HRMN300 Developing Training and Assessing Employee Performance Essay
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
HRMN300 Developing Training and Assessing Employee Performance Essay
HRMN300, Developing, Training, Assessing, Employee, Performance, Essay
Question :1 Defining training and understanding its strategic purpose
At first glance, Week 5 content spans two seemingly disparate functions – developing training and assessing employee performance. The processes are defined and presented sequentially in your text. In reality, the functions are more closely related than they seem in the sense that assessing performance could identify a need for training, couldn’t it? Let’s talk!
What I would like you to do for this first conference is to think about training. What exactly is training? Please don’t parrot-back the text definition!!!
Include in your discussion and explanation, your ideas about WHY you think corporations spend billions of dollars every year to provide training for their employees. And last, in your “definition” discussion include your ideas about how training supports an organization’s strategic goals and objectives. What does training do for an organization? Are there really any benefits? Why or why not……?
Question 2: Critique this Training Proposal (Everyone responds)
Now that we have discussed the stages of training design including the needs assessment, the design and the evaluation steps, I am asking you to apply your knowledge and understanding. Review the following proposed training design and then develop a critique of its effectiveness and make your recommendations for improvement. Let’s do it!
Your analysis might be guided by the following questions: What do you think is done well in the design and what suggestions do you have for improving the training? Why? Do you think the design met the stated training outcomes and is the evaluation as designed substantial enough?
Are the evaluation goals Specific, Measurable, Acceptable, Realistic and Time Bound? Imagine yourself as an attendee at the training. How effective would this session be for you?
Your specific program analysis might include determining if the right intended audience is included in the training, if their possible learning styles have been taken into consideration, and if the goals and objectives of the program are clear and appropriate. Is the delivery of the program effective? Is the assessment of the training sufficient?
As an aside and a suggestion:
You might want to conduct supplemental research on Learning Styles and Learning Style Preferences and include a review of the proposed training as it meets/does not meet the learning style preferences of the attendees. As we design our training content we need to include activities that entice the various learning styles of our training audience.
There are five recognized learning styles but we usually focus on just three: VISUAL, AUDITORY, and KINESTHETIC. Visual learners process information best by reading the material. Auditory learners prefer to hear their information. Kinesthetic learners like “hands-on” reinforcement of the course ideas.
Know that we cannot meet all of the preferences, all of the time. Our goal as content developers is to recognize the varying preferences and attempt to design specific exercises to meet each – when possible. When you take HRMN 406, you will focus on this concept in more depth. But if you’re interested, research the topic Learning Style Preferences and enjoy!
– understand the potential dangers, risks, and statistics associated with a variety of road safety issues
– avoid behaviors that may put students in danger while on the school bus
Materials:
– Flip chart
– Internet access
Delivery:
- In a lecture, explain to trainees that according to the National Highway Traffic Safety Administration, motor vehicle crashes are the leading cause of death among Americans up to 34 years old. Factors such as alcohol, high-speed driving and other dangerous behaviors contribute to these crashes. Most accidents could be avoided by following common safety practices.
- On a flipchart, draw two columns for the “dos and don’ts” of driving. Ask trainees to brainstorm about items for both lists.
- Divide students into five groups, and assign one of the following topics to each group to research on the Internet and then present to the class:
– Impaired driving (DUI/DWI)
– Seat belts
– Speeding
– Distracted driving (such as driving while eating or talking on a cell phone or texting)
– Drowsy driving
– Lack of knowledge, skills or abilities
– Equipment failures
Learning and Skill Evaluation: Trainees will take a multiple choice question exam with 20 questions. They must get at least 17 correct in order to pass the Safe Driving for Schools course.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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