Bus 407 Week 10 Scenario Script Conclusion Slide

Bus407 Week 10 Scenario Script Conclusionslide Sceneinteractionnarr

Review the sequence of scenes and interactions narrated in the scenario script, focusing on the development and evaluation of a training program for Taormina’s call center. The script includes dialogues between Deborah and a student, with emphasis on the steps involved in designing an effective training, assessment through interactive questions, and concludes with a promotion announcement for the student based on their performance.

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The scenario script illustrates the comprehensive process of designing, implementing, and evaluating a training program tailored for a call center environment, specifically for Taormina’s organization. It presents an educational interaction between Deborah, a trainer or manager, and a student or trainee, emphasizing the critical steps involved in effective training development. Throughout the script, the focus remains on integrating theoretical frameworks with practical application, fostering engaging learning experiences, and culminating in recognizing the trainee’s accomplishments with a promotion.

The initial scene (Scene 1) occurs in Deborah’s office, where she greets the trainee and prompts a review of the training development process. An interactive slide with nine buttons facilitates the overview by outlining each step of the process—starting from identifying performance gaps to evaluating training effectiveness and covering essential organizational training areas. This structured review aligns with best practices in training and development, tracing a systematic approach from needs analysis to post-training evaluation, grounded in established models such as the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation) (Branch, 2009).

The first step involves pinpointing the problem impeding performance, conducting a needs analysis to understand organizational and individual gaps (Goldstein & Ford, 2001). Here, trigger events and performance gaps are scrutinized to identify root causes. The second step emphasizes selecting appropriate strategies, favoring reactive approaches for immediate sales improvements. Conducting a thorough internal scan using models like the performance analysis model (Noe, 2017) supports the decision to employ theories such as the expectancy theory (Vroom, 1964) to motivate employees.

Subsequently, the trainer reviews relevant training topics and conducts a person analysis that uncovers employee-specific barriers. Clear training objectives are formulated, including defining desired outcomes, conditions, and standards—highlighting the importance of SMART objectives (Doran, 1981). The playful yet practical naming of the training session ("Calling for Effective Communication") enhances engagement.

The third phase involves projecting the most effective instructional approach, with a preference for lecture and discussion methods that balance cost-efficiency with interactivity (Miller & Kingsley, 2002). The use of experiential learning models, such as Kolb’s Experiential Learning Cycle (Kolb, 1984), is emphasized during the development and implementation stages. Training effectiveness is then assessed through multi-level evaluation, including reaction, learning, behavior change, and organizational results—consistent with Kirkpatrick’s Four Levels (Kirkpatrick & Kirkpatrick, 2006).

The final component discussed involves examining organizational training areas—orientation, diversity, sexual harassment, team, and cross-cultural training—underscoring a comprehensive approach to staff development that addresses various organizational needs (Noe, 2017). The scenario also includes an interactive multiple-choice quiz to reinforce understanding of key elements like trigger event assessment, distinguishing it from other planning considerations such as budgeting or setting objectives.

In concluding the scenario, Deborah commends the trainee’s progress, acknowledges their mastery over the training process model, and announces a promotion to the role of Director of Training and Development at Taormina. This narrative serves as a pedagogical exemplar, illustrating how theoretical knowledge can be applied practically to develop effective training initiatives, evaluate their success, and recognize achievements—all integral to HR development and training management.

References

• Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer Science & Business Media.
• 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.
• Goldstein, I. L., & Ford, J. K. (2001). Training in organizations: Needs assessment, development, and evaluation. Wadsworth/Thomson Learning.
• 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.
• Miller, B., & Kingsley, D. (2002). Adult Learning in The Workplace. Routledge.
• Noe, R. A. (2017). Employee Training & Development. McGraw-Hill Education.
• Vroom, V. H. (1964). Work and motivation. Wiley.