Partnering for Successful Outcomes Instructional Plan Sandra Wynn Partnering for Successful Outcomes Image: www.pcmag.com

Course Content Effective Communication Collaborative Learning Human Relations Skills Image: atlantaoutreach.org

These Two go Hand in Hand Communication Human Relations Image: pharmacistjamie.com

Target Audience A Captive Audience Diverse group, with variations in race and culture Age Ranges: 26-66 Certified Educators Bachelor’s degree or higher Image: www.fiveoclockclub.com

Delivery Modality Face-to-Face / Role Playing Overhead Projectors PowerPoint Presentations Image: getcheapenglishessay.com

Goals STRONGER INTERRELATIONSHIPS BETWEEN FACULTY AND STAFF OPEN LINES OF COMMUNICATION IMPROVED HUMAN RELATIONS SKILLS STRONGER INTERRELATIONSHIPS BETWEEN FACULTY AND STAFF

Objectives

Objectives DLHS faculty and staff will communicate effectively DLHS faculty and staff will openly display newly acquired human relations skills

MOTIVATION IS THE KEY TO SUCCESS Unlock the Doors to Success MOTIVATION IS THE KEY TO SUCCESS “Motivation is an Essential part of learning.” (Wlodkowski & Ginsberg, 2010, p. 15). Image: www.readinghorizons.com

Instructional and Technological Levels Minimal Lecturing Motivational Speaker Role Playing PowerPoint Presentations Laptops Computer Projectors Image: www.examiner.com

Start Dates Global Mindset and Interpersonal Skills March 7-25, 2016 Coaching, training delivery, and performance enhancement March 28-April 8, 2016 Image: www.ibuilddrupalsites.com

Course Facilitators Motivational Speaker Iyanla Vanzant Co-Facilitator To assist with setting up technological equipment and assist the instructors etc. Image: creativecommons.org

Resources & Materials Conference Room with desk and tables Internet access Laptop computers Overhead projectors Image: www.kentwoodoffice.com

Communicating the Plan Email Flyers Media Newspapers Image: www.slideshare.net

Building Interest & Commitment According to the text, “Intrinsic motivation occurs, when people act or respond for the satisfaction inherent in the behavior itself [sic]” (Wlodkowski & Ginsberg, 2010, p. 17). Image: blog.idonethis.com

Building Interest & Commitment Engage, Empower, and Excite The Challenges Identify each individual’s motivational triggers Reveal how course content leads to achievement of goals Image: mariashriver.com

Selection of Participants Participants selected by D’Arbonne Lake High School Future courses to be marketed targeting corporate businesses, schools, and marketing agencies

Formative Assessments Conduct one-to-one interviews Interview groups Observe if newly learned course strategies are being used The Dick, Carey, and Carey Approach (Brown & Green, 2011, p. 176). Image: www.p2learninggroup.com

Summative Evaluation To determine how participants perceive the quality of training To determine its practicality as it relates to future job placements and career opportunities Image: www.marzanoevaluation.com

Determining Course Success The following questions are indicators of the course’s success in meeting the client’s objectives Did the course achieve improvements in communication? Did the course result in improved interrelationships? Several reviews throughout the course designing stages provide the instructional designers with the information needed to determine whether or not the course is on task for meeting the client’s objectives.

Evaluation Instruments SUCCESS EFFICIENCY EFFECTIVENESS COSTS The success of a course is rated based on its effectiveness, efficiency, and costs. Therefore, the instructional designer should consider the learners’ attitudes and feelings about the course to measure its value (“Tools and methods of program evaluation ,” 2015).  . Data will be collected using interviews, surveys, and observation.

Using Evaluations for Future Decisions The Inclusion of Group Processing Enhances Formative and Summative evaluations Utilizes the expertise of others Contributes to quality and effectiveness Brown and Green (2011) mentioned the importance of valuing the learners' attitudes toward the course content and its delivery. They stated, ---“attitudes toward content and potential delivery system and attitudes toward the training organization—are important reminders to take into consideration [sic]” (p. 79). . With this in view, my recommendations for future courses involve using motivational strategies and emphasizing the course’s benefits. These methods help to convince the participants of the course’s value relating to the goals and future career options. Depending on cost factors, future classes will add Group Processing evaluations., utilizing the services of others with expertise in varying areas.

References Brown, A., & Green, T. D. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice (2nd ed.). Boston, MA: Allyn and Bacon. Kirkpatrick, D. (1996). Great Ideas Revisited. Techniques for Evaluating Training Programs. Revisiting Kirkpatrick's Four-Level Model. Training And Development, 50(1), 54-59. Retrieved from the EBSCOhost database. Tools and methods of program evaluation. (2015, September). Extension. Retrieved from http://www.extension.org/pages/68357/tools-methods-of-program-evaluation#.VhwReuy6fMx Wlodkowski, R., & Ginsberg, M. (2010). Teaching intensive and accelerated courses: Instruction that motivates learning. San Francisco, CA: Jossey-Bass.