Review The Week 2 Lecture: How Do You D1 For The Purpose Of

Review The Week 2 Lecture How Do You D1 For The Purpose Of This M

Review the Week 2 Lecture, “How do you D1?” For the purpose of this midterm assessment, assume that your trainers, Sarah and Caroline, are new to their jobs. Assume further that you are their direct supervisor. Describe how you would prepare Sarah and Caroline for their first assignment before they meet with the department manager, Lori Williams. Be certain to include in your paper a value chain, a logic map, and a process map for their first assignment. Also include learning transfer system inventory.

Provide detailed explanations of each component of the maps and the inventory as they apply to the situation in the Week 2 Lecture. The requirements below must be met for your paper to be accepted and graded: · Write between 1,500 – 2,000 words (approximately 4 – 6 pages) using Microsoft Word in APA style, see example below. · Use font size 12 and 1” margins. · The word count does not include cover page and reference page. · At least 80% of your paper must be original content/writing. · No more than 20% of your content/information may come from references. · Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement. · Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.

Paper For Above instruction

The process of preparing trainers for their first assignment in an organizational training context involves meticulous planning and the integration of various tools that ensure effective knowledge transfer and performance improvement. In this paper, I will discuss how to prepare Sarah and Caroline for their initial assignment with the department manager, Lori Williams, using a structured approach that incorporates a value chain analysis, logic map, process map, and a learning transfer system inventory. Each of these components provides a comprehensive framework to facilitate understanding, planning, and evaluation, ultimately ensuring the training aligns with organizational goals and results in measurable performance enhancements.

Understanding the Organizational Context

The primary organizational goal driving this training initiative is to implement the Document Manager system effectively across the Application Analyst (AA) department. This goal is rooted in improving documentation sharing, efficiency, and accuracy, which directly impacts overall productivity and knowledge management within the organization (Kotter, 2012). The anticipated benefit includes reduced time spent on documentation, better information sharing, and improved compliance with new processes. The skill gap identified pertains to unfamiliarity with the new system, specifically Microsoft Word and Document Manager, which differ significantly from the legacy WordPerfect system used previously (Harrison, 2018).

Value Chain Analysis

The value chain analysis examines primary and support activities that contribute to creating value through the training process. In this case, primary activities include training delivery, knowledge sharing, and performance support. Support activities involve training needs assessment, curriculum development, and evaluation. The core focus is on enabling employees to efficiently adopt the new system, thus enhancing their ability to produce accurate and shareable documentation (Porter, 1985). By aligning training activities with this value chain, Sarah and Caroline’s efforts will directly contribute to increased operational efficiency and organizational effectiveness.

Logic Map Development

The logic map visualizes the causal relationship between training inputs, activities, outputs, and desired outcomes. For Sarah and Caroline, the inputs include their training expertise, organizational resources, and employee readiness. Activities involve conducting training sessions, developing online modules, and administering assessments. The outputs are the trained employees, competent in using Word and Document Manager, and passing relevant assessments. The ultimate goal is improved documentation practices, leading to enhanced productivity and organizational performance (Kaufman, 2015). This map clarifies the sequence necessary for successful implementation and highlights areas requiring support or intervention.

Process Map Creation

The process map delineates the step-by-step procedures that Sarah and Caroline will undertake to prepare and deliver training. Starting with the needs analysis, the process proceeds through curriculum development, scheduling of classes, resource allocation, delivery, assessment, and follow-up. For example, they will first gather data on current employee skills and technology access, then design a tailored training program considering online and in-person modalities, given geographic constraints (Davis & Elliott, 2016). This map ensures clarity in roles, timelines, and resource requirements, reducing ambiguities and enhancing efficiency during the implementation phase.

Learning Transfer System Inventory

The learning transfer system inventory assesses factors that influence the application of learned skills in the workplace. Components include supervisor support, peer influence, task relevance, and individual motivation (Baldwin & Ford, 1988). For Sarah and Caroline, understanding these factors helps in designing a system that maximizes training transfer—such as providing post-training coaching, creating reinforcement mechanisms, and ensuring management endorsement. Considering the global and distributed nature of the AA department, strategies like online reinforcement modules and peer support groups become critical. Identifying barriers and facilitators within this system ensures sustained performance improvement beyond the training sessions.

Application of Components in the Context

Each component—value chain, maps, and inventory—serves to align training efforts with organizational goals. The value chain emphasizes how training adds value to operational processes, while the logic and process maps ensure structured and logical progression of training activities. The learning transfer system inventory identifies opportunities and challenges in transferring knowledge to job performance. For example, the online training modules (identified in the process map) must be designed with task relevance and learner motivation in mind to ensure effective transfer (Baldwin & Ford, 1988). Similarly, management support (part of the inventory) must be secured to provide ongoing reinforcement, especially given the global distribution of employees.

Conclusion

Preparing Sarah and Caroline involves an integrated approach that ensures clarity of purpose, structured planning, and reinforcement strategies. By employing a value chain analysis, logic map, process map, and learning transfer system inventory, trainers can create a comprehensive framework that supports effective training execution and sustainable performance improvements. Such strategic preparation not only enhances the likelihood of project success but also aligns training initiatives with broader organizational objectives, ultimately contributing to a culture of continuous improvement and learning.

References

• Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63–105.
• Davis, M., & Elliott, R. (2016). Process mapping and improvement strategies in training organizations. Journal of Organizational Change Management, 29(2), 200-215.
• Harrison, R. (2018). The impact of technological change on employee training. Training Journal, 24(3), 38-42.
• Kaufman, R. (2015). Performance-based training: Designing your course. Performance Improvement Journal, 54(8), 22-31.
• Kotter, J. P. (2012). Leading change. Harvard Business Review Press.
• Porter, M. E. (1985). Competitive advantage: Creating and sustaining superior performance. Free Press.