Training Program Report: Comfort Transport Pte Ltd Analysis

This report examines the training program designed for Comfort Transport Pte Ltd, a Singapore-based cab service. The report begins by outlining three key learning outcomes: organizational, functional, and individual development. It then proposes various training methods, including role-play, workplace learning, and case studies, each tailored to achieve the specified outcomes. The report justifies the chosen methods, explaining how they align with the SOLO taxonomy to facilitate effective learning. Furthermore, it addresses the resource requirements necessary for implementing the training program, emphasizing the need for qualified trainers with relevant experience, communication skills, and pedagogical content knowledge. The report concludes by highlighting the importance of training programs in equipping employees with the skills and knowledge needed to excel in their roles, ultimately contributing to the company's success.

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Training
Student Name
Module Code
Submission Date

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1. Introduction
Comfort Transport Pte Ltd is a Singapore cab services established in 1970 and the motive
behind this cab service was to provide the drivers with a better lifestyle and enhancing the job
opportunities within the company. Management now understand a need for designing an
appropriate training session that targets all employees (Burdina, Hiller & Metz, 2017). The
rationale of any training purposes is to equip employees with skills, knowledge and capability to
perform well. However, the company has at some point, failed to achieve the outcome of its
training. This paper seeks to cover four major areas. First, state the three learning outcomes.
Second, prepare training methods. Three, justify the requirements.
2. Three Learning Outcomes
2.1. Outcome 1: organizational
The organizational outcome grained from the training session seeks to assist the company
develop and accept different dynamisms that occurs at the place of work. The goal is to ensure
that employees can gain new skills and knowledge on ways to adapt to competitive environment
and any external changes. The organizational training is supported by multistructural element of
SOLO taxonomy. Trainers will introduce learners to two or more aspects to understand them
serially.
2.2. Outcome 2: Functional
The outcome of functional training seeks to increase the fitness and creation of health
consciousness. The goal of such training is to ensure that employees gain knowledge, skills, and
abilities that the person possesses. The learning is supported by extended abstract where
employees not develop an entire coherence to a higher level of abstraction.

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2.3. Outcome 3: Individual
The goal of training is to make employees improve their individual activities and ensure
that they groom any hidden talent. In order to achieve this, employees monitor the activities of
their peers. The learning process is supported by relational element of SOLO taxonomy.
3. Proposed Training Methods
3.1. Role play
The management can use this strategy to train newly recruited employees. They will find
it easier to think about a case study as it happens lively (Mitri, Cole & Atkins, 2017). It also
relate to stimulation where the newly recruited employees could start to act different scenario as
they come up. Learners will benefit from a safe learning environment that do not require
management follow-up and punishment on those that commit mistakes (Chan, et al. 2017 Yide,
Nicholson & Nicholson, 2015). The fact that they are still new, they can only learn two or more
aspects not relating to the task ahead of them.
Checklist would be appropriate assessment method. A formative strategy monitors
specific behaviors and skills among learners. Trainers will understand clear criteria to focus on
specific learning outcomes. The measurement of learning is reliable because it will indicate the
consistency of scores across a number of evaluators. The results should be identical regardless of
the type of a trainer, the time of marking, and when the assessment will occur (Venkateshwarlu,
Sharma & Agarwal, 2016). Second, the assessment is also valid on the basis that it will indicate
how well the measures of an assessment. Most importantly, the areas of measurements will
include tasks, consequences, and any form of interference.

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3.2. Workplace Learning
The proposed learning strategy will require that employees locate the learning
environment at Comfort Transport Pte Ltd. After the company has absorbed all the applicants, it
would be appropriate to deploy them in a number of on-the-job training activities (Abdul Aziz &
Selamat, 2016). The proposed learning strategy relates to functional outcome presented above
requiring employees to exchange roles through job rotations, progressively enhanced autonomy
or an increased responsibilities and scopes among employees.
Just as explained by Giacumo and Breman (2016), is that functional outcome would call
for a mentor or a coach to walk down with an employees in order to support their learning and
development of necessary skills and behaviors in order to become successful in their
performances. Furthermore, the leaning strategy related to the outcome of functional training
where employees seek to increase their levels of fitness and creation of health consciousness.
The workplace training will ensure that employees gain knowledge, skills, and abilities.
The learning is supported by extended abstract where employees not develop an entire
coherence to a higher level of abstraction. This strategy of learning and training among
employees will be through an abstract level of performance. It will make leaners generalize a
coherent connection of several aspects and extend it to a higher level.
The appropriate assessment procedure would be to through a checklist. The trainers
inform the trainees about how they have succeeded in performing different tasks. The importance
of this assessment measurement is because of its validity and reliability. The trainers will
manage to monitor specific skills, behaviors and dispositions of employees. Trainers will only
focus on specific aspects.

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3.3. Case studies
The proposed form of training method will benefit employees that now require to apply
the skills they will have been taught during the functional outcome to achieve a solution on their
own. The approach would make trainees start to respond to individual tasks (Chan, et al, 201b7).
Management will come up with complex decisions that require an open-ended problem with
several potential solutions (Watson, et al, 2014). Learners would go through simple scenario on
their own then start to conceptualize the application of their knowledge from complex into
detailed scenario (Shannon, 2017).
This learning approach relate to an extended abstract element of SOLO taxonomy.
Learners will now start to move away from relational learning process that integrate several
aspects. The above learning method is appropriate to ensure that learners improve their activities,
groom, and hidden talent. Moreover, learners would start to apply what they have learned.
Checklist would be appropriate assessment measurement. This is a formative assessment
that allows the trainers to collect information from learners and inform them about their progress.
The assessment will focus on the content such as knowledge, process (in terms of skills and
attitude) and product (in terms of knowledge and skills). The checklist will assist identify some
of the areas that learners have improved and those that they still need improvement. The use of a
checklist will be valid and reliable to score the quality of learners, provide evaluation criteria,
rate them on scales, and define the completeness of their response to tasks.
4. Resource Requirements
Implementation of above training methods will highly depend on resource requirement
and decisions. Management will also ensure that it considers the return of investment. Therefore,
there will be a need for the selection of a trainer. A trainer forms an important resource that play

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a key role of equipping the target group with skills and hence, prepares them for pending activity
or job (Abdul Aziz & Selamat, 2016). Besides, a trainer will have to meet a number of
requirements. First, the trainer must be qualified and experienced in areas of transportation.
Second, the trainer must be friendly and approachable by trainees. Hence, a trainer must have
good communication skills and interpersonal skills for authenticity. A majority of newly
recruited employees at the company seeks benefit from the communication and interpersonal
skills. Third, trainers must also have pedagogical content knowledge. Katherveloo, Puteh and
Matematik (2014) explain in their seminal paper that PCK is an effective teaching requirement
for any trainer concerning competence on how to deliver the conceptual technique, relational
understanding, and able to adapt the subject matter to focus of training. Hence, trainers need a
full grasp of PCK to teach and give instructions in the subject of transportation easily. Besides,
this will also require that such trainers have past training records in the subject of transportation
or related field. The importance of this is to allow a trainer give relevant case studies, workplace
learning, and role-play to trainees.
5. Conclusion
This paper has successfully shown that training programs play important role of
equipping employees with skills, knowledge and capability to accomplish a given task. Besides,
the study has shown that the training outcomes of a company must connect with SOLO
taxonomy approach of learning. In overall, three key outcome of learning will include
organizational, functional, and individual. The organizational outcome seeks to ensure that
employees gain skills and knowledge to adapt to new environment. Functional outcome seeks to
develop skills, capability, and knowledge to perform different responsibilities. While an
individual outcomes seeks to improve performance and identify hidden talents. The paper

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proposes that management achieve above three outcomes through role-play, workplace learning,
and case study training methodologies respectively.

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