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Tag: Human Resource Management Case Studies & Problem Sets

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  • [Solved] Human Resources Management

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    – 2 years ago **files (1)** – ## HRMD630AssignmentInstructions.docx **## HRMD630AssignmentInstructions.docx** | | | | — | — | | Instructions | | | Your research assignment for this class will be to choose a staffing current events topic to research. <br>First . . . choose a topic. <br>A list of …

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    – 2 years ago

    **files (1)**

    – ## HRMD630AssignmentInstructions.docx

    **## HRMD630AssignmentInstructions.docx**

    | | |
    | — | — |
    | Instructions | |
    | Your research assignment for this class will be to choose a staffing current events topic to research. <br>First . . . choose a topic. <br>A list of suggested topics is provided below, but you may choose another topic that is not listed.  If you do choose a topic that is not on the list, please check with me to make sure it is acceptable before the conclusion of Unit 6.  If you choose a topic on the list, you do not have to clear it with me.   <br>· <br>**Intelligence and Executive Recruitment**: Cognitive Ability Tests in selection has become a hot topic in regards to recruiting executives and is seen by many as the main predictor of success. <br> <br>· <br>**Economic Climate and Recruitment**: The job market has changed dramatically over the last 3 years with the economic challenges. Research the impact of this on staffing and recruiting. <br> <br>· <br>**Recruiting in a Globalized Economy**: The effect of globalization on the job market in the U.S. <br> <br>· The impact of proper selection methods on retention or discuss current popular testing methods used for selection and their validity. <br>· <br>**Diversity Issues**: There is a variety of different topics around diversity – how to encourage diversity, the advantages of a diverse workforce, a look at companies that have diversity programs, or how to implement a diversity program. <br> <br>· <br>**Recruiting Top Talent**: The trend has been to focus on hiring for talent rather than experience. A variety of research topics could center on this from why this trend, to how to select for talent, and how to interview for talent. <br> <br>· Aging Population and the effect of the Baby Boomers nearing Retirement on Recruitment <br>· <br>**The Internet and Recruiting**: How has the Internet and Social Media changed the world of recruiting. <br> <br>· <br>**Hiring the Veteran**: Look at the advantages, impact on the job market, what does the future job market look like for veterans, etc. <br> <br>· <br>**Job Competencies**: How are job competencies different today, what skills are most valuable to today’s workforce, pick an industry and discuss competencies required and how to best select for those competencies or take the article in the suggested readings list by Daniel Pink and back up this discussion. <br> <br>· <br>**New Technologies**: How have new technological interventions affected the recruitment process. <br> <br>· <br>**Metrics and Recruiting and Staffing**: the importance of metrics on HR and connecting this area to the strategic initiatives of the organization, how to improve reporting and metrics to provide impact. <br> <br>· <br>**Scorecards**: What metrics should be included, how to implement, value of metrics to overall strategy. <br> <br>· <br>**Case Study**: Looks at your organization and provide an analysis of current practices in recruiting and possible need for improvement. <br> <br>· <br>**Employment Branding**: What are the benefits, how does it impact recruiting efforts. <br> <br>· <br>**Assessment Tests for Fit**: What tests are available for testing for cultural fit and their validity and reliability and impact on retention. <br> <br>· <br>**Cultural Fit**: Is it necessary for success or risks associated with creating a homogeneous organization – legal ramifications and impact on growth and innovativeness.  <br> <br>**Requirements and Assessment**<br>· The content is substantial and represents a significant literature review.  In other words, the material extends substantially beyond the course readings.  The issues discussed are key facets of the topic.      <br>· The references represent scholarly sources.  Plan to use a minimum 12 sources for the paper.  (Use UMGC’s library.  The librarians are very helpful.)   All references are cited and all citations are referenced.  Sources published prior to 2010 should be avoided, except when some brief history of the topic is necessary. <br>· The body of the paper (not including the bibliography) is a minimum of 6 full pages (12 point font) but does not exceed 8 full pages.   <br>· The introduction tells the reader the purpose and topic of the paper.   <br>· The information is synthesized and relates back to the purpose and topic of the paper.  <br>· Special terms are defined.   <br>· Points are logically sequenced; the paper is well-organized.     <br>· The summary recaps the key points and provides closure to the discussion. <br>· Technical aspects of writing (i.e., grammar, sentence structure, and spelling) are correct.   <br>· Citations are given for non-original material, using APA format for the in-text citation as well as the reference list. |
    | · | |
    | Due on Apr 23, 2025 12:59 AM |

    Hide Rubrics

    **Rubric Name: Unit 6 Assignment**

    Print

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Criteria | **Excellent** | **Good** | **Satisfactory** | **Needs Improvement** | **Unsatisfactory** | **Criterion Score** |
    | Required elements | 40 points<br>Student thoroughly addresses all required elements. | 30 points<br>Student  addresses most required elements. | 20 points<br>Student  addresses some of the required elements. | 10 points<br>Student  addresses a few of the required elements. | 0 points<br>Does not meet minimum requirements for assignment. | Score of Required elements,<br>/ 40 |
    | Quality of discussion and analysis | 40 points<br>The depth of discussion is excellent. All concepts are accurately described and employed. The analysis is very logical and well-supported. | 30 points<br>The depth of discussion is adequate. Most concepts are accurately described and employed. The analysis is mostly logical and adequately supported. | 20 points<br>The depth of discussion needs improvement. Some concepts are accurately described and employed. The analysis needs improvement and more support. | 10 points<br>The depth of discussion needs significant improvement. Few concepts are accurately described and employed. The analysis needs significant improvement and much more support. | 0 points<br>Does not meet minimum requirements for assignment. | Score of Quality of discussion and analysis,<br>/ 40 |
    | Criteria | **Level 4** | **Level 3** | **Level 2** | **Level 1** | **Level 0** | **Criterion Score** |
    | Knowledge of topic and readings | 40 points<br>Overall, the student demonstrates an advanced understanding of the topic and the readings. | 30 points<br>Overall, the student demonstrates a competent understanding of the topic and the readings. | 20 points<br>Overall, the student demonstrates some knowledge of the topic and the readings. | 10 points<br>Overall, the student demonstrates a very limited knowledge of the topic and the readings. | 0 points<br>Does not meet minimum requirements for assignment. | Score of Knowledge of topic and readings,<br>/ 40 |
    | Clarity and Logical Flow of Ideas | 40 points<br>The flow of ideas in the body of the response is logically organized. A clear argument is presented. | 30 points<br>The flow of ideas in the body of the response is mostly logically organized. A clear argument is presented. | 20 points<br>The flow of ideas in the body of the response is sometimes difficult to follow. There is not a clear argument. | 10 points<br>The flow of ideas in the body of the response is very hard to follow. There is not a clear argument. | 0 points<br>Does not meet minimum requirements for assignment. | Score of Clarity and Logical Flow of Ideas,<br>/ 40 |

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Criteria | **Excellent** | **Good** | **Satisfactory** | **Needs Improvement** | **Unsatisfactory** | **Criterion Score** |
    | Grammar, Spelling, and Sentence Structure APA Style | 40 points<br>The analysis contains very few, if any, minor errors related to grammar, spelling, and sentence structure. Content is easy to understand.<br>AND<br>Student properly uses and cites resources. | 30 points<br>The analysis contains minor errors related to grammar, spelling, and sentence structure; but, they do not distract the reader from the content.<br>AND/OR<br>Student mostly uses and cites resources properly. | 20 points<br>The analysis contains many errors related to grammar, spelling, and sentence structure. They do distract the reader from the content.<br>AND/OR<br>Student sometimes cites and uses resources. | 10 points<br>The analysis contains major errors related to grammar, spelling, and sentence structure. They do distract the reader from the content.<br>AND/OR<br>Student rarely cites resources. | 0 points<br>Does not meet minimum requirements for assignment. | Score of Grammar, Spelling, and Sentence Structure APA Style,<br>/ 40 |

    Total

    Score of Unit 6 Assignment,

    / 200

    **## HRMD630AssignmentInstructions.docx**

    | | |
    | — | — |
    | Instructions | |
    | Your research assignment for this class will be to choose a staffing current events topic to research. <br>First . . . choose a topic. <br>A list of suggested topics is provided below, but you may choose another topic that is not listed.  If you do choose a topic that is not on the list, please check with me to make sure it is acceptable before the conclusion of Unit 6.  If you choose a topic on the list, you do not have to clear it with me.   <br>· <br>**Intelligence and Executive Recruitment**: Cognitive Ability Tests in selection has become a hot topic in regards to recruiting executives and is seen by many as the main predictor of success. <br> <br>· <br>**Economic Climate and Recruitment**: The job market has changed dramatically over the last 3 years with the economic challenges. Research the impact of this on staffing and recruiting. <br> <br>· <br>**Recruiting in a Globalized Economy**: The effect of globalization on the job market in the U.S. <br> <br>· The impact of proper selection methods on retention or discuss current popular testing methods used for selection and their validity. <br>· <br>**Diversity Issues**: There is a variety of different topics around diversity – how to encourage diversity, the advantages of a diverse workforce, a look at companies that have diversity programs, or how to implement a diversity program. <br> <br>· <br>**Recruiting Top Talent**: The trend has been to focus on hiring for talent rather than experience. A variety of research topics could center on this from why this trend, to how to select for talent, and how to interview for talent. <br> <br>· Aging Population and the effect of the Baby Boomers nearing Retirement on Recruitment <br>· <br>**The Internet and Recruiting**: How has the Internet and Social Media changed the world of recruiting. <br> <br>· <br>**Hiring the Veteran**: Look at the advantages, impact on the job market, what does the future job market look like for veterans, etc. <br> <br>· <br>**Job Competencies**: How are job competencies different today, what skills are most valuable to today’s workforce, pick an industry and discuss competencies required and how to best select for those competencies or take the article in the suggested readings list by Daniel Pink and back up this discussion. <br> <br>· <br>**New Technologies**: How have new technological interventions affected the recruitment process. <br> <br>· <br>**Metrics and Recruiting and Staffing**: the importance of metrics on HR and connecting this area to the strategic initiatives of the organization, how to improve reporting and metrics to provide impact. <br> <br>· <br>**Scorecards**: What metrics should be included, how to implement, value of metrics to overall strategy. <br> <br>· <br>**Case Study**: Looks at your organization and provide an analysis of current practices in recruiting and possible need for improvement. <br> <br>· <br>**Employment Branding**: What are the benefits, how does it impact recruiting efforts. <br> <br>· <br>**Assessment Tests for Fit**: What tests are available for testing for cultural fit and their validity and reliability and impact on retention. <br> <br>· <br>**Cultural Fit**: Is it necessary for success or risks associated with creating a homogeneous organization – legal ramifications and impact on growth and innovativeness.  <br> <br>**Requirements and Assessment**<br>· The content is substantial and represents a significant literature review.  In other words, the material extends substantially beyond the course readings.  The issues discussed are key facets of the topic.      <br>· The references represent scholarly sources.  Plan to use a minimum 12 sources for the paper.  (Use UMGC’s library.  The librarians are very helpful.)   All references are cited and all citations are referenced.  Sources published prior to 2010 should be avoided, except when some brief history of the topic is necessary. <br>· The body of the paper (not including the bibliography) is a minimum of 6 full pages (12 point font) but does not exceed 8 full pages.   <br>· The introduction tells the reader the purpose and topic of the paper.   <br>· The information is synthesized and relates back to the purpose and topic of the paper.  <br>· Special terms are defined.   <br>· Points are logically sequenced; the paper is well-organized.     <br>· The summary recaps the key points and provides closure to the discussion. <br>· Technical aspects of writing (i.e., grammar, sentence structure, and spelling) are correct.   <br>· Citations are given for non-original material, using APA format for the in-text citation as well as the reference list. |
    | · | |
    | Due on Apr 23, 2025 12:59 AM |

    Hide Rubrics

    **Rubric Name: Unit 6 Assignment**

    Print

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Criteria | **Excellent** | **Good** | **Satisfactory** | **Needs Improvement** | **Unsatisfactory** | **Criterion Score** |
    | Required elements | 40 points<br>Student thoroughly addresses all required elements. | 30 points<br>Student  addresses most required elements. | 20 points<br>Student  addresses some of the required elements. | 10 points<br>Student  addresses a few of the required elements. | 0 points<br>Does not meet minimum requirements for assignment. | Score of Required elements,<br>/ 40 |
    | Quality of discussion and analysis | 40 points<br>The depth of discussion is excellent. All concepts are accurately described and employed. The analysis is very logical and well-supported. | 30 points<br>The depth of discussion is adequate. Most concepts are accurately described and employed. The analysis is mostly logical and adequately supported. | 20 points<br>The depth of discussion needs improvement. Some concepts are accurately described and employed. The analysis needs improvement and more support. | 10 points<br>The depth of discussion needs significant improvement. Few concepts are accurately described and employed. The analysis needs significant improvement and much more support. | 0 points<br>Does not meet minimum requirements for assignment. | Score of Quality of discussion and analysis,<br>/ 40 |
    | Criteria | **Level 4** | **Level 3** | **Level 2** | **Level 1** | **Level 0** | **Criterion Score** |
    | Knowledge of topic and readings | 40 points<br>Overall, the student demonstrates an advanced understanding of the topic and the readings. | 30 points<br>Overall, the student demonstrates a competent understanding of the topic and the readings. | 20 points<br>Overall, the student demonstrates some knowledge of the topic and the readings. | 10 points<br>Overall, the student demonstrates a very limited knowledge of the topic and the readings. | 0 points<br>Does not meet minimum requirements for assignment. | Score of Knowledge of topic and readings,<br>/ 40 |
    | Clarity and Logical Flow of Ideas | 40 points<br>The flow of ideas in the body of the response is logically organized. A clear argument is presented. | 30 points<br>The flow of ideas in the body of the response is mostly logically organized. A clear argument is presented. | 20 points<br>The flow of ideas in the body of the response is sometimes difficult to follow. There is not a clear argument. | 10 points<br>The flow of ideas in the body of the response is very hard to follow. There is not a clear argument. | 0 points<br>Does not meet minimum requirements for assignment. | Score of Clarity and Logical Flow of Ideas,<br>/ 40 |

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Criteria | **Excellent** | **Good** | **Satisfactory** | **Needs Improvement** | **Unsatisfactory** | **Criterion Score** |
    | Grammar, Spelling, and Sentence Structure APA Style | 40 points<br>The analysis contains very few, if any, minor errors related to grammar, spelling, and sentence structure. Content is easy to understand.<br>AND<br>Student properly uses and cites resources. | 30 points<br>The analysis contains minor errors related to grammar, spelling, and sentence structure; but, they do not distract the reader from the content.<br>AND/OR<br>Student mostly uses and cites resources properly. | 20 points<br>The analysis contains many errors related to grammar, spelling, and sentence structure. They do distract the reader from the content.<br>AND/OR<br>Student sometimes cites and uses resources. | 10 points<br>The analysis contains major errors related to grammar, spelling, and sentence structure. They do distract the reader from the content.<br>AND/OR<br>Student rarely cites resources. | 0 points<br>Does not meet minimum requirements for assignment. | Score of Grammar, Spelling, and Sentence Structure APA Style,<br>/ 40 |

    Total

    Score of Unit 6 Assignment,

    / 200

  • [Solved] Human Resources

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    I need your help – [\ \ YoungResponse.jpeg](https://www.sweetstudy.com/files/youngresponse-jpeg "YoungResponse.jpeg") – [\ \ NixonResponse.jpeg](https://www.sweetstudy.com/files/nixonresponse-jpeg "NixonResponse.jpeg") – 2 years ago

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    I need your help

    – [\
    \
    YoungResponse.jpeg](https://www.sweetstudy.com/files/youngresponse-jpeg "YoungResponse.jpeg")
    – [\
    \
    NixonResponse.jpeg](https://www.sweetstudy.com/files/nixonresponse-jpeg "NixonResponse.jpeg")

    – 2 years ago

  • [Solved] Human Resource Management

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    – 2 years ago **files (1)** – ## HRMD651Assignmentnstructions.docx **## HRMD651Assignmentnstructions.docx** | | | | | — | — | — | | Instructions | | | **Training Proposal** For your Unit 6 assignment, your task is to develop and propose to management a one-day (maximum 8 hours) training sessio…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## HRMD651Assignmentnstructions.docx

    **## HRMD651Assignmentnstructions.docx**

    | | | |
    | — | — | — |
    | Instructions | |
    | **Training Proposal**

    For your Unit 6 assignment, your task is to develop and propose to management a one-day (maximum 8 hours) training session for which you are the trainer.

    There are two components of this assignment:

    · A training proposal

    · A training plan

    Then, for your Unit 7 assignment, you will design one of the individual training modules.

    First, you will select the topic of the training program.  You may pick one of the topics below or use one of your own ideas:

    · New Hire Orientation

    · Cybersecurity

    · Harassment Policies

    · New Software Training

    · Customer Service

    · Communication

    · Health & Safety Protocols

    **Part One – The Training Proposal**

    Make a business case through a detailed memo to your HR Director (or other relevant leader) for how a training program can support the organization and address the needs gap. Please use articles and resources provided during our course to support your proposal.  You must use at a minimum 3 sources.

    Your memo should be no less than 500 words and no greater than 750 words.

    Part of the challenge of this assignment is to express yourself clearly and succinctly in your communication to management.

    Here is the outline for your memo:

    · What is the learning need?

    · How will this learning benefit the organization as a whole?

    · Who are the learners?  What is their background?  What do they already know?

    · What do the learners need to know?  Summarize the content of your training program.

    · What is the delivery method?  What resources will you need?  What is your timetable?

    · What will learners be able to do at the end of the session?

    · How will you evaluate the effectiveness of your training program?

    **Part Two – The Training Plan**

    To begin, use the template below to give a short description of your course.

    In 3-4 sentences, introduce your company by describing its business focus. Identify which training topic you selected.  Develop a brief course description. Managers often refer to a course catalog (internal or external) to determine which courses are available, who should attend and what trainees will learn. In a short, single paragraph, describe your course.

    · Company Overview: Introduce your company by describing what its business focus.

    · Training Topic: Identify which your training topic.  Be as specific as possible.

    · Course Description: Describe your course.

    Then, develop the outline of your training session.  Please use the table below as a template or create your own that includes the information in the table below.

    Your training day is limited to a maximum of 8 hours (including any breaks) and it is recommended that you limit your training modules to 3 in the morning and 3 in the afternoon.

    Each module should include a short description and the time being allocated to it.  It should be easy for the reader to determine if the modules that you are presenting will cover topics that will meet their needs and in the depth they are looking for.

    1. Include modules for the introduction and conclusion and all required breaks

    2. The timing of each module should make sense; you only have one day (8 hours) so you may need to limit what you talk about. Don’t try to fit it all in.

    | | | |
    | — | — | — |
    | **Time** | **Module Title (including brief description and activities)** | **Module Objective(s)** |
    | 9:00 a.m. – 9:30 a.m. | **Welcome and Introductions**<br>· Provide an overview and outline of the course. <br>· Review learning objectives with participants. <br>· Introduction of facilitator and participants. <br>· Establish session expectations and any housekeeping details required. | · Learners will understand what to expect during today’s sessions. <br>· Learners will be able to maximize their training experience. <br>· Learners will be comfortable in the physical environment. | |
    | | |
    | Due on Apr 22, 2025 11:59 PM |

    Hide Rubrics

    **Rubric Name: Unit 6: Training Proposal**

    Print

    | | | | | | |
    | — | — | — | — | — | — |
    | Criteria | **A** | **B** | **C** | **F** | **Criterion Score** |
    | Quality of Content | 80 points<br>Student demonstrated exceptional knowledge of relevant theories and concepts; all required components of proposal were exceptionally well described; all statements and opinions were supported by appropriate citations from the literature. | 79.01 points<br>Student demonstrated satisfactory knowledge of relevant theories and concepts; most of the required components of proposal were satisfactorily described; most statements and opinions were supported by appropriate citations from the literature. | 76.81 points<br>Student demonstrated less than satisfactory knowledge of relevant theories and concepts; some required components of proposal were not satisfactorily described; some statements and opinions were not supported by appropriate citations from the literature. | 65.84 points<br>Student demonstrated unsatisfactory knowledge of relevant theories and concepts; several required components of proposal were not satisfactorily described; many statements and opinions were not supported by appropriate citations from the literature. | Score of Quality of Content,<br>/ 80 |
    | Quality of Research | 50 points<br>Student did an exceptional job of integrating course readings with additional research.  Student cited more than the required number of references.  Sources listed were all scholarly or practitioner journals or academic books from the last ten years. | 44.44 points<br>Student did an satisfactory job of integrating course readings with additional research.  Student cited the required number of references.  Sources listed were primarily scholarly or practitioner journals or academic books from the last ten years. | 38.89 points<br>Student did a less than satisfactory job of integrating course readings with additional research.  Student may not have cited the required number of references.  Some sources listed were not scholarly or practitioner journals or academic books from the last ten years. | 33.33 points<br>Student did an inadequate job of integrating course readings with additional research.  Student did not cite the required number of references.  Many of the sources listed were not scholarly or practitioner journals or academic books from the last ten years. | Score of Quality of Research,<br>/ 50 |
    | Organization and Mechanics | 50 points<br>Student presented information in a logical sequence that was very easy to follow.  Proposal had no major spelling and/or grammar errors.  The page length requirement was met. | 44.44 points<br>Student presented information in a mostly logical sequence that was fairly easy follow.  Proposal had a few minor spelling and/or grammar errors.  The page length requirement was met or may have been slightly exceeded. | 38.89 points<br>Student presented information in a confusing sequence that was not easy to follow.  Proposal had several major spelling and/or grammar errors.  The page length requirement may not have been met. | 33.33 points<br>Student presented information in an illogical sequence that was difficult to follow.  Proposal had many spelling and/or grammar errors.  The page length requirement was not met. | Score of Organization and Mechanics,<br>/ 50 |
    | Formatting | 20 points<br>All citations, quotations, and references were formatted correctly or contained only one or two minor errors. | 17.78 points<br>Most citations, quotations, and references were formatted correctly or contained a few minor errors. | 15.56 points<br>Several citations, quotations, and references were not formatted correctly or contained major errors. | 13.33 points<br>Many citations, quotations, and references were not formatted correctly or contained many errors. | Score of Formatting,<br>/ 20 |

    Total

    Score of Unit 6: Training Proposal,

    / 200

    **## HRMD651Assignmentnstructions.docx**

    | | | |
    | — | — | — |
    | Instructions | |
    | **Training Proposal**

    For your Unit 6 assignment, your task is to develop and propose to management a one-day (maximum 8 hours) training session for which you are the trainer.

    There are two components of this assignment:

    · A training proposal

    · A training plan

    Then, for your Unit 7 assignment, you will design one of the individual training modules.

    First, you will select the topic of the training program.  You may pick one of the topics below or use one of your own ideas:

    · New Hire Orientation

    · Cybersecurity

    · Harassment Policies

    · New Software Training

    · Customer Service

    · Communication

    · Health & Safety Protocols

    **Part One – The Training Proposal**

    Make a business case through a detailed memo to your HR Director (or other relevant leader) for how a training program can support the organization and address the needs gap. Please use articles and resources provided during our course to support your proposal.  You must use at a minimum 3 sources.

    Your memo should be no less than 500 words and no greater than 750 words.

    Part of the challenge of this assignment is to express yourself clearly and succinctly in your communication to management.

    Here is the outline for your memo:

    · What is the learning need?

    · How will this learning benefit the organization as a whole?

    · Who are the learners?  What is their background?  What do they already know?

    · What do the learners need to know?  Summarize the content of your training program.

    · What is the delivery method?  What resources will you need?  What is your timetable?

    · What will learners be able to do at the end of the session?

    · How will you evaluate the effectiveness of your training program?

    **Part Two – The Training Plan**

    To begin, use the template below to give a short description of your course.

    In 3-4 sentences, introduce your company by describing its business focus. Identify which training topic you selected.  Develop a brief course description. Managers often refer to a course catalog (internal or external) to determine which courses are available, who should attend and what trainees will learn. In a short, single paragraph, describe your course.

    · Company Overview: Introduce your company by describing what its business focus.

    · Training Topic: Identify which your training topic.  Be as specific as possible.

    · Course Description: Describe your course.

    Then, develop the outline of your training session.  Please use the table below as a template or create your own that includes the information in the table below.

    Your training day is limited to a maximum of 8 hours (including any breaks) and it is recommended that you limit your training modules to 3 in the morning and 3 in the afternoon.

    Each module should include a short description and the time being allocated to it.  It should be easy for the reader to determine if the modules that you are presenting will cover topics that will meet their needs and in the depth they are looking for.

    1. Include modules for the introduction and conclusion and all required breaks

    2. The timing of each module should make sense; you only have one day (8 hours) so you may need to limit what you talk about. Don’t try to fit it all in.

    | | | |
    | — | — | — |
    | **Time** | **Module Title (including brief description and activities)** | **Module Objective(s)** |
    | 9:00 a.m. – 9:30 a.m. | **Welcome and Introductions**<br>· Provide an overview and outline of the course. <br>· Review learning objectives with participants. <br>· Introduction of facilitator and participants. <br>· Establish session expectations and any housekeeping details required. | · Learners will understand what to expect during today’s sessions. <br>· Learners will be able to maximize their training experience. <br>· Learners will be comfortable in the physical environment. | |
    | | |
    | Due on Apr 22, 2025 11:59 PM |

    Hide Rubrics

    **Rubric Name: Unit 6: Training Proposal**

    Print

    | | | | | | |
    | — | — | — | — | — | — |
    | Criteria | **A** | **B** | **C** | **F** | **Criterion Score** |
    | Quality of Content | 80 points<br>Student demonstrated exceptional knowledge of relevant theories and concepts; all required components of proposal were exceptionally well described; all statements and opinions were supported by appropriate citations from the literature. | 79.01 points<br>Student demonstrated satisfactory knowledge of relevant theories and concepts; most of the required components of proposal were satisfactorily described; most statements and opinions were supported by appropriate citations from the literature. | 76.81 points<br>Student demonstrated less than satisfactory knowledge of relevant theories and concepts; some required components of proposal were not satisfactorily described; some statements and opinions were not supported by appropriate citations from the literature. | 65.84 points<br>Student demonstrated unsatisfactory knowledge of relevant theories and concepts; several required components of proposal were not satisfactorily described; many statements and opinions were not supported by appropriate citations from the literature. | Score of Quality of Content,<br>/ 80 |
    | Quality of Research | 50 points<br>Student did an exceptional job of integrating course readings with additional research.  Student cited more than the required number of references.  Sources listed were all scholarly or practitioner journals or academic books from the last ten years. | 44.44 points<br>Student did an satisfactory job of integrating course readings with additional research.  Student cited the required number of references.  Sources listed were primarily scholarly or practitioner journals or academic books from the last ten years. | 38.89 points<br>Student did a less than satisfactory job of integrating course readings with additional research.  Student may not have cited the required number of references.  Some sources listed were not scholarly or practitioner journals or academic books from the last ten years. | 33.33 points<br>Student did an inadequate job of integrating course readings with additional research.  Student did not cite the required number of references.  Many of the sources listed were not scholarly or practitioner journals or academic books from the last ten years. | Score of Quality of Research,<br>/ 50 |
    | Organization and Mechanics | 50 points<br>Student presented information in a logical sequence that was very easy to follow.  Proposal had no major spelling and/or grammar errors.  The page length requirement was met. | 44.44 points<br>Student presented information in a mostly logical sequence that was fairly easy follow.  Proposal had a few minor spelling and/or grammar errors.  The page length requirement was met or may have been slightly exceeded. | 38.89 points<br>Student presented information in a confusing sequence that was not easy to follow.  Proposal had several major spelling and/or grammar errors.  The page length requirement may not have been met. | 33.33 points<br>Student presented information in an illogical sequence that was difficult to follow.  Proposal had many spelling and/or grammar errors.  The page length requirement was not met. | Score of Organization and Mechanics,<br>/ 50 |
    | Formatting | 20 points<br>All citations, quotations, and references were formatted correctly or contained only one or two minor errors. | 17.78 points<br>Most citations, quotations, and references were formatted correctly or contained a few minor errors. | 15.56 points<br>Several citations, quotations, and references were not formatted correctly or contained major errors. | 13.33 points<br>Many citations, quotations, and references were not formatted correctly or contained many errors. | Score of Formatting,<br>/ 20 |

    Total

    Score of Unit 6: Training Proposal,

    / 200

  • [Solved] human resource

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    I need your help – [\ \ DebraResponse.jpeg](https://www.sweetstudy.com/files/debraresponse-jpeg "DebraResponse.jpeg") – [\ \ JacquelineResponse.jpeg](https://www.sweetstudy.com/files/jacquelineresponse-jpeg "JacquelineResponse.jpeg") – 2 years ago

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    I need your help

    – [\
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    – [\
    \
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    – 2 years ago

  • [Solved] human resource

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need your help – 2 years ago **files (1)** – ## Ineedalinkedinprofilecreated.docx **## Ineedalinkedinprofilecreated.docx** I need a linked in profile created. I worked in human resources for 5 years ago with payroll. I also did staffing coordinator for nursing facilities for 8 years.. I currently …

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    Assignment Prompt & Instructions

    I need your help

    – 2 years ago

    **files (1)**

    – ## Ineedalinkedinprofilecreated.docx

    **## Ineedalinkedinprofilecreated.docx**

    I need a linked in profile created.

    I worked in human resources for 5 years ago with payroll. I also did staffing coordinator for nursing facilities for 8 years.. I currently work as a human resources clerk

    **## Ineedalinkedinprofilecreated.docx**

    I need a linked in profile created.

    I worked in human resources for 5 years ago with payroll. I also did staffing coordinator for nursing facilities for 8 years.. I currently work as a human resources clerk

  • [Solved] Human Resource Management Recognizing fake news assignment

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    250 words, 150 words for each peer response – 2 years ago

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    250 words, 150 words for each peer response

    – 2 years ago

  • [Solved] HUM Week 2 Journal

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attached – 2 years ago **files (1)** – ## HUM6100Week2Journal.docx **## HUM6100Week2Journal.docx** Active Listening Prior to working on this journal, · Review “Habits of Poor Listeners” in Chapter 3 of your course textbook, _Communicating in Groups: Applications and Skills_ (11th ed.). · Review …

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    Assignment Prompt & Instructions

    see attached

    – 2 years ago

    **files (1)**

    – ## HUM6100Week2Journal.docx

    **## HUM6100Week2Journal.docx**

    Active Listening

    Prior to working on this journal,

    · Review “Habits of Poor Listeners” in Chapter 3 of your course textbook,
    _Communicating in Groups: Applications and Skills_ (11th ed.).

    · Review the article
    [Active ListeningLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK442015/) in
    _StatPearls_ book.

    · Reflect on recent conversations you have had with clients, friends, loved ones, or colleagues.

    · Analyze whether you were actively listening throughout the duration of each of these conversations.

    · Describe any poor listening habits that you might want to improve to enhance your ability to deliver human services, work effectively with clients, and/or collaborate as part of a group in your human services agency.

    **Note:** Locate at least 2 credible Internet sources that educate individuals in the helping professions on how to improve active listening. You do not need to cite and reference external additional sources; however, if you use thoughts, ideas, or quotes from the required text, you must cite and reference your journal entry in APA format. Your reflective journal entry should consist of 350–500 words.

    Required Resources

    Text

    Adams, K. L., Galanes, G., & Hoelscher, C. S. (2021).
    [_Communicating in groups: Applications and skills_](https://uagc.instructure.com/courses/145114/modules/items/7400781) (11th ed.). McGraw Hill.

    · Chapter 3: Communication Principles for Group Members

    · Review “Habits of Poor Listeners” in Chapter 3 of your course textbook,
    _Communicating in Groups: Applications and Skills_ (11th ed.).

    · The full-text version of this ebook is available through the RedShelf platform. Chapter 3 discusses the foundational principles of communication necessary for effective group communication.

    Books

    Polites, A. (2021).
    _Dynamics of group communication_. Pressbooks. https://cod.pressbooks.pub/dogc

    · Chapter 8:
    [Verbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/verbal-and-nonverbal-communication)

    · Chapter 9:
    [Nonverbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/nonverbal-communication)

    · Chapter 8 of this ebook focuses on verbal communication, emphasizing its role in sharing thoughts and building relationships in a group. Chapter 9 discusses how nonverbal cues complement or contradict verbal messages and highlights the importance of mindful interpretation in group settings. Chapters 8 and 9 will assist with your Verbal and Nonverbal Communication in Groups discussion forum this week.
    Accessibility Statement does not exist.
    Privacy Policy does not exist.

    Tennant, K., Long, A., & Toney-Butler, T. J. (2023).
    [Active listeningLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK442015). In
    _StatPearls_. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK442015

    · This article in this book discusses the critical role of active listening in high-pressure environments. This article will assist with your Active Listening journal this week.

    [Accessibility StatementLinks to an external site.](https://www.nlm.nih.gov/accessibility.html) [Privacy PolicyLinks to an external site.](https://www.nlm.nih.gov/web_policies.html)

    **## HUM6100Week2Journal.docx**

    Active Listening

    Prior to working on this journal,

    · Review “Habits of Poor Listeners” in Chapter 3 of your course textbook,
    _Communicating in Groups: Applications and Skills_ (11th ed.).

    · Review the article
    [Active ListeningLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK442015/) in
    _StatPearls_ book.

    · Reflect on recent conversations you have had with clients, friends, loved ones, or colleagues.

    · Analyze whether you were actively listening throughout the duration of each of these conversations.

    · Describe any poor listening habits that you might want to improve to enhance your ability to deliver human services, work effectively with clients, and/or collaborate as part of a group in your human services agency.

    **Note:** Locate at least 2 credible Internet sources that educate individuals in the helping professions on how to improve active listening. You do not need to cite and reference external additional sources; however, if you use thoughts, ideas, or quotes from the required text, you must cite and reference your journal entry in APA format. Your reflective journal entry should consist of 350–500 words.

    Required Resources

    Text

    Adams, K. L., Galanes, G., & Hoelscher, C. S. (2021).
    [_Communicating in groups: Applications and skills_](https://uagc.instructure.com/courses/145114/modules/items/7400781) (11th ed.). McGraw Hill.

    · Chapter 3: Communication Principles for Group Members

    · Review “Habits of Poor Listeners” in Chapter 3 of your course textbook,
    _Communicating in Groups: Applications and Skills_ (11th ed.).

    · The full-text version of this ebook is available through the RedShelf platform. Chapter 3 discusses the foundational principles of communication necessary for effective group communication.

    Books

    Polites, A. (2021).
    _Dynamics of group communication_. Pressbooks. https://cod.pressbooks.pub/dogc

    · Chapter 8:
    [Verbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/verbal-and-nonverbal-communication)

    · Chapter 9:
    [Nonverbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/nonverbal-communication)

    · Chapter 8 of this ebook focuses on verbal communication, emphasizing its role in sharing thoughts and building relationships in a group. Chapter 9 discusses how nonverbal cues complement or contradict verbal messages and highlights the importance of mindful interpretation in group settings. Chapters 8 and 9 will assist with your Verbal and Nonverbal Communication in Groups discussion forum this week.
    Accessibility Statement does not exist.
    Privacy Policy does not exist.

    Tennant, K., Long, A., & Toney-Butler, T. J. (2023).
    [Active listeningLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK442015). In
    _StatPearls_. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK442015

    · This article in this book discusses the critical role of active listening in high-pressure environments. This article will assist with your Active Listening journal this week.

    [Accessibility StatementLinks to an external site.](https://www.nlm.nih.gov/accessibility.html) [Privacy PolicyLinks to an external site.](https://www.nlm.nih.gov/web_policies.html)

  • [Solved] HUM Week 2 Discussion Board

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attached – 2 years ago **files (1)** – ## HUM6100Week2DB.docx **## HUM6100Week2DB.docx** **Prior to beginning work on this discussion forum**, · Read Chapters 3 and 4 from the textbook _Communicating in Groups: Applications and Skills_ (11th ed.). · Read Chapter 8: [Verbal CommunicationLinks to …

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    Assignment Prompt & Instructions

    see attached

    – 2 years ago

    **files (1)**

    – ## HUM6100Week2DB.docx

    **## HUM6100Week2DB.docx**

    **Prior to beginning work on this discussion forum**,

    · Read Chapters 3 and 4 from the textbook
    _Communicating in Groups: Applications and Skills_ (11th ed.).

    · Read Chapter 8:
    [Verbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/verbal-and-nonverbal-communication) from the
    _Dynamics of Group Communication_ ebook.

    · Read Chapter 9:
    [Nonverbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/nonverbal-communication) from the
    _Dynamics of Group Communication_ ebook.

    **Teach the Class:**

    · Conduct independent research (using quality videos, credible Internet resources, and/or scholarly journal articles) to find three sources pertaining to nonverbal communication.

    · Examine these materials and educate your classmates on the functions, challenges, and/or bonuses of using nonverbal communication and behaviors to understand people.

    · The
    [_Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site._](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types.

    · Cite and reference your three resources in
    [_APA StyleLinks to an external site._](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center resource.

    · Be sure to cite and reference the required textbook if your work includes any thoughts, ideas, or quotes from it.

    · If you choose to post any graphics to enhance the discussion, cite and reference them in APA style as well.

    Address the following prompts, supporting your thinking with reference to your sources and providing examples.

    · Explain what you learned about cultural variance in nonverbal communication.

    · Describe what you learned about the categories of nonverbal behaviors.

    Required Resources

    Text

    Adams, K. L., Galanes, G., & Hoelscher, C. S. (2021).
    [_Communicating in groups: Applications and skills_](https://uagc.instructure.com/courses/145114/modules/items/7400781) (11th ed.). McGraw Hill.

    · Chapter 3: Communication Principles for Group Members

    · Chapter 4: Using Verbal and Nonverbal Messages in a Group

    · The full-text version of this ebook is available through the RedShelf platform. Chapter 3 discusses the foundational principles of communication necessary for effective group communication. Chapter 4 examines the influence of verbal and nonverbal communication on group dynamics and effectiveness. These chapters will assist with your Verbal and Nonverbal Communication in Groups discussion forum, and Chapter 3 will also assist you with your Active Listening journal this week.

    Books

    Polites, A. (2021).
    _Dynamics of group communication_. Pressbooks. https://cod.pressbooks.pub/dogc

    · Chapter 8:
    [Verbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/verbal-and-nonverbal-communication)

    · Chapter 9:
    [Nonverbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/nonverbal-communication)

    · Chapter 8 of this ebook focuses on verbal communication, emphasizing its role in sharing thoughts and building relationships in a group. Chapter 9 discusses how nonverbal cues complement or contradict verbal messages and highlights the importance of mindful interpretation in group settings. Chapters 8 and 9 will assist with your Verbal and Nonverbal Communication in Groups discussion forum this week.
    Accessibility Statement does not exist.
    Privacy Policy does not exist.

    Tennant, K., Long, A., & Toney-Butler, T. J. (2023).
    [Active listeningLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK442015). In
    _StatPearls_. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK442015

    · This article in this book discusses the critical role of active listening in high-pressure environments. This article will assist with your Active Listening journal this week.

    [Accessibility StatementLinks to an external site.](https://www.nlm.nih.gov/accessibility.html) [Privacy PolicyLinks to an external site.](https://www.nlm.nih.gov/web_policies.html)

    **## HUM6100Week2DB.docx**

    **Prior to beginning work on this discussion forum**,

    · Read Chapters 3 and 4 from the textbook
    _Communicating in Groups: Applications and Skills_ (11th ed.).

    · Read Chapter 8:
    [Verbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/verbal-and-nonverbal-communication) from the
    _Dynamics of Group Communication_ ebook.

    · Read Chapter 9:
    [Nonverbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/nonverbal-communication) from the
    _Dynamics of Group Communication_ ebook.

    **Teach the Class:**

    · Conduct independent research (using quality videos, credible Internet resources, and/or scholarly journal articles) to find three sources pertaining to nonverbal communication.

    · Examine these materials and educate your classmates on the functions, challenges, and/or bonuses of using nonverbal communication and behaviors to understand people.

    · The
    [_Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site._](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types.

    · Cite and reference your three resources in
    [_APA StyleLinks to an external site._](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center resource.

    · Be sure to cite and reference the required textbook if your work includes any thoughts, ideas, or quotes from it.

    · If you choose to post any graphics to enhance the discussion, cite and reference them in APA style as well.

    Address the following prompts, supporting your thinking with reference to your sources and providing examples.

    · Explain what you learned about cultural variance in nonverbal communication.

    · Describe what you learned about the categories of nonverbal behaviors.

    Required Resources

    Text

    Adams, K. L., Galanes, G., & Hoelscher, C. S. (2021).
    [_Communicating in groups: Applications and skills_](https://uagc.instructure.com/courses/145114/modules/items/7400781) (11th ed.). McGraw Hill.

    · Chapter 3: Communication Principles for Group Members

    · Chapter 4: Using Verbal and Nonverbal Messages in a Group

    · The full-text version of this ebook is available through the RedShelf platform. Chapter 3 discusses the foundational principles of communication necessary for effective group communication. Chapter 4 examines the influence of verbal and nonverbal communication on group dynamics and effectiveness. These chapters will assist with your Verbal and Nonverbal Communication in Groups discussion forum, and Chapter 3 will also assist you with your Active Listening journal this week.

    Books

    Polites, A. (2021).
    _Dynamics of group communication_. Pressbooks. https://cod.pressbooks.pub/dogc

    · Chapter 8:
    [Verbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/verbal-and-nonverbal-communication)

    · Chapter 9:
    [Nonverbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/nonverbal-communication)

    · Chapter 8 of this ebook focuses on verbal communication, emphasizing its role in sharing thoughts and building relationships in a group. Chapter 9 discusses how nonverbal cues complement or contradict verbal messages and highlights the importance of mindful interpretation in group settings. Chapters 8 and 9 will assist with your Verbal and Nonverbal Communication in Groups discussion forum this week.
    Accessibility Statement does not exist.
    Privacy Policy does not exist.

    Tennant, K., Long, A., & Toney-Butler, T. J. (2023).
    [Active listeningLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK442015). In
    _StatPearls_. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK442015

    · This article in this book discusses the critical role of active listening in high-pressure environments. This article will assist with your Active Listening journal this week.

    [Accessibility StatementLinks to an external site.](https://www.nlm.nih.gov/accessibility.html) [Privacy PolicyLinks to an external site.](https://www.nlm.nih.gov/web_policies.html)

  • [Solved] gantt chart

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    hw help – 2 years ago **files (1)** – ## GanttChart.pdf **## GanttChart.pdf** Using the Simple Gantt Chart tool in Microsoft Excel, create a Gantt chart that outlines your timeline for developing, implementing, and evaluating the training program for Moller-Maersk. You must include actual dates in t…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    hw help

    – 2 years ago

    **files (1)**

    – ## GanttChart.pdf

    **## GanttChart.pdf**

    Using the Simple Gantt Chart tool in Microsoft Excel, create a Gantt chart that outlines

    your timeline for developing, implementing, and evaluating the training program for

    Moller-Maersk.

    You must include actual dates in the Gantt chart. The Start Date should be the first day

    that you begin to complete tasks for your event. The End Date should be the day on

    which you turn in a final report (which summarizes the event and provides data to show

    what did/did not go well) to your superiors. This means that the dates of the training
    event itself should be included in the Gantt chart.

    The chart should be organized by grouped tasksand should be as detailed as

    possible. When creating the chart, consider pre- and post-event activities. Pre-event

    activities include things like setting goals, program design, facility reservations,

    searching for guest speakers, developing an evaluation tool (i.e., survey), and

    equipment/supplies purchases (to name a few) while post-event activities include

    surveying trainees and developing a final report. Ask yourself the following questions to

    get started:

    ● When will you begin to plan the event?
    ● How long will it take you to plan the event?

    ○ For this assignment, you must use a timeline of 3 to 6 months. You do
    NOT need to stay within the time parameters of this course term.

    ● When will you make reservations for the facility and equipment needed for the
    training program?

    ● When will you purchase materials, software, etc.?
    ● When will you inform trainees about the program?
    ● When will trainees be able to register for the program?
    ● When will the training event take place?
    ● When will you have trainees evaluate the program?
    ● When will you submit a final report about the training program to your superiors?

    I recommend conducting a Google search of "Gantt chart examples" to get some ideas

    of the tasks you want to include and how you want to categorize those tasks. Also,

    make sure that you click on the Google "Images" tab when you conduct your search.

    **## GanttChart.pdf**

    Using the Simple Gantt Chart tool in Microsoft Excel, create a Gantt chart that outlines

    your timeline for developing, implementing, and evaluating the training program for

    Moller-Maersk.

    You must include actual dates in the Gantt chart. The Start Date should be the first day

    that you begin to complete tasks for your event. The End Date should be the day on

    which you turn in a final report (which summarizes the event and provides data to show

    what did/did not go well) to your superiors. This means that the dates of the training
    event itself should be included in the Gantt chart.

    The chart should be organized by grouped tasksand should be as detailed as

    possible. When creating the chart, consider pre- and post-event activities. Pre-event

    activities include things like setting goals, program design, facility reservations,

    searching for guest speakers, developing an evaluation tool (i.e., survey), and

    equipment/supplies purchases (to name a few) while post-event activities include

    surveying trainees and developing a final report. Ask yourself the following questions to

    get started:

    ● When will you begin to plan the event?
    ● How long will it take you to plan the event?

    ○ For this assignment, you must use a timeline of 3 to 6 months. You do
    NOT need to stay within the time parameters of this course term.

    ● When will you make reservations for the facility and equipment needed for the
    training program?

    ● When will you purchase materials, software, etc.?
    ● When will you inform trainees about the program?
    ● When will trainees be able to register for the program?
    ● When will the training event take place?
    ● When will you have trainees evaluate the program?
    ● When will you submit a final report about the training program to your superiors?

    I recommend conducting a Google search of "Gantt chart examples" to get some ideas

    of the tasks you want to include and how you want to categorize those tasks. Also,

    make sure that you click on the Google "Images" tab when you conduct your search.