Resources Analysis and Managers’ Support
Ed Voyles Acura is a car dealership located in Chamblee, Georgia. Acura has been designing and manufacturing cars for sale in America since 1986. This specific dealership was opened in 1986 by Mr. Ed Voyles with the intent to provide a high quality car buying experience for those looking to purchase a new brand of high quality vehicle. Following his death in 2004, his daughter Ms. Valery Voyles assumed leadership of the company. This specific dealership in Chamblee, Georgia is led by the General Manager Jeff Elliott.
After issues with workflow and organization and a switch to a new computer system, management determined there was a need for employee training, specifically to work with the body shop department. This department is led by body shop Manager Scott Porter. Within this department, there are sixteen employees. Of these sixteen, one is in management and the other fifteen are entry-level employees. The goal of the body shop is to help customers repair body damage to their vehicles in a safe and affordable fashion. According to their website, the body shop’s tagline is “Safety and security behind the wheel are priorities for all of us. Our new Acura models are designed to keep you and your passengers safe. But with errant shopping carts and careless drivers on the road, some things are just out of our control. Accidents happen. And for that reason, Ed Voyles Acura has an auto body shop in Atlanta” (Ed Voyles Acura, n.d.). Understanding the company, the make-up, and its goals is an important part in accurately working with and representing the organization.
The stakeholders in this organization are the owners, employees, and customers. The owners are stakeholders, of course, in a monetary way because their success depends on the success of the company. The managers are stakeholders as well in a monetary way because their jobs depend on their success. Finally, the customers are stakeholders in the success of the company because of the products they receive from the business. The managers are very supportive in the conducting of this training, and are actually the ones who called for it to resolve different issues. Below is a chart of the stakeholders by name, their title (if applicable), and their role in the development program:

Stakeholder Title Impact from Development Program
Valery Voyles Owner Monetary gain from a more successful business model.
Jeff Elliott General Manager Worked with General Manager to develop program from a determined need.
Scott Porter Body Shop Manager Worked with General Manager to develop program from a determined need. Led the first half of the training program on workflow and organization.
Body Shop Employees Entry Level Workers Participated in the training to impact work performance.
Body Shop Customers Increased ease in body shop customer experience.
Acura Increased positive community view of Acura brand.

HRD Program
Training Objectives
There were three main objectives to the training and development. These objectives were:
• To increase knowledge of job responsibilities throughout the department.
• To provide a departmental understanding of departmental organization.
• To increase user knowledge of body shop computer systems.

Training based on the computer system and training on job responsibilities of employees is of utmost necessity. This specific training was purposefully designed to improve knowledge on computer systems and job responsibilities both in the immediate and future time frames. The trainers intended on improving knowledge and skills that participants would be able to retain and use for the long haul of their careers. Because this training targeted an entire department, all departmental employees had to attend. These training objectives were designed to improve workflow, organization, and systems knowledge because according to the needs assessment, these areas were the major points of contention for the employees. By developing skills in these areas, the hope was that more employees would perform better in their assigned duties.
Training Design and Implementation
For this training, there were two separate facilitators. During the first part of the training on job responsibilities, a managerial employee conducted the program. The manager was able to create organized flow charts to help employees follow through with their work and understand how the department is designed. For the computer systems training, an external consultant was utilized. An external consultant was used for this part of the training program because he was an expert with the software and was a better fit to lead this portion of the program.
A variety of training methods were used in this program. The training methods that were employed were: video, lecture, role playing activity, and group discussion. Participants were also given handouts on job responsibilities, department organizational makeup, and quick hits for the computer system changes. The trainers took into account several factors when deciding which training methods should be used. They wanted to have training methods that would appeal to different types of learners. According to the Andragogy (Adult Learning) Model, learners are heterogeneous and learning transfer may occur in different ways (Swanson & Holton, 2009).
First, the trainers used the “formal learning” method of classroom lecture (Swanson & Holton, 2009). This method was best suited for presenting information such as job responsibility details and computer system overview. Participants listened and followed along with the handout on the content for each of these sections. Following the job responsibilities lecture portion, they used a role playing activity to act out different scenarios to determine who would handle a situation or work request. Next, group discussion was used throughout the training to promote social learning. Social learning theory emphasizes that people learn by interacting with others and by observing the behaviors of others (Swanson & Holton, 2009). Lastly, they used a video clip following the computer systems portion, in which participants were paired to watch a case study and solve situations with the computer system. This video clip was used to take advantage of available media elements as well as keep the content interesting for learners. All of these training methods were employed to appeal to different types of learners.
The training took place on-site in a computer lab. Participants were placed in small groups for 90 minute training. Computers were placed in a semi-circle with the instructor able to monitor the screens. The materials that were utilized were PowerPoint, handouts, video, computers and program, and an evaluation survey. The PowerPoint Presentation included slides stating the training objectives, provided definitions, and outlined information. All participants were provided with a handout containing the names and contact information of the program trainers, the training goals, the topic sections, and an agenda of the training session. The exit ticket/evaluation survey was given to all participants. Along with providing information to the trainers regarding the training program, the survey provided questions where participants could demonstrate their learning and reinforce learning transfer. The video material utilized a case study for participants to view a real-life scenario involving use of the computer system and then participants had to solve the issue by using the computer system. Computers and the computer system program were materials that were utilized as well due to the nature of the training. This allowed participants to have hands-on experience with the system while the instructor was in the room. Below is a copy of the 90 minute training outline:

5 minutes Pre-quiz
15 minutes Identify job responsibilities
10 minutes Job responsibilities role playing activity
5 minutes Group discussion on individual and departmental organization
30 minutes Computer system changes overview
10 minutes Video case study with partner
5 minutes Question and answer time
5 minutes Post-quiz
5 minutes Evaluation survey

Purpose of the Evaluation
Short-Term Training Evaluation
For the purpose of evaluating this training facilitation, Kirkpatrick’s “Four Levels of Learning Evaluation” model was selected. This model is widely used to evaluate training programs. This model allows for meaningful evaluation of learning in the working environment. As the evaluation transitions further into each level, the degree of difficulty increases. Kirkpatrick’s model can be used to examine training effectiveness in both the short-term and long-term time frames (Kirkpatrick, 2014). The four levels for evaluating learning are the following:
Level 1 Reaction: This level handles evaluating and measuring customer satisfaction of the group of trainees (Kirkpatrick, 2014). The training program was assessed with a short survey that measured how people felt about the training.
Level 2 Learning: In order for learning to occur, participants must leave the session with an increase in knowledge. This can be assessed through class participation and questions to the audience (Kirkpatrick, 2014). During the session, this level was evaluated with questions to the participants about the content presented.
Level 3 Behavior: Here, the aim is to change behavior through participation in the training. In order for behavioral change to occur, multiple variables have to be taken in consideration. These considerations are: participants must desire to change; they must know how to change; the proper environment and stimulus must also be present; and rewards must also encourage behavioral change. In the short-term, measuring whether the training will lead to change in workplace behaviors can be difficult. This level is primarily used a few months following the training, to see if the training had an impact on employee behavior (Kirkpatrick, 2014).
Level 4 Results: The last level examines the results. This level evaluates the training session as a whole. It seeks to know how participants are able to transfer their knowledge towards their work settings and how the transfer will lead to desirable business results. For accurate assessment purposes, it is important to do a pre & post assessment of the training. It is also important to consider the organization goals of the training and evaluate the participants after they apply their learning on their job (Kirkpatrick, 2014).
Long-Term Training Evaluation
There are three main stages to the Results Assessment System that evaluate learning, performance, and perception (Swanson & Holton, 2001). A more detailed description of each stage can be found below.
Performance Results
There are two main sub-points to performance results: system and financial point of views. For this evaluation, our group will only be looking at the system point of view. System point of view focuses on units of goods and services. The aim is to make sure that these specific goods and services have value to the customer and in the long haul relate back to the organizational goals or outputs (Swanson & Holton, 2001). This is one method we would look at in determining whether the training was successful and yielded the anticipated business results. Since this training was done in a business setting, performance results could be measured through team appraisals, team outputs, and cooperation.
Learning Results
Likewise, there are two sub-points to learning results: expertise and knowledge. Expertise is learned through training or adequate work field experience. Knowledge can be gained through many avenues of mental achievements. Study and experience are important factors to learning results (Swanson & Holton, 2001). For this specific training program, learning results could be evaluated by using a test at future intervals to see if individuals retained the expertise and knowledge they learned in the training program.
Perception Results
Finally, perception results focuses solely on the organizational stakeholders. Stakeholders can be found as the most influential members of any organizational entity. They are seen as the leaders of the system and have invested large numbers into the desired results that they demand to be seen (Swanson & Holton, 2001). Therefore, stakeholders could be interviewed to see if they deemed the training as important and worthwhile to the organization.
Using these methods to evaluate the outcomes of the training is important. Evaluation of this training is necessary to reflect success or short-comings, and to understand the impact it has had on the department. Short and long term evaluations must be conducted to measure the success of the training objectives: to increase knowledge of job responsibilities throughout the department; to provide a departmental understanding of departmental organization; to increase user knowledge of body shop computer systems. In order to be considered successful, these objectives must be proven to have been met in both the short term and long term, as well as positively impact the department overall.
Approach
To determine the effectiveness of training, we will analyze the surveys taken during the program in an effort to evaluate employee reactions and if there was an increase in skills as a result of the training. We will also conduct an additional survey after the completion of the program to evaluate the extent to which changes in behaviors have occurred. We will also compare company records before and after the workshop to evaluate the impact of the training on the business.

Level 1
The guiding question of the level one evaluation was “Did employees enjoy the training process?” The evaluation will consist of analyzing the quantitative information from the employee surveys that were administered immediately after training. The results of this evaluation will be used to determine trainees’ satisfaction with the program and to improve future programs.
Training Survey

Level 2
The guiding question of the level two evaluation was “Did employees improve their skills as a result of attending the training program?” The evaluation will consist of analyzing the quantitative information from the employees’ pretests and posttests that were administered immediately prior to and immediately after training. The data will be analyzed using a t-test. Since the training groups were relatively small, the paired two-sample t-test will be an appropriate measure to determine learning gain. A 20 question, multiple-choice pre- and post-test was administered to all participants. The 20-questions were delivered in paper format and included four versions of the test. Each question was designed to test cognitive knowledge of the training participants. The maximum score on each test was 100%. The pre-defined training class average gain of 25% or greater will be considered a justifiable measure of success. The results will be used to evaluate the effectiveness of the instructor and to determine if there was an increase in knowledge and skills of the employees.
Level 3
The guiding question of the level three evaluation will be “Did a transfer of learning occur as a result of attending the training program?” The evaluation will consist of analyzing the patterned interview forms administered to the training participants six weeks after the conclusion of the training program. In addition to the patterned interview forms, interviews will be conducted with the managers of training participants. These interviews will be helpful in determining if employees changed their behavior since going through the training program. The results will be used to evaluate the effectiveness of the training program and to improve future training.

Example of patterned interview form

Level 4
The guiding question of the level four evaluation will be “Did productivity increase because we conducted the computer training program?” The evaluation will consist of analyzing the average number of customers helped per day before training compared to after training. The hope is that the computer training will improve employees’ confidence in using the new system and reduce wait times for customers. These results will be used to determine the tangible results of the program and the value of the program to the organization.
Schedule

Evaluation Deliverables Effort
(Hours or Days) Resources
(Who & What) Delivery Methods (How to Deliver the Deliverables) Delivery Date
Needs Assessment 45 min Training Manager / External computer consultant / Computers and writing material Written report of needs by employee 7/28/2016
Student ability survey 90 min Training Manager / External computer consultant / Computers and writing material Written report of the students’ ability on systems and knowledge 7/28/2016
Pre-test 1 hr. 30 min Training manager,
Writing tools, computer workstations Detailed assessment of pre-training abilities 8/4/2016
Mid-point evaluation 1 hr. 30 min Training manager,
Writing tools, computer workstations Detailed assessment of mid-point abilities 8/18/2016
Post-test 1 hr. 30 min Training manager,
Writing tools, computer workstations Criteria for passing of training 9/1/2016
Participant Survey 30 min External training evaluator Depiction of program evaluation 9/1/2016
Follow-up Evaluation 30 min Training manager,
Writing tools, computer workstations 3-6 month follow up training report 12/1/2016
Costs

The cost for a four level evaluation of the training program is approximately $63,445.00. The Level One and Two evaluations will take place over a seven day period and the approximate cost per day is $14,765.00. Level Three and Four Evaluations will take place over a six month period and will cost approximately $63,445.00. These costs include utilizing an external evaluation consultant, an evaluation manager, external computer consultant and an assistant for the consultant and manager. The cost breakdown includes the staff salary and benefits of the evaluation personnel, their travel, printing and duplication, supplies and equipment and food and refreshments. This also includes an evaluation report completed by the evaluation manager that is delivered and presented to the management of Ed Voyles Acura.

COSTS
Cost Per Day Seven Day Cost
Level 1/2 Six Month Cost
Level 3/4 Total
Evaluation Manager $400.00 $2,800.00 $24,000.00 $26,800.00
External Computer Consultant
(2 Days) $1,000.00 $2,000.00 $2,000.00 $4,000.00
External Training Evaluator
(2 Days) $1,500.00 $3,000.00 $3,000.00 $6,000.00
Evaluation Assistant X 2 $300.00 $2,100.00 $9,000.00 $11,100.00
Materials $60.00 $420.00 $600.00 $1,020.00
Classroom $50.00 $350.00 $500.00 $850.00
Audiovisual Equipment $80.00 $560.00 $800.00 $1,360.00
Travel $400.00 $2,800.00 $4,800.00 $7,600.00
Communications $25.00 $175.00 $1,500.00 $1,675.00
Handouts $30.00 $210.00 $400.00 $610.00
Data Processing $20.00 $140.00 $1,200.00 $1,340.00
Supplies & Equipment $10.00 $70.00 $600.00 $670.00
Food & Refreshments $20.00 $140.00 $280.00 $420.00
Total $3,895.00 $14,765.00 $48,680.00 $63,445.00

References
Atlanta Body Repair Shop | Ed Voyles Acura Collision Repair Center. (n.d.). Retrieved July 8, 2016, from http://www.edvoylesacura.com/bodyshop/index.htm
Kirkpatrick, D. (2014). Kirkpatrick’s Four-Level Training Evaluation Model – MindTools.com. Retrieved from http://www.mindtools.com/pages/article/kirkpatrick.htm
Swanson, R. A., & Holton, E. F. (2001). Accountability in Human Resource Development.In Foundations of human resource development (2nd ed.). San Fransisco, CA: Berrett-Koehler.
Swanson, R. A., & Holton, E. F. (2009). Foundations of human resource development (2nd ed.). San Francisco, CA: Berrett-Koehler Publishers.