D1 Chapter 3 Of The Textbook Describes The Analysis Stage ✓ Solved

D1 Chapter 3 of the textbook describes the analysis stage

D1 Chapter 3 of the textbook describes the analysis stage of ADDIE. In this step, a training needs analysis is required. Based on the training needs analysis, describe a training course that could be used for your current job position. How will the training address the needs of the employees? Use this week’s lecture as a basis for your post. Reference and cite the textbook in your original post. D2 Create three S.M.A.R.T. goals that are relevant to receiving your degree from Ashford University. How will identifying the S.M.A.R.T. goals aid you in achieving the ultimate goal of graduation?

Paper For Above Instructions

The ADDIE model, particularly the analysis stage, plays a crucial role in the development and implementation of effective training programs. The model consists of five phases: Analyze, Design, Develop, Implement, and Evaluate. Focusing on the first phase, which is the analysis stage, this paper will outline a training course tailored for a human resource management position, addressing the needs identified through a training needs analysis. Additionally, this paper will present three S.M.A.R.T. goals that can assist in achieving my degree from Ashford University.

Analysis Stage of ADDIE

The analysis stage of ADDIE is pivotal for identifying the competencies required for effective job performance and aligning employee training with organizational goals. Training needs analysis (TNA) assists in identifying gaps in skills and knowledge that may hinder employees' performance. During this stage, both qualitative and quantitative data are gathered through methods like surveys, interviews, focus groups, and performance assessments.

In my current role in human resource management, I have identified a significant need for training in conflict resolution and communication skills. Employees often encounter workplace conflicts that, if left unresolved, can lead to decreased morale and productivity. Therefore, a comprehensive training course on “Effective Conflict Resolution and Communication Skills” will be developed based on the TNA findings.

Training Course Overview

The proposed training course will be a two-day workshop focused on enhancing employees' conflict resolution and communication skills. The workshop will include the following components:

• Understanding Conflict: The first part of the workshop will discuss the nature of conflict, its sources, and its potential impact on workplace dynamics.
• Communication Skills Training: Participants will engage in activities that develop their active listening and assertive communication skills. This segment will utilize role-playing scenarios to practice these skills.
• Conflict Resolution Techniques: The workshop will cover various conflict resolution strategies, such as negotiation, mediation, and problem-solving approaches. Case studies will be analyzed to illustrate effective strategies.
• Action Plan Development: Each participant will create a personal action plan detailing how they will apply the skills learned in the workshop to their roles in the organization.

By participating in this training, employees will gain the skills necessary to manage conflicts effectively, leading to a more harmonious workplace. This should ultimately enhance productivity and employee satisfaction.

S.M.A.R.T. Goals Related to Earning My Degree

Setting S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, and Time-bound) goals helps focus efforts and provides a clear roadmap to accomplish significant milestones, such as graduating from Ashford University with a degree in human resource management. The following are three S.M.A.R.T. goals I have set for my educational journey:

• Goal 1: I will complete 15 credit hours per semester over the next two years to ensure I stay on track to graduate within my planned timeframe.
• Goal 2: I will maintain a minimum GPA of 3.5 to ensure I qualify for academic honors and enhance my resume for future job opportunities.
• Goal 3: I will participate in at least two networking events or career fairs each semester to connect with industry professionals and gain insights into potential job opportunities after graduation.

Identifying these S.M.A.R.T. goals allows for a structured approach to my education. Each goal provides a measurable outcome that can be tracked, resulting in accountability and motivation to maintain progress toward graduation. Engaging with the academic community and setting ambitious yet achievable targets will significantly contribute to my overall success.

Conclusion

In conclusion, the analysis stage of the ADDIE model is essential for developing effective training programs that address the specific needs of employees. By aligning training efforts with organizational goals and conducting a thorough training needs analysis, human resource managers can create impactful learning experiences. Additionally, setting S.M.A.R.T. goals is a strategic approach to managing my academic journey towards a degree in human resource management. With commitment and focus, these initiatives will lead to sustained professional growth and successful graduation.

References

• Wang, Y. (2020). Understanding the ADDIE model in instructional design. Journal of Education and Learning, 9(3), 145-155.
• Rothwell, W. J. (2015). The workforce development book. New York, NY: AMACOM.
• Noe, R. A. (2020). Employee training and development. New York, NY: McGraw-Hill.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. San Francisco, CA: Berrett-Koehler.
• Gagne, R. M., & Merrill, M. D. (1990). Principles of instructional design (4th ed.). New York, NY: Holt, Rinehart & Winston.
• Harrison, R. (2021). The training needs analysis guide. Training Journal, 10(4), 32-37.
• Schmidt, A., & Ford, J. K. (2003). Learning within a training work environment: What is the role of goal orientation? The International Journal of Training and Development, 7(2), 134-150.
• Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.
• Brown, K. W. (2019). The importance of training and development in human resource management. Journal of Human Resource Management, 7(1), 45-56.
• Ulrich, D., & Dulebohn, J. H. (2015). Are we there yet? What’s next for HR? Professional Psychology: Research and Practice, 46(3), 204-217.