I will need an introduction and Instructors Guide: Block one Edible Cookie Dough Training Detailed Lesson plan.
I will upload the project file later
Look at the file (Training Report Example – Cold Stone)
Knowledge Taxonomy
Organized sets of principles and facts applying in general domains.
Administration and Management
— Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Biology
— Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment.
Building and Construction
— Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.
Chemistry
— Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods.
Clerical
— Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Communications and Media
— Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
Computers and Electronics
— Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Customer and Personal Service
— Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Design
— Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Economics and Accounting
— Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data.
Education and Training
— Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Engineering and Technology
— Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
English Language
— Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Fine Arts
— Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
Food Production
— Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques.
Foreign Language
— Knowledge of the structure and content of a foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
Geography
— Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life.
History and Archeology
— Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures.
Law and Government
— Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
Mathematics
— Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Mechanical
— Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Medicine and Dentistry
— Knowledge of the information and techniques needed to diagnose and treat human injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures.
Personnel and Human Resources
— Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems.
Philosophy and Theology
— Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture.
Physics
— Knowledge and prediction of physical principles, laws, their interrelationships, and applications to understanding fluid, material, and atmospheric dynamics, and mechanical, electrical, atomic and sub- atomic structures and processes.
Production and Processing
— Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Psychology
— Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
Public Safety and Security
— Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Sales and Marketing
— Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.
Sociology and Anthropology
— Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Telecommunications
— Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
Therapy and Counseling
— Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance.
Transportation
— Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including the relative costs and benefits.
The Taxonomy of Skills
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Content
Skills
1. Reading Comprehension Understanding written sentences and paragraphs in work related documents.
2. Active Listening Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
3. Writing Communicating effectively in writing as appropriate for the needs of the audience.
4. Speaking Talking to others to convey information effectively.
5. Mathematics Using mathematics to solve problems.
6. Science Using scientific rules and methods to solve problems.
7. Critical Thinking Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
8. Active Learning Understanding the implications of new information for both current and future problem-solving and decision-making.
9. Learning Strategies Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
10. Monitoring Monitoring/assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
11. Social Perceptiveness Being aware of others’ reactions and understanding why they react as they do.
Social
Skills
12. Coordination Adjusting actions in relation to others’ actions.
13. Persuasion Persuading others to change their minds or behavior.
14. Negotiation Bringing others together and trying to reconcile differences.
15. Instructing Teaching others how to do something.
16. Service Orientation Actively looking for ways to help people.
17. Problem Identification Identifying the nature of problems.
Complex
Problem
Solving Skills
18. Information Gathering Knowing how to find information and identifying essential information.
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19. Information Organization Finding ways to structure or classify multiple pieces of information.
20. Synthesis Reorganization Reorganizing information to get a better approach to problems or tasks.
21. Idea Generation Generating a number of different approaches to problems.
22. Idea Evaluation Evaluating the likely success of an idea in relation to the demands of the situation.
23. Implementation Planning Developing approaches for implementing an idea.
24. Solution Appraisal Observing & evaluating the outcomes of a problem solution to identify lessons learned or redirect efforts.
25. Operations Analysis Analyzing needs and product requirements to create a design.
Technical
Skills
26. Technology Design Generating or adapting equipment and technology to serve user needs.
27. Equipment Selection Determining the kind of tools and equipment needed to do a job.
28. Installation Installing equipment, machines, wiring, or programs to meet specifications.
29. Programming Writing computer programs for various purposes.
30. Testing Conducting tests to determine whether equipment, software, or procedures are operating as expected.
31. Operations Monitoring Watching gauges, dials, or other indicators to make sure a machine is working properly.
32. Operation and Control Controlling operations of equipment or systems.
33. Product Inspection Inspecting and evaluating the quality of products.
34. Equipment Maintenance Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.
35. Troubleshooting Determining causes of operating errors and deciding what to do about it.
36. Repairing Repairing machines or systems using the needed tools.
37. Visioning Developing an image of how a system should work under ideal conditions.
Systems
Skills
38. Systems Perceptions Determining when important changes have occurred in a system or are likely to occur.
39. Identification of Downstream Consequences Determining the long-term outcomes of a change in operations.
40. Identification of Key Causes Identifying the things that must be changed to achieve a goal.
41. Judgment and Decision Making
Considering the relative costs and benefits of potential actions to choose the most
appropriate one.
42. Systems Evaluation Looking at many indicators of system performance, taking into account their accuracy.
43. Time Management Managing one’s time and the time of others.
Resource
Management
Skills
44. Management of Financial Resources
Determining how money will be spent to get the work done, and accounting for these
expenditures.
45. Management of Material Resources
Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed
to do certain work.
46. Management of Personnel Resources
Motivating, developing, and directing people as they work, identifying the best people for
the job.
©2004 – SkillsNET Corporation – Confidential, Reproduction Prohibited
Process
Skills
The Taxonomy of
Abilities
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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
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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 hand, finger, or foot) to a signal (sound, light, picture) when it appears.
30. Wrist-Finger Speed The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
31. Speed of Limb Movement The ability to quickly move the arms and legs.
Physical
Strength
Abilities
32. Static Strength The ability to exert maximum muscle force to lift, push, pull, or carry objects.
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33. Explosive Strength The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object.
34. Dynamic Strength The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue.
35. Trunk Strength
The ability to use your abdominal and lower back muscles to support
part of the body repeatedly or continuously over time without “giving
out” or fatiguing.
Endurance
Abilities 36. Stamina
The ability to exert yourself physically over long periods of time without
getting winded or out of breath.
Flexibility,
Balance, and
Coordination
Abilities
37. Extent Flexibility The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
38. Dynamic Flexibility The ability to quickly and repeatedly bend, stretch, twist, or reach out with your body, arms, and/or legs.
39. Gross Body Coordination
The ability to coordinate the movement of the arms, legs, and torso
together when the whole body is in motion.
40. Gross Body Equilibrium
The ability to keep or regain your body balance or stay upright when in
an unstable position.
S
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Visual Abilities
41. Near Vision The ability to see details at close range (within a few feet of the observer).
42. Far Vision The ability to see details at a distance.
43. Visual Color Discrimination
The ability to match or detect differences between colors, including
shades of color and brightness.
44. Night Vision The ability to see under low light conditions.
45. Peripheral Vision The ability to see objects or movement of objects to one’s side when the eyes are looking ahead.
46. Depth Perception The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
47. Glare Sensitivity The ability to see objects in the presence of glare or bright lighting.
Auditory and
Speech
Abilities
48. Hearing Sensitivity The ability to detect or tell the differences between sounds that vary in pitch and loudness.
49. Auditory Attention The ability to focus on a single source of sound in the presence of other distracting sounds.
50. Sound Localization The ability to tell the direction from which a sound originated.
51. Speech Recognition The ability to identify and understand the speech of another person.
52. Speech Clarity
The ability to speak clearly so others can understand you.
©2004 – SkillsNET Corporation – Confidential, Reproduction Prohibited
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
c. Instructor Resources
i. PowerPoint Slides
ii. Instructor Discussion 3.1
2. Self-Enhancement Demonstration Handout (5 minutes)
a. Provide instructions for activity
b. Instructor Resources
i. PowerPoint Slides
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
i. PowerPoint Slides
ii. Instructor Discussion 3.2
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
i. PowerPoint Slides
ii. Instructor Discussion 3.3
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
i. PowerPoint Slides
ii. Instructor Discussion 3.4
iii. Handout 3.3
Chapter9 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=rAJomzxUQt %2f1M3xgP3JXYjtArGudQEquhuA8%2ftcegQXCYneHvYm6hUra3r3twW mKO52sEEQfD5JcSXlNCp5wXA%3d%3d&crl=c&resultNs=AdminWebAut h&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26p rofile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%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/IJLM-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 from
https://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
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:
Organization analysis: Provide 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?
Task analysis: Identify the specific tasks which must be 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.
Person analysis: Given the KSAs from the task analysis, 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.
Instructional objectives. In this section you should address 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.
Program design process. This section should describe the 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).
Lesson plan. A detailed lesson plan should be used to 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).
This section should describe 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.
Identify and describe your choice of training method(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.
In this section you should indicate why your training is 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.
This section should include a description of the criteria (i.e., 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?
Describe a practical evaluation design you would use to 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:
Introduction
o Training topic and rationale
Needs Assessment
o Organization analysis
o Person analysis
o Task analysis
Instructional Objectives and Program Design
o Instructional objectives
o Program design process
o Detailed lesson plan
Learning Theories and Training Methods
o Learning theory/theories identified and explained
o Appropriate training method(s) identified and explained
Transfer of Training
o Transfer of training theory/theories identified and explained
Evaluation Design
o Outcome measures (“criteria”) outlined
o Design choice indicated and explained
o Strengths and deficiencies of design identified
Conclusion
o Program summary and recommendations, if applicable
Training Session Implementation:
Introduction
o Introduced members
o Set context of training
o Demonstrated relevance of training (Needs assessment data, etc.)
Training Objectives and Purpose
o Objectives clearly outlined
o Lesson plan overview clearly communicated
Training Structure and Instructional Effectiveness
o Clear structure for training with appropriate methods
o Step-by-step instruction
o Proper time management
Trainer Competence and Facilitation of Transfer
o Trainers demonstrated competence in KSAOs being trained
o Provided for practice opportunity with clear feedback
o Facilitated training transfer
Conclusion and Wrap-Up
o Restated KSAs learned
o Reinforced trainee learning and transfer
Make training site & instruction conducive to learning
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:
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RUBRIC FOR TRAINING SESSION
Criteria Point Values
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.
Criteria Point Values
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
Wednesday, April 29th
1.
2.
3.
4.
Wednesday, May 6th
1.
2.
3.
Runninghead: 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
Organizational Analysis ………………………………………………………………..4-5
Task Analysis …………………………………………………………………………..4-
6
Person Analysis…………………………………………………………………………..6
Training Objectives & Methods
Instructional Objectives …………………………………………………………………..
7
Training Method ………………………………………………………………………..7-
8
Program Design …………………………………………………………………………..8
Detailed Lesson Plan ……………………………………………………………………..8
Lesson Plan …………………………………………………………….………………9-
11
Learning Theories
Theories Indicated ……………………………………………………………………12-1
4
Transfer of Training …………………………………………………………………………..15-
16
Evaluation Design
Outcome Measures …..………………………………………………………………17-
18
Strengths & Deficiencies …………………………………………………………….18-1
9
Conclusion …………………………………………………………………………………….
19
Appendix …………………………………………………………………………………….20-
21
Reference List …………………………………………………………………………………
22
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FIRST IMPRESSIONS TRAINING
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.
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FIRST IMPRESSIONS TRAINING
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
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FIRST IMPRESSIONS TRAINING
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
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FIRST IMPRESSIONS TRAINING
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
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FIRST IMPRESSIONS TRAINING
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.
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FIRST IMPRESSIONS TRAINING
Training Objectives and Methods
Instructional Objectives
● 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
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FIRST IMPRESSIONS TRAINING
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.
Detailed
Lesson Plan
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
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FIRST IMPRESSIONS TRAINING
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
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FIRST IMPRESSIONS TRAINING
Lesson Outline Instructor
Activity
Trainee
Activity
Time
(approx.)
Introduction of:
Ourselves (trainees)
The program
Importance
Presentation Listening 4 min
How to tie a tie
Watch how to tie a tie on
someone else
Presentation Watching 4 min
Tying a tie on oneself
Tying a tie correctly and
timely
Observing Hands/on 7 min
Tying a tie on others
Tying a tie correctly onto
another person
Observing Hands/on 7 min
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FIRST IMPRESSIONS TRAINING
Tying Relay
Put trainees in groups
Explain the rules of the
relay
Time trainees in the relay
Observing Hands/on 4 min
Conclusion
Summarize purpose of
training
Ask if there are any
questions
Answer
Questions
Ask Question 2 min
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FIRST IMPRESSIONS TRAINING
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
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FIRST IMPRESSIONS TRAINING
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.
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FIRST IMPRESSIONS TRAINING
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.
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FIRST IMPRESSIONS TRAINING
Transfer of Training
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
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FIRST IMPRESSIONS TRAINING
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.
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FIRST IMPRESSIONS TRAINING
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.
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FIRST IMPRESSIONS TRAINING
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.
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FIRST IMPRESSIONS TRAINING
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
FIRST IMPRESSIONS TRAINING
Appendix A
22
FIRST IMPRESSIONS TRAINING
23
FIRST IMPRESSIONS TRAINING
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.
https://www.cmich.edu/ess/academic_advising_assistance/career_services/Pages/Default.aspx
https://www.cmich.edu/ess/academic_advising_assistance/career_services/Pages/Default.aspx
Running
Header: TRAINING PROGRAM 1
Training Program: Ice cream
B&B Services
B&B TRAINING PROGRAM 2
Contents
Introduction ………………………………………………………………………………………………………………. 3
Organizational Analysis ……………………………………………………………………………………………….. 4
Task Analysis …………………………………………………………………………………………………………….. 6
Person Analysis ………………………………………………………………………………………………………….. 8
Instructional Objectives ……………………………………………………………………………………………….10
Learning Theory …………………………………………………………………………………………………………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 ……………………………………………………………………………………………………18
Training Program Evaluation ……………………………………………………………………………………….19
Conclusion …………………………………………………………………………………………………………………22
References …………………………………………………………………………………………………………………24
Appendix A ……………………………………………………………………………………………………………….25
Appendix B………………………………………………………………………………………………………………..28
B&B TRAINING PROGRAM 3
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.
B&B TRAINING PROGRAM 4
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.
Organizational Analysis
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
B&B TRAINING PROGRAM 5
(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
B&B TRAINING PROGRAM 6
$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
B&B TRAINING PROGRAM 7
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
B&B TRAINING PROGRAM 8
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.
B&B TRAINING PROGRAM 9
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.
B&B TRAINING PROGRAM 10
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.
Instructional Objectives
At the completion of the ice cream training program trainees should be able to obtain the
following objectives:
Know standard ice cream procedures and processes
Understand how to use basic mathematical skills
Understand that they can benefit from the ice cream training program
Realize that ice cream results may vary among group members and must learn to make
adjustments as advised for block two of the ice cream training program
Recognize how to use both team building and individual skill sets
Know how to mix-and-match ice cream toppings
Gain confidence in ice cream making abilities
B&B TRAINING PROGRAM 11
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
B&B TRAINING PROGRAM 12
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
B&B TRAINING PROGRAM 13
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
B&B TRAINING PROGRAM 14
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:
Block One Overview
Assembly Ice Cream Tools & Instruction
Create Ice Cream
Evaluate and Taste Ice Cream
Ice Cream
Toppings
Collaboration & Discussion
At the completion of this block, trainees will:
Understand that they can benefit from the ice cream training program
B&B TRAINING PROGRAM 15
Know standard ice cream procedures and processes
Understand how to use basic mathematical skills
Realize that ice cream results may vary among group members and learn to make
adjustments as advised for block two of the ice cream training program
Recognize how to use both team building and individual skill sets
Know how to mix-and-match ice cream toppings
Gain confidence in ice cream making abilities
Evaluation and Feedback:
Continuous collaboration during and after ice cream training addressing any questions,
concerns, or problems that may occur.
Giving positive and informative feedback to trainees during 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
B&B TRAINING PROGRAM 16
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
PowerPoint Slides
Instructor Discussion 1.1
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
c. Instructor Resources
PowerPoint Slides
Ice Cream Tools
Instructional Hand-Out 1.1 (Appendix B)
Instructor 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
B&B TRAINING PROGRAM 17
c. Instructor Resources
PowerPoint Slide
Ice Cream Tools
Instructor Discussion 1.3
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
c. Instructor Resources
PowerPoint Slides
Bowl & Spoon
Instructor Discussion 1.4
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
PowerPoint Slides
Assorted Ice Cream Toppings
Instructor Discussion 1.5
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 TRAINING PROGRAM 18
PowerPoint Slides
Instructor Discussion 1.6
Transfer of Training
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
B&B TRAINING PROGRAM 19
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
B&B TRAINING PROGRAM 20
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.
B&B TRAINING PROGRAM 21
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
B&B TRAINING PROGRAM 22
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,
B&B TRAINING PROGRAM 23
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.
B&B TRAINING PROGRAM 24
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.
B&B TRAINING PROGRAM 25
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
B&B TRAINING PROGRAM 26
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.
B&B TRAINING PROGRAM 27
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
B&B TRAINING PROGRAM 28
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.