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4/2/24, 9:47 PM Case – HRM402 Training and Development (2024MAR04FT-1)1/3Module 3 – CaseLEARNING STYLES; DEVELOPMENT OF TRAININGAssignment

4/2/24, 9:47 PM Case – HRM402 Training and Development (2024MAR04FT-1)

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Module 3 – Case

LEARNING STYLES; DEVELOPMENT OF
TRAINING

Assignment Overview

Signature Assignment: Body of Knowledge, Introduced level

In this assignment, your knowledge skills will be assessed at the
“introduced” level. In MGT411, they will be assessed at the
“reinforced” level. Finally, in MGT412, your body of knowledge skills
will be assessed at the “mastered” level. The rubric criterion
“Assignment Driven” for body of knowledge has been developed to
measure student success in meeting the HRM402 Case 3
expectations. Rubric criterion for the other two courses are included
in their respective assignments.

Case 3: Implementation

Implementation is the phase of instructional design in which the
instructional plan is put into effect. The instruction often is facilitated
by an instructor.

In this assignment you will prepare a 6- to 8-minute training video.

Case Assignment

Continue with the training topic you chose in Case 3. DO NOT
CHANGE TOPICS. Go through, step by step, the Implementation
phase of the ADDIE model. Be as specific as possible. If there is
unknown information, make logical assumptions for the information

Listen

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needed and include a section in your paper showing the
assumptions you made.

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

As you select two outside sources for Case 3, 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. Retrieved from

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

Phase: Implementation

a. Provide a 6- to 8-minute video of a sample from your training
course, prepared to show the learners what they may expect in
the rest of your training program. For example, if the subject is
how to groom and shampoo a dog, then cover a section of that
content in the video. Include the learning objectives applicable to
that video section in your video.

b. In a Word document or as an add-on to your video, critique your
video and make recommendations for the future. Also in the

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same Word or video file, discuss what feedback you would collect
to validate content accuracy and completeness, teaching
methods, and communication approach.

Note: Your video may be too large and take too much time to
upload directly to the classroom. If you have slow Internet, you may
be timed out. However, your file may be uploaded to YouTube and
the link shared. Set as Unlisted. Unlisted means your video will not
come up in search results. (Only those who know the link can view
it even if they do not have a YouTube account/username). Put the
link to your video in a Word document and insert it in the Case 3
dropbox by the assignment due date. Your instructor will find the
link to the video by opening that Word document, although you can
insert the link in the text box, too.

Alternatively, you can create a PowerPoint presentation and insert
an audio on each slide.

Assignment Expectations

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

Assignment Requirements

Critical Thinking

Writing and Assignment Organization

Use of Sources and Mechanics

Timeliness

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