DST Systems on Document Manager Project
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
DST Systems on Document Manager Project
Using the example situation below complete the following Training Needs Analysis (question set below) and in addition to answering the Training Needs Analysis questions, write a one page double spaced summary over how the information collected would benefit a trainer and why a trainer would use this process.
DST Systems: Document Manager Project
- The Application Analyst (AA) department manager, Lori Williams, called the training department and asked to sit down and discuss the new product they were rolling out to all the company’s AAs, world wide, and what training could be offered starting on August 11, 2009 and on going as they were looking to roll out Document Manager on October 2, 2009. This product would effect 2500 people.
- Lori Williams met with two trainers Sarah Ward and Caroline Smith. Lori explained that all of the AAs were creating the same documentation over and over again, but had to save it to their own desktops and were unable to share the information because they didn’t have a document repository. Document Manager was going to fix this problem. All of the AAs could then share documentation. Document Manager too would have a template in it for the AAs to use. Document Manager would make the AA’s work much easier and quicker. The AAs were asked by upper management to be more effective with their documentation. Lori wanted to train all 2500 employees world wide before Document Manger went out to the company on 10/2/09.
- Sarah and Caroline asked Lori what the AAs were using now to type up their documentation and what would be different with Document Manager. Lori explained that now AAs used Word Perfect 2001, however Document Manager would use Microsoft Word 2007. Due to this huge change Lori believes every employee effected needs to come to a training class that should last at least 2 hours long, if not longer. Since the training would have to be on a computer, the training departments computer classroom’s only hold 15 people per class. Lori also said that she would like to see each employee pass a test using Word 2007 and Document Manager before attaining access to the new programs. She went on to explain that she would also like to have online training for Document Manager and Word 2007 available for all employees via their intranet site. Lori also told Sarah and Caroline that upper management had not yet decided how to reach the global employees for this training. Times were tight and they didn’t want to pay for the employees to travel or for Sarah and Caroline to travel. Lori said that she trusted Sarah and Caroline would have the right answer for upper management.
- Lori also gave Sarah and Caroline some background on the AAs. She told them that for the most part the AA department’s abilities and familiarity with computers and software was exceptional. Lori had taken over that department only 2 years ago, but she explained how she weeded out the non performing employees and replaced them with hard working, smart, efficient ones. Sarah and Caroline were excited about working with this audience.
Training Need Assessment
- Department Supervisor:
- Desired Program:
- What organizational goal is driving this training?
- What will the benefit be?
- What is the skill gap?
- What competencies (knowledge, skills, or attitudes) will this program need?
- What evaluation will be used to measure the level of goal achievement?
- Who will be trained?
- What is the estimated class size?
- How many classes will there be and how long will this training last?
- What are the knowledge and skill prerequisites?
Type of Training
- What type of program is being proposed?
- What media, if any will be used in the training?
- What will happen if we do not delivering the training?
- What are the restrictions or limitations for delivering a program?
- What other methods may be used to reach the goal (include limitations and advantages)?
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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