HRMT 4429 Training Materials Design (TMD)

HRMT 4429 Training and Development Fall 2023 Training Materials Design (TMD) Assignment; Value: 20%; Due: Week 11, November 10, 2023, 11:59 pm You can hand this assignment in on November 13 by noon if you require the extra time. This group assignment provides an opportunity to develop the materials for a training session that consists of two modules. You are to design guides for both the trainer and the trainees for each of the two modules. The trainer and trainee guides for the two modules are valued at 10% and your group’s self-assessment of your guides (see the checklist below) is valued at 10%. Using the case below, follow the assignment steps that are outlined after the case. Part of this assignment will be used for the next assignment, the Training Delivery Session (TDS). You must complete this assignment in order to complete the TDS. Your team will email your completed and separate training modules to me at ahrabok@nait.ca . CASE: RECREATIONAL ENERGIES ABOUND (adapted from Noe, 2017) You are the training director of a chain of fitness centres, Recreational Energies Abound (REA). Each REA facility has five areas, including (1) fitness workout rooms, (2) personal trainer services, (3) athletic therapy services, (4) spa kids, and (5) food kiosks. The facilities are strategically located in suburban areas in 4 provinces in Canada, with 6 centres located in British Columbia (Vancouver and Victoria), Alberta (Edmonton and Calgary), and Saskatchewan (Saskatoon and Regina) and 10 centres in Ontario (Toronto and Montreal), for an overall total of 28 Centres in Canada. Each centre has 3- 5 supervisors for the specific areas within the centre, for a total of 100 supervisors in Canada. You receive the following email message from the VP, Operations: To: You, Training Director, REA From: Marissa Logan, Vice President of Operations, REA As a result of the communication and action that our management team and your training department has taken (including needs assessment, focus groups, and interviews), we realize that the supervisors of our customer service staff require additional training. As you are probably aware, our supervisors seem to be struggling with motivating our centre staff and resolving some of the conflicts which are occurring among our workforce within the centres. I believe that we can now move forward and design a training session for our supervisors. As we discussed earlier, the supervisors of our customer service staff are crucial to maintaining the quality customer service that our company is known for. This training session is aimed directly at preparing our supervisors to handle any supervisory challenges that they face in dealing with their staff and to develop skills in (a) motivating their staff and (b) resolving conflict effectively that may occur within the centre staff. You must design two face-to-face 30-minute modules which our supervisors in each centre will need to complete. The first module will deal with motivation while the second module will deal with the resolution of conflict. Be sure that your module content is contextualized to our recreational centres and is not generic in nature. I look forward to seeing your materials in the next few weeks. Please keep me informed and we will schedule the sessions as soon as possible. ML 1

This is an assignment that follows the steps below (keeping in mind all your course material we continue to learn). You can work with 2-3 classmates to complete this TMD; the TDS is, on the other hand, an individual assignment. Step 1 : Do your research . Research what a training guide can look like, keeping in mind readability and professional quality. This assignment is not an APA documented research paper, although you must cite the sources of your material in the guides and have a reference page. Decide on your format early so that you can use that format as you develop the guides. Think about the use of color and images and headings. Consult the checklist provided below. Keep these short modules simple and straightforward with respect to content and design. Consult your instructor if you have any questions. Step 2 : For each module, develop a trainer guide with enough detail that any trainer within the organization could pick up and successfully deliver the session without any further preparation . All materials should have a professional and consistent look and should be appropriately referenced. Your guide should contain at least the following elements (you may want to add more, depending on the decisions your group makes) and typically in this order ; see the TMD Checklist below for a more complete list (title page, table of contents, introduction, conclusion, references, etc.):  Lesson plan (including your learning outcomes; use the textbook sample)  Resources required (for both the trainer and trainee)  Session content (this is the information—subject matter/information--you want to relay in your guide)  Pre-learning activity (find out what the trainees know about the subject matter)  In-session activity (this is the practice your trainees complete)  Post-learning activity (this tells you whether the trainees have learned the subject matter)  Other (anything else you think is relevant) You are not allowed to use any video within your modules; you are allowed to use a total of 5-6 power point slides per module and no more than that. This is not a lecture session but an activity-based one. I want to observe your training skills in the TDS and so that means that your materials design is crucial. Be sure to take a look at the Training Delivery Session (TDS) assignment as you are planning this TMD assignment, since you will be using one of your two modules you are designing in this assignment in your TDS assignment. Remember: You must complete this assignment in order to complete the TDS. Step 3 : As you are developing the trainer guide, you should develop an accompanying trainee guide that includes all that is required to complete the training (with the trainee perspective in mind), remembering that all materials should have a professional and consistent look and should be appropriately referenced. You may want to add more, depending on the decisions your group makes. Please note that the trainee guide will not use trainer terminology. Step 4: Once you have completed the two guides for each module (or while you are developing your guides), your group can now complete the Self-Assessment part of the assignment (10%) , using the TMD Checklist provided below. Explain, using each of the criteria, how your guides have met the standard and use examples from your Guides to illustrate your assessment. TMD Checklist: This is the checklist you will use to plan your training guides and for your group’s self-assessment; I will use this checklist to assist in grading your trainer and trainee guide. Format Criteria Assessment: Be sure that you put an effort into this part of the assignment. Use examples directly from your guides and be positive and constructively critical. A “yes” or “no” is not sufficient as an assessment. Is there a clear title page for each guide? Do not put your name(s) on the guides, since it will be used generally by the organization. Is there a Table of Contents for each guide? Page numbers are necessary. Are there page numbers and headers in each guide? Is there an Introduction and a Conclusion for each guide? Is there is a lesson plan (or agenda for the trainee guide)? Are there learning outcomes ? There is a lesson plan sample in your textbook. 2

from there, keeping in mind the instructions provided? Guides are not power point slide shows! These guides are Word documents (power point slides will appear in the Appendix). Are there actual power point slides that are included in the guide (the trainer must not have to make these slides)? Power point slides are a commonly expected training tool. You can add notes to the slides if you require this. Include these in the appendix of each guide. You can use only 5-6 slides in total (not counting the Title or the References slide). Remember that this is activity-based training and not a lecture. This means that your power point slides ARE NOT THE CONTENT of your guides but are a way of facilitating the flow of the presentation. Is there colour and spacing in the guide that makes the leader and learner want to read and use it? Avoid black and orange or any colour that is distracting. Try to use a colour that “matches” with the company. Are borders and minimal images effective? Is there a theme used for the guides, with use of images? Is white space used carefully so that there are not empty pages/large spaces? Be sure not to fill the pages with heavy text. Is each of your guides concise and easy to follow and not spread out over pages without any logical order (you must use your lesson plan to set up and organize your guide throughout). HRMT 4429 O01 Learning and Development Winter 2023 TMD Assessment: Criteria %Value Rating Trainer and Trainee Guides: Module 1 and 2: These are the guides that the trainer and the trainee will use to deliver or receive the session face-to-face and will contain at least the elements listed in the assignment and will follow the checklist specifics. 10 Group Self-Assessment: Put a real effort into this since it is valued at 10%. This is not a report; fill in the TMD checklist itself, using specific examples from your guides to illustrate your assessment. 10 Total marks toward your final grade out of 20% 20 4