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4/17/24, 9:59 PM Case – HRM402 Training and Development (2024MAR04FT-1)1/5Module 4 – CaseEVALUATING TRAINING; TALENT DEVELOPMENTAssignment

4/17/24, 9:59 PM Case – HRM402 Training and Development (2024MAR04FT-1)

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Module 4 – Case

EVALUATING TRAINING; TALENT
DEVELOPMENT

Assignment Overview

Overview of Case 4: EVALUATION

You are just about to complete the last of the four Case
Assignments in this class. Congratulations on preparing, section by
section, a training project where you are applying the ADDIE model.

To start with evaluation, it is crucial to understand the overall
process. The use of varied and multiple forms of evaluation
throughout the design cycle is one of the most important processes
for an instructional designer to employ. To that end, this first section
of an evaluation section attempts to explain what evaluation is in
terms of the varying types of evaluation, and the evaluation’s
overarching relationship throughout the ADDIE model.

Evaluation is the process of determining whether or not the
designed instruction meets its intended goals. In addition,
evaluation helps to determine whether or not learners are able to
transfer the skills and knowledge learned back into long-term
changes in behavior and skills required. Evaluation also provides
the opportunity for instructional designers to ensure stakeholders
are in agreement that the developed instruction is meeting the
organizational goals.

When a new program has been endorsed and accepted by an
organization, there emerges the need for an evaluation. The
instructional designer normally is a key player in the task of

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evaluation. It is significant for the implementing organization to
realize that the achievements of the new program are aligned to the
goals and purposes of the program.

For this evaluation, an instructional designer might conduct three
layers of evaluation respectively: formative, summative, and
confirmative.

When a teacher or a designer develops a lesson plan, one must
keep in mind that what seems plausible as an idea in the initial
stages might not work out the same way when put to a full-blown
program. Here, formative assessment takes a significant role in the
instructional design process of the lesson plan. The purpose of this
assessment by the instructional designer is crucial because it
evaluates whether or not it is it working as needed before a lot of
valuable time and resources are spent.

For more information, read the article, ADDIE explained:
Evaluation.

Sources of the above information:

Ritzhaupt, A. (2020). ADDIE explained: Introduction.

An Open Educational Resource for the Educational Technology Community.

Wilson, M., Sahay, S., & Calhoun, C. (2020). ADDIE explained: Evaluation.

An Open Educational Resource for the

Educational Technological Community.

Case Assignment

Continue with the training topic you selected for Case 1. (The
ADDIE steps are explained in the videos and readings presented
on each of the Module’s Background pages).

Walk through, step by step, the Evaluation phase of the ADDIE
model. Be as specific as possible. If there is unknown information,

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make logical assumptions to fill in the information needed and
include a section in your paper showing the assumptions you made.

In your paper discuss the following types of evaluation that should
be utilized to evaluate your training course:

a. Formative Evaluation

b. Summative Evaluation – apply the four steps of the Kirkpatrick
model.

c. Develop a numerical example of return on investment (ROI) and
discuss how those components of the ROI help to evaluate the
value (or lack of value) of your training program. Make
recommendations on what changes you could make to the
training to improve its ROI.

Once you have completed this last phase of the ADDIE Model
(including your ROI computations), combine it with the other three
case assignments, submitting one cohesive paper to the Case 4
Dropbox by the assignment due date.

Assignment Expectations

Your multi-page submission will be assessed on meeting the final
project content requirements as indicated by the following checklist:

Cover page

Module 1 Case Assignment: Analysis and Design Phase

Module 2 Case Assignment: Learning & Development Phase

Module 3 Case Assignment: Training Implementation Phase

Module 4 Case Assignment: Evaluation Phase

Conclusion

References

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This Case submission will be evaluated using the criteria as stated
in the Case rubric. The following is a review of the rubric criteria:

Meets assignment requirements

Critical thinking

Writing and assignment organization

Use of sources and mechanics

Timeliness of assignment

Your paper will be much longer than 4-5 pages because it will
contain all four case assignments that represent the complete final
course training plan; however, it is the final phase that will be
graded.

Bring in at least four valid and reliable sources found outside of
your course materials from peer-reviewed academic journals found
in the Trident Online Library. (Be sure to cite sources within the text
of your paper as well as list each in the Reference section.)

As you select the outside sources for Case 4, you may find the
following helpful to determine which sources to include:

Herring, J. E. (2011). Chapter 3: Evaluating websites, Figure 3.1, p.
38. In Improving students’ web use and information literacy: a guide
for teachers and teacher librarians. Facet Publishing. Available in
the Trident Online Library, EBSCO eBook Collection.

Lack, C. W., & Rousseau, J. (2016). Chapter 4: What is critical
thinking? In Critical thinking, science, and pseudoscience: Why we
can’t trust our brains. Springer Publishing Company. Available in
the Trident Online Library, EBSCO eBook Collection.

See the following for citation and reference style instructions:

Purdue University (n.d.). Purdue Writing Lab.

4/17/24, 9:59 PM Case – HRM402 Training and Development (2024MAR04FT-1)

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Also see the Trident guide to APA Style, 7th edition.

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