5. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
6. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
7. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
8. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
9. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
10. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
11. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
12. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
13. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
15. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Background
Statement of the Problem
Significance of the Problem
Purpose of Research
Statement of Hypotheses
Demarcations
Outline of the study
16. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Background
Statement of the Problem
Significance of the Problem
Purpose of Research
Statement of Hypotheses
Demarcations
Outline of the study
17. CH1 INTRODUCTION Background
85 % of U.S. companies examined offer leadership training to
their employees (2003)
the use of teams in organisations.
change : good leaders help people to deal with change.
Globalization and competition: need for conflict resolution
& problem solving skills.
Tichy (2002) : the key ability of winning organizations is creating
leaders
18. CH1 INTRODUCTION Background
WHAT ?
L
Management
E
A
Human DResources
E
Training & Development
R
S
Evaluation
H
I
Impact
P
22. CH1 INTRODUCTION Background
WHY ?
Belief :
After a significant results
“Leadership is one of the greatest laws, we
should know about, in this universe”
23. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
Donald, L. Kirkpatrick
24. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
Donald, L. Kirkpatrick and James, D. Kirkpatrick
25. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
James, M. Kouzes & Barry, Z. Posner.
26. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
Dr . Warren Bennis
27. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
Dr. Peter Drucker
28. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
Organizations
29. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
Organizations
30. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
Organizations
31. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
Organizations
32. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
Universities
33. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
Universities
34. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
Universities
35. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
Videos offered by
36. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
Videos offered by
37. CH1 INTRODUCTION Background
WHOM ?
Resources of the study :
Videos offered by
38. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Background
Statement of the Problem
Significance of the Problem
Purpose of Research
Statement of Hypotheses
Demarcations
Outline of the study
39. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Background
Statement of the Problem
Significance of the Problem
Purpose of Research
Statement of Hypotheses
Demarcations
Outline of the study
40. CH1 INTRODUCTION PRO
Statement of the Problem
the Need for LT
Time
Cost
Significant of the Problem
1959 : training evaluation
1960 : leadership training in business
little research provided
TMS need for LTE
41. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Background
Statement of the Problem
Significance of the Problem
Purpose of Research
Statement of Hypotheses
Demarcations
Outline of the study
42. CH1 INTRODUCTION PRO
Purpose of Research
Explore: training design, implementation, evaluation
Provide TMS with evaluative info ‘LTP’ for more control
Determine the impact elements of ‘LTP’…
guiding by
Is the LTP well designed, managed & evaluated ?
In what ways does ‘LTP’ impact learners behavior?
What are the main obstacle that have prevented the
effectiveness of ‘LTP’ ?
43. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Background
Statement of the Problem
Significance of the Problem
Purpose of Research
Statement of Hypotheses
Demarcations
Outline of the study
44. CH1 INTRODUCTION HYP
Research Hypothesis 1
before, during and after (a short term) the training program
1. The training program was well designed, managed and
evaluated
2. The participants were satisfied about the training overall;
and their expectations were met
3. The learning objectives for the workshop were met
4. The participants have developed new knowledge and skills
during the training program
45. CH1 INTRODUCTION HYP
Research Hypothesis 2
the Impact after (a long term) the training program
1. The participants applied the new knowledge and skills on
their work place
2. They found that it works effectively and worthy, by
evidence of results
3. There is a linear relationship between the Job Performance
and the leadership (8 competencies)
46. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Background
Statement of the Problem
Significance of the Problem
Purpose of Research
Statement of Hypotheses
Demarcations
Outline of the study
47. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Background
Statement of the Problem
Significance of the Problem
Purpose of Research
Statement of Hypotheses
Demarcations
Outline of the study
48. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Background
Statement of the Problem
Significance of the Problem
Purpose of Research
Statement of Hypotheses
Demarcations
Outline of the study
50. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Training and development
Concept of training
Techniques of Training
Training process
Leadership Training and Development
Goals of leadership training
Effectiveness
Assessment
Challenge
Organizational support
Application
51. L. REVIEW/ C.
CH2/3
FRAMEWORK LT
Training Concept
“the process of developing skills. Habits.
Knowledge and attitudes in employees for
the purpose of increasing effectiveness of
employees in their present government
positions as well as preparing employees for
future government positions” William G. Torpey
52. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Training and development
Concept of training
Techniques of Training
Training process
Leadership Training and Development
Goals of leadership training
Effectiveness
Assessment
Challenge
Organizational support
Application
53. L. REVIEW/ C.
CH2/3
FRAMEWORK LT
Training Process (10 steps of Kirkpatrick)
1. Determining Needs 6. Selecting Appropriate Facilities
2. Setting Objectives 7. Selecting Appropriate Instructors
3. Determining Subject Content 8. Selecting and Preparing
4. Selecting Participants Audiovisual Aids
5. Determining the Best Schedule 9. Coordinating the Program
10. Evaluating the Program
54. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Evaluating part of ten step-procces
Reasons for Evaluating
planning for evaluation
types of evaluations
Evaluation Kirkpatrick model (4 level)
Methods for Long-Term Evaluation
Evaluation of Leadership Training
Center for Creative Leadership Research
55. L. REVIEW/ C.
CH2/3
FRAMEWORK LT
Evaluation Training ( 4 Levels of Kirkpatrick)
56.
57. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Training and development
Concept of training
Techniques of Training
Training process
Leadership Training and Development
Goals of leadership training
Effectiveness
Assessment
Challenge
Organizational support
Application
58. L. REVIEW/ C.
CH2/3
FRAMEWORK LT
Leadership Training/Development Concept
“the process of becoming a leader is much the
same as the process of becoming an
integrated human being” W, Bennis
“In many programs leadership development is a
process of self-development” Kouzes & Posner
59. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Training and development
Concept of training
Techniques of Training
Training process
Leadership Training and Development
Goals of leadership training
Effectiveness
Assessment
Challenge
Organizational support
Application
60. L. REVIEW/ C.
CH2/3
FRAMEWORK LT
Leadership Training Goals
increase the supervisor’s human relationship knowledge, skills,
and abilities, in order to solve interaction problems between the
supervisor and his or her subordinates.
“the effective leader is a fully functioning person”
Giber in 2000, found that the top leadership competencies
taught in leadership programs included individual, team, and
organizational aspects such as building teamwork, understanding
the business, conceptual thinking, and emotional intelligence
61. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Evaluating part of ten step-procces
Reasons for Evaluating
planning for evaluation
types of evaluations
Evaluation Kirkpatrick model (4 level)
Methods for Long-Term Evaluation
Evaluation of Leadership Training
Center for Creative Leadership Research
62. L. REVIEW/ C.
CH2/3
FRAMEWORK LT
Leadership Training evaluation
“the success of a leadership development
program should be observed in how
participants use their education and
respond to it” Phillips and Stone
63. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Training and development
Concept of training
Techniques of Training
Training process
Leadership Training and Development
Goals of leadership training
Effectiveness
Assessment
Challenge
Organizational support
Application
64. L. REVIEW/ C.
CH2/3
FRAMEWORK LT
Leadership Training effectiveness
Assessment
Challenge
Organizational Support
Application
65. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Evaluating part of ten step-procces
Reasons for Evaluating
planning for evaluation
types of evaluations
Evaluation Kirkpatrick model (4 level)
Methods for Long-Term Evaluation
Evaluation of Leadership Training
Center for Creative Leadership Research
66. L. REVIEW/ C.
CH2/3
FRAMEWORK LT
CCL study 2006
Seven competencies were
identified as most critical for
success,
now and in the future
67. L. REVIEW/ C.
CH2/3
FRAMEWORK LT
CCL study 2006
1. Leading people.
2. Strategic planning.
3. Managing change.
4. Inspiring commitment.
5. Resourcefulness.
6. Doing whatever it takes.
7. Being a quick learner.
69. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Research purpose
Research approach
Research strategy
Data collection methods
Sample Selection
Questionnaire form
70. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Research purpose
Research approach
Research strategy
Data collection methods
Sample Selection
Questionnaire form
71. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Research purpose
Research approach
Research strategy
Data collection methods
Sample Selection
Questionnaire form
72. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Research purpose
Research approach
Research strategy
Data collection methods
Sample Selection
Questionnaire form
73. CH4
RESEARCH Questionnaire
METHODOLOGY forme
Before, during & after the training program
Before & after self assessment
SELF-ASSESSMENT OF YOUR KNOWLEDGE
BEFORE TRAINING AFTER TRAINING ABSENT
AND SKILLS RELATED TO:
1 2 3 4 5 Session 1: Communication 1 2 3 4 5
1 2 3 4 5 Session 2: Managing Change 1 2 3 4 5
1 2 3 4 5 Session 3: Managing Teamwork 1 2 3 4 5
1 2 3 4 5 Session 4: Managing Conflicts 1 2 3 4 5
Session 5: Solving Problems Techniques
1 2 3 4 5 1 2 3 4 5
Session 6: Making Decisions Techniques
1 2 3 4 5 1 2 3 4 5
1 2 3 4 5 Session 7: Delegation 1 2 3 4 5
1 2 3 4 5 Session 8: Negotiation Techniques 1 2 3 4 5
1 2 3 4 5 Session 9: Managing Meeting 1 2 3 4 5
74. CH4
RESEARCH Questionnaire
METHODOLOGY forme
Before, during & after the training program
Course Facilitation
Strongly strongly
Disagree Agree
Disagree Agree
Overall, I was satisfied with the facilitator 1 2 3 4
The facilitator explained new terms/theories clearly 1 2 3 4
Facilitator was supportive and encouraging 1 2 3 4
Acceptable answers were given to my questions 1 2 3 4
Facilitator was available for help when it was asked for 1 2 3 4
There was sufficient time allocated to cover each subject 1 2 3 4
75. CH4
RESEARCH Questionnaire
METHODOLOGY forme
Before, during & after the training program
Workshops Feedback
Strongly strongly
Disagree Agree
Disagree Agree
Overall, I was satisfied with the workshops 1 2 3 4
I understood the objectives of the workshops 1 2 3 4
My learning objectives for the workshops were met 1 2 3 4
T he workshops were well structured and easy to follow 1 2 3 4
There were sufficient practical exercises in the workshops 1 2 3 4
There was sufficient time allocated to cover each subject 1 2 3 4
The workshops’ content was relevant to our business 1 2 3 4
I gained practical knowledge of coaching 1 2 3 4
The program improved my skill level 1 2 3 4
The knowledge and skills will have an impact in the field 1 2 3 4
76. CH4
RESEARCH Questionnaire
METHODOLOGY forme
Before, during & after the training program
Short Term Feedback
1 = Never 3 = sometimes 5 = Always
2 = Almost never 4 = Almost always
I applied these skills on
It works effectively and worthy
workplace
Communication 1 2 3 4 5 1 2 3 4 5
Managing Change 1 2 3 4 5 1 2 3 4 5
Managing Teamwork 1 2 3 4 5 1 2 3 4 5
Managing Conflicts 1 2 3 4 5 1 2 3 4 5
Solving Problems Techniques 1 2 3 4 5 1 2 3 4 5
Making Decisions Techniques 1 2 3 4 5 1 2 3 4 5
Delegation 1 2 3 4 5 1 2 3 4 5
Negotiation Techniques 1 2 3 4 5 1 2 3 4 5
Managing Meeting 1 2 3 4 5 1 2 3 4 5
77. CH4
RESEARCH Questionnaire
METHODOLOGY forme
The impact of training program (long term)
360° Feedback
1 = Never 3 = sometimes 5 = Always
2 = Almost never 4 = Almost always
Supervi not
Self Peer Staff
sor attended
Be a Visionary and Strategic Thinker
Demonstrate Effective Leadership
Communicate Effectively
Facilitate Cooperation and Teamwork
Serve Externals and Internal Customers Well
Manage People Effectively
Manage Project Effectively
Manage Conflict Effectively
78. CH4
RESEARCH Questionnaire
METHODOLOGY forme
The impact of training program (long term)
Now applications & reasons
Now Which ones (skills) you mean most? Why?
I keep trying them(skills)
on workplace
I went back to old behavior
79. CH4
RESEARCH Questionnaire
METHODOLOGY forme
The impact of training program (long term)
most encourage/discourage things
3 things encourage you to apply 3 things discourage you to apply
1
2
3
80. CH4
RESEARCH Questionnaire
METHODOLOGY forme
Comments
What did you like most about the workshop?
What are the main topics in the program should be the
priority?
What changes would you suggest for the program?
Anything else you would like to add?
81. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Organization history
Organization chart
Leadership training program
Participants
Trainer
Observation data collection
82. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Organization history
Organization chart
Leadership training program
Participants
Trainer
Observation data collection
84. CH5 DATA PRESENTATION TMS history
TMS ?
Started up 1996 Now
By Hadj Saeed HAMMOUDA
Field stationery, hospitality, fine arts..
Kind Ltd.
Vision Market Leadership on 2015
Focus on human capital , strategy
85. CH5 DATA PRESENTATION TMS history
TMS ?
International Exclusive Brand mark as
86. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Organization history
Organization chart
Leadership training program
Participants
Trainer
Observation data collection
87. CH5 DATA PRESENTATION L T program
Topics & lengths
length
Topic
(days) (hours)
1 Communication 2 12
2 Solving Problems Techniques 2 12
3 Making Decisions Techniques 2 12
4 Managing Conflicts 2 12
5 Managing Meeting 1 6
6 Managing Change 1 6
7 Managing Teamwork 1 6
8 Negotiation Techniques 1 6
9 Delegation 1 6
/ total 13 d 78 h
88. CH5 DATA PRESENTATION L T program
The Daily program
Timing Length Part
9 AM _ 10:45 AM 105 min starting the training program – part 1 -
10:45 AM _ 11 AM 15 min break (coffee/ the )
11 AM _ 1:30 PM 150 min training program – part 2 -
1:30 PM _ 2:30 PM 60 min break ( lunch & el-Thoher prayer )
2:30 PM _ 4:15 PM 105 min training program – part 3 -
4:15 PM _ 4:30 PM 15 min break ( coffee/ the & el- Aser prayer )
All the time 450 min 7.5 hours
total without breaks 360 min 6 hours
89. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Organization history
Organization chart
Leadership training program
Participants
Trainer
Observation data collection
90. CH5 DATA PRESENTATION Participants
Background
NBR of participant in NBR of
% of the
Structure leadership training questionnaires’
program sample
sample
DRH 5 3 0.60
IT 7 4 0.57
TECHNOMODERNE
holding company
DG 5 3 0.60
FINANCES 4 2 0.50
MRKT 3 2 0.67
COMMERCIALE 3 1 0.33
ACHATS 2 1 0.50
COMPTBLT 3 2 0.67
DEPOTS 6 3 0.50
Total 38 21 0.55
92. CH5 DATA PRESENTATION Participants
Background
percentage of respondents
30%
Subsidiaries of
TECHNOMODERNE
70% holding company
TECHNOMODERNE
93. CH5 DATA PRESENTATION Participants
Background
Number of participants in leadership training program and
questionnaire sample in term of affiliation
40
35
30
nbr of participants
25
20
15
10
5
0
holding company TECHNOMODERNE Subsidiaries of TECHNOMODERNE
NBR of participant in leadership training
38 27
program
NBR of questionnaires’ sample 21 9
94. CH5 DATA PRESENTATION Participants
Age
more than 45 no answer 25 years old or
years old 7% less
41 to 45 years old 10% 3%
3%
36 to 40 years old
20%
26 to 30 years old
44%
31 to 35 years old
13%
95. CH5 DATA PRESENTATION Participants
Gender
100 % male
96. CH5 DATA PRESENTATION Participants
Education level
graduate school no answer
degree 3%
some graduate 10%
school
7% Less than 12 years
20%
some
college
7%
college degree
53%
97. CH5 DATA PRESENTATION Participants
Occupation
COMPTBLT DEPOTS no anwser
7% 3% 6%
COMMERCIAL
13% DG
27%
MRKT
7%
FINANCES
10%
IT
20%
DGH
7%
98. CH5 DATA PRESENTATION Participants
Experience
no answer less than 12
3% months
7%
12 to 23 months
7%
24 to 35
more than 48 months
months 10%
46%
36 to 47 months
27%
99. CH5 DATA PRESENTATION Participants
The number of subordinates
more than 20
persons
16 to 20 persons no one
17%
7% 36%
11 to 15
persons
3%
5 or less
37%
100. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Organization history
Organization chart
Leadership training program
Participants
Trainer
Observation data collection
101. CH5 DATA PRESENTATION Trainer
Mr. Omar BAKELLI
An Algerian expert trainer
qualification
experience
motivation
102. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Organization history
Organization chart
Leadership training program
Participants
Trainer
Observation data collection
103. CH5 DATA PRESENTATION Observation
Expert Observer Rating
Background Information
Observer Brahim BAGHBAGHA ; researcher
Date of Observation 6 ,7, 8, 19 ,20,21,22,26 & 27 July 2010
9 days from 13
Duration of Observation:
70 % of the leadership training program
Total Number of Attendees 30 ; (2nd group)
Name of Presenter Mr. Omar BAKELLI
holding company (TECHNO MODERNE
place
TMS) ; Algiers
104. CH5 DATA PRESENTATION Observation
Trainer’s Skills: Competencies Checklist
Background Information
FAKHAR ELHADJ
Observer
(training department manager in “TECHNOMODERNE”)
Date of Observation the whole leadership training program
Duration of Observation: 100 % of the leadership training program
Total Number of Attendees 35 ;30 (1st & 2nd group)
Name of Presenter Mr. Omar BAKELLI
place holding company (TECHNO MODERNE TMS) ; Algiers
105. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Organization history
Organization chart
Leadership training program
Participants
Trainer
Observation data collection
107. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Analyze and Communicate Evaluation Results
Questionnaire’s reliability test
Questionnaire’s analysis design
Kirkpatrick’s four levels model of training evaluation
Other evaluations
Participants comments
108. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Analyze and Communicate Evaluation Results
Questionnaire’s reliability test
Questionnaire’s analysis design
Kirkpatrick’s four levels model of training evaluation
Other evaluations
Participants comments
109. CH6 DATA ANALYSIS reliability test
Questionnaire’s reliability test
sufficient time for each subject sufficient time for each subject
(facilitator part) (workshops part)
N Valid 30 30
Missing 0 0
Average 2.47 2.40
Median 2 2
Mode 2 2
Sum 74 72
110. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Analyze and Communicate Evaluation Results
Questionnaire’s reliability test
Questionnaire’s analysis design
Kirkpatrick’s four levels model of training evaluation
Other evaluations
Participants comments
111. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Analyze and Communicate Evaluation Results
Questionnaire’s reliability test
Questionnaire’s analysis design
Kirkpatrick’s four levels model of training evaluation
Other evaluations
Participants comments
112. 4 levels of
CH6 DATA ANALYSIS
Evaluation
1
Kirkpatrick’s four levels model of training evaluation
Level 1 – Reactions
Course facilitator & workshop satisfaction
facilitator satisfation Strongly no workshops satisfation Strongly
no Disagree answer Disagree
Stongly answer 0% 3% 0%
Stongly
agree 4% Disagree Disagree
agree
23% 0% 7%
20%
Agree Agree
73% 70%
113. 4 levels of
CH6 DATA ANALYSIS
Evaluation
2
Kirkpatrick’s four levels model of training evaluation
Level 2 – Learning
Self Assessment: “before & after”
Communication "before/after"
16
14
nbr of respondings
12
10
8
6
4
2
0
No almost no Some almost a lot A lot of
no answer knowledge or knowledge or knowledge or of knowledge knowledge or absent
skills skills skills or skills skills
communication "before" 1 3 6 14 5 0 1
communication "after" 0 0 0.0 5.0 15 9 1
114. 4 levels of
CH6 DATA ANALYSIS
Evaluation
2
Kirkpatrick’s four levels model of training evaluation
Level 2 – Learning
Self Assessment: “before & after”
The Whole Training Program "before & after"
4.50 Av: 3,94
4.00
3.50
3.00
Av: 2,26
degree
2.50
2.00
1.50
1.00
0.50
0.00
solving making
communicatio managing managing managing negotiation managing
problems decision delegation
n change teamwork conflicts techniques meeting
techniques techniques
before 2.77 2.03 2.40 2.20 2.03 2.07 2.07 2.37 2.37
after 4.20 3.63 4.03 3.77 3.87 3.77 4.00 4.10 4.07
115. 4 levels of
CH6 DATA ANALYSIS
Evaluation
2
Kirkpatrick’s four levels model of training evaluation
Level 2 – Learning
Facilitator's Evaluation
sufficient time for each subject (f) 2.47
facilitator: available help 3.40
facilitator: accepted answers 3.27
facilitator support 3.60
facilitator explanation 3.27
overall,facilitator satisfation 3.13
116. 4 levels of
CH6 DATA ANALYSIS
Evaluation
2
Kirkpatrick’s four levels model of training evaluation
Level 2 – Learning
Workshop's Evaluation
The knowledge and skills will have an impact in the field 3.50
The program improved the skill level 3.33
practical knowledge of coaching was gained 3.10
workshops' content was relevant 3.33
sufficient time for each subject (w) 2.40
sufficient practical exercises (w) 2.57
workshops' structure easy to follow 2.97
workshops' objectives gained 2.70
workshops' objectives understood 3.17
overall,workshops satisfation 3.03
117. 4 levels of
CH6 DATA ANALYSIS
Evaluation
3
Kirkpatrick’s four levels model of training evaluation
Level 3 – Behaviors
360-degree Feedback
6.00
5.00
4.00
degree
3.00
SUP
SELF
2.00
PEER
1.00 STAFF
N/AT
0.00
Be a Visionary Demonstrate Communicate Facilitate Serve Manage Manage Manage
and Strategic Effective Effectively Cooperation Externals and People Project Conflict
Thinker Leadership and Internal Effectively Effectively Effectively
Teamwork Customers
Well
118. 4 levels of
CH6 DATA ANALYSIS
Evaluation
3
Kirkpatrick’s four levels model of training evaluation
Level 3 – Behaviors
Now Behaviors
20
15
nbr of respondings
10
5
now: most applied
0
went back to old
behaviors
-5
-10
119. 4 levels of
CH6 DATA ANALYSIS
Evaluation
3
Kirkpatrick’s four levels model of training evaluation
Level 3 – Behaviors
Applications & Effectiveness
4.50
4.00
3.50
3.00
2.50
degree
2.00 application
effectiveness
1.50
1.00
0.50
0.00
managing managing managing solving making delegation negotiation managing
communication change teamwork conflicts problems decision techniques meeting
techniques techniques
120. 4 levels of
CH6 DATA ANALYSIS
Evaluation
3
Kirkpatrick’s four levels model of training evaluation
Level 3 – Behaviors
Applications & Priorities
18
16
14
12
Titre de l'axe
10
8 now: most applied
PRIORITY TOPICS
6
4
2
0
communication managing managing managing solving making decision delegation negotiation managing
change teamwork conflicts problems techniques techniques meeting
techniques
121. 4 levels of
CH6 DATA ANALYSIS
Evaluation
4
Kirkpatrick’s four levels model of training evaluation
Level 4 – Results
122. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Analyze and Communicate Evaluation Results
Questionnaire’s reliability test
Questionnaire’s analysis design
Kirkpatrick’s four levels model of training evaluation
Other evaluations
Participants comments
123. CH6
Other
DATA ANALYSIS
Evaluations
Languages Level
60
50
40
30
20
ENGLISH
10
0 FRENCH
very good good ARABIC
medium
poor
very poor
no answer
124. CH6
Other
DATA ANALYSIS
Evaluations
Favorite Language
3rd favorite
2nd favorite ENGLISH
FRENCH
ARABIC
1st favorite
%
0 10 20 30 40 50 60 70 80 90
125. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Analyze and Communicate Evaluation Results
Questionnaire’s reliability test
Questionnaire’s analysis design
Kirkpatrick’s four levels model of training evaluation
Other evaluations
Participants comments
126. CH6
Participants
DATA ANALYSIS
Comments
Three encouraging/ discouraging aspects
Encouraging
1. Agreement among the group toward serious implementation
2. Helpful weather (personnel & material )
3. Effective & measured evaluation system
4. Belief on the effectiveness of training
5. Clarity of objectives in macro & micro level
6. Superior interest, and feedback
7. Motivation
8. Peers’ communication level
127. CH6
Participants
DATA ANALYSIS
Comments
Three encouraging/ discouraging aspects
Discouraging
1. No common vision
2. No motivation
3. Full Agenda; no enough time
4. Routine
5. Old values and beliefs
6. No authority & chance to do the NEW
7. No superiors’ feedback after change
128. CH6
Participants
DATA ANALYSIS
Comments
Three encouraging/ discouraging aspects
Discouraging
8. Procrastination
9. No model leader (leaders do not apply as much as they ask for)
10. Lack of communication between leaders and their staff
11. Lack of confidence between leaders and their staff
129. CH6
Participants
DATA ANALYSIS
Comments
What was liked most?
Workshops
1. Integrity
2. Pattern
3. Diversity
4. Practice
5. Subject (human development skills)
130. CH6
Participants
DATA ANALYSIS
Comments
What was liked most?
Instructor
1. The quality of training
2. Abilities and skills
3. Experience
4. Motivation
5. Modesty
131. CH6
Participants
DATA ANALYSIS
Comments
What was liked most?
Training management
1. Organization
2. Training Planning
3. Diversity of experiences
4. Meeting branches ( subsidiaries’ members)
5. Issues selection
6. Service
132. CH6
Participants
DATA ANALYSIS
Comments
What need to be changed?
1. Time + 6. Reviewing grp. act
2. Severity on TM 7. Place
3. Duration + 8. Pre & post Test
4. Focus 9. Other experts
5. Practice +
134. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Analyze and Communicate Evaluation Results
Questionnaire’s reliability test
Questionnaire’s analysis design
Kirkpatrick’s four levels model of training evaluation
Other evaluations
Participants comments
136. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Hypotheses Testing
Findings
General remarks about TMS
The results of the study
Limitations
Recommendations
Final conclusion
137. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Hypotheses Testing
Findings
General remarks about TMS
The results of the study
Limitations
Recommendations
Final conclusion
138. Hypotheses
CH7 Findings & conclusions
Testing 1
Research Hypothesis 1:
Before, during and after (a short term) the training program
1. The training program was well designed,
managed and evaluated
1. Determining Needs
× 4. Selecting Participants
×
2. Setting Objectives
× 5. Determining the Best Schedule
3. Determining Subject Content 6. Selecting Appropriate Facilities
139. Hypotheses
CH7 Findings & conclusions
Testing 1
Research Hypothesis 1:
Before, during and after (a short term) the training program
1. The training program was well designed,
managed and evaluated
7. Selecting Appropriate Instructors
8. Selecting and Preparing Audiovisual Aids ×
9. Coordinating the Program
10. Evaluating the Program
×
140. Hypotheses
CH7 Findings & conclusions
Testing 1
Research Hypothesis 1:
Before, during and after (a short term) the training program
2. The participants were satisfied about the training overall;
and their expectations were met
90%
141. Hypotheses
CH7 Findings & conclusions
Testing 1
Research Hypothesis 1:
Before, during and after (a short term) the training program
3. The learning objectives for the workshop were met
there was an interesting improvement through the three levels
(reaction, knowledge and behavior).
142. Hypotheses
CH7 Findings & conclusions
Testing 1
Research Hypothesis 1:
Before, during and after (a short term) the training program
4. The participants have developed new knowledge and skills
during the training program.
Actually, they have developed from 2.26/5 to 3.94/5 , which equals
feedback gap 1.68
143. Hypotheses
CH7 Findings & conclusions
Testing 2
Research Hypothesis 2:
The Impact after (a long term) the training program
1. The participants applied the new knowledge and skills on
their work place.
The application in workplace was done with different averages
rates, based on variety of reasons
mostly, the participants were more interested about relevant
topics to their business furthermore the effectiveness of
those new skills and behaviors.
144. Hypotheses
CH7 Findings & conclusions
Testing 2
Research Hypothesis 2:
The Impact after (a long term) the training program
2. They found that, it works effectively and worthy, by
evidence of results
They did, the most effective S / K rated as follows :
a) Communication
b) Delegation
c) Managing Teamwork
d) Making Decision Techniques
145. Hypotheses
CH7 Findings & conclusions
Testing 2
Research Hypothesis 2:
The Impact after (a long term) the training program
3. There is a linear relationship between the Job
Performance and the leadership Competencies of :
1. Be a Visionary and Strategic Thinker
2. Demonstrate Effective Leadership
3. Communicate Effectively
4. Facilitate Cooperation and Teamwork
146. Hypotheses
CH7 Findings & conclusions
Testing 2
Research Hypothesis 2:
The Impact after (a long term) the training program
3. There is a linear relationship between the Job
Performance and the leadership Competencies of :
5. Serve Externals and Internal Customers Well.
6. Manage People Effectively.
7. Manage Project Effectively.
8. Manage Conflict Effectively.
147. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Hypotheses Testing
Findings
General remarks about TMS
The results of the study
Limitations
Recommendations
Final conclusion
148. CH7 Findings & conclusions Findings
Leadership can be thought, by an effective training process
Effective leadership training had:
assessment, challenge, organizational support, application
Kirkpatrick’s levels provide a useful framework for training
evaluation selection of appropriate measurement approaches
Kirkpatrick’s Ten steps of training process provide a useful
framework for training planning
TMS, there was no formal plan in place to measure the success
of the program and its value to the company
149. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Hypotheses Testing
Findings
General remarks about TMS
The results of the study
Limitations
Recommendations
Final conclusion
150. CH7 Findings & conclusions TMS
Leadership: inspiration, strategic planning, vision & mission.
Members: young, loyal, educated, qualified, selected by system, overall
motivated
System: procedures charts, clear, flexible
Organization: structured
Innovation: fresh area of creativity
IT: highly technology systems
Training & development
Innovation
High customer Service
Infrastructure
151. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Hypotheses Testing
Findings
General remarks about TMS
The results of the study
Limitations
Recommendations
Final conclusion
152. CH7 Findings & conclusions Results
Participants : Reported
New KSA
New KSA were noticed by who worked close to
Overall Satisfaction about LTP
LTP impact workplace, business
Significant difference between the attendees & N/A
STAFF level were able to show L.B even better than SUP
LTP could be better by some changes..
153. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Hypotheses Testing
Findings
General remarks about TMS
The results of the study
Limitations
Recommendations
Final conclusion
154. CH7 Findings & conclusions Limitations
This study
only on 46%
only Male 100%
only three level of Kirkpatrick's four levels of EVA
no “overview” about LTP in Algeria was provided
no ROI
no specific topic impact
155. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Hypotheses Testing
Findings
General remarks about TMS
The results of the study
Limitations
Recommendations
Final conclusion
156. CH7 Findings & conclusions Recommendations
This study provided recommendation for :
Training management
Training Workshops
Training Topics
Instructors
Managers
Who want to be a leader
Further research
157. CH7 Findings & conclusions Recommendations
Training management
Focus Achieve
Potential participants Write your plan
Quality rather than quantity Apply what you wrote
Measurement/ Management Evaluate, Measure the Gaps
Check out of the box Make decisions fats
Believe Develop plan , get to action
Invest on HR capital
Deal with believers
Share stakeholders
Don’t wait out OK
158. CH7 Findings & conclusions Recommendations
Training workshops
Time control
No interruptions
Less number
More suitable meals
10 steps of TMS plan
159. CH7 Findings & conclusions Recommendations
Training topics
The need 1st
“Put the 1st things 1st“
Relevant
Easy to understand
Easy to apply
Updating; C, S, R..
160. CH7 Findings & conclusions Recommendations
Instructor
Preparation, Preparation, Preparation
Know participants’ background
“Begin with the end in mind”
Determine needs, outcomes, focus
Assess the program dosage
Make things easy to: U.S. A
Never be boring..
161. CH7 Findings & conclusions Recommendations
Who want to be the world wanted LEADER?
Kouzes & Posnes Study
Since 1985 till now (2010)
1.5 million participants
6 continents (including Arab C)
Published in 6 books
The same top 5 practices required on LEADERS listed
162. CH7 Findings & conclusions Recommendations
The world wanted LEADER
163. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Hypotheses Testing
Findings
General remarks about TMS
The results of the study
Limitations
Recommendations
Final conclusion
164. CHAPTER ONE: INTRODUCTION
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: CONCEPTUAL FRAMEWORK
CHAPTER FOUR: RESEARCH METHODOLOGY
CHAPTER FIVE : DATA PRESENTATION
CHAPTER SIX : DATA ANALYSIS
CHAPTER SEVEN: FINDING AND CONCLUSIONS
Hypotheses Testing
Findings
General remarks about TMS
The results of the study
Limitations
Recommendations
Final conclusion
165. “Leadership development is a
Leadership
young but growing field that we
about”
still know very little about