3114.3.2 : Applies Program Development and Evaluation Practices
The learner applies best practices for developing training programs and measuring their effectiveness including the use of technology when appropriate.
An organization’s sustainable competitive advantage is derived largely from intangible assets: human, social, and intellectual capital. Human resource professionals enable current and future organizational competitiveness by ensuring that people with the skills, knowledge, and abilities needed to produce these resources are in adequate supply. This is accomplished through employee training and talent management. As a human resource professional, your ability to effectively plan and implement employee training and develop talent management programs will directly contribute to your organization’s success. In this task, you will create and evaluate a training plan for an organization.
A midsized custom furniture retail organization has recently acquired 10 new stores and 300 new employees from a competitor. The acquisition has been announced and the new stores are scheduled for their grand reopenings in 60 days. With the acquisition of floor agents from the new stores, the sales tactics, knowledge, and processes differ from store to store, resulting in various objectives, sales drivers, and measures for success within the sales department. To remain competitive in the furniture store industry and to create synergy among the newly acquired stores and the current stores, training and development of the sales department is needed.
As the director of strategic training and development, you need to create a training plan designed to train and prepare the newly acquired floor agent employees to meet organization expectations regarding sales initiatives and sales training. As you begin to strategize the training and development plan, you realize that the furniture store does not currently have any established process for training floor agents, thus the training plan will be developed from scratch.
Since the competitor organization has retained a number of their current locations, management at your organization has concerns that the competitor may attempt to entice their best employees back to their organization. Management needs you to identify those promising individuals and design a plan to work specifically with them on their career development within the organization and, when possible, their integration into the management of the organization.
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Training Development and Evaluation
A. Identify four measurable learning objectives for the training program that would help develop the floor agents’ selling capabilities.
B. Describe a training program you would develop and how it would appropriately address the learning objectives.
1. Justify how the training program is supported by adult learning theory and behavioral theory.
C. Recommend one in-person and one technology-facilitated method for effectively delivering the training program.
1. Justify the rationale for each recommended delivery method from part C.
D. Identify a desired result of the training program for each learning objective from part A.
E. Explain how you will evaluate the desired results from part D by doing the following:
1. Recommend one metric to evaluate the results of the training program.
2. Explain how to calculate the recommended metric.
Note: You will not need to perform the calculations.
3. Explain why the chosen metric is an effective option for evaluating the training program.
F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
|
Not Evident The submission does not identify 4 learning objectives for the training program. |
Approaching Competence The submission identifies 4 learning objectives for the training program, but 1 or more of the learning objectives are not measurable or would not help develop the floor agents’ selling capabilities. |
Competent The submission identifies 4 measurable learning objectives for the training program that would develop the floor agents’ selling capabilities. |
|
Not Evident The submission does not describe the training program developed by the student and how it would address the learning objectives. |
Approaching Competence The submission describes the training program developed by the student and how it would address the learning objectives, but it is not logical or appropriate. |
Competent The submission logically describes the training program developed by the student and how it would appropriately address the learning objectives. |
|
Not Evident The submission does not justify how the training program is supported by adult learning theory and behavioral theory. |
Approaching Competence The submission justifies how the training program is supported by adult learning theory and behavioral theory, but the justification is not logical. |
Competent The submission logically justifies how the training program is supported by adult learning theory and behavioral theory. |
|
Not Evident The submission does not recommend any methods for delivering the training program. |
Approaching Competence The submission recommends 1 in-person and 1 technology-facilitated method for delivering the training program, but 1 or both recommendations are not logical, or the submission only recommends an in-person delivery method or only recommends a technology-facilitated delivery method. |
Competent The submission recommends 1 logical in-person and 1 logical technology-facilitated method for effectively delivering the training program. |
|
Not Evident The submission does not justify a rationale for any recommended delivery methods from part C. |
Approaching Competence The submission justifies a rationale for each recommended delivery method from part C, but 1 or both rationales are not logical, or the submission provides a rationale for only the recommended in-person delivery method or only the recommended technology-facilitated delivery method. |
Competent The submission justifies a logical rationale for each recommended delivery method from part C. |
|
Not Evident The submission does not identify a desired result for each learning objective from part A. |
Approaching Competence The submission identifies a desired result for each learning objective from part A, but 1 or more of the desired results are not appropriate or are not consistent with the learning objective or the description of the training program from part B. |
Competent The submission identifies a desired result for each learning objective from part A, which are appropriate and consistent with the learning objectives and the description of the training program from part B. |
|
Not Evident The submission does not recommend 1 metric to evaluate the results of the training program. |
Approaching Competence The submission recommends 1 metric to evaluate the results of the training program, but the recommended metric is not logical. |
Competent The submission recommends 1 logical metric to evaluate the results of the training program. |
|
Not Evident The submission does not explain how to calculate the recommended metric. |
Approaching Competence The submission explains how to calculate the recommended metric, but the explanation contains inaccuracies. |
Competent The submission accurately explains how to calculate the recommended metric. |
|
Not Evident The submission does not explain why the metric was an effective option for evaluating the training program. |
Approaching Competence The submission explains why the metric was an effective option for evaluating the training program, but the explanation is not logical. |
Competent The submission logically explains why the metric was an effective option for evaluating the training program. |
|
Not Evident The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. |
Approaching Competence The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations and/or reference list is incomplete or inaccurate. |
Competent The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. |
|
Not Evident This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor. |
Approaching Competence This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. |
Competent This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission. |