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.
Description:
Total Possible Score: 8.00
Conducts a Needs Assessment for The Proposed Training Program, Including Both a Person and a Task Analysis
Total: 1.50
Distinguished – Thoroughly conducts a needs assessment for the proposed training program, including both a person and a task analysis.
Proficient – Conducts a needs assessment for the proposed training program, including both a person and a task analysis. Minor details are missing.
Basic – Partially conducts a needs assessment for the proposed training program, including both a person and a task analysis. Relevant details are missing.
Below Expectations – Minimally conducts a needs assessment for the proposed training program, including both a person and a task analysis. Significant details are
missing.
Non-Performance – The needs assessment for the proposed training program, including both a person and a task analysis, is either nonexistent or lacks the components
described in the assignment instructions.
Develops SMART (Specific, Measurable, Attainable, Realistic, and Timely) Training Objectives Based on the Needs Assessment and Any Assumptions That Needed to Be Made
Total: 1.00
Distinguished – Comprehensively develops SMART training objectives based on the needs assessment and any assumptions that needed to be made.
Proficient – Develops SMART training objectives based on the needs assessment and any assumptions that needed to be made. Minor details are missing.
Basic – Develops limited SMART training objectives based on the needs assessment and any assumptions that needed to be made. Relevant details are missing.
Below Expectations – Develops minimal SMART training objectives based on the needs assessment and any assumptions that needed to be made. Significant details are
missing.
Non-Performance – The development of SMART training objectives based on the needs assessment and any assumptions that needed to be made is either nonexistent or lacks
the components described in the assignment instructions.
Creates a Training Proposal With a Title and Description of Program, Proposed Instructors and Reasons for Their Use, Tentative Training Outline, and Tentative List and
Description of Training Materials Needed
Total: 1.50
Distinguished – Creates slides that are logically organized with a title, a well-written description of the program, and proposed instructors and reasons for their
use. Additionally, a training outline is provided with a tentative list and description of training materials needed.
Proficient – Creates slides that are logically organized with a title, a written description of the program, and proposed instructors and reasons for their use.
Additionally, a training outline is provided with a tentative list and description of training materials needed. One of these requires improvement.
Basic – Creates slides that are organized with a title, a written description of the program, and proposed instructors and reasons for their use. Additionally, a
training outline is provided with a tentative list and description of training materials needed. One or more of these components requires improvement.
Below Expectations – Creates slides that are loosely organized with a title, a written description of the program, and proposed instructors and reasons for their use.
Additionally, a training outline is provided with a tentative list and description of training materials needed. The written description, proposed instructors and
reason for their use, training outline, and tentative list and description of training materials needed require much improvement.
Non-Performance – The title, written description of program, proposed instructors and reasons for their use, as well as the training outline with a tentative list and
description of needed materials are either nonexistent or lack the components described in the assignment instructions.
Discusses Training Methods to Be Used, and a Rationale (Justification) For Using Them, Based on Training Theory
Total: 1.00
Distinguished – Thoroughly discusses training methods to be used, and the rationale for using them, based on training theory. The discussion is strongly based on
theory.
Proficient – Discusses training methods to be used, and the rationale for using them, based on training theory. The discussion is based on theory. Minor details are
missing.
Basic – Partially discusses training methods to be used, and the rationale for using them, based on training theory. Relevant details are missing.
Below Expectations – Attempts to discuss the training methods to be used, and the rationale for using them, based on training theory; however, the discussion is not
supported with relevant theory and significant details are missing.
Non-Performance – The discussion of the training methods to be used, and the rationale for using them, based on training theories is either nonexistent or lacks the
components described in the assignment instructions.
Develops a Plan for the Evaluation of Training Effectiveness, Including Both Short-Term and Long-Term Evaluation, Where Appropriate
Total: 1.50
Distinguished – Develops a comprehensive plan for the evaluation of training effectiveness, including both short-term and long-term evaluation, where appropriate.
Proficient – Develops a plan for evaluation of the training effectiveness, including both short-term and long-term evaluation, where appropriate. Minor details are
missing.
Basic – Develops a limited plan for evaluation of the training effectiveness, including both short-term and long-term evaluation, where appropriate. Relevant details
are missing.
Below Expectations – Develops a minimal plan for evaluation of the training effectiveness, including both short-term and long-term evaluation, where appropriate.
Significant details are missing.
Non-Performance – The development of a plan for evaluation of training effectiveness, including both short and long term evaluation, where appropriate, is either
nonexistent or lacks the components described in the assignment instructions.
Critical Thinking: Evidence
Total: 0.35
Distinguished – Employs persuasive and applicable information from credible sources to develop an ample analysis or synthesis of the topic. Viewpoints of experts are
scrutinized thoroughly.
Proficient – Employs applicable information from credible sources to develop an analysis of the topic.
Basic – Identifies applicable information from credible sources, but may neglect the application of such information toward the analysis of the topic.
Below Expectations – Presents information from external sources, but such information may lack credibility and/or relevance. Neglects to apply such information toward
the analysis of the topic.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Page Requirement
Total: 0.35
Distinguished – The length of the paper is equivalent to the required number of correctly formatted pages.
Proficient – The length of the paper is nearly equivalent to the required number of correctly formatted pages.
Basic – The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.
Below Expectations – The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Integrative Learning: Connections to Experience
Total: 0.20
Distinguished – Creates meaningful correlations among experiences outside of the classroom to demonstrate an understanding of the given field of study and to broaden
one’s own viewpoints.
Proficient – Compares life experiences and academic knowledge to distinguish differences and similarities while acknowledging perspectives other than one’s own.
Basic – Recognizes correlations between life experiences, academic texts, and ideas perceived as similar and related to one’s own interests.
Below Expectations – Briefly comments about the connections between one’s life experiences and academic texts.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Control of Syntax and Mechanics
Total: 0.20
Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very
easy to understand.
Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly
easy to understand.
Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.
Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the
reader.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: APA Formatting
Total: 0.20
Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Basic – Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.
Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Resource Requirement
Total: 0.20
Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and
cited correctly within the body of the assignment.
Proficient – Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the
assignment.
Basic – Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body
of the assignment. Citations may not be formatted correctly.
Below Expectations – Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference
page are not used within the body of the assignment. Citations are not formatted correctly.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
