Best And Worst Training Experiences Essaythis Assignment Is Worth 20 ✓ Solved
BEST AND WORST TRAINING EXPERIENCES ESSAY This assignment is worth 20% of your final grade. It gives you an opportunity to apply concepts and theories from the textbook to your real-life experiences in training programs. You must complete this assignment individually, without contacting other students, and you may not use a paper or any part of a paper from a previous class or from another person. The assignment addresses Course Objectives 1, 4, and 5. Most of us have had to participate in some type of training on our jobs, such as new employee orientation, lunch-and-learn workshops, Employee Assistance Program training, technical skill training, employee benefits update meetings, or management development workshops.
Some of us have experienced on-the-job training. Others have participated in professional development workshops or skills-based continuing education classes. Think about the best and worst training experiences you have had. What made the best experiences excellent and what made the worst experiences terrible? YOUR ASSIGNMENT Write an 8-10 page essay (not including cover and reference pages) analyzing one of your best training experiences and one of your worst training experiences.
Be specific in discussing what made the experiences good or bad. Please review the content of Weeks 4-8 on learning theories, the design of training, training methods, training evaluation, and transfer of learning. This material should be reflected in your essay. Your essay should include brief descriptions of the training experiences: · The target audience · The objective(s) of the training (see Week 5) · The training site · Training methods used (see Weeks 7 and 8) The major focus of your paper is your analysis, which is worth 65% of the grade for this assignment. Your analysis should include: · An assessment of the specific factors that contributed to the success or ineffectiveness of the training; for example, consider these questions: · Did the training achieve its objective(s)? · Was the training site conducive to learning? · Were the methods chosen appropriate for the topic and the audience? · Did you have opportunities to practice and receive feedback? · A discussion of the learning theory or theories that you believe guided the training (see Week 4). · A discussion of how your learning as well as the overall effectiveness of the training were evaluated (see Week 6). · An assessment of the competencies, knowledge, and/or skills demonstrated or not demonstrated by the trainer(s).
The ATD competency model (see Week 1) is a good resource. · A discussion of whether or not you transferred what you learned to your job, and what contributed to your successful or unsuccessful transfer (see Week 4). · Your specific recommendations for improving the training, based on what you now know about effective training programs. The information above should be included in your paper but you are free to organize your essay in whatever way makes sense to you. You may use the first person (“I attended a program†or “the trainer told usâ€) in discussing your experiences. Support your analysis with citations from the readings from this class or other HR courses, and additional resources posted in our classroom.
Make sure you define all key terms and cite the source(s) of your definition. Since this is not primarily a research paper, no specific number of references is required. However, you must cite your sources. Use APA format for all citations, quotations, and references. References should be listed on a separate page as required by APA style.
Your paper should be double spaced with one inch margins and a font size of at least 11 points; do not include any spaces between paragraphs or sections. Submit your assignment electronically via the Assignment folder. Name your file this way: YourLastNameFirstInitial_TrainingEssay (Example: DoeJ_TrainingEssay) Due date: Sunday, 07/21/:59 p.m. Eastern time. Please see the next page for the grading criteria for this assignment .
Criteria for Grading Best and Worst Training Experiences Essay A B C F Points Earned Knowledge and Application of Relevant Concepts and Theories (65 pts) Student demonstrated exceptional knowledge of relevant theories and concepts; student did an exceptional job of applying theories and concepts to workplace training experiences; all statements and opinions were supported by appropriate citations from the course materials and from other sources. 65 – 59 points Student demonstrated satisfactory knowledge of relevant theories and concepts; student did a satisfactory job of applying theories and concepts to workplace training experiences; most statements and opinions were supported by appropriate citations primarily from the course materials.
58 – 52 points Student demonstrated less than satisfactory knowledge of relevant theories and concepts; student did a less than satisfactory job of applying theories and concepts to workplace training experiences; some statements and opinions were not supported by appropriate citations. 51 – 46 points Student demonstrated unsatisfactory knowledge of relevant theories and concepts; student did an inadequate job of applying theories and concepts to workplace training experiences; many statements and opinions were not supported by appropriate citations. 45 – 0 points Comments Presentation of Ideas and Mechanics (30 pts) Student presented ideas in a clear, compelling manner; essay contained few distracting writing, grammar, and/or spelling problems; the page length requirement was met.
30 – 27 points Student presented ideas in an organized manner; essay contained several distracting writing, grammar, and/or spelling problems; the page length requirement may have been slightly exceeded. 26 – 24 points Student presented ideas in a somewhat organized manner; essay contained a number of distracting grammar and/or spelling problems; the page length requirement may not have been met. 23 – 21 points Student presented ideas in a poorly organized manner; essay contained many distracting writing, grammar, and/or spelling problems; the page length requirement was not met. 20 – 0 points Comments APA formatting (5 pts) All citations, quotations, and references were formatted correctly or contained only one or two minor errors.
5.0 – 4.5 Most citations, quotations, and references were formatted correctly or contained a few minor errors. 4.4 – 4.0 points Some citations, quotations, and references were not formatted correctly or contained major errors. 3.9 – 3.5 points Many citations, quotations, and references were not formatted correctly or contained many errors. 3.4 - 0 points Comments Total Points Earned (100 points max) Overall Comments . Project Risk Management (20 Points) You have been tasked to manage a facilities construction project for a non-profit organization.
Specifically, the organization is undertaking a large project to build a 6000 square foot office and an attached building with 20 hotel style rooms for clients. The budget is tight and the organization needs to have these facilities as soon as possible. The project is in the planning stage and you have some requirements documents and funding available. How would you use risk management on this project? Why would you use risk management?
What are the steps of your risk management process (use any model you like ie PMP, textbook, DoD etc)? 2. Name and briefly describe 5 different identification tools. (15 points) 3. Briefly describe the main sources of project scope and schedule risks. (15 points)
Paper for above instructions
Best and Worst Training Experiences: An AnalysisTraining programs are vital in the professional realm as they shape employee capabilities and enhance organizational efficiency. This essay aims to explore my best and worst training experiences by analyzing the distinct features that made them successful or ineffective. Moreover, I intend to apply relevant theories and concepts of training as learned in the course to critically assess these experiences.
Best Training Experience
Description of the Training
My best training experience was a two-day leadership development workshop I attended, designed for new managers at my organization. The target audience comprised approximately 30 participants who had recently transitioned into managerial roles. The objectives were to equip us with essential leadership skills, improve team dynamics, and facilitate conflict resolution. The workshop was conducted at a local conference center, with a well-structured agenda incorporated into a slide presentation complemented by interactive activities.
Training Methods Used
The training methods employed included group discussions, role-playing scenarios, and case study analyses. Incorporating diverse methods accommodated different learning styles, appealing to auditory and kinesthetic learners alike (Merriam & Baumgartner, 2020). By engaging various formats, the program fostered an environment conducive to active participation.
Analysis of the Best Training Experience
Factors Contributing to Success
Multiple factors contributed to the success of the leadership workshop. Firstly, the training objectives were clear and relevant; they aligned with both individual and organizational needs. The learning environment was positive, with ample opportunities to practice skills and receive constructive feedback (Gordon, 2014).
The facilitators were experienced trainers who possessed a deep understanding of adult learning theories, particularly the principles of andragogy, which emphasize self-directed learning (Knowles et al., 2015). As a result, participants felt empowered to drive their own learning, a critical factor for engagement and retention.
Learning Theories Guiding the Training
The training was guided by transformative learning theory, as proposed by Mezirow (1991). This theory emphasizes critical reflection and dialogue as essential processes for meaningful learning in adult education. By encouraging participants to reflect on their past management experiences and challenge existing beliefs, the workshop facilitated deeper learning.
Evaluation of Learning Effectiveness
The training's effectiveness was evaluated through immediate feedback forms collected at the end and follow-up assessments conducted three months later. Feedback indicated a significant improvement in participant confidence and managerial competency, demonstrating the successful transfer of training to the workplace (Baldwin & Ford, 1988).
Competencies Demonstrated by Trainers
The trainers displayed high competencies in communication, empathy, and knowledge, which resonated well with participants. As outlined in the Association for Talent Development (ATD) competency model, effective trainers must build rapport and foster a supportive learning environment (ATD, 2016). This workshop exemplified these attributes, leading to a successful training experience.
Transfer of Learning
Post-training, I successfully transferred the acquired leadership skills to my managerial role. The trainer's emphasis on practical exercises allowed me to apply concepts such as active listening and conflict resolution strategies in real-world scenarios, promoting better team cohesion (Argyris & Schön, 1978).
Recommendations for Improvement
While the training was largely successful, there were aspects that could be improved. For example, incorporating technology-based simulations could further enhance engagement and skill application. Providing ongoing follow-up sessions could reinforce learning and sustain progress.
Worst Training Experience
Description of the Training
In contrast, my worst training experience was a mandatory compliance training session that focused on workplace harassment. The audience comprised employees from multiple departments, with limited relevance to their daily functions. Objectives were minimally defined and primarily focused on legal requirements.
Training Methods Used
The training method employed was a one-way lecture format, predominantly utilizing PowerPoint slides. This approach failed to encourage participation or engagement, leading to passive learning experiences.
Analysis of the Worst Training Experience
Factors Contributing to Ineffectiveness
Several factors contributed to the ineffectiveness of this training session. The lack of defined objectives rendered the content irrelevant and tedious. Furthermore, the training site was not conducive to learning, as the room was poorly lit, and seating arrangements made interaction difficult (Clark, 2015).
The trainer possessed limited experience and engagement skills, failing to connect with the audience or create an encouraging learning atmosphere. The absence of interaction and practical applications diminished participants' motivation, leading to disengagement (Darling-Hammond et al., 2017).
Learning Theories Ignored
The training largely violated principles of experiential learning, as proposed by Kolb (1984), which emphasizes the role of hands-on experiences in solidifying learning. There were no opportunities for practice, role-playing, or group discussions, essential components for fostering relevant learning.
Evaluation of Learning Effectiveness
Evaluation of the training's impact was superficial. Feedback was not solicited from participants, making it challenging to gauge effectiveness or measure learning transfer. Thus, it was difficult to assess whether objectives were met or if participants benefitted from the training experience.
Competencies Lacking in Trainers
The trainers lacked essential competencies, failing to engage participants or facilitate meaningful discussions. According to the ATD competency model, trainers must demonstrate adaptability and instructional ability to address diverse learner needs (ATD, 2016). In this instance, both competencies were severely lacking.
Transfer of Learning
The training did not provide any transferable knowledge or skills to my specific role, contributing to a disconnection between the training and real-world application. As a result, participants left the session without actionable insights.
Recommendations for Improvement
Improving this training experience would entail adopting interactive learning methods, such as simulations and role-playing, to encourage engagement and deeper understanding. Additionally, clearly defining objectives and ensuring relevance to the audience can enhance the training's impact.
Conclusion
In analyzing my best and worst training experiences, it becomes evident that effective training hinges on clear objectives, appropriate methods, and a supportive learning environment. Recognizing the importance of diverse learning theories and evaluation processes can guide the development of future training programs, leading to more successful outcomes. Training experiences can significantly influence employee performance and organizational success, thus emphasizing the need for continuous improvement in training design and implementation.
References
1. Argyris, C., & Schön, D. A. (1978). Organizational Learning: A Theory of Action Perspective. Addison-Wesley.
2. Association for Talent Development (ATD). (2016). The ATD Competency Model.
3. Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63-105.
4. Clark, R. E. (2015). Building Expertise: Cognitive Principles of Learning in Adult Education. AACE.
5. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
6. Gordon, S. P. (2014). The Power of Training: The New Learning Agenda. Corwin.
7. Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Routledge.
8. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
9. Merriam, S. B., & Baumgartner, L. M. (2020). Learning in Adulthood: A Comprehensive Guide. Jossey-Bass.
10. Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.