Module 1 Needs Assessment
Examines two needs assessment models (source-driven and information-driven). Needs assessment is the foundation of an effective training program. It enables training professionals to develop long-term and short-term plans, define opportunities and challenges, set priorities, and develop support for training initiatives.
Learners will design a comprehensive needs assessment strategy and develop data collection tools (questionnaires and assessment inventories).
Module 2 Learning Objectives
Analyzes the standards required for effective learning and explores current adult education theories. Learning objectives guide all aspects of instructional design. They also inform prospective participants and managers, provide motivation for learners, enable evaluation, and apprise facilitators of any need for training re-design.
Learners will develop detailed, measurable standards for cognitive, psychomotor, and affective learning.
Module 3 Evaluation
Explores the critical process of evaluation. A sound evaluation strategy enables professionals to design better training. It answers the questions: Did the training program achieve its overall goals? Were the new skills used in the real world? What did they learn? Were they satisfied with the training?
Learners will create a training evaluation strategy and related tools to measure impact, transfer, learning, and reaction.
Module 4 Learning Design
Investigates adult learning principles, the unique characteristics of how adults learn, and the effects on course design. The adult experiential model structures the learning process to address these issues. The learning cycle ~ experience, reflection, generalization, application ~ is the core of this experiential model.
Learners will design road-maps and then produce a learning plan that incorporates appropriate learning strategies and methods.
Module 5 Facilitating Learning
Examines the role of the facilitator in a learning environment. Facilitating learning is different than making a presentation. The professional facilitator employs platform skills, as well as group-process techniques and discussion-leading skills (questioning, responding, and fielding methods).
Learners will plan and deliver a learning session (learning objective, road-map, learning plan) to peer learners, who then will provide feedback on both design and delivery.
Learners will implement a self-directed training project that incorporates needs assessment, learning objectives, evaluation, learning design, and the facilitation of learning. In addition, learners will compile a report that analyzes the project’s specific requirements and opportunities for improvement.
Pass Mark: In all module assignments and the practicum report, learners must attain a minimum grade of 70%.