English homework help
English homework help. Assignment Overview
Each group is to develop a training program and implement a corresponding training session that
demonstrates an ability to apply the training concepts covered in class. The training program will
be outlined in a comprehensive training report. The training session may reflect the complete
training program or only a portion of it, depending on the nature of the training. While training
can involve any knowledge, skill, or ability, it will be easier (i.e., easier to demonstrate or train)
if groups focus their training program on motor skills, problem solving skills, or interpersonal
skills. Moreover, groups will find it easier to link their training program with a real job and real
organization, as opposed to hypothetical ones.
The training sessions will be completed on each group’s assigned day. Please submit
presentations by uploading or linking them to Blackboard. The written project reports are due for
all groups by class Wednesday, May 6th
. Please submit your reports to Blackboard and bring a
hard copy with you to class. Group member ratings are also due to Blackboard on Wednesday,
May 6th
.
Project Report
Along with an introduction and conclusion, the project report must contain the following
sections. Each of these sections (or topics) will be covered in the course. It is anticipated that the
write-up for each section will approximate (but not be limited to) 1-3 typewritten pages, although
the length should vary by training topic and design methodology. Appendices which describe the
client organization, job requirements, standard operating procedures, etc. are very useful pieces
of information and, if available, should be attached to the project report.
In addition to the introduction and conclusion, the report into the following required sections:
1. Needs assessment. Convince us that your training is necessary for the organization and
their employees. In this section you should address:
Organization analysis: Provide data as to the impact the training will have on the
organization and its ability to support the training. For example, what percent of
sales come from the area in which you will train? What market share does the
company have? What are the training costs and return on the investment? Why
does it make financial sense now or for the future to train employees in this area?
Task analysis: Identify the specific tasks which must be performed well to
accomplish the job under study. That is, list the tasks and identify the knowledges,
skills, and abilities (KSAs) that are required to perform each task (or group of
tasks) adequately. Job description information, O*NET results, or other sources
used to conduct the task analysis should be appended to the report.
Person analysis: Given the KSAs from the task analysis, provide some evidence
through a survey of trainees, industry data, company training figures, etc., which
indicates that the trainees actually need the training. Since you know who the
trainees are (i.e., MGT 484 students), you have access to them to complete
interviews, focus groups, surveys, etc. to measure relevant KSA levels.
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2. Instructional objectives and program design. Show us that you have a well-organized,
step-by-step training program.
Instructional objectives. In this section you should address the specific objectives
you’re training. What is the training supposed to accomplish? What learning
domain(s) are you focusing on? What will the trainees be able to do better or
more efficiently after the training? Be sure to write objectives to include each of
the three components.
Program design process. This section should describe the scope of your training
and the steps taken to design an effective training program. Who is the training
for? How many trainees can be managed within each session? What is an ideal
site for your training? How will content be delivered? How will time be allocated
to various parts of the training program? If the proposed training program will
require multiple training sessions, explain what the various sessions (“blocks” or
“modules”) will focus on and how they fit together (i.e., curriculum road map).
Lesson plan. A detailed lesson plan should be used to align key training content
and activities with a session timeline. Developing a lesson plan overview is also
recommended for inclusion in the implementation of your training program.
3. Learning theory and training method. Demonstrate that your training methodologies
are based upon sound learning theory and that they are appropriate for the nature of your
training program (i.e., methods should align with training goal(s) and learning
outcomes/domains of interest).
This section should describe the specific learning theory or theories upon which
your training program is based (e.g., social learning theory, reinforcement theory,
etc.) and why you chose to use that particular framework.
Identify and describe your choice of training method(s). Why did you choose
certain training techniques or methods over others? How do your methods align
with the learning theories underscoring your training? What makes your methods
the most appropriate option for your particular training topic?
4. Transfer of training. Indicate why and how the KSAs and/or tasks learned in training
will transfer to the job itself.
In this section you should indicate why your training is relevant to the job. What
theory of transfer of training (identical elements, stimulus generalization, and/or
cognitive transfer) applies to your training program? That is, what characteristics
of the training program mirror or come close to duplicating the work environment
and which do not? What implications does this have for how you designed
various aspects of your training program?
5. Training program evaluation. Describe a bona fide evaluation design which would be
both applicable and practical for use with your training program. You do not have to
conduct the evaluation process, but you must describe it.
This section should include a description of the criteria (i.e., outcome measures)
you would use to determine that your training program resulted in some change.
Why are these outcome measures of interest to you? How do they align with
Kirkpatrick’s evaluation framework?
Describe a practical evaluation design you would use to collect outcome
information (e.g., pretest/post-test, time series). Provide a brief listing of strengths
and weaknesses of that particular design to evaluate your training program (refer
to internal and external threats to validity).
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Training Presentation
Each group will train the other students in the class. Groups will have 25 minutes allocated to
them for their presentation, including an extra 5-10 minutes for set up, tear down, and follow-up
if applicable. Project groups have two options available to them for their presentation:
1. Using members of the class as trainees who have a recognized training need that the
training program is intended to address. In other words, the project group members will
train the class members as the culmination of their project. The training program design
should be evident as the training progresses.
2. Addressing the other class members as trainers and using the presentation as a “trainthe-trainer” seminar. In other words, this will be a more formal presentation which
covers the various sections of the written project report. It is expected, however, that the
presentation will still use appropriate training methodology.
Time will be provided during some class sessions and opportunities will be available to meet
with the instructor as a project group. Project group members will also need to meet at other
times. Groups are encouraged to review their work frequently with the instructor throughout the
duration of the class.
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Summary of Training Project Components
Project Report:
Introduction
o Training topic and rationale
Needs Assessment
o Organization analysis
o Person analysis
o Task analysis
Instructional Objectives and Program Design
o Instructional objectives
o Program design process
o Detailed lesson plan
Learning Theories and Training Methods
o Learning theory/theories identified and explained
o Appropriate training method(s) identified and explained
Transfer of Training
o Transfer of training theory/theories identified and explained
Evaluation Design
o Outcome measures (“criteria”) outlined
o Design choice indicated and explained
o Strengths and deficiencies of design identified
Conclusion
o Program summary and recommendations, if applicable
Training Session Implementation:
Introduction
o Introduced members
o Set context of training
o Demonstrated relevance of training (Needs assessment data, etc.)
Training Objectives and Purpose
o Objectives clearly outlined
o Lesson plan overview clearly communicated
Training Structure and Instructional Effectiveness
o Clear structure for training with appropriate methods
o Step-by-step instruction
o Proper time management
Trainer Competence and Facilitation of Transfer
o Trainers demonstrated competence in KSAOs being trained
o Provided for practice opportunity with clear feedback
o Facilitated training transfer
Conclusion and Wrap-Up
o Restated KSAs learned
o Reinforced trainee learning and transfer
Make training site & instruction conducive to learning
o Foster a professional learning environment
o Prepare room to align with learning requirements
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RUBRIC FOR TRAINING PROJECT REPORT
Criteria Point Values
Introduction & Conclusion 1 2 3 4 5
Opening gets attention, provides context, and introduces topic. Closing provides a summary
& recommendations, if applicable.
Needs Assessment 6 12 18 24 30
Report on results of organization, task, and person analysis. Identify themes that allow you to
provide rationale for your training program.
Objectives and Program Design 4 8 12 16 20
Instructional objectives are targeted towards the particular training program and are written
in appropriate structure. Program design process & logistics are detailed and accompanied
by a detailed lesson plan.
Learning Theories & Training Methods 4 8 12 16 20
Relevant learning theories are defined and explained in the context of the proposed training
program. Training methods are described and rationale for methods is provided (i.e., link to
learning theories, learning outcomes, training purpose).
Transfer of Training 2 4 6 8 10
Relevant transfer theories are defined and explained in the context of the proposed training
program.
Evaluation Design 3 6 9 12 15
Outcome measures are specified and linked to appropriate level(s) of Kirkpatrick’s
framework. Sample materials and/or items (questions) are provided for each criterion.
Appropriate evaluation design is identified along with strengths and deficiencies of design.
Writing Style & Proofing 2 4 6 8 10
Writing is clear and concise. The style is appropriate for the intended audience and purpose.
Spelling and grammar are correct, punctuation and sentence structure are appropriate.
TOTAL 110
Additional Comments:
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RUBRIC FOR TRAINING SESSION
Criteria Point Values
Introduction & topic summary 3 6 9 12 15
Opening of presentation is engaging, captures attention, and gives context. Team members are
appropriately introduced. Agenda previews content of training. Needs assessment results are
communicated in layman’s terms to demonstrate need for training and garner buy-in.
Training objectives & purpose 2 4 6 8 10
Articulate objectives of training (using appropriate structure) and identify the general purpose
of the training. Communicate general lesson plan to trainees.
Training structure and effectiveness 7 14 21 28 35
Training is organized in an easy-to-follow format with smooth transitions between presenters
and various methods used. Appropriate methods are applied for the particular training
topic(s). Step-by-step methods are employed to ensure trainees remain on pace and engaged
throughout training. Trainers attend to and maximize the allotted training time.
Trainer competence & transfer prompts 6 12 18 24 30
Trainers demonstrate their own competence in the KSAOs being trained. Trainers solicit
questions and provide regular feedback to trainees. Trainees are given ample practice
opportunities with frequent check-ins by trainers. Trainers highlight job relevance.
Conclusion & wrap-up 1 2 3 4 5
Closing recaps main takeaways from the training (i.e., competencies learned) and reinforces
trainee learning. Closing reiterates the importance of applying learned competencies back on
the job through a call to action.
Training site & professional context 2 4 6 8 10
Ensure training site and instruction is conducive to learning. Classroom is prepared in a
manner that aligns with learning requirements. Trainers create a learning environment by
sharing meaningful material, encouraging communities of practice, etc. Visuals are legible,
engaging, and relevant.
Presentation tone 1 2 3 4 5
Volume is adequate to be heard easily. Enthusiasm and confidence are projected through
voice. Rate of speaking is appropriate to facilitate understanding. Clear articulation and
enunciation is maintained and filler words are avoided. Interacts with audience appropriately.
TOTAL 110
Additional Comments:
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GROUP MEMBER RATINGS
At the end of the semester, you will have the opportunity to evaluate your group members on
their attendance and engagement, quality and quantity of work contributed to the group, and
interpersonal relations. Ratings submitted by all group members will be compiled, averaged, and
included as a component of your final grade.
Group member ratings will be submitted online to ensure confidentiality and are due by the end
of the day (11:59 PM) on Wednesday, May 6th
.
Criteria Point Values
Attendance & Engagement 1 2 3 4 5
Group member was present for scheduled meetings and conversations, offering unique insight
and contributions.
Quality of Work 1 2 3 4 5
Group member’s assigned parts were complete, thorough, covered the topic well, and were
accurate (e.g., work did not need multiple revisions).
Quantity of Work 1 2 3 4 5
Group member took responsibility for completing integral portions of the project which may
have required more time to complete as compared to other group members.
Interpersonal Relations 1 2 3 4 5
Group member positively contributed to group performance by helping group move ahead,
providing constructive feedback, and treating other members with respect.
TOTAL 20
Additional Comments? Share them here!
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Sign-up for Training Sessions
Wednesday, April 29th
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Wednesday, May 6
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