Part One: Instructions

choose a website or social media site such as FaceBook, ins, or Twitter. I would recommend choosing a site that may need additional revision; this may make it easier for you to engage with the course concepts.

To plan and create an Instructions Manual of no more than three pages long (the shorter the better), that helps a target user navigate and complete a particular task on your group’s chosen site. The user should be new to the site and, therefore, the user will need precise and useful instructions to know how to navigate the site or complete a particular task on this site. This can mean that the Instruction Manual may need context and description in addition to instruction writing. It may be useful for you to ask, “What does a new user need to know for these instructions to be helpful?” Use screenshots and images to help create this manual. Cite all sources for images.

Examples:

Instructions for how to create a FaceBook page.

Instructions for paying a bill for a cable or utility company.

Instructions for creating a particular page on a website like Wix or WordPress.

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Part Two: Usability Testing and Reporting

User testing has three approaches. write a short report (no two than three pages, single-spaced, proper formatting and sections) using the three approaches stated below:

Get a hold of at least three representative users such as a parent or grandparent who may not know how to use FaceBook.

Ask the users to perform the representative tasks with the Instructions you have created in Part One.

Using the most applicable testing methods from usability.gov, record users’ experiences, where they succeed, and where they have difficulties completing the task. For example, you may ask the user to talk through the demonstration by “thinking out loud” their thoughts/processes as they are performing the task if this is an appropriate test.

Using the approaches above:

Write a usability report that provides descriptive experience on the user experience, calling particular attention to the ease and difficulties that the users encountered.

Include a section that suggests revisions to the original Instructions Manual.

Use the conventions of formal report writing to create your Instructions and for the Usability Report. Refer to Anderson’s textbook and the www.usability.gov Links to an external site.site to help you create a readable, useful report.

It may be helpful to find a template on the usability website. You do not need to use all of the components that the template provides, but it is a useful guide for how to organize and design your own report.

Imagine you are a movie critic writing for your own popular movie blog.

Write a 700- to 1,050-word review of one movie of your own selection in which you analyze the movie in terms of its genre and the elements of film. As part of your role as a movie critic, create your own scale to rate the movie; for example, a scale of 1 through 5 stars is typical of many movie critics.

Address and answer the following in your movie review:

• Identify the film’s genre and whether or not it was typical or atypical of its genre. Include a discussion of the film’s story in your discussion of the film’s genre.

• Do you think the editing was appropriate? Why or why not?

• Was the sound use effective or ineffective? Why?

• What feelings, if any, did the score elicit?

• Describe the film’s cinematography and how it did or did not support the mood and tone of the movie.

• How was the social context in which the film was made present in the film?

• What was the meaning of the film?

• What personal influences or biases do you have that affected your opinion?

• Was this film enjoyable? Why or why not?

• Would you recommend the movie, and how do you rate it on your scale?

Format your critique consistent with APA guidelines.

REMEMBER the citations and a reference page.  Use at least TWO scholarly resources.

Write a research paper in which you address the training and development functions of a selected organization, based on information you have gathered and analyzed about the organization.

Training is one of the key elements that helps produce a competitive workforce. Training can help an organization communicate policies and procedures as well as educate employees on key processes related to their positions. Orientation, for example, can help introduce an organization to new employees. Training can take many forms, including classroom, online, and one-on-one mentoring. Though training budgets are often the first item to be reduced or eliminated during challenging economic conditions, leaders must look at the cost of not doing training. While training helps make an organization competitive, it can also help make sure an organization minimizes legal challenges.

SHOW LESS

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Apply human resource strategies to business needs.
  • Explain how training needs are identified.
  • Analyze the use of resources to assist with training.
  • Identify types of training programs.
• Competency 2: Prepare appropriate communication to facilitate management decision-making.
  • Explain how training effectiveness is measured.
  • Analyze the value of training and development to an organization.
• Competency 3: Examine core functions of Human Resource Management.
  • Describe training methods.
• Competency 4: Appreciate the strategic value of HRM within a competitive global business environment.
  • Analyze how training and development affect the ability of an organization to attract and retain talent.

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

SHOW LESS

• What are the advantages and disadvantages of using e-learning for training?
• What types of best practices should be put in place for using e-learning?

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.

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

• Wick, C., Pollock, R., and Jefferson, A. (2015). Six disciplines of breakthrough learning: How to turn training and development into business results (3rd ed.). Hoboken, NJ: Pfeiffer.
• Wilson, J. P. (2012). International human resource development: Learning, education and training for individuals and organizations (3rd ed.). London, GBR: Kogan.
• Sardar, N. K. (2010). Approaches to training and development. Delhi, India: Global Media.

SHOW LESS

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-FP3040 – Fundamentals of Human Resource Management 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.

• Chapman, A. (2009). Kirkpatrick’s learning and training evaluation theory. Retrieved from http://www.businessballs.com/kirkpatricklearningev…

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.

• Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2018). Fundamentals of human resource management (7th ed.). New York, NY: McGraw Hill.

Before beginning the assessment, complete the following:

• Choose an organization to use for this assessment. It can be where you are currently employed or a company with which you are familiar. It must be an organization that is researchable, as you will need to gather and analyze information in order to complete the assessment. You may use the same organization for the other assessments in this course.
• If you choose the organization where you are currently employed, please keep in mind that the analyses you make must be based on facts that can be documented rather than your personal opinion as an employee.
• Research the training and development functions of your chosen organization.

Deliverable

Based on your research into the training and development functions of the organization you selected, write a research paper in which you complete the following:

• Explain how the organization identifies specific training needs.
• Describe the types of training methods used within the organization.
• Analyze the organization’s use of resources (internal and external) to assist with training.
• Identify the kinds of training the organization provides for employees. Include company-wide training, such as orientation and harassment, as well as training that is unique to this organization, such as forklift training and ERP system training.
• Explain how training effectiveness is measured.
• Identify ways that talent is developed within the organization. Is there a mentoring program? Leadership training? Educational opportunities?
• Analyze the importance of training and development to the organization. Is it a valued service?
• Analyze how the organization’s value of training and development affects its ability to attract and retain talent.

Please note: You must address all the required elements of this assessment. If details for any of the bulleted points are unavailable, research the topic and present recommendations you believe would be best for the organization, along with your supporting rationale.

Additional Requirements

• Your submitted assessment should include a title page, introduction, body, conclusion, and reference page.
• Be sure you support your analyses with references to at least two resources.
• You should format this assessment as a research paper following APA 6th edition guidelines for both style and citing sources, making sure that you also use correct grammar and mechanics.
• There is no required minimum or maximum page length; however, you should strive to be as detailed as possible in addressing each bullet point, while also being as clear and concise as possible.

PAPER MUST (SCORING GUIDE)

Analyzes how training needs are identified.

Analyzes training methods.

Evaluates the use of internal and external resources to assist with training.

Analyzes types of training programs.

Analyzes how training effectiveness is measured

Assesses the value of training and development to an organization.

Evaluates how training and development affect the ability of an organization to attract and retain talent.

The rubric will follow

WRITING AN EXECUTIVE
BRIEFING

Introduction: 
At some point during your career you will be asked to brief an executive
audience on some work-related issue or project. 
The briefing may be in writing, in person (e.g. a live or oral presentation),
or both.  Below are some guidelines for
executive briefings that may help you be more successful.

The
Purpose of an Executive Briefing

You may be
asked to give an executive briefing that is purely informational in
nature.  It is much more likely, however,
that the purpose of your briefing will be to obtain something from the executive audience.  You might seek to obtain:

· 
permission
to carry out a project or a policy/process change;

· 
the
resources needed to carry out a project or action; or

· 
something
else that only the executives of your organization can provide.

What do we
mean by Executive?

Executives are persons who possess the highest
level of decision-making authority in an organization.  Executives typically set organizational
missions and goals; decide major policy initiatives; and have the final say in
allocating the organization’s resources. 

In the
private sector, an organization’s executives (sometimes referred to as
“executive officers”) will include the President/CEO (Chief Executive Officer),
the Senior Vice Presidents, and such persons as the CFO (Chief Financial
Officer).  In the public sector,
executives may have similar titles; they may also have different titles
depending upon the nature and structure of the organization.  For example, in a local law enforcement
organization the Sheriff or Police Chief is certainly an executive officer, as
are any senior offices to whom the Sheriff or Chief has delegated a high level
of decision-making authority.

Characteristics
of an Executive Audience

In preparing
a briefing for an executive audience, keep in mind that executives have certain
characteristics that influence various aspects of your briefing.

1. Executives are very
   busy people with a lot of demands on their time. 
2. Executives are used
   to thinking strategically (the “Big Picture” rather than the localized
   operational details).
3. Executives tend to
   evaluate ideas and actions as they relate to the Vision, Mission, and
   Strategic Plans of the organization.
4. Executives have a bottom-line
   orientation.
5. Executives are not
   easily fooled.

What do these
characteristics mean for you, the person preparing and/or delivering the
briefing?

1. Your briefing will be shorter than a document or
   presentation prepared for a different type of audience (e.g. an audience
   of your peers, or of specialists in the subject).
2. Your briefing will have fewer details in it.
3. Your briefing will show that the ideas or
   recommendations in it are congruent with your organization’s Mission and
   Vision.
4. Your briefing will cover the financial and/or
   resource implications of your request or proposal.
5. Your briefing will have to be accurate, well-argued,
   and supported by evidence or data.

Let’s look at
each of these items separately.

Length/Duration: 
If you hand an executive a 60-page briefing document, chances are very
good that she will not read it.  It’s not
that she’s rude or dismissive of your work; it’s simply that she has neither
the time nor the inclination to do so.  Furthermore,
as an executive she is used to quickly evaluating information, making a
decision, and then moving on to the next item. 
The same thing is true of a “live” presentation; if you prepare an
MSPowerPoint slideshow with 45 slides and ask for an hour in which to present
it, the executive audience will likely stop listening to you after your fourth
or fifth slide.  It is your
responsibility to present the key features of your proposal or recommendation
in a short, succinct manner. 

Level of Detail: 
In your position within the organization you and your colleagues no
doubt understand and apply a very large amount of detailed knowledge to get
work done.  You may be tempted to include
such details in your executive briefing on the grounds that they are important
to the overall argument.  Remember, though,
that the executives in your organization are several levels removed from purely
operational matters.  Too much detailed
information may confuse or distract them from your main points.

Mission and Vision: 
An organization’s mission and vision statements are among the tools with
which executives evaluate the merits of a proposal or recommendation.  In many cases, the executives are evaluated
by how well they achieve the carrying out of the mission and vision.  In your briefing you will need to address the
mission and vision and, if appropriate, demonstrate how your proposal or
recommendation aligns with, and helps to fulfill, the mission and vision.

Financial and Resource Implications: 
The ideas you present in your briefing may seem like the greatest things
in the world to you, so great that they should be acted upon immediately
regardless of cost or impact to the organization.  Keep in mind, though, that the organization’s
executives are the ones who have to sign the checks, pay the bills, etc.  In your briefing you will have to let them
know how much your proposal is going to cost, or how many resources will have
to be added or diverted to carry out your recommendation, so that they can
weigh the costs/benefits as part of the decision-making process.

Argumentation and Accuracy: 
People who rise to executive levels within organizations are likely to
be very smart.  Further, they’re also
likely to be sensitive to logic and to the appropriate use of evidence.  If you try to fool them, they will know.  If you try to manipulate data to make a
situation look more attractive or beneficial than it really is, they’ll catch
on quickly.  If you try to make up an
answer to a question they pose to you, they’ll figure it out and you will lose
credibility in their eyes.  Therefore,
the arguments you make in your briefing must be solid, and the data you present
in support of those arguments must be accurate and properly presented.

Guidelines
for Preparing a Written Executive Briefing

1. Keep it as short as
   possible.  If you have no choice but to provide a
   great deal of information (or if you were specifically asked to do so), then
   prepare an Executive Summary
   for your briefing document.  An
   Executive Summary is a short (typically four paragraphs of four sentences
   each) description of the main points in the document, for example:
1. The Problem or Situation to be Resolved or
   Addressed;
2. The Proposed Solution or Recommendation;
3. The Costs of the Solution or Recommendation;
4. The Benefit(s) to the Organization of the Solution
   or Recommendation.
2. Don’t overuse
   charts, tables, and graphs.  These items are, of course, useful for
   displaying large amounts of data. 
   They are more effective, however, when used sparingly.  Also, be sure that the charts, tables,
   and graphs can be read and easily understood when placed in a written
   document. 
3. Make the document
   as “readable” as possible.  By this we mean apply the general
   principles of good business writing, for example:
1. Use an appropriate font and font size;
2. Leave a suitable amount of “white space” on the
   pages (don’t use very narrow margins or try to cram too much text onto a
   page);
3. Avoid long sentences.
4. Avoid overuse of the passive voice.
5. Use informative section headings (and make sure to
   provide a Table of Contents for them).
6. Use “vertical lists” for long lists (i.e. more than
   three items in the list)
4. Provide references
   for any documents or sources quoted in the briefing. 
   This seems pretty obvious, but a surprisingly large number of
   people forget to do this, especially when they’re in a hurry to complete
   the briefing document.
5. Present the main
   recommendation, proposal, or feature of your briefing early in the
   document.  If your briefing is about a recommended
   policy change or purchase of equipment, state that on the first page of
   your document (and in the first paragraph of your Executive Summary, if
   you prepare one).

Guidelines
for Preparing an Oral Executive Briefing

1. If you use a
   presentation medium such as MSPowerPoint, treat your presentation as if it
   were a document.  In other words, apply the four
   guidelines listed above to the preparation of your PowerPoint slides.
2. Do not give your
   audience documents (including copies of your slides) before your
   presentation.  If you do, you run the risk that your
   audience will start reading the documents rather than paying attention to
   your briefing.  You can hand out
   written materials after your presentation.
3. Be prepared for
   questions.  If your presentation is effective, it
   will likely trigger questions from the executive audience.  Have material with you that you can consult
   when trying to answer a question. 
   If you don’t know the answer and don’t have the appropriate
   material with you, say so and offer to get the answer for the questioner
   as soon as possible. 
4. Be respectful but
   confident.  As the presenter of the briefing, you
   are viewed as the expert on the contents.  Make eye contact with the audience;
   control the flow of the presentation (e.g. stipulate that you would prefer
   questions to be held until the end of the presentation); and don’t make
   apologies for being unable to answer a question right on the spot.

Conclusion: 
Writing for, and presenting to, an executive audience is challenging but
sometimes necessary for you to succeed in your profession.  Be mindful of the characteristics of the
executive audience and shape your briefing accordingly.

Refer to the executive briefing module for detailed instructions. Students shall research current emerging issues in public safety administration, to include capabilities, vulnerabilities, and needs for a state or local government or private entity. As an administrator, prepare a three- to five-page paper (using APA format) to brief your local executive (private or public official).

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