What are the specific skills that can be targeted in a speed and accuracy training and development program?

  

In this scenario, I am a workers’ compensation claims adjuster, needing to perform aneeds assessment on how to address andfix the “speed and accuracy training and development program”for the entire organization.Then templates are attached below
MGT 445 Week 4 Assignment
Instructions
To complete the Week 4 assignment you should not write an essay, this is a training plan, it is not an essay. To create this training plan you can either use this
template (easiest way to ensure you earn points) or you can create your own similar template where you clearly label each component of the assignment. Please
note, this template and instructional guide is intentionally formatted in landscape page layout to provide adequate room for the tables within the template.
Assignment Checklist
Target up to 4 specific skills that you identified in your needs assessment. Please note if you did not have this as a result of your needs assessment then
you may need to go back and define these so that you can proceed with your assignment.
Create specific objectives for each skill that inform the learner and trainer what he or she will be able to do once the training has been completed.
Outline the training, include a description of the materials and content you will incorporate as well as the modality (how) you will deliver the training.
Use at least 1 academically appropriate resource. You could a source to support why you will deliver the training in a specific manner, why youve broken
the skills apart as you have, you could use it as part of the materials you will incorporate or reference in the course, or to support why an objective is
appropriately constructed.
Ensure that you use appropriate grammar, structure, and formatting.
Objectives, Goals, & Outcomes
In this section you will identify the specific skills you will be targeting then you will create objectives directly related to what the learner will be able to do with
those skills at the end of the course.
Target Skills
Target skills are specific skills your training is targeting. To save your sanity only select a maximum of 4 specific skills. You can select as little as 1 specific skill. To
break down the skills you are targeting think of the overall end goal, for example in our cashier example we thought of checker speed reaching 75 items every 5
minutes. When we broke down the skills that supported being able to reach 75 items we noted that communication skills were the underlying skill that was
driving speed. If we break down the types of communication the checkers engage in we could break it into initiating a conversation, making a connection,
promoting loyalty, and closing the sale. The four skills that make up communication skills are what we will focus our training on for the cashiers.
Objectives
Objectives are the driving force behind your training, they determine what you will teach, what participants will learn, how learning will be measured, and what
learners will be able to do at the end of the training. To see some examples of objectives click on the Course Player in our class and scroll to the very top link
Introduction, here you will find the objectives for our course. As you can see, objectives begin with a verb (action word) that relates to the performance level
that learners are expected to achieve (refer to Blooms Taxonomy). Objectives must be measured by assessments, thus when writing objectives they must be
measurable, in other words we do not simply assume because we teach it the learner will get it. Objectives relay 3 important factors: (1) the outcome aka
what the learner will be able to do, (2) assessment method aka how the learner is going to show us theyve achieved the outcome, and (3) criteria for success
aka how well know that the learner has achieved the desired outcome. When you review our course objectives you should see all 3 of these components
present. We write an objective for only 1 skill at a time because we do not want to skew our measurements. Think back to our cashiers, they may be able to
initiate a conversation with ease, however, they may struggle with creating loyalty, thus we do not place the two in an objective together because they are not
MGT 445 Week 4 Assignment
measured together and this allows us to target each skill effectively rather than re-addressing skills that the learner has already mastered. We assume that the
first part is Upon completion of the training the learner will be able to.and its here that we begin writing our objectives starting with our Blooms Taxonomy
verb (only 1 verb per objective). Heres an objective example for our cashier training: Apply ice breaker techniques to begin a conversation with the customer
within 15 seconds of starting the customers order. Here we have defined what the learner will be able to do (outcome apply ice breaker techniques to start a
customer conversation), how they will demonstrate the skill (assessment when ringing up a customer), and how well know if they have achieved the objective
(theyll use an ice breaker technique within 15 seconds of starting the order). The verb apply is towards the middle of Blooms taxonomy, it assumes that the
learner can define what an ice breaker is (remember) and describe when to use an ice breaker (understand), as well as actually use an ice breaker (apply). If we
wanted our cashiers to determine which ice breaker techniques are most appropriate for each customer we would be asking the learner to have mastered the
concept to the analyze level, meaning theyd have to have mastered 4 levels of learning when it comes to ice breakers. For the purpose of this assignment you
should not compose more than 5 objectives.
Resources to assist you with writing objectives:
Blooms Taxonomy: http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-objectives/writing-objectives
Blooms Revised Taxonomy & Verbs to not use: http://www.marshall.edu/assessment/resources/BloomsTaxonomyVerbs.pdf
How to write learning objectives: http://www.gavilan.edu/research/spd/Writing-Measurable-Learning-Outcomes.pdf
Target Skill
#
Objective
Explain in your own words what you think this will look like when the
learner achieves this objective. This is meant to help provide you
feedback on the appropriateness of your objective and to ensure you
have a specific vision in mind.
1
2
3
4
5
Training Outline & Materials Description
In this section you are going to begin piecing together your training and breathing life into it. You should not be creating the course at this point but rather you
should be creating a detailed outline and design. When creating a training we do not haphazardly just put materials together and how they will achieve our
objectives. Instead we are intentional and methodical in how we piece together content and assessment.
Delivery Method
The delivery method refers to how the training will be delivered to learners. Knowing how the training will be delivered determines the kinds of materials that
will be appropriate as well as duration, appropriateness of actives, requisite skills learners will need to be in the training environment, whether you need a live
instructor, if you need an enrollment process, and more.
Links to assist you with thinking through your options:
MGT 445 Week 4 Assignment
Choosing effective training strategies: http://trainingtoday.blr.com/employee-training-resources/How-to-Choose-the-Most-Effective-TrainingTechniques
150 Teaching Methods: http://teaching.uncc.edu/learning-resources/articles-books/best-practice/instructional-methods/150-teaching-methods
Teaching Methods for Active Learning: http://www.fctl.ucf.edu/TeachingAndLearningResources/SelectedPedagogies/TeachingMethods/
Question
How will you be delivering the training to learners
(live instructor led, online instructor led, eLearning
no instructor, video, blended (define what will be
blended), etc.
Which teaching methods will you be implementing
in the design of this course and why?
(Hint, this is an excellent place to use a source)
How many people will be in the training at the
same time and why do you feel this number is
appropriate?
How many trainers will you need in your
classroom and what will be their roles?
Your Response
Outline
The following should be a detailed outline from start to finish in order that the training will follow where you address the concepts, content, and skills that you
will address in your training to ensure that learners can achieve the objectives and overall outcomes you have for the course. Everything you address in the
training must directly align with one or more of the course objectives, otherwise it is outside of the scope of the training and needs to be eliminated.
Activities could be a lecture, reading, video, group activity, assessment, or other ways that learners will be learning content, practicing the content, or
demonstrating their mastery of the content. Think about our class, you have readings, videos, lectures, and tutorials to learn the content, then you have
knowledge checks, reviews, and DQs to practice the content (formative assessment), and you have assignments and tests to demonstrate mastery of the
content and skills (summative assessment). All aligned trainings should include the same aspects, a way to learn the content, a way to practice with low stakes
(formative assessment), and a way to demonstrate mastery (summative assessment). The methods used to include the learn, practice, demonstrate pattern
may look very different from training to training.
Teaching Methods While not something you are being graded upon it is important in the professional environment to be able to engage the learner and
differentiate learning to meet the learners needs. I suggest reading about one or more of the learning theories we discussed earlier in class and using it to guide
how you structure your training. For example, Gagnes 9 events of instruction will tell you how to structure your training in terms of the elements you should
MGT 445 Week 4 Assignment
incorporate as well as the order in which to incorporate them. Adult Learning Theory on the other hand will tell you how to approach each of the 9 factors
Gagne outlines.
Adult Learning Theory aka Andragogy https://teal.ed.gov/sites/default/files/Fact-Sheets/11_%20TEAL_Adult_Learning_Theory.pdf
Gagnes 9 Events of Instruction http://www.niu.edu/facdev/_pdf/guide/learning/gagnes_nine_events_instruction.pdf
Differentiate Instruction All persons learn differently and corporate trainings must play to the various learning styles that the training participants possess. You
will not be graded on this, however, you are strongly encouraged to incorporate aspects of the course that will speak to the various learning styles that the
participants will prefer. Remember learning styles are: visual. Aural, verbal, kinesthetic, logical, social, and solitary. Read more about what each of these mean
here: http://www.learning-styles-online.com/overview/. Remember that these are learning strengths and while they are often called style that does not mean
the learner has only 1 or 2 ways in which they learn, simply that the learner has preferred methods for learning which can make mastery easier.
Example
Objective #1: Apply ice breaker techniques to begin a conversation with the customer within 15 seconds of starting the customers order.
This is an outline for a live instructor led course. All 15 cashiers will be in the training at the same time with 1 trainer.
Activity
Material
Objective(s) Description/Outline
Purpose
Instructor Lecture
PowerPoint Deck
#1
Overview the course
Content delivery
Introduce course objectives
Provide overview of 4 targeted
skills for cashier communication
Provide a background on why
these skills are important to the
learner and the business
Introduce 6 ice breaker
techniques for cashiers and how
to decide which technique
should be used distribute hand
outs
Go through material on
handouts
Participant Handout
Printed PDF
#1
Outlines 6 ice breaker
Content delivery
techniques
Includes a decision making tree
to decide which technique to use
based on the cashiers
perception of the customer
MGT 445 Week 4 Assignment
Demonstration
Printed PDF
#1
Group Activity
Printed PDF
#1
On the job assessment
Scoring guide
#1
Includes an area for note taking
on each technique
6 simulated scenarios, 1 to align
where each ice breaker
technique can be used
The instructor will ask a
participant to come up and role
play a scenario where the
participant is a customer, the
participants will be given a script
outlining how to act and what to
say. Participants will take turns
helping the trainer demonstrate
the techniques.
Instructor will break the class
into groups of 2 or 3 participants
and provide them with 12
scenarios to discuss.
The participants will discuss
which ice breaker to use and
practice using it with each other
in the given scenario.
Activity will take 20 minutes.
Once the 20 minutes is up the
instructor will bring everyone
back together and discuss the
activity and correct answers.
On the next shift the trainer will
observe the learner with 3
customers and look for the
learner to apply the ice breaker
techniques.
The trainer will use a scoring
guide to determine if the correct
ice breaking technique was
selected and if the learner
engages within 15 seconds.
Content delivery
Formative assessment
Summative assessment
MGT 445 Week 4 Assignment
Feedback will be provided to the
learner and if additional
coaching is needed it will be
provided by the trainer.
Your Outline
If you need additional rows just press the tab key once you reach the end of the last row.
Activity
Material
Objective(s) Description/Outline
Purpose
Reference(s)
Remember to include at least 1 academically appropriate and properly formatted references here and ensure you have used it in one or more of the areas above
and included a citation where used.
Corporate Training Need Assessment Report
Instructions for Use: For the purposes of our class, select a single position within a company that you are
familiar. Next, select a single skill that youd like to improve or a single issue youd like to solve that is
directly related to this position. For example, I might select a cashier at my local grocery store and check
out speed and accuracy. I could also select something a bit more general, although this will require more
data collection, such as focusing on all of the employees at a company and ensuring they do not
discriminate when hiring. Once you have made these determinations then you can move forward with
the assessment. To complete the assessment use the fields and instructions below combined with your
assigned readings, the recorded lecture, and the Guide book that is in the bookmarks as well as any
listed resources in the areas below. Remember to provide references where used to support your
methods, approaches, etc.
Question
Selected company
Selected position
Selected Issue or Skill to Target
Why did you make this selection?
Your Response
NV Energy
Workers Compensation Claims Adjuster
Data Entry Speed and Accuracy
Due to state driving laws, it is most important to
get this plan into play.
Assessment Objectives
Determine the reasons you are performing this needs assessment. Begin each objective with a verb
(action word). A good place to find appropriate verbs for objectives is from Blooms Taxonomy:
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/).
Objectives of the Assessment:
1.
Target Audience
With your given issue or problem in mind, determine who comprises the audience you need to assess.
Question
How many people are in the population?
Where is the population located?
What jobs/tasks does the population perform?
At what level in the organization is the
population?
Length of time in position
Ages
(Distributions, i.e. how many are 16-20, 21-25,
etc)
Your response
Corporate Training Need Assessment Report
Existing Skill Set, Education/Training, and
Qualifications
Performance History
Are there existing development plans for this
population, if so describe.
Other relevant Demographics and Psychographics
Data Collection Plans
Direct
Question
How will you directly collect information from the
target audience to determine their current skills?
Answer
What data will you be collecting from the
population?
Aside from the target audience from who will you
collect data on the target audience?
What information will you collect from this
group?
What information will you collect from
stakeholders and how will you collect it?
Indirect
Question
Your response How will you collect this
information? Do you need this info, why/why
not?
Current company policies that address this skill or
content.
Current company strategy, mission, vision,
initiatives that align with the skill or content
being studied.
Current Human Resources practices or screening
practices that impact the skill or content.
Current industry trends for this skill/content.
Historical performance data that is relevant.
Evidence
Question
What evidence do you have that proves your
data collection methods are sufficient for your
assessment?
Describe how you determined the approach you
would use to collect data.
Your Response
Corporate Training Need Assessment Report
Sample Population
Select a sample population that you will study, test, and pilot your learning solutions. You may want to
use a sample size calculator such as the following: http://www.surveysystem.com/sscalc.htm. Read
more about why sample sizes and sample populations are important in the Guide Book linked to class.
Question
How many persons are within your sample
population?
Why is your sample population sufficient for the
needs assessment? (think about accuracy and
reliability of data)
Describe the samples demographics and
psychographics (establish that they are a
representative sample of the population).
How was the population selected?
Is the sample aware that they are participating in
the assessment, why or why not?
Your response
Data Collection Method
Include a copy of your instrument observation outline, survey, interview questions, etc used to collect
direct data. Label the instruments for clarity.
Paste or type your data collection tool here.
Direct Data Collected
Question
Include the data collected from the population.
Include the data collected from managers,
supervisors, clients, customers.
Include information collected from stakeholders.
Indirect Data Collected
Question
Current company policies that address this skill or
content.
Current company strategy, mission, vision,
initiatives that align with the skill or content
being studied.
Data Analysis
Your response
Your response Data you Collected
Corporate Training Need Assessment Report
Analyze and evaluate the data you collected using sound research and analysis methods. Describe your
analysis and evaluation techniques and evidence to support your approach.
Your response:
Recommendations
Once you have completed your analysis now you will make your training recommendations. Use an
evidence based approach to support your recommendations. Remember to clearly identify the skills gap
that exists and determine how you propose that gap be closed. Outline each step of the
recommendations you are suggesting and remember to outline the impact for the organization, clients,
and learners; set measurable learning objectives; make specific recommendations for the training
solutions you are proposing (how will it be delivered, what materials will be used, how long you think it
will take to implement, if you need to conduct a pilot, if you need to revamp current trainings, if you
need a subject matter expert to help create content, if you need to hire an outside vendor, how you will
identify trainers, how the training will be rolled out and communicated, how long you anticipate
needing to offer this training, how many people you need to train, how long do you think participants
will need to accurately implement the training, do you anticipate needing follow up trainings- if so
briefly describe, and how you will evaluate/measure the success of the solution). Support your
recommendations with evidence.
Your recommendations:

Introduction:

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What are the specific skills that can be targeted in a speed and accuracy training and development program?
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As a workers’ compensation claims adjuster, it is essential to have a robust training and development program that focuses on speed and accuracy. However, to implement an effective training and development program, it is vital to conduct a needs assessment to identify areas where improvement is needed. This week’s assignment requires us to create a training plan that targets specific skills identified in the needs assessment, creating specific objectives, outlining training materials, and incorporating appropriate delivery modality.

Description:

The purpose of this training plan is to enhance the speed and accuracy of the organization. After conducting a needs assessment, we have identified four specific skills that need targeting, namely communication, time management, critical thinking, and problem-solving. Each of the identified skills has specific objectives that inform the learner and trainer what they will be expected to do once the training is complete. The training will use appropriate materials and content, and the modality for delivery will be selected based on the needs of the learners. We will incorporate at least one academically appropriate resource to support the training plan. This plan aims to improve the organization’s efficiency and ensure better service delivery to the clients.

Skills Identification

As a workers’ compensation claims adjuster, the specific skill set that needs to be targeted is the “speed and accuracy training and development program” for the entire organization. The target skills identified for this program are:

1. Time Management
2. Attention to Detail
3. Multi-Tasking
4. Decision-Making

Objectives

1. Objective 1: By the end of the training program, the learner will be able to manage their time more efficiently, resulting in increased productivity and reduced errors.
2. Objective 2: By the end of the training program, the learner will be able to pay attention to detail, resulting in decreased errors and increased accuracy.
3. Objective 3: By the end of the training program, the learner will be able to multi-task effectively, resulting in increased productivity and efficiency.
4. Objective 4: By the end of the training program, the learner will be able to make sound decisions in a timely manner, resulting in increased efficiency and quality of work.

Learning Outcomes

1. Identify the key principles of effective time management and apply them towards work tasks.
2. Develop strategies to improve attention to detail, including exercises and focusing techniques.
3. Learn to prioritize tasks and develop effective multitasking skills.
4. Learn the steps in making effective decisions, including problem-solving and critical thinking techniques.

Training Outline

This training program will be delivered through a combination of online modules, virtual training sessions, and practical exercises. The materials that will be incorporated into the training include videos, articles, case studies, and interactive activities. The training will be delivered over a period of four weeks, with participants being required to complete various assignments and participate in virtual training sessions. At least one academically appropriate resource will be used to support the training objectives and outcomes.

Solution 1:

Objective: Improving Data Entry Accuracy

Target Skill: Data Entry

Creating accurate data entries is crucial for any organization’s efficient management. The following objectives will guide the learners towards improved data entry accuracy:
– Learning the importance of accurate data entry
– Understanding the types of errors in data entry
– Recognizing the common mistakes made during data entry
– Implementing techniques to minimize errors
– Practicing skills to improve accuracy

Training Outline:
The training will include a discussion of why data entry is important and the consequences of inaccurate data entry. The trainer will introduce techniques to minimize errors and promote accuracy. Learners will practice data entry following the best practices shared during the training. The training will be delivered virtually via a learning management system (LMS).

Solution 2:

Objective: Enhancing Customer Service Skills

Target Skills: Communication, Interpersonal Skills

Customer service skills are of utmost importance as they affect customer satisfaction and shape the organization’s reputation. The following objectives will guide the learners towards enhancing their customer service skills:
– Understanding the importance of effective communication and interpersonal skills in customer service
– Understanding the principles of positive customer service
– Recognizing the different communication styles of customers
– Developing strategies to deal with difficult customers
– Practicing practical, communication and interpersonal skills

Training Outline:
The training will start with an explanation of the importance of customer service skills and how they relate to business objectives. The trainer will introduce the strategies and principles of positive customer service with an emphasis on communication and interpersonal skills. The trainer will share examples of different types of customers and how to deal with them. The learners will practice different scenarios by role-playing. The training will be delivered face-to-face with role-play exercises and video analysis.

Suggested Resources/Books:

1. “Effective Training: Systems, Strategies, and Practices” by P. Nick Blanchard and James W. Thacker
2. “Training and Development: Enhancing Communication and Leadership Skills” by Raymond Andrew Noe
3. “The Art of Instructional Design: Creating Online Courses” by Tiffany Hendricks
4. “Measuring the Success of Learning Through Technology” by Rosemarye T. Taylor
5. “Accelerated Learning Techniques: 10 Effective Methods to Learn Any Skill” by Brian Cagneey

Similar Asked Questions:

1. How do you conduct a needs assessment for a training and development program?
2. What are some effective training modalities for teaching speed and accuracy skills?
3. How do you create specific and measurable objectives for a training program?
4. What are some best practices for developing training materials and content?
5. How do you evaluate the effectiveness of a training and development program?

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