Bus 407 Week 5 Scenario Script Training Design Scene

Bus407 Week 5 Scenario Script Training Designslide Sceneinteraction

Analyze a scenario involving the development of a training program at a call center, focusing on designing clear training objectives that include desired outcomes, conditions, and standards. The scenario includes steps such as conducting a training need analysis, developing and validating training objectives with input from stakeholders, and ensuring the training program's name aligns with its objectives.

Draft an academic paper discussing the importance of clearly defined training objectives in employee development programs. Include an explanation of the three key components—desired outcome, conditions, and standards—and their role in effective training design. Illustrate this with examples from the scenario, highlighting how involving stakeholders and naming the program appropriately contribute to the success of the training.

Paper For Above instruction

Training development within organizational settings is a critical aspect of ensuring employee performance aligns with strategic goals. Central to effective training design is the formulation of well-constructed training objectives that specify clear, measurable outcomes. These objectives guide the instructional process, facilitate stakeholder engagement, and enable evaluation of training effectiveness. The scenario described exemplifies the application of these principles through a series of interactions centered on designing a communication skills training program for call center employees.

Fundamentally, effective training objectives encompass three core components: the desired outcome, the conditions under which the learning will occur, and the standards that denote successful achievement (Gronlund, 1995). The desired outcome articulates what the trainee is expected to accomplish, such as mastering specific communication strategies. Conditions denote the context or environment, including simulations or real-life scenarios, in which the learning will be demonstrated. Standards set the benchmarks for acceptable performance, such as solving a conflict or demonstrating proficiency in specific skills.

In the scenario, the training specialist and team emphasized these components when drafting the objective: "At the completion of the training, the trainee will be able to use three different communication strategies that fit the employee’s personality to address a conflict during a managerial meeting." This statement exemplifies a well-formed objective by specifying what the trainee will do, under what circumstances, and the criteria for success (Hodell & Peters, 2002). Such clarity ensures that trainees understand what is expected, and evaluators can measure whether the objectives have been met.

The importance of stakeholder involvement is also highlighted. Deborah’s collaboration with Ron, and subsequently Alex, underscores the value of feedback from those directly involved in or affected by training initiatives. Ron’s input helped validate the objective’s relevance, while Alex’s suggestion to include the training’s name reinforced the connection between the program’s title and its content. Engaging stakeholders in defining objectives not only enhances their buy-in but also ensures the training aligns with organizational needs (Kirkpatrick & Kirkpatrick, 2006).

Moreover, the scenario illustrates the significance of aligning the training program’s name with its objectives. The proposed title, "Calling for Effective Communication," succinctly reflects the goal of improving communication skills within the call center environment. A meaningful title serves as a marketing tool, motivating participation and reinforcing the training's focus (Noe, 2017). It also facilitates clarity of purpose, anchoring the training’s objectives in a memorable phrase.

In conclusion, the scenario underscores that clear, measurable, and relevant training objectives are paramount for the success of employee development programs. Employing the three components—desired outcomes, conditions, and standards—ensures that training efforts are targeted and evaluable. Stakeholder involvement enhances the validity and relevance of objectives, while an appropriate program name reinforces organizational identity and purpose. Together, these elements foster effective learning environments that translate into improved employee performance and organizational effectiveness.

References

• Gronlund, E. V. (1995). Assessment of student achievement (6th ed.). Pearson Education.
• Hodell, D. R., & Peters, A. (2002). Training and Development for Dummies. Wiley Publishing.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
• Noe, R. A. (2017). Employee training and development (7th ed.). McGraw-Hill Education.
• Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. (2012). The science of training and development in organizations. Annual Review of Psychology, 64, 541–565.
• Blanchard, P. N., & Thacker, J. W. (2013). Effective training methods: A research-based resource. Pearson.
• Mager, R. F., & Pipe, P. (1997). Analyzing performance problems. Center for Effective Performance.
• Reynolds, C. R., & Kamphaus, R. W. (2015). Psychological assessment. Guilford Publications.
• Brown, K. G. (2002). Training needs analysis. Institute for Employment Studies.
• Noe, R. A. (2018). Learning in the twenty-first century workforce. Journal of Organizational Behavior, 39(7), 853–861.