Edible Cookie Dough

MGT 484: Training Project

Instructions and Rubric

Assignment Overview

Each group is to develop a training program and implement a corresponding training session that

demonstrates an ability to apply the training concepts covered in class. The training program will

be outlined in a comprehensive training report. The training session may reflect the complete

training program or only a portion of it, depending on the nature of the training. While training

can involve any knowledge, skill, or ability, it will be easier (i.e., easier to demonstrate or train)

if groups focus their training program on motor skills, problem solving skills, or interpersonal

skills. Moreover, groups will find it easier to link their training program with a real job and real

organization, as opposed to hypothetical ones.

The training sessions will be completed on each group’s assigned day. Please submit

presentations by uploading or linking them to Blackboard. The written project reports are due for

all groups by class Wednesday, May 6th. Please submit your reports to Blackboard and bring a

hard copy with you to class. Group member ratings are also due to Blackboard on Wednesday,

May 6th.

Project Report

Along with an introduction and conclusion, the project report must contain the following

sections. Each of these sections (or topics) will be covered in the course. It is anticipated that the

write-up for each section will approximate (but not be limited to) 1-3 typewritten pages, although

the length should vary by training topic and design methodology. Appendices which describe the

client organization, job requirements, standard operating procedures, etc. are very useful pieces

of information and, if available, should be attached to the project report.

In addition to the introduction and conclusion, the report into the following required sections:

1. Needs assessment. Convince us that your training is necessary for the organization and their employees. In this section you should address:

 Organization analysis: Provide data as to the impact the training will have on the organization and its ability to support the training. For example, what percent of

sales come from the area in which you will train? What market share does the

company have? What are the training costs and return on the investment? Why

does it make financial sense now or for the future to train employees in this area?

 Task analysis: Identify the specific tasks which must be performed well to accomplish the job under study. That is, list the tasks and identify the knowledges,

skills, and abilities (KSAs) that are required to perform each task (or group of

tasks) adequately. Job description information, O*NET results, or other sources

used to conduct the task analysis should be appended to the report.

 Person analysis: Given the KSAs from the task analysis, provide some evidence through a survey of trainees, industry data, company training figures, etc., which

indicates that the trainees actually need the training. Since you know who the

trainees are (i.e., MGT 484 students), you have access to them to complete

interviews, focus groups, surveys, etc. to measure relevant KSA levels.

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2. Instructional objectives and program design. Show us that you have a well-organized, step-by-step training program.

 Instructional objectives. In this section you should address the specific objectives you’re training. What is the training supposed to accomplish? What learning

domain(s) are you focusing on? What will the trainees be able to do better or

more efficiently after the training? Be sure to write objectives to include each of

the three components.

 Program design process. This section should describe the scope of your training and the steps taken to design an effective training program. Who is the training

for? How many trainees can be managed within each session? What is an ideal

site for your training? How will content be delivered? How will time be allocated

to various parts of the training program? If the proposed training program will

require multiple training sessions, explain what the various sessions (“blocks” or

“modules”) will focus on and how they fit together (i.e., curriculum road map).

 Lesson plan. A detailed lesson plan should be used to align key training content and activities with a session timeline. Developing a lesson plan overview is also

recommended for inclusion in the implementation of your training program.

3. Learning theory and training method. Demonstrate that your training methodologies are based upon sound learning theory and that they are appropriate for the nature of your

training program (i.e., methods should align with training goal(s) and learning

outcomes/domains of interest).

 This section should describe the specific learning theory or theories upon which your training program is based (e.g., social learning theory, reinforcement theory,

etc.) and why you chose to use that particular framework.

 Identify and describe your choice of training method(s). Why did you choose certain training techniques or methods over others? How do your methods align

with the learning theories underscoring your training? What makes your methods

the most appropriate option for your particular training topic?

4. Transfer of training. Indicate why and how the KSAs and/or tasks learned in training will transfer to the job itself.

 In this section you should indicate why your training is relevant to the job. What theory of transfer of training (identical elements, stimulus generalization, and/or

cognitive transfer) applies to your training program? That is, what characteristics

of the training program mirror or come close to duplicating the work environment

and which do not? What implications does this have for how you designed

various aspects of your training program?

5. Training program evaluation. Describe a bona fide evaluation design which would be both applicable and practical for use with your training program. You do not have to

conduct the evaluation process, but you must describe it.

 This section should include a description of the criteria (i.e., outcome measures) you would use to determine that your training program resulted in some change.

Why are these outcome measures of interest to you? How do they align with

Kirkpatrick’s evaluation framework?

 Describe a practical evaluation design you would use to collect outcome information (e.g., pretest/post-test, time series). Provide a brief listing of strengths

and weaknesses of that particular design to evaluate your training program (refer

to internal and external threats to validity).

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Training Presentation

Each group will train the other students in the class. Groups will have 25 minutes allocated to

them for their presentation, including an extra 5-10 minutes for set up, tear down, and follow-up

if applicable. Project groups have two options available to them for their presentation:

1. Using members of the class as trainees who have a recognized training need that the training program is intended to address. In other words, the project group members will

train the class members as the culmination of their project. The training program design

should be evident as the training progresses.

2. Addressing the other class members as trainers and using the presentation as a “train- the-trainer” seminar. In other words, this will be a more formal presentation which

covers the various sections of the written project report. It is expected, however, that the

presentation will still use appropriate training methodology.

Time will be provided during some class sessions and opportunities will be available to meet

with the instructor as a project group. Project group members will also need to meet at other

times. Groups are encouraged to review their work frequently with the instructor throughout the

duration of the class.

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Summary of Training Project Components

Project Report:

 Introduction o Training topic and rationale

 Needs Assessment o Organization analysis o Person analysis o Task analysis

 Instructional Objectives and Program Design o Instructional objectives o Program design process o Detailed lesson plan

 Learning Theories and Training Methods o Learning theory/theories identified and explained o Appropriate training method(s) identified and explained

 Transfer of Training o Transfer of training theory/theories identified and explained

 Evaluation Design o Outcome measures (“criteria”) outlined o Design choice indicated and explained o Strengths and deficiencies of design identified

 Conclusion o Program summary and recommendations, if applicable

Training Session Implementation:

 Introduction o Introduced members o Set context of training o Demonstrated relevance of training (Needs assessment data, etc.)

 Training Objectives and Purpose o Objectives clearly outlined o Lesson plan overview clearly communicated

 Training Structure and Instructional Effectiveness o Clear structure for training with appropriate methods o Step-by-step instruction o Proper time management

 Trainer Competence and Facilitation of Transfer o Trainers demonstrated competence in KSAOs being trained o Provided for practice opportunity with clear feedback o Facilitated training transfer

 Conclusion and Wrap-Up o Restated KSAs learned o Reinforced trainee learning and transfer

 Make training site & instruction conducive to learning o Foster a professional learning environment o Prepare room to align with learning requirements

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RUBRIC FOR TRAINING PROJECT REPORT

Criteria Point Values

Introduction & Conclusion 1 2 3 4 5

Opening gets attention, provides context, and introduces topic. Closing provides a summary

& recommendations, if applicable.

Needs Assessment 6 12 18 24 30

Report on results of organization, task, and person analysis. Identify themes that allow you to

provide rationale for your training program.

Objectives and Program Design 4 8 12 16 20

Instructional objectives are targeted towards the particular training program and are written

in appropriate structure. Program design process & logistics are detailed and accompanied

by a detailed lesson plan.

Learning Theories & Training Methods 4 8 12 16 20

Relevant learning theories are defined and explained in the context of the proposed training

program. Training methods are described and rationale for methods is provided (i.e., link to

learning theories, learning outcomes, training purpose).

Transfer of Training 2 4 6 8 10

Relevant transfer theories are defined and explained in the context of the proposed training

program.

Evaluation Design 3 6 9 12 15

Outcome measures are specified and linked to appropriate level(s) of Kirkpatrick’s

framework. Sample materials and/or items (questions) are provided for each criterion.

Appropriate evaluation design is identified along with strengths and deficiencies of design.

Writing Style & Proofing 2 4 6 8 10

Writing is clear and concise. The style is appropriate for the intended audience and purpose.

Spelling and grammar are correct, punctuation and sentence structure are appropriate.

TOTAL 110

Additional Comments:

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RUBRIC FOR TRAINING SESSION

Criteria Point Values

Introduction & topic summary 3 6 9 12 15

Opening of presentation is engaging, captures attention, and gives context. Team members are

appropriately introduced. Agenda previews content of training. Needs assessment results are

communicated in layman’s terms to demonstrate need for training and garner buy-in.

Training objectives & purpose 2 4 6 8 10

Articulate objectives of training (using appropriate structure) and identify the general purpose

of the training. Communicate general lesson plan to trainees.

Training structure and effectiveness 7 14 21 28 35

Training is organized in an easy-to-follow format with smooth transitions between presenters

and various methods used. Appropriate methods are applied for the particular training

topic(s). Step-by-step methods are employed to ensure trainees remain on pace and engaged

throughout training. Trainers attend to and maximize the allotted training time.

Trainer competence & transfer prompts 6 12 18 24 30

Trainers demonstrate their own competence in the KSAOs being trained. Trainers solicit

questions and provide regular feedback to trainees. Trainees are given ample practice

opportunities with frequent check-ins by trainers. Trainers highlight job relevance.

Conclusion & wrap-up 1 2 3 4 5

Closing recaps main takeaways from the training (i.e., competencies learned) and reinforces

trainee learning. Closing reiterates the importance of applying learned competencies back on

the job through a call to action.

Training site & professional context 2 4 6 8 10

Ensure training site and instruction is conducive to learning. Classroom is prepared in a

manner that aligns with learning requirements. Trainers create a learning environment by

sharing meaningful material, encouraging communities of practice, etc. Visuals are legible,

engaging, and relevant.

Presentation tone 1 2 3 4 5

Volume is adequate to be heard easily. Enthusiasm and confidence are projected through

voice. Rate of speaking is appropriate to facilitate understanding. Clear articulation and

enunciation is maintained and filler words are avoided. Interacts with audience appropriately.

TOTAL 110

Additional Comments:

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GROUP MEMBER RATINGS

At the end of the semester, you will have the opportunity to evaluate your group members on

their attendance and engagement, quality and quantity of work contributed to the group, and

interpersonal relations. Ratings submitted by all group members will be compiled, averaged, and

included as a component of your final grade.

Group member ratings will be submitted online to ensure confidentiality and are due by the end

of the day (11:59 PM) on Wednesday, May 6th.

Criteria Point Values

Attendance & Engagement 1 2 3 4 5

Group member was present for scheduled meetings and conversations, offering unique insight

and contributions.

Quality of Work 1 2 3 4 5

Group member's assigned parts were complete, thorough, covered the topic well, and were

accurate (e.g., work did not need multiple revisions).

Quantity of Work 1 2 3 4 5

Group member took responsibility for completing integral portions of the project which may

have required more time to complete as compared to other group members.

Interpersonal Relations 1 2 3 4 5

Group member positively contributed to group performance by helping group move ahead,

providing constructive feedback, and treating other members with respect.

TOTAL 20

Additional Comments? Share them here!

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Sign-up for Training Sessions

 Wednesday, April 29th

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 Wednesday, May 6th

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