Discussion: BUS 4047 Capella University Training Needs Assessment Paper

Discussion: BUS 4047 Capella University Training Needs Assessment Paper

Question Description
For this assessment, you will use the CapraTek: Training Needs Assessment simulation. Using this simulation, featuring a fictitious technology organization, will require you to make some decisions about which employees to gather data from, and about what data to utilize and interpret in your assessment. The goal of developing this data is to drive employee performance in the direction of the organizational strategy.
Note: The assessments in this course build upon each other to form a training and development program, so you are strongly encouraged to complete them in sequence.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Demonstrate effective training program design, development, and implementation.
Describe what a training needs analysis is.
Analyze methods for performing a training needs analysis (gap analysis) to determine what trainees know or can do prior to training.
Justify the SMEs selected to interview and the questions asked for the training needs analysis.
Context
The first and most critical step of designing a training and development program is to conduct a training needs analysis (or assessment) to identify actual training needs. This is often referred to as a gap analysis because the gap is the difference between what the employees currently know and what they need to know.
In developing a training and development program, you often interview subject matter experts (SMEs) to gather data on training needs. This assessment asks you to imagine yourself in the role of a training consultant who will be developing a training program, and the simulation’s design demonstrates how to create strong questions for SMEs and how to use the interviews to obtain key documentation and data about training needs.In this assessment, you will practice performing a training needs analysis (TNA) by selecting whom to interview and deciding what data to gather in order to identify gaps in trainee knowledge. You will summarize your findings using a TNA format. Include what trainees should know (or be able to do), and then using your findings, identify what they currently know (or can do). The gap will determine the learning objectives on a specific topic that the trainees should meet during the program you design and develop in this course. Using Bloom’s Taxonomy, a model that classifies levels of learning, can help you successfully prepare learning objectives for trainees at the proper level of human cognition: knowledge, comprehension, application, analysis, synthesis, or evaluation.
Questions to Consider
As you work to complete this assessment, you may find it helpful to consider the questions below. You are encouraged to discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community, in order to deepen your understanding of the topics.
Resources
REQUIRED RESOURCES
The following resources are required to complete the assessment.
Capella Multimedia
Click the link provided below to complete the following simulation activity:
CapraTek Training Needs Assessment | Transcript.

SUGGESTED RESOURCES
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Multimedia
Click the links provided below to view the following multimedia pieces:
Bloom’s Taxonomy | Transcript.
Strategic Training Development | Transcript.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course.
Hughes, R., & Beatty, K. (2005). Five steps to leading strategically. Training & Development, 59(12), 45–47.
Spicer, C. (2009). Building a competency model. HRMagazine, 54(4), 34–36.
Zemke, R. (1998). How to do a needs assessment when you think you don’t have time. Training, 35(3), 38–44.
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BUS-FP4047 – Employee Training and Development Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
Association for Talent Development. (2014). Retrieved from https://www.td.org/
Bishop, T. (2013). Jeff Bezos explains the next step in Amazon’s strategy—the ‘hardest and coolest’ part. Retrieved from http://www.geekwire.com/2013/jeff-bezos-explains-s…
CBS News. (2008). The millennials are coming! [Video] | Transcript. Retrieved from http://www.cbsnews.com/videos/the-millennials-are-…
West Midland Family Center. (n.d.). Generational differences chart. Retrieved from http://www.wmfc.org/uploads/GenerationalDifference…
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.
Blanchard, N. P., & Thacker, J. (2013). Effective training (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Chapter 1.
Chapter 2.
Assessment Instructions
PREPARATION
Complete the CapraTek: Training Needs Assessment simulation activity. This simulation will help you understand how to create strong questions, select appropriate subject matter experts, and gain the understanding of how and where to locate key information related to an organization’s (CapraTek’s) training needs.
Familiarize yourself with the scenario and the information on the home panel of the media piece before you proceed to the activity.
This TNA simulation uses navigation that requires you to complete certain steps before moving on to the next step.
You will have the opportunity to go through the activity multiple times to see how different decisions affect the outcome.
Be sure to download your results after completing this simulation; you will use them in this assessment.
REQUIREMENTS
For this assessment, complete the following:
Describe what a training needs analysis is.
Analyze methods for performing a training needs analysis (gap analysis) to determine what trainees know or can do prior to training.
Justify the SMEs selected to interview and the questions asked for the training needs analysis.
ADDITIONAL REQUIREMENTS
Written communication: Written communication is in a professional style with correct grammar, usage, and mechanics.
APA formatting: Resources and citations are formatted according to current APA style.
Headings: Incorporate level headings according to current APA style.
Length: A typical response will be 3–4 typed, double-spaced pages.
Font and font size: Times New Roman, 12 point.
References: As needed.

Also Check Out:

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Excellent work. Mary, My plan also includes the DNP. If I continue my education, I prefer patient care to research, and I believe the DNP will give me more opportunities to work in a clinical setting. A Ph.D. is an abbreviation for Doctor of Philosophy, which is primarily a research doctorate. You’ve probably heard of the Ph.D., which is what most professors at four-year universities have. It is a terminal degree for those who want to conduct research and add new knowledge to a specific discipline. That discipline could be literature, biology, mathematics, or any of the many others available through the university system. A Ph.D. in nursing is intended for those who want to conduct research and discover new knowledge in the field of nursing. It is also for those who wish to teach at a major research university (although you can still teach with a DNP at some smaller universities). The DNP, which stands for Doctor of Nursing Practice, is more concerned with clinical practice than research. DNP programs are typically structured and styled similarly to other clinical practice doctorates such as the medical doctorate (MD), occupational therapy doctorate (OTD), or pharmacy doctorate (Pharm.D.).
There is a significant distinction between a DNP and a PhD in Nursing. DNP preparation is for nurses who want to become advanced practitioners based on clinical practice. PhDs in nursing are awarded to nurses who want to further their education through research and education. Although the two degrees are clearly distinct, many similarities exist.
DNP are in charge of a lot of things. DNPs must stay current on scientific advances and clinical knowledge (Gaines, 2019). However, the same is true for PhD-prepared nurses. Science is constantly evolving, and nurses are lifelong learners. Whatever degree nurses hold, they will always be learning.
A nurse practitioner can earn a DNP or a PhD, but the DNP is preferred (Gaines, 2019). Nurse practitioners can diagnose, treat, and prescribe medications to patients, but in some states, they must be supervised by a medical doctor.
A PhD-educated nurse does not work as a health care provider. A PhD-prepared nurse focuses solely on research and study of nursing practice (Gaines, 2019). These nurses work as researchers or educators (Gaines, 2019). These nurses have exceptional research skills; they are specifically taught how to research evidence-based data (Thomas, 2018). Another goal of PhD-prepared nurses is to develop and test nursing theories (Thomas, 2018).
PhD used to be the gold standard for nursing education (Gaines, 2019). In the past, the PhD level of nursing education was a stand-alone in Doctorate education in nursing (Gaines, 2019). In 2004, the American Association of Colleges of Nursing urged all nursing schools to encourage students to pursue a Doctorate level of education rather than a master’s level (McCauley, 2020).
Either degree would be advantageous. However, the DNP programs appear to be better suited to a bedside RN looking to advance his or her patient care and clinical skills. This is the type of degree I would pursue. Other facts also help to simplify this decision. DNP education takes less time to complete, and DNPs earn significantly more than PhD-prepared nurses. It is very important to me to continue interacting with patients and assisting them.

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For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.