The document provides an introduction to the author's master's portfolio which represents over one year of study in a Training and Development program. It discusses three main themes covered in the program: ethics, performance, and task analysis. The author realized that a training professional plays an important role beyond just subject matter expertise. Throughout the program, the author gained knowledge about core models and theories and applying them to practice. The various courses provided insights that prepared the author to work as a training professional and help organizations through enhancing processes and developing people.

1. Introduction
My master's portfolio represents the finale to over one year of training and development
education where my studies began on January 10, 2011 at the North Carolina State University
(NCSU) in Raleigh, NC.The portfolio contains my research, coursework, narratives, future plans,
resume, and poster presentation in preparation as I begin acareer in Training and
Development(T&D).The Master of Education in Training & Development (M.Ed T&D) program
as described by North Carolina State University has a focus that is committed to improving
human performance in organizations through graduate study and is structured around a core body
of knowledge in adult education and the principles and theories of human performance
improvement (HPI). The description alone was intriguing to me due to the fact that I have
worked in human resources as a recruiter for large corporate organizations for over 12 years, and
was ready to take a step out of my comfort zone into a new focus area within human resources
development (HRD). The end result would be two-fold as I viewed this as a way to leverage my
professional knowledge with this specific facet of HRD and it allowed me the opportunity to
develop the workforce that I have attracted to the company by enhancing their skills and abilities
for the success of the organization. I acquired a solid foundation in understanding both the theory
and practicality involved in HPI and gained newfound knowledge which provided the confidence
and enhanced skills needed in my current and future profession as an HRD practitioner.
Therefore, this introduction is a prelude to the collective portfolio and provides personal
insight from what I learned from the theoretical frameworks established by exemplars within
T&D and the progressions that were made in both my personal and professional skills while
being enrolled in the program. The portfolio will examine what I thought were three main
emerging themes found in the program involving Ethics, Performance, and Task Analysis that

2. had an impact on my educational and professional career. Personal narratives are provided in the
form of reflections to illustrate my application of what I have gained from various components of
the courses. These reflections will show my awareness and the enlightenment that I now possess
as an HRD professional after going through the program.
Inception
Prior to engaging in the program, I had no knowledge of critical training related factors
such as Kirkpatrick’s Four Levels of Evaluation and how it could yield more effective training
and return on investment by evaluating various levels of training, did not realize the importance
of using methods such as the ADDIE Model that serves as a roadmap and can guide training
initiatives from start to finish, nor had any true knowledge of what was required of a T&D
practitioner; but what I did know was that I would gain an understanding and enhance my skills
in program design and application of learning theory by incorporating principles, research, and
practice found within the curriculum. I have sat in on numerous trainings throughout my career
and always thought; this could be an interesting career field and would only involve a firm
understanding in one topic area where the professional would simply share the “ins and outs” of
what that topic is about. The field of T&D is more rigorous and complex than this and requires a
full understanding ofimportant factors such as adult learning theory, needs assessment,
developing learning objectives, effective transfer of learning, evaluating what methods have been
the most effective where training initiatives are implemented, and even intangibles involving
moral responsibility. Very early in the program I realized that I would acquire a newfound
understanding of how the role of a T&D professional is incorporated into an organization and
how I would be able to implement both theory and practice for future application within most
any organization.

3. During
Throughoutthe program I realized that the T&D practitioner, whether a trainer or
instructional designer, the roles hold more weight than simply being a subject matter expert
(SME) and should not only be viewed as a strategic partner but be considered as pivotal factors
involved in the strategic decisions made by senior management. The different facets of a T&D
professional’s role involves increasing the organization’s bottom line, enhancing individuals’
lives both professional and private, all while upholding their ethical responsibility within
organizations. I realized that regardless if it is long or short-term, the role of the T&D
professional can be an instrumental component to the overall success and profitability within any
organization. Throughout the program, three recurring themes were embedded into the
curriculum involving the importance of understanding the ethical ramifications in the field of
T&D, the critical relationship between organizational performance and the T&D practitioner,
and understanding what qualities, tasks, and purposes are exhibited in the role of a T&D
professional. Oftentimes, I viewed a three-legged stool as an analogy for the role that my new
profession would play, where three components: Ethics, Performance, and Task Analysis are
each a leg that holds up the organization. I constantly considered how the T&D professional is a
critical link that can assist in keeping the organization on course by enhancing process and
people through implementing practices focused on these core areas.
Closure
Once again, prior to the program, I had limited knowledge around the theory or practice
within T&D and had never implemented a framework involving how to assess training needs,
evaluate training methods, or understand what the roles were within this field. Therefore, I value
and appreciate the program introducing critical models that all T&D professionals should have a

4. basis in when implementing training initiatives such as theADDIE Model and Kirkpatrick’s Four
Levels of Evaluation taken from theorists who created frameworks around training and
development.
Additionally, every course within the curriculum aided my learning and development as a
student and professional. For instancecore courses such as EAC 559 The Adult Learnerprovided
insight to the variety of learning styles that adults exhibit, introduced topics around autonomous
and self-directed learning, and examined theories such as Transformative Learning that allowed
me to examine my own style of learning as a student and the importance of considering the
learning styles of others when establishing training initiatives. Course EAC 586 Methods and
Techniques of Training and Development helped me to understand how human resource
functions are structured and related within an organization and how I would be able to
incorporate other human resource improvement strategies when planning and implementing
training programsas a training professional. I learned through deeper examinations of adult
learning philosophy involvingSilberman's active training and Gagne' and Medsker's events of
instructiontheories the importance of having these paradigms remain intact when integrating
modern technology in training initiatives. Future implications involving technological
advancements in T&D require alternate and practical ideas when applying adult learning
techniquesall while satisfying the psychological needs of adults (behaviorism, cognitivism, and
constructivism) in order to have successful learning outcomes during training. Advanced
courses such as EAC 583 Needs Assessment & Task Analysis provided me with a basis to
successfully implement a training program for any organization using the ADDIE Model’s
framework of assessing and analyzing needs, developing learning objectives, designing and
developing the program, implementing the design, and evaluating the performance. EAC 584

5. Evaluating Training Transfer & Effectiveness has given me complete confidence in assessing
training programs through Kirkpatrick’s Four Level of Evaluations using criteria such as Level I-
Reaction, Level II-Learning, Level III-Behavior, and Level IV-Results where all levels ensure
optimal return on investment for the organization based on training outcomes.EAC 585
Integrating Technology into Training Design provided the realization that the entrance of new
online learning methods in education is inevitable, therefore changing the way in which
knowledge is obtained and how learning occurs. EAC 555 Ethics in the Workplace & Education
prompted awareness around moral responsibility within organizations as well as the role that the
T&D practitioner is expected to uphold; acting in an ethical manner, companies will hire, reward
and retain the best people. This will, in turn, help assure that the company has the best work
force possible to achieve its business goals and by adopting a definition of workplace ethics that
centers on job performance, HR professionals may be in a better position to persuade others in
the organization to make ethical behavior a priority to produce beneficial results.
The entire curriculum has provided me with a solid foundation and confidence to be a well-
rounded T&D practitioner. My current experience working as a recruiter and a prior background
in human resourcescoupled with the completion of this program will allow me to implement
theory, practice, and established frameworks as I engage in a new career as a change agent who
improves human performance that leadsto organizational success.