Reflecting on my experiences with two distinct HR training sessions—a highly beneficial onboarding workshop and a less impactful compliance training course—provides critical insights into effective HR training design.
The onboarding workshop was particularly successful because it integrated interactive activities that not only engaged new employees but also familiarized them with the company culture and expectations through role-playing and team-building exercises. This practical approach aligns with Experiential Learning Theory, which suggests that adults learn best through direct experience (Kolb, 1984). The immediate application of these exercises helped new hires integrate more seamlessly into the company, demonstrating the workshop’s direct impact on operational effectiveness.
In contrast, the compliance training course was less effective. It primarily utilized a lecture-based format that delivered vast amounts of information without sufficient interaction or practical engagement. This method failed to resonate due to its lack of application to daily job responsibilities, a key component of adult learning as outlined by Knowles (1973). The theoretical approach did not facilitate active learning or retention, which are crucial for the effective implementation of compliance practices.
From these experiences, it is evident that HR training programs must be carefully designed to cater to adult learning principles. Effective HR training should not only convey necessary information but also engage employees through practical, interactive methods that relate directly to their roles and responsibilities. This strategic approach not only enhances learning outcomes but also supports organizational goals by ensuring that training is both relevant and directly applicable.
The onboarding workshop exemplifies how well-designed HR training can facilitate immediate and practical workplace integration, while the shortcomings of the compliance course highlight the necessity for interactive and relevant training modules in HR practices.
References:
Kolb, D. A. (1984). Experiential Learning Experience as the Source of Learning and Development.
https://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPapers.aspx?ReferenceID=1223948
Knowles, M. S. (1973; 1990). The Adult Learner. A neglected species (4e), Houston: Gulf Publishing. 2e. 292 + viii pages. Surveys learning theory, andragogy and human resource development (HRD).
https://www.sciepub.com/reference/224043
