Overview

Select a training topic, and develop a training needs analysis and learning objectives as part of your initial training and development program design. ( Hint: A topic that is meaningful to you is easier to work with.) Evaluate the impact of the program design on an organization’s strategic plan and on employee development.

For this assessment, you will create the initial design of your training and development program for an organization of your choice, including the selection of a training topic, developing a working needs analysis, and identifying learning objectives.

Note: The assessments in this course build upon each other to form a training and development program, so you are strongly encouraged to complete them in sequence.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 1: Assess an organization’s strategic plan for training.

. Assess the strategic impact of the training topic on an organization.

· Competency 2: Demonstrate effective training program design, development, and implementation.

. Explain the selected training topic for the training and development program.

. Develop a training needs analysis for the topic.

. Develop learning objectives for the training and development program.

· Competency 4: Assess the impact of technology on an organization’s training strategy.

. Assess how a distance learning module enhances a trainee’s learning experience.

· Competency 5: Identify effective organizational processes and roles for employee development.

. Analyze how the training program design supports employee development.

Context

What trainees take away from a training and development program depends on three critical components:

· The trainee’s characteristics: how they learn, what they already know, and their motivation to learn the material being presented.

· The training design: the program itself.

· The work environment.

Since workplace training deals with adults, being well versed on how adults learn is key. There are many theories on adult learning, and they come from a variety of sources including psychology, education, and sociology. Another focus in your program design should be on learning styles. We learn in different ways—some of us listen and some take notes for example—and trainees will learn best when they know the objectives of the program. The outcomes of learning are wide-ranging, including verbal, intellectual, and motor skills, as well as cognitive strategies. To transfer what is learned in the training environment to the job environment, the training needs to be authentic—as real and identical to life and as meaningful (useful) to the trainee as possible

Questions to consider

As you work to complete this assessment, you may find it helpful to consider the questions below. You are encouraged to discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community, in order to deepen your understanding of the topics.

· What are some key factors to consider in designing an effective training program?

· What characteristics of a training design can motivate learning?

· How can different trainee learning styles be accommodated?

· Does it help to match teaching methods to learning styles?

· How important is establishing specific training program objectives before moving into the design phase?

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Resources

Click the link provided to view the following resource:

· Constraints in Designing Training Programs.

SHOW LESS

Capella Multimedia

Click the links provided below to view the following multimedia pieces:

· Overview of Primary Learning Styles | Transcript.

· Performance Consulting Versus Training | Transcript.

· The VARK – Learning Styles: How People Learn | Transcript.

Library Resources

The following resources are provided for you in the Capella University Library and are linked directly in this course.

· Acevedo, J. M., & Yancey, G. B. (2011). Assessing new employee orientation programs. Journal of Workplace Learning, 23(5), 349–354.

· Goodman, N. (2012). Training for cultural competence. Industrial and Commercial Training, 44(1), 47–50.

· Preusser, M. K., Bartels, L. K., & Nordstrom, C. R. (2011). Sexual harassment training: Person versus machine. Public Personnel Management, 40 (1), 47–62.

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BUS-FP4047 – Employee Training and Development Library Guide to help direct your research.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

· Cherry, K. (n.d.). VARK learning styles: Which learning style do you have? Retrieved from http://psychology.about.com/od/educationalpsychology/a/vark-learning-styles.htm

· McGlone, J. R. (2011). Adult learning styles and on-line educational preference [PDF]. Research in Higher Education Journal, 12, 1–9. Retrieved from http://www.aabri.com/manuscripts/11859.pdf

· VARK Learn Limited. (n.d.). The VARK questionnaire: How do I learn best? Retrieved from http://vark-learn.com/the-vark-questionnaire/

Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

· Blanchard, N. P., & Thacker, J. (2013). Effective training (5th ed.). Upper Saddle River, NJ: Prentice Hall.

. Chapter 3.

. Chapter 5.

. Chapter 10.

Assessment Instructions

Preparation

In preparation for this assessment, you are to select an organization to use as the one receiving a new training and development program. ( Note: The organization can be real or fictitious.) Consider the needs of the organization to select a training topic, or you may use the Capella library to research training topics.

Requirements

For this assessment complete the following:

· Create a training scenario for your training topic. Consider the following for your scenario:

. Describe the training topic in general terms (such as improving communications or safety awareness).

. Why is this training needed?

. Assess the strategic impact of the training topic on the organization. (Think in terms of the long term impact of the training program.)

. Who is to be trained?

. How many are being trained?

· Develop a training needs analysis (TNA) for your topic. ( Note: For the purposes of this assessment, you are not expected to actually conduct the TNA. Instead, research your topic using the Capella Library, the Internet, or in meeting with subject matter experts (SMEs) to determine what you want trainees to learn and create the information as if it is based on a TNA.) Consider the following in your analysis:

. Identify what the trainees know or what they can do before the training.

. Identify what the trainees should know or be able to do after they have completed the training and development program.

. Summarize the results of your research or provide a set of the questions you would ask SMEs if you were to meet with them.

· Develop 3–5 specific training objectives for your training topic. ( Hint: Using Bloom’s Taxonomy, create your objectives based on what you have determined the trainees should know, or be able to do, after attending the training program.)

· Design a training and development program for your topic that considers:

. How long will the training be?

. Will there be one or more training sessions?

. Will those who facilitate the training be internal or external instructors?

. How would a distance learning module enhance a trainee’s learning experience?

. Where will the training be held?

. How will learners be motivated to learn?

. Who is the intended audience for the training?

. How will the training program design support employee development?

Additional Requirements

· Written communication: Written communication is in a professional style with correct grammar, usage, and mechanics.

· APA formatting: Resources and citations are formatted according to current APA style.

· Headings: Incorporate level headings according to current APA style.

· Length: A typical response should be 8–12 typed, double-spaced pages.

· Font and font size: Times New Roman, 12 point.

· References: Use at least two references.