DISCUSSION POST - WEEK 3

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HRMN406SyllabusAugust20.docx

Student Printable Syllabus

HRMN 406 6381

Employee Training and Development

August 19-October 13

Faculty Contact Information

Dr. Ziva Giliya

[email protected]

Course Materials

All course materials will be included in the course.

Course Description

An examination of employee training and human resource development in various organizations. Topics include the development, administration, and evaluation of training programs; employee development; career development; and organizational change. Issues in employee development (including assessment of employee competencies, opportunities for learning and growth, and the roles of managers in employee development) are explored. Students may receive credit for only one of the following courses: BMGT 498I, HRMN 406, or MGMT 498I.

Course Goals/Objectives

After completing this course, you should be able to:

· Evaluate an organization to identify training needs

· Apply best practices to complete a training needs assessment

· Develop and implement a training plan to meet the organization’s needs in a competitive marketplace

Course Introduction

How important is it for organizations to have a workforce that is fully prepared and trained?

Effective employee training is integrated into the overall goals and strategic objectives of the organization. High-performing employees are a critical component in today's more competitive and globalized environment.

Training is a vital part of the overall process in the development of organizations. Beginning with strategic planning, aligning with the mission and organizational goals, training impacts the overall organization by employing a process of analysis, design, development, implementation, and evaluation.

The training function can be housed in Human Resources, Human Resources Development, Organizational Development, Learning and Development, or stand-alone training departments. Methods of training vary and may include lectures, on-the-job training (OJT), Web-based training, or simulations.

In this course, you will have the opportunity to gain practical experience by understanding the training needs of an organization through a specific training issue. You will prepare a needs analysis, develop a training plan, and determine how best to evaluate and assess your training. In addition, you will learn how to change behavior according to accepted instructional design models. One effective design model is called the ADDIE model.

ADDIE MODEL

The ADDIE model is an Instructional Systems Design (ISD) model that provides a process for developing effective training programs. The acronym ADDIE stands for Analyze, Design, Develop, Implement, and Evaluate. Each stage of the model has a specific purpose, and serves as a foundation and input for the next phase, ensuring an effective and comprehensive approach to training.

This course contains five modules. Some of these modules will be used in class; others are there for reference and as additional resources.

1. Learning, Motivation, and Strategic Planning

2. The Training Process

3. Training Methodology and Theory

4. Training Design

5. Evaluation

Grading Information and Criteria

You are responsible for the following graded items:

Participation

25%

Assignment 1: analyze training needs

25%

Assignment 2: determine training outcomes

25%

Assignment 3: design the training plan; use ADDIE model

25%

TOTAL

100%

The grading scale, based on 100 points, is as follows:

A =

90-100

B =

80–89

C =

70–79

D =

60–69

F =

0–59

PARTICIPATION (25%) 3 points per week, 1 additional point for introductions

In registering for a Web-based course, you have made a commitment to participate in your course discussions as well as in other online activities. Please plan to participate regularly. Participation for this course is defined as proactive discussion in weekly discussion questions. This requires you to actively reflect on weekly module and textbook readings and to develop original ideas in your responses. You are expected to demonstrate critical thinking and your understanding of the content in the assigned readings as it relates to the issues identified in the conference discussion. You are expected to make your own contribution in a main topic as well as to respond with value-added comments to the contributions of at least two of your classmates. Please note that your first response should be posted not later than Wednesday. Please note based on the above that just because you respond to each discussion topic does not automatically earn an A or full points.

You are encouraged to respond to me as well as to other students. You will note in the grading policy that your online conference participation counts significantly toward your final grade. Grades for participation will be provided every week.

You are expected to adhere to the general rules of online etiquette. To prepare to use the online conferences, read the notes on Participation and Online Etiquette. Keep those notes handy; you may need to refer to them throughout the semester.

Communication is a critical component of online learning and our course. Participation takes place in online discussions and involves two distinct activities: an initial response to each discussion question and comments to your classmates’ responses.

Participation is 25% of your overall class grade. You will be evaluated on the quality and quantity of your participation, as well as timeliness. Meaningful participation is relevant to the content, adds value, and advances the discussion. "Good job!" or "Me too" is not meaningful. Instead, be specific and share your experiences about the stated topic. Support your response with details and references.

Responses and comments should be properly proofread and edited, professional, and respectful in a positive tone. As a general guide, we suggest a discussion thread post of about 200+ words.

Consistent, quality participation and effort in the discussions are essential to meeting the performance goals of this class. Log in to your course at least three times a week, and participate actively in ongoing discussions. Discussions are a means for us to communicate about a current topic in the course, so we all need to be in the same week at the same time. Discussions will close for new postings at the end of each week. Faculty may require postings mid-week for the main post.

Project Descriptions

Requirements for all written assignments:

1. Most assignments include a minimum required number of sources (beyond the textbook). The required sources are to be recent (dated within the last 5 years), and from scholarly or acceptable outside sources.  They are to be cited within the text in APA 7.0 style, referenced in APA 7.0 style, AND you must include a hyperlink (if available) to view the source.

2. Format the document as instructed using APA 7.0 edition style. Typically, in Word (.doc or .docx) with double-spacing, one inch margins, Times New Roman, 12- point font, include headings and subheadings, references, page numbering, and a title page (with the course name and number, your topic, your name, and the date of submission).

3. Write your paper with clear syntax, correct grammar, and spelling. Avoid using bullets and lists whenever possible. Instead, explain and elaborate using complete sentences and paragraphs.

4. Follow instructions to submit your Assignment to the appropriate tab in your assignment folder in the file format requested (for example, Word docx, .doc, .pdf, .rtf) with file name LastName_FirstName_HRMN406_AssignmentName.

Example, Jones_Mary_HRMN406_Assignment1

5. Make sure your assignments are comprehensive and address the issues, concerns, and questions asked in the order in which they are asked.

Criteria for evaluating all written work:

· The grade of A reflects excellence. Material presented in the paper, in examinations, and participation in the on-line classroom is well-focused and organized and demonstrates an outstanding knowledge of the course concepts.

· The grade of B represents a superior performance. In most instances, the course work will reflect good to superior mastery of the lecture and assigned reading materials. There will be a sustained participation and contribution in the on-line class suggesting that the student has a good understanding of the course concepts.

· The grade of C indicates a satisfactory performance. The student completes all phases of the course in a satisfactory manner.

· The grade of D indicates a poor performance. With regards to the paper, it may have a poorly defined topic or thesis, lack clear focus or organization, and contain unsupported generalizations or conclusions. The paper may also suffer from numerous or major formal writing errors.

· The grade of F indicates unsatisfactory performance. 

The assignments in this course are designed to help you develop a comprehensive training plan in 5 stages.

Different organizations require different approaches to training based on organizational type, mission, and structure; the target group; and specific training objectives. For this reason, a template and specific organizational information are not provided. You are encouraged to determine training needs and to design a training plan and structure that fit your chosen organization (one with which you are familiar). Use the textbook, the assignment instructions, and additional sources to help you complete each assignment.

Focus on a particular issue, goal, and target group (managers, specific department, new employees) so that the authentic assessment will be manageable in the eight-week timeframe. Your scope may be that of an entire training program or that of a single workshop. Note that a comprehensive training plan for a single workshop is better for the purposes of this course than a less perfect plan of larger scope.

Position yourself as a developer, instructional designer, or director of training for the organization of your choice, real or fictitious. The assignments will guide you in the sequential development of a specific training plan for your chosen organization, and will follow the sequence in the textbook, discussions, and readings.

Assignment 1: Analyze Training Needs (25% of grade)

Assignment alignment with Course Outcomes:

· Evaluate an organization to identify training needs

Select or create an organization for the authentic assessment. In this first assignment, you will begin to develop a training needs analysis (TNA) for your chosen organization.

For this assignment, you will work on items 1-5 only. NOTE: you will include a summary of assignment one as the intro to assignment two!

1. Provide information about the organization and its needs regarding the training issue.

a. This should include general, high level information about the company in terms of product/services, size, geography, workforce attributes, etc. The training issue is the problem or challenge (could be deficiency OR need based on a predicted change in the operation, workforce, etc.). Here this should be “high level”, focused on the organization (not specifically the individual workers yet).

2. Determine the group or individuals who will receive the training

a. This should include information about the target audience as it will impact the training developed – including demographic information, type of work, location of work, size of target audience, etc.

3. Identify the training issue

a. This is a continuation from item 1. Here you will focus more on the individual workers and/or teams.

b. NOTE: the training issue should NOT be that they lack training. It should be tied to a performance deficiency or need.

4. Provide a training needs assessment questionnaire

a. The questionnaire should provide insight into the training need/gap; therefore, it should focus on the training issue itself. Choose questions that provide insight to the issue. In a sense, the questionnaire helps you identify and analyze the “why” (e.g., if you are addressing a performance issue, the questionnaire would help you hone in on the real issue).

b. SUGGESTION: think hard about using questions that ask how the audience “feels” about something. You want to obtain the most tangible and useful information.

c. NOTE: you will NOT administer the questionnaire!

d. Your questionnaire should be included as an appendix to your paper. Inserting questions within the narrative of your paper does not suffice.

5. Explain how the questionnaire will be utilized and will lead to the development of training outcomes/learning objectives within your written report

a. Here you will essentially validate the questions posed in your questionnaire. If you cannot do that, you should probably revisit your questions.

i. You will probably not have the time or resources to implement the questionnaire or compile all the organizational and training-specific information necessary to complete the TNA. (If you are able to get real data and results, great! Otherwise, be creative and fabricate results.) The goal is to understand how a TNA is done effectively and to practice completing one.

(Assignment 2 items below)

6. Include at least three training outcomes, based on the TNA

7. Identify the expected performance of the group or individuals as a result of the training

8. Identify performance gaps and detail how training can help close those gaps

Assignment 1 Rubric

Criteria

Missing 0 points

Beginning 2 points

Developing 3 points

Accomplished 4 points

Exemplary 5 points

Identification of organization and audience

Missing

Does not include relevant information regarding organization. Information on the target training group is missing or is not relevant to the organization

Basic organization information is provided. Information on the target training group lacks detail

Demonstrates an understanding of organization, some details are provided. Provides information on the target training group.

Demonstrates a detailed understanding of the organization and its background/history/culture. Provides specific information on the target training group.

Analysis

Missing

does not show an understanding of the specific training issue; does not include relevant information on how training will resolve the problem

gives limited information and demonstrates limited understanding of training issue; provides some information on how training will resolve the problem

demonstrates understanding of training issue; provides some information on how training will resolve the problem

demonstrates understanding of training issue; includes information on required knowledge, skills, and abilities (KSAs) and performance gap; gives details on how training will resolve the problem

Analysis to resolve the problem

Missing

Does not include relevant information on how training will resolve the problem

Provides some information on how training will resolve the problem

Provides information on how training will resolve the problem

Gives specific details on how training will resolve the problem.

Training needs assessment questionnaire

Missing

is not provided

has some weak questions; does not clearly address correct participants; is weakly linked to learning objectives/outcomes

addresses the correct participants and asks relevant questions; links to outcomes

includes questions that will generate information to determine training needs; addresses correct group of participants; will lead to the development of training outcomes/learning objectives

Format

Missing APA7.0 formatting. Does not include sources

Does not use APA 7.0 format. Many mistakes in spelling, grammar, and sentence structure. Sources are missing or incomplete. Uses less than 3 sources. Cover page may be missing.

Paper has many mistakes in APA 7.0 format and structure. Bullet points and/ or lists may have been mistakenly substituted for paragraphs. Lacks in variety of sources and/or the skillful combination of sources. Quotations & paraphrases may be too long and/or inconsistently referenced.

APA 7.0 format is used throughout the paper. Mistakes in format do not detract from the overall paper. Uses sources to support, extend, and inform, but not substitute own development of idea. Sources are properly cited in APA7.0 format. Cover page included.

APA 7.0 format is used throughout the paper. Proper spelling, grammar, and sentence structure.  Uses a variety of sources to support, extend, and inform, but not substitute own development of idea. Combines material from a variety of sources. Sources are properly cited in APA 7.0 format. Cover page included.

Overall Score

Does not meet expectations 0 or more

D 15 or more

C 17.5 or more

B 20 or more

A 22.5 or more

Assignment 2: Determine Training Outcomes (25% of grade)

Assignment alignment with Course Outcomes:

· Apply best practices to complete a training needs assessment

Use the TNA to identify performance gaps and to establish specific training outcomes. This assignment builds on the previous one and will complete your TNA.

In the first assignment, you started to develop a training needs analysis (TNA) for your chosen organization. This assignment builds on the previous one and will complete your TNA. Open the TNA created in Assignment 1 and create a summary of this assignment (1 – 2 pages). Next, complete steps 6-8 as noted. Save your work as Assignment 2 and submit it as an attached document to the assignment 2 link.

For this assignment, you will work on items 6 – 8 only (below)

NOTE: you will include a summary of assignment one as the intro!

6. Include at least three training outcomes, based on the TNA

a. Think of training outcomes in a larger context – how will the training solve the problem (or, address the need) at an organizational level? Think of this as a justification for your training – how you would “sell” the training to the organization’s leadership team. Why should they invest in the training – what is in it for them (AKA, the organization)?

b. Remember, this should be as tangible as possible!

7. Identify the expected performance of the group or individuals as a result of the training

a. This is where you will focus more on the individual level – think in terms of learning objectives. As a result of the training, what will the target audience do (or not do) that will improve their performance?

8. Identify performance gaps and detail how training can help close those gaps

a. Here you will essentially validate your proposed training – what performance gaps (or needs) is the training intended to address and how does your training recommendations do this? There needs to be a clear connection between what you are proposing and what you are trying to address.

You may wish to organize your information into sections (example):

• Outcome 1

• Outcome 2

• Outcome 3

• Expected Performance

• Performance Gaps

Assignment 2 Rubric

Criteria

Missing 0 points

Beginning 2 points

Developing 3 points

Accomplished 4 points

Exemplary 5 points

Training outcomes

Missing

outcomes are not relevant to training needs

outcomes and their relationship to training needs are weak

there are at least three training outcomes; they address identified needs.

there are three or more detailed training outcomes; they address identified needs.

Training outcomes aligned to organizational goals

Missing

Outcomes are not specific and aligned with organizational goals

Training outcomes are aligned with organizational goals. Missing details to describe exactly how the outcomes are aligned with organizational goals.

Training outcomes are aligned with organizational goals. Describes how the outcomes are aligned with organizational goals.

Describes specifically how the outcomes are aligned with organizational goals.

Expected performance

Missing

Does not identify the expected performance of the group or individuals as a result of the training

Identifies some of the expected performance of the group or individuals as a result of the training

Identifies the expected performance of the group or individuals as a result of the training

Identifies the expected performance of the group or individuals as a result of the training in detail

Performance Gaps

Missing

Does not identify the expected performance of the group or individuals as a result of the training

Identifies some of the expected performance of the group or individuals as a result of the training

Identifies the expected performance of the group or individuals as a result of the training

Identifies the expected performance of the group or individuals as a result of the training in detail

Format

Sources are missing

Does not use APA 7.0 format and/or contains many mistakes in spelling, grammar, and sentence structure. Sources are incomplete.

APA 7.0 format is used throughout most of the paper; contains some mistakes in formatting. Uses sources to support, extend, and inform, but not substitute own development of idea.

Minimum of 3 sources. Cover page included.

APA7.0 format is used throughout the paper. Proper spelling, grammar, and sentence structure throughout most of the paper. Errors do not detract from the overall report.

Uses a variety of sources to support, extend, and inform, but not substitute own development of idea.

Minimum of 3 sources. Sources are properly cited in APA 7.0 format. Uses in-text citations. Cover page included.

APA 7.0 format is used throughout the paper. Proper spelling, grammar, and sentence structure.

Uses a variety of sources to support, extend, and inform, but not substitute own development of idea. Combines material from a variety of sources.

Minimum of 4 sources. Sources are properly cited in APA 7.0 format. Uses in-text citations. Cover page included.

Overall Score

Does not meet expectations 0 or more

D 15 or more

C 17.5 or more

B 20 or more

A 22.5 or more

Assignment 3: Design the Training Plan; Use ADDIE Model (25% of grade)

Assignment alignment with Course Outcomes:

· Develop and implement a training plan to meet the organization’s needs in a competitive marketplace

Using the ADDIE model, design a training plan based on the findings and training outcomes revealed in your TNA. The training plan should include the following, at a minimum:

Analysis

The Analysis section is a summary of your TNA (assignments 1 and 2).

Include a paragraph describing the organization and training issue. 

Discuss organizational and training goals and objectives, the target group, and the KSAs that should be expected of learners, which the training will address.

Design

Determine program format, length of training, and method of delivery.

What will be the costs, and what resources will be needed from the organization? A training plan budget is important because an organization needs to anticipate, plan, and pay for the training costs. In this section, you will develop a spending plan that breaks down the costs of your proposed training plan. Consider the following cost categories for your budget table and report: Direct Costs, Indirect Costs, Preparation Costs, Developmental Costs, Participant compensation, Evaluation costs, Total Training Costs. Your budget will have two components, a formal report, and a budget table.

Prepare a table with a proposal for your training.

Prepare a written budget report Describe in detail each the costs associated for your organization training needs as it applies to your training plan. Explain all the costs included in your budget table.

Development

Describe what will be included in the program materials and activities. Consider communication tools, modules, learning aids, and assessment/evaluation tools.

Implementation

Give specifics on how you will implement and deliver training. Include any "train-the-trainer" pilots and plans for training.

Evaluation

In this section, you will develop a post-training evaluation plan. Evaluation is necessary for determining the overall effectiveness of a training program. Your evaluation plan should aim to measure learner performance. Evaluation will describe the success of the training program and lead to a plan for continuous improvement. You plan should include both a written report and the evaluation tool you would use for assessment.

Prepare an evaluation report Describe in detail how you will evaluate this training in terms of effectiveness. Explain how training will be assessed and evaluated. Describe the purpose of the evaluation tool. Address how overall training will be evaluated. List short and long-term methods that ensure your training plan has translated into desired performance. Explain how it will bridge the organizational gaps identified in the TNA.

Include at least one evaluation tool together with your written evaluation plan. The tool should look professional and ready for your intended audience to complete.

Include an introduction and summary in the report.

Assignment 3 Rubric

Analysis

Beginning 0 points

Developing 2 points

Accomplished 4 points

Exemplary 5 points

Analysis

does not include information that demonstrates the need for training or that is helpful in developing a training plan

gives limited information on organization, learners, and/or areas that will be addressed

gives information on organization, target group of participants, and KSAs that will be addressed

discusses organization-specific information, target participants, expected level of performance, skills desired, and overall learning goals

Criteria

Beginning 0 points

Developing 2 points

Accomplished 3 points

Exemplary 4 points

Design

does not provide information on training design/delivery methods

Budget plan is not aligned with the proposed training plan. Budget table and/or report is missing

is lacking information to describe how training will be delivered

Includes a written budget report and budget table.

The budget is not fully aligned with the proposed training plan. Costs may not be reasonable. Missing descriptive details and/or lacks organization.

includes format, length of training, and method of delivery.

The budget is aligned with the proposed training plan. Missing some descriptive details.

Includes a written budget report and budget table. All costs are reasonable and calculations are accurate.

includes specific information regarding program format, scope, techniques, and methodologies

The budget is complete and aligned with the proposed training plan.

Includes a detailed written budget report and budget table. All costs are reasonable, fully described and calculations are accurate.

Development

does not include information regarding program materials or modules

lacks key information that shows effective development of training plan

includes outline of modules, materials, and program delivery

includes specific details regarding program materials, modules, learning aids, evaluation, and communication

Implementation

does not include plan for implementation

lacks detail regarding training delivery

includes necessary information on how training will be delivered

provides specific information on how training will be implemented and delivered; if appropriate, includes plan for "train the trainer," or pilot study

Evaluation

includes no assessment or evaluation.

Written evaluation plan and an evaluation tool are included.  Post-training evaluation plan may not fully translate into desired performance.

includes limited information how training will be assessed and evaluated. Includes at least one tool to effectively measure learner performance. The tool may lack in organization and/or professional appearance. Missing details to describe the purpose of the evaluation tool and how it will assess/evaluate training.

Post-training evaluation plan translates into desired performance. Written evaluation plan targets correct audience and leads measurable outcomes.

includes information how training will be assessed and evaluated; includes at least one tool to effectively measure learner performance. Describes the purpose of the evaluation tool. The tool is professional in appearance.

Post-training evaluation plan includes short- and long-term methods and translates into desired performance. Written evaluation plan targets correct audience and leads to clear and measurable outcomes.

includes specifics on how training will be assessed and evaluated; includes more than one tool to effectively measure learner performance. Describes the purpose of the evaluation tools. The tools are professional in appearance.

Format

Does not use APA 7.0 format. Many mistakes in spelling, grammar, and sentence structure. Sources are missing or incomplete. Uses less than 3 sources. Cover page may be missing.

Paper has many mistakes in APA 7.0 format and structure. Lacks in variety of sources and/or the skillful combination of sources. Quotations & paraphrases may be too long and/or inconsistently referenced.

APA 7.0 format is used throughout the paper. Mistakes in format do not detract from the overall paper. Uses sources to support, extend, and inform, but not substitute own development of idea. Sources are properly cited in APA 7.0 format. Cover page included.

APA 7.0 format is used throughout the paper. Proper spelling, grammar, and sentence structure.

Uses a variety of sources to support, extend, and inform, but not substitute own development of idea. Combines material from a variety of sources. Sources are properly cited in APA 7.0 format. Cover page included.

Overall Score

Does not meet expectations 0 or more

C 17.5 or more

B 20 or more

A 22.5 or more

Final Examination

This course does not have a final examination.

25

Course Schedule

Weeks begin on Wednesday and end on the following Tuesday. Assignments are due on the Tuesday of the stated week unless otherwise indicated by the instructor. Students have access to a calendar tool on the course homepage within the classroom.

http://www.umgc.edu/students/calendar/

The complete course schedule can be found as a separate PDF document in the syllabus section of this class.

Course Schedule

Weeks begin on Wednesday and end on the following Tuesday. Assignments are due on the Tuesday of the stated week unless otherwise indicated by the instructor. Students have access to a calendar tool on the course homepage within the classroom.

http://www.umgc.edu/students/calendar/

Date

Readings/Assignments

Due Date

Week 1

8/19-8/25

Focus: Training & Development in Organizations

Read:

· Dunlap, M. (2015). 5 Keys to an Effective Training and Development Program. Journal of Financial Planning, 28(1), 20-21. (Available by searching via Google or UMGC library database)

· Chapter 8: Training and Development

· Lumen Learning (nd). Developing Employees Retrieved from https://courses.lumenlearning.com/boundless-business/chapter/developing-employees/

· Frost (2018) The Importance of Training and Development in the Workplace

· Rice University (nd). Employee Training and Development Retrieved from https://opentextbc.ca/businessopenstax/chapter/employee-training-and-development/

Do:

· Participate in week 1 discussions

· Complete the Academic Integrity Module

Concepts

· Development vs. training

· Organizational learning

· Role of training in organizations

· Key areas of training

· Orientation

· Diversity & inclusion

· Anti-harassment/discrimination

· Skills

· Safety

Skills

· Communication

· Critical thinking

· Research

Week 2

8/26-9/1

Focus: Learning Culture

Read:

· Module 1

· Training Needs Assessment Resources

· Theories of Learning (http://www.brookes.ac.uk/services/ocsld/resources/theories.html)

· Learning Theories (http://www.instructionaldesign.org/theories/index.html)

· Motivation (https://courses.lumenlearning.com/wmopen-introbusiness/chapter/why-it-matters-motivating-employees/)

Do:

· Participate in week 2 discussions

Concepts

· Adult learning theory

· Andragogy

· Motivational theory

· Learning organization

· Theories of learning/learning styles

Skills

· research

Issues

· Justify need

· Legal/EEO issues

· Affirmative action

· Adverse impact

· Employee population

· Management support

· Cost vs. benefits

· Resource availability

Week 3

9/3-9/8

Focus: Training Models & Methodology

Read/Review:

· Modules 2 & 3

· First Principles and Week 3 Notes

· ADDIE Model https://www.trainingindustry.com/wiki/entries/addie-model.aspx

· Successive Approximation Model (SAM) http://www.trainingindustry.com/taxonomy/s/successive-approximation-model-(sam).aspx

· Nine Events of Instruction http://edutechwiki.unige.ch/en/Nine_events_of_instruction

· Instructional Design - Dick & Carey https://en.wikipedia.org/wiki/Instructional_design#Dick_and_Carey

· Dick & Carey Model: https://ci484-learning-technologies.wikispaces.com/Dick+%26+Cary+Systems+Approach+Model

· Kemp Design Model http://edutechwiki.unige.ch/en/Kemp_design_model%20

· Instructional Design Taxonomies http://www.instructionaldesign.org/concepts/taxonomies.html

· Creating a Custom Training Plan for Your Organization http://trainingtoday.blr.com/employee-training-resources/Develop-a-Custom-Training-Plan-for-Your-Organization

· 8 key elements of an effective training program http://www.cos-mag.com/training/training-columns/3993-8-key-elements-of-an-effective-training-program.html

· Merrill, M. D. (2002). First Principles of Instruction. Educational Technology Research and Development, (3). 43.

· The Herridge Group. (2004, December). The use of traditional instructional systems design models for elearning. (p. 10) Retrieved from http://www.herridgegroup.com/pdfs/The%20use%20of%20Traditional%20ISD%20for%20eLearning.pdf

Do:

· Submit Assignment 1

· Participate in week 3 discussions

· Watch video: https://youtu.be/JZdv5lrJs4U

Concepts

· Training Needs Assessment (TNA)

· Methodologies/Models/Taxonomies

· ADDIE

· SAM

· ISD (Dick & Carey Model; Kemp model)

· HPI

· Agile Learning Design

· Gagne's 9 Events of Instruction

· Bloom's Taxonomy

· Training Plan

Skills

· Critical thinking

Week 4

9/9-9/15

Focus: Training Design

Read:

· Module 4

· Needs Analysis: How to determine training needs http://www.hr-guide.com/data/G510.htm

· Effective Use of Learning Objectives http://njaes.rutgers.edu/evaluation/resources/objectives.asp

· ADDIE Design Stage https://elearningindustry.com/getting-to-know-addie-design

Do:

· Participate in week 4 discussions

· Watch video on Design: https://youtu.be/BhLIiF9QyTo

Concepts

· Analyses

· Role of Objectives/Learning Objectives

· Course Design/Course Design Document

· Course Design Basics

· Training Methods

· Learning Outline/Plan

Week 5

9/16-9/22

Focus: Training Development

Read:

· ADDIE Development Stage https://elearningindustry.com/getting-to-know-addie-development

· Instructional Media & Technologies http://www.about-elearning.com/instructional-media.html

· Innovative Learning - Instructional Technology http://innovativelearning.com/instructional_technology/index.html

Do:

· Submit Assignment 2

· Participate in week 5 conference

· Watch video on Development: https://youtu.be/VzYDNWhQWYA

Concepts

· Instructional Strategies

· Instructional Methods

· Instructional Media

· Facilitator Guides

· Lesson Plans

· Participant Guides/Job Aids

· Tests (Pre/Post)

· Other Materials

· Learning Activities

Week 6

9/23-9/29

Focus: Training Implementation

Read:

· ADDIE Implementation Stage: https://elearningindustry.com/getting-know-addie-implementation

· Implementing Training: Conducting the Training with Learners http://managementhelp.org/training/systematic/implementing-training.htm#prep

· Best Practices in Engaging SMEs During a Learning Content Development Project https://cdns3.trainingindustry.com/media/3631435/gp%20best%20practices%20in%20engaging%20smes%20research%20report%20final%20may%2017th.pdf

· Is it necessary for an Instructional Designer to be a Subject Matter Expert? https://elearningindustry.com/is-it-necessary-for-an-instructional-designer-to-be-an-subject-matter-expert

· 9 Steps to an Effective Training Pilot Test https://www.td.org/Publications/Blogs/L-and-D-Blog/2015/10/9-Steps-to-An-Effective-Training-Pilot-Test

· Evaluating Training https://trainingtools.wordpress.com/2008/03/11/evaluating-training-and-having-fun

Do

· Work on assignment 3

· Participate in week 6 conference

· Watch video on Implementation: https://youtu.be/q8yky6-P1Uw

Concepts

· Trainer/Facilitator

· Role

· Qualifications/Expertise

· Preparation

· Subject Matter Experts (SME)

· Role

· Qualifications/Expertise

· Preparation

· Activities

· Pilot

· Hot Wash

Issues

· Organizational politics

· Funds availability

Week 7

9/30-10/6

Focus: Training Evaluation

Read:

· Module 5

· ADDIE Evaluation Stage: https://elearningindustry.com/getting-know-addie-evaluation

· Bloom’s Taxonomy https://en.wikipedia.org/wiki/Bloom%27s_taxonomy

· Effective Use of Learning Objectives http://ccoe.rbhs.rutgers.edu/forms/EffectiveUseofLearningObjectives.pdf

· Kirkpatrick's Learning & Training Evaluation Theory http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm

· Evaluating Training Effectiveness http://www.businessperform.com/workplace-training/evaluating_training_effectiven.html

· How to Develop a Training Budget https://bizfluent.com/how-7665107-develop-training-budget.html

Do:

Participate in week 7 discussions

· Watch video on Evaluation: https://youtu.be/CBoI0wBo4vw

Concepts

· Assessment measurement and evaluation

· Use of evaluation data

· Evaluation techniques and methodology

· Alignment with training outcomes and plan

· Continuous improvement

· Validation

Skills

· Information gathering and interpretation

· Create effective evaluation tool (validation)

Issues

· Validation

· Correct audience

· Timeliness (appropriate time to measure)

Week 8

107-/10/13

Focus: Putting it All Together

Due Assignment # 3

Read:

· Giesecke, J., & McNeil, B. (2004). Transitioning to the learning organization. Library Trends, (1), 54.

· Explore web-based training resources. 2 examples are provided below.  How can E-learning be applied in an organization?

· https://www.coursera.org/#

· http://www.merlot.org/merlot/index.htm

Do:

· Participate in week 8 discussions

Concepts

· Identify alternatives to training

· Performance-gap identification

· Budget

· Understand clients' needs

· Training-cost standards

Skills

· Creative thinking

Academic Policies

Academic Integrity

UMGC is an academic community that honors integrity and respect for others, and it is expected that, as a member of this community, you will maintain a high level of personal integrity in your academic work at all times.

Academic dishonesty is the failure to maintain academic integrity, and it includes the intentional or unintentional presentation of another person's ideas or products as your own (plagiarism); the use or the attempt to make use of unauthorized materials, information, or study aids in an academic exercise; and the performance of work for another student (cheating). All academic work you submit during your time at UMGC must be original and must not be reused in other courses.

Turnitin.com

The university has a license agreement with Turnitin, an educational tool that helps identify and prevent plagiarism from Internet resources. Your instructor may use the service in class by requiring you to submit assignments electronically to Turnitin, by submitting assignments on your behalf, or by providing the option for you to check your own work via Turnitin for originality. The Turnitin Originality Report will indicate the amount of original text in your work and whether all the material that you quoted, paraphrased, summarized, or used from other sources is appropriately referenced.

If you or your instructor submits all or part of your assignment to the Turnitin service, Turnitin will by default store that assignment in its database. The service will check for any matches between your work and the other materials stored in Turnitin's database. If you object to the long-term storage of your work in the Turnitin database, you must let your instructor know no later than two weeks after the start of class.

You have three options regarding the storage of your assignment in the Turnitin database: 1) You can do nothing; your assignment will then be stored in the Turnitin database for the duration of UMGC's contract with Turnitin; 2) You can ask your instructor to have Turnitin store your assignment only for the duration of the semester or term, then have your assignment deleted from the Turnitin database once the class is over; or 3) You can ask your instructor to change the Turnitin settings so that your assignment is not stored in the Turnitin database at all.

Please note: Your instructor may use other services in addition to or in place of Turnitin to check your work for plagiarism.

Course Expectations

For an eight-week course, you should expect to spend about six hours per week participating in class discussions and activities (online or onsite) and two to three times that number of hours in study, assigned reading, and preparation of assignments outside of class. Courses offered in shorter formats will require more time per week. You are expected to meet the same learning outcomes and perform the same amount of work in an online course as in an onsite course. Active participation is required in all online courses, and you should expect to log in to your online course several times a week.

The following links to academic policies and other information are provided to help you as you complete your coursework at UMGC.

Policies and Procedures

· UMGC's policy and procedures on affirmative action, equal opportunity, and sexual harassment (nondiscrimination): It is the policy of UMGC that no student or employee of the university or contractor/vendor conducting business with the university may discriminate on the basis of race, religion, color, creed, sex (including sexual harassment), marital status, age, national origin, political affiliation, mental or physical disability, or sexual orientation. Individuals who believe they have been discriminated against because of any factor protected under this policy may file a complaint of discrimination.

· UMGC's support services for disabled students: Any student who feels that he or she needs accommodations based on the functional impact of a documented disability should contact the technical director for veteran and disability services to discuss specific needs. Please contact the director at 240-684-2287 begin_of_the_skype_highlighting, 240-684-2287 FREE  end_of_the_skype_highlighting or [email protected] to coordinate reasonable accommodations.

· University System of Maryland Board of Regents' policy on academic integrity

· UMGC's policy on academic dishonesty and plagiarism

· UMGC's policy on the grade of incomplete and grade pending

· UMGC's course withdrawal policy

· UMGC's policy on the code of student conduct

· UMGC's policy and procedures for the review of alleged arbitrary and capricious grading

· For more on student services and more general information, visit UMGC's website at http://www.umgc.edu.

Use of Online Clearinghouses and Other Websites

Using online term paper clearinghouses or other commercial websites distributing term papers or promising course assignments for a fee is a policy violation.  At no time is it okay to use clearing houses, websites, or work prepared by someone other than yourself.  All work submitted for a course must be self-prepared. 

Self-Plagiarism

Example:  A student has taken BMGT110 and has passed with a grade of "A". The student is now taking BMGT364 and has a similar assignment to one he completed in BMGT110. S/he reuses one of the assignments and submits it as an assignment in BMGT364.   This practice is considered "self-plagiarism". You cannot re-use any portions of a paper from another class and submit it for a current class. You are subject to penalties for plagiarism, regardless of whether you are repeating the course, which means that if a student must retake a class, an assignment submitted in the previous class may not be used for the current class.

ANALYZE

DESIGN

DEVELOP

Create the materials and activities to be used. Includes the development of specific modules or sessions, learning aids, and assessment materials.

IMPLEMENT

EVALUATE

Program delivery, including testing the training, "train the trainer", doing a pilot, and conducting the actual training.

Based on information learned during the analysis phase - determine the format, structure, instructional strategies and delivery methods

Evaluation occurs at each stage of the ADDIE model. However, this last stage includes obtaining feedback from learners, overall program assessment, and alignment with stated goals and learning objectives.

Identify goals, learning objectives, audience. Determine needs, knowledge and skills required of learners