Instructional Design Plan: Trainer Development Alison Chateauneuf CUR 516 February 2, 2015 Kathryn Wyatt

Purpose To progress the career development of trainers within the organization with one year or more of tenure. Move from role of Trainer to that of Senior Trainer within 3-5 year expected development timeframe

Current State Currently we have 8 trainers with over one year tenure, some with as much as 10 years of tenure that have been unable to attain the senior trainer status which is the next progression goal within the training organization NOTE: Expectations are that each progression within the company be reached within 3-5 years in one role

Proposed Change Implement a developmental program that will set expectations of how to reach the next progression level once trainers have hit one year of tenure within their current role

Timeline of Training

Goals of Training To assist with career progression on the trainer role so that the status of senior trainer is more easily achievable To reinforce classroom management techniques To develop and reinforce instructional design and lesson planning best practices To collaborate with peers in a face to face environment and foster teamwork and relationships in the group.

Objectives Goal A To assist with career progression on the trainer role so that the status of senior trainer is more easily achievable Objective 1 Given a job progression framework, the participants will be able to fully complete a SWOT analysis that determines their area’s for development Objective 2 Through a presentation given by the Director of Training, participants will be able to list the expectations of a candidate who is ready to be considered for promotion. Objective 3Through an individual meeting with the Manager of Training, participants will be able to communicate their current standings as it relates to attaining the next level of career progression. Goal/Objective Project-Based, Collaborative, or Critical Thinking Explanation Goal A/ Objective 1Critical Thinking Requires reflection and analysis on participants own performance, strengths and opportunities Goal A/ Objective 2Critical Thinking Requires reflection on how participants can meet expectations of higher level management to achieve promotion Goal A/ Objective 3CollaborativeParticipants work with their direct manager to assess their performance and talk through opportunities to better themselves

Objectives Goal BTo reinforce classroom management techniques Objective 1 Given the book “Teaching at its Best”, participants will be able to identify five behaviors of successful classroom management. Objective 2 Given the book “Teach like a champion”, participants will add three techniques to their teaching style in order to ensure knowledge transfer Objective 3Through a Role Play activity, participants will be able to manage disruptive students effectively 95% of the time. Goal/Objective Project-Based, Collaborative, or Critical Thinking Explanation Goal B/ Objective 1Project Based After reading designated chapter in a book, they will complete a project Goal B/ Objective 2Project Based After reading designated chapter in a book, they will complete a project Goal B/ Objective 3CollaborativeThis requires participants to work with their peers to manage a classroom situation

Objectives Goal CTo develop and reinforce instructional design and lesson planning best practices Objective 1 Given the ATD Competency Chart, the participants will accurately complete a chart that reflects how each competency is used in their job. Objective 2 Given a list of Bloom’s Taxonomy Verbs, participants will accurately create a chart with 6 learning objectives that can be used for one of the courses they frequently teach. Objective 3Through watching instructional videos on the ADDIE model, participants will be able to accurately describe each step of ADDIE, and how it relates to their job using a worksheet. Goal/Objective Project-Based, Collaborative, or Critical Thinking Explanation Goal C/ Objective 1Project Based Using classroom material, participants will complete an individual project Goal C/ Objective 2Project Based Using classroom material, participants will complete an individual project Goal C/ Objective 3Critical ThinkingParticipants will watch videos and then use critical thinking to translate them and relate them to their current roles

Objectives Goal D To collaborate with peers in a face to face environment and foster teamwork and relationships in the group. Objective 1 Based on a teambuilding activity, participants will be able to answer five questions about each of their peers using a questionnaire Objective 2 Using a specific curriculum module, participants will team up with their peers to restructure a module that can replace the current training, using the knowledge they have gained. Objective 3After reading the designated chapters in the books listed under Goal B, participants will split into groups and create a presentation as a team regarding the information they have learned. Goal/Objective Project-Based, Collaborative, or Critical Thinking Explanation Goal D/ Objective 1Collaborative Working with peers participants will complete an exercise Goal D/ Objective 2Collaborative Working with peers participants will complete a group project Goal D/ Objective 3CollaborativeWorking with peers participants will complete a presentation

Strategies and Tools Instructional StrategiesInstructional Technologies Role Play ActivitiesScreen Share through Microsoft Lync Self- StudyPowerPoint Presentation Group ProjectsComputer, mouse, keyboard Team-Building ActivitiesInternet (video links) Lecture Presentations Individual Projects

Who Will Participate & When Course Length: 3 Days at 7.5 hours each. Facilitators Learners Frequency:Annual Director of Training, Leslie M.* Alison Chateauneuf Rafe D.* Session 1:06/09/2015 Manager of Training, Rachel C.* Dawn D.* Coley M.* Session 2:06/10/2015 Administration Brandi B.* Session 3:06/11/2015 Scheduling and Travel, Nicole B.* Location:Orlando Training Facility Kim H.* Joe C.* Tim K.*

Resources and Materials Development Packet: Job Capabilities and Characteristics of a Trainer & ATD Competency Model Development Packet: Leadership and Coaching as a Trainer & Classroom Management. Development Packet: Andragogy and Other Critical Learning Theories and Techniques used by Trainers Presentation created by Director of Training 1 hour in length Presentation created by Manager of Training 1 hour in length Team Building Activity worksheet Two current curriculum modules for team based project, based on teams of four A copy of Teach Like A Champion (Lemov, 2010) for each Participant A copy of Teaching At Its Best (Nilson, 2010) for every participant A copy of Telling Ain’t Training (Stolovitch & Keep, 2011) for each participant with video links to ADDIE materials (Gardner, 2011) SWOT Analysis Sheet Role Play Scenario’s

Formative Assessments Assist in helping us to develop and improve the content for this course Will include : A questionnaire that will be completed post class Actual vs. Planned time tracking to monitor content implementation An exit ticket given at the end of each daily session to test understanding and knowledge transfer.

Measuring Success Goal: 50% of trainers taking this course will achieve their senior trainer promotion status within a one year period. The other 50% should be trending in the right direction based upon the given performance of their participants.

Conclusion If this program is successful then it will be administered annually to any trainer that has over one year tenure with the Distribution Operations organization. We will also look at offering a higher level version of this course that will fill the gap at the next developmental level which is the advancement from senior trainer to senior training specialist.

References

References