Due Date 11:59 P.M. EST Sunday Of Unit 5 Points 10 Overview

Due Date 1159 Pm Est Sunday Of Unit 5 Points 10overviewyou A

Submit a Word document draft of the learning theories and training evaluation narrative you will use in your presentation due in Unit 7. Your draft should include the following: • Two (2) adult learning theories to be used in your program design and an explanation of why you chose each one. • Detail how you plan to measure training results and provide an explanation as to why this plan is the best choice.

Requirements: • Your draft should be 1-2 pages and written in proper APA format. • Use at least two (2) references to support your work. You may use your textbook as a resource. HRM308 – Training and Development Unit 5 Assignment: Learning Theories and Evaluation Draft • Use any feedback from your instructor from this assignment to refine your work for its final submission. Be sure to read the criteria by which your work will be evaluated before you write and again after you write.

Paper For Above instruction

In designing an effective training program, understanding and applying appropriate learning theories is crucial to ensure adult learners engage meaningfully with the content. Additionally, establishing a clear and valid method for evaluating training results helps determine the program’s effectiveness and guides future improvements. This paper discusses two adult learning theories that underpin the training program and outlines a comprehensive plan to measure training outcomes, providing justifications for these choices.

Adult Learning Theories in Training Program Design

The first adult learning theory applicable to the training program is Malcolm Knowles’ Andragogy. Knowles’ theory emphasizes that adult learners are self-directed, bring prior experiences to the learning process, and are motivated by practical, problem-solving approaches. The principle of self-direction aligns with the training design by encouraging learners to take ownership of their learning journey, fostering engagement, and facilitating the application of new skills in real-world contexts (Knowles, 1984). Moreover, leveraging prior experiences enhances learning by connecting new knowledge to existing frameworks, thereby improving retention and relevance. Knowles’ concept of readiness to learn further supports tailoring content to real-life challenges faced by adult learners, making the training highly pertinent and effective.

The second relevant adult learning theory is David Kolb’s Experiential Learning Theory, which posits that adults learn best through active participation and reflection on experience. Kolb’s model presents a cyclical process involving concrete experience, reflective observation, abstract conceptualization, and active experimentation (Kolb, 1984). In the training program, this theory encourages the integration of hands-on activities, simulations, and case studies that enable learners to apply concepts directly and reflect on their experiences. This approach not only deepens understanding but also fosters critical thinking and problem-solving skills essential for workplace application.

Measuring Training Results and Justification

To assess the effectiveness of the training program, a mixed-methods evaluation plan will be implemented, combining Kirkpatrick’s Four-Level Training Evaluation Model with formative assessments throughout the program. The four levels—reaction, learning, behavior, and results—provide a comprehensive framework for measuring immediate participant satisfaction, knowledge acquisition, on-the-job behavior change, and organizational impact (Kirkpatrick & Kirkpatrick, 2006).

At the reaction level, immediate feedback surveys will gauge participant engagement and satisfaction, ensuring the content and delivery meet learner needs. The learning level will be assessed through pre- and post-training tests to quantify knowledge gained. Behavior change will be evaluated via supervisor assessments and self-reports at defined intervals post-training, observing the application of skills in the workplace. Finally, organizational results such as increased productivity or improved service quality will be measured through relevant performance metrics and key performance indicators (KPIs).

This comprehensive evaluation plan is justified because it captures immediate, intermediate, and long-term impacts of training, providing actionable insights for continuous improvement. Using Kirkpatrick’s model ensures alignment with best practices in training evaluation, while ongoing assessments enable timely adjustments, making this approach adaptable and evidence-based (Phillips & Phillips, 2016). Employing both quantitative and qualitative data provides a richer understanding of training effectiveness, ensuring the program meets organizational and learner objectives.

Conclusion

Incorporating adult learning theories such as Knowles’ Andragogy and Kolb’s Experiential Learning provides a solid foundation for designing engaging and effective training programs for adult learners. Coupling these theories with a structured, multi-level evaluation plan grounded in Kirkpatrick’s model ensures that training outcomes are accurately measured and continuously improved. This integrated approach fosters meaningful learning experiences and tangible organizational benefits, supporting the strategic goals of training and development initiatives.

References

• Knowles, M. S. (1984). Andragogy in practice. San Francisco, CA: Jossey-Bass.
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). Berrett-Koehler Publishers.
• Phillips, J. J., & Phillips, P. P. (2016). Return on investment in training and development. Routledge.
• Caffarella, R. S. (2009). Planning programs for adult learners: A practical guide (2nd ed.). Jossey-Bass.
• Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Jossey-Bass.
• Swanson, R. A., & Holton, E. F. (2009). Foundations of human resource development. Berrett-Koehler Publishers.
• Gilley, J., Gilley, A., & McMillan, H. S. (2009). Strategic training within organization: The good, the bad, and the ugly. Journal of Organizational Learning and Leadership, 16(3), 1–23.
• Noe, R. A. (2017). Employee training and development (7th ed.). McGraw-Hill Education.
• Fitzpatrick, J. J., Moffatt, K., & Kruse, S. D. (2011). Analysis of evaluation designs associated with continuing education. Journal of Continuing Education in Nursing, 42(9), 414–418.