Table 5.1 Figure 5.2 Table 5.2 Figure 5.3 Table 5.3 Figure 5.4 Table 5.4 Table 5.5 Table 5.6 Table 5.7 Table 5.8 Table 5.9 Table 5.10 Figure 5.5 Figure 5.6 Table 5.11 In Module 2, you provided your recommendations based on information from the needs analysis that Fred Knott, the training consultant, performed at BINZ, Inc. Now it is time to revisit those training issues as you begin to develop a training session for EITHER the sales OR customer service department. Based on your recommendations for training from your last assignment, design a training plan for BINZ, Inc. Be sure to address overall training design as well as a preliminary lesson plan. Do not focus on specific training activities for this project, but do address: •Goals & learning objectives •Target audience(s) and number of participants •Length of training •Prerequisites (including any materials to be distributed before training) •Location and facility arrangements The tables on pp. 207-209 may be a useful guideline for this project, though you do not have to follow this specific format. Expect to take approximately 2-3 pages (double-spaced, 12-point font) to complete this assignment. Your work will be graded on completeness, clarity, originality, interest, grammar, spelling, and punctuation (see the HRA340 Written Assignment Grading Rubric in Doc Sharing for more information). Tables from pp. 207-209 TABLE 5.4: Design Document Template Source: Based on G. Piskurich, Rapid Instructional Design (San Francisco: Pfeiffer, 2006). The level of detail in the design document can vary. Scope of project includes the goals, outcomes, or achievement expectations for trainees; a description of the trainees; a description of how long it will take to develop the course and the checkpoints or tasks that need to be completed as the course is developed; and the length of the course. The length of a course is determined by considering trainees’ abilities and their availability for training, the resources needed for training, whether the course is part of a larger curriculum or is a stand-alone course, and the need to develop modules in order to provide an opportunity for trainees to practice concepts and skills to avoid being overwhelmed. Delivery includes what the course will cover, how it will be delivered (e.g., face-to-face or online), an estimate of the training time, and the identification of any special conditions or issues that may affect the course (e.g., problems getting equipment for video role plays and providing feedback). Objectives refer to the course or program objectives. Those are broader summary statements of the purpose of the program. Resources refers to the materials—cases, DVDs, videos, models, process maps, podcasts, lesson plans, or guides for use by the facilitator or participants—that need to be purchased or developed for the course. Who is involved includes trainers, pro ...

1. Table 5.1
Figure 5.2
Table 5.2

2. Figure 5.3
Table 5.3
Figure 5.4
Table 5.4
Table 5.5
Table 5.6
Table 5.7
Table 5.8

3. Table 5.9
Table 5.10
Figure 5.5
Figure 5.6
Table 5.11
In Module 2, you provided your recommendations based on

4. information from the needs analysis that Fred Knott, the
training consultant, performed at BINZ, Inc. Now it is time to
revisit those training issues as you begin to develop a training
session for EITHER the sales OR customer service department.
Based on your recommendations for training from your last
assignment, design a training plan for BINZ, Inc. Be sure to
address overall training design as well as a preliminary lesson
plan.
Do not focus on specific training activities for this project, but
do address:
•Goals & learning objectives
•Target audience(s) and number of participants
•Length of training
•Prerequisites (including any materials to be distributed before
training)
•Location and facility arrangements
The tables on pp. 207-209 may be a useful guideline for this
project, though you do not have to follow this specific format.
Expect to take approximately 2-3 pages (double-spaced, 12-
point font) to complete this assignment. Your work will be
graded on completeness, clarity, originality, interest, grammar,
spelling, and punctuation (see the HRA340 Written Assignment
Grading Rubric in Doc Sharing for more information).
Tables from pp. 207-209
TABLE 5.4: Design Document Template
Source: Based on G. Piskurich, Rapid Instructional Design (San
Francisco: Pfeiffer, 2006).
The level of detail in the design document can vary. Scope of
project includes the goals, outcomes, or achievement
expectations for trainees; a description of the trainees; a
description of how long it will take to develop the course and
the checkpoints or tasks that need to be completed as the course
is developed; and the length of the course. The length of a
course is determined by considering trainees’ abilities and their
availability for training, the resources needed for training,
whether the course is part of a larger curriculum or is a stand-

5. alone course, and the need to develop modules in order to
provide an opportunity for trainees to practice concepts and
skills to avoid being overwhelmed.
Delivery includes what the course will cover, how it will be
delivered (e.g., face-to-face or online), an estimate of the
training time, and the identification of any special conditions or
issues that may affect the course (e.g., problems getting
equipment for video role plays and providing feedback).
Objectives refer to the course or program objectives. Those are
broader summary statements of the purpose of the program.
Resources refers to the materials—cases, DVDs, videos,
models, process maps, podcasts, lesson plans, or guides for use
by the facilitator or participants—that need to be purchased or
developed for the course. Who is involved includes trainers,
program designers, and individuals who will be involved in the
design, delivery, and evaluation of the program. The topical
outline includes a brief outline of the topics that will be covered
in the program. Administration and evaluation refers to who
will be in charge of course scheduling, how trainees will enroll,
how the course will be evaluated, and who will review and
update the course. Links to other programs refers to any other
needs, such as a train-the-trainer program or manager
introduction or kickoff for the program. Table 5.5 shows a
simple design document for the performance appraisal review
course designed to increase managers’ effectiveness in
conducting performance appraisal reviews. Performance
appraisal review sessions are meetings between a manager and
employee, during which the strengths and weaknesses of the
employee’s performance are discussed and improvement goals
agreed upon.
TABLE 5.5: Design Document
Course or Lesson Plan
Lesson plans are typically more detailed than the design
document. They include the specific steps involved in the

6. lesson, instructor and trainee activities, and the time allocated
to each topic included in the lesson.
Lesson plans can be designed for programs lasting a day, a
week, or several hours. If training takes place over several days,
a separate lesson plan is prepared for each day.
The detailed lesson plan translated the content and sequence of
training activities into a guide that is used by the trainer to help
deliver the training. That is, lesson plans include the sequence
of activities that will be conducted in the training session and
identify the administrative details. Table 5.6 shows a lesson
plan. The lesson plan provides a table of contents for the
training activity, which helps to ensure that training activities
are consistent regardless of the trainer. Lesson plans also help
ensure that both the trainee and the trainer are aware of the
course and program objectives. Most training departments have
written lesson plans that are stored in notebooks or in an
electronic database. Because lesson plans are documented, they
can be shared with customers of the training department (i.e.,
managers who pay for training services) to provide them with
detailed information regarding program activities and
objectives.
TABLE 5.6: Sample of a Detailed Lesson Plan
Table 5.7 shows the features of an effective lesson plan. The
lesson plan includes the learning objectives, topics to be
covered, target audience, time of session, lesson outline, the
activity involved, any required preparation or prerequisites, how
learning will be evaluated, and steps to ensure transfer of
training.28
TABLE 5.7: Features of an Effective Lesson Plan
Sources: Based on R. Vaughn, The Professional Trainer
(Euclid, OH: Williams Custom Publishing, 2000); R. F. Mager,
Making Instruction Work, 2d ed. (Atlanta, GA: Center for
Effective Performance, 1997); L. Nadler and Z. Nadler,
Designing Training Programs, 2d ed. (Houston, TX: Gulf
Publishing, 1992); Big Dog’s Human Resource Development

7. website, www.nwlink.com/donclark/hrd.html. (Noe 206-210)
Noe, Raymond. Employee Training and Development, 6th
Edition. McGraw-Hill Learning
Solution
s, 2012-10-31. VitalBook file.
The citation provided is a guideline. Please check each citation
for accuracy before use.
Training Project 1 turned in 7/13/2015
Training Project 2 must be a continuation of project 1.
Step 1.
The first issue is that the sales employees do not have adequate
income during the beginning of their careers. This should be
rectified by making their remuneration a mix of fixed salary and
commissions. The fixed salary should be adequate to retain the
sales employees, even if the sales person does not earn
commissions. This solution is not training based. This decision
has been made to ensure that sales employees have adequate
income in the beginning of their career.
Step 2.
The second issue is that Neil had declined to accept the post of
a Sales Manager. This position should be filled by an
experienced sales manager. He will provide leadership to the
team of sales employees. He will also exercise control over the

8. activities, efforts, and training of the sales employees. He will
ask the sales employees for their weekly and monthly plans and
monitor their activities so that they efficiently use their time.
Further, he will identify the areas where the sales employees
require training and then arrange for training in those areas.
This solution is also not training based. This decision has been
made to provide leadership and administrative support to sales
employees.
Step 3.
The third issue is that training should be provided to sales
employees whenever a new product is launched. This training
should focus not only on the technical aspects of the product but
should also focus on developing strategies for selling the
product. This solution is training based. After that, weekly
meetings of the sales employees should be held where they
discuss the tactics and strategies that they have used to sell new
products as well as existing products. This decision has been
made to increase the efficiency of selling new and existing
products. This solution also improves communication among
employees.
Step 4.
The fourth issue is that new sales persons take a long time to
settle down and build sales. The solution is that when a new
sales employee joins the company, he should be given a detailed
training in developing leads, persuading the customer, and

9. closing sales. In addition, he should be given training in each of
the existing products of the company. He should know all
technical details of each product he has to sell. Only after he
successfully completes two tests, one in selling techniques and
the other in the technical aspects of the product should he be
placed on the job. I have taken this decision because an ill-
informed sales employee can sully the reputation of the
company with the customers. This is a training based solution.
It is not necessary to have a team of trainers whenever a sales
employee joins the company. The training module and the exam
can be recorded and administered on a computer. The tests can
be administered on a computer by the manager. Only if the
manager is satisfied with the performance of the employee
should he clear the sales employee for the real job.
Step 5.
There should be a formal performance evaluation for the sales
employees in which not merely the sales but also other criteria
should be used for evaluating the employee. For example, the
regularity and transparency with which he submits reports to the
manager, the market development activities he performs, or the
training the person provides to other sales persons should also
be considered for evaluating the performance of the employee.
An honest and equitable performance evaluation will go a long
way in retaining the employees. The results of the performance
evaluation should be linked to rewards, promotion, and

10. commissions. This solution is not training based. This decision
has been made to increase the retention of the sales employees.
Step 6.