Training Needs Analysis (TNA)

Training Needs Analysis (TNA)

Presented at the end of chapters 4, 5, 8 and 9 of the Blanchard and Thacker (2013) text, are examples of what would be done in a real situation regarding a small business that requested training. Review the Fabrics Inc. example at the end of chapter 4. In the Fabrics Inc. example, Blanchard and Thacker (2013) have demonstrated, needs analysis, the first phase in the Training Process Model.
In an 800 to 1,000 word paper (excluding the title and reference pages), discuss the strengths and weaknesses of the approach and what might be done differently using the Fabrics Inc. example. Identify the sources of data used in the analysis. Discuss how closely the approach corresponds to the ideal model presented in the Blanchard and Thacker (2013) text. Consider the advantages and disadvantages of the assessment methods used. Then, describe at least two additional methods that could have been used, providing rationale as to why these methods could be used. 
Your paper should include an introduction (a thesis statement and a preview of your paper), APA formatted headings to organize and identify each section of your paper, and a conclusion paragraph including restatement of the thesis. An Abstract is not required. Your paper must be formatted according to APA style as outlined in the Ashford Writing Center. Your paper must also include citations and references for the Blanchard and Thacker (2013) text and at least three scholarly sources from the Ashford University Library.
The paper

  • Must be 800 to 1,000 words, double-spaced in length (excluding the title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:

Must use at least three scholarly sources in addition to the course text from the Ashford University Library.

  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. 
 

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Training Design Proposal

Training Design Proposal

Imagine that you are tasked with the development and delivery of a two-day training workshop for 100 managers on how to use effective feedback skills when delivering one-on-one performance reviews to employees.
In an 800 to 1,000 word paper (excluding the title and reference page), construct a proposal that identifies three specific learning objectives, a discussion of the content the training would entail, methods to be used (e.g. lecture, case study, role play), and the instructional media and equipment required and explains why. Specify the logistical arrangements, such as type of room setup, that can enhance or undermine the content and interaction between participants. Assess the impact that room set up has upon communication within the group. 
Take into consideration:

  • Length of workshop (2 days)
  • Number of trainees (100)
  • Learning objective (developing effective feedback skills)

Your introductory paragraph must include a clear and concise description of the training. Tables, graphs and charts may be used. APA formatted headings should be used to organize and identify each section of your paper. An Abstract is not required. Your paper must be formatted according to APA style as outlined in the Ashford Writing Center. Your paper must also include citations and references from the Blanchard and Thacker (2013) text and at least three additional scholarly sources.
The paper

  • Must be 800 to 1,000 words, double-spaced in length (excluding the title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least three scholarly sources in addition to the course text from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. 
 

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Training Development

Training Development

Last week, you submitted a proposal for the design of a two-day workshop to train managers on how to use effective feedback skills when delivering one-on-one performance reviews to employees. Design a 15-20 slide PowerPoint presentation that would be used in this training workshop (excluding the title and reference slides). Use the features of PowerPoint to effectively present the material to managers. Create a professional visual using various design elements, such as: background, color, font style, animations, transitions, audio, images, etc. Include approximately 50 words of speaker notes on each slide (a total of approximately 750-1,000 words).These notes are the a facilitator’s script. Identify at least three specific learning objectives for this training (making any necessary modifications to the learning objectives that were submitted in the proposal last week). 

Your introductory slide must include a clear and concise description of the training. Your presentation must also include citations and references from the Blanchard and Thacker (2013) text and at least three additional scholarly sources. Your final submission should include: 1) the PowerPoint with facilitator notes, and 2) a comprehensive APA-formatted Word transcript of all slide notes/ facilitator’s script (a total of approximately 750-1,000 words), including a reference page. 

As needed, use the How to create a power point presentation video for instructions and tips on how to create PowerPoint presentations and the PowerPoint 2010: Speaker Notes video for instructions on how to create Speaker notes in PowerPoint presentations.

 

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Critique the organizational analysis conducted for Fabrics, Inc. and determine if there are other questions that should have been asked. Review the operational analysis done through the interview.

The Training Program (Fabrics, Inc.)

Presented at the end of chapters 4, 5, 8 and 9 of the Blanchard and Thacker (2013) text, are examples of what would be done in a real situation regarding a small business that requested training. Review the Fabrics Inc. examples at the end of these chapters. These sections are labeled, “The Training Program (Fabrics, Inc.)”. Blanchard and Thacker (2013) have demonstrated the phases of the Training Process Model, from the needs analysis to evaluation. Notice how the phases build on one another. 
Chapter 4 presents the needs analysis, the beginning of a step-by-step process for developing a training program, for this small fabrications company. Chapter 5 continues with a description of the Fabrics, Inc., training program identifying the training design. Chapter 8 provides examples of some of the training outputs, starting with the instructor’s manual and elaborates on the development and implementation steps. Finally, Chapter 9 examines the evaluation phase of the Fabrics, Inc. training.
The paper should use APA formatted headings to identify each of the following required sections:

  • Abstract
  • Background of Fabrics, Inc.
  • Needs Analysis
  • Training Design
  • Development and Implementation
  • Evaluation of Training
  • Conclusion
  • References

The paper should be 2,000 to 2,500 words in length (excluding the title, abstract, and reference page) and respond to the following prompts for each phase of the training process model:
Needs Analysis (Chapter 4)
Critique the organizational analysis conducted for Fabrics, Inc. and determine if there are other questions that should have been asked. Review the operational analysis done through the interview. Note that it was not completed. Generate some of the other questions that should be asked.
Training Design (Chapter 5)
In the design phase of Fabrics, Inc. Blanchard and Thacker (2013) only developed objectives for conflict resolution. Choose one of the other training requirements and develop three to four learning objectives. Critique the design component and identify areas that were not addressed satisfactorily.
Development and Implementation (Chapter 8)
Note that there is no discussion of Fabrics, Inc. in the development or implementation aspects of the training. List and describe additional training modules that could be developed based on the training objectives that were developed in the design phase of Fabrics, Inc.
Evaluation of Training (Chapter 9)
Evaluate the two evaluation instruments used in the Fabrics, Inc. case. Discuss how the evaluation results should be used. Be sure to address internal and external validity of the measurements.
The paper

  • Must be 2,000 to 2,500 words in length (excluding title and references pages).
  • Must be double spaced and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of The Training Program
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include an abstract and the required headings as noted in the prompt above.
  • Must use at least six scholarly sources in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. 
 

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Create a presentation to employees regarding the ethical points you want the employees to adhere to.

Assignment 1: Ethics

Your employer makes a show of promoting strong ethics, with regular training classes, posters in hallways and on bulletin boards, a toll-free hotline, and social networking links, etc. However, as the economy has slowed during the past several months, you have observed that the managers are not practicing what they had been preaching about ethics. They are encouraging employees to cut corners on product and service quality and squeezing suppliers by not paying their bills on time. This does not reflect the company that you had come to respect with their previous emphasis on business ethics. A new president of your company has just taken control and sees this breach in ethics and tasks you with creating a PowerPoint presentation to employees regarding the ethical policy points you want the employees to adhere to.

Checklist: Create a PowerPoint presentation.

  • Create a presentation to employees regarding the ethical points you want the employees to adhere to.
  • Your minimum 10 slides should be original work involving your company (or a friend or a relative’s).

Your 10 presentation slides should have 3–4 bulleted points per slide. Include any notes below each slide, and a title and references slide.

View the rubric. Follow APA format and citation style for in-text citations and the references slide. Submit your PowerPoint presentation to the Dropbox before the end of the unit.

 

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The classification of apparel attributes into Kano’s categories will differ by country.

The summary

       In Jin & Bennur’s (2014) empirical survey-based study, the authors applied Kano’s theory of attractive quality to four countries based on their level of development. India, China, Korea, and the United States were chosen – listed in order from least to most developed – in order to test three hypotheses related to Kano’s theory. In its essence, Kano’s theory describes product attributes in relation to the amount of satisfaction they engender over time, meaning that there are descriptive and temporal elements to the theory. The five categories in order are indifference, attractive, performance, must-be, and at times reverse. Each lifecycle can also be considered flavor of the month, whereupon the cycle is quickened to the point of indifference or stable, meaning it lives in the must-be category. The importance of each attribute can differ by country for a wide array of products, and according to the authors this theory as applied to apparel is lacking in the literature despite its potential value to international marketers and product development teams. The authors set out to investigate three hypotheses, quoted below:

1.      The classification of apparel attributes into Kano’s categories will differ by country.

2.      Regardless of country, attributes classified in the performance and attractive categories will contribute to satisfaction more than attributes classified in the must-be category.

3.      Each attribute will have a different lifecycle. 

            The authors devised a study around jeans, given that they are a very common item of clothing. Eight aspects of jeans such as workmanship, quality, fitting, price, design, brand, fashionability, and versatility were examined with three questions related to each component. The questions gauged the functional and dysfunctional aspects of the jeans. When the data were analyzed, all three hypotheses were accepted, and the results gave fascinating insights into how levels of a country’s development play a role in what factors are important to consumers when purchasing and using apparel items. 

            The authors mentioned several practical implications of the findings of this study, including the importance of global retailers determining the must-be attributes for products in each market, as consumers will not purchase products when a must-be attribute is not present regardless of market. They also mentioned that as performance and attractive categories contribute more to customer satisfaction more than must-be categories – regardless of country – it is very important for retailers to identify these attributes when looking to enter a new market.

            Here are some discussion questions that will help us to think critically about the article’s findings and implications. It might be easiest for you to note the number of the question you are answering to ensure the smoothest first Moodle Discussion possible…

1.      Are there any other practical implications of the findings in this study that you can think of that were not mentioned?

2.      Why do you think that performance and attractive categories contribute most to satisfaction? Furthermore, why do you think that this is the same for all four countries?

3.      How does this article relate to “Evolution patterns of apparel brands in Asian countries: propositions from an analysis of the apparel industry in Korea and India,” which we read in class?

4.      How would you describe the relationship between the level of a country’s development, and the clothing attributes it values? (Remember the aspects of jeans.)

5.      If you were starting a denim company, how could you utilize the findings of this study to your advantage? 

Talk amongst yourselves.

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read the articale and the summary, , and provide areplies for of discussions (A total of four replies are required.  .you can write the opinions or different ideas or suggestions in the replies. One of the two replies in one forum discussion should include at least one reference (trade or academic article) and be extensive (minimum 120-150 words, except the reference; the reference will be cited and the full information will be attached at the end-APA). Another reply can have less number of words (approximately 50 words).

 

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The Indian Consumer: Apparel Clothing Involvement

The summary

Indian Consumer Article Summary and Discussion Questions

The Indian Consumer: Apparel Clothing Involvement

     In the article, “How Cosmopolitan are Indian Consumers?: A Study on Fashion Clothing Involvement,” published in 2013 author Arpita Khare explores the possible opportunities that await clothing manufacturers and retailers targeting the Indian consumer. Khare has chosen to focus this study on a country rich with culture and tradition. As one of the notable BRICS nations, India boosts a large population, a thriving economy and spends a substantial amount of money on luxury fashion apparel. And yet, there is still much to be discovered about the Indian consumer’s involvement in fashion. This study attempts to shed a light on this particular consumer in part by addressing the effect that cosmopolitanism has on their choices for apparel.

     At first read this article presents the Indian consumer much like any other fashion consumer from many given countries, even western countries. For example, Khare notes in regard to the Indian consumer “…new money is purchasing luxury clothing as a symbol of wealth and status.” So what makes the Indian consumer so different from other consumers in other countries? One difference is the dichotomy of this consumer’s fashion choices. According to this study Indian consumers carefully balance their taste for luxury fashion with the need to be accepted within their social environment. Although this may be said for other countries and cultures, India is unique in this regard.

     The Indian consumer is cosmopolitan. This consumer is open to the influence of other cultures as it desires to be regarded as a sophisticated country by the global community. However, this study shows the importance Indians place on tradition and culture, and this is what makes the Indian consumer so interesting. A good example of this is the popular Bollywood emergence influenced by the famous Hollywood in Los Angeles. This is an illustration of how cultural influence works in India. India accepts the influence but merges it with Indian’s own unique culture. Much like Hollywood’s influence on India’s entertainment industry, the study shows that the Indian consumer has a distinct openness toward global fashion brands, but wants to make them their own.

     However, age may be a factor. Not surprisingly, Khare’s literature review shows that younger Indian consumers are more cosmopolitan than older Indian consumers. Unfortunately the ages of the participants in this study are relatively young, 18-40, so the findings in the study cannot confirm the findings in the review. It is interesting to note that many refused to participate in the study so, one has to wonder if it was the older population that declined. Does this say something about the Indian culture?

     In conclusion, understanding the Indian culture is the key to success for apparel companies longing to tap into this potentially lucrative market. Presenting this consumer with luxury fashion clothing styles while honoring the Indian collectivism tradition will most likely bring the most success. Of course, this is easier said than done, but considering the global sensation of Bollywood; if that unique balance is found, the fashion consumption of the Indian consumer may surprise everyone.

Discussion Question Choices:

Discuss how India’s collective culture influences the Indian consumer’s fashion clothing involvement.

Using both the current article findings and previous literature, what changes have occurred globally to cause the Indian consumers to be more cosmopolitan? 

Considering the success of international food chains in India, what are the factors or strategies required to make international apparel brands a success? Please use specific reasons and elaborate them accordingly.

India is considered to be the global leader of IT, yet they do not accept modified clothing. Discuss using references to support your opinion.

Can anyone else provide examples of how global fashion is currently influencing India and how Indian fashion is influencing global fashion trends?

———————————-

read the articale and the summary, , and provide areplies for of discussions (A total of four replies are required.  .you can write the opinions or different ideas or suggestions in the replies. One of the two replies in one forum discussion should include at least one reference (trade or academic article) and be extensive (minimum 120-150 words, except the reference; the reference will be cited and the full information will be attached at the end-APA). Another reply can have less number of words (approximately 50 words).

 

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Distinguish arguments from non-arguments

Course Description:

This course is designed to introduce you to the methods of logical criticism. The goal is to teach you some techniques for recognizing arguments and some basic procedures for evaluating them as good or bad reasoning. With these techniques and procedures in hand you may avoid being persuaded by bad arguments. Also you will be in a better position to think through and evaluate your own ideas and opinions.

This course is not difficult, if you keep up with the modules. Important ingredients in keeping up are regular participation on the discussion boards and completion of weekly assignments. In logic, cramming is not the best study technique so pace yourself accordingly.

Course Objectives:

By the end of the semester you will be able to:

*Distinguish arguments from non-arguments

*Identify arguments by deductive and inductive type

*Apply critical reasoning tools to analyze argument forms

*Evaluate arguments as good or bad reasoning

Text:

A Concise Introduction to Logic. Patrick Hurley. Wadsworth Publishing.

Availability:  This text can be purchased at the Morgan State Bookstore.  

Students may also use the 9th and 10th editions of this text.  

Copies of the text are on reserve in the Richardson Library.

Grading Considerations:

Exams

There will be four chapter exams during the course of the semester.  

Quizzes

There will be a total of ten quizzes.  Five of the quizzes will be counted towards your final grade, the additional five will count as extra credit.

Homework

The homework assignments are a critical component of this course because it is key for mastering the material presented in this class. 

Note:  Students will not receive credit for partially completed assignments.  This means that the entire assignment must be submitted in order to receive points. Points are not subtracted for incorrect answers. 

Essay

Students are expected to write one argumentative essay.  Details concerning this assignment will be given during the class. 

Chapter exams are worth a total of 200 points, quizzes are worth 100 points, homework assignments are worth a total of 150 points, and the essay is worth 50 points.

Late assignments are not accepted for this course. All assignments must be submitted on the date due by 11:59pm est.

Final Grade Key:

450 – 500 = A

400 – 449 = B

350 – 399 = C

300 – 349 = D

299 and below = F

NOTE:  This syllabus may be changed at the discretion of the professor.

Course Schedule:

Module A: Basic Concepts

Topics:

*Identifying the components of an argument

*Distinguishing deductive argumentative passages from inductive argumentative passages

*Identifying specific non-arguments (passages lacking an inferential claim)

*Recognizing arguments in given passages

Module B: Informal Fallacies

Topics:

*Defining fallacious arguments

*Defining common fallacies

*Detecting specific fallacies given in argumentative passages

Module C: Categorical propositions

Topics:

*Identifying the component parts of each standard form categorical propositions

*Translating ordinary language statements into standard form categorical propositions

*Determining quantity, quality and distribution of the standard form categorical propositions

*Converting categorical propositions given rules of Aristotelian logic

*Obverting categorical propositions given rules of Aristotelian logic

Module D: Categorical syllogisms

Topics:

*Identifying three terms in a categorical syllogism

*Determining validity of categorical syllogisms using five rules from the Aristotelian standpoint

*Translating syllogisms given in ordinary language statements into standard form categorical syllogisms

 

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Choose two of the content variables in achievement, and indicate how they are not supported in leisure.

You  are asked to respond briefly to two issues.  First, look at Figure 1 in the Booklet (p. 13). Note: I presented and discussed this figure in Classroom Session 1.  The figure contrasts achievement and leisure with content variables for each, e.g. obligation, orientation to time.  Choose two of the content variables in achievement, and indicate how they are not supported in leisure.  Example: You would not call an activity leisure if you felt forced to do it.  I ask you to comment on how the variables make people “feel” about leisure.  Note that you can misrepresent how you feel about achievement. e.g. You can act happy or motivated when you are not.  You know-“Put on a Happy Face.”  You would not fake your leisure.  The variables can illustrate the reason for your answer. e.g. If your participation is based on choice….., If you are not worried about a deadline…., If you can develop your own ritual…..

In the second part of the assignment, you are asked to comment on the use of degree.  If you tell me that you can make leisure into work or work into leisure, you will lose points.  The experiences originate differently.  We are capable of changing experiences by degree.  This means that they are dynamic and subject to modification (versus fixed).  In other words, just because you go to the zoo doesn’t mean you like it.  Just because you are at a party, doesn’t mean you are enjoying it.  One experience originates with choice.  The other experience originates with obligation.  Note that you can use each or all of the variables to change the experience. e.g. In the context of achievement (work), I can give myself or my employees more choices to make a task seem less like work.  In the context of leisure, I can allot myself more time (enough time) in order to get more enjoyment out of an activity.  This is called changing an experience by degree.  The concept of degree can make it difficult to understand what leisure-based behavior is because it is possible to make a leisure activity feel like work, e.g. People may be asked to do something in leisure they do not want to do. In golf, people are often grouped with people they do not know or like.  They are choosing to play (be at leisure), but the experience is diminished by degree.  When people goof off at work, it may look like leisure. It is work changed by degree.  Would they be at the office if they did not have a bill to pay?  What I want you to remember is to use the origin of the behavior to determine the label.

6 sentences or more

 

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