| Course | HRMG 4202 Human Resource Development and Change |
|---|---|
| Week | Week 6 |
| Paper type | Training session design |
| Length | About 880 words, 6 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | BS in Business Administration |
| Updated | October 2026 |
Free sample paper for HRMG 4202 Week 6
Four Sessions in an Order That Matters: A Kiosk and Mobile-Key Training Design for Larkfield Hotels' Guest Hosts Built on Merrill's First Principles, With What Breaks if Any Session Is Cut
Student Name
Walden University
HRMG 4202: Human Resource Development and Change
Instructor Name
Month Day, Year
Four Sessions in an Order That Matters: A Kiosk and Mobile-Key Training Design for Larkfield Hotels' Guest Hosts Built on Merrill's First Principles, With What Breaks if Any Session Is Cut
The Design at a Glance
Session 1, the problem: a guest stuck at a kiosk. Session 2, demonstration: the fixes shown on video and then live. Session 3, application: practice on a spare kiosk with a coach scoring each host. Session 4, integration: the skills used on the lobby floor during a quiet hour, ending with each host teaching one fix to a colleague. The four sessions serve the eight objectives written for Larkfield's guest hosts, the former desk agents of an invented Ohio hotel group who now work a lobby without a counter.
Why Merrill's Principles Set the Order
Merrill (2002) compared a range of instructional design theories and found that most agree on five ideas: people learn best when they start from a real task, recall what they already know, see the new skill modeled, try it themselves and then fold it into their own work. The principles imply an order. Starting with demonstration, the usual habit in workplace training, skips the problem that gives the demonstration meaning; starting with practice skips the model learners need to practice against. The design below places each principle in its own session so that none is squeezed out.
Session 1: A Problem Hosts Recognize
The session opens with a short video, filmed at one of the group's lobbies, of a guest at a kiosk on a Friday evening: the screen shows a card-read error, the guest tries the card twice, looks around and walks to the phone on the wall. The coach stops the video and asks two questions. What would you have done at the old desk? What did you do the last time this happened at a kiosk? Hosts answer from experience, and the coach writes the answers on a board. Most hosts know how to calm a frustrated guest and how to take a payment by hand; few know how to clear the error. The session ends by naming the gap between the two lists, which is what the remaining sessions will close. Activating prior knowledge this way also respects what the former desk agents already do well (Merrill, 2002).
Session 2: Show, Then Show Again Live
The coach demonstrates the three fixes the objectives require: clearing a card-read error, clearing a key-encoding error and re-issuing a digital key from the tablet. Each is shown first on a two-minute video recorded on the group's own kiosk model, then live at the hotel's kiosk, with the coach narrating each step and the hosts watching from where a guest would stand. The coach then demonstrates the approach in objective 1: walking over, naming the kiosk and offering help. Two demonstrations of each fix, one recorded and one live, give hosts both a model they can replay and a sense of the real screen's timing.
Session 3: Practice Where Mistakes Are Free
Each hotel has a spare kiosk in its back office for testing. In session 3, hosts practice on it in pairs, one playing the guest and one the host, using a set of scenario cards: a card-read error, an encoding error, a failed digital key, a guest who declines help and two guests stalled at once. The coach scores each host against the relevant objectives on a one-page form and gives feedback after every attempt. Salas et al. (2012) found that practice with feedback on tasks close to the real job is one of the strongest predictors that training will transfer. Practice continues until each host has cleared each error twice without prompting.
Session 4: Using It on the Floor
During a quiet hour, usually mid-afternoon, each host works the lobby with the coach nearby and handles whatever real kiosk problems arise. The session ends with each host teaching one fix to a colleague who missed a session or who works another shift. Teaching a skill to someone else is the integration step in Merrill's model: the host now explains the fix in their own words rather than repeating the coach's.
What Breaks if a Session Is Cut
Table 1
Session Dependencies
| Session | What it provides | What breaks without it | |
|---|---|---|
| 1. Problem | A reason to learn and a link to desk-era skills | Hosts see the fixes as technical trivia and do not connect them to guests leaving | |
| 2. Demonstration | A correct model of each fix | Practice in session 3 repeats errors, since there is nothing to practice against | |
| 3. Application | Fluency, with feedback, before guests are involved | Hosts try fixes for the first time in front of a waiting guest and fall back on the phone line | |
| 4. Integration | Use on the real floor, and teaching a peer | Skills stay in the back office; no host is ready to help a colleague who missed training | |
Composite organization.
Limits
The design assumes the IT manager fixes the tablet timeout before session 4; otherwise floor practice of key re-issue will fail for reasons unrelated to skill. It also assumes general managers can free hosts for four sessions without leaving the lobby empty, which the delivery plan next week must address (Noe, 2020).
References
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59. https://doi.org/10.1007/BF02505024
Noe, R. A. (2020). Employee training and development (8th ed.). McGraw Hill.
Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74-101. https://doi.org/10.1177/1529100612436661
Reading the HRMG 4202 Week 6 instructions
In Week 6 you design the sessions that will teach your objectives, and the order is the point. Present the sequence first, in a sentence or a simple diagram. Use a recognized instructional model, such as Merrill's first principles, to justify why each session comes where it does. Describe each session concretely: what learners see, do and practice, and how they receive feedback. Start from a problem learners recognize rather than from a lecture. Make sure practice happens somewhere mistakes cost nothing. End with a table showing what each session provides and what would break if it were removed, which answers the budget question in advance.
Inside the HRMG 4202 Week 6 example
The design starts by sketching all four sessions in a single paragraph. A section summarizes Merrill's five principles and argues they imply an order. Session one is described through the kiosk video, two questions about desk-era experience and a board comparing what hosts know with what they lack. Session two covers recorded and live demonstrations of three fixes and the walk-over approach. Session three describes paired practice on spare kiosks with scenario cards and coach scoring, citing Salas and colleagues on feedback. Session four moves to the floor in a quiet hour and ends with peer teaching. A dependencies table follows, and a limits paragraph names the tablet timeout and floor coverage, citing Noe.
Reading the HRMG 4202 Week 6 rubric
Order is where a session design earns or loses most of its points; four sessions that could run in any sequence have been listed, not designed. The dependencies table is therefore weighted heavily, since it proves each session needs the one before it. The instructional model is credited when each principle maps onto a specific session rather than being summarized in general. Concrete detail matters: what learners watch, the scenarios they practice and how they get feedback. Starting from a recognizable problem and placing practice before live use show an understanding of transfer. A limits section that names conditions outside the design, such as equipment or staffing, adds credit. Clear headings and accurate APA citations are expected.
HRMG 4202 Week 6 help from the desk
Write down your objectives and ask what a learner would need to experience, in what order, to do them on the job. Most workplace training starts with a demonstration; try starting instead with a problem learners have already met, so the demonstration answers a question they care about. Plan practice where errors are free, with a coach scoring against the objectives. Put real-world use last, and end with learners teaching someone else, which shows they can explain the skill. Then test the design by removing each session in turn and writing what breaks. A common gap is skipping feedback during practice. If you are designing sessions for a clinical skill or a sales process, we can help you set the order.
Get a HRMG 4202 Week 6 example written to your instructions
Send your objectives, or the gap they address, with the prompt and rubric; the design orders sessions so none can run without the one before it. No fee for the first custom sample, which comes back within 24 to 48 hours. The pilot-branch video, the workroom kiosks and the clerks practicing on them are all invented.
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HRMG 4202 Week 6 questions, answered
Where can I find a free HRMG 4202 Week 6 sample paper?
The four-session design and its dependencies table are on this page for anyone, free of charge.
What model orders the HRMG 4202 Week 6 sessions?
Merrill's first principles: start from a real task, recall what learners know, model the skill, practice it and use it on the job.
How does session one begin?
With a video of a guest giving up at a kiosk and questions about how hosts handled similar problems at the old desk.
Where do hosts practice?
On spare kiosks in each hotel's back office, in pairs, with a coach scoring each attempt against the objectives.
What happens if session three is cut?
Hosts try fixes for the first time in front of waiting guests and fall back on sending them to the phone line.