Develop learning objectives for the training and development program. Basic Describes, but does not develop learning objectives for the training and development program.  Faculty comments:“ Your 'objective' are really job golas Think of it this way: After training what should the trainees know or be able to do? For example - training to build a wooden picnic table' After training trainees will know the 6 types of lumber they need to secure to build the table. After training trainees will be able to demonstrate how to cut the proper angles to complete the leg assembly. A specific objective of the training program must be measureable and must be something that is attained during the training program and not something that occurs at work after the program. For example in a safety training program after training employees may know the 4 places where hard hats are required to be worn. That is the training program objective - the work goal is fewer injuries due to not wearing a hard hat.  As a good guide most programs should have between 3-5 specific objectives Print Training Program Design Scoring Guide CRITERIA  NON-PERFORMANCE  BASIC  PROFICIENT  DISTINGUISHED  Assess the strategic impact of the training topic on an organization.  Does not describe the strategic impact of the training topic on an organization.  Describes, but does not assess the strategic impact of the training topic on an organization.  Assesses the strategic impact of the training topic on an organization.  Analyzes the strategic impact of the training topic on an organization, using authentic organization examples.  Explain the selected training topic for the training and development program.  Does not identify the selected training topic for the training and development program.  Identifies, but does not explain the selected training topic for the training and development program.  Explains the selected training topic for the training and development program.  Articulates the selected training topic for the training and development program, including related subtopics.  Develop a training needs analysis for the topic.  Does not describe a training needs analysis for the topic.  Describes, but does not develop a training needs analysis for the topic.  Develops a training needs analysis for the topic.  Develops a training needs analysis for the topic, and illustrates using a sample survey, a questionnaire, a set of written interview questions, or an observation checklist.  Develop learning objectives for the training and development program.  Does not describe learning objectives for the training and development program.  Describes, but does not develop learning objectives for the training and development program.  Develops learning objectives for the training and development program.  Analyzes learning objectives for the training and development program, using research from scholarly literature.  Assess how a distance learning module enhances a trainee’s learning experienc ...

1. Develop learning objectives for the training and development
program.
Basic
Describes, but does not develop learning objectives for the
training and development program.
Faculty comments:“
Your 'objective' are really job golas
Think of it this way:
After training what should the trainees know or be able to do?
For example - training to build a wooden picnic table'
After training trainees will know the 6 types of lumber they
need to secure to build the table.
After training trainees will be able to demonstrate how to cut
the proper angles to complete the leg assembly.
A specific objective of the training program must be
measureable and must be something that is attained during the
training program and not something that occurs at work after
the program. For example in a safety training program after
training employees may know the 4 places where hard hats are
required to be worn. That is the training program objective - the
work goal is fewer injuries due to not wearing a hard hat.
As a good guide most programs should have between 3-5
specific objectives
Print
Training Program Design Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Assess the strategic impact of the training topic on an

2. organization.
Does not describe the strategic impact of the training topic on
an organization.
Describes, but does not assess the strategic impact of the
training topic on an organization.
Assesses the strategic impact of the training topic on an
organization.
Analyzes the strategic impact of the training topic on an
organization, using authentic organization examples.
Explain the selected training topic for the training and
development program.
Does not identify the selected training topic for the training and
development program.
Identifies, but does not explain the selected training topic for
the training and development program.
Explains the selected training topic for the training and
development program.
Articulates the selected training topic for the training and
development program, including related subtopics.
Develop a training needs analysis for the topic.
Does not describe a training needs analysis for the topic.
Describes, but does not develop a training needs analysis for the
topic.
Develops a training needs analysis for the topic.
Develops a training needs analysis for the topic, and illustrates
using a sample survey, a questionnaire, a set of written
interview questions, or an observation checklist.
Develop learning objectives for the training and development
program.
Does not describe learning objectives for the training and
development program.
Describes, but does not develop learning objectives for the
training and development program.
Develops learning objectives for the training and development
program.
Analyzes learning objectives for the training and development

3. program, using research from scholarly literature.
Assess how a distance learning module enhances a trainee’s
learning experience.
Does not describe how a distance learning module enhances a
trainee’s learning experience.
Describes, but does not assess how a distance learning module
enhances a trainee’s learning experience.
Assesses how a distance learning module enhances a trainee’s
learning experience.
Analyzes how a distance learning module enhances a trainee’s
learning experience, using research from scholarly literature.
Analyze how the training program design supports employee
development.
Does not describe how the training program design supports
employee development.
Describes, but does not analyze how the training program
design supports employee development.
Analyzes how the training program design supports employee
development.
Analyzes how the training program design supports employee
development, using authentic organization examples.
Overview
Select a training topic, and develop a training needs analysis
and learning objectives as part of your initial training and
development program design. ( Hint: A topic that is meaningful
to you is easier to work with.) Evaluate the impact of the
program design on an organization's strategic plan and on
employee development.
For this assessment, you will create the initial design of your
training and development program for an organization of your
choice, including the selection of a training topic, developing a
working needs analysis, and identifying learning objectives.
Note: The assessments in this course build upon each other to

4. form a training and development program, so you are strongly
encouraged to complete them in sequence.
By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and assessment criteria:
· Competency 1: Assess an organization's strategic plan for
training.
. Assess the strategic impact of the training topic on an
organization.
· Competency 2: Demonstrate effective training program design,
development, and implementation.
. Explain the selected training topic for the training and
development program.
. Develop a training needs analysis for the topic.
. Develop learning objectives for the training and development
program.
· Competency 4: Assess the impact of technology on an
organization's training strategy.
. Assess how a distance learning module enhances a trainee's
learning experience.
· Competency 5: Identify effective organizational processes and
roles for employee development.
. Analyze how the training program design supports employee
development.
Context
What trainees take away from a training and development
program depends on three critical components:
· The trainee's characteristics: how they learn, what they
already know, and their motivation to learn the material being
presented.
· The training design: the program itself.
· The work environment.
Since workplace training deals with adults, being well versed on
how adults learn is key. There are many theories on adult
learning, and they come from a variety of sources including

5. psychology, education, and sociology. Another focus in your
program design should be on learning styles. We learn in
different ways—some of us listen and some take notes for
example—and trainees will learn best when they know the
objectives of the program. The outcomes of learning are wide-
ranging, including verbal, intellectual, and motor skills, as well
as cognitive strategies. To transfer what is learned in the
training environment to the job environment, the training needs
to be authentic—as real and identical to life and as meaningful
(useful) to the trainee as possible
Questions to consider
As you work to complete this assessment, you may find it
helpful to consider the questions below. You are encouraged to
discuss them with a fellow learner, a work associate, an
interested friend, or a member of the business community, in
order to deepen your understanding of the topics.
· What are some key factors to consider in designing an
effective training program?
· What characteristics of a training design can motivate
learning?
· How can different trainee learning styles be accommodated?
· Does it help to match teaching methods to learning styles?
· How important is establishing specific training program
objectives before moving into the design phase?
Suggested Resources
The following optional resources are provided to support you in
completing the assessment or to provide a helpful context. For
additional resources, refer to the Research Resources and
Supplemental Resources in the left navigation menu of your
courseroom.
Capella Resources
Click the link provided to view the following resource:
· Constraints in Designing Training Programs.
SHOW LESS
Capella Multimedia
Click the links provided below to view the following

6. multimedia pieces:
· Overview of Primary Learning Styles | Transcript.
· Performance Consulting Versus Training | Transcript.
· The VARK – Learning Styles: How People Learn | Transcript.
Library Resources
The following resources are provided for you in the Capella
University Library and are linked directly in this course.
· Acevedo, J. M., & Yancey, G. B. (2011). Assessing new
employee orientation programs. Journal of Workplace Learning,
23(5), 349–354.
· Goodman, N. (2012). Training for cultural
competence. Industrial and Commercial Training, 44(1), 47–50.
· Preusser, M. K., Bartels, L. K., & Nordstrom, C. R.
(2011). Sexual harassment training: Person versus
machine. Public Personnel Management, 40 (1), 47–62.
Course Library Guide
A Capella University library guide has been created specifically
for your use in this course. You are encouraged to refer to the
resources in the BUS-FP4047 – Employee Training and
Development Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided.
Please note that URLs change frequently. Permissions for the
following links have been either granted or deemed appropriate
for educational use at the time of course publication.
· Cherry, K. (n.d.). VARK learning styles: Which learning style
do you have? Retrieved from
http://psychology.about.com/od/educationalpsychology/a/vark-
learning-styles.htm
· McGlone, J. R. (2011). Adult learning styles and on-line
educational preference [PDF]. Research in Higher Education
Journal, 12, 1–9. Retrieved from
http://www.aabri.com/manuscripts/11859.pdf
· VARK Learn Limited. (n.d.). The VARK questionnaire: How
do I learn best? Retrieved from http://vark-learn.com/the-vark-
questionnaire/

7. Bookstore Resources
The resources listed below are relevant to the topics and
assessments in this course and are not required. Unless noted
otherwise, these materials are available for purchase from
the Capella University Bookstore. When searching the
bookstore, be sure to look for the Course ID with the specific –
FP (FlexPath) course designation.
· Blanchard, N. P., & Thacker, J. (2013). Effective training (5th
ed.). Upper Saddle River, NJ: Prentice Hall.
. Chapter 3.
. Chapter 5.
. Chapter 10.
Assessment Instructions
Preparation
In preparation for this assessment, you are to select an
organization to use as the one receiving a new training and
development program. ( Note: The organization can be real or
fictitious.) Consider the needs of the organization to select a
training topic, or you may use the Capella library to research
training topics.
Requirements
For this assessment complete the following:
· Create a training scenario for your training topic. Consider the
following for your scenario:
. Describe the training topic in general terms (such as improving
communications or safety awareness).
. Why is this training needed?
. Assess the strategic impact of the training topic on the
organization. (Think in terms of the long term impact of the
training program.)
. Who is to be trained?
. How many are being trained?
· Develop a training needs analysis (TNA) for your topic.
( Note: For the purposes of this assessment, you are not
expected to actually conduct the TNA. Instead, research your
topic using the Capella Library, the Internet, or in meeting with

8. subject matter experts (SMEs) to determine what you want
trainees to learn and create the information as if it is based on a
TNA.) Consider the following in your analysis:
. Identify what the trainees know or what they can do before the
training.
. Identify what the trainees should know or be able to do after
they have completed the training and development program.
. Summarize the results of your research or provide a set of the
questions you would ask SMEs if you were to meet with them.
· Develop 3–5 specific training objectives for your training
topic. ( Hint: Using Bloom's Taxonomy, create your objectives
based on what you have determined the trainees should know, or
be able to do, after attending the training program.)
· Design a training and development program for your topic that
considers:
. How long will the training be?
. Will there be one or more training sessions?
. Will those who facilitate the training be internal or external
instructors?
. How would a distance learning module enhance a trainee's
learning experience?
. Where will the training be held?
. How will learners be motivated to learn?
. Who is the intended audience for the training?
. How will the training program design support employee
development?
Additional Requirements
· Written communication: Written communication is in a
professional style with correct grammar, usage, and mechanics.
· APA formatting: Resources and citations are formatted
according to current APA style.
· Headings: Incorporate level headings according to current
APA style.
· Length: A typical response should be 8–12 typed, double-
spaced pages.
· Font and font size: Times New Roman, 12 point.

9. · References: Use at least two references.