Walmart Essay

Walmart’s performance management and training are determinants of the organization’s human resource management capabilities. Considerably, as the company demands expansion and growth, so does the human resource need specific skills, knowledge, and abilities to foster a global workforce truly. Walmart training programs have been designed to facilitate effectiveness in job performance as well as the ability to adjust to new conditions in the industry. Train the trainer manual will be used to guide the trainers of human resource management.

The purpose of the train the trainer manual is to offer the trainers with the competencies that are required to enable them effectively facilitate knowledge acquisition and application of skills in the human resource management department (Sanon et al., 2018). This manual is designed to offer support in the professional development of trainers and mentors. Trainers that prepare themselves for training roles through participating in the training of trainers boost their potential to enhance the development of the workforce as well as professional growth to boost outcomes and increased productivity. Train the trainer manual has to effectively facilitate the service provision within the organization and facilitate the growth of skills among workers. Train the trainer manual will include the following contents; the process model, the training needs analysis phase, training resource development, training implementation, and training evaluation.

The Process Model

The TOT manual will rely on the ADDIE Process model. Considerably, the ADDIE model is a systematic training management model that ensures quality training. ADDIE is a generic process that is used by instructional designers. The model involves five phases; Analysis, Design, Development, Implementation, and Evaluation (Almomen et al., 2016). This model illustrates how the training will be managed and its contribution to practical training and capacity development of the human resource management department within the organization. The main goal of the ADDIE model is to offer a structured method of generating training programs. The model is a powerful way of providing training and improving future training techniques.

The Training Needs Analysis

Ideally, the training needs assessment or analysis, examines the direction and outlines the training needs for the targeted department. This phase is essential in identifying the performance gaps within the human resource department within the organization. It also examines the training programs that can contribute to addressing the differences within the performance of the department. Therefore, at the end of this phase, the different elements of training such as when what, who and where will be offered. Analyzing the training needs has been essential in identifying the goals between the skills required within the human resource department and the skills that the human resource staff within the organization should have. Thus, the analysis of the training needs clarifies the goals of training the staff.

Training Design Phase

Concerning the outline of the program formulated, details of the training course are developed in this phase. The design phase is essential since it impacts the effectiveness and efficiency of the training process (Almomen et al., 2016). For instance, for this case, the program is designed in such a way that it will meet the objectives, such as improving the skills of human resource staff in recruitment to accomplish their tasks more efficiently. The training design originates from the training need assessment with the more sustainable implementation of effective practices. In this phase, the learning objectives are set; the motivations and lesson plans are planned. For instance, there is a need to plan how the participants will remain motivated during learning and understand the appropriate methods for the target participants.

Training Resource Development Phase

Based on the design of the program formulated, the learning resources required for the training course are developed in this phase. The quality of the training resources impacts the effectiveness and efficiency of the training (Almomen et al., 2016). This phase examines the resources and implementation required and the different roles. Varying learning resources are used in designing the program. These include the learner’s workbook, guide, presentation resources as well as facilitator’s guides.

Training Implementation Phase

This phase pays attention to the delivery of the program to the staff in the human resource management department. Resources and differentiated instructions play a vital role in session delivery. In the training implementation, the delivery of the session plays a significant role in meeting the objectives of the training. Differentiated instruction strategies will be used to implement a training program in the department. Ideally, differentiated instruction entails tailoring the instruction to meet the needs of every participant. Trainers may differentiate the process, the content, learning environment, products to make this an effective approach for training the staff. At the most basic level, differentiated instruction involves efforts for trainers to respond to the difference among learners and create the best learning experience.

Differentiated instruction incorporates varying methods and instruction styles to appeal to the group of adult learners (Morrison et al., 2019). This is rooted in the idea that trainers need to develop an effective relationship with adult learners. Through developing relationships and generating trust, it gives way for the learners to assess the weaknesses and strengths of each learner. Differentiated instruction has promoted an appreciation of cultural diversity in the workplace. To support diversity among the adult learners, the trainer will rely on ice breaker activities before beginning the sessions to ensure that the participants are comfortable to work with each other despite the differences. The trainer will also divide the participants into smaller groups and ensuring the group is mixed. For instance, the group can have each team having a female. The use of problem-solving strategies and team share outs will lead to discussions on essential aspects of raining, such as review and read.

Trainers will need training scenarios and materials that will involve diversity in topics and instruction among the multicultural workforce. A scenario of differentiated instructions includes using a smaller team that includes diverse members. For instance, this could be a female learner, and male learners, a young learner with old, learn, or able learners with disabled learners. The use of project-based, lecture-based, and problem solving-based techniques for instructions will facilitate the participation of all members (Kraiger, 2017). Project-based learning enables the participants to work out the problem at their own pace and encourage them to build their skills, thus pushing to the next level.

Considerably, having training that will appeal to more than one session at a time is more effective. For instance, the participants having more than a single method of learning, formative assessment, listening, and writing notes are effective in retaining information. Trainer’s notes and handouts relating to human resource management are used to facilitate session delivery. It is proven that written information-enabled adult learners to remember. This makes handouts and trainers notes essential reinforcement strategies in sessions


Training Evaluation Phase

Evaluating training is essential since it offers an opportunity to improve on future training. After the implementation of training, an evaluation is conducted. Ideally, the evaluation phase is essential in the sense that the objectives and results of the training have to be reviewed, and suggestions offered to improve future implementations (Almomen et al., 2016). The evaluation phases focus on the implementation phase to review the delivery of the training as well as its effectiveness to the participants.

The evaluation may involve inquiring from the staff, whether the training was important and appropriate. Essential questions may include asking the workforce whether the training was relevant with regards to their levels of expertise and their job duties, and how they will utilize this learning. They can also be requested to offer feedback about the training technique, like what was effective and what needs to be improved. Tests are also effective in assessing the effectiveness of the training of the trainer.

Consider having tests for the participants before and after the training to acquire a better picture of improved skills. Another way of evaluating the effectiveness of the training will be monitoring the improvements. This means measuring indicators such as organizational objectives that have been reached and the impact of the training on the performance of employees. The evaluation phase will reasonably offer an essential impression of whether the training has been effective.


The TOT manual that will be utilized in training the trainers for human resource management will rely on the ADDIE process model that has been briefly introduced. The process model enables training HRM to manage the training course in a systematic way to offer quality training. The TOT manual comprises of five phases that will contribute to quality assurance and improvement of the training staff.




Almomen, R. K., Kaufman, D., Alotaibi, H., Al-Rowais, N. A., Albeik, M., & Albattal, S. M. (2016). Applying the ADDIE—analysis, design, development, implementation, and evaluation—instructional design model to continuing professional development for primary care physicians in Saudi Arabia. International Journal of Clinical Medicine7(8), 538-546.

Kraiger, K. (2017). Designing effective training for older workers. In The Palgrave handbook of age diversity and work (pp. 639-667). Palgrave Macmillan, London.

Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.

Sanon, C., Morris, A., Vieira Gomes, S., & Kluppels, L. (2018). Train-The-Trainer Manual. SaferAfrica project–www. saferafrica. EU.

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