Identify all problems related to the proposed training and discuss why these items are problems.

CRITIQUE OF TRAINING DESIGN

This assignment is worth 20% of your final grade and addresses Course Objectives 1 and 4. It gives you an opportunity to critique a training proposal and to recommend a better training design. You must complete this assignment individually, without contacting other students, and you may not use a paper or any part of a paper from a previous class or from another person. If you have questions about this assignment, please post them in the ‘Ask the Professor’ discussion forum so that everyone can benefit from the answers.

The Scenario

This scenario is adapted from:

Noe, R. A. (2013). Employee training and development (6th ed.). New York, NY: McGraw-Hill Irwin.

You are the human resource generalist for College Inn, a chain of modestly-priced hotels located in the Southeastern United States. Each hotel has 100 to 150 rooms, a pool, and a full service restaurant. The hotels are located near the exit ramps of major highways in three Southeastern college towns: Raleigh, NC; Columbia, SC; and Athens, GA. You just received the attached memo from the vice president of operations asking for your opinion about some training he is contracting for with outside consultants. There is no training manager for College Inn, so the vice president often contacts you for help with training in the Operations division.

YOUR TASK

Prepare a 2-3 page memo to the vice president of operations that critiques the proposed training.

· Identify all problems related to the proposed training and discuss why these items are problems. Hint: You might want to review the competencies TD professionals should possess. The Association for Talent Development (ATD) Competency Model (https://www.td.org/Certification/Competency-Model) is a good resource.

· Give your recommendations for improving the training design and explain how your revised design will address the VP’s expectations regarding the training.

· Describe at least two ways managers can support the training. Hint: You might want to review the Transfer of Learning Matrix that is listed in the Week 4 Required Reading-Transfer of Learning area.

The vice president values your opinion but also likes to know what other experts have to say, so support your statements and opinions with citations from appropriate sources. The vice president is not familiar with training and development terminology, so provide definitions for key concepts and theories that you believe apply to this situation. Don’t forget to cite the source(s) of your definitions.

Your memo should be two to three single-spaced pages, excluding the cover and reference pages. Please use one inch margins and a font size of at least 11 points. Include a minimum of five references in your memo. Cite reputable sources such as the readings and resources posted in our classroom, and articles published in academic or practitioner journals within the last ten years. The websites of consulting firms and blogs are not appropriate sources for this assignment. Put your references on a separate page and use APA format for all citations, quotations, and references.

You might be tempted to propose conducting a detailed needs assessment but remember that the VP has already conducted a needs assessment and is eager to get started with the training. The VP mentions an article by Ross Tartell; the article can be found via the UMUC library:

Tartell, R. (2014). Use focus groups for rapid needs analysis. Training, 51(2), 14.

You might also want to read a bit about service recovery. Here are two articles that are available through the library:

Kim, T., Yoo, J. J-E., & Lee, G. (2012). Post-recovery customer relationships and customer partnerships in a restaurant setting. International Journal of Contemporary Hospitality Management, 24(3), 381-401.

doi: 10.1108/09596111211217879

Komunda, M., & Osarenkhoe, A. (2012). Remedy or cure for service failure? Effects of service recovery on customer satisfaction and loyalty. Business Process Management Journal, 18(1), 82-103. doi: 10.1108/14637151211215028

Submit your assignment electronically via the Assignment folder.

Name your file this way: YourLastNameFirstInitial_TrainingCritique

(Example: DoeJ_TrainingCritique)

Due Date: Sunday, [07/01/2018], 11:59 p.m. Eastern time.

Please see the next page for the grading criteria for this assignment.

The memo from the vice president of operations follows the grading criteria.

Criteria for Grading Critique of Training Design Assignment

A

B

C

F

Points Earned

Quality of Content

(55 pts)

Student demonstrated exceptional knowledge of relevant concepts and theories; all statements and opinions were supported by appropriate citations from the literature.

55 – 50 points

Student demonstrated satisfactory knowledge of relevant concepts and theories; most statements and opinions were supported by appropriate citations from the literature.

49 – 44 points

Student demonstrated less than satisfactory knowledge of relevant concepts and theories; some statements and opinions were not supported by appropriate citations from the literature.

43 – 39 points

Student demonstrated unsatisfactory knowledge of relevant concepts and theories; many statements and opinions were not supported by appropriate citations from the literature.

38 – 0 points

Comments

Quality of Research

(20 pts)

Student did an exceptional job of integrating course readings with additional research. Student cited more than the required number of references. Sources listed were all scholarly or practitioner journals or academic books from the last ten years.

20 – 18 points

Student did a satisfactory job of integrating course readings with additional research. Student cited the required number of references. Sources listed were primarily scholarly or practitioner journals or academic books from the last ten years.

17 – 16 points

Student did a less than satisfactory job of integrating course readings with additional research. Student may not have cited the required number of references. Some sources listed may not have been scholarly or practitioner journals or academic books from the last ten years.

15 – 14 points

Student did an inadequate job of integrating course readings with additional research. Student did not cite the required number of references. Many of the sources listed were not scholarly or practitioner journals or academic books from the last ten years.

13 – 0 points

Comments

Organization and Mechanics

(20 pts)

Student presented information in a logical sequence that was very easy to follow. Memo had no major spelling and/or grammar errors. The page length requirement was met.

20 – 18 points

Student presented information in a mostly logical sequence that was fairly easy follow. Memo had a few minor spelling and/or grammar errors. The page length requirement was met or may have been slightly exceeded.

17 – 16 points

Student presented information in a confusing sequence that was not easy to follow. Memo had several major spelling and/or grammar errors. The page length requirement may not have been met.

15 – 14 points

Student presented information in an illogical sequence that was difficult to follow. Memo had many spelling and/or grammar errors. The page length requirement was not met.

13 – 0 points

Comments

APA formatting

(5 pts)

All citations, quotations, and references were formatted correctly or contained only one or two minor errors.

5.0 – 4.5

Most citations, quotations, and references were formatted correctly or contained a few minor errors.

4.4 – 4.0 points

Several citations, quotations, and references were not formatted correctly or contained major errors.

3.9 – 3.5 points

Many citations, quotations, and references were not formatted correctly or contained many errors.

3.4 – 0 points

Comments

Total Points Earned

(100 points max)

Overall Comments

 

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