To Plan, Design, Deliver, and Evaluate an Original Training Prog

To Plan, Design, Deliver, and Evaluate an Original Training
Program
z
What is a Training Needs Analysis?
A training needs analysis (TNA) is a process in which required
learning competencies are identified for individuals in an
organization. The aim is to provide the necessary training to
individuals based on the need(s) due to their positions, job role,
or area of responsibility.
The Health and Safety TNA is focused on training which
enables individuals to perform their job functions in a way that
protects their own personal safety.
On-The-Job Safety Training Needs Assessment
Why do we need a Training Needs Analysis?
The training needs analysis identifies any gaps in training
requirements, based
on position, that ensures the safety of all employees.
z
On-The-Job Safety Training Needs Assessment

z
On-The-Job Safety Training Objectives (SMART)
Action Objective 1: Awareness Training:
All understanding of the On-the-Job Safety training objectives
to be completed by all employees during the first week of
employment.
Action Objective 2: Train Management and Supervisors All
management personnel is to be certified during the management
training program and certified in all On-The-Job safety
requitements for employees/staff within the first two (2) months
of the road to management program.
z
On-The-Job Safety Training Objectives (SMART) cont.
Action Objective 3: Employee/Team training(s):
All new employees will review and certify in all safety
objectives the during the first week of employment. All
Employees will continue to complete a quarterly training topic
assessment and certification that is to be completed by the 4th
week of each new quarter.
Action Objective 4: Hazard Identification and control training:

All new employees will review and certify in all Hazard
Identification and control trainings during the first week of
employment. All employees will complete an annual Hazard
Identification and Control training, facilitated by their direct
supervisors, once per calendar year and prior to October 31 of
that year.
z
On-The-Job Safety Training Objectives (SMART) cont.
Action Objective 5: Certification
Both Leaders and Employees certifications will be utilized to
demonstrate that all employees understand, and are able to teach
(for leaders), comprehensive knowledge, skills, and abilities
that provide and maintain a safe working environment
z
Training Proposal
Frito Lay Comprehensive On-The-Job Safety Training
This plan establishes the requirements for the safety training
program at Frito Lay. Training is one of the most important
elements of a comprehensive safety program. The On-The-Job
Safety program applies to all employees of Frito Lay.
When Safety training is done correctly, it gives employees the
opportunity to learn and understand their individual roles that
maintains a safe working environment. In addition, the
Occupational Safety and Health Act (OSHA) and similar

regulatory agencies require Employee Health and Safety
training(s) within the workplace in many circumstances. OSHA
regulations make it clear when and whom need training is
required.
z
Training Proposal (cont.)
Introduction
Education and training is one of the most necessary and basic
elements of an employee safety program. Training is essential
to communicate comprehensive understanding to employees at
Frito Lay. This training program is designed to specifically
address safety responsibilities and provide risk prevention and
loss control information for Frito Lay employees. Safety
training is most effective when it is immediately implemented
into daily operating procedures, practices, and for individual
job requirements.
z
Introduction (cont.)

Training is required for both supervisors and employees. The
content of each training will vary depending upon role and job
duties. Each training will attempt to teach the following:
Safe Actions of all Frito Lay employees as the success of the
company relies on safe work-place practices
Inform employees about OSHA standards as well as company
standards regarding policies and procedures related to loss
prevention and safety
Review Safe Work procedures and how to apply them
When to utilize personal protective equipment (PPE) and how to
use the equipment properly
Learn what to do in case of an emergency
Direction on when and whom to communicate to regarding
concerns about workplace safety
z
Employee Responsibility for Training
A combination of training methods will be utilized for all forms
of safety training(s)
Online Formal training programs are designed to engage
individuals in learnings that will utilize real-world examples
and strategies to identify all safety needs
On-The-Job Training – Most of the training sessions will take
place while on-the-job and in the setting in which many of the
safety hazards are experienced. Trainers and trainees will gain
hands-on exposure to the elements that cause safety hazards.
It is the role of the employee to participate in all safety

trainings and safe practices. Application of general safety rules
will apply to all employees:
No employee should perform a job/task that appears to be
unsafe
No employee is expected to perform the duties of a job until
he/she has been adequately certified for the safety of those tasks
No employee should use chemicals without proper knowledge of
hazards associated with use
All equipment safeguards must be in place at all times
All employees must report any unsafe conditions immediately
PPE must be used at all times
Any workplace related injury must be reported immediately
z
Supervisor Responsibility for Training
Supervisors are to ensure the safety of all employees/team
members. The supervisors at Frito Lay are the key to
establishing success and safety of the individuals employed by
Frito Lay. Supervisors are responsible for the following safety
protocols:
Understanding of all safety hazards that employees are exposed
to
How to recognize safety hazards
The potential effects of safety hazards

The rules and procedures for maintainin g a safe workplace
environment
Investigation of all incidents
z
Employee Safety training components
The employee safety training(s) will be divided into 3
categories to ensure that all employees are up-to-date on all
training requirements. These three divisions of training(s) will
fall under the following:
Onboarding, New Employee Orientation
Specialized Role, Specific Subject Matter
Remedial Training Sessions
z

New Hire Orientation Safety Training
New Employees will receive information from the Department
of safety within the first month of employment. The new hire
safety training will discuss accidents/injury procedures,
emergency procedures, hazard identification and prevention,
and Frito Lay safety protocol policies. All employees will be
required to attend a Safety Orientation meeting prior to on-the-
job training tasks are taken on.
The following topics will be covered with all new employees:
Frito Lay safety code of conduct
Employee safety responsibilities (lifting techniques)
Management/Supervisor support
Hazardous Communication and safety protocols
Fire and Emergency evacuation plans (on-site/off-site)
Workers Compensation Benefits
Safety incident reporting
PPE requirements
z
Specialized Role, Specific Subject Matter
Employee department transfers or new employee assignments
will require specific safety trainings that will be provided by
the department supervisor or building safety captain. These

trainings will provide additional safety knowledge including
(and not limited to):
Injury Prevention
Hazard awareness (recognition and avoidance)
Understanding of all safety training protocols/Policies and
procedures
Understanding of safety concept incorporation
z
Remedial Training (Safety Meetings)
Additional training(s) will be provided on a monthly basis for
all Frito Lay employees as well as a Quarterly Certification
process. The review of safety topics on an ongoing basis will
include:
Safety Policies and Rules
Ergonomics (Body Mechanics/Lifting/Stretching)

Hazardous communication, safety, and prevention
Emergency Action Procedures (on-site/off-site)
PPE Review
Driving Best Practices (DOT regulations)
Ladder Safety
Equipment Safety
Environmental Safety
z
Documentation and Record Keeping
All training(s) will be documented and recorded. Monthly
safety meetings are required to have a monthly safety meeting
form filled out with all attending employees listed on the form.
Training records will be filled out by an employee’s immediate
supervisor and filed on the OC-Teams page, listed under the
Safety Department Records tab. Each manager/supervisor is to
update and maintain proper records to ensure all team members

are reviewing the safety topic(s) of the month/quarter.
z
Evaluation of Training
How do we know training has been effective?
Kirkpatrick’s Model (4 levels of assessment)
Reaction
Learning
Behavior
Results

z
Evaluation of Training (cont.)
Reaction
Training performance evaluations will be given at the
conclusion of each training session. These evaluations will be
comprised of questions regarding the training information, the
trainer, and the overall training experience to better understand
how our employees learn and retain information. All surveys
will be anonymous to decrease the likelihood of personal
interference with results.

z
Learning
During all employees training program (approximately 5
weeks), there will be weekly competency check-in points to
ensure all levels of functionality have been assessed and
learned. At the conclusion of the five (5) week* training
course, each employee will be required to pass a certification
that will encompass all learnings during the training program by
illustrating the learnings while running a day on a route alone
with an evaluator present.
*additional training may be required

z
Behavior
Upon completion of the training program, during the first year
of employment, monthly check-ins through managerial Work-
With functions will provide feedback of employee behavior and
learned skills while on-the-job. After 1 year, evaluations will
take place quarterly. The work-with will determine a level of
understanding in various aspects of the Route Sales
Representative role and job functionality.

z
Results
A monthly evaluation of route impact (including effectiveness
and efficiency) will be reviewed with direct supervisor to
provide real-time feedback to assist in identifying sales growth
opportunities and efficiency.

z
References
National Safety Council. (U.A.). Updated 2022. Workplace
Safety Training. NSC. Retrieved from:
https://www.nsc.org/safety-training/workplace.
Pavlou, C. (2022). How to build your first employee training
program. Workable. Retrieved from:
https://resources.workable.com/tutorial/employee-training-
program.
Youssef-Morgan, C.M., & Startk. E. (2020). Strategic human
resource management: Concepts, controversies, and evidence-
based applications. Retrieved from https://content.uagc.edu/
United States Department of Labor. (2021). Recommended
Practices for Safety and Health Programs. OSHA. Retrieved
from: https://osha.gov/safety-management/education-training.
z
Running Head: BUDGET ASSESSMENT
1

BUDGET ASSESSMENT
2
Budget assessment
Darius Washington
Grand Canyon: EAD – 510
January 12, 2022
The school overview
The survey is critical in ascertaining the needs of students while
ensuring improvement in their education throughout their school
life (Sim, Wright, Hattingh, Parsons, Sunderland & Czarniak,
2020). The survey was conducted by the government
representative, parents and teachers on the students' needs. The
school had various needs through the survey such as lack of
technological components, limited time for research since most
of the time was used for normal class learning, and lack of law
materials to support technical subjects such as sciences and
mathematics. Through the creation of a list of prevalence, the
school decided to focus on improving mathematics. The school
population includes forty certified teachers and four hundred
and eighty students. Since 2020 the school has implemented

Teach to One (TTO) (Dhindsa, 2020). The program is fully
funded by the federal government and involves four educators
and educational assistance.
The current budget revenue and expenditure
The academic year 2020-2021
The school
The grant from the Federal Government
The student population
480
Support school fees
None
$195,000
License fees
$48,000
$60,00
Totals
$ 48,000
$255,000
Therefore the total grand for the program was $ 303,000. The
main advantage of the year is that the $60,000 was allocated for
two schools. However, since the second school declined the
support, all the funds were transferred to our special account for
utilization.
The proposed budget revenue and expenditure
The year 2021
The school
The grant from the Federal Government
The student population
480
Support school fees
None
$195,000
License fees
$64,291

none
Totals
$ 64,291
$259,000
Since the federal government may not provide the $60,000
available for the previous academic year, the budget will have a
deficit of $ 43,709. Based on the assessment, we have various
options to adjust to continue with the program for the current
academic year. The first option is to select sixty percent of the
student with critical challenges to attend the program. The
remaining percent that will mainly consist of gifted students
will be allocated one hour for mathematic discussion but will
not be exposed to the TTO program. The second option is to
seek sponsors and ask them to support the program to source $
43,709 to assist the entire school. In case I get more resources
than anticipated, the items that I would add will procurement of
computers to assist mathematic resources, taking the teachers
for benchmarking in schools with similar programs and
supporting students for seminars in the mathematic auditing and
analysis firms such as banks and other financial institutions.
References
Dhindsa, N. (2020). Teach-to-One Blended Mathematics’
Impact on Middle School Students’ Mathematics
Achievement (Doctoral dissertation, Walden University).
Sim, T. F., Wright, B., Hattingh, L., Parsons, R., Sunderland,
B., & Czarniak, P. (2020). A cross-sectional survey of enhanced
and extended professional services in community pharmacies: A
pharmacy perspective. Research in Social and Administrative
Pharmacy, 16(4), 511-521.

1/15/22, 7:09 PM EAD-510 Topic 6: Defending the Budget
https://halo.gcu.edu/courses/EAD-510-O500-20211125/course-
units/3829b941-49f0-4604-baeb-7f7b573b6b13 1/6
MAIN
CONTENT
T6 Topic 6: Defending The Budget
Jan 13 - 19, 2022 Max Points: 410
Resources
Community Schools as an Effective School Improvement
Strategy: A Review of the
Evidence
https://learningpolicyi…
The Principal's Guide to School Budgeting
View Resource
New Standards Sway Buying Plans
https://lopes.idm.oclc…
Objectives:
1. Articulate, implement, and steward a shared vision of
learning for a school. [ELCC 1.1; PSEL

1a; NELP 1.1; MC1, MC3, MC4, MC5]
2. Collect and use data to assess organizational effectiveness
and implement plans to achieve
school goals. [ELCC 1.2; PSEL 1b; NELP 1.1; MC2, MC5; COE
1.2]
3. Promote continual and sustainable school improvement.
[ELCC 1.3; PSEL 10a; NELP 1.2;
MC2, MC4; COE 1.3]
4. Develop strategies to mobilize community resources by
promoting an understanding,
appreciation, and use of diverse cultural, social, and intellectual
resources within the
school community. [ELCC 4.2; PSEL 8f, 8j; MC1, MC2, MC3,
MC4, MC5; COE 4.2]
5. Use technological tools to communicate relevant information
and ideas effectively to
colleagues and other stakeholders. [ELCC 1.2, 1.3, 3.2; PSEL
8j, 9g; ISTE-L 1c, 5d]
6. Use technological tools to collect professional artifacts that
demonstrate ethical personal
conduct, positive relationships with others, effective decision-
making, stewardship of
school resources, and other aspects of school leadership. [ELCC

5.2; PSEL 2a, 6i; ISTE-L 1c,
5c, 5d]
Collapse All
Read Pillars 3 and 4 in “Community Schools as an Effective
School Improvement Strategy:
A Review of the Evidence,” by Maier, ... Read More
Review Chapter 2.
Read "New Standards Sway Buying Plans," by Cavanagh, from
Education Week (2014).
EAD
-510
99+
T1

T2
T3
T4
T5
T6
SSC
Benchmark - Budget
Defense - Rubric
Strategic Planning,
Development Processes, and
Visuals
45 points
Criteria Description
Strategic Planning, Development
Processes, and Visuals

5. Target 45 points
The presentation is insightful and
detailed in outlining the strategic
planning and budget development
processes used to create the budget
and includes creative and well-crafted
visuals of major budget components.
4. Acceptable 39.15 points
The presentation soundly outlines the
strategic planning and budget
development processes used to
create the budget and includes clear
3. Approaching 33.3 points
The presentation somewhat outlines
the strategic planning and budget
create the budget and includes

minimal or ambiguous visuals of
major budget components.
Collapse All
https://halo.gcu.edu/courses/EAD-510-O500-20211125/
https://halo.gcu.edu/courses/EAD-510-O500-
20211125/announcements
https://halo.gcu.edu/courses/EAD-510-O500-20211125/syllabus
20211125/student/gradebook
20211125/forums/discussion
20211125/forums/class-questions
https://halo.gcu.edu/courses/EAD-510-O500-20211125/class-
resources
units/ec8094f8-dedb-45c6-8701-e4798f22d099
units/00058366-1aa8-47a9-9011-f26e6d763986
units/6e91b804-681b-4b31-9500-5355030086cb
units/f60a12eb-7dad-4b65-82eb-22bbc001c1f8
units/4a074cc0-e1bf-4a1e-a488-1a7ca346700d
units/3829b941-49f0-4604-baeb-7f7b573b6b13
https://library.gcu.edu/
https://www.gcumedia.com/lms-resources/student-success-
center/v3.1/#/
https://students.gcu.edu/student-resources/student-success/ace-
centers/academic-resources.php/

center/v3.1/#/tools/new-student/7/0/71/
Assessments
Topic 6 Discussion Question 1
Start Date
Jan 13, 2022, 12:00 AM
Due Date
Jan 15, 2022, 11:59 PM
Points
5
Status
Ungraded
Topic 6 Discussion Question 2
Educational Administration and Educational Leadership E-
Portfolio Guide
EAD-501 D-E-Portfolio…

Strategies for School Leaders That Promote School
Improvement
https://www.thoughtc…
Use Data to Build Better Schools
https://www.ted.com/…
A School that Builds with Community
https://vimeo.com/18…
Collapse All
GO TO DISCUSSION
Assessment Description
Discuss how the adoption of new or revised content standards
can affect state, district, and/or
school budgets. What are the biggest investments in such cases?
GO TO DISCUSSION
Review the "Educational Administration and Educational
Leadership E-Portfolio Guide,”
located in the Student Success Center to ... Read More
Read “Strategies for School Leaders That Promote School
Improvement,” by Meador,
located on the ThoughtCo. website (2018).... Read More

Watch “Use Data to Build Better Schools,” by Schleicher,
located on the TED website
(2012).
Watch “A School that Builds with Community,” located on
Vimeo.
EAD
-510
99+
T1
T2
T3
T4
T5

T6
SSC
DW
Benchmark - Budget
Defense - Rubric
Strategic Planning,
Visuals
45 points
5. Target 45 points

Collapse All

20211125/forums/discussion/09a2a4bd-0f87-46bc-abb6-
3a514a0a062a
20211125/forums/discussion/108af124-efba-4ab3-bb27-
d06b137953ef
resources
units/00058366-1aa8-47a9-9011-f26e6d763986
units/6e91b804-681b-4b31-9500-5355030086cb
center/v3.1/#/

https://halo.gcu.edu/inbox
Start Date
Jan 13, 2022, 12:00 AM
Due Date
Jan 17, 2022, 11:59 PM
Points
5
Status
Ungraded
Benchmark - Budget Defense
Benchmark
Requires LopesWrite
Start Date
Jan 13, 2022, 12:00 AM

Due Date
Jan 19, 2022, 11:59 PM
Points
300
Rubric
View Rubric
Status
Upcoming
Review the following questions that affect equity in budgeting
at your school with your principal
mentor. Share your responses and any additional insight
obtained.
1. Do you review the costs that are passed along to families
(fees, supplies, etc.)?
2. Do you have policies that allow low-income families to opt
out of pay situations with dignity?
3. Are teachers expected to supplement classroom supplies and
learning materials out of their
own money?
SUBMIT ASSIGNMENT

Each year principals are faced with budgetary changes. One of
the toughest monetary changes
to handle is the sudden notification of a reduction in funds. The
following case study
assignment will help to prepare you for this common
occurrence.
For this assignment, suppose you are a principal who just
learned that your school district’s
override initiative failed. As a result, you have been notifie d
that you must cut one teaching
position and cut 10% from your site budget.
Using the full site budget you reviewed in the previous topic,
prepare a 15-18 slide digital
presentation that defends the budget in a transparent, ethical
way.
Include the following in the presentation:
The strategic planning and budget development processes used
to create the budget
Visuals of major budget components
Justification of expenditures that include staff and technology
resources. Demonstrate

where the budget cuts will occur.
Justification for the one teacher you have selected to release, or
present an alternative
solution
How the plan promotes continual and sustainable school
improvement and upholds the
school vision/mission and the values of democracy, equi ty, and
diversity
How the plan efficiently uses human, fiscal, and technological
resources to manage school
operations
EAD
-510
99+

T1
T2
T3
T4
T5
T6
SSC
Benchmark - Budget
Defense - Rubric
Strategic Planning,
Visuals
45 points

5. Target 45 points

Collapse All
resources
units/00058366-1aa8-47a9-9011-f26e6d763986
units/6e91b804-681b-4b31-9500-5355030086cb
center/v3.1/#/

Building the E-portfolio
Requires LopesWrite
Start Date
Jan 13, 2022, 12:00 AM
Due Date
Jan 19, 2022, 11:59 PM
Points
20
Rubric
View Rubric
Status
Upcoming
p

How the plan proposes the mobilization of diverse community
resources to support areas
cut in the new budget
How the plan advocates for student needs
How the plan responds to current political initiatives and
emerging trends
How the school will monitor and evaluate the implementation of
the plan, including the
school management and operational systems
Title slide, reference slide, and presenter's notes
Support your presentation with 3-5 scholarly resources.
While APA style format is not required for the body of this
assignment, solid academic writing is
expected, and PSEL standards should be referenced using APA
documentation guidelines,
which can be found in the APA Style Guide, located in the
Student Success Center.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become
familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A
link to the LopesWrite Technical

Support Articles is located in Class Resources if you need
assistance.
Benchmark Information
This benchmark assignment assesses the following
programmatic competencies:
MEd Educational Administration
MEd Educational Leadership
1.2: Collect and use data to assess organizational effectiveness
and implement plans to achieve
school goals. [ELCC 1.2; PSEL 1b; GCU Mission Critical 2, 5]
1.3: Promote continual and sustainable school improvement.
[ELCC 1.3; PSEL 10a; GCU Mission
Critical 2, 4]
4.2: Develop strategies to mobilize community resources by
promoting an understanding,
appreciation, and use of diverse cultural, social, and intellectual
resources within the school
community. [ELCC 4.2; NELP 5.2; PSEL 8f, 8j; GCU Mission
Critical 1, 2, 3, 4, 5]
SUBMIT ASSIGNMENT

Throughout this program, you will be uploading artifacts into
your e-portfolio. These artifacts
EAD
-510
99+
T1
T2
T3
T4
T5
T6

SSC
Benchmark - Budget
Defense - Rubric
Strategic Planning,
Visuals
45 points
5. Target 45 points

Collapse All

resources
units/00058366-1aa8-47a9-9011-f26e6d763986
units/6e91b804-681b-4b31-9500-5355030086cb
center/v3.1/#/
Clinical Field Experience Verification Form*
Start Date

Jan 13, 2022, 12:00 AM
Due Date
Jan 19, 2022, 11:59 PM
Points
60
Status
Published
should be reflective of your accomplishments in the areas of
ethical conduct, positive
relationships with others, effective decision-making,
stewardship of school resources, and other
aspects of school leadership. Refer to the “Educational
Administration and Educational
Leadership E-Portfolio Guide” for additional information on
how to structure your e-portfolio
and document your artifacts.
For this assignment, add two products of your choice that you
created during this course into
your e-portfolio. As stated in the “Educational Administration
and Educational Leadership E-
Portfolio Guide,” each artifact must be uploaded to an ELCC
standard area with which the

assignment is aligned.
Copy the hyperlink to your e-portfolio into a Word document,
along with the names of the two
new artifacts that are to be assessed as part of this assignment
and submit to your instructor.
This assignment uses a rubric . Review the rubric prior to
beginning the assignment to become
familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A
link to the LopesWrite Technical
Support Articles is located in Class Resources if you need
assistance.
REVIEW ASSIGNMENT
Candidates must complete all programmatic requirements,
including practicum/field
experience hours defined in the coursework. Additional
information about practicum/field
experience can be found in the Student Success Center.
To earn credit for this assignment, all required course hours
must be completed and the form
submitted by the assignment due date.

Access the Clinical Field Experience Verification Form in the
Document Management section
in the Student Portal.
Complete all required fields on the Clinical Field Experience
Verification Form.
Submit by clicking “Click to Sign.” An email will be sent to the
mentor to verify the
practicum/field experience hours.
Save a .pdf copy of the completed Clinical Field Experience
Verification Form to your
computer.
Submit the Clinical Field Experience Verification Form.
*The data entered into this document is subject to a verification
audit. Candidates who engage in
fabricating, falsifying, forging, altering, or inventing
information related to practicum/field
experiences, internships, clinical practice, and/or any associated
documentation may be subject to
EAD
-510

99+
T1
T2
T3
T4
T5
T6
SSC
Benchmark - Budget
Defense - Rubric

Strategic Planning,
Visuals
45 points
5. Target 45 points

Collapse All
resources

units/00058366-1aa8-47a9-9011-f26e6d763986
units/6e91b804-681b-4b31-9500-5355030086cb
center/v3.1/#/
Topic 6 Participation
Start Date
Jan 13, 2022, 12:00 AM
Due Date
Jan 19, 2022, 11:59 PM
Points
20

Status
Active
sanctions for violating GCU academic integrity policies, which
may include expulsion from GCU.
GO TO DISCUSSION
There is no description for this assessment.
Benchmark - Budget
Defense - Rubric
Strategic Planning,
Visuals
45 points
5. Target 45 points

Collapse All

To Plan, Design, Deliver, and Evaluate an Original Training Prog

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