Mallory Jones
University of Phoenix
AET/570
Charity Jennings, EdD
August 31, 2021
Signature Assignment: Training Program Plan
This program represents a hypothetical training course developed for One Jeanswear Group™ and represents training for a proposed inventory database upgrade. Elements of this program were originally compiled for other courses and will be properly cited for their inclusion in this program.
Part I: Needs Analysis
This program would be hypothetically implemented to train existing managers, line supervisors, clerks and team leads in the use of a new inventory database management application. The learners engaged in the formal training would be managers and line supervisors, who would then be capable of training team leads and clerks under their supervision.
To prepare for this program, a survey was conducted among the managers and supervisors in order to determine the both the feasibility of this program and to identify the specific project requirements. The survey was completed by both the Virginia and California distribution centers (DCs), and showed that among other things, that the survey itself “was fundamentally flawed. With a total of fourteen questions, this made the data difficult to interpret but not completely useless.” (Jones, OJG Needs Assessment Evaluation Report, 2021) Among the useful information the survey provided, Jones noted that the quantitative data could be used to “establish the frequency with which each department used the most common database functions on a scale from 0 to 5, with 0 being almost ever, and five being several times an hour. Given that some departments perform tasks that others don’t, the quantitative data shows the most frequently performed tasks include consuming LPNs, Palletizing goods, and locating goods transported via hand jack or powered industrial truck.” (Jones, OJG Needs Assessment Evaluation Report, 2021, p. 6) This could still be useful in establishing a baseline for the training program’s requirements.
This program could add value to the organization by including constructivist theory in its design. According to WGU, this theory is “based on the idea that people actively construct or make their own knowledge, and that reality is determined by your experiences as a learner. Basically, learners use their previous knowledge as a foundation and build on it with new things that they learn.” (WGU, 2020) With this in mind, the learners could use their existing knowledge of the company’s daily operations and prior database needs to help them learn the structure and procedures for the new application.
Part II: Training Program Description
Based on the NA and the results of the survey, the company has determined that the best course of action is to purchase only those instructional modules from the vendor that are required to meet OJG’s needs.
Scope
The scope of this project includes the data-gathering process, establishment of the project requirements, and the design, implementation, and evaluation of the training program’s effectiveness. As the database installation will be a phased implementation, the training program will follow suit. Training will occur at the Virginia DC first, and the results will dictate any modifications required before the program is enacted in California.
Audience
As previously mentioned, the target audience for this training will be the management personnel and line supervisors from each DC. The learners will be between the ages of thirty-five and sixty-five and will have varying degrees of education. Managers will all hold a bachelor’s degree or higher, while line supervisors will typically be High School or GED graduates. Once they have completed the training course, learners will be able to provide hands-on training to their respective subordinates.
Goals and Objectives
Goal 1: Train learners to perform routine transactions using the new database application.
| Audience | Students will be able to demonstrate competency in the new inventory database management system. |
| Behavior | Given a workstation loaded with the new Inventory database application and the appropriate access rights, students will be able to perform routine transactions. |
| Condition | Given a workstation loaded with the new Inventory database application and the appropriate access rights, students will be able to increase overall productivity and rate of error. |
| Degree | Students will model their learning based on their own previous experience with the company’s daily operations and existing database application. |
Goal 2: Train learners to become superusers of the new inventory database application.
| Audience | Students will be able train their subordinates in the use of the new inventory database management system. |
| Behavior | Given a workstation loaded with the new Inventory database application and the appropriate access rights, Line Supervisors will be able to train their Team Leads and other Associates to perform routine transactions with the database. |
| Condition | Given a workstation loaded with the new Inventory database application and the appropriate access rights, Team Leads, Clerks, and Associates will be able to perform routine transactions without assistance. |
| Degree | Students will model their learning based on their own previous experience with the company’s daily operations and existing database application. |
Goal 3: Train learners to diagnose and correct front-line issues with the application.
| Audience | Students will be able to diagnose and correct minor issues with the application, and identify when an issue needs to be escalated to IT. |
| Behavior | Given a workstation loaded with the new Inventory database application and the appropriate access rights, Line Supervisors should be able to assess which issues they can feasibly correct themselves, and which should be escalated. (Jones, Inventory Database Proficiency for OJG Distribution Supervisors, 2020) |
| Condition | Given a workstation loaded with the new Inventory database application and the appropriate access rights, Line Supervisors should be able to correct basic implementation issues without escalation. |
| Degree | Students will demonstrate the ability to perform routine database transactions and diagnose basic issues. |
Using the principles of constructivism as previously discussed, this training program will have a positive impact on adult education by allowing the learners to apply their previous experiences to their training, specifically their accumulated workplace knowledge of existing practices. It will also provide a framework for designing other courses with similar objectives and goals.
Part III: Budget
While budget management is crucial to any program plan, it is beholden to the planner to be familiar with their organization’s processes. Indeed, Cafarella cautious that any given organization may have hybridized versions of two or more models. (Caffarella & Daffron, 2013) Since this program represents a special project with a limited timeframe, the author has chosen to use the Planning, Programming, and Budget Systems (PPBS) model. The following tables represent the basic framework of the budget based on best-guess estimates, and are based on Cafarella and Daffron’s worksheets.
Income
Since this project was instituted by the company to train users for an upcoming inventory database application, all income will be derived via parent organizational subsidy. The following worksheet assumes a budget of $50,000 for the entire project.
| Budget Items | Expenses | Amount |
| Personnel | ||
| Program Director | OJG TD coordinator | $5,000 |
| Support Staff | HR Reps | $2,500 |
| Other Staff | Facilities/IT Managers for each location | $2,500 |
| External Staff | ||
| Program Consultants | Vendor Training Coordinator | $5,000 |
| Instructors/Facilitators | Vendor-supplied training specialist | $5,000 |
| IT Support | Vendor helpdesk support | $2,500 |
| Materials/Equipment | ||
| Computers | Workstations for in-person training | $5,000 |
| Printers | For running test reports | $2,500 |
| Projectors | Integrated into conference rooms | N/A |
| Technical Support | ||
| IT Support | Provided by OJG Facilities/IT Managers | N/A |
| Travel | ||
| Air Fare | Travel to airports closest to OJG facilities | $5,000 |
| Ground Transportation | $2,500 | |
| Mileage | $2,500 | |
| Rental Car | $1,000 | |
| Parking Fees | For Instructors/facilitators needing to leave their vehicles in airport parking | $1,000 |
| Facilities | ||
| Overnight Rooms | Hotels for Instructors/Facilitators | $5,000 |
| Meeting Rooms | OJG conference rooms | N/A |
| Total Expenses | $47,000 |
Part IV: Stakeholders and Goals
Several stakeholders have been identified as crucial in all phases of this project, from establishing the requirements to the design, testing and implementation of the course. These stakeholders include members of management, Human Resources, line supervisors, and instructional staff. Once identified, we also need to discuss each stakeholder’s role in the process and how their participation aligns with the project goals. As outlined above, the primary goal of the program is to enable supervisors to train subordinates, while the secondary goal is to enable them to serve as frontline application support. In addition, each stakeholder will require a separate buy-in strategy for securing their participation. Details are provided in the matrix below.
| Stakeholders | Details |
| CEO | Role: Provides final authorization for program initiation and oversight. Buy-in Strategy: Detailed presentation outlining the differences between the old system and the new one, highlighting the need for the training program. |
| OJG Training Coordinator | Role: Works with the vendor to plan the specific details of the training program. Specifically in which course modules the company needs to meet overall company objectives. Buy-in Strategy: Detailed presentation outlining the differences between the old system and the new one, highlighting the need for the training program. |
| Operations Managers | Role: Oversee daily operations for each distribution center. Buy-in Strategy: Distribution of fact sheet and other promotional materials via email/company intranet. |
| Facilities/IT Managers | Role: Provide security and IT support for each facility. Buy-in Strategy: Distribution of fact sheet and other promotional materials via email/company intranet. |
| Line Supervisors | Role: Target audience for the training program, and the primary learners. Buy-in Strategy: Distribution of fact sheet and other promotional materials via email/company intranet. |
| Vendor Training Coordinator | Role: Works with OJG to plan the specific details of the training program, specifically in which course modules the company needs to meet overall company objectives. Buy-in Strategy: Not strictly necessary, as training should be part of the user support package negotiated in the initial sale of the new application. |
| Vendor-supplied instructors | Role: Provide instruction and related support for the primary learners. Buy-in Strategy: Not strictly necessary, as training should be part of the user support package negotiated in the initial sale of the new application. |
Part V: Promotional Materials
Benefits
During a Training Trends plan presentation, the author noted a number of current industry trends that could adversely affect the way OJG does business. First identified by Magnus Meier, these trends include increased competition, supply chain disruptions talent issues, and regulation complexity. (Meier, 2021) After determining that a new inventory database application was warranted, application retraining became the next step. This training course could provide immense value to the company by helping our employees learn how to use the new database application with peak efficiency once the learning curve has been passed.
Instructional Practices
By using a constructivist approach, the program will benefit Adult Learning by allowing the learners to use their previous work experience and experience with the existing database application. It will also be a largely experiential exercise, as much of the course will involve hands-on training that will involve both Scaffolding and Modelling approaches. The program courses will be conducted in person at each of OJG’s distribution centers, allowing the learners real-time access to their facilitators and the ability to learn in a collaborative setting.
Training Plan Communication and Promotional Distribution
As mentioned above, training plan communication will occur during the stakeholder buy-in phase, and the communications medium will vary. At the executive level, communication will occur via a detailed presentation either in-person or by using virtual teleconferencing tools. At the management level and below, communication will occur via emails and telephone calls. The attached fact sheet will be distributed via the company Intranet, allowing recipients to print hard copies for display and reference.
Part VI: Program Evaluation
Rationale
This training program will be conducted via phased implementation, with the results from each facility’s program being used to adjust for future course sessions. As established in the database proficiency report, both quantitative and qualitative data will be gathered via quiz results, satisfaction surveys, and follow-up interviews with the relevant Liaison Managers. (Jones, Inventory Database Proficiency for OJG Distribution Supervisors, 2020) Along with the fact sheet, a sample program evaluation survey has been included with this document.
References
Caffarella, R., & Daffron, S. (2013). Planning Programs for Adult Learners. Jossey-Bass.
Jones, M. (2020). Inventory Database Proficiency for OJG Distribution Supervisors. University of Phoenix, College of Education.
Jones, M. (2021). Inventory Database Training Needs Assessment for One Jeanswear Group. Needs Assessment, University of Phoenix, College of Education.
Jones, M. (2021). OJG Needs Assessment Evaluation Report. University of Phoenix, College of Education.
Meier, M. (2021, February 10). 2021 Wholesale distribution trends: More competition, supply chain disruption. Retrieved from The Future of Customer Engagement and Experience: https://www.the-future-of-commerce.com/2021/02/10/2021-wholesale-distribution-trends/
WGU. (2020, May 27). What is constructivism? Retrieved from WGU: Western Governors University: https://www.wgu.edu/blog/what-constructivism2005.html
Mallory Jones 