Assignment Title:
Draw up a detailed Training Plan incorporating at least one newly developed piece of training material/activity for a one-day workshop, to be delivered to a team of Line Managers by you as a HR Corporate Trainer, on One of the following areas:
- Conducting Effective Interviews OR
- Conducting Effective Performance Appraisal Meetings
Steps to successfully completing this assignment:
- Select one of the topics for the HRM topics for your Training Workshop
- Research the chosen topic for your Training Plan.
- Design and write up a detailed Training Plan using the suggested format.
- Design and develop a micro teaching, learning and assessment activity as part of your overall training plan.
- Double check your assignment against the marking and assessment rubrics and self evaluate and include the self-evaluation rubric.
Step 1: Select One of the topics for your Training Plan :
Select only ONE topic from the following: Conducting Effective Interviews OR
Conducting Effective Performance Appraisal Meetings which will be become the focus for your Training Plan and micro activity, for the one-day workshop you plan to deliver to Line Managers, as a HR Corporate Trainer.
Step 2: Research The Chosen Topic for your Training Plan:
The Training Plan: A training plan is a detailed sequence of how you as a Corporate Trainer and HRD professional are going to design and implement a specific training and learning event to meet specific training goals and objectives and educate the managers and workforce on a particular topic. To start with, think about the ADDIE model used in the lectures. https://www.learnupon.com/blog/addie–5steps/
There are various free resources on the internet to help you understand the mechanics of a training plan and the steps to develop one. See for example.
http://managementhelp.org/training/systematic/guidelines–to–design–training.htm
Also see: http://www.businessballs.com/training.htm
Also, please refer to the relevant readings and chapters listed under the topic Canadian Training, Learning and Development and HRD, on the schedule of lesson topics.
Training Plan Guide: This guide to a training plan may also be of some assistance. Developing a training plan: an interactive guide. This guide provides a walkthrough of the various stages in developing a training plan. The guide is divided into seven sections including Stage Four (HRD interventions and activities), and Stage Five (Evaluation). https://global.oup.com/uk/orc/busecon/business/mankin/01student/trainingplan/
How to build your first employee training program:
https://resources.workable.com/tutorial/employee–training–program
Step 3: Draw Up The Training using the suggested Format.
Training Plan: Template & Structure:
A possible template for a training plan to roll out the above Canadian HRM policy could be as follows: (but not rigid).
- Table of Contents
- Overall Purpose (ADDIE)
- Training Event Pre-Planning (What, How, Who, Where and When)
- Specific Goals and Aims/ Training Outcomes – for Org, Dept, Employee
- ‘Take Aways’ For Attendees
- Main Training Event Content and Delivery
- Micro Activity of a piece of teaching, learning and assessment material.
- Schedule and Timing of Sub-Events or Sub-Activities
- Resources / Costs
- Wrap Up-Closure
- Post Training Event Activities
- Appendix of Supporting Resources (e.g. Handouts, Quizzes, Participant Feedback Sheet) Apply sound pedagogical and andragogical, adult education and instructional design principles and best practices in designing the learning plan and Miro activity.
https://youtu.be/Ikt4RQsxHp0 (3 mins)
https://youtu.be/JxShaB4R0d8 (4 mins)
Please note that this format / heading does not have to be followed provided the information is included. The marking is for the provision of the relevant information, regardless of where it appears in the document or under whatever heading.
References/Bibliography Support your assignment with a minimum of 5 references per part using the APA style.
Style and Substance:
Style of Assignment and Format:
Word Count: This assignment should be approx. be between a minimum of 2,500 words minimum to 3,000 words maximum for the Word Document (the Training Plan). This excludes any footnotes, references, bibliography or appendices. The word count should be indicated on the pro-forma cover page.
Format:
The assignment should be presented in word processed format adhering to the following guidelines: – Report style formal structure.
- Word only format, not PDF
- Clear paragraphing with headings and sub-headings.
- Use of plenty of white space, breaking up the text with visual aids, diagrams, graphs, etc. If too bulky, put in Appendix.
- Double line spacing
- Numbered paragraphs 1.2 1.3 2.1 2.2 etc.
- Times New Roman 12
- Pages Numbered
- Table of Contents at front
- Consistent Style of APA Citation Referencing. – – Minimum of 4 references.
- Proof Read and Spell Checked
- Contain completed Cover Sheet and signed Academic Integrity Declaration Form (at end of this document) which includes the Assignment Title, Student Number, Year, Course Part & Program, Turnitin Similarity Score, Word Count and signed Declaration, which verifies that you have acknowledged all references, the work is yours and that you have not plagiarized
- Drawing up a detailed plan for the assignment. ‘Mind Maps’ may be useful. – Using plenty of headings and subheadings.
- Ample use of paragraphs. Each paragraph should contain a distinct thought or idea.
- Fully researching the topic (see above)
- Write a number of drafts before finalizing the assignment for submission.
- Allowing a draft to ‘breathe’ by taking some time out before revisiting the draft again and again before finalizing for submission. Set a ‘false deadline’ a few days before the final official submission date deadline.
- Assignments written in a rushed manner or at the last minute will show! So, avoid the ‘Last Minute Dot Com” approach
General Guidelines on Assignment Writing: Successful assignment and report writing is a skill which must be developed over time and with practice. It should include the following:
Step 4: Develop one specific Micro Learning Activity That Will Form Part of your Workshop: As part of your Learning Plan for the workshop day, design and develop one specific piece of teaching, learning and assessment material or activity that could be used as part of the suite of activities that you plan to use in the one-day workshop. This must be something that the LT have developed themselves. It could be a LT made video or podcast, a role play, a quiz or some interactive activity. Please be creative. This activity should take about 15 minutes for your workshop attendees to complete. Include this as part of your Appendix in the Training Plan. If you create your own video or podcast, you can upload to Moodle or WeVu account or easier still, put it up on YouTube and put the YouTube link in your assignment.
Step 5: Follow and Double Check Your Final Work Against the Assessment and Critical Thinking Rubrics and Marking Scheme and Self Evaluate on the Rubric and Include in Assignment.
Marking Rubric for Learning Team Written Assignment – Training Plan – 20%
|
Criterion/Section |
Marks |
Award |
Comment |
|
Academic Integrity Cover Sheet (screen shot) |
1 |
||
|
Table of Contents |
1 |
||
|
Learning Outcomes Clear tangible learning outcomes and takeaways for the trainees. |
4 |
||
|
The ADDIE Model: Clear adherence to the steps of the ADDIE models with process flow chart. |
10 |
||
|
Training Plan Content and Substance: A comprehensive and accurate training plan which fully addresses all aspects of the pre, post and actual delivery of the workshop and incorporate robust instructional design and pedagogical and andragogical best practices. |
33 |
||
|
Specific Learning Micro Event/Activity: Designs a relevant, interactive, and skillsbased workshop activity, with clear line of sight to a stated learning outcome(s). |
15 |
||
|
Appendices and Support Documentation: Appropriate and relevant support documentation that underpins the training plan and workshop delivery and evaluation. |
10 |
||
|
Organization, Layout and Format: |
10 |
||
|
Logical and reader friendly layout and structure. |
|||
|
Readability: Proofread and spell checked and free of errors and good flow of language and expression and is employee reader friendly. |
10 |
||
|
Originality and Comprehensiveness: It stands out and has an element of creativity and innovation and is comprehensive. |
5 |
||
|
Completed LT Self Evaluation of Rubric (screen shot) |
1 |
||
|
Total |
100 |
|
Total |
/100% |
Generic Assessment Rubrics:
To check your critical thinking, following dimensions will be considered: clarity, relevance, depth of discussion, breadth of discussion, integration and internal consistency.
Assessment Rubrics:
|
Written Communication Assessment |
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|
1 Did not meet expectations |
2 Met expectations |
3 Exceeded expectations |
|
|
Writing Conventions (grammar, word use, punctuation, mechanics) |
Frequent grammatical errors and misspellings inhibit readability Informal language, abbreviations and slang is used |
Few grammatical errors and misspellings (e.g. three or fewer per page) Correct verb tense used Paragraphs flow from one to another Active voice pervasive |
Free of grammatical errors and misspellings Effective verb tense used Uses phrases and construction that delight as well as inform the reader Primarily active voice |
|
Overall Effectiveness of Piece (professional appearance, expression and format) |
Not formatted to Specifications, Lacking professional appearance |
Formatting is generally correct, acceptable professional appearance. |
Assigned format followed explicitly: Exceptional professional appearance |
|
Critical Thinking Assessment |
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|
Intellectual Standards |
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|
Elements of Reasoning |
Clarity |
Relevan ce |
Dept h |
Breadt h |
Integratio n |
Consiste ncy |
|
Information (situation analysis; important data, facts, observations for analysis and decision making) |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
|
Concepts (theories, principles, models to be applied in the analysis or exercise) |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
|
Points of View (important stakeholders to consider in the analysis and resulting decision(s)) |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
|
Assumptions (presuppositions, values or beliefs that must be explicitly stated) |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
|
Implications (potential +/- outcomes or consequences of decisions or strategies) |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
|
Interpretation (articulation of conclusions, interpretation, recommendation based on information, concepts, POV, assumptions and Implications) |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
1 2 3 |
Critical Thinking and Written Analyses Rubric – Scale Description
|
Levels |
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|
Criteria |
1 Did Not Meet Expectations |
2 Met Expectations |
3 Exceeded Expectations |
|
Clarity |
Writing is not clear. It is difficult to understand points being made. The writing lacks transitions, and few examples and/or illustrations are provided to support explanation or recommendations. |
Writing is generally well organized and understood. Transitions are used to facilitate clarity. Some examples and/illustrations are used to support explanation or recommendations. |
Writing is succinct, precise, effectively organized and without ambiguity. Transitions, explanation and elaboration are extensive to elucidate points. Detailed illustrations and/or examples are used to support explanation or |
|
recommendations. |
|||
|
Relevance |
Critical issues/questions are omitted or ignored in the writing. |
Most of the critical issues/questions are addressed in the writing. |
All critical issues/questions are addressed completely in the writing |
|
Depth of Discussion |
Ignores bias; Omits arguments Misrepresents issues; Excludes data; Includes but does not detect inconsistencies of information; Ideas contain unnecessary gaps, repetition or extraneous details; Sees no arguments and overlooks differences |
Detects bias; Recognizes arguments; Categorizes content; Paraphrases data; Sufficient detail to support conclusions and/or recommendations |
Analysis includes insightful questions; Refutes bias; Discusses issues thoroughly Critiques content ; Values Information Examine inconsistances ; Offers extensive detail to support conclusions and recommendations; Suggests solutions or implementation |
|
Breadth of Discussion |
Omits arguments or perspectives; Misses major content areas/concepts; Presents few options |
Covers the breadth of the topic without being superfluous |
Considers multiple perspectives; Thoroughly delves into the issues/questions; Thoroughly discusses facts relevant to the issues |
|
Integration of all Elements of Reasoning |
Fails to draw conclusions or conclusions rely on author’s authority rather than strength of presentation; Draws faulty conclusions; Shows intellectual dishonesty |
Formulates clear conclusions with adequate support |
Assimilates and critically reviews information, uses reasonable judgment, and provides balanced, well justified conclusions |
|
Internal Consistency |
There is little integration across the sections of the paper. Several inconsistencies or contradictions exist. Few of the issues, recommendation and explanations make |
Sections of the paper are generally well linked/connected. Only minor contradictions exist. Most of the issues, recommendations and explanations make sense and are well integrated. |
All sections of the paper are linked. There are no contradictions in the writing. All issues, recommendations and explanations make sense and are well integrated |
|
sense and are well integrated. |
Values: Level 1: 10%, Level 2: 50% and Level 3: 100%
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