Individual Human Resource Development Training Plan

Title and Description

Title: Leadership Development Program for A&J University Staff.

Description
The leadership Development Program (LDP) helps specialised team members at all local campuses and the Melbourne campus of A&J Faculty. This intense program provides

participants with mindset, tools, and the knowledge to lead teams, transform businesses & create an environment of excellence and innovation amongst college campuses. Through

interactive seminars, experiential learning exercises, and networking, attendees will gain understanding of leadership theory & practice, find out their distinctive leadership style, and

also gain insights into leading with impact and confidence in the present global higher education setting.

Training Objective

The Leadership Development Program (LDP) seeks to educate expert employees in A and J Faculty to lead teams and also contribute to the institution's growth and success.

Particularly, the training develops participants 'leadership abilities in communication, decision making, strategic thinking and conflict resolution. At the conclusion of the program participants need to have the ability to demonstrate:

• Participants will gain an extensive foundation in key leadership principles, theories and models so they can use leadership concepts in their everyday lives (Rosenkranz et al., 2023). They'll learn active listening, emotional intelligence and team building to encourage, encourage and direct individuals to common objectives.

Training Methods

The LDP will utilise a selection of training solutions designed to promote active learning, engagement, and ability Development of participants. These methods include:

• Active workshops: Interactive workshops enable participants to apply theoretical ideas to actual leadership scenarios through discussions, case studies and role-plays. Marougkas etal. (2023), discovered that interactive workshops improve learning results through active involvement and retention of knowledge. Initiating cooperation and peer learning, workshops help attendees see other points of view & learn useful leadership in a helpful context.

• Experiential learning activities: Experiential learning activities are simulations, team building exercises in addition to outdoor challenges which provide participants with real world experience of directing and showing leadership behaviours in a risk-free atmosphere. Kolb's experiential learning concept (1984) says that learning proceeds in cycles of actual expertise, reflective observation, abstract conceptualization and proactive experimentation. Through experiential learning, the LDP builds leadership competencies through simulations of actual leadership situations and challenges participants to focus on their experiences and use learning later on.

• Guest speakers/panel discussions: Invited visitors speakers such as professionals from industry or academia, along with panel discussions about pertinent leadership topics provide participants insight from top experts. Exploration by Maiya & Aithal (2023) indicates that guest speakers and panel discussions improve learning through useful tips, real life experiences, and inspiration to strive for higher leadership excellence.

Training Materials

Presentation

Summary: Fundamental concepts, theories and case studies will be provided through presentation slides during presentations and workshops.

Justification: It is reported that utilising visual aids like slides can help learning by boosting interaction, retention, and comprehension among students. Presentation slides could clarify thoughts, trigger conversation, and strengthen key learning points by utilising proper pictures, diagrams, and bullet points. Slides could illustrate leadership styles, highlight pertinent leadership stats, or perhaps spotlight excellent leadership practice examples in higher education (Blair & Shawler, 2020).

Case Studies

Summary: Real-world leadership situations and difficulties will be discussed by case studies for discussion.

Justification: Case studies are an effective instructional tool to get participants involved in active learning, critical thinking and problem solving. Case studies which highlight genuine

leadership issues for academic leaders can help participants apply theory to practise, determine alternative choices, and boost decision-and problem-solving abilities (Kazi et al., 2023).

For instance, case studies may concentrate on leadership problems like organisational changeover, interpersonal dispute resolution or development in educational institutions.

Role-Playing Exercises

Summary: Role-playing scenarios involving leadership interactions and situations are going to be given to reinforce communication, negotiation and conflict resolution skills.

Justification: Role-playing is recommended to improve learning since it enables participants to see real life situations & apply new abilities. By taking on various perspectives and

roles, participants investigate highly effective leadership actions, obtain peer and facilitator feedback, and also feel comfortable in handling challenging leadership scenarios (Kjellstrm,

Sarre & Masterson, 2024). Role-playing activities may include reiterating a leader/employee performance evaluation chat with a staff member, negotiating a team collaborative project

with colleagues or perhaps solving a team disagreement.

Self-Assessment Resources

Summary: Participants will examine areas, weaknesses, or their strengths for development as leaders through self-assessment tools, like leadership inventories or emotional

intelligence assessments.

Justification: Tools which help participants assess their leadership abilities and behaviours may be personal, reflection, and self-awareness growth tools. By identifying their preferred

leadership styles, emotional intelligence abilities or communication design, participants will determine their areas and strengths for advancement, prioritise development and adjust

their leadership style to scenarios. For example, self-assessment tools like the Myers Briggs Type Indicator (MBTI) or maybe the emotional intelligence Appraisal (EQ i) can direct

participants to examine their personality types, communication styles, and Emotional Intelligence competencies regarding leadership positions (Kukah et al., 2022).

Reading Materials

Summary: Individuals are going to be given reading materials (articles, book chapters & research papers) to augment workshop material and enhance fundamental leadership

principles and theories.

Justification: Reading materials could be beneficial as self-directed learning opportunities to look into problems deeper, access research and leadership best practices, and also grow

participants' views on leadership. By reading academic articles, case studies or even though leadership pieces, attendees will be keeping up with current trends and debates in

leadership theory & practice, assessing various leadership methods, and integrating evidence-based knowledge in their very own leadership roles. Reading materials might include

topics of transformational leadership, ethical decision making, or inclusive leadership in various organisational settings.

Program Evaluation Plan

Evaluation is a crucial element of the Leadership Development Program (LDP) to find out whether it's addressing participants 'learning needs and objectives. The assessment will be

assessed in the reaction and learning levels by surveys and observation.

Assessment of Reaction Levels: Reaction level evaluation concerns participants instant reactions and training satisfaction. The following evaluation questions are going to be asked to

evaluate participants 'perceptions & suggestions:

Concerns for Evaluation

• Just how pleased had you been with the general format of the Leadership Development Program?
• Just how successful was the program?
• What did you find most valuable and taking part in the program?
• Did the training content and exercises match your job and learning objective?
• What's your rating of the facilitators experience, communication, facilitation abilities?
• What exactly are some ideas for upcoming iterations of this program?

Tools/Methods of Evaluation

Post-training Survey: An instant post-training questionnaire will be given to participants upon program completion to evaluate their satisfaction and reactions with elements of

instruction.

Discussions in Focus Groups: A subset of participants might be selected for focus group discussions to explore participants 'reactions in greater detail, generate particular instances

or anecdotes, and also discover themes or patterns in participants 'feedback (Johnson, Adkins & Chauvin, 2020).

Evaluation of Learning Levels: Learning level evaluation measures participants' experience, abilities and competences acquired during the course. The following evaluation questions

will assess participants 'learning outcomes:

Concerns for Evaluation

• What new knowledge/insight did you get through the Leadership Development Program?
• Exactly how confident are you in using leadership concepts and abilities learned in the course?
• What exactly are examples of exactly how you used or maybe plan to utilise everything you learned as a leader?
• What has the course improved your knowledge of leadership theories and methods?
• What difficulties or roadblocks would you expect when applying new leadership behaviours or approaches?

Tools/Methods of Evaluation

Assessments during Pre- and Post-training: Individuals are going to be tested using pre-and post-training assessments to evaluate prior and post program knowledge, perceptions

and self-confidence associated with leadership (Soueid et al., 2024). This might be quizzes, self-evaluation surveys or competency tests.

Organised Interviews: A subset of participants could be interviewed structured to elaborate on their learning experiences, to check for conceptual clarity, and to gather real examples of application of learning in the real world. By measuring participants 'reactions and learning results, the LDP can evaluate its contribution to high-quality training experiences and achieve its learning objectives. Results of the assessment will inform future iterations of the program, determine areas for improvement and make sure the system remains responsive to participant and faculty community needs.

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