BUSI 342 Week 5 Discussion Board Forum 3 Thread Example

Reviewed by Thomas Kerrigan, MBA, CPA · Liberty University · Updated

This BUSI 342 Week 5 sample thread answers the training forum by asking why so much workplace training fails to change how people work. Its answer is that well-designed training does teach, but whether the learning reaches the job depends heavily on what happens after the session: a supervisor's support, a chance to practice and follow-up. A meta-analysis of training effectiveness and a meta-analysis of transfer of training carry the argument, and a call center's rollout of new customer software shows how the findings would change a real plan. Paul's instruction to entrust what was learned to faithful people who will teach others gives the thread its Scripture. In Module/Week 5, Liberty University BUSI 342 asks BS in Business Administration students for this thread, worth 40 points, beside MindTap Assignment 5 and the training chapters.

CourseBUSI 342 Human Resource Management (BUSI342)
Module/Week5
AssignmentDiscussion Board Forum 3 Thread
Paper typeDiscussion thread
Lengthabout 354 words (thread and replies). Course guide: a 300-500 word thread answering the training prompt with course knowledge, citing a verse, two or more journal studies and the textbook in current APA style
FormatAPA 7 citations and reference list
Points40
SchoolLiberty University Online
ProgramBS in Business Administration
Where it sitsModule/Week 5 in Liberty's published BUSI 342 course guide; current sections can differ
UpdatedOctober 2026

Free sample paper for BUSI 342 Week 5

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Discussion Board Forum 3 Thread: Training and Development

BUSI 342 Human Resource Management, Discussion Board Forum 3 Thread

Thread by [Student Name]

The forum prompt and the call center example are composites; the textbook, research and Scripture cited are real.

Why this part earns its pointsThe thread places the problem at the transfer step, which gives its research a single target.
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Most workplace training does its job in the classroom and loses it at the desk; whether learning reaches the work depends mostly on what happens after the session ends.

Mathis et al. (2017) describe training as a process that moves from assessing needs to designing and delivering training and then evaluating it. Organizations tend to put their effort into delivery, the part employees see. The weak point is usually transfer, the step where trainees try to use new skills on the job.

Why this part earns its pointsThe thread grants that training works before arguing about transfer, which keeps its claim precise.
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The training itself is not the main problem. Arthur et al. (2003) combined results from many training studies and found meaningful average effects not only on what trainees learned but also on their behavior at work and on organizational results, with effects that varied by method and by the skills being taught. Training, in other words, can work.

Whether it does depends heavily on the environment the trainee returns to. Blume et al. (2010) analyzed transfer research and found that, along with trainees' ability and motivation, a supportive work environment, especially support from supervisors, was related to how much training was used on the job. A trainee who returns to a supervisor who says to forget what the class taught will usually forget it.

Why this part earns its pointsA single workplace example shows how the research would change an actual rollout plan.
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Consider a call center rolling out new customer software. A strong one-day course might teach agents the system well, but if supervisors keep measuring only call speed, agents will return to their old shortcuts. Asking supervisors to coach the new features during the first two weeks and adjusting the metrics would likely matter as much as the course.

Paul's charge to Timothy was to hand on what he had heard to trustworthy people able to instruct still others (English Standard Version Bible, 2001/2016, 2 Timothy 2:2). Learning in the early church was passed on through people who kept practicing and teaching it, not through a single lesson. Workplace training follows the same pattern.

A manager could act on this tomorrow by meeting each trainee before the course to set goals, giving them a task that uses the new skill within a week, and checking in a month later.

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References

Arthur, W., Jr., Bennett, W., Jr., 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

English Standard Version Bible. (2016). Crossway. (Original work published 2001)

Mathis, R. L., Jackson, J. H., Valentine, S. R., & Meglich, P. A. (2017). Human resource management (15th ed.). Cengage Learning.

What the BUSI 342 Week 5 instructions ask

Chapters 9 and 10 of Mathis et al., on training and on talent management and development, are the module/week's reading, with a presentation, two websites and MindTap Assignment 5. Forum 3 opens here with a thread written to the instructor's prompt, kept to the familiar range of 300 to 500 words and showing knowledge of the course. The citation rule from the first two forums holds: a verse, two or more journal studies and Mathis et al., styled in current APA. No exam falls in Module/Week 5, so it is a good week to write a careful thread; replies to two classmates follow in Module/Week 6.

How this BUSI 342 Week 5 example is built

The thread begins with its answer: training usually works in the classroom and fails at the desk. Next, the training cycle in the textbook, from needs assessment through evaluation, is used to pinpoint where things break: the transfer step. Two meta-analyses follow, the first showing that training produces real learning and behavior change on average, the second showing which factors predict whether learning carries over to the job. A brief example applies the findings to a call center introducing new software. Second Timothy supplies the biblical principle of learning passed along through people. The thread closes with three changes a manager could make tomorrow.

BUSI 342 Week 5 grading rubric: where the points go

Like the earlier threads, Forum 3 is graded for a direct answer to the prompt using the module/week's chapters, a length between 300 and 500 words, and the three required kinds of citation: Scripture, at least two peer-reviewed sources and the textbook, all in current APA format. Peer-reviewed meta-analyses are especially useful here because training research is large and varied. A thread that applies its sources to a specific situation shows more understanding than one that summarizes them. The verse should illuminate the training question, not just appear near it. Instructors also notice whether the thread leaves classmates something to reply to, such as a clear claim or recommendation.

BUSI 342 Week 5 help: mistakes that cost points

Decide which part of training the prompt is really about, needs assessment, design, delivery, transfer or evaluation, and focus your thread there. Use the textbook's terms for those stages. Search for meta-analyses on training effectiveness or transfer, which summarize many studies, and report what they found in plain language. Give one concrete workplace example, ideally from your own experience, and show how the research would change it. Choose Scripture that speaks to teaching, learning or mentoring, and explain the connection. Finish with a recommendation classmates can agree or disagree with. Stay between 300 and 500 words, and end by asking classmates about training that changed, or failed to change, how they work. A thread that names a specific workplace and a specific training program gives replies far more to work with than a general discussion of training.

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BUSI 342 Week 5 questions, answered

What is the BUSI 342 Forum 3 thread?

The third forum's opening post, worth 40 points in Module/Week 5, a 300 to 500 word response tied to the training and development chapters with Scripture, two peer-reviewed sources and the text.

Where can I find a free BUSI 342 Week 5 sample paper?

This page presents a complete BUSI 342 Week 5 thread on why training often fails to transfer to the job, with two meta-analyses and Scripture cited.

What is transfer of training?

The extent to which knowledge and skills learned in training are applied on the job and maintained over time, which depends on the trainee, the training design and the work environment.

Does workplace training actually work?

A meta-analysis of training studies found meaningful average effects on learning, behavior and results, though effects vary with the training method and the skills taught.

What else is due in BUSI 342 Module/Week 5?

MindTap Assignment 5 is the only other graded item; no exam falls here, and students read Mathis et al.'s two chapters on training and talent development. with a presentation and two websites.

Use it as a model, or ask for your own

This paper is an original model written by our desk for study. It is not a submitted student paper and not an official Liberty University document. Read it for structure and reasoning, then write your own to the instructions in your Canvas course. If you want a version built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

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