|Due By (Pacific Time)
||11/23/2016 05:00 pm
must be in APA format at least two work cited sites
Your analysis might be guided by the following questions: What do you think is done well in the design and what suggestions do you have for improving the training? Why? Do you think the design met the stated training outcomes and is the evaluation as designed substantial enough? Are the evaluation goals Specific, Measurable, Acceptable, Realistic and Time Bound? Imagine yourself as an attendee at the training. How effective would this session be for you?
Your specific program analysis might include determining if the right intended audience is included in the training, if their possible learning styles have been taken into consideration, and if the goas and objectives of the program are clear and appropriate. Is the delivery of the program effective? Is the assessment of the training sufficient?
As an aside and a suggestion:
You might want to conduct supplemental research on Learning Styles and Learning Style Preferences and include a review of the proposed training as it meets/does not meet the learning style preferences of the attendees. As we design our training content we need to include activities that entice the various learning styles of our training audience.
There are five recognized learning styles but we usually focus on just three: VISUAL, AUDITORY, and KINESTHETIC. Visual learners process information best by reading the material. Auditory learners prefer to hear their information. Kinesthetic learners like "hands-on" reinforcement of the course ideas. Know that we cannot meet all of the preferences, all of the time. Our goal as content developers is to recognize the varying preferences and attempt to design specific exercises to meet each â€“ when possible. When you take HRMN 406, you will focus on this concept in more depth. But if you're interested, research the topic Learning Style Preferences and enjoy!
Training Program: Safe Driving for SchoolsÂ
Audience: 50 School bus driversÂ
Duration:Â 2 hours
- understand the potential dangers, risks, and statistics associated with a variety of road safety issues
- avoid behaviors that may put students in danger while on the school bus
- Flip chart
- Internet access
- In a lecture, explain to trainees that according to the National Highway Traffic Safety Administration, motor vehicle crashes are the leading cause of death among Americans up to 34 years old. Factors such as alcohol, high-speed driving and other dangerous behaviors contribute to these crashes. Most accidents could be avoided by following common safety practices.
- On a flipchart, draw two columns for the â€œdos and don'tsâ€ of driving. Ask trainees to brainstorm about items for both lists.
- Divide students into five groups, and assign one of the following topics to each group to research on the Internet and then present to the class:
- Impaired driving (DUI/DWI)
- Seat belts
- Distracted driving (such as driving while eating or talking on a cell phone or texting)
- Drowsy driving
- Lack of knowledge, skills or abilities
-Â Equipment failures
Learning and Skill Evaluation:Â Trainees will take a multiple choice question exam with 20 questions. They must get at least 17 correct in order to pass the Safe Driving for Schools course.