Week 5 discussion
Question 1: Defining training and understanding its strategic
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
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
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 presented in Figure 8.6 on page
19. 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
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
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
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.
On a flipchart, draw two columns for the “dos and don’ts” of
driving. Ask trainees to brainstorm about items for both lists.
Divide students into five groups, and assign one of the
following topics to each group to research on the Internet and then present to
– 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.