Developing a Training Plan Scoring Guide CRITERIA  NON-PERFORMANCE  BASIC  PROFICIENT  DISTINGUISHED  Identify each training activity linked to a learning objective used in the training and development program. Does not identify each training activity linked to a learning objective used in the training and development program.  Identifies training activities without linking to learning objectives used in the training and development program.  Identifies each training activity linked to a learning objective used in the training and development program.  Explains each training activity linked to a learning objective used in the training and development program.  Describe how practice and feedback are incorporated into the lesson plan to measure the transfer of learning. Does not identify how practice and feedback are incorporated into the lesson plan to measure the transfer of learning.  Identifies, but does not describe how practice and feedback are incorporated into the lesson plan to measure the transfer of learning.  Describes how practice and feedback are incorporated into the lesson plan to measure the transfer of learning.  Analyzes how practice and feedback are incorporated into the lesson plan to measure the transfer of learning, using authentic examples.  Explain the training methods chosen for each learning objective in the program. Does not identify the training methods chosen for each learning objective in the program.  Identifies, but does not explain the training methods chosen for each learning objective in the program.  Explains the training methods chosen for each learning objective in the program.  Analyzes the training methods chosen for each learning objective in the program, stating the pros and cons of each method.  Articulate the effectiveness of training methods on a trainee's motivation to learn. Does not identify the effectiveness of training methods on a trainee's motivation to learn.  Identifies, but does not articulate the effectiveness of training methods on a trainee's motivation to learn.  Articulates the effectiveness of training methods on a trainee's motivation to learn.  Analyzes the effectiveness of training methods on a trainee's motivation to learn, using authentic examples.  Assess how a lesson plan that includes a distance learning module impacts a trainee’s learning experience.  Does not identify how a lesson plan that includes a distance learning module impacts a trainee’s learning experience.  Identifies, but does not assess how a lesson plan that includes a distance learning module impacts a trainee’s learning experience.  Assesses how a lesson plan that includes a distance learning module impacts a trainee’s learning experience.  Analyzes how a lesson plan that includes a distance learning module impacts a trainee’s learning experience by stating the pros and cons of this training approach.  Assess the costs and benefits of evaluating training and development programs. Does not describe the costs a ...

1. Developing a Training Plan Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Identify each training activity linked to a learning objective
used in the training and development program.
Does not identify each training activity linked to a learning
objective used in the training and development program.
Identifies training activities without linking to learning
objectives used in the training and development program.
Identifies each training activity linked to a learning objective
used in the training and development program.
Explains each training activity linked to a learning objective
used in the training and development program.
Describe how practice and feedback are incorporated into the
lesson plan to measure the transfer of learning.
Does not identify how practice and feedback are incorporated
into the lesson plan to measure the transfer of learning.
Identifies, but does not describe how practice and feedback are
incorporated into the lesson plan to measure the transfer of
learning.
Describes how practice and feedback are incorporated into the
lesson plan to measure the transfer of learning.
Analyzes how practice and feedback are incorporated into the
lesson plan to measure the transfer of learning, using authentic
examples.
Explain the training methods chosen for each learning objective
in the program.
Does not identify the training methods chosen for each learning
objective in the program.
Identifies, but does not explain the training methods chosen for
each learning objective in the program.

2. Explains the training methods chosen for each learning
objective in the program.
Analyzes the training methods chosen for each learning
objective in the program, stating the pros and cons of each
method.
Articulate the effectiveness of training methods on a trainee's
motivation to learn.
Does not identify the effectiveness of training methods on a
trainee's motivation to learn.
Identifies, but does not articulate the effectiveness of training
methods on a trainee's motivation to learn.
Articulates the effectiveness of training methods on a trainee's
motivation to learn.
Analyzes the effectiveness of training methods on a trainee's
motivation to learn, using authentic examples.
Assess how a lesson plan that includes a distance learning
module impacts a trainee’s learning experience.
Does not identify how a lesson plan that includes a distance
learning module impacts a trainee’s learning experience.
Identifies, but does not assess how a lesson plan that includes a
distance learning module impacts a trainee’s learning
experience.
Assesses how a lesson plan that includes a distance learning
module impacts a trainee’s learning experience.
Analyzes how a lesson plan that includes a distance learning
module impacts a trainee’s learning experience by stating the
pros and cons of this training approach.
Assess the costs and benefits of evaluating training and
development programs.
Does not describe the costs and benefits of evaluating training
and development programs.
Describes the costs and benefits of evaluating training and
development programs.
Assesses the costs and benefits of evaluating training and
development programs.
Analyzes the costs and benefits of evaluating training and

3. development programs, using scholarly literature.
Analyze the pros and cons for trainers and trainees of the
training methods used in the program.
Does not explain the pros and cons for trainers and trainees of
the training methods used in the program.
Explains the pros and cons for trainers and trainees of the
training methods used in the program.
Analyzes the pros and cons for trainers and trainees of the
training methods used in the program.
Analyzes the pros and cons for trainers and trainees of the
training methods used in the program, and illustrates with
authentic examples.
Develop a timeline for the training and development program.
Does not describe a timeline for the training and development
program.
Describes, but does not develop a timeline for the training and
development program.
Develops a timeline for the training and development program.
Develops a timeline and articulates rationale used for activity
timing in the training and development program.
Overall Comments:
This was very difficult to follow due to your issues with writing
- please contact the writing center for help.
COMPETENCY: Demonstrate effective training program
design, development, and implementation.
CRITERION: Analyze the methodology used in the evaluation
process.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not describe the methodology used in the evaluation
process.

4. Faculty comments:“
Methodology would be are you measuring pre./ post / post only
- with a control group or what?
”
COMPETENCY: Demonstrate effective training program
measurement and evaluation.
CRITERION: Explain how evaluation levels will be measured.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Basic
Identifies, but does not explain how evaluation levels will be
measured.
Faculty comments:“
You say you will use level 1 but then evaluate issues like
learning and behavior = unclear what you're really evaluating
and not examples were provided.
The training evaluation method is a formative evaluation plan
that consists of a level of one of the kirkpatrick models
(kirkpatrick, & kirkpatrick, 2016). The techniques focus on the
creative and knowledge gained by the learner after training by
evaluating my evaluating new changes of trainer daily operation
concerning the training learned.
”
CRITERION: Develop evaluation levels for learning objectives.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not describe evaluation levels for learning objectives.
Faculty comments:“
You never brought forward your specific objectives from
assessments 2 and 3
Think of it this way:

5. After training what should the trainees know or be able to
do? For example - training to build a wooden picnic table'
Objective: after training trainees will know the 6 types of
lumber they need to secure to build the table.
Evaluation: a test on the 6 types of lumber given learning will
be measured in two ways: 1. Pre and post test results and 2.
Direct observation during the interactive modules both before
and immediately after the training program. Change
(improvement) will be the post score minus the pre score.
”
CRITERION: Justify the evaluation plan used for the training
and development program.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Basic
Analyzes, but does not justify the evaluation plan used for the
training and development program.
Faculty comments:“
Your plan needs clarification and details to be viable.
”
CRITERION: Evaluate the effectiveness of the program design
against evaluation results.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Basic
Analyzes, but does not evaluate the effectiveness of the
program design against evaluation results.
Faculty comments:“
You need to evaluate what would happen if you did the
evaluation of the program.
”
COMPETENCY: Identify effective organizational processes and

6. roles for employee development.
CRITERION: Evaluate the effectiveness of training to
organizational processes on employee development.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Proficient
Evaluates the effectiveness of training to organizational
processes on employee development.
Faculty comments:“
Ok you did point out the value of this program but did not
provide any example.
”
Developing a Training Evaluation Plan Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Explain how evaluation levels will be measured.
Does not identify how evaluation levels will be measured.
Identifies, but does not explain how evaluation levels will be
measured.
Explains how evaluation levels will be measured.
Analyzes how evaluation levels will be measured, using
authentic examples.
Analyze the methodology used in the evaluation process.
Does not describe the methodology used in the evaluation
process.
Describes, but does not analyze the methodology used in the
evaluation process.
Analyzes the methodology used in the evaluation process.
Summarizes the methodology used in the evaluation process,

7. using scholarly literature to support methodology.
Develop evaluation levels for learning objectives.
Does not describe evaluation levels for learning objectives.
Describes, but does not develop evaluation levels for learning
objectives.
Develops evaluation levels for learning objectives.
Analyzes evaluation levels for learning objectives, using
scholarly literature.
Justify the evaluation plan used for the training and
development program.
Does not analyze the evaluation plan used for the training and
development program.
Analyzes, but does not justify the evaluation plan used for the
training and development program.
Justifies the evaluation plan used for the training and
development program.
Justifies the evaluation plan used for the training and
development program, using scholarly literature to support
rationale.
Evaluate the effectiveness of the program design against
evaluation results.
Does not analyze the effectiveness of the program design
against evaluation results.
Analyzes, but does not evaluate the effectiveness of the
program design against evaluation results.
Evaluates the effectiveness of the program design against
evaluation results.
Evaluates the effectiveness of the program design against
evaluation results, and summarizes the findings.
Evaluate the effectiveness of training to organizational
processes on employee development.
Does not analyze the effectiveness of training to organizational
processes on employee development.
Analyzes, but does not evaluate the effectiveness of training to
organizational processes on employee development.
Evaluates the effectiveness of training to organizational

8. processes on employee development.
Evaluates the effectiveness of training to organizational
processes on employee development, using authentic examples.
Overview
Develop an evaluation plan to determine if each learning
objective has been met in your training and development
program, including evaluation levels used, the specific
measurement instruments (such as questionnaires, interviews,
observation), and your methodology for the evaluation process.
For this assessment, you will develop an evaluation plan for
your training and development program.
Note: The assessments in this course build upon each other, 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 2: Demonstrate effective training program design,
development, and implementation.
. Analyze the methodology used in the evaluation process.
· Competency 3: Demonstrate effective training program
measurement and evaluation.
. Develop evaluation levels for learning objectives.
. Explain how evaluation levels will be measured.
. Evaluate the effectiveness of the program design against
evaluation results.
. Justify the evaluation plan used for the training and
development program.
· Competency 5: Identify effective organizational processes and
roles for employee development.
. Evaluate effectiveness of training to organizational processes
on employee development.
Context
The basic framework for training evaluation is built from
Kirkpatrick's four levels of evaluation: reaction, learning,

9. behaviors, and results. This assessment supports the collection
methods and analysis of evaluation data for your training and
development program.
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.
SHOW LESS
· Which learning objectives are best evaluated using each of
Kirkpatrick's levels?
· When should evaluations be conducted to capture both short-
term and long-term training objectives?
· What levels of evaluation afford organizations the best return
on investment for their training and development programs?
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 Multimedia
Click the link provided below to view the following multimedia
piece:
· Evaluating Training: A General Picture| Transcript.
SHOW LESS
Library Resources
The following resources are provided for you in the Capella
University Library and are linked directly in this course.
· Engel, S., & Kapp, K. M. (2004). Sovereign bank develops a
methodology for predicting the ROI of training
programs. Journal of Organizational Excellence, 23(2), 51–60.
· Farrell, D. (2005). What's the ROI of training
programs?Lodging Hospitality, 61(7), 46.
· Mathison, S. (Ed.). (2005). Encyclopedia of

10. Evaluation. Thousand Oaks, CA: Sage Publications, Inc.
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.
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 9, and Appendix 9-1.
Assessment instructions
Preparation
Use the Effective Training textbook, the Internet, or the Capella
Library to research Kirkpatrick's evaluation levels.
Requirements
For this assessment, complete the following:
· Develop two or more Kirkpatrick evaluation levels for your
training and development program.
· Explain how each evaluation level will be measured.
( Hint: Will you use a sample questionnaire, an observer
checklist, or a test?)
· Analyze the methodology you would use in the evaluation
process. ( Hint: Would you use a pre- and post-training
evaluation, a post-training evaluation, or a control group that
does not receive the training but serves as a comparison group
for evaluation?)
· Evaluate the effectiveness of your program design against its
evaluation results.
· Justify the evaluation plan used for your training and

11. development program.
· Evaluate effectiveness of training to organizational processes
on 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 5–6 typed double-spaced
pages.
· Font and font size: Times New Roman, 12 point.
· References: Use at least two references.
Overview
Develop a training plan that includes a lesson plan in the form
of an outline and a timeline. Explain the selected training
methods for your training and development program, and assess
the effectiveness of selected program measurements, evaluation,
and technology used for the training.
For this assessment, you will develop a training plan for your
program, including a lesson plan outlining your selection of
appropriate training methods for your learning objectives.
SHOW LESS
Note: The assessments in this course build upon each other, 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 2: Demonstrate effective training program design,
development, and implementation.
. Identify each training activity linked to the learning objectives
used in the training and development program.
. Explain the training methods chosen for each learning

12. objective in the program.
. Analyze the pros and cons for trainers and trainees of the
training methods used in the program.
. Develop a timeline for the training and development program.
· Competency 3: Demonstrate effective training program
measurement and evaluation.
. Describe how practice and feedback are incorporated into the
lesson plan to measure the transfer of learning.
. Articulate the effectiveness of training methods on a trainee's
motivation to learn.
. Assess the costs and benefits of evaluating training and
development programs.
· Competency 4: Assess the impact of technology on an
organization's training strategy.
. Assess how a lesson plan that includes a distance learning
module impacts a trainee's learning experience.
Context
There are a number of effective, traditional methods used in
training, including lectures, discussions, and audio-visual
materials. Training methods have progressed rapidly in recent
years as new generations of workers have entered the
workforce, and newer training methods have evolved with the
increased use of computers and the Internet.
To develop an effective training plan lesson, you should
include:
· A timeline for your training and development program.
· Learning objectives.
· Training methods.
· Training activities.
· Practice and feedback.
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.

13. · Can lectures be an effective training tool? Under what
circumstances do lectures work most or least effectively?
· How does a training venue impact a trainee's learning?
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 links provided to view the following resources:
· Practice and Feedback.
· Internal Versus External Instructors.
· Lesson Plan Template.
SHOW LESS
Capella Multimedia
Click the links provided below to view the following
multimedia pieces:
· How to Maximize Involvement When Training Large
Groups | Transcript.
· Selecting the Best Training Environment | Transcript.
Library Resources
The following resources are provided for you in the Capella
University Library and are linked directly in this course.
· Flynn, G. (2001). Mandated training: Legal dos and
don'ts. Workforce, 80(9), 82–84.
· Gronhaug, K., & Stone, R. (2012). The learning
organization. Competitiveness Review, 22(3), 261–275.
· Hatch, D. D., & Hall, J. E. (2002). Denial of training violates
ADA. Workforce, 81(1), 72.
· Jacobs, R. L., & Jones, M. J. (1995). Structured on-the-job
training: Unleashing employee expertise in the workplace. San
Francisco, CA: Berrett-Koehler Publishers.
. Chapters 2 and 3.
· Jacobs, R. L., & Mohammad, J. B. (2012). Developing
employee expertise through structured on-the-job training (S-

14. OJT): An introduction to this training approach and the KNPC
experience. Industrial and Commercial Training, 44(2), 75–84.
· Marshall, J., Smith, S., & Buxton, S. (2009). Learning
organisations and organisational learning: What have we
learned?Management Services, 53(3), 14–19.
· Roberts, T. G., Conner, N. W., & Jones, B. L. (2013). An
experiential learning framework for engaging learners during
study abroad experiences. NACTA Journal, 57(3), 28–35.
· Treven, S. (2003). International training: The training of
managers for assignment abroad. Education & Training, 45(8),
550–557.
· Wilson, E. (2014). Diversity, culture and the glass
ceiling. Journal of Cultural Diversity, 21(3), 83–89.
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.
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 6.
. Chapter 8, and Table 8-2.
Assessment instructionsPreparation
Use the Effective Training textbook, the Internet, the Capella
Library, or the Lesson Plan Template under Suggested
Resources to research training lesson plans and to select a
format for this assessment.Requirements
For this assessment complete the following:

15. · Develop a lesson plan for your training and development
program, including the following:
. Develop a timeline for the training and development program.
. Identify each training activity and link the activity to the
learning objectives used in the training and development
program.
. Explain the training methods chosen for each learning
objective in the program.
. Describe how practice and feedback are incorporated into the
lesson plan to measure the transfer of learning.
· In addition to the lesson plan, write a rationale, including the
following:
. Analyze the pros and cons for trainers and trainees of each
training method used in the program.
. Articulate the effectiveness of each training method on a
trainee's motivation to learn.
. Assess the costs and benefits of evaluating training and
development programs.
. Assess how a lesson plan that includes a distance learning
module impacts a trainee's learning experience.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 will be 8–10 typed, double-spaced
pages.
· Font and font size: Times New Roman, 12 point.
· References: Use at least two references