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Instructions:
HRMN300 Developing Training and Assessing Employee Performance Essay
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 training do for an organization? Are there really any benefits? Why or why not……?
Question 2: 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!
– 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:
– 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.
HRMN300 Developing Training and Assessing Employee Performance Essay
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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HRMN300 Developing Training and Assessing Employee Performance Essay |
HRMN300 Developing Training and Assessing Employee Performance Essay