Bus 407 Assignments And Rubrics 2014 Strayer University

Bus 407 Assignments And Rubrics 2014 Strayer University All Rights

Create a written proposal detailing the complete design of an employee training program. Write a six to eight (6-8) page paper that includes the following elements:

Design a two (2) day training program for twenty (20) employees.

Identify two to three (2-3) training needs through a Training Needs Analysis (TNA) and justify an approach for this training.

Develop the training objective for this program based on an analysis of the business.

Determine the training cost for the proposed program, including a detailed breakdown of time allocation for each component, a cost analysis, and the total project cost.

Select key training method(s) to deliver the program, such as e-Learning or a face-to-face session.

Create an agenda with activities for the training program.

Use at least five (5) quality academic resources, excluding Wikipedia and other non-academic websites.

Paper For Above instruction

Designing an effective employee training program is fundamental for organizational success, enhancing employee skills, and maintaining competitive advantage. This proposal outlines a comprehensive plan for a two-day training session tailored for twenty employees, informed by a thorough needs analysis, defined objectives, detailed cost analysis, selected delivery methods, and a structured agenda aligned with organizational goals.

Training Needs Analysis (TNA)

Identifying the training needs is the first crucial step. For this program, a combination of organizational, task, and individual analyses was employed. An organizational analysis revealed gaps in customer service and compliance with updated safety protocols, reflecting emerging industry standards and regulatory requirements (Kirkpatrick & Kirkpatrick, 2006). A task analysis highlighted deficiencies in technical skills related to new software applications, necessitating targeted training to ensure operational efficiency. Additionally, an employee survey and performance reviews indicated a need for improved communication and leadership skills among mid-level managers. These needs justify the focus areas of the training program, ensuring relevance and impact (McGehee & Thayer, 1961).

Training Objectives

The training objectives align with the identified needs. The primary goal is to enhance employees' competencies in customer service, compliance, technical skills, and leadership. Specifically, the objectives include: (1) improving customer interaction techniques to increase satisfaction scores by at least 10%; (2) ensuring 100% compliance with safety regulations through refresher modules; (3) enabling employees to proficiently use the new software; and (4) developing leadership qualities among mid-level managers to foster team effectiveness. These objectives are measurable, achievable, relevant, and time-bound, consistent with SMART criteria (Doran, 1981) and aligned with business needs.

Cost Analysis

The total cost estimate for the training program is meticulously calculated. The training will span two days, each dedicated to core modules, with a preparation and evaluation period. The breakdown includes instructor fees ($2,000), training materials and supplies ($500), venue rental ($300), technological equipment ($200), and administrative costs ($300), summing to $3,500. Additional costs account for employee time away from work, estimated at 16 hours per employee at an average wage of $25/hour, totaling $8,000. Therefore, the comprehensive project cost approximates $11,500, representing a strategic investment in employee development.

Training Delivery Methods

The selected delivery method combines face-to-face instruction with online components to maximize engagement and flexibility. The face-to-face sessions facilitate interactive activities, role-plays, and immediate feedback, fostering experiential learning (Kolb, 1984). Complementary e-Learning modules enable employees to review content at their pace, ensuring retention and reinforcement. This blended approach addresses diverse learning styles and logistical considerations, optimizing the effectiveness of the training (Garrison & Kanuka, 2004).

Training Agenda

The training activities are organized into a structured agenda:

• Day 1 Morning: Introduction, overview of training objectives, icebreaker activities
• Day 1 Midday: Customer service excellence and communication skills workshop
• Day 1 Afternoon: Safety compliance refresher, key regulatory updates
• Day 2 Morning: Software training session, hands-on practice
• Day 2 Midday: Leadership development modules for managers
• Day 2 Afternoon: Evaluation, feedback collection, and closing remarks

This agenda ensures comprehensive coverage of core topics, active participation, and practical application scenarios, thereby fostering a conducive environment for learning (Salas et al., 2012).

Conclusion

This proposal integrates organizational needs with strategic training design principles, ensuring the program's relevance, effectiveness, and sustainability. Through a precise needs analysis, clear objectives, detailed budgeting, diverse delivery methods, and a structured agenda, the training initiative is poised to enhance employee performance significantly, thereby contributing to overall business success.

References

• Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35–36.
• Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95-105.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
• McGehee, W., & Thayer, P. W. (1961). Training in business and industry: A strategic approach. Harper & Brothers Publishers.
• Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74-101.
• Goldstein, I. L., & Ford, J. K. (2001). Training in organizations: Needs assessment, development, and evaluation. Wadsworth/Thomson Learning.
• Noe, R. A. (2017). Employee training and development. McGraw-Hill Education.
• Bell, B. S., & Kozlowski, S. W. J. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology, 93(2), 296–316.
• Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A handbook for practitioners. John Wiley & Sons.