uestion 1: Defining training and understanding its strategic purpose
At first glance, Week 5 content spans two seemingly disparate functions – developing training and assessing employee performance. The processes are defined and presented sequentially in your text. In reality, the functions are more closely related than they seem in the sense that assessing performance could identify a need for training, couldn’t it? Let’s talk!
What I would like you to do for this first conference is to think about training. What exactly is training? Please don’t parrot-back the text definition!!!
Include in your discussion and explanation, your ideas about WHY you think corporations spend billions of dollars every year to provide training for their employees. And last, in your “definition” discussion include your ideas about how training supports an organization’s strategic goals and objectives. What does training do for an organization? Are there really any benefits? Why or why not……?
Question 2: The Instructional Design Process
Your book refers to the Training Program Development Model and provides a really nice graphic of the flow on page 248. For years, I’ve known this process as the Instructional Design Process. Whatever the title, the process flow is standard.
To respond to this topic, I would like you to discuss and describe in detail the instructional design process or as our book refers to it, the Program Development Model. Demonstrate your understanding of the process. What are the major components? Why do trainers follow this process flow? What are characteristics and/or consideration of each of component? Do you think one stage is any more important than another? Be sure to explain your answer and include citations from your research to support your ideas.
Question 3: Critique this Training Proposal (Everyone responds)
Now that we have discussed the stages of training design including the needs assessment, the design and the evaluation steps, I am asking you to apply your knowledge and understanding. Review the following proposed training design and then develop a critique of its effectiveness and make your recommendations for improvement. Let’s do it!
Your analysis might be guided by the following questions: What do you think is done well in the design and what suggestions do you have for improving the training? Why? Do you think the design met the stated training outcomes and is the evaluation as designed substantial enough? Are the evaluation goals Specific, Measurable, Acceptable, Realistic and Time Bound? Imagine yourself as an attendee at the training. How effective would this session be for you?
Your specific program analysis might include determining if the right intended audience is included in the training, if their possible learning styles have been taken into consideration, and if the goals and objectives of the program are clear and appropriate. Is the delivery of the program effective? Is the assessment of the training sufficient?
As an aside and a suggestion:
You might want to conduct supplemental research on Learning Styles and Learning Style Preferences and include a review of the proposed training as it meets/does not meet the learning style preferences of the attendees. As we design our training content we need to include activities that entice the various learning styles of our training audience.
There are five recognized learning styles but we usually focus on just three: VISUAL, AUDITORY, and KINESTHETIC. Visual learners process information best by reading the material. Auditory learners prefer to hear their information. Kinesthetic learners like “hands-on” reinforcement of the course ideas. Know that we cannot meet all of the preferences, all of the time. Our goal as content developers is to recognize the varying preferences and attempt to design specific exercises to meet each – when possible. When you take HRMN 406, you will focus on this concept in more depth. But if you’re interested, research the topic Learning Style Preferences and enjoy!
Training Program: Safe Driving for Schools
Audience: 50 School bus drivers
Duration: 2 hours
– understand the potential dangers, risks, and statistics associated with a variety of road safety issues
– avoid behaviors that may put students in danger while on the school bus
– Flip chart
– Internet access
– Impaired driving (DUI/DWI)
– Seat belts
– Distracted driving (such as driving while eating or talking on a cell phone or texting)
– Drowsy driving
– Lack of knowledge, skills or abilities
– Equipment failures
Learning and Skill Evaluation: Trainees will take a multiple choice question exam with 20 questions. They must get at least 17 correct in order to pass the Safe Driving for Schools course.
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