| Summary: | 碩士 === 國立中正大學 === 教育領導與管理發展國際碩士學位學程 === 104 === A professional development-training program is very important to be effective, because they are aimed to increase the employees’ competencies. The self-actualization of an employee’s professional skills is directly affecting the employee’s career, as well as indirectly affecting the investment through the organization performance and the consumers’ satisfaction level. Therefore, a training program has to be designed, implemented, and evaluated whether their materials and methods can correspond to the company’s requirements effectively.
This study examined one of the most frequently requested professional development training programs, the Highly Impactful Presentation Skills training program, using the ADDIE model as its assessment frameworks. The main purpose of this study was to illustrate the process of the training program whether it has met the terms to the criterion of the ADDIE model, as it is an important framework for designing as well as assessing a program.
In achieving its purpose, the study applied a qualitative approach as its main method. The study collected the data through interview with the training program instructor, as well as through the observations during the training program. In addition, the study also used a quantitative approach to collect data from the training program participants, as a part of efforts in enriching the qualitative data.
The study found that the training program faced several shortcomings in its phases, especially in its Analysis phase due to its nature as a training program that enrolled participants from different professional backgrounds. The study also found that by using ADDIE model, the study able to illustrate the entire process of various applied strategies in making the training program as effective as possible, including the immediate application of formative evaluation during the training program. In addition, the study found that the participants felt strongly that the program is led by a proficient instructor, and felt the program was relevant and useful for their assignments reflected the effectiveness of the training program.
For future revision and public training program development, the study suggested the program designer to gain more access during the Analysis phase in order to provide a more accurate design to begin the training program with, hence enable the instructor to deliver a stronger formative evaluation feedback into the training program which would provide a more robust training program implementation.
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