Discussion 1 Chapter 3 Of The Textbook Describes The Analysi

Discussion 1chapter 3 Of The Textbook Describes The Analysis Stage Of

Discussion 1 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? Create three SMART goals that are relevant to receiving your degree from Ashford. How will identifying the SMART goals aid you in achieving the ultimate goal of graduation?

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Discussion 1chapter 3 Of The Textbook Describes The Analysis Stage Of

Understanding the analysis stage of the ADDIE model is crucial for developing effective training programs. This phase involves conducting a comprehensive training needs analysis to identify gaps between current and desired performance levels. The aim is to tailor training initiatives that genuinely address the needs of both employees and organizational goals.

In the context of my current job, which involves project management within a tech firm, I have identified a significant gap in the team's knowledge of Agile methodologies. Despite being familiar with traditional project management, many team members lack hands-on experience with Agile, leading to inefficiencies and delays. To address this, I propose a comprehensive Agile training course aimed at enhancing team members’ understanding and practical application of Agile principles.

This training course would encompass fundamental concepts like Scrum, Kanban, and Sprint planning, complemented by real-world simulations and case studies. The training would be modular, allowing flexibility to accommodate diverse schedules. It will consist of interactive workshops, online modules, and mentorship sessions to facilitate knowledge retention and practical implementation.

The training addresses the employees’ needs by filling the competency gap in Agile methodologies, a critical skill given the organization's push for more flexible and rapid project delivery. It promotes a culture of continuous learning, improves team collaboration, and boosts overall productivity. Additionally, hands-on practice sessions ensure that employees can immediately apply their new skills, reducing resistance to change and fostering confidence in Agile practices.

Regarding my degree pursuit at Ashford University, I have established three SMART goals to streamline my progress and stay motivated throughout my academic journey.

• Specific: Complete all required coursework and earn my degree within three years.
• Measurable: Maintain a GPA of at least 3.5 and complete at least three courses each semester.
• Achievable: Allocate at least 15 hours per week for study and coursework, leveraging available academic resources and support systems.
• Relevant: This goal aligns with my career advancement aspirations and personal development objectives.
• Time-bound: Finish the degree program by the end of the 2026 academic year.

Identifying and setting SMART goals aid in achieving my graduation by providing clear, structured objectives that keep me focused and motivated. These goals break down the complex process of completing a degree into manageable tasks, avoiding feeling overwhelmed. They help in monitoring progress, adjusting strategies when necessary, and maintaining accountability. The specificity and realism of SMART goals foster commitment and resilience, especially during challenging periods such as balancing work and study commitments. As a result, these goals serve as a roadmap to success, maximizing my chance of timely graduation and achievement of my academic and professional aspirations.

References

• Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer.
• Dick, W., & Carey, L. (2014). The Systematic Design of Instruction. Pearson.
• Morrison, G. R., Ross, S. M., & Kemp, J. E. (2019). Designing Effective Instruction. Wiley.
• Molenda, M. (2003). In Search of the Elusive ADDIE Model. Performance Improvement, 42(5), 34-37.
• Reiser, R. A., & Dempsey, J. V. (2018). Trends and Issues in Instructional Design. Pearson.
• Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of Instructional Design. Wadsworth Publishing.
• Clark, R. C., & Mayer, R. E. (2016). E-Learning and the Science of Instruction. Wiley.
• Levasseur, D. G. (2001). Instructional Design: Foundations. Educational Technology Publications.
• Noe, R. A. (2017). Employee Training & Development. McGraw-Hill Education.
• 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.