| Course | MSHR 6625 Building Human Capital Through Training and Development |
|---|---|
| Week | Week 6 |
| Paper type | Facilitator guide |
| Length | About 850 words, 6 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | MS in Human Resource Management |
| Updated | October 2026 |
Free sample paper for MSHR 6625 Week 6
A Forty-Minute Session a Crew Lead Can Run Alone: A Facilitator Guide for In-Truck Practice on Asset-Field Completion, Organized by the Nine Events of Instruction With Timings, Prompts and Errors to Watch For
Student Name
Walden University
MSHR 6625: Building Human Capital Through Training and Development
Instructor Name
Month Day, Year
A Forty-Minute Session a Crew Lead Can Run Alone: A Facilitator Guide for In-Truck Practice on Asset-Field Completion, Organized by the Nine Events of Instruction With Timings, Prompts and Errors to Watch For
Before the Session
This guide is for crew leads at Mill Creek Water District running the second of three practice sessions on completing asset fields in mobile work orders. The session covers pipe materials and worn asset IDs. It takes about forty minutes and is best run at the start of a job, before the crew begins work, or at a quiet point on site.
Bring: a charged tablet in training mode; the training kit with six labeled pipe sections, ductile iron, cast iron, PVC, two types of copper and asbestos cement shown by photograph only, never as a sample; the laminated pipe material reference card; three printed job scenarios; and a coaching checklist for the learner. Check before you leave the yard that the tablet's training mode opens and that all six pipe samples or photographs are in the kit.
Session Plan
Table 1
Session Plan by Event of Instruction
| Event | Time | What the crew lead does and says | Notes and errors to watch for | |
|---|---|---|---|
| 1. Gain attention | 2 min | Hand the learner a pipe section with no label: "If this were the main you just repaired, what would you pick in the drop-down?" | Most learners guess; that is the point | |
| 2. State the objective | 1 min | "By the end, you'll pick the right material for any pipe we have and handle a worn ID without guessing." | Keep it to one sentence | |
| 3. Recall prior learning | 3 min | Ask the learner to name the five mandatory fields from session one | If they miss one, show it on the tablet before moving on | |
| 4. Present content | 8 min | Walk through the reference card, sample by sample, naming the feature that tells each apart: color, wall thickness, markings | Learners confuse cast and ductile iron; point to the casting marks | |
| 5. Provide guidance | 5 min | Show the worn-ID fallback on the tablet: GPS location, photo, nearest readable asset noted | Learners skip the photo; insist on it | |
| 6. Elicit performance | 10 min | Learner identifies all six samples and completes one scenario with a worn ID in training mode | Do not help unless asked twice | |
| 7. Give feedback | 4 min | Name what was right first, then the one error that matters most | Keep feedback to one correction | |
| 8. Assess performance | 4 min | Two more samples and one scenario, no help | Record results on the checklist; 9 of 10 samples correct meets the standard | |
| 9. Enhance retention and transfer | 3 min | "On your next main repair today, pick the material before you leave the hole. I'll check the order tonight." | Follow up the same day | |
Composite utility. Times total about forty minutes.
Why the Session Follows Nine Events
The session follows the nine events of instruction described by Gagné and colleagues, a sequence for organizing a lesson around how people learn: getting attention, telling learners the goal, connecting to what they know, presenting material, guiding practice, letting them try, giving feedback, checking performance and helping them use the skill on the job (Gagné et al., 2005). Salas et al. (2012) emphasize that practice with feedback is among the most important features of effective training, which is why events six and seven take the most time. Crew leads are skilled technicians, not trainers, and the events give them a structure they can follow without designing the session themselves. The two events most often skipped in practice are the sixth and ninth, letting the learner perform and connecting the skill to the next real job. Both are the most important for this program, because the skill is learned by doing and must show up on real orders the same day.
Common Errors and How to Handle Them
Three errors appear often. Learners confuse cast iron and ductile iron, which look alike; point to the casting marks and the thicker wall of cast iron, and have the learner hold both. Learners record a worn ID as their best guess instead of using the fallback; explain that a wrong ID is worse than a flagged one, because it sends future crews to the wrong asset. And learners rush the review screen at the end; ask them to read every mandatory field aloud before submitting until it becomes habit.
Safety Note
Asbestos cement pipe is shown only in photographs. Never cut or handle it during training. If a learner is unsure whether a pipe is asbestos cement, treat it as such and follow the utility's procedure.
After the Session
Complete the coaching checklist and send a photo of it to the training coordinator the same day. Check the learner's next real order with a main repair that evening, and give one sentence of feedback the next morning. Blume et al. (2010) found in a meta-analysis that support in the work environment, including supervisor support, predicted how much of a course showed up later in daily work; the same-day check supplies exactly that support.
References
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
Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Wadsworth.
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
MSHR 6625 Week 6 instructions, in plain terms
Week 6 asks you to write a guide that lets someone else deliver your training session without you. List what the facilitator must prepare and bring. Script the session in time-boxed steps, using a recognized structure such as Gagné's nine events of instruction, with what to say, what to do and what errors to watch for. Explain why each part of the structure matters, especially the parts facilitators are most likely to skip. Add notes on common learner errors and how to handle them, and any safety considerations. Close with what the facilitator does after the session to support transfer to the job, such as a same-day check on real work.
How this MSHR 6625 Week 6 example is built
The guide opens with the session's purpose and a preparation list, including a safety rule for asbestos cement. A table sets out nine events with times, actions and notes, totaling about forty minutes. A section explains the nine events, cites Salas and colleagues on practice and feedback and names the two events most often skipped. A section covers three common errors: confusing cast and ductile iron, guessing at worn IDs and rushing the review screen. A safety note repeats the asbestos rule. A closing section sets a same-day check of the learner's next real order, citing Blume and colleagues on support after training. The table's notes column carries the practical warnings a new facilitator most needs.
Reading the MSHR 6625 Week 6 rubric
Facilitator guides earn credit when a non-specialist could run the session from the guide alone. A complete preparation list is expected. A time-boxed script following a recognized structure is weighted heavily. Notes on common errors and how to handle them show the designer anticipated the session's difficulties. Explaining the purpose of each step helps facilitators avoid dropping important ones. Safety considerations, where relevant, show responsibility. A follow-up step that connects the session to real work shows attention to transfer. Guides that give only an outline, assume the facilitator is a trainer or end when the session ends tend to receive lower marks. Plain language suited to the facilitator is part of the standard.
Common MSHR 6625 Week 6 mistakes, and how to avoid them
Imagine handing your guide to someone who knows the work but has never taught it. What would they need to bring, say and watch for? Write each step with a time, an action and a note. Use a structure such as Gagné's nine events so nothing important is left out, and explain why each step is there. Students often write guides that only a trained instructor could follow, with steps like "facilitate discussion" and no script. Others stop at the end of the session and forget the follow-up that makes learning stick. Read your guide as the facilitator would and look for anything unclear. If you need help scripting prompts, our writers can draft them with you.
Get a MSHR 6625 Week 6 example written to your instructions
Forward the facilitator guide prompt, the rubric and the design decisions your earlier weeks made; the guide is scripted to match them. Script, timings and error boxes return within 24 to 48 hours, and a first order is free. The crew lead, the technicians and their utility are invented for illustration.
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MSHR 6625 Week 6 questions, answered
Where can I find a free MSHR 6625 Week 6 sample paper?
The facilitator guide, session table included, is free to read below.
Which session does the MSHR 6625 Week 6 guide script?
The second in-truck session, on pipe materials and worn asset IDs.
What structure does the guide follow?
Gagné's nine events of instruction, from gaining attention to supporting transfer.
Which events are most often skipped?
Letting the learner perform and connecting the skill to the next real job.
What happens after the session?
The crew lead checks the learner's next real order the same day and gives brief feedback.