This folder contains all the relevant resources and submission points which relate to Part B.
Perform a training needs analysis and submit the results (10%)
Students will develop a Training Needs Analysis (TNA) questionnaire to ensure that their training is learner focused. The TNA should utilise a variety of relevant qualitative and quantitative questions to explore information such as: learner needs, their interest in the topic, and the learners preferred methods of delivery/engagement
To assist with improving participation rates the TNA questionnaire should take participants no more than 10 minutes to complete.
Students should distribute and collect responses to the TNA before beginning to design their training sessions. This will mean you need to get this TNA distributed to students nice and early.
Students should distribute their TNA via an online tool such as a Google Form. For online students, a Discussion Board forum has been set up to aid you in sharing this link with other students. Students are encouraged to be supportive by reciprocating participation in the completion of the TNA’s from their peers. Nathan and Gold Coast students can email the link to the form to their peers in their degree program, preferably to students studying HR courses
In terms of participation rates, it is expected that you should receive at least ten responses from your peers. The onus of responsibility lies with each student in ensuring they have actively promoted completion of their TNA. The convenor will place general reminders for students to complete the TNAs however for equity reasons teaching staff will not promote the completion of particular ones.
A copy of the TNA questionnaire and the collated results (not individual) will need to be submitted along with the remainder of the group training (as per the above ‘Due Dates’). The results should be collated, clear and concise. You are welcome to present the results in a word or PDF document. Graphs and tables would work really well in presenting some of the quantitative data. Responses to qualitative questions can be made into word clouds or a selection of quotes indicative of the sample can be presented instead. Review the Google Form video information and do some YouTube searching for inspiration on how you can report the results.
When presenting your results a brief analysis/summary/commentary on each question would provide a great deal of clarity as to how the findings had informed the design and delivery of your training session. You are welcome to either provide a commentary at the end of each question or a commentary at the end of the collated results. When presenting your results in the TNA you want to review the results in relation to the literature to demonstrate that you are using these sources to inform the design and delivery of your training session. The point is to be able to justify design decisions using the results of your TNA and also the scholarly literature. Whenever these bodies of research are used to inform your design and delivery you will be required to provide an in-text citation. For instance, if your TNA results indicate that learners want an engaging activity that requires students to do something and then reflect on what they have learnt you could cite Kolb’s ELT or the PART model. If you are getting participants to set some goals then cite Locke et al’s work. If your TNA results meant that you will design a highly kinesthetic based activity then you could cite the VARK model. A structure you could use for reporting each question might be “This question sought to … The results of this questions were … Based on the results the following actions will be taken …. as per suggestions from author’s X, Y, . The point is to use scholarly articles to validate why we are using certain delivery methods
Develop a detailed training session plan (10%)
This is a document for the trainers to use to build their training session and is normally developed in a .doc format as per the examples provided in the ‘Session Plan Resources Folder’ (which have been converted from .doc to .pdf)
The session plan should contain at minimum, the following:A copy of the training session plan will need to be submitted as part of the overall assessment due date.
Topic title
Names and student ID’s of students in your group (i.e. group members not TNA participants)
Detailed description of the training including overview of sections/content to be covered
Date, time and location
Training session length
Target audience (here you need to set the context and consider who are you training? refer to the background and task information under the training topics form). As an example you might include: ‘Business managers heading to Japan to live and work for six months who are tasked with recruiting local staff’ or ‘Technical specialists heading to China to setup a new IT system over a twelve month period”
Learning objectives (which are SMART and Performance, Standard, Condition focused) – refer to Course content once released
Room layout
Resources required
Detailed overview of introduction, conclusion and each activity/engagement/collaboration exercise
What is involved in this activity/engagement/exercise? (* remember to provide an in-text citation to scholarly literature which influenced the design/delviery of the activity/engagement/exercise. For instance, if you have included an engaging activity that requires students to do something and then reflect on what they have learnt you could cite Kolb’s ELT or the PART model. If you are getting participants to set some goals then cite Locke et al’s work. If your TNA results meant that you will design a highly kinesthetic based activity then you could cite the VARK model)
Who will be running it?
What length of time is devoted to this?
What is the expected learning that will take place?
How, during the session, will learning be assessed?
Design a training session (10%)
Students are to design a training or development session however will not actually be required to facilitate the training. The key learning from this assessment will be in applying theory to practice and gaining knowledge relating to the process of designing a training session
Students have a choice of designing either a 60 minute session or anything up to a full day session. Be careful around how much content you choose to cover
All members must participate in the research, design and development of the content and all students should participate equally in the preparation. Each team is responsible for their decision on the allocation of tasks for each group member
Students should prepare PowerPoint slides to accompany their training sessions however please note that the training sessions are distinct from a standard group presentation/lecture. The group training sessions should involve active learning techniques such as interaction/engagement/collaboration with the participants e.g. this could include asking the participants to respond to questions or undertaking an activity/task. A copy of the PowerPoint and any activities, worksheets, handouts will need to be submitted as part of the assessment.
The training sessions should be interesting and informative and should be designed on recommendations from their TNA. Furthermore, being a university Course, it is expected that students undertake a scholarly approach to the design of their session. Primarily, students will explore and use two bodies of literature. One body pertaining to the cross-cultural training of expatriates, and another body pertaining to learning and development theories/concepts/ideas. There are hundreds of peer-reviewed academic journal articles pertaining to each body of research. Whenever these bodies of research are used in your slides you will be required to provide an in-slide citation to them. As an example, if your TNA results indicate that learners want an engaging activity that requires participants to do something and then reflect on what they have learnt you could cite Kolb’s ELT or the PART model in your slides. If you are getting participants to set some goals then cite Locke et al’s work. If your TNA results meant that you designed a highly kinesthetic based activity then you could cite the VARK model. Relating to the cross-cultural training of expatriates literature, if for instance, you have selected Japanese business practices, you would spend time researching the cross-cultural training literature for information about their business etiquette, norms, traditions, customs etc. Where these theories/concepts/ideas have been used in your PowerPoint training slides you should cite them. Normally, PPT slides you deliver to a client would not necessarily include citations or references to training methods/learning preference design decisions. However, being a university course the point is for the examiner to see that you are using scholarly sources to inform the design and delivery of your training. I have outlined the requirements to use research (and yes therefore cite it) in the marking rubric and the assessment 2 folder.
Design a ‘Participant Evaluation’ form (5%)
Students will design a ‘Participant Evaluation’ form. This form is designed to encourage your hypothetical participants to critically evaluate elements of the training session that were effective as well as to provide suggestions for improvement. The form should be comprehensive and should utilise an excellent combination of highly relevant qualitative and quantitative questions.
It is expected that the form should take approximately 10 minutes for a participant to complete
The ‘Participant Evaluation’ form will need to be submitted as part of the overall assessment due date.
Complete the ‘Training Session Reflection’ form (5%)
In groups, students will work together to complete a ‘Training Session Reflection’ form. The purpose of this is designed to encourage group members to reflect and critically evaluate elements of the design of their own session that were effective as well as to provide suggestions for improvement
The reflections should be based on highly relevant personal reflections and academic literature. Scholarly references may be used for instance to identify areas of weaknesses in the training sessions but also to provide suggestions of future improvement
The ‘Training Session Reflection’ form will need to be submitted as part of the overall assessment due date
Given that this is reflective document, this would be the final task that you should complete as a group for Part B
Submission of Part B:
The submission point for Part B will open one week prior to the due date.
We will talk more about the submission process later in the course but for now the below will provide you with a summary of the files you will be submitting.
Please note that only one person from each group is required to submit these:
File 1: Training needs analysis questions and collated results (this should be combined into one .doc or .pdf file)
File 2: Training session plan (this should be one .doc or .pdf file only)
File 3: Training PowerPoint slides (this should be one .ppt file only)
File 4: Participant evaluation form (this should be one .doc or .pdf file only)
File 5: Training reflection form (this should be one .doc or.pdf file only)
File/s 6+: Additional training handouts, activities, resources, etc. (Please attach any such documents who have developed to accompany the training. Only attach these if these are a separate file/s and are not already contained within your PPT)
Part C Folder (10%)
Part C Folder (10%)
This folder contains all the relevant resources and submission points which relate to Part C.
Complete the group member contribution survey (10%)
Each student member will complete this survey separately to assess how effectively they and the other members of the group have worked together. The list of relevant criteria upon which you will make your assessment can be found on the above ‘Part C Marking Rubric’ document
Students must rate each member of their group and secondly, provide written feedback on each students’ group skills to justify their mark. When writing your feedback comments do not simply write “She was a nice person to work with” or “He worked well in the group”. Your feedback should focus on the person’s group skills in relation to the criteria in the rubric. Students should aim to write approximately 80-100 words per criterion.
It is strongly recommended that students wait until they have completed their group assignment before they finalise the peer-review. Obviously, it is easier to provide a fair appraisal of yourself and other students in your group when you have completed and submitted all elements of your group project.
When the ratings period has closed your marks will be released by your Convenor.
Failure to rate your peers and provide feedback will result in zero marks for this part of the assignment.
Submission of Part C:
Part C will take the form of something similar to an online survey. Each group member will be required to complete this separately.
Further details will be advised throughout the trimester.
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