C-Store Operations & Leadership Certificate
Dr. Larry W. Boustead — Four-Book C-Store Management Series
📅 12-Week Course Schedule
| Wk | Topic | Reading | Async Activities | Workshop | Pts |
|---|---|---|---|---|---|
| 1 | Foundations of Training Needs Analysis | D01 — Stopping the C-Store Leak, Ch. 1–3 | Discussion 1 • Quiz 1 | — | 80 pts |
| 2 | Learner Analysis and Competency Gaps | D01 — Stopping the C-Store Leak, Ch. 4–5 | Discussion 2 • Quiz 2 | WS1 | 80 + 20 ws pts |
| 3 | Principles of Adult Learning | D01 — Stopping the C-Store Leak, Ch. 6–7 | Discussion 3 • Quiz 3 | — | 80 pts |
| 4 | Cashier Onboarding: The First 5 Days | D02 — C-Store Cashier Excellence, Ch. 1–3 | Discussion 4 • Quiz 4 | — | 80 pts |
| 5 | Training Delivery and Verification | D02 — C-Store Cashier Excellence, Ch. 4–6 | Discussion 5 • Quiz 5 | WS2 | 80 + 20 ws pts |
| 6 | Performance Standards and Evaluation Design | D02 — C-Store Cashier Excellence, Ch. 7–9 | Discussion 6 • Quiz 6 | — | 80 pts |
| 7 | Kirkpatrick Four-Level Evaluation | D02 — C-Store Cashier Excellence, Ch. 10–12 | Discussion 7 • Quiz 7 | WS3 | 80 + 20 ws pts |
| 8 | C-Store Culture and Ethical Standards | D03 — C-Store Ethos, Ch. 1–4 | Discussion 8 • Quiz 8 | — | 80 pts |
| 9 | Trust, Accountability, and Adaptive Culture | D03 — C-Store Ethos, Ch. 5–8 | Discussion 9 • Quiz 9 | — | 80 pts |
| 10 | Persuasion, Coaching, and Power Dynamics | D03 — C-Store Ethos, Ch. 9 + D04 — Training the Trainers, Ch. 1–2 | Discussion 10 • Quiz 10 | WS4 | 80 + 20 ws pts |
| 11 | Instructional Leadership Development | D04 — Training the Trainers, Ch. 3–5 | Discussion 11 • Quiz 11 | — | 80 pts |
| 12 | Capstone Integration and Certification | D04 — Training the Trainers, Ch. 6–8 | Discussion 12 • Quiz 12 | WS5 | 80 + 20 ws pts |
Gold rows = synchronous workshop weeks. Click any row to navigate to that week's content.
👤 Learner Profiles — D04 District TNA
The following four manager archetypes were identified through the D04 district Training Needs Analysis at Tobey's (2005) Stage 4 Learner Analysis. These profiles apply Morrison et al.'s (2019) eight learner characteristic categories and identify primary competency gaps using Piskurich's (2015) Administrative/Technical/Personal framework.
Theoretical Framework
Tobey (2005) TNA Model — 5 Stages: The D04 learner profiles were derived at Stage 4 (Learner Analysis), following Stage 1 Organizational Analysis, Stage 2 Job Analysis, Stage 3 Person Analysis, and informing Stage 5 Contextual Analysis.
Morrison et al. (2019) — 8 Learner Characteristic Categories: Each archetype was assessed across General Characteristics, Specific Entry Competencies, Academic Skills, Attitudes Toward Content, Attitudes Toward Delivery, Motivation to Learn, Performance Anxiety, and Prior Knowledge.
Piskurich (2015) — 3 Competency Categories: Administrative (documentation, process), Technical (task-specific procedures), and Personal (communication, coaching, leadership behaviors).
📚 Theoretical Frameworks
Framework Applications in This Course
ADDIE Model: The course was designed using the ADDIE framework. Each of the four Boustead books corresponds to one or more ADDIE phases.
10-3-1 Training Methodology: Weeks 4–7 apply this three-phase training delivery model from C-Store Cashier Excellence: 10-minute orientation, 3-step demonstration, 1-shift supervised practice.
OIR Coaching Model: The Observation-Impact-Request model is introduced in Week 10 and applied in Workshop 4, addressing the power transition from Expert to Legitimate authority.
Kirkpatrick Evaluation: All four levels are addressed in Week 7 and Workshop 3. Participants learn to move beyond Level 1 (reaction) to Level 3 (behavior transfer) and Level 4 (business results).
Week 1: Foundations of Training Needs Analysis
📋 Week Overview
This opening week establishes the theoretical foundation: Tobey's (2005) five-stage TNA model mapped against the business context in Stopping the C-Store Leak. You will learn the critical distinction between training problems and non-training performance problems.
Reading: Stopping the C-Store Leak — D01 — Stopping the C-Store Leak, Ch. 1–3
🎯 Learning Objectives
By the end of Week 1 you should be able to describe Tobey's five TNA stages, explain the D04 district context, and articulate why training is often not the correct solution to a performance gap.
📚 Reading Assignment
- Stopping the C-Store Leak — Chapter 1: Understanding the Hidden Costs of C-Store Turnover
- Stopping the C-Store Leak — Chapter 2: Elevating Your Leadership
- Stopping the C-Store Leak — Chapter 3: Harnessing the Promise of Promotion Opportunities
Week 1 Discussion Forum
Prior to beginning this discussion, complete your Week 1 readings in Stopping the C-Store Leak (Ch. 1-3). Reflect on a recent performance problem you observed or experienced.
Discussion Questions — address all three in your initial post:
- Describe a recent performance problem in your store. Without prescribing a solution, identify which of Tobey's (2005) five TNA stages you would use to analyze it first and what specific data you would collect at that stage.
- Chapter 2 of Stopping the C-Store Leak argues that leadership behavior is one of the primary drivers of performance problems. Provide a specific example from your own management experience where leadership behavior directly contributed to a performance gap.
- Chapter 3 discusses promotion pathways as a motivational tool. How does the absence of clear advancement opportunities function as a performance barrier? Connect this to Tobey's TNA framework.
Week 1 Quiz Assignment
Complete all Week 1 readings before beginning. This quiz covers Tobey's TNA model, the organizational context of training needs, and the leadership-performance relationship introduced in Stopping the C-Store Leak Chapters 1-3.
Reading: Stopping the C-Store Leak — D01 — Stopping the C-Store Leak, Ch. 1–3
- Complete all readings before beginning the quiz.
- You have two attempts. Your highest score is recorded.
- Passing score is 85% (17 of 20 correct).
- Each correct answer is worth 3 points (60 pts total).
- The quiz is open-book; however, time management is important.
Week 2: Learner Analysis and Competency Gaps
📋 Week Overview
Week 2 focuses on the human side of store management. Chapter 4 of Stopping the C-Store Leak examines how meaningful rewards motivate employees and reduce turnover, while Chapter 5 explores the practical steps for building a cohesive, high-performing team. You will connect these concepts directly to your own store and team.
Reading: Stopping the C-Store Leak — D01 — Stopping the C-Store Leak, Ch. 4–5
🎯 Learning Objectives
Both chapters this week emphasize that employee motivation and team cohesion are not accidental — they result from consistent, intentional management behaviors. Reflect on which behaviors you already practice and which need development.
📚 Reading Assignment
- Stopping the C-Store Leak — Chapter 4: Utilizing Meaningful Rewards
- Stopping the C-Store Leak — Chapter 5: Building a Strong Team
Week 2 Discussion Forum
Prior to beginning this discussion, complete your Week 2 readings in Stopping the C-Store Leak (Ch. 4–5). Reflect on how you currently motivate your team and address performance gaps.
Discussion Questions — address all three in your initial post:
- Chapter 4 argues that meaningful rewards must be connected to specific behaviors, not just outcomes. Describe one reward or recognition you currently use in your store. Is it tied to a specific behavior? If not, how would you redesign it to make the connection explicit?
- Chapter 5 identifies trust as the foundation of a strong team. Describe a specific situation in your store where a breakdown in trust affected team performance. What step from Chapter 5 would you apply to begin rebuilding it?
- Chapter 4 distinguishes between intrinsic and extrinsic motivation. Give one example from your store where an extrinsic reward produced short-term compliance but did not change long-term behavior. What would an intrinsically motivating approach look like in that same situation?
Week 2 Quiz Assignment
Complete your Week 2 readings in Stopping the C-Store Leak (Ch. 4–5) before beginning. This quiz covers meaningful rewards, motivational strategies, and team-building principles from both chapters.
Reading: Stopping the C-Store Leak — D01 — Stopping the C-Store Leak, Ch. 4–5
- Complete all readings before beginning the quiz.
- You have two attempts. Your highest score is recorded.
- Passing score is 85% (17 of 20 correct).
- Each correct answer is worth 3 points (60 pts total).
- The quiz is open-book; however, time management is important.
Week 3: Principles of Adult Learning
📋 Week Overview
Week 3 builds on the team-building foundation of Week 2 by examining the daily work environment and employee benefits. Chapter 6 of Stopping the C-Store Leak explores how managers can improve the conditions under which employees work every day, while Chapter 7 shows how fully utilizing available benefits increases employee retention and engagement. You will connect both chapters to your own store practices.
Reading: Stopping the C-Store Leak — D01 — Stopping the C-Store Leak, Ch. 6–7
🎯 Learning Objectives
Chapter 6 describes practical, low-cost ways to improve the daily experience of your employees. Chapter 7 argues that many managers underutilize available benefits as a retention and motivation tool — often because they do not fully understand what is available.
📚 Reading Assignment
- Stopping the C-Store Leak — Chapter 6: Improving the Daily Grind
- Stopping the C-Store Leak — Chapter 7: Maximizing Your Benefits
Week 3 Discussion Forum
Prior to beginning this discussion, complete your Week 3 readings in Stopping the C-Store Leak (Ch. 6–7). Reflect on the daily conditions in your own store and how well you currently leverage available employee benefits.
Discussion Questions — address all three in your initial post:
- Chapter 6 identifies specific daily work conditions that drain employee energy and reduce motivation over time. Identify one condition in your store that fits this description. What low-cost change could you make this week to begin improving it?
- Chapter 7 argues that employees who fully understand and use their benefits are more engaged and less likely to leave. Survey your own knowledge: can you describe every benefit available to your employees? Which benefit do your employees least understand, and how would you explain it clearly?
- Chapter 6 describes the daily work environment as either a motivating or de-motivating force depending on how it is managed. Describe one specific change a previous manager made to your work environment that had a noticeable positive or negative effect on your motivation. How does this inform how you manage your own team's environment today?
Week 3 Quiz Assignment
Complete your Week 3 readings in Stopping the C-Store Leak (Ch. 6–7) before beginning. This quiz covers the daily work environment, employee benefits utilization, and retention strategies from both chapters.
Reading: Stopping the C-Store Leak — D01 — Stopping the C-Store Leak, Ch. 6–7
- Complete all readings before beginning the quiz.
- You have two attempts. Your highest score is recorded.
- Passing score is 85% (17 of 20 correct).
- Each correct answer is worth 3 points (60 pts total).
- The quiz is open-book; however, time management is important.
Week 4: Cashier Onboarding: The First 5 Days
📋 Week Overview
Week 4 transitions from theory to practical cashier training design. You are introduced to C-Store Cashier Excellence and the five-day onboarding structure. The 10-3-1 training methodology is introduced as the core delivery model.
Reading: C-Store Cashier Excellence — D02 — C-Store Cashier Excellence, Ch. 1–3
🎯 Learning Objectives
Begin drafting your own 5-Day Cashier Training Plan this week. Bring a draft with at least Days 1-3 mapped out for Workshop 2.
📚 Reading Assignment
- C-Store Cashier Excellence — Chapter 1: The Cashier's Role in C-Store Performance
- C-Store Cashier Excellence — Chapter 2: Designing the 5-Day Onboarding Plan
- C-Store Cashier Excellence — Chapter 3: The 10-3-1 Training Methodology
Week 4 Discussion Forum
Prior to beginning this discussion, complete your Week 4 readings in C-Store Cashier Excellence (Ch. 1-3). Begin drafting your 5-Day Cashier Training Plan.
Discussion Questions — address all three in your initial post:
- Using the 10-3-1 methodology, describe how you would train a new cashier to process a lottery ticket sale from start to finish. Walk through each of the three phases with specific steps and observable success criteria.
- What does your current Day 1 onboarding look like in practice (not in the manual, but what actually happens)? Where does it most commonly break down, and what would a 10-3-1 redesign look like?
- Chapter 3 distinguishes between competency demonstration (trainer shows how) and competency verification (manager confirms the trainee can do it independently). Where does verification currently fall apart in your store's onboarding process?
Week 4 Quiz Assignment
Complete all Week 4 readings in C-Store Cashier Excellence (Ch. 1-3) before beginning. This quiz covers the cashier excellence framework, 5-day onboarding structure, and the 10-3-1 training methodology.
Reading: C-Store Cashier Excellence — D02 — C-Store Cashier Excellence, Ch. 1–3
- Complete all readings before beginning the quiz.
- You have two attempts. Your highest score is recorded.
- Passing score is 85% (17 of 20 correct).
- Each correct answer is worth 3 points (60 pts total).
- The quiz is open-book; however, time management is important.
Week 5: Training Delivery and Verification
📋 Week Overview
Week 5 deepens the 10-3-1 methodology and connects it to the transfer context framework from C-Store Cashier Excellence. Chapter 4 covers training delivery standards, Chapter 5 addresses verification checkpoints, and Chapter 6 explains what must happen in the work environment after training ends for behavior to actually change. Finalize your 5-Day Training Plan draft before Workshop 2, where peer groups will cross-critique plans using the 10-3-1 standard.
Reading: C-Store Cashier Excellence — D02 — C-Store Cashier Excellence, Ch. 4–6
🎯 Learning Objectives
Two common onboarding failures are previewed this week before their full Workshop 2 treatment: delegation without verification (Janet's scenario) and prior experience assumption (Buddy's scenario).
📚 Reading Assignment
- C-Store Cashier Excellence — Chapter 4: Training Delivery Standards
- C-Store Cashier Excellence — Chapter 5: Verification Checkpoints
- C-Store Cashier Excellence — Chapter 6: Transfer Context in Cashier Onboarding
Week 5 Discussion Forum
Prior to beginning this discussion, complete your Week 5 readings and finalize your 5-Day Training Plan draft for Workshop 2.
Discussion Questions — address all three in your initial post:
- Share one specific assumption you ALMOST made in your 5-Day Training Plan that could have created a performance gap and describe how you caught it. What verification step did you add as a result?
- Describe a situation where you delegated a training responsibility to a peer trainer or senior cashier. How did you verify the training was actually completed to standard?
- Chapter 6 of C-Store Cashier Excellence asks: what in the work environment prevents a trained employee from applying what they learned? Identify one specific transfer barrier in your store and propose a structural change to remove it.
Week 5 Quiz Assignment
Complete all Week 5 readings before beginning. This quiz covers training delivery standards, verification checkpoint design, the transfer context model, and common onboarding failure patterns.
Reading: C-Store Cashier Excellence — D02 — C-Store Cashier Excellence, Ch. 4–6
- Complete all readings before beginning the quiz.
- You have two attempts. Your highest score is recorded.
- Passing score is 85% (17 of 20 correct).
- Each correct answer is worth 3 points (60 pts total).
- The quiz is open-book; however, time management is important.
Week 6: Performance Standards and Evaluation Design
📋 Week Overview
Week 6 focuses on building the evaluation infrastructure for cashier performance: rubrics, observation checklists, documentation practices, and performance standards.
Reading: C-Store Cashier Excellence — D02 — C-Store Cashier Excellence, Ch. 7–9
🎯 Learning Objectives
Chapters 7-9 provide the practical tools: how to write an observable performance standard, how to build a field observation checklist, and how to document performance in a legally defensible way.
📚 Reading Assignment
- C-Store Cashier Excellence — Chapter 7: Writing Observable Performance Standards
- C-Store Cashier Excellence — Chapter 8: Building Observation Checklists
- C-Store Cashier Excellence — Chapter 9: Documentation & Legal Defensibility
Week 6 Discussion Forum
Prior to beginning this discussion, complete your Week 6 readings in C-Store Cashier Excellence (Ch. 7-9).
Discussion Questions — address all three in your initial post:
- Design a 5-item observation checklist for one specific cashier task in your store (lottery, fuel prepay, age-verification, etc.). Each item must be observable, binary (yes/no), and directly tied to a written performance standard.
- Chapter 9 discusses legal defensibility of training documentation. Describe your current documentation practice for cashier training. What documentation gap creates the most liability?
- How does a written observation checklist change the coaching conversation after a performance gap is observed? Compare a conversation based on impression to one grounded in checklist evidence.
Week 6 Quiz Assignment
Complete all Week 6 readings before beginning. This quiz covers observable performance standard design, observation checklist construction, documentation practices, and the legal defensibility of training records.
Reading: C-Store Cashier Excellence — D02 — C-Store Cashier Excellence, Ch. 7–9
- Complete all readings before beginning the quiz.
- You have two attempts. Your highest score is recorded.
- Passing score is 85% (17 of 20 correct).
- Each correct answer is worth 3 points (60 pts total).
- The quiz is open-book; however, time management is important.
Week 7: Kirkpatrick Four-Level Evaluation
📋 Week Overview
Week 7 is the evaluation capstone of the C-Store Cashier Excellence content. You will master Kirkpatrick's (2006) four-level model and learn to calculate a basic ROI figure. Workshop 3 applies these frameworks to Jennifer's Success Case and Marcus's Overnight Counterfeit scenario.
Reading: C-Store Cashier Excellence — D02 — C-Store Cashier Excellence, Ch. 10–12
🎯 Learning Objectives
The ROI formula [ROI% = ((Benefits - Costs) / Costs) x 100] is introduced this week. Review the ROI worksheet template distributed in the course materials before attending Workshop 3.
📚 Reading Assignment
- C-Store Cashier Excellence — Chapter 10: Kirkpatrick Level 1 & 2 Evaluation
- C-Store Cashier Excellence — Chapter 11: Kirkpatrick Level 3 — Behavior Change in the Field
- C-Store Cashier Excellence — Chapter 12: Kirkpatrick Level 4, ROI & Presenting Results
Week 7 Discussion Forum
Prior to beginning this discussion, complete your Week 7 readings. Recall a training program you have delivered or experienced in your store context.
Discussion Questions — address all three in your initial post:
- Using Kirkpatrick's four levels, describe what evidence you currently have (or would need to collect) at each level for a training program you have delivered. At which level does your evidence break down?
- What argument would you make to a skeptical manager that the ROI from cashier training is worth calculating? What data would you need to make it credible?
- Marcus's scenario involves measuring behavior change without formal observation data. What is the minimum evidence you would accept as credible proof of a Level 3 behavior change?
Week 7 Quiz Assignment
Complete all Week 7 readings before beginning. This quiz covers Kirkpatrick's four-level model in depth, ROI formula and calculation, Level 3 evaluation design under real-world constraints, and presenting evaluation results to leadership.
Reading: C-Store Cashier Excellence — D02 — C-Store Cashier Excellence, Ch. 10–12
- Complete all readings before beginning the quiz.
- You have two attempts. Your highest score is recorded.
- Passing score is 85% (17 of 20 correct).
- Each correct answer is worth 3 points (60 pts total).
- The quiz is open-book; however, time management is important.
Week 8: C-Store Culture and Ethical Standards
📋 Week Overview
Week 8 opens the C-Store Ethos content, transitioning from training design mechanics to organizational culture and leadership character. You will examine the relationship between store culture, manager authenticity, and cashier performance.
Reading: C-Store Ethos — D03 — C-Store Ethos, Ch. 1–4
🎯 Learning Objectives
Part I of C-Store Ethos covers trust, integrity, accountability, and psychological safety - the foundational conditions for a culture in which training actually transfers.
📚 Reading Assignment
- C-Store Ethos — Chapter 1: Trust as a Management System
- C-Store Ethos — Chapter 2: Psychological Safety as a Performance Prerequisite
- C-Store Ethos — Chapter 3: Accountability Without Micromanagement
- C-Store Ethos — Chapter 4: Integrity Under Pressure
Week 8 Discussion Forum
Prior to beginning this discussion, complete your Week 8 readings in C-Store Ethos (Ch. 1-4).
Discussion Questions — address all three in your initial post:
- Describe the culture of your store in three words. For each word, provide one specific observable behavior that demonstrates that cultural value and one that contradicts it. What does this gap reveal?
- Chapter 1 argues that trust is a management system, not a feeling. Describe one specific daily behavior you practice that builds trust with your team and one that erodes it.
- Chapter 3 presents accountability without micromanagement as achievable only when the manager models the standard before enforcing it. Describe a situation where you held someone accountable for a standard you yourself were not consistently meeting.
Week 8 Quiz Assignment
Complete all Week 8 readings in C-Store Ethos (Ch. 1-4) before beginning. This quiz covers trust as a management system, psychological safety, accountability structures, and integrity under pressure.
Reading: C-Store Ethos — D03 — C-Store Ethos, Ch. 1–4
- Complete all readings before beginning the quiz.
- You have two attempts. Your highest score is recorded.
- Passing score is 85% (17 of 20 correct).
- Each correct answer is worth 3 points (60 pts total).
- The quiz is open-book; however, time management is important.
Week 9: Trust, Accountability, and Adaptive Culture
📋 Week Overview
Week 9 extends the Ethos framework to accountability structures, adaptive leadership, and the cultural conditions for training transfer. You will apply the transfer context principles from C-Store Cashier Excellence Ch. 6 to identify cultural barriers in your specific store environment, using the adaptive leadership framework from C-Store Ethos Ch. 8 as your guide.
Reading: C-Store Ethos — D03 — C-Store Ethos, Ch. 5–8
🎯 Learning Objectives
Chapters 5-8 address energizing people, recognition, purpose alignment, and adaptive leadership - completing the transition from 'what culture is' to 'how a manager builds and sustains it daily.'
📚 Reading Assignment
- C-Store Ethos — Chapter 5: Energizing People
- C-Store Ethos — Chapter 6: Purpose Alignment as a Retention Strategy
- C-Store Ethos — Chapter 7: Recognition That Resonates
- C-Store Ethos — Chapter 8: Adaptive Leadership in High-Turnover Environments
Week 9 Discussion Forum
Prior to beginning this discussion, complete your Week 9 readings in C-Store Ethos (Ch. 5-8).
Discussion Questions — address all three in your initial post:
- Using the transfer context framework from C-Store Cashier Excellence Ch. 6, diagnose the type of barrier you identified in your store (Orienting, Instructional, or Transfer) and propose a specific structural change that would reduce it. Minimum 200 words.
- Chapter 7 argues that recognition is most powerful when it is specific, immediate, and personal. Describe your last three recognition interactions with a team member. Were they specific, immediate, and personal? What would you change?
- Chapter 8 presents adaptive leadership as reading changing conditions and adjusting approach while maintaining core values. Describe a situation where you maintained a management approach that was no longer working because it was comfortable.
Week 9 Quiz Assignment
Complete all Week 9 readings before beginning. This quiz covers energizing and purpose-alignment strategies, recognition frameworks, adaptive leadership in high-turnover environments, and cultural barriers to training transfer.
Reading: C-Store Ethos — D03 — C-Store Ethos, Ch. 5–8
- Complete all readings before beginning the quiz.
- You have two attempts. Your highest score is recorded.
- Passing score is 85% (17 of 20 correct).
- Each correct answer is worth 3 points (60 pts total).
- The quiz is open-book; however, time management is important.
Week 10: Persuasion, Coaching, and Power Dynamics
📋 Week Overview
Week 10 bridges Ethos and Training the Trainers with a focus on managerial power dynamics and coaching conversations. You will learn the Expert to Legitimate power transition model and the Observation-Impact-Request (OIR) coaching framework.
Reading: C-Store Ethos — D03 — C-Store Ethos, Ch. 9 + D04 — Training the Trainers, Ch. 1–2
🎯 Learning Objectives
Chapter 9 of C-Store Ethos introduces persuasion and authority dynamics. Chapters 1-2 of Training the Trainers reframe the store manager as an instructional leader.
📚 Reading Assignment
- C-Store Ethos — Chapter 9: Persuasion, Authority & the Expert-to-Legitimate Power Sequence
- Training the Trainers — Chapter 1: The District Manager's Dilemma
- Training the Trainers — Chapter 2: The Training Needs Assessment as the First Step
Week 10 Discussion Forum
Prior to beginning this discussion, complete your Week 10 readings. Think about a situation where you had to establish or re-establish your authority with an employee who questioned your decision or procedure.
Discussion Questions — address all three in your initial post:
- Using the Expert to Legitimate power framework, analyze what type of authority challenge it was and what you did (or would do differently now) to resolve it without triggering escalation or capitulation.
- The OIR model requires three elements: a behavioral observation (not a judgment), an impact statement, and a clear behavior-change request. Write an OIR script for a real or realistic performance coaching conversation in your store.
- Chapter 1 of Training the Trainers describes the District Manager's Dilemma. How does this pattern manifest in your own organization? What is one structural change that would break the cycle?
Week 10 Quiz Assignment
Complete all Week 10 readings before beginning. This quiz covers the Expert-to-Legitimate power sequence, the OIR coaching model, the District Manager's Dilemma, and the TNA as the first step in training design.
Reading: C-Store Ethos — D03 — C-Store Ethos, Ch. 9 + D04 — Training the Trainers, Ch. 1–2
- Complete all readings before beginning the quiz.
- You have two attempts. Your highest score is recorded.
- Passing score is 85% (17 of 20 correct).
- Each correct answer is worth 3 points (60 pts total).
- The quiz is open-book; however, time management is important.
Week 11: Instructional Leadership Development
📋 Week Overview
Week 11 focuses on facilitator identity and instructional leadership self-assessment. You will use the three competency categories from Training the Trainers Ch. 3 as a self-evaluation framework as you prepare your Capstone Mini Training Plan.
Reading: Training the Trainers — D04 — Training the Trainers, Ch. 3–5
🎯 Learning Objectives
Chapters 3-5 of Training the Trainers cover how to design and deliver effective train-the-trainer workshops, including facilitation techniques, coaching feedback loops, and performance calibration.
📚 Reading Assignment
- Training the Trainers — Chapter 3: Applying Adult Learning Principles to Train-the-Trainer Design
- Training the Trainers — Chapter 4: Facilitation Techniques for Manager Workshops
- Training the Trainers — Chapter 5: Coaching Feedback Loops in Practice
Week 11 Discussion Forum
Prior to beginning this discussion, complete your Week 11 readings in Training the Trainers (Ch. 3-5). Prepare your Capstone Mini Training Plan outline for Workshop 5.
Discussion Questions — address all three in your initial post:
- Using the three competency categories from Training the Trainers Ch. 3 (Administrative, Technical, Personal), conduct a frank self-assessment of your development across this 12-week program. Identify one specific strength in each category and one gap still needing attention. Minimum 250 words.
- Chapter 4 distinguishes between a facilitator who transfers knowledge and one who creates conditions for construction. Where do you currently sit on that continuum and what would move you toward the constructivist end?
- Your Capstone Mini Training Plan must integrate all four program frameworks. Describe your plan's performance problem and TNA diagnosis. What type of gap is it and how do you know?
Week 11 Quiz Assignment
Complete all Week 11 readings before beginning. This quiz covers facilitation methods for train-the-trainer workshops, coaching feedback loops, performance calibration, and the three-category competency self-assessment framework from Chapter 3 of Training the Trainers.
Reading: Training the Trainers — D04 — Training the Trainers, Ch. 3–5
- Complete all readings before beginning the quiz.
- You have two attempts. Your highest score is recorded.
- Passing score is 85% (17 of 20 correct).
- Each correct answer is worth 3 points (60 pts total).
- The quiz is open-book; however, time management is important.
Week 12: Capstone Integration and Certification
📋 Week Overview
Week 12 is the program culmination. You will complete your final asynchronous module and present your Capstone Mini Training Plan in Workshop 5. The plan must integrate all four program frameworks.
Reading: Training the Trainers — D04 — Training the Trainers, Ch. 6–8
🎯 Learning Objectives
Chapters 6-8 cover district-level implementation, performance calibration, and the sustainment phase - ensuring the training system outlasts any individual manager.
📚 Reading Assignment
- Training the Trainers — Chapter 6: Performance Calibration Across a District
- Training the Trainers — Chapter 7: Sustaining the Training System — Preventing Training Drift
- Training the Trainers — Chapter 8: District-Level Implementation & Rollout Sequencing
Week 12 Discussion Forum
Prior to beginning this discussion, complete your Week 12 readings in Training the Trainers (Ch. 6-8). Reflect on the full arc of your 12-week learning journey.
Discussion Questions — address all three in your initial post:
- Identify the single most significant shift in how you think about performance problems and training solutions since Week 1. Provide a specific example from your store that illustrates this shift. Minimum 300 words.
- Chapter 7 identifies training drift - the gradual erosion of training quality when no one is checking. What is your specific plan to prevent training drift in your store after this program ends? Name three structural mechanisms you will put in place.
- If you were designing a 13th week for this program, what framework or concept is missing that would make you a more effective instructional leader?
Week 12 Quiz Assignment
Complete all Week 12 readings before beginning. This quiz covers performance calibration across a district, preventing training drift, district-level implementation sequencing, and the integration of all four program frameworks.
Reading: Training the Trainers — D04 — Training the Trainers, Ch. 6–8
- Complete all readings before beginning the quiz.
- You have two attempts. Your highest score is recorded.
- Passing score is 85% (17 of 20 correct).
- Each correct answer is worth 3 points (60 pts total).
- The quiz is open-book; however, time management is important.
📋 CLO Alignment Map
About This Map
This CLO Alignment Map shows the exact Course Learning Outcomes (CLOs) for the 12-Week C-Store Operations & Leadership Certificate Program and which weeks each CLO is addressed. CLO text matches the course syllabus verbatim. Click any week badge to navigate directly to that week’s content.
Theoretical grounding: Tobey (2005) TNA Model • Morrison et al. (2019) Learner Characteristics • Knowles et al. (2005) Andragogy • Kirkpatrick, J.D. & W.K. (2016) Four-Level Evaluation • Tessmer & Richey (1997) Contextual Analysis • Piskurich (2015) Competency Framework
| CLO | Learning Outcome Statement | Addressed in Weeks |
|---|---|---|
| CLO 1 | Conduct a Training Needs Analysis (TNA) to distinguish training problems from environmental, motivational, and accountability problems before recommending intervention. | Wk 1Wk 2 |
| CLO 2 | Analyze learner characteristics and competency gaps using established adult learning and instructional design frameworks. | Wk 1Wk 2 |
| CLO 3 | Demonstrate instructional leadership through self-assessment, facilitation planning, and coaching-based manager development. | Wk 11Wk 12 |
| CLO 4 | Design a structured 5-day cashier onboarding and training plan using the 10-3-1 method and verification checkpoints. | Wk 4Wk 5 |
| CLO 5 | Develop observable performance standards, field observation tools, documentation practices, and evaluation criteria for cashier performance. | Wk 5Wk 6 |
| CLO 6 | Apply adult learning principles to the design and delivery of relevant, experience-based, problem-centered training for adult learners. | Wk 3Wk 11 |
| CLO 7 | Design evaluation strategies using Kirkpatrick’s four levels and identify practical ways to gather behavior and results data in store environments. | Wk 7Wk 12 |
| CLO 8 | Analyze the role of trust, accountability, psychological safety, and ethical leadership in building a store culture that supports performance transfer. | Wk 8Wk 9 |
| CLO 9 | Use coaching, persuasion, and power-awareness frameworks to manage corrective conversations and strengthen manager authority appropriately. | Wk 9Wk 10 |
| CLO 10 | Integrate TNA, training design, evaluation, and cultural leadership into a coherent store-level or district-level training plan. | Wk 12 |
| Week | Topic | CLOs Addressed |
|---|---|---|
| Week 1 | Foundations of Training Needs Analysis | CLO 1CLO 2 |
| Week 2 WS | Learner Analysis and Competency Gaps | CLO 2CLO 3 |
| Week 3 | Principles of Adult Learning | CLO 6 |
| Week 4 | Cashier Onboarding: The First 5 Days | CLO 4 |
| Week 5 WS | Training Delivery and Verification | CLO 4CLO 5 |
| Week 6 | Performance Standards and Evaluation Design | CLO 5 |
| Week 7 WS | Kirkpatrick Four-Level Evaluation | CLO 7 |
| Week 8 | C-Store Culture and Ethical Standards | CLO 8 |
| Week 9 | Trust, Accountability, and Adaptive Culture | CLO 8CLO 9 |
| Week 10 WS | Persuasion, Coaching, and Power Dynamics | CLO 9 |
| Week 11 | Instructional Leadership Development | CLO 3CLO 6 |
| Week 12 WS | Capstone Integration and Certification | CLO 10 |
Assessment Alignment Summary
Each week’s Discussion Forum and Quiz are designed to assess the specific CLOs listed above. The five synchronous workshops (WS1–WS5) provide application-level assessment at Bloom’s L3–L5 for the CLOs addressed that week. The Capstone (Week 12 / WS5) requires learners to synthesize CLO 10 by integrating all prior frameworks into a personal C-Store leadership and training philosophy.
Bloom’s Distribution: Standard quizzes target L1–L2 (recall/comprehension). The supplementary Application Questions tab in each quiz targets L3–L5 (application, analysis, synthesis/evaluation). Workshop scenarios target L3–L5 exclusively.
Workshop 1 — TNA Diagnosis Practice
Week 2 · Synchronous Virtual Session · ~2 Hours
Workshop 1 applies Tobey's (2005) TNA model to three authentic D04 scenarios. The central learning objective is the diagnostic skill of distinguishing environmental barriers, motivational/accountability gaps, and genuine knowledge/skill deficits — and matching each diagnosis to the correct intervention. Theoretical grounding: Tobey (2005), Morrison et al. (2019), Piskurich (2015) Can't Do vs. Won't Do framework.
Situation: Janet cannot complete prepaid gas transactions because the pump authorization system is malfunctioning during her shift. Her manager assumes she needs retraining, but observation confirms she knows the procedure. The root cause is equipment failure, not knowledge or motivation.
Your Task: Diagnose the root cause using the TNA framework. Is this an environmental barrier, a "won't do" gap, or a "can't do" gap? Recommend the correct intervention.
Discussion Questions:
- What data would you collect before recommending any intervention?
- How do you distinguish an environmental barrier from a skill gap in a store setting?
- What non-training intervention would you recommend, and who is responsible for implementing it?
Situation: Rob knows the FIFO (first-in, first-out) procedure but consistently fails to follow it. Observation data and peer reports confirm he understands the method. The issue is motivation and accountability, not knowledge or skill.
Your Task: Apply Piskurich's "Can't Do vs. Won't Do" diagnostic. Design a managerial response (not a training intervention) that addresses the accountability gap. Role-play the conversation with Rob.
Discussion Questions:
- What is the difference between a knowledge gap and a motivational gap?
- If you paid Rob $100 to do FIFO correctly right now, could he do it? What does your answer reveal?
- How does Piskurich's Personal competency category apply here?
Situation: Betty is a new cashier who repeatedly makes errors on lottery ticket transactions. Observation confirms she has not received structured training on lottery procedures. She wants to do the job correctly but lacks the knowledge and skill.
Your Task: Confirm this IS a training problem and design a micro-training intervention using the 10-3-1 method. Specify how you would demonstrate (10x), supervise practice (3x), and observe independent performance (1x).
Discussion Questions:
- What evidence confirms this is a genuine knowledge/skill gap rather than a motivation problem?
- How would you structure Betty's 10-3-1 training for the lottery procedure specifically?
- What documentation would you create to verify she has been adequately trained?
| Criterion | Points | Standard |
|---|---|---|
| Attendance | 5 | Present for full session (or approved makeup) |
| Participation — Breakout Rounds | 5 | Active contribution in both scenario breakout rounds |
| Diagnosis Accuracy — Group Report-Out | 5 | Group correctly identifies root cause type for all 3 scenarios |
| Written Reflection | 5 | 100-150 words submitted within 24 hours |
| TOTAL | 20 | Full points available for makeup submissions meeting the standard |
Workshop 2 — Designing the 5-Day Training Plan
Week 5 · Synchronous Virtual Session · ~2 Hours
Workshop 2 focuses on design and verification of the 5-Day Cashier Training Plan. Two authentic failure scenarios expose common onboarding breakdowns: delegation without verification, and prior experience assumption. Theoretical grounding: Boustead (2024) 10-3-1, Tessmer & Richey (1997) Transfer Context, Morrison et al. (2019) Category 2.
Situation: Janet completed her first week but was never given a facility tour because her manager delegated orientation to a senior cashier who forgot. Janet is unaware of emergency procedures and back-of-house layout — a safety and performance liability.
Your Task: Identify the onboarding failure point and redesign the 5-day plan to include non-delegable verification checkpoints.
- Which elements of new-hire orientation should never be delegated to a peer trainer — and why?
- How would you build a verification checkpoint into each day of the 5-day plan?
- What documentation should exist at the end of Day 5 to verify onboarding completion?
Situation: Buddy came from a competitor and is experienced in cashier work. His trainer skipped the split-payment training module assuming Buddy already knew the procedure. This store uses a different protocol — Buddy's errors created a register discrepancy on his third shift.
Your Task: Identify the assumption failure and revise the 5-day plan to include competency verification for experienced hires.
- How should a 5-day training plan differ for an experienced hire vs. a new hire?
- What quick competency check could you add at the start of Day 1 for experienced transfers?
- How does assuming prior knowledge create liability for the manager?
| Criterion | Points | Standard |
|---|---|---|
| Attendance | 5 | Present for full session |
| 5-Day Draft Plan Submitted | 5 | Plan submitted before workshop begins |
| Peer Critique Participation | 5 | Active contribution in breakout critique rounds |
| Written Reflection | 5 | 100-150 words submitted within 24 hours |
| TOTAL | 20 |
Workshop 3 — Kirkpatrick Four-Level Evaluation
Week 7 · Synchronous Virtual Session · ~2 Hours
Workshop 3 applies Kirkpatrick's (2006) four-level evaluation model to two contrasting scenarios. ROI formula: ROI% = [(Benefits - Costs) / Costs] x 100. The goal is the habit of thinking in cost-benefit terms when justifying training investment to district leadership.
Situation: Jennifer's store implemented a structured cashier training program 90 days ago. Available data: satisfaction surveys (L1), pre/post knowledge assessments (L2), observation checklists (L3), and sales/shrinkage data (L4). ROI calculation is possible using provided cost and benefit data.
Your Task: Organize available data into the four Kirkpatrick levels. Calculate ROI using the provided figures. Prepare a 3-minute "training investment report" for a skeptical district manager.
- Which Kirkpatrick level is most difficult to measure in a convenience store environment — and why?
- What data would you need to calculate ROI for a cashier training program?
- How would you present Level 4 results to a district manager skeptical of training investment?
Situation: Marcus completed counterfeit-detection training three months ago. His manager wants to know if the training "worked" but has no formal observation data — only incident reports and Marcus's self-report.
Your Task: Design a practical Level 3 evaluation using low-cost tools: observation checklist, structured interview, incident log review. Also apply Tessmer & Richey's Transfer Context to identify environmental factors inhibiting transfer.
- What is the minimum evidence needed to make a credible claim about Level 3 behavior change?
- How would you design a 10-minute observation protocol for counterfeit detection?
- What environmental factors might explain why Marcus isn't applying the training even if he learned it?
| Criterion | Points | Standard |
|---|---|---|
| Attendance | 5 | Present for full session |
| Kirkpatrick Level Identification | 5 | Correctly categorizes evidence at all 4 levels in group report-out |
| ROI Worksheet Completed | 5 | Worksheet submitted with correct formula application |
| Written Reflection | 5 | 100-150 words submitted within 24 hours |
| TOTAL | 20 |
Workshop 4 — Coaching Conversations & Power Dynamics
Week 10 · Synchronous Virtual Session · ~2 Hours
Workshop 4 applies the Expert to Legitimate power sequence and Observation-Impact-Request (OIR) coaching model to two challenging scenarios. Paired role-play format — roles rotate after 5 minutes. Note: Rob reappears from Workshop 1 with new evidence — this continuity is intentional.
Acknowledge expertise → Assert procedural authority → Redirect to shared standard → Document
Observation (specific, behavioral) → Impact (on team/store) → Request (clear behavior change)
Situation: Carole is a veteran cashier who publicly questions the manager's authority to change lottery display procedures, arguing she has "always done it this way." The manager is newer than Carole and has not yet established legitimate authority in her eyes.
Your Task: Role-play in pairs. Use the Expert to Legitimate power sequence and OIR model to navigate the challenge without triggering a public confrontation or capitulating to resistance. Rotate after 5 minutes.
- How do you acknowledge Carole's expertise without ceding your managerial authority?
- Apply the OIR model: What is your specific Observation, Impact statement, and Request?
- At what point, if any, would you escalate this conversation to HR or your district manager?
Situation: Rob (from Workshop 1, Scenario 1.2) is inconsistently completing end-of-shift safe-drop procedures. New investigation reveals BOTH a motivational factor (he views it as extra work) AND an environmental factor (the safe-drop log is stored in an inconvenient location). The diagnosis has evolved since Workshop 1.
Your Task: Separate the motivational barrier from the environmental barrier. Design two parallel interventions: one managerial (accountability conversation using OIR) and one environmental (friction reduction).
- How do you address motivational and environmental barriers simultaneously without confusing the employee?
- What specific change to the physical environment would reduce friction for the safe-drop procedure?
- How does this scenario demonstrate that performance problems are rarely single-cause?
| Criterion | Points | Standard |
|---|---|---|
| Attendance | 5 | Present for full session |
| Paired Role-Play Participation | 5 | Active in both roles across both scenarios |
| Dual-Diagnosis Accuracy (Sc. 4.2) | 5 | Correctly identifies BOTH motivational AND environmental barriers |
| Written Reflection | 5 | 100-150 words submitted within 24 hours; addresses OIR application |
| TOTAL | 20 |
Workshop 5 — Capstone Presentations
Week 12 · Synchronous Virtual Session · ~2 Hours · Certification Session
Workshop 5 is both an evaluation and a celebration. Each participant (or pair) presents a 15-minute Capstone Mini Training Plan integrating all four program frameworks: TNA diagnosis (Tobey), 5-day design (10-3-1), Kirkpatrick evaluation plan (Levels 1-3 minimum), and cultural/coaching leadership strategy (OIR + Expert to Legitimate).
TNA Diagnosis
(Tobey 2005)
5-Day Plan
(10-3-1 Method)
Evaluation Plan
(Kirkpatrick L1-3)
Coaching Strategy
(OIR + Power)
Your Task: Present a 15-minute Mini Training Plan for a real or realistic store-level performance problem. The plan must include: TNA diagnosis (correct training vs. non-training determination), 5-day training design if applicable, evaluation plan at minimum Levels 1-3, and a coaching conversation strategy. Followed by 5-minute peer Q&A.
Facilitator Evaluates: Using the Workshop Observation Rubric. This is a celebration as much as an evaluation — acknowledge growth explicitly and reference participants' Week 1 discussions.
- What was the most challenging concept in this program to apply in your store context?
- How has your approach to diagnosing performance problems changed since Week 1?
- What is one thing you will do differently in your store next week as a result of this program?
| Criterion | Points | Standard |
|---|---|---|
| Attendance | 3 | Present for full session |
| Presentation Completeness — All 4 Frameworks Present | 8 | TNA + 5-Day Plan + Evaluation + Coaching all represented |
| Quality of TNA Diagnosis | 4 | Correct root cause identification with evidence |
| Peer Engagement During Q&A | 3 | Substantive responses to at least 2 peer questions |
| Written Reflection / Final Plan Submission | 2 | Final plan document submitted within 24 hours |
| TOTAL | 20 | Certificates issued within 48-72 hrs of final grade calculation |
🏆 Grading & Certificate Requirements
Grade Scale
| Grade | Points | Percentage | Notes |
|---|---|---|---|
| Certificate with Distinction | 1,007+ pts | 95%+ | Exceptional performance across all activities |
| Certificate (Pass) | 901–1,006 pts | 85–94.9% | Meets all requirements for certificate award |
| Completion (No Certificate) | 742–900 pts | 70–84.9% | Course completion recorded; no certificate |
| Incomplete | Below 742 pts | Below 70% | Consult instructor for options |
| TOTAL | 1,060 pts | — | Certificate issued within 48–72 hrs of final grade |
📚 References & Resources
- Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation. ATD Press.
- Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Elsevier.
- Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2019). Designing effective instruction (8th ed.). Wiley.
- Piskurich, G. M. (2015). Rapid instructional design: Learning ID fast and right (3rd ed.). Wiley.
- Tessmer, M., & Richey, R. C. (1997). The role of context in learning and instructional design. Educational Technology Research and Development, 45(2), 85–115.
- Tobey, D. (2005). Needs assessment basics. ASTD Press.