Evaluation of the strategic training & development courses according to the Noe Strategic Training & Development Model: (The case study: Rah-e Roshd Educational Complex)

The purpose of present study is to evaluate the Rah-e Roshd educational Complex strategic training & development courses according to Noe Strategic Training & Development Model in order to specify the pertinence of this organization in the way of excellence.

The methodology was adopted to obtain information on training strategies with mixed method (quantitative–qualitative). The research method in the quantitative section was a descriptive – survey and in the qualitative section was the phenomenology method. The statistical population include (N=200) member of Rahe Roshd educational complex which (N=132) were selected based on Cochran formula by using simple random sampling. The statistical population of the qualitative section were experienced managers and staff of the complex who were selected by purposeful criterion sampling. Semi-structured interview was conducted to collect information until the researcher achieved theoretical saturation. Data collection was done in a quantitative section using a researcher-made questionnaire based on the Noe strategic training & development model. Using the questionnaire, the challenges existing in the strategic training & development courses of the complex were identified and used as questions in the qualitative section of the research. In order to analyze the research data in the quantitative section, descriptive statistics and inferential statistics (Yu Mann Whitney and Kruskal Wallis) were used and in the qualitative section Strauss and Corbin coding method were used.

The results of descriptive section research showed that based on the Noe strategic training and development model, the complex faced with some challenges like: needs assessment, outsourcing, team working and sharing knowledge, satisfying and job rotation, reducing time and cost strategic training and development. In the qualitative section, there were identified suggestions and mechanisms for addressing these challenges, including six main categories of "strategic educational planning", "reviewing in needs assessment requirements", " conducting group training courses with the supervision and participation of managers, "utilizing the benefits of outsourcing under ideal conditions, "improvement and correction management  of Courses in cooperation with the monitoring and evaluation Unit," and "organizational measures to improve and promote training through monitoring and evaluation".