executives throughout their careers.

3. To ensure availability of required number of executives so as to meet the present and future needs.

4. To expose executives to the total concepts and techniques in their respective areas of specialisation.

5. To provide opportunities to the executives to fulfill their career aspirations.

6. To optimally utilise the managerial resources of the organisation.

Techniques of Management Development :

1. Planned promotions.

2. Job rotation.

3. Creation of ‘Assistant to’ position.

4. Training.

5. Coaching counseling.

6. Case discussions.

7. Committee assignments.

8. Simulation exercises.

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Training and Development - Definition, Importance, Process & Example

What is training and development.

Training and Development is the continuous process of improving skills, gaining knowledge, clarifying concepts and changing attitude through structured and planned education by which the productivity and performance of the employees can be enhanced. Training and Development emphasize on the improvement of the performance of individuals as well as groups through a proper system within the organization which focuses on the skills, methodology and content required to achieve the objective. Good & efficient training of employees helps in their skills & knowledge development, which eventually helps a company improve its productivity leading to overall growth.

Training is about knowing where you are in the present and after some time where will you reach with your abilities. By training, people can learn new information, new methodology and refresh their existing knowledge and skills. Due to this there is much improvement and adds up the effectiveness at work. The motive behind giving the training is to create an impact that lasts beyond the end time of the training itself and employee gets updated with the new phenomenon. Training can be offered as skill development for individuals and groups.

Organizational Development is a process that “strives to build the capacity to achieve and sustain a new desired state that benefits the organization or community and the world around them.” (From the Organizational Development Network website).

Training and Development Process

Training and development is a continuous process as the skills, knowledge and quality of work needs constant improvement. Since businesses are changing rapidly, it is critical that companies focus on training their employees after constantly monitoring them & developing their overall personality.

Steps for training and development processes are:

1. Determine the need of training and development for individuals or teams

First of all the need has to be seen for training and development. it has to align with the company's goals and objectives.

If a company is trying to start a new department or strengthen existing sales team in new products, then an appropriate training is needed.

2. Establish specific objectives & goals which need to be achieved

The goals and objectives of the training and development have to be established. Whether the goal is awareness about new products or even installation is required to be learnt.

3. Select the methods of training

Next, methods have to be defined. The training can be done as a :

1. Classroom Training

2. Online Self paced courses

3. Course with certification

4. Instructor led online training

4. Conduct and implement the programs for employees

After the plan and methods are finalized, the training and development programs have to be executed where courses, instructions are taught to the employees, partners or vendors.

5. Evaluate the output and performance post the training and development sessions

Training and Development is incomplete without proper monitoring. Monitoring can be done through evaluation of the instructor as well as attendees. Instructor evaluation can be done through feedback or ratings but attendees can be evaluated through internal or external certifications or scores.

6. Keep monitoring and evaluating the performances and again see if more training is required

Based on the evaluation results in the previous step, management needs to ascertain that if the training and development program was sufficient for now or more training and enablement would be required. Also, if future trainings are to be planned.

Training and Development Process

  • Training Levy
  • Career Development
  • Human Resource Development (HRD)
  • Organization Development
  • Continuing Professional Development (CPD)

Importance of Training and Development

For companies to keep improving, it is important for organizations to have continuous training and development programs for their employees. Competition and the business environment keeps changing, and hence it is critical to keep learning and pick up new skills. The importance of training and development is as follows:

1, Optimum utilization of resources

2. Development of skills like time management, leadership, team management etc.

3. To increase the performance, productivity and motivation

4. To imbibe the team spirit

5. For improvement of organization culture

6. To improve quality

7. To increase profitability and bottom line by acquiring new skills

8. Improving brand image by having well trained employees

Relation and Difference between Training and Development

There is a relation between training and development, and there is clear difference between the two based on goals to be achieved. Development is made to answer the  training problems:

Need for Training and Development

Training and development of employees is a costly activity as it requires a lot quality inputs from trainers as well as employees. But it is essential that the company revises its goals and efficiencies with the changing environment. Here are a few critical reasons why the company endorses training and development sessions.

1. Improvement

When management thinks that there is a need to improve the performances of employees

2. Benchmarking

To set up the benchmark of improvement so far in the performance improvement effort

3. Specific Role Requirement

To train about the specific job responsibility and skills like communication management, team management etc.

To test the new methodology for increasing the productivity

Advantages of training and development

Training and development has a cost attached to it. However, since it is beneficial for companies in the long run, they ensure employees are trained regularly. Some advantages are:

1. Helps employees develop new skills and increases their knowledge.

2. Improves efficiency and productivity of the individuals as well as the teams.

3. Proper training and development can remove bottle-necks in operations.

4. New & improved job positions can be created to make the organization leaner.

5. Keeps employees motivated and refreshes their goals, ambitions and contribution levels.

Disadvantages of training and development

Even though there are several advantages, some drawbacks of training and development are mentioned below:

1. It is an expensive process which includes arranging the correct trainers and engaging employees for non-revenue activities.

2. There is a risk that after the training and development session, the employee can quit the job.

Training and Development Example

Training and Development can be setup in any organization. The focus of the organization should be to train employees on two aspects

1. Job Related Skills

2. Soft Skills

These days there are dedicated portals and self learning courses for employees to enroll and take them as per their needs. A dedicated training department is setup in the organizations these days to train the employees on relevant skills. 

E.g. Trainings on communication skills, project management skills, AI/ML and other emerging technologies and skills are priority of such departments. 

also these departments have the following responsibilities like:

1. Tie up with training partners or create internal courses and study material

2. Create a simple portal and classroom training system for employees on site or remotely

3. System to track learning and design path for specific roles e.g. managers, sales team etc.

4. Evaluate employees on the trainings completed and reward them accordingly

Training and Development should be part of culture of any good organization and should be taken at a strategic level. In today's competitive landscape, proper training and development programs can go a long way in having the competitive edge.

Hence, this concludes the definition of Training and Development along with its overview.

This article has been researched & authored by the Business Concepts Team . It has been reviewed & published by the MBA Skool Team. The content on MBA Skool has been created for educational & academic purpose only.

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A Literature Review and Reports on Training and Development

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Related Papers

Nasir Malik

training and development project summary

International journal of applied research

Rajni Saini

Training is an essential activity in all professions. It plays a very important role in the effectiveness and efficiency of the human resource. The main aim of this study is to examine the role of training and the factors affecting training effectiveness. Training is an organised procedure by which people learn to perform their duties with more competency. The objective of the training is to achieve perfection in their work. This paper deals with different aspects of training and factors affecting the training effectiveness. Training is required for managers to enable them work towards taking the organisation to its expected skilfulness. This research paper also determines importance of training effectiveness in the ever changing business scenario.

Soni Agrawal

IAEME PUBLICATION

IAEME Publication

One of the main differentiators for companies, particularly the manufacturing industries, is training and growth. The manufacturing industry training and development system in Pune needs a comprehensive overhaul. There is a lack of a systemic approach to the current training and development programmes, particularly with regard to the design and planning approach. For example, there was no fixed training and development schedule and, moreover, no such schedule was disseminated or displayed. The average number of training programs representing the organization's current training strategy is only 2, reflecting the institution's apathy for training and growth. If the employees' evidence is to be believed, then there is a lack of a consistent training and development program for manufacturing sectors and seldom are employees identified to external organizations. The training approach practiced is on job training and the resource person is most commonly internal resource individuals or company workers on most occasions. The recognition of training and development needs is one of the serious grievances put forward by workers and it has been ranked as one of the most significant factors affecting their decision to engage in training and development programs. With all of the above, a systematic and empirical approach to training and development must be developed by all organizations.

International Journal of Training and Development

Er Harpreet Kaur Channi

Indian Journal of Public Administration

Azhar Kazmi

Remegius I Shiwayu , Remegius Shiwayu

The quality of well-trained workforce is an asset to any organisation because of training and development in the organisation. The study, therefore sought to scrutinize the impact of training and development using Mpact Corrugated Pty (Ltd) as a case study. The study aims to find out the influence training has on the employees’ performance. The key finding of the study was poor communication and motivation of the senior management. The company employs younger professional that has skills but need more training. Furthermore, training and development are well implemented, but the processes are not up to date. The study suggests the company must use systematic training; identification of training needs should be done more professionally in combination with the line managers as well as those that are involved with the human resource managers. The researcher also advises that it is very important for Mpact corrugated companies (PTY) LTD to develop new policies that will provide favorable working conditions for employees and boost morale the of workers. The study recommends that further studies could investigate possible interventions that can be used to address the issues of training and development.

Industrial and Commercial Training

Laurence Fink

Transstellar Journals

TJPRC Publication

This part studies about the noteworthy contribution of past research on the viability of training in private organizations. The study will assess the factors affecting the training programmes, for example, Objective of the Program, Evaluation of Performance subsequent to Training, Trainee Evaluations of Trainer and Testing of Trainees on Content displayed and so on and propose enhancements to further build Return on Investment and Return on Engagement

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Resume Worded   |  Proven Resume Examples

  • Resume Examples
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4 Training and Development Resume Examples - Here's What Works In 2024

There is always room for improvement in an organization. training and development specialists are the people organization calls when they want to help their teams reach new heights. this guide will explore 3 training and development positions, give you a resume sample for each, and include some tips to help put your resume above those of your competitors..

Hiring Manager for Training and Development Roles

Training and development specialists are tasked with assessing an organization, developing a training program that will help them maximize efficiency and productivity, and successfully administering the training. 

The need for this position in companies is being recognized more and more as companies shift to an employee-focused model for success rather than a solely customer-focussed model of success. In fact, the projected growth rate of this occupation between 2016 and 2026 is 11% which is faster than the average growth rate of all occupations, which stands at 7%. It is also a fairly well-paying job with an annual salary of about $59k.

Let’s look at some training and development positions, some strong resume samples for each, and some tips to help you bolster your resume further.

Training and Development Resume Templates

Jump to a template:

  • Training and Development Manager
  • Training and Development Specialist
  • Director of Training and Development

Jump to a resource:

  • Keywords for Training and Development Resumes
  • Action Verbs to Use
  • Writing a Resume Summary
  • Related Other Resumes
  • Similar Careers to a Training and Development
  • Training and Development CV Examples

Template 1 of 4: Training and Development Manager Resume Example

A training and development manager is in charge of assessing an organization’s employee productivity and designing and executing a training program to help maximize employee productivity. As a manager, you will be leading a team of specialists so strong managerial skills are required. Other necessary skills include problem-solving, communication, presentation, and project management. While an educational background in the organization’s field or the field of training is beneficial to your application and resume, it is not required. Extensive experience as a successful trainer and leader of a training team is what recruiters will be looking for the most.

A training and development manager resume sample that highlights the applicant’s longevity and experience as a trainer.

We're just getting the template ready for you, just a second left.

Tips to help you write your Training and Development Manager resume in 2024

   include experience in all stages of the training cycle..

Do not make the mistake of only mentioning your experience managing a team or the successes of your training programs. Show recruiters that you have had experience and success assessing a company, designing training programs, conducting training, and doing the administrative tasks required for that cycle as well.

Include experience in all stages of the training cycle. - Training and Development Manager Resume

   Show longevity as a trainer.

If you have to choose between including all your experience in the organization’s field and including all your training experience across different fields, prioritize your training experience. Training experience is what recruiters value most, especially because training skills are easily transferable across fields.

Show longevity as a trainer. - Training and Development Manager Resume

Skills you can include on your Training and Development Manager resume

Template 2 of 4: training and development specialist resume example.

A training and development specialist is the person on the ground who assesses a company's employee productivity, creates effective training programs, and conducts training. They will most likely work as part of a team and will be led by a training and development manager. This could be an entry-level position depending on the demand of the position, but recruiters will prioritize those with experience in the field already.

A training and development specialist resume sample that highlights the applicant’s communication skills and adaptability.

Tips to help you write your Training and Development Specialist resume in 2024

   show ability to train virtually..

One of the legacies of Covid is a shift of many workforce functions into the digital space. As a result, there has been a rise in the need for trainers to be able to conduct their training online. If you have conducted training virtually, highlight that, and include group sizes and any marked improvements of the group as a result of your training.

Show ability to train virtually. - Training and Development Specialist Resume

   Highlight any extra languages or presentation skills.

Because you will most likely be the one conducting trainings, having proficiency in other languages will expand your ability to train in multi-national companies. Likewise, any presentation skills should be mentioned. If you don’t have a lot of position-specific experience, you can include presentation experiences like debate experience, or theater/acting experience. The presentation skills are transferable.

Highlight any extra languages or presentation skills. - Training and Development Specialist Resume

Skills you can include on your Training and Development Specialist resume

Template 3 of 4: director of training and development resume example.

As a Director of Training and Development, you're the driving force behind educating a company's employees. It's a role that's been evolving, particularly with remote work becoming the norm. Companies are moving towards more digital, self-driven learning programs, so you'll need to show you can adapt to this new landscape. When crafting your resume, it's crucial to convey not only your knowledge of traditional training methods but also your proficiency with e-learning platforms and virtual training. In recent years, we've seen increased demand for Directors of Training with comprehensive understanding of diversity, equity, and inclusion (DEI) principles. It's no longer about just training employees - it's about ensuring that everyone, regardless of background, can benefit from the training. So, weaving in your experience and commitment to DEI into your resume can give you an edge.

Screenshot of a Director of Training and Development resume, showing emphasis on digital proficiency and DEI expertise.

Tips to help you write your Director of Training and Development resume in 2024

   highlight your digital training proficiency.

As more companies shift to remote work, the importance of virtual training capabilities has skyrocketed. Highlight any experience you have with e-learning platforms, online training tools, or developing digital training programs.

Highlight your digital training proficiency - Director of Training and Development Resume

   Emphasize your DEI training expertise

Showcasing your knowledge and commitment to diversity, equity, and inclusion (DEI) can make you stand out. Include specific examples of how you've incorporated DEI principles into your training programs, or any relevant certifications you hold.

Emphasize your DEI training expertise - Director of Training and Development Resume

Skills you can include on your Director of Training and Development resume

Template 4 of 4: director of training and development resume example.

A director of training and development oversees the work of the training and development department. They will take part in the development of the training programs and assess the success of the same. They will also ensure that they create a strong and effective training and development team. Most professionals will have at least a bachelor’s degree in HR, psychology, business administration, or a related field. Beyond that, they will need their resume to illustrate their effectiveness as a leader and the effectiveness of their training programs on employee efficiency. Take a look at this strong resume template.

A director of training and development resume sample that highlights the applicant’s career progression and inter-departmental experience.

   Show a career progression in the field.

Show recruiters your longevity in the profession by showing a career progression from an intern to a director. This will signify your commitment to the profession and also your success in previous positions and acknowledgment by previous employers that you were an exemplary employee deserving of promotions.

Show a career progression in the field. - Director of Training and Development Resume

   Show variety in the groups and departments you have trained.

As a director, you are expected to have a wealth of training and development experience. Furthermore, the trainers under you will be training employees in a variety of departments. Show recruiters that you are equipped to lead trainers interdepartmentally by showing your experience doing the same. This applicant has trained students, HR personnel, finance personnel, etc.

Show variety in the groups and departments you have trained. - Director of Training and Development Resume

Action Verbs for Training and Development Resumes

Skills for training and development resumes.

When looking at the skills section of a training and development professional’s resume, recruiters will need to see competency in your assessment of organization needs, your development of training plans, and your ability to effectively train employees.

We have compiled a list of recruiter-approved skills you would expect to see in a training and development professional’s resume. Use some of these to strengthen the skills section of your resume. 

  • Training & Development
  • Instructional Design
  • Employee Training
  • Learning Management Systems
  • Training Delivery
  • Articulate Storyline
  • Talent Management
  • Leadership Development
  • Organizational Development
  • Employee Learning & Development
  • Instructor-led Training
  • Facilitation
  • Human Resources (HR)
  • Performance Management
  • Employee Relations

Skills Word Cloud For Training and Development Resumes

This word cloud highlights the important keywords that appear on Training and Development job descriptions and resumes. The bigger the word, the more frequently it appears on job postings, and the more 'important' it is.

Top Training and Development Skills and Keywords to Include On Your Resume

How to use these skills?

Action verbs for training and development resumes.

The action verbs used in a training and development professional’s guide should highlight the professional’s experience in all steps of the training cycle. They should indicate their experience assessing, developing training guides, training, and doing all the necessary paperwork.

The right action verbs make your successes and experience stand out and help showcase your most relevant skills in a few words.

  • Constructed
  • Facilitated
  • Implemented
  • Communicated

For more related action verbs, visit Teaching Action Verbs .

For a full list of effective resume action verbs, visit Resume Action Verbs .

How To Write a Resume Summary for a Training and Development Resume

If you're a senior-level employee, or you're changing careers to become a Training and Development, it's useful to add a paragraph at the top of your resume highlighting your most impressive accomplishments. This is called a resume summary. Here's an example of a summary that can be used on a Training and Development resume.
A resume summary is a totally optional section, and in most cases, it's better to leave it out of your resume than include it. For example, if you're a student or mid-level hire, you should not include a summary, and instead use the space to add to your work experience.

How to write a resume summary if you are applying for a Training and Development resume

To learn how to write an effective resume summary for your Training and Development resume, or figure out if you need one, please read Training and Development Resume Summary Examples , or Training and Development Resume Objective Examples .

Other Other Resumes

Business development.

A well-structured resume for a Director of Business Development highlighting strategic initiatives and leadership skills.

Software Tester

A resume for a validation specialist with a degree in business analytics and experience as a test analyst and test engineer.

Training Manager

A senior training manager resume template that highlights their educational background.

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training and development project summary

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  • Projects and Partners

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Project Title

State-of-the art Training Methodologies and Curriculum Development for Building Competences and Skills for Community Health Workers: A Pilot Initiative with Cedars-Sinai and Charles R. Drew University of Medicine and Science {CDU}

Funded by  Cedars Sinai Medical Center ,  a nonprofit academic health care organization serving the diverse Los Angeles community and beyond. 

Project Summary

The CDU CHW Academy was initiated with this funding from Cedars-Sinai Medical Center to develop our Community Health Worker Core Curricula. With pioneering medical research achievements, education programs defining the future of health care, and wide-ranging community benefit activities, Cedars Sinai and CDU, together are setting new standards for quality and innovation in patient care.

See the source image

CHW Training and Internships in Clinical Settings 

Funded by  California Community Reinvestment Grants Program (CalCRG)  in partnership with  Providence Health Services , an organization with a longstanding involvement with under-resourced communities.  

Providence has utilized Community Health Workers (CHWs) for more than a decade to enrich their health care programs.  However, most Providence CHWs have not benefitted from any formal training. The CDU CHW Academy and Providence’s Community Health Department are working together to address this gap by developing standards-based curricula for clinical CHWs and identifying, training and placing 30 CHWs within multiple health care systems to help reach and serve children and adults in underserved communities throughout Los Angeles. 

CHWs learners will complete a five-week training program with us and then move to a five-month internship experience at an assigned partner health care site. The CDU CHW Academy in partnership with Providence is creating a career ladder for entry-level workers to develop their skill set and provide them with career growth opportunities within health care, specifically within the six Providence hospitals and Community Health Departments, clinics, and other community nonprofit partners including: 

  • Cedars Sinai Medical Center   
  • California Hospital Medical Center-Dignity Health   
  • Northridge Hospital Medical Center-Dignity Health
  • Providence South Bay
  • Providence San Fernando Valley
  • San Fernando Community Health Center
  • Westside Family Health Center
  • Harbor Community Health Centers

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A Community Health Worker Intervention to Identify and Decrease Barriers to Pre-Procedural COVID-19 Testing among Los Angeles County Department of Health Safety-Net Patients

Funded by the  National Institutes of Health (NIH) Rapid Acceleration of Diagnostics (RADx) initiative, the RADx Underserved Populations (RADx-UP)  

With the current pandemic, COVID-19 testing for patients has become an essential first step in the provision of critical procedural care. However, the range of reasons why vulnerable patients in safety net health care settings refuse COVID-19 testing is little understood.  This grant is an innovative proposal that seeks to (1) bring together machine learning and qualitative in-depth interviews to understand the reasons why  Los Angeles County Department of Health Services (LACDHS)  safety net patients who require COVID-19 testing for procedures refuse or accept COVID-19 testing, and (2) utilize the knowledge gleaned to develop and implement a Community Health Worker (CHW)-based intervention, using LACDHS CHWs, that addresses the multilevel obstacles to COVID-19 testing. Insights gained from this research may be of benefit to improve COVID-19 uptake in other similar safety net settings with CHWs and in planning the future uptake of COVID-19 vaccines in such medically underserved settings.

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March 12, 2024

Winter 2022 pilot grant awardees report their final project outcomes

UW team conducting research on a boat

Each of the teams have now closed out their projects and offered reports on their results and future plans, which follow.

Development of a Vaccine for Valley Fever

Investigators Deborah Fuller, Department of Microbiology Michael Gale, Department of Immunology Jesse Erasmus, Department of Microbiology Bridget Barker, Department of Biological Sciences, Northern Arizona University Erik Settles, Department of Biological Sciences, Northern Arizona University

Project summary Coccidioides spps infections cause the respiratory disease coccidiodomycosis, which is also known as Valley Fever (VF). Coccidioides spps are found eastern Washington and Southern states in the United States. Patients that clear VF infections generally possess life-long immunity suggesting that vaccines against Coccidioides spps can be employed to provide immunity to susceptible populations. Climate change is increasing the geographic range of Coccidioides spps and this has been associated with increased incidences of VF. Thus, VF is a growing threat to human health and* vaccines against VF are critically needed.

We have developed novel DNA and mRNA vaccine platforms that induce robust immune responses against infectious diseases including antibody and T cell responses that have been shown to play a role in protection from VF re-infection in naturally infected patients. Here, we employed our DNA and RNA vaccine technologies to investigate the feasibility of using these platforms as a strategy to develop an effective VF vaccine. We constructed DNA and RNA vaccines expressing well-defined VF immunogens, compared the immunogenicity of these vaccines in mice (Aim 1) and then, in collaboration with VF expert, Dr. Bridget Barker, at Northern Arizona University (NAU), we evaluated the most potent vaccines for protective efficacy in a mouse model of VF infection (Aim 2).

In this pilot study, we found that our DNA vaccine platform was superior to our RNA vaccine platform in the induction of antibody and mucosal and systemic T cell responses. Using this platform, we successfully identified a novel trivalent immunogen composition that when expressed in our DNA vaccine platform afforded an unprecendented level of protection in a mouse model of Coccidiodes infection. Specifically, this vaccine completely protected from fungal dissemination and afforded better protection when compared to leading live attenuated vaccines. A provisional patent application is in progress. These data will be presented at the 68th Annual Coccidioidomycosis Workshop in San Antonio in April. In addition, we are preparing a manuscript to report these results that we anticipate will be submitted to a high impact journal this year.

Assessing National Public Housing Authority Disaster Preparedness, Response and Recovery of Place-based Subsidized Housing Units

Investigators Nicole A Errett, Department of Environmental & Occupational Health Sciences Rebecca Walter, Department of Real Estate Andrew Aurand, National Low Income Housing Coalition Jamie Vickery, Department of Environmental & Occupational Health Sciences Amber S Khan, Department of Environmental & Occupational Health Sciences

Project summary The goal of this project was to assess the engagement of Public Housing Authorities (PHAs) in disaster preparedness, response and recovery activities. The team partnered with the National Low Income Housing Coalition (NLIHC) to reach stakeholders to help improve understanding around implementation of PHA disaster strategies and advance current knowledge of housing gaps in state-level disaster planning decisions.

The first aim of the project was to identify authorities, responsibilities and recommendations for PHAs in disaster planning and implementation outlined in state-level disaster-related plans. The team systematically collected 85 state-level emergency operation plans, emergency support functions #6 and #14, recovery plans, and disaster housing plans. They conducted a content analysis of the plans to assess if there were assigned responsibilities for PHAs, and found that there were very few roles and responsibilities assigned to PHAs. Assigned roles solely focused on post-disaster activities, partnerships, and coordination, and mainly revolved around providing housing recovery resources to residents and amending housing waitlists to prioritize residents affected by disasters. Accordingly, the team recommends incorporating standardized roles to PHAs in state-level disaster plans, and that states adopt a plan specific to disaster housing, which can be informed by PHAs and other housing providers.

The second aim of the project was to describe if disaster preparedness strategies are being undertaken by PHAs before, during and after disasters, as well as barriers, facilitators and opportunities for their implementation. The team conducted 15 semi-structured key informant interviews with federal housing officials, PHA leaders and affordable housing nonprofit staff, using an interview guide that was based on the Consolidated Framework for Implementation Science. The interviews were professionally transcribed and qualitatively coded in NVivo Software, and the framework method was used to organize and analyze the data. Barriers identified included funding, administrative hindrances, lack of direction from the federal government and an absence of disaster experience among staff. Facilitators identified included past disaster experience, strong and pre-established local relationships and having internal disaster plans in place. Opportunities for improving implementation of disaster risk management strategies at PHAs include having a dedicated risk management position at PHAs, more pre-established local relationships, federal funding timeliness, and more funding in general.

Parent Behavior Management Training for Foster Caregivers

Investigators Kari Gillenwater, Department of Pediatrics, Harborview Medical Center Foster Care Center of Excellence Erin Schoenfelder Gonzalez, Department of Psychiatry and Behavioral Sciences, Department of Pediatrics Elana Feldman, Department of Pediatrics Molly Cevasco, Clinical Psychologist, Seattle Children’s Hospital Emma Whitmyre, General Child Psychology Resident Aleksandra Bacewicz, Child and Adolescent Psychiatry Fellow

Project summary First Approach Skills Training for Disruptive Behavior (FAST-B) is an evidence-based behavioral parent training program to address behavior problems in children ages 4-11 including oppositional behavior, parent-child relationship and adjustment problems. This project sought to adapt and pilot the FAST-B curriculum for caregivers of foster children and evaluate its feasibility through an iterative quality improvement process.

The FAST-B for Foster Caregivers project was successful in completing its data collection as of May 2023, as well as multiple presentations of our preliminary results. We have met or exceeded all of our study goals. A total of 23 foster caregivers enrolled in groups over three cohorts. We retained 56.5% (N=13) to complete post-intervention measures. Caregivers identified as 60% Caucasian; 66% foster caregivers, and 34% kinship caregivers. Children were identified as 58% BIPOC; Mage=6.04 years.

After our first round of group, we increased focus on recruiting kinship caregivers (family members of their foster child). We succeeded in substantially increasing our proportion of kinship caregivers. A total of 64% of cohorts #2 and #3 (of 4 cohorts) completed post-group interviews. The interviews were transcribed and double-coded by two trained coders to establish qualitative themes (presented below).

Average child trauma exposure score at baseline was 6.08 (clinical trauma reaction symptoms cutoff = 6.0). Caregivers reported entering group feeling unprepared (47%) or only somewhat prepared (38%) to address their children’s behavioral concerns. Following group, most (57%) caregivers reported that they did not currently need additional support. Caregiver strain decreased (9% on average) following intervention, as did child inattention (11%) and oppositional behavior (18%). Hyperactivity remained stable. Higher reductions in behavioral symptoms were present for youth with prenatal substance exposure.

Innovating Better Methods to Enumerate Individuals Experiencing Homelessness

Investigators Amy Hagopian, Departments of Global Health and Health Systems & Population Health Owen Kajfasz, Acting Chief Community Impact Officer with the King County Regional Homelessness Authority Bo Zhao, Department of Geography Paul Hebert, Department of Health Systems & Population Health and Veterans Administration Health Services Research & Development Zack Almquist, Department of Sociology Gang Luo, Department of Biomedical Informatics and Medical Education Adrian Dobra, Department of Statistics

Project summary This project formed a partnership with King County’s new Regional Homelessness Authority to innovate the “Point in Time” count, bringing modern methods: respondent driven sampling, multiple list (aka capture/recapture), anonymous cell phone signal counts from encampments and tracking those swept from open air encampments. The team reports that its most important achievement centered around building a multidisciplinary faculty team who worked together on homelessness issues while building University of Washington relationships with local and regional organizations in this space.

The team’s first project element was to help design and organize the KCRHA’s 2022 Point in time count, which was being conducted as we were writing the PHI proposal. The funded project team analyzed and reported results used for the 2022 U.S. Housing and Urban Development agency (HUD) homeless count, described in a July 4, 2022 Seattle Times story, prominently featuring the team’s methodologist (Zack Almquist). Using respondent-driven sampling, the team’s method in 2022 produced a count of 7,685 unsheltered people experiencing homelessness1, a 38% increase from 2020 unsheltered count.

They next developed a relationship with Evergreen Treatment Services (aka REACH) to study its remarkably detailed data set of encounters between outreach workers and people living on the street over an eight-year period. The REACH data detailed the locations of almost 1,000 encampments over a ten-year period in Seattle, which the team geocoded and compared to data sets on amenities (libraries, social service offices) and dis-amenities (air pollution, industrial zoning).

The team also worked extensively with Berkeley’s Eviction Research Network team to develop research to clarify the relationship between evictions, homelessness and health. The VA was included in this work to ingest data from the Eviction Research Network on names and addresses of evictees in King and Pierce County court records in 2017 and merge them to VHA health and housing records. Simultaneously, the team worked with the VA to examine how well various data sets identify people experiencing homelessness.

Human Health and Well-being Implications of Pervasive Navy Aircraft Noise Pollution

Investigators Edmund Seto, Department of Environmental & Occupational Health Sciences Julian D. Olden, School of Aquatic and Fishery Sciences Anne Harvey, President, Sound Defense Alliance Bob Wilbur, President, Citizens of Ebey’s Reserve Taylor Hendricksen, Environmental & Occupational Health Sciences

Project summary This project aimed to quantify the magnitude and spatial patterns of noise associated with Growler jet training activities in western Washington, and estimate associated health risks based on noise exposures. Project activities were designed by and conducted in close coordination with community partners with years of experience in advocacy and organizing for noise pollution.

Since the interim progress report (December 2022), the project team has continued to meet at least monthly focusing on tasks such as planning and implementing outreach for the webinars, and planning how research products can be best integrated with education and outreach. A sub-team – led by a PI Seto and PhD researcher in DEOHS (Shirley Huang) – initiated work to analyze noise complaint data using innovative sentiment analysis approaches; this exploratory work laid the foundation for our forthcoming Tier 3 project.

The research project activities of analyzing large volumes of noise data was carried out by graduate researcher Gio Jacuzzi, with support from PI Olden. This analysis involved quantification of noise metrics and geospatial mapping of noise exposures and associated estimates of population health impacts. A noise simulation model was developed in accordance with FAA and DoD standards and validated by field monitoring sites. The model produced estimates of the spatial extent of noise exposure for day-night, nighttime, and 24-hour average levels. Combining these spatial projections with a dasymetric population density map yielded the estimated noise burden at a fine resolution across the study region. Exposure-response relationships and thresholds for human health impacts were then used to produce estimates of high annoyance, sleep disturbance, hearing impairment, and cognitive impairment. These results are currently being finalized for a community webinar (August) and submission to an invited issue of the Journal of Exposure Science and Environmental Epidemiology (September).

We delivered the second community webinar on March 8, 2023. The purpose of this webinar was to present and obtain feedback on the interim results from the spatial mapping of noise exposures and preliminary work to translate exposures to impacts on annoyance, sleep disturbance, and risk of hearing damage. The webinar was moderated by PI Anne Harvey (Sound Defense Alliance). Close to one hundred people attended the webinar, and attendees included members of impacted communities in Island, Clallam, and Jefferson Counties. Organizations and local leaders included the Attorney General’s office, County Commissioners, area tribes, the National Park Service, and members of legislative offices. A large majority of the attendees were from or based in Washington State, but also included those from other communities as well as national organizations that work on noise advocacy and education. The webinar was recorded and posted on YouTube and shared broadly with stakeholders.

Population-Based Administrative Data to Understand Child Maltreatment and the Pandemic – The Risk of Death and Serious Injury Study (RODIS)

Investigators Melissa L. Martinson, School of Social Work Kushang V. Patel, Department of Anesthesiology and Pain Medicine Benjamin de Haan, Director of the Center for Social Sector Analytics & Technology (CSSAT), School of Social Work Emily Brown, Department of Pediatrics Peter Pecora, Casey Family Programs Rebecca Rebbe, School of Social Work, University of Southern California

Project summary The goal of this project was to construct a novel linked administrative dataset that includes population-level information on births, hospitalizations, deaths and child protective system (CPS) records for Washington State 2010-2021. The dataset, linked at the child-level, can be used to examine how children with concerns of child maltreatment interact between and within medical and CPS systems, including during the COVID-19 pandemic. The volume of data made common off-the-shelf approaches to data linkages infeasible. Thus, we partnered with a team at the University of Southern California’s Children’s Data Network (CDN) that has been developing an open-source Python package, Chimera, capable of linking datasets such as these.

We were able to adapt Chimera for use on our Washington datasets and performed linkages for each pair of datasets to construct a de-identified analytic database ready for future work. The grant funds enabled us to have a multi-day in-person workshop with the tool developers from CDN and the linkage team at Center for Social Sector Analytics & Technology (CSSAT) that facilitated this process. Specifically, after the code was tailored for our inputs, we used Chimera to build data features for four machine learning algorithms to perform the matches. We then iterated model training and evaluation cycles, using previously matched and hand-matched data to assess the quality of the model links using precision, recall and F1 score. Each iteration, we added additional manually linked training data each iteration until we were satisfied with the accuracy of the linkages and observed diminishing returns in adding new training data. All of our linkages resulted in F1 scores of at least 0.975, with most of them being above 0.99 (F1 scores range from 0 to 1).

Data from the four sources have been linked between 2006 and 2018. Additionally, we have approvals from the Department of Children, Youth, and Families (DCYF) to use data through present with no end date. Unfortunately, the Washington Department of Health, the holders of the birth, death and hospitalization records, paused their processing of research data requests and that pause continues at the writing of this report. While we have submitted the paperwork requesting the additional years of data (2019-present), we were not able to get those approvals or include those years of data in the linkages. Once those approvals and data are received, we plan on including those data into our linked dataset using our trained linkage process successfully developed through this grant.

We gave a presentation to DCYF in Olympia in June 2023 regarding the project, the data and the opportunities for future analyses.

Addressing COVID-19 Vaccine Hesitancy in Pregnancy Within U.S. Black Communities

Investigators Kristina Adams Waldorf, Department of Obstetrics and Gynecology Alex Stonehill, Department of Communication Evelyn Botwe, National Black Leadership Commission on Health Lauren Marcell, School of Medicine Ekta Dokania, Department of Communication Maria Jose Soto Monteverde, Department of Communication Kolina Koltai, Information School, Center for an Informed Public Judy Fordjuoh, National Black Leadership Commission on Health Bibi Natosha, National Black Leadership Commission on Health

Project summary In this proposal, we partnered with Black Health to study the factors and vaccine misinformation narratives that were contributing to COVID-19 vaccine hesitancy in Black pregnant individuals. Black Health is a non-profit organization whose mission is to provide information to Black communities through robust outreach efforts on disease prevention, early testing, and disease management. Black Health is based out of New York City and partners with community organizations across the Eastern United States. In this study, Black pregnant individuals were interviewed directly or in focus groups to gain insight into their views on vaccination. The interviews were conducted in Buffalo (NY), New York City (NY) and Detroit (MI). The data was analyzed in a mixed methods study that incorporated both quantitative and qualitative data from the participants.

Overall, the peer vaccine messenger was received slightly more poorly as an ad messenger than other messengers tested, but there were no large or significant differences in ratings across ad messenger. The difference between vaccinated and unvaccinated participants’ ad ratings, however, was highly significant with vaccinated participants rating ads more favorably (unvaccinated 3.35, vaccinated 1.80, difference of 1.55 points, t=-4.90, p<0.001). We also observed a significant interaction between the faith-based messenger type and vaccination status. For unvaccinated participants, there was a lower (more vaccine favorable) ad score with a faith-based versus peer messenger, which was not true in the vaccinated group (p<0.008).

Our preliminary analysis indicates that participants reactions were highly polarized by COVID-19 vaccination status with unvaccinated participants extremely likely to dislike all ad messengers and content types. We are currently completing one additional social media ad campaign in which we have tested a new messenger (doula) compared to a doctor messenger with a COVID-19 or a TdAP vaccination message. We hypothesized that the doula messenger will be more popular than the doctor with the Black pregnant audience, regardless of vaccination status. This data will complete one manuscript that we will submit in the next month titled, “COVID-19 Vaccine Hesitancy and Social Media Ad Reactions Among Black and Afro-Latinx Pregnant Women”.

STIM A SPU’US (“What’s in Your Heart”): A Culturally Adapted, Trauma Informed Parenting Intervention for the Colville Tribes

A portion of the funding for this award came via a partnership with the UW Office of Global Affairs , which seeks to enhance the UW’s global engagement and reach, including with sovereign tribal nations.

Investigators Myra Parker, Department of Psychiatry & Behavioral Sciences Teresa Evans-Campbell, School of Social Work Alvina Marris, Department of Behavioral Health, Confederated Tribes of the Colville Indian Reservation Sara Waters, Department of Human Development, Washington State University

Project summary The aim of this study was to implement a pilot test of a culturally congruent, trauma informed, parenting skills curriculum that provides critical support to Colville families for gaining instrumental trauma support and learning parenting skills to promote loving, caring relationships among parents and children.

By September 2022, we secured the tribal research approval application, finalized the curriculum updates, and printed and purchased all curriculum materials. Dr. Marris identified a local facilitator and two childcare providers. The WSU team programmed the assessment tools and recruited ten participants, five of whom completed the six sessions in Nespelem, WA, for the first group. Of the original ten participants, seven completed the pre-assessment and five completed both the pre- and post-assessments. Dr. Marris and her local partner, Linda Bart, facilitated six 1.5-hour sessions for the first group. Five participants completed the six-session group and the pre- and post-assessments. Dr. Marris and her team, with support from Dr. Waters and her WSU team, are implementing a second and third group in Omak, WA, from November to December 2022, and have twelve and ten participants registered, respectively.

Thirty-two participants enrolled in the study, including 23 women and nine men. The average age of participants of enrolled participants was 36.25 years, with a range from 17 years to 75 years. In 2022-2023, 16 female participants received the adapted intervention (representing an approximately 70 percent retention rate), and 15 completed both pre- and post-surveys, with an average age of 38.67 years (SD = 13.27; range = 23 – 75 years). All were employed full-time. About 67% (10 of 15) of those completing the program felt they currently have enough money to meet their needs. Of the 15, 1 graduated from high school, 3 attended some college, 7 received an associate degree, 3 received a bachelor’s degree, and 1 received a graduate degree. The average Parent ACE score (out of 10) was 4.8 (SD = 2.73; range = 1-9). The average Child ACE score (out of 10) was 2.4 (SD = 1.72; range = 0-6). In a paired-samples t-test with 15 participants with pre and post data, we achieved moderate effect sizes for improvements in content knowledge and for interest and curiosity in mental states (from the Parental Reflective Functioning Scale). The total content knowledge test scores increased from 18.06 correct to 19.33, t(14) = -2.07, p = .029, d = -.533, SD = 2.37, and the interest and curiosity in mental states subscale increased from 5.62 to 6.1, t(14) = -2.96, p = .005, d = -.765, SD = 0.63, on average. We also achieved a small effect size for increases in cultural connectedness, where the 2-item cultural connectedness scale increased from 3.2 to 3.57, t(14) = -1.49, p = .079, d = -.384, SD = 0.95, on average.

From the qualitative data collected, all parents agreed the program was helpful for their parenting, and all found it helpful in supporting reflection on their parenting. Twelve of thirteen pilot participants agreed that the Parenting Journey metaphor and exercise was helpful to revisit weekly and at the end of the sessions. One parent noted, “[The] Parenting journey board was helpful because it helped me realize how I was approaching my Parenting and the vision I had on how I wanted to parent. It was also an eye opener to what I need to work on with my children.” Another participant shared, “This program taught a new way of communication and connecting with my child by way of honoring them where they are in their development and understanding and emotional experiences. The parental guides are very insightful, the books very enjoyable, creating our parenting journey each class helped me to process my internal processes for what we learned each class.”

Importantly, one parent shared the positive effects of being in the moment, recognizing the bond with their child, and reflecting on what they would need during challenging moments, “The tip to always look for small moments of connection, the benefit of taking time to breathe and when being stuck in a tough parenting moment to think “what would I need in this situation?” – which represents the primary goal of the adapted curriculum.

More information about the Population Health Initiative pilot grant program, tiering and upcoming deadlines can be found by visiting our funding page .

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University of Hawaiʻi System News

UH, DOE team up to grow farm training for students

  • March 11, 2024

people standing with plants

Rooted in collaboration, the Manini Farm project at the University of Hawaiʻi at Mānoa’s College of Tropical Agriculture and Human Resource ’s ( CTAHR ) Urban Garden Center ( UGC ) is a beacon of success. Students showcased the outcomes of UGC ’s workforce development program explaining how school gardens, communities and backyard gardeners can develop small-scale farming systems to contribute to local food production.

Department of Education ( DOE ) Waipahu and Pearl City Complex Area students strengthened their communications skills while developing abilities in landscape maintenance, facility sanitation, plant propagation techniques and preparing the student-propagated plants for industry needs.

“I like how the guests were so interested about the plants and the vegetables, and I like how I explained the ti leaves,” said Karizzma, DOE student intern.

group photo

UGC ’s workforce development program represents a partnership between CTAHR , State of Hawaiʻi DOE ’s Ike Loa program and Kapiʻolani Community College ‘s culinary program.

Student-grown seeds

The Manini Farm project provides students with an opportunity to learn in a natural work environment and perform work duties under the supervision of an experienced co-worker. Each intern has a student-centered learning outcome, which mentors adjust using evidence-based learning strategies, to ensure students are ready for on-the-job internships.

Leading by example, last week more than 200 pounds of student-grown daikon and mustard greens were harvested for Kapiʻolani CC ‘s culinary program and shared with community members.

“We help students gain knowledge and working skills they will need when they enter the workforce,” said Merlinda Oania, a retired teacher from Waipahu Intermediate School. “We do so by propagating plants from seeds to harvest (lettuce) and by cuttings (pōhinahina, ti plants, crown flowers). While growing the plants, the students pick up communication and other critical competencies.”

For more information, see CTAHR ’s website .

Related Posts:

  • Harvest produce, plant crops, more hands-on training…
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  • $500K expands aquaponics training at UH Maui College
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Backgrounder: Government of Canada launches call for proposals under the new Sustainable Jobs Training Fund

From: Employment and Social Development Canada

Backgrounder

The Sustainable Jobs Training Fund will support a series of training projects that will help workers upgrade or gain new skills for jobs in the low-carbon economy. The Fund will allocate up to $99.1 million for projects from 2024 to 2028. Projects will range from $8 million to $15 million each, with agreements to start in 2024.  

The Sustainable Jobs Training Fund will support a series of training projects that will help workers upgrade or gain new skills for jobs in the low-carbon economy. The Fund will allocate up to $99.1 million for projects from 2024 to 2028. Projects will range from $8 million to $15 million each, with agreements to start in 2024.   Eligible projects for the SJTF must focus on one of the three following areas to help workers develop the skills required to seize the opportunities in the low-carbon economy:

  • Low-carbon energy and carbon management , including energy-related sectors such as hydrogen, geothermal, wind and solar as well as jobs in carbon management, such as carbon capture, utilization and storage.
  • Green buildings and retrofits , involving the installation of low-carbon heating, ventilation, and air conditioning (HVAC) equipment (including heat pumps), energy efficient components, or renewable energy systems.
  • Electric vehicle maintenance and charging infrastructure , contributing to the country’s transition to electric vehicles with a focus on the repair and maintenance of electric vehicles, as well as charging infrastructure nationally.

Projects and activities The Department will accept proposals from organizations that show that they have: 

  • Established partnerships or a proven capacity to develop and support partnerships with employers, unions, training institutions and other relevant stakeholders. Partners may include, for example, provincial and territorial governments, Indigenous governments and organizations, sectoral stakeholders, or organizations representing equity-deserving groups. 
  • In-depth knowledge of skills development, training, and labour market issues with regard to one of the priorities: low-carbon energy and carbon management, green buildings and retrofits, or electric vehicle maintenance and charging infrastructure. 
  • Recent experience (within the last three years) delivering initiatives that support skills and workforce development, including designing and delivering training programs leading to certifications or career pathways in French or English.

Projects submitted must:

  • Address a training need that is key for one of the priorities.  
  • Note : Applications for projects aiming to train less than 1,500 participants will be considered under the low-carbon energy and carbon management priority area only, in which case applicants will need to explain why a smaller target is justified for the type of activities they propose.
  • Note: For projects under the low-carbon energy and carbon management priority, a narrower geographic scope could be considered where justified to reflect the regional realities of emerging sectors.  
  • Convene key stakeholders and forge partnerships to ensure training is demand-driven and addresses skills needs.
  • Have an end date of March 31, 2028. 

  Eligible applicants

The following types of organization are eligible to apply:

  • not-for-profit organizations; 
  • for-profit organizations; 
  • Indigenous organizations, including band councils, tribal councils and self-government entities; 
  • provincial or territorial governments, including institutions and agencies; and  
  • Crown corporations. 

Organizations interested in applying are encouraged to submit their applications electronically on the Grants and Contributions Online Services (GCOS) portal. Creating a GCOS account is a one-time process that allows organizations to apply for various Employment and Social Development Canada funding opportunities in a secure web environment. 

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EU funding for public employee training for obtaining competencies of the future

  • Ministry of Public Administration
  • Ministry of Cohesion and Regional Development

Public employee training for obtaining competencies of the future

Public employee training for obtaining competencies of the future | Author Freepik

As part of the EU co-funded project, the Administration Academy, established in the frame of the Ministry of Public Administration, will enhance the competencies of public employees working in the wider public sector, including high officials. The positive effects of this project will be seen in greater efficiency of public employees’ work and consequently in higher quality of public services, as well as in the ability to adapt to rapid social and technological change, in extending active age, coping with crisis situations and developing their career and personal development.

The project Public employee training for obtaining competencies of the future is implemented as part of Slovenia’s Cohesion Policy Programme 2021-2027, under the priority Skills and responsive labour market and pursues the specific objective Promoting lifelong learning, in particular flexible upskilling and reskilling opportunities for all taking into account entrepreneurial and digital skills, better anticipating change and new skills requirements based on labour market needs, facilitating career transitions and promoting professional mobility.

The project is worth EUR 3,415,771.46 with the European Social Fund Plus contribution standing at almost EUR 3 million, specifically EUR 2,903,405.74.

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    Project Summary The CDU CHW Academy was initiated with this funding from Cedars-Sinai Medical Center to develop our Community Health Worker Core Curricula. With pioneering medical research achievements, education programs defining the future of health care, and wide-ranging community benefit activities, Cedars Sinai and CDU, together are ...

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    Development of a Vaccine for Valley Fever. Investigators Deborah Fuller, Department of Microbiology ... Project summary First Approach Skills Training for Disruptive Behavior (FAST-B) is an evidence-based behavioral parent training program to address behavior problems in children ages 4-11 including oppositional behavior, parent-child ...

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  27. UH, DOE team up to grow farm training for students

    Reading time: 2 minutes Tour of the Manini Farm at CTAHR's Urban Garden Center. Rooted in collaboration, the Manini Farm project at the University of Hawaiʻi at Mānoa's College of Tropical Agriculture and Human Resource's (CTAHR) Urban Garden Center (UGC) is a beacon of success.Students showcased the outcomes of UGC's workforce development program explaining how school gardens ...

  28. Backgrounder: Government of Canada launches call for proposals under

    The Sustainable Jobs Training Fund will support a series of training projects that will help workers upgrade or gain new skills for jobs in the low-carbon economy. The Fund will allocate up to $99.1 million for projects from 2024 to 2028. Projects will range from $8 million to $15 million each, with agreements to start in 2024.

  29. Concept Environmental and Social Review Summary (ESRS)

    Projects, products, and services. WHERE WE WORK. Countries and regions. UNDERSTANDING POVERTY. Global data and statistics, research and publications, and topics in poverty and development. WORK WITH US. Jobs, procurement, training, and events. News; The World Bank's digital platform for live-streaming.

  30. EU funding for public employee training for obtaining competencies of

    The project Public employee training for obtaining competencies of the future is implemented as part of Slovenia's Cohesion Policy Programme 2021-2027, under the priority Skills and responsive labour market and pursues the specific objective Promoting lifelong learning, in particular flexible upskilling and reskilling opportunities for all ...