| Course | MAN-3310 Human Resources Management |
|---|---|
| Module | Module 6 |
| Paper type | Written assignment 4: training and development as organizational strategy |
| Length | About 870 words, 6 pages |
| Format | APA 7 student paper |
| School | Thomas Edison State University |
| Program | B.S.B.A. in Human Resources/Organizational Management |
| Updated | October 2026 |
Free sample paper for MAN 3310 Module 6
Promoted for Slicing, Expected to Lead: A Training Program for First-Time Department Managers
Student Name
B.S.B.A. in Human Resources/Organizational Management, Thomas Edison State University
MAN-3310: Human Resources Management
Mentor Name
Month Day, Year
Promoted for Slicing, Expected to Lead: A Training Program for First-Time Department Managers
Most department managers at Tuckahoe Markets, the chain at the center of these MAN-3310 samples, were promoted because they were excellent clerks: the fastest at the deli slicer, the most knowledgeable about produce. Few were trained to manage people. The previous assignments showed that the chain's turnover problems are partly caused by how schedules are built, how new hires are interviewed and how they are treated in their first weeks, all of which fall to department managers. This assignment designs a training program for the roughly 25 managers promoted each year, following the steps the textbook outlines: assess needs, design and deliver the program, support transfer to the job and evaluate results (Jackson et al., 2017).
Needs Assessment
A needs assessment looks at three levels. At the organizational level, the chain's goals of lower turnover and better fresh-department service depend on supervisors who schedule fairly, coach new hires and handle conflict early. At the task level, interviews with eight experienced managers and the district managers who oversee them identified the supervisory tasks that matter most: building a two-week schedule that respects availability and labor budgets, giving clear instructions and feedback, conducting the new structured interview, addressing performance problems and keeping food safety records. At the person level, a short self-assessment and a district manager rating of each new manager will show which of these skills each person already has, so time is not wasted on what they know.
The assessment also shows what training cannot fix. Several managers said they lack time to coach because they are covering shifts themselves; that is a staffing problem, and no workshop will solve it.
Program Design and Delivery
The program has four parts over a manager's first 90 days. A two-day workshop in the first month covers scheduling, structured interviewing and giving feedback, using practice rather than lecture: participants build a real schedule for their department, conduct a mock interview with a rating sheet and role-play a conversation with a clerk who is often late. Short online modules cover food safety recordkeeping and the chain's policies. Each new manager is paired with an experienced manager from another store as a mentor for monthly calls. A half-day follow-up session at 90 days revisits problems the managers have encountered.
The design draws on evidence about what makes training work. Arthur et al. (2003) combined results from training evaluations and found medium to large average effects on learning, behavior and organizational results, but also that effectiveness depended on the training method, the skills being trained and how results were measured. Practice-based methods suited to interpersonal and managerial skills are therefore built into every session.
Delivery is scheduled around store operations. Workshops run on Tuesdays and Wednesdays, the chain's slowest days, and new managers attend in groups of six to eight from different stores, which also builds a peer network they can call on later. The online modules are short, about twenty minutes each, so managers can complete them during protected hours rather than at home.
Transfer to the Job
Training that does not change behavior on the floor is wasted. Blume et al. (2010) reviewed 89 studies of training transfer and found that transfer was positively related to trainee characteristics such as cognitive ability, conscientiousness and motivation, and to the backing trainees received at work afterward, especially from their own supervisors and coworkers. The chain can control the environment more easily than the trainees. District managers will review each new manager's first two schedules within a week of the workshop, the mentor will ask about one feedback conversation each month, and the chain will give new managers four protected hours a week off the counter for management work during their first quarter, so they have the time to use what they learned.
Evaluation
Evaluation will cover four kinds of evidence. First, participants rate each session on a short form. Learning: a scheduling exercise and a scored mock interview at the end of the workshop. Behavior: district manager observations at 60 and 90 days using a checklist of the targeted behaviors, plus a short survey of each manager's clerks. Results: turnover and 90-day retention in departments led by trained managers, compared with departments led by managers promoted before the program began. The program costs about $3,800 per manager, including wages for workshop time, protected hours and the trainer, or roughly $95,000 a year. If departments led by trained managers retain even fifteen more new hires a year than they otherwise would, the savings in recruiting and initial training would cover much of the cost before counting improvements in service.
The comparison will be imperfect, because managers promoted before the program differ in experience, so results will also be checked after one year against the trained managers' own departments before the program began.
Conclusion
First-time managers at Tuckahoe Markets were promoted for their technical skill and then expected to pick up supervision unaided, a gap the chain's turnover reflects. A program built on a three-level needs assessment, practice-based design, deliberate support for transfer and evaluation at four levels gives them the skills the role requires and gives the chain evidence of whether the investment pays.
References
Arthur, W., Bennett, W., Edens, P. S., & Bell, S. T. (2003). Effectiveness of training in organizations: A meta-analysis of design and evaluation features. Journal of Applied Psychology, 88(2), 234-245. https://doi.org/10.1037/0021-9010.88.2.234
Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065-1105. https://doi.org/10.1177/0149206309352880
Jackson, S. E., Schuler, R. S., & Werner, S. (2017). Managing human resources (12th ed.). Cengage Learning.
Reading the MAN 3310 Module 6 assignment instructions
Training and development is the focus of the fourth MAN-3310 written assignment in most terms, part of the modules on HR as organizational strategy. Expect a prompt asking you to assess training needs in an organization, design or critique a program, or explain how training should be evaluated, ideally using information gathered from people involved. The syllabus guidance for all written assignments still applies: up to four pages or about 1,100 words, professional presentation, consistent citation style and your name, course and term at the top. A specific group of employees, such as new supervisors or new hires, keeps the design concrete and the length manageable. Describe the group to be trained precisely, including how many people and in which roles.
How this MAN 3310 Module 6 example is built
The sample follows the textbook's training model in order, which makes it easy for a mentor to check each step. The needs assessment covers the organization, the tasks and the individual, and also names a problem training cannot solve. The design section lists four program components and explains how they use practice, supported by a meta-analysis of training effectiveness. A separate transfer section applies research on what helps learning reach the job, with three concrete supports. The evaluation section checks how trainees reacted, what they learned, how they act on the floor and what changed in the stores, estimates cost and frames the return. The conclusion returns to the opening gap between technical and managerial skill. Each design choice answers a need found in the assessment.
Reading the MAN 3310 Module 6 grading rubric
Mentors grade training assignments on whether the program rests on a real needs assessment, whether design choices fit the skills being taught, whether transfer to the job is addressed and whether evaluation goes beyond participant satisfaction. Using research on training effectiveness and transfer to justify choices shows depth. Costs and measurable results make recommendations realistic. Presentation still counts here: tidy structure, clean grammar, one citation style throughout and a paper that fits the page limit. Programs that acknowledge what training cannot fix demonstrate good judgment. Including costs and a comparison group makes the evaluation plan credible.
Common MAN 3310 Module 6 mistakes, and how to avoid them
Training papers often jump to a workshop agenda without a needs assessment. Start with what the organization, the job and the people actually need. Another weakness is stopping at reaction surveys; mentors expect evidence of learning and of changed behavior, and ideally of business results. Students also forget transfer: without support from supervisors and time to practice, trained skills fade. Keep costs realistic and include wages for time spent in training. Use the textbook's training model as an outline if the prompt does not give one. Our writers can prepare a MAN 3310 training assignment for a group of employees at an organization you choose. Keep the program realistic for the time managers actually have.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Thomas Edison State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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MAN 3310 Module 6 questions, answered
Where can I find a free MAN 3310 Module 6 sample paper?
Every section of the fourth written assignment appears on this page: a needs assessment, a 90-day training design, transfer supports and a four-level evaluation for new department managers, with research and notes.
What are the levels of a training needs assessment?
Organizational, task and person analysis: what the organization needs, what the job requires and what each employee already knows.
What is transfer of training?
How much of what employees learn in a course actually shows up in their daily work. It depends partly on the trainee and partly on whether bosses and coworkers back the new skills.
How should training be evaluated?
Look past whether people enjoyed it: test what they learned, watch whether they work differently and check whether store results moved.
Does training actually improve performance?
Pooled evaluations show medium to large average gains, though how much depends on the method used and the skill being taught.