Running Header TRAINING PROGRAM 1 .docx

Running Header: TRAINING PROGRAM 1
Training Program: Ice cream
B&B Services
B&B TRAINING PROGRAM 2
Contents
Introduction
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................................ 3

Organizational Analysis
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............... 4
Task Analysis
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.............................. 6
Person Analysis
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........................... 8
Instructional Objectives
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..............10
Learning Theory
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.........................12
Instructor’s Guide: B&B Block One Ice Cream Training Lesson
Plan ......................................14
Instructor’s Guide: B&B Block One Ice Cream Training
Detailed Lesson Plan ........................15
Transfer of Training
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...................18
Training Program Evaluation
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.....19
Conclusion
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..................................22
References
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Appendix A
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Appendix
B............................................................................................
....................................28
Introduction
As current Human Resource employees, at the franchise Cold
Stone, a new training
program has been designed to teach new employees in the

company, proper ice cream making
skills by B&B services. The information collected while
researching this topic created the
understanding and knowledge of its value towards the overall
success and profits of the
organization. The implementation of such a program will
increase the productivity of Cold Stone
Creamery’s employees and intensify customer satisfaction.
The following represents the training program that will take
place. First, a needs
assessment was completed to prove why the training is
necessary for Cold Stone Creamery and
its store associate employees. The needs assessment consisted
of three categories: organizational
analysis, task analysis, and person analysis. The organizational
analysis explained why the
training would be beneficial for the organization and its
entirety. The task analysis consisted of a
list of specific tasks and the identifiable knowledges, skills, and
abilities required to adequately
perform each task that will be covered in training. Finally, the
person analysis, evaluated the
knowledge, skills, and abilities through a distributed
questionnaire, represented in Appendix A,

to the subject matters. The questionnaire determined the subject
matters relevant KSAO’s level
and proved the trainees actually need the training that will be
provided.
A detailed instructional list of objectives was produced for the
training program. The list
demonstrated what employees should be able to do better or
more efficiently after training and
what the training itself is supposed to accomplish. These
objectives were added to the training
program to help the employees understand the importance of the
training program and what they
should get out of it. The information was created to relate back
to the employees to ensure
transfer of training throughout the course.
Finally, an analysis of the evaluation process is used to measure
and determine that the
training program was efficient and effective. To showcase this,
a list of strengths and weaknesses
was used to evaluate the program design and give suggestions

for improvement if outcomes
become unfavorable. Overall, the foundation and design has
created a very useful asset for Cold
Stone Creamery to use and implement within every franchise.
This ice cream training program
will give the franchise a competitive advantage when preparing
their employees and organization
for the future, while, understanding its importance and bringing
the knowledge, skills, and
abilities acquired back into the work environment.
The birth of the Cold Stone Creamery franchise occurred in
Arizona in 1988. The
founders, Donald and Susan Sutherland, grew that one small
Tempe store into a few hundred
before merging with food giant Kahala Corp. in 2007. Now
there are over a thousand Cold Stone
Creamery locations in the U.S. – pretty incredible growth for a
25 year period. That’s not even
counting the 400+ worldwide either – and the international
market promises to be fertile for
continued growth in the years to come, as well. Many other fast
food franchises, have reached

the limit of their feasible growth – and in many cases, they’re
contracting. Cold Stone Creamery
has barely scratched the surface of profitable locations, meaning
there’s still big money that can
be made for new investors (Cold Stone Creamery Headquarters ,
2014).
One of the great things about the franchise is they have a low
barrier for entry. The
company estimates that it will cost between $277k and $464k to
get up and running –compare
that to a million plus for some other franchises. Not only is it
less expensive to get in, but staying
in business is cheaper. All of this adds up to big profits for
store owners – and fast. The simple
fact is, people have discovered the difference that quality makes
–and they’re willing to pay for it
(Cold Stone Creamery Headquarters , 2014). Also, ice cream
has proven to be “recession proof”,
and it isn’t extremely vulnerable to changes in session.
Consumers have shown they’re willing to
pay more for premium ice cream. Finally, ice cream franchises

represent low risk, and
potentially high reward investments without making huge
demands on your time and energy
(Cold Stone Creamery Headquarters , 2014). Making ROI a very
profitable one and with market
share at 7.6% and growing, the investment is well worth the
risk.
The estimated costs associated with the ice cream training goes
as follows:
Fixed Costs
Name People/Paid Hours Pay Rate Total Cost
B&B Services 4:8 $21.25 $600
vs
Cold Stone Managers 4:8 $18.75 $680
Variable Costs
Material Quantity Price Total Cost
Handouts 25 $0.04 $0.96
Direct Costs
Material Size Quantity Total Cost
Bag of Ice 20 pound bag 2 $7.96

Vanilla 1 fluid ounce 1 $2.88
Sugar 4 pound bag 1 $2.22
Half and half 64 fluid ounces 1 $4.14
1-quart baggies 1 quart (38 count) 1 $4.46
1 gallon baggies 1 gallon (28 count) 1 $4.49
$26.15
Indirect Costs
Category Price per hour/mile Hours/Miles Total Cost
Administrative
Expense
$15.61 1 $15.61
Gas Reimbursement $0.50 5 $2.50
Employee Benefits $8.50 x 1 hour 24 trainees $204
$222.11
Total Cost of Training
$849.22

The ice cream training orientation will serve as a useful tool for
Cold Stone Creamery
and its employees as ice cream comprises 93 percent of all sales
(Yunich, 2003). Cold Stone
Creamery makes its ice cream by hand every day, as well as
bakes waffle cones, waffle bowls,
and brownies daily (Yunich, 2003). This shows, that the
relationship with the training and
creation of ice cream is necessary for the overall success of the
organization and the employees
that serve under it. Such a program could currently exist off of
the organization's profits and
would require no outside finances. This overall summarizes why
it makes financial sense not
only now but in the future to train employee in this area of
expertise through B&B services.
Task Analysis
Task 1: Prepare Ingredients
Prepare ingredients to make ice cream using materials and
ingredients to follow the recipe.
1. Mathematics- ability to measure proper ingredients and figure
out the amount for each

type of ice cream
2. Reading Comprehension- understand and read labels to locate
proper ingredients for each
recipe
3. Knowledge of basic baking materials such as bowls, spoons
and measuring equipment
Task 2: Mix Ice Cream
Mix the ice cream together to produce a liquid consistency
using the ingredients provided with
the mixing tools in order to produce ice cream by oneself.
1. Time Management- ability to set a timer and react to the
timer while using time wisely
2. Basic knowledge of mixing equipment such as mixer, bags,
ice, and others
3. Hand-eye coordination skills to mix ingredients together
without spilling
Task 3: Understand Flavoring
Understand flavoring of different ice creams in order to make
unique flavors or tell if an ice

cream is not mixed properly using a spoon and tongue to taste
differences by oneself
1. Deductive Reasoning- ability to sample flavors and taste to
see if something is missing or
there is not enough of an ingredient
2. Creativeness- knowledge of basic flavors that go together to
come up with new and
innovate ice creams
3. Visual Appeal- skills in visual appeal of ice cream to attract
to a wide variety of
customers
Task 4: Effective Communication
Effectively communicate within the work environment to
establish a positive learning
environment and help each other out using different techniques
with each other.
1. Oral expression- ability to communicate information and
ideas in speaking so others will
understand

2. Active Listening- skills in giving full attention to what other
people are saying,
understanding their perspective, asking questions as needed, and
not interrupting
3. Knowledge Expression- some knowledge of background
information to share with others
for exchange of ideas and information
Person Analysis
After conducting the task analysis survey questions (Appendix
A), a general
understanding of what skills the trainees already possess before
entering training was
understood, as well as the areas that need to be covered more in
depth in the training session.
First, trainees were asked about past training experiences and
how much experience these
individuals have with making ice cream. 10 of the 17 trainees
that were interviewed have never
made ice cream before, while 12 of the 17 individuals said that
they have participated with on the
job training before and that it was a very helpful process. The
remaining 5 people said that they
have participated on the job training and it was an average
amount of help. This analysis proved

that training was needed since 10 of the 17 individuals have
never made ice cream, and that
training can be beneficial due to the trainees having a good
experience with past training
sessions. With 16 of the 17 individuals who were surveyed
already having experience in a fast
paced working environment, B&B will not have to put a strong
emphasis on preparing
employees on what it will be like working for Cold Stone
Creamery because they have a general
understanding along with past experience on what an average
work day will consist of. All 17
individuals who participated in this survey have confidence to
perform effectively at work; along
with 12 of 17 people responding that they adapt well to others,
and the remaining 4 prefer to
work in teams. This lets us know that there will not be problems
with employees needing a
confidence boost or any extra emphasis on adaptation skills.
While conducting a second survey, only 9 trainees were

surveyed but a strong
understanding of what needed to be covered in the training
session was concluded. Mathematical
skills will be important in this job, 4 of 9 individuals surveyed
said they are familiar with math
but may need a quick touch up, 3 of 9 individuals have only
moderate experience. This
determined that a brief overview of mathematics such as
fractions, decimals and percent’s for
measurements and preparing ingredients will need to be
covered. Good comprehension skills are
also very important in understanding the different ingredients
and flavors that are needed to
make a variety of ice cream combinations. A general
understanding of conversion rates between
teaspoons, cups and other measuring essentials. With 8 of the 9
people surveyed saying that they
have good or outstanding skills in this area, there will not be a
strong emphasis on this subject.
Time management skills are critical with being able to help
customers while preparing ice cream
and engaging in other in store activities. It is important to be
able to control time management
and not be highly stressed when a large quantity of customers

come in to the store. In the survey
that was conducted, 6 of 9 people said that they have great time
management skills, and 3 could
use some work; this shows that this can be stressed a little bit in
our training session.
Communication skills are strongly valued by Cold Stone
Creamery because ice cream is
expected to be served fresh, so workers must not be afraid to let
others know if a mistake is being
made or if they need help. When trainees were surveyed, 5 of 9
said they could use a touch up
with their communication, 3 people rated themselves as having
poor or average communication
skills. With these results, it may be important to stress the value
of communication in the
workplace. This issue will also be resolved when the trainees
get to know one another and make
the ice cream. Similar results were found with active listening
skills in the trainees.
This was not a surprise because active listening skills go hand
in hand with

communication and will be stressed moderately with the
importance of good communication.
Workers must be able to listen to customers, managers, and co-
workers while engaging in work
tasks or conversations with customers or managers so there is
not any confusion or wrong orders
being placed. Other skills that will be stressed with other
points of emphasis listed above that
will be involved in training is logical thinking; being able to
find errors in calculations. Mistakes
may occur with payments from customers, there may be
difficulties with the technology such as
the cash register, and also measurements may be incorrect.
However, it is important that workers
are able to correct these mistakes. Good organizational skills
are also important to prevent cross
contaminating flavors and having knowledge of what proper
ingredients are good with different
recipes.
At the completion of the ice cream training program trainees
should be able to obtain the
following objectives:

processes
program
members and must learn to make
adjustments as advised for block two of the ice cream training
program
sets
-and-match ice cream toppings
As stated above, many new skills and abilities will be exercised
throughout training.
B&B services will focus on using ice cream processes and
procedures trainees will be exposed to
in the store, throughout training. After training, participants
will know the proper processes and
procedures that go into ice cream making. This is essential to

the success of the Cold Stone
Franchise and the reason the training program is broken down
into three sessions. This allows the
objectives to be repeated numerous times by trainees and gives
them not only the comfortability
they need to make ice cream, but the capabilities and resources
as well. After training, each
member will have the confidence and ability to make ice cream
related to the developmental
process.
Trainees will be exposed to basic mathematical skills by
measuring ingredients properly.
Trainees will also be aware of insufficient ice cream results and
will be given guidelines to adjust
techniques if needed. Members will learn how to create the
basic Cold Stone Creamery ice
cream, using the recipe provided in Appendix B. Training
affiliates will then be given the
opportunity to use ice cream toppings to explore creativity and
understand which toppings
complement one another.
After training, participants will have understood these ice
cream topping mixtures and

know which ones goes best with one another to provide the best
suggestions to the customers as
possible. Additionally, each trainee will be given opportunities
to exercise individual and
collaborative teamwork through the preparation of the ice cream
making process. After training,
members should feel comfortable completing tasks both by
themselves and with others. Most
importantly, trainees will benefit from the ice cream training
program by applying their new
skills on the job. Trainees may not be aware of the
consequences of the training until after the
program, but ultimately it will result in a solid foundation for
future Cold Stone Creamery
employees to build upon.
Learning Theory
The ice cream training program that B&B will be implementing
primarily focuses on the
social learning theory. Social learning theory emphasizes that
people learn by observing other

persons (models) whom they believe are credible and
knowledgeable. Social learning theory also
recognizes that behavior that is reinforced or rewarded tends to
be repeated (Noe, 2013). While
there are many aspects involved with this theory, B&B will
focus on motor reproduction, which
draws in part from reinforcement theory. Specifically, motor
reproduction occurs when an
observer tries out the behaviors they witness a model engaging
in to see if they result in the same
reinforcement that the model received (Noe, 2013). Applied to
the present training context,
trainees will observe training instructors (i.e., B&B team
members) demonstrate what the
trainees themselves will actually be performing. This
observation, coupled with practice and
feedback opportunities, should result in the most accurate
transfer of training possible. Social
learning theory is best suited for the present ice cream training
program because it allows for
instruction, demonstration, and observation to occur, yet
simultaneously places the trainees in the
same situation that will be demonstrated.
With the social theory in mind, multiple training methods are

incorporated within the ice
cream training including lecture, an audiovisual technique,
behavior modeling, and team
training. In lecture, trainers communicate through spoken words
what they want the trainees to
learn. The communication of learned capabilities is primarily
one-way – from the trainer to the
audience (Noe, 2013). This serves as a great tool to give
trainees verbal communication of the
training that will be taking place and the steps to complete the
training effectively. Lecture serves
as the foundation of the ice cream training program and
supports the other methods used
throughout its entirety. Second, the audiovisual technique to be
utilized within the training
program is PowerPoint. This audiovisual approach will
complement the lecture through use of
visuals that will be happening while engaging audience
members at the same time. Both of these
methods are very low in cost and the least time-consuming
compared to other methods.

Nevertheless, they allow information to be received by audience
members in a very structured
manner.
Third, the most important method to be used in the training
program is behavior
modeling. Based on the principles of social learning theory,
behavior modeling presents trainees
with a model who demonstrates key behaviors to replicate and
subsequently provides trainees
with the opportunity to practice the key behaviors. Behavior
modeling is one of the most
effective techniques for teaching skills and behaviors, including
interpersonal skills (Noe, 2013).
Accordingly, behavior modeling is strongly in line with our
overarching goal of providing
learners with the requisite motor skills needed to make ice
cream while enhancing interpersonal
skills. Taken together, this method is deemed vital to the
success of the program’s objectives.
Lastly, B&B will incorporate team-building methods. B&B
emphasizes successful team
performance, and a team’s effectiveness depends on the
knowledge, attitudes, and behaviors of

its members (Noe, 2013). Through this training program, B&B
will encourage confidence among
trainees, which in turn will transfer to their work environment.
By collaborating and working
with fellow trainees, the training program provides new skills
and abilities that will not only
make more efficient workers but team members in the Cold
Stone Creamery franchise. B&B
does this by scenario-based training which refers to training
that places team members in a
realistic context while learning. This type of team training helps
trainees experience the
consequences of their actions, make adjustments, accomplish
their tasks, and build both
individual and team self-efficacy (Noe, 2013). The ice cream
training program’s goals include
engaging trainees by verbal, visual, and hands-on exploitation
while building interpersonal and
team skills.
Instructor’s Guide: B&B Block One Ice Cream Training Lesson
Plan

Session: 1st Session of Ice Cream Training Program
Audience: Store Associate Cold Stone Employees
Time: 30-35 minutes (includes set-up and tear-down)
Rationale: This block is designed to get trainees mentally and
physically comfortable in making
ice cream. Trainees learn about the steps involved when making
ice cream and learn how to
evaluate their results. At the end of this block, trainees will be
able to understand the processes
and procedures needed to make ice cream. Trainees must
recognize ineffective results and adjust
techniques accordingly while using individual and team
building skills in the development of
training.
Activities:
verview

At the completion of this block, trainees will:
ice cream training
program
members and learn to make
adjustments as advised for block two of the ice cream training
program
sets
-and-match ice cream toppings
Evaluation and Feedback:
addressing any questions,
concerns, or problems that may occur.

and after ice cream training
Instructor’s Guide: B&B Block One Ice Cream Training
Detailed Lesson Plan
Summary: Trainees first will be engaged with a presentation
and overview of the ice
cream training program. Many mediums will be used throughout
the presentation’s entirety. The
next activity will allow trainees to gather the ice cream tools
necessary to perform the tasks being
described and demonstrated by the training representatives.
Trainees will be grouped with one or
two other individuals during the process of producing ice
cream. Once trainees are in place with
the ice cream assembled tools, both verbal and visual
instructions will take place. A handout
explaining the steps involved with the ice cream training will
also be distributed to trainees to
reference as needed (Appendix B). Next, the class will
transition to pure hands-on involvement
and collaboration as they begin to create ice cream. After ice
cream making time allotted has
expired, trainees will examine and taste their ice cream.
Depending on the consistency of the ice

cream, feedback will be distributed to trainees accordingly. The
next activity allows trainees to
pair ice cream toppings while understanding which toppings
best complement the other. This
activity primarily focuses on trainee creativity. Finally, the
class is given time to ask questions or
address any concerns that may have arisen during the ice cream
training program and are
discussed.
1. Block One Overview (2 minutes)
a. Introduce the subject and goals of block one while
acknowledging how it relates
to Cold Stone’s mission and values
b. Describe the activities of block one
c. Instructor Resources
2. Assembly Ice Cream Tools & Instruction (5 minutes)

a. Provide instruction to assembly resources effectively
b. Provide hand-outs with ice cream making instructions for
trainee reference
-Out 1.1 (Appendix B)
structor Discussion 1.2
3. Create Ice Cream (18 minutes)
a. Provide detailed instructions for ice cream making
b. Ask trainees to actively participate and apply instruction
4. Evaluate and Taste Ice Cream (1 minute)

a. Allow time for trainees to evaluate consistency of ice cream
b. Allow trainees to taste results
& Spoon
5. Ice Cream Toppings (2 minutes)
a. Have readily available toppings
b. Give trainees the opportunity to mix-and-match assorted
toppings
c. Encourage trainee creativity
d. Instructor Resources
Slides
6. Collaboration & Discussion (2 minutes)
a. Give trainees the opportunity to address any questions or
concerns regarding ice
cream training

b. Summarize relevance of training to Cold Stone standards
B&B Services will be conducting training by applying the
stimulus generalization theory
of transfer of training. This theory emphasis general principles
that are applicable to many
different work situations. The stimulus generalization approach
to training transfer complements
the use of social learning theory within the training design
process. Like the social learning
theory, the stimulus generalization approach relies on the
acquisition of key behaviors within
training. Once learned, these key behaviors can generalize and
be applied to a range of new
contexts. Transfer of training occurs when employees take what
they learned from the training
and effectively apply their newfound skills when back on the

job (Noe, 2013). Since the training
location is different than an actual store and some of the
equipment is different than what
trainees will actually use in the work environment, a stimulus
generalization approach will best
facilitate far transfer, or the application of the skills learned in
training to the job context.
During the training program, employees will have to
prepare ingredients using measuring
utensils to accurately devise the right amount of each element
into the ice cream mix. They will
be instructed to follow a provided recipe, mirroring the
expectation of them when in the stores
every day. They must be able to read and understand what each
ingredient is so they do not
make the wrong ice cream. By accurately measuring each
ingredient listed in the recipe, we can
also account for the amount of each ingredient we need to have
in each store.
Once the ingredients are prepared, trainees will then have to
mix the ice cream together in
a bag. The bag simulates the mixing of ice cream in a mixer in
the stores. During this time,
trainees will have to use proper time management skills to

ensure the ice cream has hardened
within five to seven minutes to match the standards set forth by
Cold Stone Creamery. Trainees
will also work on time management skills to ensure the
completion of the ice cream by
constantly tossing the bag between team members in the time
allotted.
Throughout the training employees will have to
communicate and work as a team to
complete the tasks. Each trainee will be monitored on how well
they speak with their coworkers
and teammates, actively listen to what each other are saying and
how well they share and express
their ideas. Teamwork is important to Cold Stone Creamery and
it is important in the workplace
to be able to communicate with anyone on staff. This is
especially important in the stores on a
busy day and employees need to multitask or when mishaps
happen.
Finally, at the end of training, trainees will demonstrate
their creativity through the

creation of their own unique flavors. Cold Stone Creamery is
always looking for new ideas of
flavors and ice cream combinations to attract a wide range of
customers. B&B will allow each
team will have to come up with a unique flavor combination
through the provided toppings and
will be judged on presentation skills and flavoring. This is also
important in the stores when
customers ask the employees for advice on what ice cream and
toppings go together.
Training Program Evaluation
After completion of training orientation, B&B plans to collect
valuable information
reflecting the performance outcomes of Cold Stone Creamery
employees to determine if the
training session was effective. B&B plans to apply a summative
evaluation design. A summative
evaluation determines the extent to which trainees have changed
as a result of participating in the
training program (Noe, 2013). This evaluation takes place at the
end of training, involving
collecting quantitative data to measure the change in trainees’
knowledge, skills, attitudes and

behaviors. Summative evaluation was deemed preferable over
formative evaluation as B&B is
most interested in the extent to which trainees will be able to
successfully perform the job at the
conclusion of training.
A post-test analysis will be administered to all employees who
participated in the training
session to gather summative evaluation data. By conducting this
post-test, B&B will be able to
determine if employees have learned the essential skills needed
to perform at a high level within
the ice cream shop. These skills include KSAO’s that we aim to
emphasize in the training
seminar, including individual and team skills, basic
measurement understanding, time
management skills and deductive reasoning. The post-test will
be mostly evaluating these
employees while on the job after they have completed training
and have gained some experience,
so ideally within the employees first month at the store. Along
with a post test, B&B will

observe employees at work to ensure that they are transferring
their skills from the training
session into a real fast paced working environment and can
effectively continue to make ice
cream while dealing with customers on a regular basis within
the store. After these employees
have effectively learned the correct process of working for Cold
Stone Creamery, they will be
assigned the role of training future employees on the job after
the next set of employees have
completed their training session.
As with any evaluation design, there are many advantages and
disadvantages of
conducting the post-test evaluation method. Looking at the
advantages of conducting a post-test,
this method appears to be non-time consuming as well as simple
to conduct. Post-test evaluation
has a relatively low cost to conduct, and it is not a long, drawn
out process (Noe, 2013). The
main advantage of the post-test is being able to view how the
employees perform after their
training session to ensure that trainees are meeting the minimum
level of acceptable

competencies following the training session.
Some disadvantages of the post-test only method are that it can
make participants feel
nervous or sensitive when being evaluated. Participants may
feel obligated to perform well or put
too much pressure on themselves resulting in a poor
performance. Although this method is not
overly time consuming, it still can take valuable time away from
employees while they are
performing their job, as well as time away from trainers,
managers, or higher ups in the business
that could be spending their time on other tasks rather than
conducting evaluations. With only
doing post-test evaluation, a company fails to gather pre-test
data to see how employees would
perform or what knowledge levels they have before
participating in a training session. However,
B&B has made effort to gain a sense of employees’ knowledge
and skills prior to the training
session, issuing a person analysis survey to all training
participants. The person analysis survey

consisted of questions that all relate to prior experience and
skills needed for the job, helping
B&B get valuable insight on what trainees were able to do
before entering the company.
When conducting a post-test, B&B has considered threats to
validity that have the
potential to interfere with performance outcomes of employees.
Evaluators know to consider
internal validity and external validity threats. Internal validity
is the believability of study results,
whereas external validity focuses on the degree to which results
can generalize to alternate
groups of people or contexts (Noe, 2013). In the present effort,
B&B will focus on several threats
to internal validity. First, B&B must consider influences within
the company, such as the
company’s history. In this regard, events may occur in the
company which may in turn produce
changes in training outcomes. Cold Stone Creamery has made
B&B services aware of any event
that has occurred within the company that may have an impact
on the employee’s performances.
For example, Cold Stone saw a decrease in employee
performance due to such an increase in the

amount of new hires. Cold Stone realized that with the growth
in the amount of new hires they
were unable to train all employees properly on how to make ice
cream and understand the
process. This was a consistent gap in the Cold Stone Creamery
training analysis that was
provided to B&B services. B&B realized that all the trainees
would have some knowledge in
making ice cream, but wanted to focus on keeping it consistent
throughout all stores.
Maturation is another threat to internal validity that can have a
vast impact on
performance outcomes. Maturation occurs when changes in
training outcomes result from
trainees’ physical growth or emotional state rather than from the
training itself (Noe, 2013). For
example, the company needs to be aware if an employee
recently lost a family member or close
friend because this can have a huge impact on the performance
of this employee. Relatedly, if for

instance an employee was not in a happy stage in their life
during training due to past work
experience or other extraneous influences, the trainee may have
performed poorly during
training. On the other hand, the contrast of being put in a
positive working environment such as
B&B could potentially elevate their performance.
Mortality factors are another threat that is considered. Mortality
is when an employee that
is being trained and subsequently evaluated leaves the company
(Noe, 2013). For example, if an
employee started the training program and left the company
prior to the evaluation to pursue
work elsewhere, evaluation data may be biased. Accordingly,
B&B will consider this potential
threat and account for missing data when evaluating training
effectiveness and subsequent
employee performance.
Conclusion
B&B services takes pride in its thorough ice cream training
program. This report
described an analysis and breakdown of the training being
provided for potential Cold Stone

Creamery store associate employees. First, a needs assessment
consisting of an organizational,
person, and task analysis was conducted and described. The
training objectives were listed and
explained in detailed. Along with, the learning theory, training
methods, detailed lesson plan,
transfer of training, and evaluation design that the ice cream
program will implement to the
trainees and use throughout its entirety. B&B services, has
confidence in its program and is
proud to partner with Cold Stone Creamery Franchise as an
outsourced training mechanism to
prepare employees in the ice cream making industry.

References
Bixler, B. (2014, July 14). Franchise Chatter Guide: Can Dairy
Queen Franchises Stay Afloat
While the Ice Cream Experiences a Meltdown? Retrieved from
Franchise Chatter:
www.franchisechatter.com
Cold Stone Creamery Headquarters . (2014, October 31).
Retrieved from Cold Stone Franchise:
https://coldstonefranchise.wordpress.com
Noe, R. A. (2013). Employee Training and Development. New
York: McGraw Hill.
Yunich, R. (2003). Cold Stone eyes local expansion. Business
Journal, 3.

Appendix A
Minion Survey Part 1
1. Have you ever made ice cream before?
a. Yes, I have a lot of experience making ice cream in the past
b. Yes, but I have minimal experience with making ice cream
c. No, I do not have experience with making ice cream
2. Have you ever participated in on-the-job training? If so, did
you find the training
helpful?
a. Extremely helpful

b. Average amount of help
c. Little amount of help
d. Not helpful at all
e. Not Applicable
3. Have you ever been employed at a fast-paced work
environment?
a. Yes
b. No
4. Do you have confidence in your ability to perform effectively
at work?
a. Yes
b. No
5. How well do you work with co-workers?
a. I’d rather work alone
b. Working with others is difficult to me
c. I work well in teams, but prefer to work alone
d. I can adopt to others in my group, even if they have different
interests than me

e. I prefer working in teams
Minion Survey Part 2
On a rating of 1-5, how do you rank yourself with having
experience with using mathematics?
Such as, having a task where you were responsible to measure
out proper amounts of ingredients.
1= No Experience. 2=Very Little Experience. 3= Moderate
Experience.
4=Familiar but could use a touch up. 5= Well Experienced.
On a rating of 1-5, how would you describe your reading and
comprehension skills? Such as
being able to read directions and apply them to work, for an
example reading ingredients and
being able to apply this to what is being made.
1= No Experience. 2= Poor. 3= Average.

4= Good reading skills and experience. 5= Outstanding. No
training necessary.
On a rating of 1-5, how well do you know cooking essentials,
such as knowledge of basic baking
materials such as bowls, measuring cups, silverware, etc.?
1= No Experience. 2= Poor. 3= Average.
4= Good, could use a touch up. 5= Outstanding.
How would you describe your skill set of using time
management, for example being able to set
a timer and use time wisely to prepare a variety of different ice
creams?
A. Great Time Management Skills
B. Could use some work
C. Poor Time Management Skills, Little Experience.
On a scale of 1-5, how well would you rank yourself with being
able to communicate effectively
with oral expression? Meaning the ability to communicate
information and ideas in speaking so

others will understand.
1= Poor, No Experience. 2= Needs Work. 3= Average.
4= Good. 5= Outstanding.
On a scale of 1-5, how well are your active listening skills?
Meaning to grant people with your
full attention to what other people are saying, understanding
their perspective, asking questions
as needed and not interrupting.
1= Poor, No Experience. 2= Needs Work. 3= Average.
4= Good. 5= Outstanding.
Minion Survey Results
Part 1- total of 17 responses out of 24
Question 1: a) 1 b) 6 c) 10

Question 2: a) 12 b) 5 c) 0 d) 0 e) 0
Question 3: a) 16 b) 1
Question 4: a) 17 b) 0
Question 5: a) 1 b) 0 c) 0 d) 12 e) 4
Part 2- total of 9 responses out of 24
Question 1: 1) 0 2) 0 3) 3 4) 4 5) 2
Question 2: 1) 0 2) 0 3) 1 4) 6 5) 2
Question 3: 1) 0 2) 1 3) 2 4) 5 5) 1
Question 4: A) 6 B) 3 C) 0
Question 5: 1) 0 2) 1 3) 2 4) 5 5)1
Question 6: 1) 0 2) 1 3) 0 4) 6 5) 2

Appendix B
Cold Stone Basic Ice Cream Mixture
Ingredients
½ cup half and half
1 tablespoon sugar
½ teaspoon vanilla
2 sandwich Ziploc bags (quart size)
1 gallon Ziploc bag
3 cups crushed ice
1/3 cup salt (ice cream salt works best)
Toppings
Directions
1. Combine the ice and salt into the gallon bag and place aside
for later.
2. Next, combine the half and half, sugar and vanilla into 1 of
the quart size Ziploc bag.
Make sure the air is out of the bag and seal closed.
3. Place the Ziploc bag with the liquids into the other quart size
bag and seal air tight. The

double bagging will help keep salt off your ice cream.
4. Place the quart size bags into the gallon size bag of ice and
seal air tight.
5. Shake continuously and vigorously for 5 minutes or until the
mixture inside is hardened.
You may want to use a towel if it is too cold.
6. Pull the mixture out of the bags and spoon into cups or bowls
and enjoy. Feel free to add
toppings or other ingredients to make your own ice cream.
Running head: PROJECT ON FIRST IMPRESSIONS
TRAINING
Training Project MGT 484: Career Services on First
Impressions
Team Big 5
Central Michigan University

2
FIRST IMPRESSIONS TRAINING
Table of Contents
Introduction
…………………………………………………………………………
……………3
Needs Assessment
………………………………………………………………..4-5
Task Analysis
…………………………………………………………………………
..4-6
Person
Analysis………………………………………………………………
…………..6
Training Objectives & Methods

…………………………………………………………………..7
Training Method
………………………………………………………………………..7
-8
Program Design
…………………………………………………………………………
..8
……………………………………………………………………..8
Lesson Plan
……………………………...…………………………….……………
…9-11
Learning Theories
Theories Indicated
…………………………………………………………………...12-
14
………………………………………………………………………....
.15-16

Evaluation Design
Outcome Measures
…..………………………………………………………………17-18
Strengths & Deficiencies
…………………………………………………………….18-19
Conclusion
…………………………………………………………………………
………….19
Appendix
…………………………………………………………………………
………….20-21
Reference List
…………………………………………………………………………
………22
3
Introduction
Career Services at Central Michigan University wishes to

improve student and employee
success in the workplace. To do so, we aspire to educate people
on how to dress properly and act
professionally. Specifically, we want to improve first
impressions in interviews and networking
events. While Career Services responsibilities range from
handshake, a virtual network
connection, to mock interviews, we are focused in the section of
First Impressions. First
Impressions is a resource for students to have free professional
clothes available for them during
interviews or networking events. In our training, we address
how to properly tie a tie on oneself
and on others. This will not only help students during their job
interviews, but also increase
customer performance/service, as our employees can correctly
tie a tie on mannequins. We
believe this training will provide valuable knowledge to
students and employees at First
Impressions. This report will fully discuss the needs assessment
of the training, the shared
objectives, theories, method, design, transfer of training, and
the evaluation we are using for the
training.

4
Needs Assessment
Organizational analysis
Our organization, Career Services is an establishment provided
to Central Michigan
University’s students, alumni, and faculty. Career Services has
many different subsidiaries,
specifically First Impressions and Mock Interviews. The main
functionality that is required of
both subsidiaries is how to tie a tie properly. Our training
program is focused on informing
employees on the importance and the tasks needed to properly
tie a tie in different knots. The
board has decided they need to find a new presentation method
to make future employees stand
apart from other applicants, and the clothes on minichains more
desirable. They have recently
chosen to hire new employees and train them to tie many new
knots properly. They have noticed

that new employees only know how to tie a tie in a simple knot,
and many of the female
employees do not know how to tie a tie at all. Career services
mission is to “assist students and
alumni in their career development and decision-making and aid
in their acquisition of
internships and positions of employment.” (Career Services,
2018)
Career Services are at times, the only resource students
have available to seek out advice
on professional dress and interview tips. The main objectives of
mock interviews are to prepare
students for a specific interview or to simply give them the
experience they need to do well in
one. Professional image is the single most important factor to an
interview as it is the first thing
the interviewer will notice about a candidate. By creating an
effective and relatable training
program, Career Services can help employees reach their
professional objectives.
All the new hire employees will need to go through orientation.
The basics on the first
day cover the importance and the reasonings as to why this
information is important. On the

second day, they will begin to learn the training of how to tie a
tie. The goal of the training is to
5
ensure that all new trainees can master tying a tie. The return
for Career Services will affect more
than just career services. Central Michigan University job
applicants will also learn from this
training. The materials for this training include: Tie ($6 per tie.)
The current budget for Career
Services training is around $500. This budget is tentative and
most likely will change as the
training develops. This will include the training materials and
the salary for our trainers. In our
program, we will be having 40 students as the base class. The
costs will go on further such as the
room for training, the loss of production from trainers, and the
additional cost of adding an
additional day to the previous program.
Task analysis

KSAO’s
Job: Career Services focusing on training program development.
1. Task: Understand proper etiquette to display professionalism
using a tie in compliance with
career services guidelines.
A. Knowledge: Tying guidelines
B. Skills: Critical thinking, coordination, active learning, active
listening
C. Abilities: Adaptability, patience, movement of hands
2. Task: Select the proper tie to match the shirt using color
matching in accordance with social
norms.
A. Knowledge: Popular color trends
B. Skills: Technology and media, research, decision
making
C. Abilities: Predicting style preference, detail oriented
6
3. Task: Use tying technique to tie a tie using tying skills and
physical ability in accordance

with instructor direction and prior knowledge.
A. Knowledge: Prior knowledge, Tying basics
B. Skills: Critical thinking, coordination, active listening, step-
by-step instructions
C. Abilities: Detail oriented, Delivery of instructions
4. Task: Understand the history of a tie to display knowledge in
accordance with instruction
pamphlet.
A. Knowledge: Importance of properly tied tie, effective tying
B. Skills: Collaboration of information, interpretation
C. Abilities: Active listening, understanding
5. Task: Inform students on the proper tie knot to obtain
professional dress using ties to achieve
the best look.
A. Knowledge: Proper knots, professional dress
B. Skills: Prior knowledge, tying basics, interpretation
C. Abilities: Physical ability, delivery of instruction, step-by-
step instruction
6. Task: Collaborate with other career service members to
compile a list of reasons when a tie is

needed using the instructional examples to provide for
management.
A. Knowledge: Organizations goals, individual goals, program
goals
B. Skills: Collaboration, analyzing ideas
C. Abilities: Oral communication, speech clarity
When developing the task statements, the tasks were centered
around the focus of our program
goal. Without these tasks, the program would be deemed
unattainable. When going through the
7
entire training program we were able to focus on the specific
KSA’s (Knowledge, Skills,
Abilities) needed for each task rather than the program
collectively. This made our program
more accurate and likely to be positive for the company.
Person analysis
To determine the need for this training program, we conducted a
survey to MGT 484 students

on the knowledge and importance of tying a tie in their lives. Of
the students in the class, we
received 24 responses, of those 24 students 54.2% of them do
not know how to tie a simple knot
when tying a tie. We must consider that this is a male and
female class and that they may be
females who have not needed to tie a tie before. This proves
that the task statement: “Inform
students on the proper tie knot to obtain professional dress
using ties to achieve the best look”
will be met. 83.3% of the students feel that they could benefit
from learning how to tie a tie.
Different forms of knots could open the ability for a student to
stand out in the interview
process. When the students were asked if they knew how to tie a
bowtie, only 8.3% of the
responding students said “yes”. When asked how many knots
they knew in total, the highest
number of knots known was five. The students were indicating
that our program would be
beneficial for our staff to know. The data received reinforced
that this modification to the
training program is a necessity.

8
Training Objectives and Methods
● Be able to tie a tie on oneself accurately with no help
● Be able to tie a tie on someone else or a mannequin
efficiently
● Reiterate and model professional attire for potential job
interviews
● Help and facilitate other individuals who need assistance
when tying a half-windsor knot
Training Method
This training program is centered on professional dress and ties.
The training will explain
the importance of professional dress, how to tie a tie on
ourselves, and how to tie on tie on
others. After our brief introduction on the importance of ties in
the workplace, we will show a
short clip of how to tie a tie. We will provide a quick

presentation of how to tie a tie on
ourselves. The trainees will then have the opportunity to
practice tying the tie on themselves. We
will be using traditional training as our training method as it is
a presentation and hands on. The
first part of our training will be presentation through a video
and lecture. We will be using a
standard lecture and graphics from PowerPoint.
Our training method is highly useful because the audiovisual
will teach the trainees what
steps one must take to tie a tie and the lecture will allow the
trainees to interact with the trainers
about each step. The second part is the hands-on method, where
behavior modeling will be active
in our training. Behavior modeling is displaying a certain
behavior in hopes to have the behavior
repeated. Once the trainees see how to tie the tie they will put
this behavior into practice. We are
using this method because it is important for the trainees to
understand the process of tying and
tie versus just simply watching the trainer perform the task at
hand. Both methods are important
to the process of training. The presentation method is use for
explanation, while the hands-on

9
method is used to apply learn behavior into action. It is
important both types of training are used
in this training.
Program Design
The courses of the program will approximately be around 25-30
minutes. The trainers are
from Central Michigan University working in Career Services.
The trainers will start by
introducing ourselves to the trainees and explaining the
previous day training along with a small
review over what was covered. During the lecture we will cover
how to tie a Windsor knot on
ourselves, then we will cover how to tie a Windsor knot on
someone else, and how professional
dress is important in the business setting. We will engage the
class in an activity, which will be a
relay. This relay will have trainees perform both tying a tie on
themselves and on others. The
winning group will be rewarded with a prize of candy bags.

Lastly, we will summarize the
information taught and open the floor for any questions.
Course Title: First Impression Training Program
Lesson Title: Professional Dress: Ties
Lesson Length: 20-30 minutes
Learning Objectives:
1. The ability to tie a tie on oneself correctly without
assistances.
2. The ability to tie a tie on something else and a mannequin.
3. Modeling potential dress wear for future interviews.
Target Audience: Career Services Training Employees.
Prerequisites: None
Trainee: Career Services Employees
Instructor :Career Services Employees
Room-Arrangement: Small Lecture Hall
Materials and Equipment needed: Ties and Computer
Evaluations and assignments: pre-test/post-test

10
Lesson Plan
Career Services/Mock Interview Overview (3 minutes)
Introduction of trainers
Brief description about Career Services
Share needs assessment and importance of training
Share objectives with trainees
Explain agenda of the training
The Half-Windsor Tie Demonstration on Oneself (8 minutes)
Show video on how to tie a half-windsor tie on oneself
Demonstrate this knot in front of trainees
Have the trainees practice on themselves
Interact and assist trainees while they learn this process
The Half-Windsor Tie Demonstration on Another Person (8
minutes)

Show video on how to tie a half-windsor on another person
Demonstrate in front of trainees
Have trainees practice on one another
Interact and assist trainees while they learn this process
Tie Relay (5 minutes)
Demonstrate how the relay is performed
Select participants in audience
Conduct relay with one team going at a time
Winning team earns candy
Conclusion (3 minutes)
Ask trainees how each team performed and how they can
improve
Quiz trainees on quick review questions
Inquire if trainees have any questions
Reward trainees with certificate of training

11
Lesson Outline Instructor
Activity
Trainee
Activity
Time
(approx.)
Introduction of:
Presentation Listening 4 min

someone else
Presentation Watching 4 min
timely
Observing Hands/on 7 min
thers
another person
12
relay

training
questions
Answer
Questions
Ask Question 2 min
13
Learning Theories
Theories Indicated
Reinforcement Theory

One theory that tying a tie relates to is reinforcement theory.
The theory explores the
trainees and their behavior. It could relate to positive
reinforcement; Positive reinforcement is
when one adds something to increase behavior. This applies
when employees use their skills to
have a tied tie and their future boss sees them well dressed and
skilled, therefore, relying on them
more. For negative reinforcement, one takes something away to
increase behavior. For example,
if these skills were not implied, their boss could take away their
bonuses and not rely on their
work, which increases their behavior to want their boss to relay
and trust them again. Therefore,
relating to positive and negative behavior. As far as positive
punishment, adding something to
decrease behavior, the skill of tying a tie can lead to their boss
favoring them and taking away
tasks to lessen the workload of the employee. Negative
punishment is taking away the skill of
tying a tie and decreasing behavior. This concept could be
applied by the boss’s trust decreasubg
and leading to unprofessional appearance, which can cause a
boss to take away one’s

responsibilities within their position. In reinforcement theory,
the skill of tying a tie can cause
the behavior of the trainee, male or female, to either gain or
lose workload and professional
appearance for a future or current career.
Social Learning Theory
For learning theory, trainers can show trainees how to tie a tie.
By modeling the behavior,
it will allow the trainees to learn the skill by seeing it
demonstrated, and later being able to apply
what they have seen by the trainer. This type of learning can be
done in a group setting and is
perfect for future employees to learn this skill faster. Also,
social learning theory expresses the
14
work environment. This is where the trainees can explore their
environment and what is common
in the workplace. Social learning theory can show hands on
learning and how they can take tying
a tie to the work environment.

Goal Theory
Goal theory emphasizes performance. Females do not get this
training as much as males
and some males can only do a simple knot, as was mentioned
earlier. The skill of tying a tie can
bring motivation and readiness to interviews and presentations.
Which is the highlight of goal
theory, where the ones being trained can focus on the task and
compare themselves to others.
This can cause completion, greater achievement, and better
attention to task. Therefore, leading
to learning at a faster and efficient rate.
Need Theory
Another theory is need theory; this focuses on trainers being
aware of trainee’s needs.
Which include the readiness of future endeavors, this type of
training can meet the needs of
future employees before they head to the workplace. This
relates to providing training for
employees.
Expectancy Theory
Expectancy theory suggests the motivation in employees leads
to how much one will

want to gain or expect to gain. The skill of tying a tie can show
the employer they desire a job or
to be taken seriously in a position. Also, instrumentality
expresses the trainees’ effort to a
workplace and professionalism and how much one expects out
of their job or themselves. For
example, one can use the skill and expect for their success to
rise and their professionalism using
the skill to help them gain at a work environment.
15
Adult Learning Theory
The trainers can use adult learning theory to show and tell the
trainees the reason there is
a need to learn this skill. Trainers can use evidence and reason
to help trainees be motivated to
learn the skill. This also allows for feedback from trainees to
improve the training or about their
thoughts on the skill and or how they will implement them.
Lastly, information process learning
theory shows how the information is processed and how it can

be retained.
Information processing theory can be explained by the attention
one can put on something that is
learned. Trainees can learn through picture, video,
demonstration etc. The skill of tying a tie is a
process therefore, instructions, modeling and step-by-step
processes can help organize the
trainee’s thoughts and help retain that information. This can
help the trainers provide ways to
help the information be processed easier and go into trainee’s
memory and become storied in
their long-term memory. This can occur by rehearsal and unique
ways the learning can be
processed and memorized.
16
Something Human Resources departments should always be
aware of is if their training
programs are actually creating and extended amount of value for

their employees: are the
employees actually learning something that is relevant to their
work and are they able to apply
the objectives of the training program to their work in some
facet. Transfer of training is defined
in our textbook as, “the trainee’s applying to their jobs the
learned capabilities gained in
training,” (Noe, pg. 525). When we look at our training, how to
tie a tie, this more of a closed
skill. A closed skill refers to, “training objectives that are
linked to learning specific skills that
are to be identically produced by the trainee on their job,” (Noe,
pg. 170). In order for this skill
to be retained, we should focus on supporting a staff throughout
the process of training and
especially afterward when they’re asked to use what they
learned from our program, but this is
important regardless of the theory of transfer that we put with
our training program. Our training
program will rely on the theory of identical elements for
successful transfer of skills.
The theory of identical elements states that, “transfer of training
occurs when what is
being learned in the training session is identical to what the

trainee has to perform on the job,”
(Noe, pg. 171). Essentially, for identical elements to be applied,
we need to have very similar
environments to that we’ve provided during the training. The
environment where the trainees
will have to be able to tie and tie at work will always remain
consistent: they will be dressing
manikins or presenting themselves in a professional manner.
This method also utilizes what is
known as near transfer, which is referred to Noe as, “the
trainee’s ability to apply learned
capabilities exactly to a work environment,” (pg. 172). The few
stipulations that are placed on
the environment given our program are the tie looking and
appearing to be professional in
17
complete and presentable manner and, potentially, the presence
of pressure if the person wearing
the tie is in a hurry to get a manikin or themselves dressed.
Through our training program, we can say with confidence that
the knowledge, skills, and

abilities will transfer directly to the trainees and they will be
able to apply what they’ve learned
almost immediately after the training has finished. This training
will remain relevant to our
trainees because it involves the presentation of not only
manikins and career services, but it will
also reflect the trainees as appearing as professionals. We
anticipate that the transfer of training
will not be difficult and should be easily applied at work and in
the trainees’ personal lives in
some way, shape, or form.
18
Evaluation Design
Outcome Measures
The criteria used in the training evaluation is derived from the
Kirkpatrick’s Model. Each
level will be utilized in measuring the success of this training.

We will first focus on how
participants reacted to the training. This will be collected before
the training is complete. Once
the relay is completed by the trainees, the trainers will ask
simple questions to the trainees on
how they felt about the program. Example questions include: (1)
Was the material presented
well? (2) Do you feel that your time was valued? (3) Was the
environment comfortable? The
next step in the evaluation process is testing what the trainees
have learned. We will conduct this
at the end of our training with questions about the lesson.
Example questions include: What are
the steps in tying a half-windsor knot? What is the difference
between tying a knot one oneself
and tying a knot on another person? The next step in our
evaluation process is testing the skills
and behavior gained by the trainees from the training. This will
be collected multiple times. Once
during the training and once after the completion of the
training. The first test will be the relay.
The trainers will be able to observe how well the participants
can tie a tie based from the lesson
we taught them. The second part of this evaluation will be

shown through questions and
observation during work hours. We will watch the trainees tie a
tie while working and ask them
if they’ve learned any new motor skills from the process. Once
we analyzed their growth in skill
and knowledge of tying a tie, we evaluate the payoff of the
company from conducting this
training. Example questions include (1) Did the training reach
our objectives? (2) Did it increase
the trainee’s ability to find jobs and create positive first
impressions. (3) What improvements
have been made in the company since the training? The results
portion of the evaluation helps us
determine if we should continue the training or if we need to
improve it.
19
Before the Kirkpatrick’s model is utilized, we must first
understand the needs of our
trainees. Therefore, a pre-test will be used to evaluate their
understanding of how to tie a tie. A
survey will be sent out to trainees, which can be found in

Appendix A of this report. Once the
pre-test has been presented, we will conduct a post-test using
the Kirkpatrick’s model. This post-
test will include active behavioral skills through the relay,
questions asked to the general
audience directly after the training, and observation during
work hours to evaluate trainee
performance. This pre-test/post-test method is a great way to
see how much each trainee has
learned from the training presentation
The objective of this evaluation is to understand how to
improve our training method or if
the training is useful in the first place. If we see no growth in
our trainees or positive results for
Career Service, we will discontinue the training. If needed, the
evaluation of our training method
can also be altered to correctly analyze the accuracy of our
training.
Strengths and Deficiencies
The pre-test/post-test is a great way to see the summative
learning through the training.
As a collection of information is gathered, the trainers must be
able to evaluate their progress.

The strengths of a pre-test/post-test is the accuracy of
evaluating the change of behavior in the
trainees. Furthermore, this reason of the change in behavior can
be deduced to the training itself.
This design can also lead to possible comparison groups in the
future.
A deficiency of the pre-test/post-test design is currently having
no comparison group.
Without a comparison group, we are unable to see the possible
differences the training has
produced in the trainee. While it is possible to have them in
future designs, we currently have not
created one. There is also a decrease in external validity, as we
are unable to see how this
training plays directly in the workplace.
20
Overall, for a training to be successful and accurate and trainer
and the trainee must have
a positive attitude in the training. The environment, behavior,
and respect in each training must
be consistent and reliable. Once this has been establishment, the

validity of the training will
greatly increase.
Conclusion
At the completion of this training the trainees will know the
importance of why a tie
should be properly worn and how to tie a tie on them and on
another person. The knowledge,
skills, and abilities will be transferred to the trainees through a
Training presentation. Our goal is
to ensure that all trainees are confident and successful when
knowing and understanding how to
tie a tie. The result of this will allow for better informed
employees to explain to students and to
prepare items in First Impressions. Once the training has been
evaluated, we will improve what
is needed to increase customer performance and student
knowledge.
21
Appendix A

22
23
Reference List
CMU Career Services. (2018). Fire up your career. Retrieved
from
https://www.cmich.edu/ess/academic_advising_assistance/career
_services/Pages/Default.
aspx
Noe, Raymond A. Employee Training and Development. New
York: McGraw-Hill/Irwin, 2013.
Print.
_services/Pages/Default.aspx
_services/Pages/Default.aspx

MGT 484: Training Project
Instructions and Rubric
Assignment Overview
Each group is to develop a training program and implement a
corresponding training session that
demonstrates an ability to apply the training concepts covered
in class. The training program will
be outlined in a comprehensive training report. The training
session may reflect the complete
training program or only a portion of it, depending on the nature
of the training. While training
can involve any knowledge, skill, or ability, it will be easier
(i.e., easier to demonstrate or train)
if groups focus their training program on motor skills, problem
solving skills, or interpersonal
skills. Moreover, groups will find it easier to link their training
program with a real job and real
organization, as opposed to hypothetical ones.
The training sessions will be completed on each group’s
assigned day. Please submit

presentations by uploading or linking them to Blackboard. The
written project reports are due for
all groups by class Wednesday, May 6th. Please submit your
reports to Blackboard and bring a
hard copy with you to class. Group member ratings are also due
to Blackboard on Wednesday,
May 6th.
Project Report
Along with an introduction and conclusion, the project report
must contain the following
sections. Each of these sections (or topics) will be covered in
the course. It is anticipated that the
write-up for each section will approximate (but not be limited
to) 1-3 typewritten pages, although
the length should vary by training topic and design
methodology. Appendices which describe the
client organization, job requirements, standard operating
procedures, etc. are very useful pieces
of information and, if available, should be attached to the
project report.
In addition to the introduction and conclusion, the report into

the following required sections:
1. Needs assessment. Convince us that your training is
necessary for the organization and
their employees. In this section you should address:
de data as to the impact the
training will have on the
organization and its ability to support the training. For example,
what percent of
sales come from the area in which you will train? What market
share does the
company have? What are the training costs and return on the
investment? Why
does it make financial sense now or for the future to train
employees in this area?
performed well to
accomplish the job under study. That is, list the tasks and
identify the knowledges,
skills, and abilities (KSAs) that are required to perform each
task (or group of
tasks) adequately. Job description information, O*NET results,
or other sources
used to conduct the task analysis should be appended to the
report.
provide some evidence

through a survey of trainees, industry data, company training
figures, etc., which
indicates that the trainees actually need the training. Since you
know who the
trainees are (i.e., MGT 484 students), you have access to them
to complete
interviews, focus groups, surveys, etc. to measure relevant KSA
levels.
2
2. Instructional objectives and program design. Show us that
you have a well-organized,
step-by-step training program.
the specific objectives
you’re training. What is the training supposed to accomplish?
What learning
domain(s) are you focusing on? What will the trainees be able
to do better or
more efficiently after the training? Be sure to write objectives
to include each of
the three components.

scope of your training
and the steps taken to design an effective training program.
Who is the training
for? How many trainees can be managed within each session?
What is an ideal
site for your training? How will content be delivered? How will
time be allocated
to various parts of the training program? If the proposed
training program will
require multiple training sessions, explain what the various
sessions (“blocks” or
“modules”) will focus on and how they fit together (i.e.,
curriculum road map).
align
key training content
and activities with a session timeline. Developing a lesson plan
overview is also
recommended for inclusion in the implementation of your
training program.
3. Learning theory and training method. Demonstrate that your
training methodologies
are based upon sound learning theory and that they are
appropriate for the nature of your
training program (i.e., methods should align with training
goal(s) and learning
outcomes/domains of interest).

be the specific learning theory or
theories upon which
your training program is based (e.g., social learning theory,
reinforcement theory,
etc.) and why you chose to use that particular framework.
od(s). Why
did you choose
certain training techniques or methods over others? How do
your methods align
with the learning theories underscoring your training? What
makes your methods
the most appropriate option for your particular training topic?
4. Transfer of training. Indicate why and how the KSAs and/or
tasks learned in training
will transfer to the job itself.
relevant to the job. What
theory of transfer of training (identical elements, stimulus
generalization, and/or
cognitive transfer) applies to your training program? That is,
what characteristics
of the training program mirror or come close to duplicating the
work environment
and which do not? What implications does this have for how
you designed

various aspects of your training program?
5. Training program evaluation. Describe a bona fide evaluation
design which would be
both applicable and practical for use with your training
program. You do not have to
conduct the evaluation process, but you must describe it.
outcome measures)
you would use to determine that your training program resulted
in some change.
Why are these outcome measures of interest to you? How do
they align with
Kirkpatrick’s evaluation framework?
collect outcome
information (e.g., pretest/post-test, time series). Provide a brief
listing of strengths
and weaknesses of that particular design to evaluate your
training program (refer
to internal and external threats to validity).
3
Training Presentation

Each group will train the other students in the class. Groups
will have 25 minutes allocated to
them for their presentation, including an extra 5-10 minutes for
set up, tear down, and follow-up
if applicable. Project groups have two options available to them
for their presentation:
1. Using members of the class as trainees who have a
recognized training need that the
training program is intended to address. In other words, the
project group members will
train the class members as the culmination of their project. The
training program design
should be evident as the training progresses.
2. Addressing the other class members as trainers and using the
presentation as a “train-
the-trainer” seminar. In other words, this will be a more formal
presentation which
covers the various sections of the written project report. It is
expected, however, that the
presentation will still use appropriate training methodology.
Time will be provided during some class sessions and
opportunities will be available to meet

with the instructor as a project group. Project group members
will also need to meet at other
times. Groups are encouraged to review their work frequently
with the instructor throughout the
duration of the class.

4
Summary of Training Project Components
Project Report:
o Training topic and rationale
o Organization analysis
o Person analysis
o Task analysis
o Instructional objectives
o Program design process
o Detailed lesson plan
and Training Methods
o Learning theory/theories identified and explained
o Appropriate training method(s) identified and explained
o Transfer of training theory/theories identified and explained
o Outcome measures (“criteria”) outlined
o Design choice indicated and explained
o Strengths and deficiencies of design identified

o Program summary and recommendations, if applicable
Training Session Implementation:
o Introduced members
o Set context of training
o Demonstrated relevance of training (Needs assessment data,
etc.)
o Objectives clearly outlined
o Lesson plan overview clearly communicated
tional Effectiveness
o Clear structure for training with appropriate methods
o Step-by-step instruction
o Proper time management
o Trainers demonstrated competence in KSAOs being trained
o Provided for practice opportunity with clear feedback
o Facilitated training transfer
-Up
o Restated KSAs learned
o Reinforced trainee learning and transfer
o Foster a professional learning environment
o Prepare room to align with learning requirements

5
RUBRIC FOR TRAINING PROJECT REPORT
Criteria Point Values
Introduction & Conclusion 1 2 3 4 5
Opening gets attention, provides context, and introduces topic.
Closing provides a summary
& recommendations, if applicable.
Needs Assessment 6 12 18 24 30
Report on results of organization, task, and person analysis.
Identify themes that allow you to
provide rationale for your training program.
Objectives and Program Design 4 8 12 16 20
Instructional objectives are targeted towards the particular
training program and are written
in appropriate structure. Program design process & logistics are
detailed and accompanied
by a detailed lesson plan.
Learning Theories & Training Methods 4 8 12 16 20
Relevant learning theories are defined and explained in the
context of the proposed training

program. Training methods are described and rationale for
methods is provided (i.e., link to
learning theories, learning outcomes, training purpose).
Transfer of Training 2 4 6 8 10
Relevant transfer theories are defined and explained in the
context of the proposed training
program.
Evaluation Design 3 6 9 12 15
Outcome measures are specified and linked to appropriate
level(s) of Kirkpatrick’s
framework. Sample materials and/or items (questions) are
provided for each criterion.
Appropriate evaluation design is identified along with strengths
and deficiencies of design.
Writing Style & Proofing 2 4 6 8 10
Writing is clear and concise. The style is appropriate for the
intended audience and purpose.
Spelling and grammar are correct, punctuation and sentence
structure are appropriate.
TOTAL 110
Additional Comments:

6
RUBRIC FOR TRAINING SESSION
Introduction & topic summary 3 6 9 12 15
Opening of presentation is engaging, captures attention, and
gives context. Team members are
appropriately introduced. Agenda previews content of training.
Needs assessment results are
communicated in layman’s terms to demonstrate need for
training and garner buy-in.
Training objectives & purpose 2 4 6 8 10
Articulate objectives of training (using appropriate structure)
and identify the general purpose
of the training. Communicate general lesson plan to trainees.
Training structure and effectiveness 7 14 21 28 35

Training is organized in an easy-to-follow format with smooth
transitions between presenters
and various methods used. Appropriate methods are applied for
the particular training
topic(s). Step-by-step methods are employed to ensure trainees
remain on pace and engaged
throughout training. Trainers attend to and maximize the
allotted training time.
Trainer competence & transfer prompts 6 12 18 24 30
Trainers demonstrate their own competence in the KSAOs being
trained. Trainers solicit
questions and provide regular feedback to trainees. Trainees are
given ample practice
opportunities with frequent check-ins by trainers. Trainers
highlight job relevance.
Conclusion & wrap-up 1 2 3 4 5
Closing recaps main takeaways from the training (i.e.,
competencies learned) and reinforces
trainee learning. Closing reiterates the importance of applying
learned competencies back on
the job through a call to action.
Training site & professional context 2 4 6 8 10
Ensure training site and instruction is conducive to learning.

Classroom is prepared in a
manner that aligns with learning requirements. Trainers create a
learning environment by
sharing meaningful material, encouraging communities of
practice, etc. Visuals are legible,
engaging, and relevant.
Presentation tone 1 2 3 4 5
Volume is adequate to be heard easily. Enthusiasm and
confidence are projected through
voice. Rate of speaking is appropriate to facilitate
understanding. Clear articulation and
enunciation is maintained and filler words are avoided. Interacts
with audience appropriately.
TOTAL 110
Additional Comments:
7
GROUP MEMBER RATINGS
At the end of the semester, you will have the opportunity to
evaluate your group members on

their attendance and engagement, quality and quantity of work
contributed to the group, and
interpersonal relations. Ratings submitted by all group members
will be compiled, averaged, and
included as a component of your final grade.
Group member ratings will be submitted online to ensure
confidentiality and are due by the end
of the day (11:59 PM) on Wednesday, May 6th.
Attendance & Engagement 1 2 3 4 5
Group member was present for scheduled meetings and
conversations, offering unique insight
and contributions.
Quality of Work 1 2 3 4 5
Group member's assigned parts were complete, thorough,
covered the topic well, and were
accurate (e.g., work did not need multiple revisions).
Quantity of Work 1 2 3 4 5
Group member took responsibility for completing integral

portions of the project which may
have required more time to complete as compared to other group
members.
Interpersonal Relations 1 2 3 4 5
Group member positively contributed to group performance by
helping group move ahead,
providing constructive feedback, and treating other members
with respect.
TOTAL 20
Additional Comments? Share them here!
8
Sign-up for Training Sessions

1.
2.
3.
4.
1.
2.
3.
Chapter 9 Team 1 Highlights in Training
By: Courtney Heichel, Nick Modas, Garrett Bakos, Hadi, and
Alex Thomas

Chapter nine was a very informational chapter but we chose to
specifically talk about the four approaches to employee
development. We chose to talk about the approaches to
employee development because we felt as if it was the most
information packed section of the chapter. We also thought it
would be a good overview of what would be presented to us in
lecture. The four approaches are used across many business
platforms and are also easily relatable in our everyday lives.
Such as every night we sit in a form of formal education, job
experience is all of that history that goes on our resume to help
us stand out from other candidates, interpersonal relationships
are usually listed on your reference sheet such as a former boss
that was a mentor, and lastly the assessment approach helps
employer identify what qualities you possess that make you
work well with certain people/ companies or not work so well
with.
With our project we did two activities as well as an
informational review because we thought that reiterating the
information and doing an activity would help our fellow
classmates remember the activity when it came time to take the
exam. We chose to do both a powerpoint and interactive activity
(Kahoot). The powerpoint is to help reiterate and review the
approaches to employee development and point out some of the
main ideas. We also choose to do a Kahoot because Kahoot is a
fun and competitive way for students to test their knowledge.
When students do a kahoot and get a question wrong they will
realise they may not know certain information as well as they
thought, encouraging them to go back and look at that section
more in depth so they master the information for the exam and
future HR careers. We also added a personality test as an
activity. The personality test is one that is similar to what
employees use and this may give our classmates an idea of
assessment they may be asked to complete in their future career.
I know for one of my internship processes after my phone
screening I had to fill out a personality test. This is also very

informational for classmates because it may help them see what
kind of environment they would work better in when they
graduate and what they might look for in a company. This
activity will help our classmates be less overwhelmed by the
category being called assessment and hopefully help them
remember what types of assessments employers may partake in.
Our classmates may also learn more about themselves and
personality traits they may not have known they had before
taking this assessment.
The goal of our lesson is to teach the class about the four
approaches to employment. By the end of the class our
classmates should understand the approaches to employment
and know what the four approaches are and what they include.
We tried putting side notes on our powerpoint that all of our
classmates could relate to in hopes to help them remember the
four approaches. We hope they learn that formal education, job
experience, assessment, and interpersonal relationships are the
approaches. I also hope we connected the approaches to easy
relatable things that they will remember when they become HR
professionals.
1.The topic you choose to present on and why?
The topic to be presented is dysfunctional managers. This is an
appropriate topic in these times when many businesses are
targeting a bigger market and competition is stiff between
companies in the same industry. Therefore, having the best
leadership in the company will make it survive in the market
and also expand because of choosing the best strategies to move
forward. Growth cannot be realized with dysfunctional
managers in place and teamwork between the employees and the
managers will not be possible. Employee development can be
effective to put the managers back on track and make them
productive(Libby, et al, 2018).
2.The rationale behind your instructional approach
Development in the workplace focuses on providing formal

education, job experiences and assessments of personalities to
help the employees of the company to prepare for the future in
their careers (Buch, et al, 2016). Dysfunctional managers can be
easily recognized by their behavior. Their behavior can drive
away productive employees in the company and if not
controlled, this can be the downfall of a company (Siverbo, et
al, 2019). Some of the dysfunctional behaviors are insensitivity
towards employees in which managers can make insensitive
comments that may hurt the employees emotionally, inability to
be a team player and so some tasks cannot be completed well
and the company may remain stagnant.
The managers may also be arrogant and therefore hard for
employees to approach them when they feel that something
needs to be changed. They may also display poor conflict
management skills, inability to meet business objectives and
inability to adapt change. It is hard for other companies to work
with such managers and also the suppliers of the company.
The companies may take the responsibility to correct the
behavior of such managers by using some of the developmental
skills such as assessment, training, and counseling (Chen, et al,
2019). Assessment includes a collection of information about
the managers and providing feedback on their behavior in the
company, communication styles, and skills. This kind of
information can be obtained from themselves, customers,
employees of the company and also their fellow peers.
Assessment tools that can be used include personality tests and
assessment centers.
Personality tests can be done on the managers without other
people’s involvement while assessment centers would require
functional groups and role-plays. This can help identify what is
causing the manager's behavioral changes and from there, help
can be sought. Such managers can be sent to training facilities
where there are specialized programs such as individual
coaching for effectiveness. This can equip the managers with
the correct skills to lead a company. Counseling can be done to

such individuals to increase the productivity of the company.
3. What should the class get out of your lesson?
The main lesson is the importance of good leadership in any
organization (Blustein, 2017). It is important for managers to
always ensure that they have a good relationship with the
employees rather than only giving orders. They need to
encourage teamwork between the employees and therefore, the
potential of the employees will be realized. Employees also
need to feel free in the presence of their managers. This way it
will be easier to exchange ideas without fear of being looked
down upon. The company will be able to maintain its employees
and also grow and expand. The importance of employee
development in the workplace should also be realized.
References
Blustein, D. L. (2017). THE PSYCHOLOGY OF WORKING: A
New Perspective for Career Development. Career Planning &
Adult Development Journal, 33(2). Retrieved from
https://web.b.ebscohost.com/abstract?direct=true&profile=ehost
&scope=site&
authtype=crawler&jrnl=07361920&asa=Y&AN=122474707&h=r
AJomzxUQt
%2f1M3xgP3JXYjtArGudQEquhuA8%2ftcegQXCYneHvYm6hU
ra3r3twW
mKO52sEEQfD5JcSXlNCp5wXA%3d%3d&crl=c&resultNs=Ad
minWebAut
h&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect
%3dtrue%26p
rofile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jr
nl%3d073619 20%26asa%3dY%26AN%3d122474707
Chen, H., Genchev, S. E., Willis, G., &Griffis, B. (2019).
Returns management employee development:
antecedents and outcomes. The International Journal of
Logistics Management. Retrieved
fromhttps://www.emerald.com/insight/content/doi/10.1108/IJL

M-08-2018- 0218/full/html
Dysvik, A., Kuvaas, B., &Buch, R. (2016). Perceived
investment in employee development and taking
charge. Journal of managerial psychology. Retrieved
fromhttps://www.emerald.com/insight/content/doi/10.1108/JMP-
04-2013- 0117/full/html
Fiolleau, K., Libby, T., & Thorne, L. (2018). Dysfunctional
behavior in organizations: insights from the management
control literature. Auditing: A Journal of Practice
& Theory, 37(4), 117-141. Retrieved from
https://www.aaajournals.org/doi/abs/10.2308/ajpt-51914
Siverbo, S., Cäker, M., &Åkesson, J. (2019). Conceptualizing
dysfunctional consequences of performance
measurement in the public sector. Public Management
Review, 21(12), 1801-1823. Retrieved from
https://www.tandfonline.com/doi/full/10
Block 3 59
Block 3 60
Instructor’s Guide: Block 3 Lesson Plan
Summary: Trainees first complete an exercise in which they
judge their likely ethical behavior and the behavior of others;
this exercise is revisited at the end of this block to demonstrate
biases. Next is a presentation of a classic study in which people
behaved according to authority even though they did not feel
comfortable with what they were being asked to do. After the
study is presented, the class engages in a discussion of the
results. The next activity begins with another exercise in which
the participants make a decision about how they would act in a
situation and how they think a typical person would act in this
scenario. Following this activity, the findings from a sample of

actual participants are discussed. Finally, a model describing
this process of how people make biased judgments is presented
and discussed along with a return to the trainees’ responses to
the first activity.
1. Block 3 Overview (2 minutes)
a. Introduce the subject and goals of Block 3 while noting how
it relates to the EDM model
b. Briefly describe the activities of Block 3
i. PowerPoint Slides
ii. Instructor Discussion 3.1
2. Self-Enhancement Demonstration Handout (5 minutes)
a. Provide instructions for activity
b. Instructor Resources
ii. Instructor Activity 3.1
iii. Handout 3.1
3. Milgram Obedience Studies (35 minutes)
a. Introduce the background of the Milgram obedience studies
b. Show clip from the Milgram film
c. Engage in discussion of the original and replication studies
d. Show clip from the replication study
e. Instructor Resources
iii. Videos
4. Ethical Decisions Research (25 minutes)
a. Distribute handout for trainees to read and complete
b. Describe the study related to the handout
c. Lead a brief discussion about people’s misperceptions of
themselves
d. Instructor Resources

iii. Handout 3.2
5. How People Predict Their Hypothetical Behavior (25
minutes)
a. Explain the Projected-Self Model
b. Explain part of the Projected-Self Model, which describes the
bias to predict that our future behaviors will be aligned with our
values as a source of mispredictions in ethical problems
c. Ask trainees to report some of their results from Handout 3.1
completed at the beginning of the block
d. Lead a discussion on why understanding how we are biased in
our belief that we will act in accordance with our values can be
important as a source of information which can allow
researchers to pre-empt their own biases
e. Summarize relevance of the materials covered in this section
of the training
f. Instructor Resources
iii. Handout 3.3
The Taxonomy of Abilities
C
og
ni
ti
ve

A
bi
lit
ie
s
Verbal
Abilities
1. Oral Comprehension The ability to listen to and understand
information and ideas presented through spoken words and
sentences.
2. Written Comprehension
The ability to read and understand information and ideas
presented in
writing.
3. Oral Expression The ability to communicate information and
ideas in speaking so others will understand.
4. Written Expression The ability to communicate information
and ideas in writing so others will understand.
Idea
Generation
and
Reasoning
Abilities
5. Fluency of Ideas The ability to come up with a number of
ideas about a topic (the numberof ideas is important, not their
quality, correctness, or creativity).

6. Originality The ability to come up with unusual or clever
ideas about a given topic or situation, or to develop creative
ways to solve a problem.
7. Problem Sensitivity
The ability to tell when something is wrong or is likely to go
wrong. It
does not involve solving the problem, only recognizing there is
a
problem.
8. Deductive Reasoning The ability to apply general rules to
specific problems to produce answers that make sense.
9. Inductive Reasoning
The ability to combine pieces of information to form general
rules or
conclusions (includes finding a relationship among seemingly
unrelated
events).
10. Information Ordering
The ability to arrange things or actions in a certain order or
pattern
according to a specific rule or set of rules (e.g., patterns of
numbers,
letters, words, pictures, mathematical operations).
11. Category Flexibility The ability to generate or use different
sets of rules for combining or grouping things in different ways.
Quantitative
Abilities
12. Mathematical Reasoning

The ability to choose the right mathematical methods or
formulas to
solve a problem.
13. Number Facility The ability to add, subtract, multiply, or
divide quickly and correctly.
Memory
Abilities 14. Memorization
The ability to remember information such as words, numbers,
pictures,
and procedures.
Perceptual
Abilities
15. Speed of Closure The ability to quickly make sense of,
combine, and organize information into meaningful patterns.
16. Flexibility of Closure The ability to identify or detect a
known pattern (a figure, object, word, or sound) that is hidden
in other distracting material.
17. Perceptual Speed
The ability to quickly and accurately compare similarities and
differences among sets of letters, numbers, objects, pictures, or
patterns.
The things to be compared may be presented at the same time or
one
after the other. This ability also includes comparing a presented
object
with a remembered object.
Spatial
Abilities

18. Spatial Orientation The ability to know your location in
relation to the environment or to know where other objects are
in relation to you.
19. Visualization The ability to imagine how something will
look after it is moved around or when its parts are moved or
rearranged.
Attentiveness
Abilities
20. Selective Attention The ability to concentrate on a task over
a period of time without being distracted.
21. Time Sharing The ability to shift back and forth between
two or more activities or sources of information (such as
speech, sounds, touch, or other sources).
Fine
Manipulative
Abilities
22. Arm-Hand Steadiness
The ability to keep your hand and arm steady while moving
your arm or
while holding the arm and hand in one position.
23. Manual Dexterity The ability to quickly move your hand,
your hand together with your arm, or your two hands to grasp,
manipulate, or assemble objects.
24. Finger Dexterity The ability to make precisely coordinated

movements of the fingers of one or both hands to grasp,
manipulate, or assemble very small objects.
©2004 – SkillsNET Corporation - Confidential, Reproduction
Prohibited
The Taxonomy of Abilities, continued
P
sy
ch
om
ot
or
A
bi
lit
ie
s
Control
Movement
Abilities

25. Control Precision The ability to quickly and repeatedly
adjust the controls of a machine or a vehicle to exact position.
26. Multi-limb Coordination
The ability to coordinate two or more limbs (for example, two
arms, two
legs, or one leg and one arm) while sitting, standing, or lying
down. It
does not involve performing the activities while the whole body
is in
motion.
27. Response Orientation
The ability to choose quickly between two or more movements
in
response to two or more different signals (lights, sounds,
pictures). It
includes the speed with which the correct response is started
with the
hand, foot, or other body part.
28. Rate Control
The ability to time your movements to the movement of a piece
of
equipment in anticipation of changes in the speed and/or
direction of a
moving object or scene.
Reaction Time
Abilities
29. Reaction Time The ability to quickly respond (with the

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