To Plan, Design, Deliver, And Evaluate An Original Tr 276618

To Plan, Design, Deliver, and Evaluate an Original Training Program

To Plan, Design, Deliver, and Evaluate an Original Training Program Assess the Draft Training Proposal and peer feedback you received in Week Two, and finalize the topic and objectives for your training program. In a 20- to 25-slide PowerPoint presentation, not including the title and references slides: Conduct a needs assessment for your proposed training program. This should include both a person and a task analysis. Develop SMART (Specific, Measurable, Attainable, Realistic, and Timely) training objectives based on the needs assessment and any assumptions you may need to make. Create an original, detailed training proposal.

This should include: A title and description of the program. A discussion of training methods to be used, and a rationale (justification) for using them, based on training theory. Proposed instructors and the reason for using them. A tentative training outline. A tentative list and description of training materials needed.

Develop a plan for evaluation of training effectiveness including both short-term and long-term evaluation where appropriate. Your presentation must be formatted according to APA style as outlined in the Ashford Writing Center. Support your work with cited sources from the textbook and at least three additional scholarly sources. Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Paper For Above instruction

To Plan, Design, Deliver, and Evaluate an Original Training Program

This paper outlines the comprehensive process involved in planning, designing, delivering, and evaluating an effective training program tailored to organizational needs. Following the directives provided, the development begins with a detailed needs assessment, including person and task analyses, to identify skill gaps and performance deficiencies. Subsequently, SMART objectives are formulated to create targeted, achievable learning outcomes. The training proposal includes specifics such as the program's title, description, selected training methods justified by relevant training theories, and appropriate instructors justified by their expertise and instructional fit.

Initiating with a needs assessment, both a person analysis and a task analysis are conducted. The person analysis identifies the skills, knowledge, and abilities of the target learners, facilitating the customization of the training content to their current levels. The task analysis breaks down the tasks involved in the job or process, highlighting the areas where training can enhance performance. These analyses ensure that the training program is aligned with organizational goals and addresses specific gaps, thereby increasing its relevance and effectiveness.

Based on the needs assessment, SMART objectives are crafted to meet specific criteria—ensuring clarity and measurable outcomes. For example, an objective might state: "By the end of the training, participants will be able to perform task X with at least 90% accuracy, as measured by a practical assessment." These objectives guide the instructional design, ensuring that training activities are aligned with desired outcomes.

The training proposal then details the program's title and description, providing an overview of its purpose and scope. The choice of training methods is justified through established training theories—such as experiential learning, constructivism, or behavioral modeling—depending on the nature of the content and audience. For instance, hands-on activities and simulations might be preferred for technical skills, supported by Kolb’s experiential learning theory, which emphasizes learning through experience.

Proposed instructors are selected based on their expertise, instructional skills, and ability to engage learners. Justifications include their professional background, instructional style, and alignment with training objectives. The training outline offers a tentative schedule and structure, including individual modules, activities, and assessments to ensure systematic coverage of content.

The training materials anticipated include presentations, manuals, handouts, multimedia resources, and practical tools necessary for activities. A detailed list and description of these materials ensure readiness and resource adequacy for successful implementation.

Evaluation of training effectiveness employs both formative and summative assessments. Short-term evaluation methods include post-training quizzes, practical demonstrations, and immediate feedback to measure knowledge retention and skill acquisition. Long-term evaluation focuses on performance metrics, productivity data, and behavioral changes observed weeks or months after the training. Such evaluations are critical for determining ROI and informing continuous improvements.

The entire proposal adheres to APA formatting standards, including citations from the textbook and at least three scholarly sources supporting the chosen methodologies, theoretical foundations, and evaluation strategies. This structured approach aims to produce a relevant, engaging, and effective training program aligned with organizational goals and industry best practices.

References

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• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
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• Kozlowski, S. W. J., & Salas, E. (2010). Learning, training, and development in teams: Theory and practice. Routledge.
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