# Create a training and development plan/Rubric

The following assessment rubric details the criteria by which learners will be evaluated on the accompanying ULS assessment.
| Criteria | Exceeds Expectations | Meets Expectations | Does Not Meet Expectations |
| Analyze Phase ||||
| Training aligns with business need(s) | Clearly articulates the business need that is driving training. Determines if the proposed training supports the business need, and justifies that determination by drawing clear connections between training & development needs and strategic organizational goals and business objectives. | Clearly articulates the business need that is driving training. Determines if the proposed training supports the business need, and justifies that determination by drawing clear connections between training & development needs and strategic organizational goals and business objectives. | Fails to clearly articulate business need that is driving training, and does not justify training in terms of business needs. |
| Conduct a needs assessment (or should this be “Perform a gap analysis”? | Correctly identifies all training requests or opportunities in a given scenario. Performs a gap analysis. Describes both the current state and desired state of performance or skills using terms or metrics that are observable and/or measurable. | Correctly identifies all training requests in a given scenario. Identifies at least 80% of training opportunities is a given scenario. Performs a gap analysis. Describes both the current state and desired state of performance or skills using terms or metrics that are observable and/or measurable. | Does not identify all training requests in a given scenario, and/or identifies less than 80% of training opportunities in a given scenario. Gap analysis does not adequately describe both the current state and desired state of performance or skills using terms or metrics that are observable and/or measurable. |
| Determine if training is the best solution | Determines if training is the most effective way to close a given performance gap. For performance gaps requiring an alternate solution, recommends an appropriate alternative to training. | Determines if training is the most effective way to close a given performance gap. For performance gaps requiring an alternate solution, recommends an appropriate alternative to training. | Does not adequately consider whether training is really the most effective way to close a given performance gap. |
| Analyze learners’ characteristics and needs | Identifies the current abilities, experiences, learning preferences, motivation, group membership, number of learners, and other relevant characteristics of the intended audience. At least [x] relevant /sound learner characteristics are identified. | Identifies the current abilities, experiences, learning preferences, motivation, group membership, number of learners, and other relevant characteristics of the intended audience. At least [x] relevant /sound learner characteristics are identified. | Fails to adequately identify the current abilities, experiences, learning preferences, motivation, group membership, number of learners, and other relevant characteristics of the intended audience. Fewer than [x] relevant /sound learner characteristics are identified. |
| Design Phase ||||
| Compose learning objectives | The following are met 100%. Composes learning objectives that use the format “performance + condition + criterion.” Composes learning objectives that utilize an appropriate “Bloom’s verb.” Avoids unobservable verbs, e.g., learners will “understand,” or “learn.” Composes learning objectives that describe what a learner who successfully completes training will be able to do (not what an instructor will teach). Composes at least 5 learning objectives. | Composes learning objectives that, with only a few minor mistakes, use the format “performance + condition + criterion.” Composes learning objectives that utilize an appropriate “Bloom’s verb.” Avoids statements that learners will “understand,” “recognize the importance of x,” “learn,” and similar vague and unobservable phrases. Composes learning objectives that, with only a few minor deviations, describe what a learner who successfully completes training will be able to do (not what an instructor will teach). | Fails to compose learning objectives that use the format “performance + condition + criterion.” Composes learning objectives that fail to utilize an appropriate “Bloom’s verb.” Composes learning objectives that describe what a learner who successfully completes training will be able to do (not what an instructor will teach). |
| Performs Task Analysis | Breaks down desired behavior into supporting and more [detailed/granular] knowledge, skills, and procedures. At least [x] tasks are described. Relationships between hierarchical task levels are totally clear and/or supported by explanation (where necessary). | Breaks down desired behavior into supporting and more [detailed/granular] knowledge, skills, and procedures. At least [x] tasks are described. Relationships between hierarchical task levels are at least 80% clear. . | Desired behaviors are not adequately broken down into supporting knowledge, skills, and procedures. Fewer than [x] tasks are described. Relationships between hierarchical task levels are less than 80% clear. |
| Choose an instructional strategy and mode of delivery | The following are met 100%. Each instructional strategy and mode of delivery is justified in terms of the following: alignment (i.e., conduciveness) with learning objectives, time and budget constraints, and characteristics / needs of the learners. In additional, mode of delivery is capable of supporting the instructional strategy. | The following are at least 80% met. Each instructional strategy and mode of delivery is justified in terms of the following: alignment (i.e., conduciveness) with learning objectives, time and budget constraints, and characteristics / needs of the learners. In additional, mode of delivery is capable of supporting the instructional strategy. | The following are less than 80% met. Each instructional strategy and mode of delivery is justified in terms of the following: alignment (i.e., conduciveness) with learning objectives, time and budget constraints, and characteristics / needs of the learners. In additional, mode of delivery is capable of supporting the instructional strategy. |
| Development Phase ||||
| Develop a lesson plan | The following are met 100%. Develops a lesson plan that accounts for each of Gagne’s 9 steps of instruction. Plans for each of the 9 steps are reasonable, align with (i.e., facilitate) the learning objective, and are sufficiently detailed so that another trainer would be able to understand and implement them. | The following are at least 80% met. Develops a lesson plan that accounts for each of Gagne’s 9 steps of instruction. Plans for each of the 9 steps are reasonable, align with (i.e., facilitate) the learning objective, and are sufficiently detailed so that another trainer would be able to understand and implement them. | The following are less than 80% met. Develops a lesson plan that accounts for each of Gagne’s 9 steps of instruction. Plans for each of the 9 steps are reasonable, align with (i.e., facilitate) the learning objective, and are sufficiently detailed so that another trainer would be able to understand and implement them. |
| Implementation Phase ||||
| Creates a training schedule | The training schedule is reasonable given the learning objectives, instructional strategies, and time and budget constraints. | The training schedule is reasonable given the learning objectives, instructional strategies, and time and budget constraints. | The training schedule is incomplete or inconsistent with the learning objectives, instructional strategies, and time and budget constraints. |
| Evaluate Phase ||||
| Formulates strategies for evaluating training effectiveness | The following are met 100%. Formulates reasonable strategies for each of Kirkpatrick’s four levels of evaluation. For “Learning” level, justifies choice of assessment in terms of learning objective(s). For “Behavior” and “Results” levels, imagines possible metrics to measure (respectively) changes in behavior/performance and business impacts of training. | The following are at least 80% met. Formulates reasonable strategies for each of Kirkpatrick’s four levels of evaluation. For “Learning” level, justifies choice of assessment in terms of learning objective(s). For “Behavior” and “Results” levels, imagines possible metrics to measure (respectively) changes in behavior/performance and business impacts of training. | The following are less than 80% met. Formulates reasonable strategies for each of Kirkpatrick’s four levels of evaluation. For “Learning” level, justifies choice of assessment in terms of learning objective(s). For “Behavior” and “Results” levels, imagines possible metrics to measure (respectively) changes in behavior/performance and business impacts of training. |