Choose an organization according to the following: • Current employer • Most recent or former employer • Place of business that you have patronized or have been familiar with over a long period of time. o Avoid choosing an organization that is so large that historical data would be difficult to apply. Firms in the Russell 2000® index may fit well, whereas firms in the Dow 30 Industrial index probably do not. • The organization can be a start-up that you or a significant other may create in the future. For a start-up, focus on an entrepreneurial idea that is of substantive interest, so this project leaves you with a product you may leverage in the future. Write a 1,050-word paper in which you address the following: • Identify the major components of the strategic management process. • Discuss how these components work together to create value for the organization. • Evaluate the company's mission statement, vision statement, motivation strategy, innovation strategy, and people strategy. If the organization does not have one or more of these, how does that affect the organization and its people? • Explain the role of ethics and corporate social responsibility in strategic planning. How does this direct their strategy? How does the organization's vison and mission align with your own values and vision? If you are currently working for the organization, how does your role influence this and vice versa? The Training Process Model This book will take you through the complete training process as it would be conducted under ideal conditions. Unfortunately, most organizations do not operate in ideal conditions. Insufficient financial resources, time, and training professionals represent just a few of the challenges faced by most companies. Recognizing these limitations, we also provide variations to training practices and systems that, although not ideal, do a reasonable job of accomplishing training objectives . Of course, these shortcuts exact a price, and we identify the major consequences associated with these shortcuts. Thus, we try to provide both “ideal” and more practical approaches to implementing the training processes. Nonetheless, even in less-than-ideal conditions, all of the training processes are critical to the success of training. Although less-than-ideal methods may be used to carry out the training processes, elimination of one or more of the processes places the entire effort at grave risk. Effective training is not just running a lot of people through a lot of training programs. To view training this way is shortsighted. Instead, training should be viewed as a set of integrated 1-1Training in ActionTeam Building Sizzles, then Fizzles The director of a city utilities department felt that creating employee problem-solving teams would improve the quality of operations and the efficiency of the department. All employees were provided the opportunity to participate in team-building and problem ...

1. Choose an organization according to the following:
• Current employer
• Most recent or former employer
• Place of business that you have patronized or have been
familiar with over a long period of
time.
o Avoid choosing an organization that is so large that historical
data would be difficult
to apply. Firms in the Russell 2000® index may fit well,
whereas firms in the Dow 30
Industrial index probably do not.
• The organization can be a start-up that you or a significant
other may create in the future.
For a start-up, focus on an entrepreneurial idea that is of
substantive interest, so this project
leaves you with a product you may leverage in the future.
Write a 1,050-word paper in which you address the following:
• Identify the major components of the strategic management
process.
• Discuss how these components work together to create value
for the organization.
• Evaluate the company's mission statement, vision statement,
motivation strategy, innovation
strategy, and people strategy. If the organization does not have
one or more of these, how

2. does that affect the organization and its people?
• Explain the role of ethics and corporate social responsibility
in strategic planning. How does
this direct their strategy? How does the organization's vison and
mission align with your own
values and vision? If you are currently working for the
organization, how does your role
influence this and vice versa?
The Training Process Model
This book will take you through the complete training process
as it would be conducted under ideal conditions. Unfortunately,
most organizations do not operate in ideal conditions.
Insufficient financial resources, time, and training professionals
represent just a few of the challenges faced by most companies.
Recognizing these limitations, we also provide variations to
training practices and systems that, although not ideal, do a
reasonable job of accomplishing training objectives . Of course,
these shortcuts exact a price, and we identify the major
consequences associated with these shortcuts. Thus, we try to
provide both “ideal” and more practical approaches to
implementing the training processes. Nonetheless, even in less-
than-ideal conditions, all of the training processes are critical to
the success of training. Although less-than-ideal methods may
be used to carry out the training processes, elimination of one
or more of the processes places the entire effort at grave risk.
Effective training is not just running a lot of people through a
lot of training programs. To view training this way is
shortsighted. Instead, training should be viewed as a set of
integrated
1-1Training in ActionTeam Building Sizzles, then Fizzles

3. The director of a city utilities department felt that creating
employee problem-solving teams would improve the quality of
operations and the efficiency of the department. All employees
were provided the opportunity to participate in team-building
and problem-solving training. About 60 percent of the
employees, including the director and his management group,
signed up for the training. Three-hour training sessions took
place once a week for ten weeks. Working on a common process
within their department, employees were grouped into teams for
three weeks of team-building training and seven weeks of
problem-solving training.
At the beginning of the problem-solving training, each team
identified a problem in its area of operation. Each team then
worked through the problem as they progressed though each
step of the training. The team members were delighted to be
learning new skills while working on a real problem. By the end
of training, each group actually solved, or made significant
progress toward solving, the problem it was working on.
Evaluations taken at the conclusion of training indicated that
trainees enjoyed the training and understood the steps, tools,
and techniques of team building and problem solving. The
director was pleased with the results and submitted a report
documenting the successes of the training to the city manager.
Follow-up evaluation conducted six months later showed only
one team still in operation. The other teams fell apart for
various reasons, such as excessive workloads, little recognition
being given when problems were solved, nontrained employees
resisting making changes in work processes, or teams being
ridiculed by those who had not participated in training. Clearly,
the training did not achieve the desired outcomes. If the director
had understood the system and what was and was not rewarding,
a more successful outcome could have been achieved. By using
the analysis phase of the Training Process Model, the relevant

4. aspects of the system would have been identified and
adjustments to either the system or the training could have been
made.
processes in which organizational needs and employee
capabilities are analyzed and responded to in a rational, logical,
and strategic manner. When training is conducted this way, both
the employees’ and organization’s performance will improve.
This will increase the value of the training unit, and, as a result
further investment in training is likely to occur. Our model of
training processes, depicted in Figure 1-3, reflects this
approach.
Figure 1-3 is merely an overview of the process. A more
detailed figure for each phase is provided at the beginning of
each relevant chapter, with the input and output of each process
described in considerably more detail. Our model is an
adaptation of what has become widely known as
the ADDIE model. ADDIE is an acronym for the major
processes of
training: Analysis, Design, Development, Implementation
and Evaluation. Many, including your authors have attempted to
find the original source for this model, but apparently there is
no single source. It seems to have evolved over time to become
an umbrella term without a fully articulated underlying
structure.5 Like others, we have used ADDIE as the generic
basis for our own model of how training should proceed. In the
following paragraphs, we will briefly describe each of the
ADDIE phases and their relevant inputs and outputs. This model
is used extensively throughout the book , so it is important to be
familiar with it.
The training process begins with some type of triggering event.
A triggering event occurs when a person with authority to take
action believes that actual organizational performance (AOP) is
less than the expected organizational performance (EOP) . For

5. example, the quality standard (the EOP) at Company X is three
rejects per thousand. An examination of the data for the
previous month indicates that the actual quality level (AOP)
was 17 rejects per thousand. If a person with authority to take
action sees this gap as a concern, it would trigger an analysis of
why the number of rejects is so high. This analysis is discussed
next.
Analysis Phase
The analysis phase begins with the identification of
the organizational performance gap (AOP is less than EOP).
Things such as profitability shortfalls, low levels of customer
satisfaction, or excessive scrap are all examples of a current
performance gap. Another type of performance gap is future
oriented. Here, the company is seen as likely to perform poorly
in the
Figure 1-3 Training Processes Model
future unless changes are made. For example, if an organization
wanted to install robotic equipment in six months but employees
were not able to program the robots, then there is an expected
performance gap in the future. Once a performance gap exists,
the cause must then be determined.*
* There are often multiple causes of a performance gap, but we
are using a single cause here for simplicity.
Once the cause is determined, and its elimination is believed to
be important, the elimination of the cause becomes a “need” of
the organization
The analysis phase is often referred to as a training needs
analysis (TNA) . However, both training and nontraining needs
are identified with this process, so it is incorrect to say it only
focuses on training needs. The cause of the performance gap
might be inadequate knowledge, skills, or attitudes (KSAs) of

6. employees. If so, then training is a possible solution. However,
KSA deficiencies are only one of many reasons for performance
gaps. Other reasons, such as motivation or faulty equipment,
must be separated from KSA deficiencies, as these are
nontraining needs and require a different solution. In the
analysis phase, the causes of a performance gap are identified,
whether due to KSAs or something else. Those performance
gaps caused by KSA deficiencies are identified as “training
needs” because training is a solution. All other causes are
defined as nontraining needs, and require other types of
solutions.
The analysis phase also attaches priorities to the training needs
that are identified. Not all needs will have the same level of
importance for the company. This process of data gathering and
causal analysis to determine which performance problems
should be addressed by training is the analysis phase of the
training process. It will be discussed in great detail
in Chapter 4.
Design Phase
The training needs identified in the analysis phase, as well as
areas of constraint and support, are the inputs to the design
phase . An important process in the design phase is the creation
of training objectives. These provide direction for what will be
trained and how. They specify the employee and organizational
outcomes that should be achieved as a result of training and
become inputs to the development and evaluation phases of the
model. As such they become the evaluation objectives.
Another part of the design process is determining how the
organizational constraints will be addressed by the training.
Finally, identifying the factors needed in the training program
to facilitate learning and its transfer back to the job are key
outcomes from the design phase. All of these factors are used to
create the guidelines for how the training will be developed.

7. The design phase is the topic
of Chapter 5. Chapters 6 and 7 provide detailed descriptions of
the various methods that can be used to deliver the content of
the training.
Development Phase
Development is the process of using the guidelines from the
design phase to formulate an instructional strategy that will
meet the training objectives. Obtaining or creating all the things
that are needed to implement the training program is also a part
of this phase. The instructional strategy describes the order,
timing, and combination of methods and elements to be used in
the training program to meet the objectives. The training
objectives provide the focus for program development and the
guidelines from the design phase set the parameters for what
will and will not work. Outputs from this phase are all of the
things needed to implement the training program. These include
the specific content for of the training, instructional methods
used to deliver the content, materials to be used, equipment and
media, manuals, and so forth. These are integrated into a
coherent, well-organized training plan focused on achieving the
training objectives. These outputs of the development phase
serve as inputs to the implementation phase. Both the
development phase and the implementation phase are the focus
of Chapter 8.
Implementation Phase
All the previous phases of the training process come together
during the implementation phase . It is useful to conduct a dry
run or even a pilot of the program before actually delivering the
training. This dry run, or pilot program, allows for the testing of
the training to determine if any modifications are necessary
before it is ready to go live. Chapter 8 addresses the key aspects
of the dry run and delivery of the training.
Evaluation Phase

8. Although we discuss this phase of the model last, it actually
begins during the development phase. Recall that evaluation
objectives are an output of the design phase. In the design phase
the training objectives were identified, and these were used in
the development phase to create the instruments and measures
that will be used to evaluate the training. These become inputs
to the evaluation phase . More input comes from the
organizational constraints. Time, money, and staff all affect
how training is evaluated. Two types of evaluation are useful.
First, process evaluation determines how well a particular
training process achieved its objectives (i.e., outputs). In other
words, did the trainer follow the exact training process
suggested? For example, if role-plays were in the design, were
they used properly? Collecting and analyzing process data can
provide early warning of potential problems in the training
program.
Outcome evaluation is the evaluation conducted at the end of
training to determine the effects of training on the trainee, the
job, and the organization. This type of evaluation uses the
training objectives as the standard. Outcome evaluation can also
be used to improve training processes. Outcome evaluation data
by themselves do not provide enough information for program
improvement, but in combination with process evaluation data,
they serve as a powerful tool for improving programs. For
example, if one or more objectives are not achieved, the
training process evaluation data can then be used to identify
problems in the process and corrective action can be
taken. Chapter 9 provides a detailed discussion of the
evaluation process.
HRD Plan Grading Guide
HRM/552 Version 2

9. 2HRD PlanPurpose of Assignment
Students will apply their knowledge of the training process
model as well as training as an open system. Open systems have
a dynamic relationship with the organization and its
environment. In Week 1, students will learn about the
importance of the training process model. In addition, student
will uncover how essential it is to align training with an
organization’s business strategies. Grading Guide
Content
Met
Partially Met
Not Met
Comments:
The student describes phases of the training process model and
its importance in accomplishing training objectives.
The student explains the functions of a training open system.
The student defines learning and the categories of learning.
The student defines HR Development and the importance of how
it should align with strategic planning.

10. The paper is no more than 1,050 words in length.
Total Available
Total Earned
7
#/7
Writing Guidelines
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page,
and reference page—is consistent with APA formatting
guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a
reference page.
Paragraph and sentence transitions are present, logical, and
maintain the flow throughout the paper.

11. Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and
punctuation.
Total Available
Total Earned
3
#3
Assignment Total
#
10
#/10
Additional comments: