Employee Training & Develop

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BUS-FPX4047 u03a1 - Developing a Training Plan Learner: Robert , Dorsey

OVERALL COMMENTS Hi Robert- I think you might have missed a few important parts of the instructions for this paper. You were instructed

to use a specific organization as an example, determine a training gap, link that gap to the strategy of the

organization, then define the objectives, etc. You did a great job with the physical training discussion, but it does not

demonstrate the ability to tie this to the strategy of an organization and to define specific objectives accordingly. I will

have to return with a score of 0. Please resubmit.

RUBRICS

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CRITERIA 1

Identify each training activity linked to a learning objective used in the training and development program.

COMPETENCY

Demonstrate effective training program design, development, and implementation.

NON_PERFORMANCE:

Does not identify each training activity linked to a learning objective used in the training and development

program.

BASIC:

Identifies training activities without linking to learning objectives used in the training and development

program.

PROFICIENT:

Identifies each training activity linked to a learning objective used in the training and development program.

DISTINGUISHED:

Explains each training activity linked to a learning objective used in the training and development program.

Comments:

See comments above.

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CRITERIA 2

Describe how practice and feedback are incorporated into the lesson plan to measure the transfer of learning.

COMPETENCY

Demonstrate effective training program measurement and evaluation.

NON_PERFORMANCE:

Does not identify how practice and feedback are incorporated into the lesson plan to measure the transfer

of learning.

BASIC:

Identifies, but does not describe how practice and feedback are incorporated into the lesson plan to

measure the transfer of learning.

PROFICIENT:

Describes how practice and feedback are incorporated into the lesson plan to measure the transfer of

learning.

DISTINGUISHED:

Analyzes how practice and feedback are incorporated into the lesson plan to measure the transfer of

learning, using authentic examples.

Comments:

See comments above.

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Supplemental Feedback

CRITERIA 3

Analyze the pros and cons for trainers and trainees of the training methods used in the program.

COMPETENCY

Demonstrate effective training program design, development, and implementation.

NON_PERFORMANCE:

Does not explain the pros and cons for trainers and trainees of the training methods used in the program.

BASIC: Explains the pros and cons for trainers and trainees of the training methods used in the program.

PROFICIENT:

Analyzes the pros and cons for trainers and trainees of the training methods used in the program.

DISTINGUISHED:

Analyzes the pros and cons for trainers and trainees of the training methods used in the program, and

illustrates with authentic examples.

Comments:

See comments above.

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SUPPLEMENTAL CRITERIA 1

Purpose Compose a text that articulates meaning relevant to the main topic, scope, and purpose of the prompt

BEGINNING: This text is unrelated to the assignment prompt.

DEVELOPING:

This text is related to the assignment prompt but does not demonstrate an understanding of the main topic,

scope, and purpose.

SKILLED:

This text responds to the assignment prompt and appropriately addresses the main topic, scope, and

purpose.

ADVANCED:

This text presents a focused response to the assignment prompt and demonstrates a thorough

understanding of the main topic, scope, and purpose.

Comments:

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SUPPLEMENTAL CRITERIA 2

Organization Develop text using organization, structure, and transitions that demonstrate understanding of relationship between main and subtopics

BEGINNING:

This text does not include a thesis statement and is organized inappropriately for the assignment.

DEVELOPING:

The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main

idea(s) and/or transitional phrases.

SKILLED:

This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective

transitional phrases.

ADVANCED:

This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into

paragraphs with clear main ideas, sufficient evidence, analysis, and linking information.

Comments:

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SUPPLEMENTAL CRITERIA 3

Evidence Integrate into text appropriate use of scholarly sources and evidence

BEGINNING: This text included plagiarized information.

DEVELOPING:

This text lacks synthesis of information from sources and/or the credibility of the sources is questionable,

with many flaws in APA citation style.

SKILLED:

The included evidence was integrated and synthesized from outside sources, most of which are scholarly,

with minimal flaws in APA citation style.

ADVANCED:

The evidence in this text was integrated and synthesized from credible, scholarly, and professionally sound

sources, with minimal flaws in APA citation style.

Comments:

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SUPPLEMENTAL CRITERIA 4

Tone Apply in text the standard writing conventions for the discipline, including structure, voice, person and tone

BEGINNING: Text uses language inappropriate for the intended audience.

DEVELOPING:

This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or

tone for the intended audience.

SKILLED:

This text meets writing conventions for the discipline and there were minimal issues in appropriate use of

voice, person, or tone for the intended audience.

ADVANCED:

This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice,

person, and tone for the intended audience.

Comments:

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SUPPLEMENTAL CRITERIA 5

Sentence Structure Produce text with minimal grammar, usage, spelling, and mechanical errors

BEGINNING:

Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or

mechanics in 75% or more of text.

DEVELOPING:

Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or mechanical

errors in 25%-75% or more of text.

SKILLED:

Text conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical

errors in 10%-25% of text.

ADVANCED:

Text complexity and concision conveys clear meaning, with grammar, usage, word choice, spelling, or

mechanical errors in 10% or less of text.

Comments: