Question 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
trainingdofor an organization? Are there really any benefits?
Why or why not……?
OR
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
Desired Outcomes:
– 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
Materials:
– Flip chart
– Internet access
Delivery:
1. In a lecture, explain to trainees that according to
the National Highway Traffic Safety Administration, motor vehicle crashes are
the leading cause of death among Americans up to 34 years old. Factors such as alcohol,
high-speed driving and other dangerous behaviors contribute to these crashes.
Most accidents could be avoided by following common safety practices.
2. On a flipchart, draw two columns for the “dos and
don’ts” of driving. Ask trainees to brainstorm about items for both lists.
3. Divide students into five groups, and assign one of
the following topics to each group to research on the Internet and then present
to the class:
– Impaired driving (DUI/DWI)
– Seat belts
– Speeding
– 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.
