Need a visual aid created, in one of these formats for a new hire. A PowerPoint presentation, charts, graphs, calendar, Spreadsheet, or lesson plan (which is handed out to students). It must cover items listed in the attached paper and cover the items listed in the rubric for the visual aid portion.
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Format
| Course Code | Class Code | Assignment Title | Total Points | ||||||
| HRM-635 | HRM-635-O500 | Benchmark Assignment – Training and Development | 180.0 | ||||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) | Comments | Points Earned | |
| Content | 70.0% | ||||||||
| Goal for the Training | 10.0% | The training does not include a goal for the organization. | The training includes a goal for the organization, but it is incomplete or lacks details. | The training includes a goal for the organization. | The training includes a detailed goal for the organization and provides reasoning based on observations conducted. | The training includes a detailed goal for the organization and provides thorough research conducted during observations. | |||
| Processes and Procedures Implemented After Training | 20.0% | The training does not describe new processes and procedures to be implemented. | The training includes new processes and procedures to be implemented, but they are incomplete or lack details. | The training includes new processes and procedures to be implemented after the training. | The training includes detailed processes and procedures to be implemented after the training with an explanation about the changes that will occur. | The training includes detailed processes and procedures to be implemented after the training with an explanation about the changes that will occur. The student addresses the strengths and weaknesses of employees and how to build on employee assets. | |||
| Strategies in the Training to Meet Goals and Drive Successful Business Results (MBA SHRM: 5.2) | 2 | 5.0% | The training does not include strategies to meet organizational goals and drive successful business results. | The training includes strategies to meet organizational goals and drive successful business results, but they are incomplete or lack details. | The training includes strategies to meet organizational goals and drive successful business results. | The training includes detailed strategies to meet organizational goals and drive successful business results. There is an explanation for using the strategies to improve employee performance. | The training includes detailed strategies to meet organizational goals and drive successful business results. There is an explanation for using the strategies to improve employee performance and a connection between organizational goals and the training and development provided. | ||
| Visual for Training Exercise | 15.0% | The training does not include a visual representation. | The training includes a visual representation, but it is incomplete or lacks details. | The training includes a visual representation. | The training includes a detailed visual representation that supports the training exercise for the organization. | The training includes a detailed visual representation that supports the training exercise for the organization. The visual is well developed and clearly prepares employees for the training. | |||
| Organization and Effectiveness | |||||||||
| Thesis Development and Purpose | 7.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | |||
| 8.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | ||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||||
| Paper Format (use of appropriate style for the major and assignment) | Template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. | ||||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | ||||
| Total Weightage | 100% |
Running Head: TRAINING AND DEVELOPMENT
1
TRAINING AND DEVELOPMENT 6
Benchmark Assignment: Training and Development
Grand Canyon University: HRM 635
May 20, 2020
Benchmark Assignment – Training and Development
The Force Support Squadron (FSS) has a responsibility to provide military and civilian personnel with Airman and Family Support Services (AFS&S). This is done by providing career enhancement, professional military training, and quality of life programs. The organization’s objective is to ensure its continued success during a crisis, as well as day-to-day operations.
Goal: Improve Effectiveness of Training
The goal for the FSS is to ensure fundamental procedures are improved, once training has been revamped. Foremost, squadron commanders will be charged with ensuring their squadrons completion of duties, qualifications, additional tasks, and ancillary training. This will allow squadron commanders to provide competent training to the junior staff, thereby permitting delegation of specific duties to those under their command. The organization will need to embrace the new program, in order to allow regular analysis of the career paths of unit personnel. This will aid in determining the effectiveness of the training and improve development exercises in advancing the trainees’ career. For instance, the organization may adapt a Manpower Programming and Execution Program (MPES), to easily evaluate elements of the career development.
The organization will also need to develop squadron preparation courses to help maintain members skills and keep them up to date. The preparation courses will also assist in educating the employees on new trends within the industry (Kane, 2001, pg. 37). The HR department should formulate a core curriculum, that will add extra topics specific to its mission. Additionally, the use of performance appraisal techniques such as 360-Degree Feedback and Management by Objectives will give an advantage, allowing commanders access to each member progress. Therefore, giving them data to inform members of a need for additional training, or if their progress is satisfactory.
Process and Procedures
Training Improvement Plan
The way ahead for training exercises will involve various actions. To start with, the trainers will perform a gap analysis through various approaches such as questionnaires and interviews. This will help in comprehending the current state of employees’ skills and match them to the anticipated level. With the help of the gap analysis, the trainers will develop a list of training needs and choices, and then compare them to the organization’s objectives and priorities. To make sure that the training is effective, they will create a list of training requirements for each employee, department, and finally the unit as a whole. Secondly, the trainers will gather employee data, for instance; individuals’ academic levels and use it to develop an operational training program.
By having a plan, the trainers will be able to document training strategies that are useful for future reference. Planning will also aid the trainer in organizing the “need resources” that are important for the training program. More importantly, the trainers will focus on shaping employees’ behavior through rewards. Such as bonuses and leave, which in turn will motivate them into being productive.
The training process will also incorporate the following activities. The first activity will entail providing diverse training approaches to fulfill the multiple requirements for employees. Secondly, HR will develop relationships with trainees to build a positive training experience, (Kadiresan, Selamat, Ramendran, & Mohamed, 2015, pg.164). The trainer will also allow room for questions and supplemental materials, which will assist the employees in acquiring a broader knowledge. Furthermore, the trainer will incorporate various online options that will cater to multiple learning styles.
Expected Outcome
How Utilize Improved Training
Employee training and development is an important aspect of the wellbeing and success of the organization. Through staff training and development, the human resource department will equip workers with a vast knowledge that can help them adapt to diverse circumstances. After the training, communication is expected to grow and aid in effectiveness and be a resource within the organization. In essence communication will be the linchpin to the squadrons refocusing effort. The FSS will also expect to have more educated commanders and functional communities, that can provide real world resource smart solutions for consideration (Ausink, Matthew, Coley, & Lim, 2018, pg. 6).
These strategies will drive successful results and improve employee performance, being that the focus is on finding, attracting, recruiting, training, developing, maintaining, promoting, and growing members in detail. Such strategies will help the organization to improve its activities and overall performance. This in turn, will have a beneficial effect on the organizations enhanced reputation, which will be manifested in positive customer reviews. The combined unit talents began to play a significant role in the formation of goodwill (good reputation) of the squadron and the base as a whole. Successful talent management practices permit a long-term competitive advantage and increases the innovation process.
How the Organization will Provide Support
New Hire Procedures
The organization will offer support to new workers receiving training in several ways. For starters, they will be provided with a checklist with a breakdown of task required over the next 90 days. Next, the trainers will orient them by providing an overview of the task and show them various aspects of the job. Trainers will then demonstrate how to perform the job, as well as explain why it is completed a certain way.
After the explanation and demonstration portion, the new employees will be allowed to demonstrate what they have learned. Being a new worker, they will need to explain to the trainers how to perform a task before actually competing it. In case of errors, the trainers will take the time to correct and guide them throughout the task again. Finally, they will be allowed to take up their roles under the supervision of the long-term employees, who will ensure that they are proficient.
This support considers strengths and weaknesses within the organization since it encourages the use of an external recruitment strategy. The requirement strategy is essential since it promotes the hiring of employees with a diverse set of expertise, discourages internal conflicts, ensures employment of qualified individuals, and makes work easier when it comes to selecting candidates from a large pool of applicants (Blanchard & Simmering, n. d.).
References
Ausink, J. A., Matthews, M., Conley, R. E., & Lim, N. (2018). Improving the effectiveness of Air Force Squadron commanders: Assessing Squadron commander responsibilities, preparation, and resources. RAND Corporation.
Blanchard, P. N., & Simmering, M. J. (n. d.). Training delivery methods. Encyclopedia of management. Reference for Business.
https://www.referenceforbusiness.com/management/Tr-Z/Training-Delivery-Methods.html
Kadiresan, V., Selamat, M. H., Selladurai, S., Ramendran, C. S., & Mohamed, R. K. M. H. (2015). Performance appraisal and training and development of human resource management practices (HRM) on organizational commitment and turnover intention. Asian Social Science, 11(24), 162.
Kane, T. M. (2001). Military logistics and strategic performance (Vol. 1). Psychology Press.
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