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Mike Brown

DeVry HRM 592 ( training and development ) Entire Course

Mike Brown

DeVry HRM 592 ( training and development ) Entire Course


DeVry HRM 592 ( training and development ) Entire Course


devry hrm592 week 1 discussion dq 1& dq 2


dq 1


Strategic Training and Development Process (graded) Let’s begin by discussing the process of linking our organizational strategy with our training and development process.


Take a look at Figure 2.2 on page 66 of the Noe text. How do we begin the strategic training and development process?


Let’s also take a look at some examples of organizations and their training programs. Take some time to research a few organizations of your choice on the Web (if you need some suggestions, you might try General Electric, Pfizer, or Qualcomm). Then do the following for each organization you research.


Identify and research: Identify the organization’s mission, values, and goals. Find any information that is provided regarding the company’s training practices and how they relate to the goals and strategies of the organization (hint: many organizations include information about their T & D practices in their Careers sections).


Compare and contrast the different organizations that you research, including their approaches. How are their processes similar or different? What elements impact each company’s approach?

dq 2


Future Trends in Training and Development (graded)


Go online and research the future trends relative to the field of T & D. Consider researching professional organizations such as SHRM or ASTD. What predictions do you find? Where do you think the field of T & D is heading? How can T & D help an organization’s competitive advantage?


DeVry hrm592 week 2 discussion dq 1& dq 2


dq 1


Needs Assessment (graded)


Present some methods of training needs assessment. Imagine you are an operations manager at a manufacturing facility. What method would be best for this type of setting? Who should be involved in this process?


dq 2


Learning Theories (graded)


How do we incorporate adult learning theory into the design of our training programs? What types of training might be more appealing to adults, and why? How does active learning apply?


Devry hrm592 week 3 discussion dq 1& dq 2



dq 1


Transfer of Training (graded)


How can we motivate managers to play a more active role in ensuring that transfer of training (TOT) occurs? What could be done to increase the likelihood of TOT if the work environment conditions are unfavorable and cannot be changed? Who is responsible for making sure TOT occurs, and why?


dq 2


Program Design (graded) Customer service training involvesfar transfer. What design features would you include in a customer service training program to ensure that transfer of training occurred? Discuss your design thought process.


DeVry hrm592 week 4 discussion dq 1& dq 2



dq 1


Training Evaluation Design (graded)


What factors influence the choice of evaluation design? Which of these factors would have the greatest influence on your choice of an evaluation design? Which would have the smallest influence? Explain your choices.



dq 2



Quantitative Evaluation (graded)


What advantages accrue to training evaluation that measures return on investment (ROI)? What are some of the obstacles to implementing ROI measures, and how can they be overcome?



DeVry hrm592 week 5 discussion dq 1& dq 2


dq 1



Training Methods (graded)


What are the strengths and weaknesses of different training methods, such as lectures, case studies, and behavior modeling? When would it be appropriate to use each of these or other training methods? Provide specific examples.



dq 2


Technology in Training (graded)


Explain how technology has changed the learning environment. What are some examples of how technology can assist with training? How might new technologies make it easier to learn? How do they facilitate transfer of training? Provide details.


DeVry hrm592 week 6 discussion dq 1& dq 2



dq 1


Career Management System (graded)


Why is career management an important element of any organization? How would you go about designing a career management system? What employees and positions should be included in this system?


dq 2


Career Path (graded)



Why do employees plateau? How could you help a plateaued employee? Discuss the characteristics of a plateaued employee who might resist your help. This section lists options that can be used to view responses.


DeVry hrm592 week 7 discussion dq 1& dq 2


dq 1


Employee Retention (graded)


You were asked in the You Decide scenario this week to choose an option to improve employee morale. Which option did you choose, and why? How might employee development impact turnover? Explain your answer.


dq 2


Change Management (graded)


In a fast-paced work environment, technology and processes are constantly changing. What challenges have you faced on the job related to organizational change? How did you handle those changes? What recommendations might you give to a team that is facing a major organizational change? How does change management link to meeting strategic goals?


devry hrm592 all week(3,5&7)course project



The Course Project is designed to provide you with real-life, practical experience in conducting a training and OD needs assessment for a selected organization and in developing a training or intervention strategy to address the needs that have been identified. Guidelines The Course Project must be comprehensive and follow the analytical stages below.


1.     Select an organization to be studied.


2.     Develop and conduct a needs assessment.


3.     Analyze the data collected and identify training needs.


4.     Develop a training or intervention strategy to address the needs.


5.     Determine the training intervention cost and quantify expected results.


6.     Develop an evaluation method.


Once the steps have been completed, a detailed paper outlining your processes, methodologies, results, and recommendations should be prepared. Although the length of the paper is not predetermined, a paper of 10–15 pages in length, double-spaced, is customarily necessary to cover the topic adequately. This does not include the title and reference pages.


Note: There is an excellent guide online called Human Capital: A Guide for Assessing Strategic Training and Development Efforts in the Federal Government put out by the United States General Accounting Office. Although this relates to the government and not the private sector, it contains excellent information that can be applied anywhere.


Milestones: Project Phases—In Detail


Part 1: Select an Organization to Be Studied


There are a number of ways in which an organization can be selected. One option is to look outside your organization for companies that would be interested in participating in the project. Another is to volunteer your own organization, or if you are not currently employed, use a church, school, club, or other organization.


Once your organization has been selected, you will need to learn a lot about it. It is essential for you to understand the organization’s business, goals, objectives, and mission in order to complete this project successfully.(Submit the information on your selected organization to your Dropbox by the end of Week 1—this is an ungraded step but required and essential to help you make sure you are on the right track.) Also note that you will besubmitting a progress report for this project in Week 5 in the Minipaper assignment—this is worth 100 points.



Part 2: Conduct a Needs Assessment


Training and development processes begin with a needs assessment. Given the economic pressures that businesses face today, it is imperative that those needs be connected to specific organizational performance issues. There are three different forms of analysis you will need to complete.


1.     Organizational analysis involves determining the appropriateness of training given the organization’s business strategy, its resources available for training, and support by managers and peers for training activities.


2.     Person analysis involves (1) determining whether performance deficiencies result from a lack of knowledge, skill, or ability (a training issue) or from a motivational or work-design problem; (2) identifying who needs training; and (3) determining employees’ readiness for training.


3.     Task analysis identifies the important tasks and knowledge, skill, and behaviors that need to be emphasized in training for employees to complete their tasks.


Hints for a Successful Needs Assessment


As you conduct your needs assessment, you may want to consider four potential sources of information that may help you in your analysis. Information such as employee turnover analysis, incident reports, long-range production goals, employee satisfaction studies, and physical plant layout can tell us a lot. Examples of other documents you may wish to consider include the following.


Business documents:


Key business documents can be used to determine areas of poor performance and developmental needs. Such documents may include


1.     unit productivity reports;


2.     customer satisfaction surveys;


3.     communication survey reports; and 4. competitive analysis reports.


Organization survey:



Questionnaires can be created that probe for areas in which systems, structures, or processes are not functioning as intended. They can be used to look toward group, departmental, or individual issues.(Submit your survey to be used for gathering data by the end of Week 3—70 points.)


Potential questions include the following.


Questionnaire Questions


1.     I am involved in decisions that directly affect my job.


2.     My supervisor communicates with me on a regular basis.


3.     I clearly understand what is expected of me.


4.     I am rewarded for good performance.


5.     My opinion has been asked regarding what needs to change in my work area.


6.     I understand why the decisions that affect my job are made.


7.     My supervisor gives me information that is important to me.


8.     I have the skills necessary to perform my job properly.


9.     I am rewarded for working well with others.


10.   I receive frequent feedback on my performance.


11.   I believe the information that I receive from my supervisor.


12.   I have the tools necessary to perform my job properly.


13.   My job leaves me with a sense of accomplishment.


14.   I understand the information that I receive from my organization.


15.   I am encouraged to make decisions that affect my job.


16.   I am encouraged to communicate with my supervisor.


17.   Team goals are supported throughout my organization.


18.   My organization treats all employees well.


19.   I have the information necessary to make decisions that affect my job.


20.   I am encouraged to communicate with others.


21.   The feedback that I receive is directly related to my job performance.


22.   My organization treats all emp

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