Chapter 10 Case Question
You are assigned the challenge of designing the training program for the temporary CSS employees who must complete training before they become permanent CSS employees.
- What are the training objectives for the CSS training program? Indicate how these objectives are tied to the KSA requirements. Assume that all trainees have college degrees but need KSAs in all other areas listed in the qualifications section.
- Base on the training objectives, provide a training agenda and indicate the time allocate and order of modules in your program.
- For each module, describe the goals of the module and the training methods you will use to accomplish it. Provide your rationale.
- How will you evaluate whether each person in your training program has mastered the knowledge and skill levels needed to perform as a CSS? Describe the type of questions you would ask of those supervising the CSS employees graduating from your program.
- How is ET different from e-learning?
- What are the basic components of ET and its delivery?
- How does programmed instruction allow the trainee to work at his or her own pace?
The training objectives would be as follows:
- You should be able to develop supervisory skills, computing skills required for word processing, and spreadsheet applications.
- You should be able to communicate effectively with others, problem solving, and conflict management.
These objectives are tied together because trainees need all this to receiving supervision, and the skill to supervise. So the training is to develop all those skills.
- Reading, writing, and interpretation skills – 3 weeks
- Computing skills – 4 weeks
- Communication skills – 2 weeks
- Knowledge of university – 3 weeks
- Supervisory skills – 4 week
- The goal for reading, writing, and interpretation skills would help trainees learn how to write notices, memos, and letters and read to interpret instructions, policies, and manuals.
- The goal for computing skills would help the trainees learn how to use programs that the university is using. Trainees should be able to use the file management system that the school has. This would be in classrooms, computer demonstration, and practice sessions.
- The communication skills enable the trainees to communicate complex policies. The training methods will be workshops and laboratory.
- Knowledge of university training session will help trainees master the university policies, and state and federal laws (that are related to university).
- Supervisory skills would help trainee to receive supervision from the departmental administrator and supervise for customer service representatives.
I will evaluate each person with quizzes, exam, and interview. The questions I will ask the supervisors of those supervising the CSS employee graduating from the program will be related to the responsibilities and authority these employees will be given. If there is a gap between their job responsibilities and the training they have been provided, there can be inefficiencies.
ET differs from e-learning in that ET involves the aspect of assisting the employees to gain knowledge and skills to tackle specific tasks that are well known, while e-learning involves assisting the employees to gain skills and knowledge to handle issues that may arise along the way, which may not have been anticipated for.
There are various components of ET. They include substitution, where tech is used as the substitution for reading the response. the other one is augmentation, where tech is utilized for the functional improvement of the employees. The other one is modification, which is used to have the redesigning implemented. Redefinition is the other component, in which a new task is created, following that order.
The program generates requirements and needs that match those of the employees. In this regard, it enhances the employees to learn at their own personal pace. The programmed instruction follows the instructions provided in accordance with the employees at hand.
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