HRM 420 Training And Development Chapter 5: Program Design ✓ Solved

HRM 420 Training and Development Chapter 5: Program Design

Assume that you are a training specialist in AUM. You are expected to design an online training program for your classmates regarding project writing skills. Based on this scenario please answer the following questions:

Q1. Please define and explain pre-training activities that involves preparing and motivating trainees to attend for your training program.

Q2 Please define and explain the learning event that involves preparing instruction and the physical equipment necessary for you training program. Please answer the questions not less than 2 paragraphs each.

Paper For Above Instructions

Q1: Pre-Training Activities

Pre-training activities are crucial for ensuring that trainees are adequately prepared and motivated to engage in the training program. This phase typically involves several strategies aimed at fostering interest, enhancing readiness, and establishing context for the training. First, it is essential to communicate the purpose of the program clearly. This includes discussing the overarching goals, what the trainees stand to gain, and how the training will impact their performance. Providing detailed information about the objectives, schedule, and the profile of other participants can also help in building anticipation and excitement towards the training session.

Moreover, assigning pre-work can further reinforce the focus and seriousness of the training. Assignments such as preliminary readings, short quizzes, or reflective exercises stimulate active engagement with the training content before it occurs. By arriving with prior knowledge and a sense of focus, trainees will be more likely to participate actively and retain information. Additionally, it is beneficial for managers to advocate for attendance by setting a positive expectation around the training’s importance in their roles. This sort of encouragement can motivate trainees not just to attend but to fully engage with the material during the training.

Q2: The Learning Event

The learning event is a significant phase in the training design process as it involves not only the instructional methods but also the physical environment in which learning takes place. Preparing effective instruction means creating a structured approach tailored to the content and learner needs. Using a variety of instructional strategies such as lectures, group activities, and interactive discussions can cater to diverse learning styles and help maintain engagement. Furthermore, integrating technology—like multimedia presentations or online collaboration tools—can enrich the learning experience, especially for an online training program. These tools facilitate interaction and allow real-time feedback, essential components in the learning process.

Equally important is the physical setting where the learning occurs. Even within an online context, the “learning space” must be conducive to focus and engagement. This could mean ensuring a comfortable and quiet environment with minimal distractions, proper lighting, and access to necessary materials. For instance, instructors should ensure that trainees have access to the required software, internet connectivity, and collaboration platforms. By preparing both the instructional content and the learning environment effectively, trainers can significantly enhance the learning experience, ensuring that participants benefit maximally from the training program on project writing skills.

References

  • Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 60, 451-474.
  • Journal of Business Strategy, 24(2), 20-25.
  • Kirkpatrick, D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
  • Noe, R. A. (2010). Employee training and development. McGraw-Hill/Irwin.
  • Saks, A. M., & Burke-Smalley, L. A. (2014). The role of supervisor support in the transfer of training. International Journal of Training and Development, 18(1), 17-32.
  • San Francisco: Berrett-Koehler Publishers.
  • Berrett-Koehler Publishers.
  • American Society for Training and Development (ASTD).
  • Wiley.
  • Educational Psychologist, 23(4), 215-235.

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