Training and Development

4/2/24, 9:47 PM Case – HRM402 Training and Development (2024MAR04FT-1) 1/3

Module 3 – Case


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




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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




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