Note: Do Not Use The Real Name Of The Organization

Note Do Not Use The Real Name Of The Organization You Will Describe I

Note Do Not Use The Real Name Of The Organization You Will Describe I

Note: Do not use the real name of the organization you will describe in this assignment. Write a 5–6 page paper in which you: Provide an overview of the organization for which you are to develop the training. The overview should include, at a minimum, the organization’s mission, vision, management structure, corporate culture, geographic location(s), community involvement, and experience in providing training and development activities. Specify the task(s) for which the training is being developed. Analyze the most significant elements or steps for performing each task, and examine the importance the task(s) to the organization’s overall mission.

Describe at least five characteristics of the intended audience for the training. For example, describe the number of potential learners, type of learners, reading levels, gender, ages, culture, language(s) they use, and attitude toward learning. Evaluate the intended audience’s level of familiarity with technology overall. Assess the degree to which the members of your intended audience are self-directed in their learning overall. Suggest the manner in which their self-directedness—or lack thereof—may affect the likelihood that they would successfully complete the training.

Select the theoretical basis for the planned training (i.e., andragogy or one of the other theoretical models on adult learning). Provide a rationale for your selection. Propose at least two strategies to incorporate key aspects of the selected theoretical model into the design and delivery of the planned training. Use at least five reputable websites and scholarly articles for this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.

This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions. The specific course learning outcomes associated with this assignment are: Evaluate the tasks, audience, and theoretical models related to training for a given company.

Paper For Above instruction

The organization for which the training development is being conceptualized is a hypothetical entity, herein referred to as "InnovateTech." This organization operates within the technology sector, providing innovative solutions for digital transformation, cloud computing, and cybersecurity services. InnovateTech’s mission is to enable businesses to harness the power of technology securely and efficiently, fostering growth and innovation. Its vision emphasizes becoming a leader in digital solutions, driven by cutting-edge research and customer-centric service. The company’s management structure is relatively flat, promoting open communication and collaborative decision-making among teams. Corporate culture at InnovateTech is characterized by innovation, agility, and continuous learning, which encourages employees to remain adaptable and creative in their roles.

Geographically, InnovateTech is headquartered in a major metropolitan region, with satellite offices in other urban centers across the country. The organization actively engages with local communities through technology training programs, youth outreach, and partnerships with educational institutions. InnovateTech also boasts a considerable track record of providing training and development initiatives internally to enhance employee skills, especially in areas such as emerging technologies, soft skills, and leadership development. These initiatives aim to keep staff current with industry trends and improve overall organizational performance.

The specific task for which the training is being developed pertains to cybersecurity awareness for new hires and existing employees across departments. The key steps for performing this task include understanding common cyber threats, recognizing phishing attempts, managing passwords securely, and adhering to organizational security protocols. Each step is crucial because they collectively protect organizational data, uphold client trust, and ensure compliance with legal and regulatory standards. The cybersecurity task aligns with InnovateTech’s overarching mission to deliver secure solutions and maintain a trusted reputation in the digital space.

The intended audience comprises approximately 50 employees, ranging from entry-level staff to mid-level managers. Characteristics of this audience include varying educational backgrounds, with some possessing advanced technical degrees and others having general business education. The age range spans 22 to 55 years, with a relatively balanced gender distribution. Culturally, the workforce is diverse, representing multiple linguistic backgrounds, although English is the primary language of communication. The learners have different levels of familiarity with technology; while most are proficient with standard office software, fewer have in-depth knowledge of cybersecurity concepts. Attitudes toward learning are generally positive, but some employees exhibit a self-paced learning style and prefer practical, hands-on approaches.

Familiarity with technology overall is moderate, with most learners comfortable using standard digital tools but less confident with specialized security applications. The degree of self-directedness varies; some employees proactively seek out additional resources and training, while others require structured guidance and explicit learning pathways. This variability influences the design of the training: for highly self-directed learners, supplemental resources and optional modules could enhance engagement, whereas for less autonomous employees, more guided instruction and interactive elements are necessary to ensure successful completion.

The theoretical basis identified for this training is Malcolm Knowles’ model of andragogy, which emphasizes adult learning principles such as self-direction, practical relevance, and leveraging prior experience. This model is appropriate because the adult learners are experienced professionals, and engaging them through relevant, learner-centered approaches can improve knowledge retention and application. Incorporating key aspects of andragogy, two strategies include: (1) designing scenario-based activities that relate directly to real workplace situations for enhanced contextual learning; and (2) providing opportunities for learners to reflect on their prior experiences with cybersecurity incidents, thereby fostering meaningful engagement and practical insight.

References

• Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development. Routledge.
• Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. Jossey-Bass.
• Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
• 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.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
• Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74–101.
• Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press.
• Brown, A. L., & Sitzmann, T. (2016). Training and development research: Embracing a twenty-first-century perspective. Journal of Management, 42(4), 865–878.
• Sitzmann, T., & Ely, K. (2011). A meta‐analysis of web‐based training higher education. Journal of Management Education, 35(4), 537–568.
• Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(4), 85–118.