Development And Implementation Plan For My Training Program

Development And Implementation Planmy Training Pro

As the department lead, you are tasked to further develop the training program for your employees. In this assignment, you will write a 4–6-page paper that describes the activities you will use in your training program, aligning each activity with Gagne’s Nine Events of Instruction. You will incorporate technology-based activities for each of these events, explain the learning objectives, and outline the instructional strategies you will use. Additionally, you will develop a two-page outline of your training program detailing the resources needed, including personnel, equipment, travel, and budget considerations. Support your rationale with at least three credible scholarly sources, citing each appropriately within your paper.

Paper For Above instruction

The development and implementation of an effective training program on sensitive topics such as sexual harassment, work safety, and OSHA standards require a strategic approach rooted in sound educational principles. Gagne’s Nine Events of Instruction serve as a comprehensive model that guides the design of effective teaching strategies ensuring learners achieve desired outcomes. This paper articulates activities aligned with Gagne’s framework, incorporating technological tools, to facilitate meaningful learning while meeting specific training objectives.

Introduction

Creating an impactful training program involves not only delivering content but also engaging learners through activities that reinforce key concepts. By aligning these activities with Gagne’s Nine Events of Instruction, educators can structure their training to optimize knowledge retention and behavioral change. The chosen topics—sexual harassment, work safety, and OSHA regulations—are critical areas that require interactive, practical, and technology-supported activities to ensure compliance and foster a workplace culture of safety and respect.

Activities Aligned with Gagne’s Nine Events

1. Gain Attention:

   Activity: Interactive safety video module (Technology-based)

   This activity involves an engaging, high-definition video highlighting real-life scenarios of workplace harassment and safety breaches. Using multimedia ensures capturing learners’ attention through visual and auditory stimuli, promoting focus on the training’s importance. Evidence suggests that multimedia enhances engagement and information retention (Mayer, 2009).

2. Inform Learners of Objectives:

   Activity: Digital presentation outlining learning goals with embedded quizzes

   A concise slide deck with clear objectives shared via an online learning platform (e.g., LMS), combined with formative assessments, helps learners understand what they aim to achieve and provides immediate feedback, improving goal clarity (Gagné et al., 2005).

3. Stimulate Recall of Prior Learning:

   Activity: Short online quiz on previous knowledge about workplace safety and harassment

   This activity activates existing knowledge, setting a foundation for new information. Using an interactive quiz platform (e.g., Kahoot or Quizizz) leverages game-based learning to boost engagement and retrieval practice (Roediger & Butler, 2011).

4. Present the Content:

   Activity: Interactive e-learning module with animations and simulations

   The module includes scenarios illustrating harassment and safety procedures, allowing for experiential learning. Technology enhances understanding through visualizations, auditory explanations, and scenario-based learning, which align with multimedia learning theories (Mayer, 2009).

5. Provide Learning Guidance:

   Activity: Virtual coaching sessions with embedded feedback tools

   Utilizing videoconferencing platforms, trainers provide personalized guidance, clarifying doubts and reinforcing correct behaviors through real-time feedback, which bolsters comprehension (Clark & Mayer, 2016).

6. Elicit Performance:

   Activity: Scenario-based interactive simulations

   Workers practice handling harassment complaints or safety procedures via virtual reality (VR) or simulation software, offering safe, realistic practice that improves skills application (Schacter et al., 2012).

7. Provide Feedback:

   Activity: Automated assessments within e-learning modules

   Immediate feedback conveyed through quizzes and simulated exercises guides learners towards correct responses, enhancing learning outcomes and confidence (Nicol & Macfarlane-Dick, 2006).

8. Assess Performance:

   Activity: Supervisor-led assessments using digital checklists and reports

   Performance evaluations through online forms and observation checklists ensure learners can apply knowledge practically. Digital tools allow tracking and analysis, aligning with performance management best practices (Cohen & Swerdlik, 2018).

9. Enhance Retention and Transfer:

   Activity: Follow-up e-newsletters and refresher modules

   Periodic automated reminders and microlearning modules reinforce learning, aiding transfer to workplace behavior. Mobile-compatible content ensures accessibility, supporting sustained change (Ebbinghaus, 1885/2013).

Training Program Outline

The outline provides a structured plan of training sessions over a four-week period, integrating the activities described above. Resources required include:

• Personnel: Trainers with expertise in OSHA standards and HR policies, IT support staff, and VR simulation developers.
• Equipment: Computers, tablets, VR headsets, and projection systems for in-person sessions.
• Travel: If applicable, trainers may need to visit multiple work sites to deliver blended learning sessions.
• Budgetary considerations: Licensing for simulation software, content creation, hardware procurement, and platform subscriptions.

The plan also incorporates evaluation methods to assess the effectiveness of each activity and the overall program, ensuring continuous improvement based on feedback and assessment data.

Supporting Rationale

The strategies selected are grounded in educational research emphasizing active learning, multimedia engagement, and experiential practice. Mayer’s (2009) cognitive theory of multimedia learning supports the use of simultaneous visual and auditory input for better comprehension. The inclusion of simulations and VR aligns with Kolb’s experiential learning theory, allowing learners to apply knowledge in realistic scenarios, promoting retention and transfer (Kolb, 1984). Immediate feedback strategies are supported by Nicol & Macfarlane-Dick's (2006) work on formative assessment, which highlights how timely feedback enhances learning motivation and performance. Using digital platforms also caters to adult learners’ needs for flexible, self-directed learning, thus increasing engagement and completion rates (Knowles, 1980). Given the serious implications of workplace harassment and safety issues, deploying technology-rich, learner-centered activities enhances the likelihood of behavioral change and policy compliance, ultimately fostering a safer, more respectful work environment.

Conclusion

Designing a training program that effectively addresses sensitive workplace topics requires deliberate alignment of activities with instructional frameworks such as Gagne’s Nine Events. Integrating technology-based activities ensures engagement, practical skill development, and retention. The outlined activities, supported by scholarly research, provide a comprehensive approach to achieving the program’s learning objectives, ensuring employees are well-equipped to maintain a safe and respectful workplace environment.

References

• Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
• Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement. McGraw-Hill Education.
• Ebbinghaus, H. (2013). Memory: A contribution to experimental psychology. (H. Ebbinghaus, Trans.). Yale University Press. (Original work published 1885)
• Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design. Wadsworth Publishing.
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
• Mayer, R. E. (2009). Multimedia learning. Cambridge University Press.
• Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
• Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.
• Schacter, D. L., et al. (2012). Memory distortions and false memories: Implications for eyewitness testimony. Annual Review of Psychology, 63, 307-324.
• Freberg, L. (2019). Discovering behavioral neuroscience: An introduction to biological psychology. Cengage Learning.