Breaking the Cycle Instructional Plan Nicole Waterford Instructional Plan Template | Slide 1

Breaking the Cycle Instructional Plan Template | Slide 2 This course will focus on preparing ex-offenders with the skills necessary to use LinkedIn as a networking tool to assist clients with their search for employment.

Needs Assessment 1.What is the learning problem or opportunity? Breaking the Cycle, Inc. is a Cleveland, Ohio based re-entry program. The program offers newly released ex- offenders support with job readiness skills, such as interviewing techniques and basic computer skills. The program has recently discovered that clients must be able to utilize additional job searching and networking tools, such as LinkedIn in order to remain competitive in their job search. Clients have been resistant to learning how to use Linked In. Clients are intimidated by the sites network or professional users. Clients fear that their limited educational background and skill level will not allow them to comprehend how to use the site. Clients do understand the benefits that Linked In offers users. 2.What is currently available? The company currently provides their clients with basic computer skills, such as the ability to send and receive and navigate through Internet Explorer. These skills are used to assist clients in their job search and increase their chances of obtaining employment. 3.What should be available? Clients should be able to establish a LinkedIn account, navigate through the site, post resumes, utilize job search features, and network with other professionals; thus, increasing their chance of obtaining employment. Instructional Plan Template | Slide 3

Needs Assessment 4.Explain the gap analysis between what is available and what should be available. Existing Process: Clients are provided with basic computer skills only offering them the ability to send and receive and navigate Internet Explorer to search for jobs. Existing Outcome: Clients are not equipped with the skills necessary to competitively network with other professionals and employment recruiters to increase their job search efforts. Breaking the Cycle only offers learners basic computer skills that teach learners how to create a yahoo account, send and receive , and Internet Explorer basic navigational skills. Due to the gap in the clients computer knowledge and skills, they find themselves missing out on additional job search resources available on networking tools such as LinkedIn. Desired Outcome: Breaking the Cycle would like to increase their clients visibility to employers, recruiters, and networking professionals. They would like clients to be able to utilize the tools and features of LinkedIn, such as the ability to upload resumes, search for employment opportunities, and network with recruiters to increase the clients chance of gaining employment. Instructional Plan Template | Slide 4

Needs Assessment 4.Explain the gap analysis between what is available and what should be available. Identify Gap: Learners lack the knowledge of how to create and customize a LinkedIn account. Learners lack the basic site navigational skills necessary to complete a desired task. Learners lack of knowledge of how to add contacts and network with other professionals. Learners lack the knowledge of how to search for employment opportunities on LinkedIn. Learners lack the understanding of the benefits to using LinkedIn Instructional Plan Template | Slide 5

Needs Assessment 5.What is your recommended solution for filling the gap? The following recommendations will be made to fill the learning gaps of clients of Breaking the Cycle Inc. : Educate learners on the purpose and benefits of using LinkedIn. Show the clients “What’s in it for them.” By learning how to utilize the features of LinkedIn, clients will make themselves more visible to employment recruiters, thus increasing their chances of obtaining employment. Teach clients how to create a LinkedIn account with a customized user profile. Learners will work with an instructor in a computer lab learning how to create a LinkedIn account. They will learn how to evaluate their job skills and feature their most valuable skills in their user profile. They will learn how to upload a resume and certifications to their user profile. Teach clients how to navigate through the LinkedIn website. By using an instructor led lecture and lab demonstration format, clients should be able see, learn, and demonstrate basic navigational techniques, search for employment opportunities, and establish networking relationships with other professionals. Instructional Plan Template | Slide 6

Instructional Goals What should the learners be able to do after successfully completing this instructional plan? Learners should be able to create a LinkedIn account with a customized user profile featuring his or her most valuable professional skills. Learners should be able to demonstrate their ability to upload a resume, search for one job in his or her chosen field, and establish a networking relationship with at least one LinkedIn professional user. Instructional Plan Template | Slide 7

Performance Based Objectives The ex-offenders from the re-entry program Breaking the Cycle, should be able to establish a LinkedIn account. The learner should be able to demonstrate the ability to customize a user profile, upload a resume, search for employment, and establish a networking relationship with other professional users. Instruction and hands on assistance will be provided via classroom setting and web accessibility per the instructors directions. Instructors will provide students with materials such as, written modules, Group discussions, and activities that focus on the learners goal of navigating LinkedIn. 1. Demonstrate the ability to create a LinkedIn account. 2. Explain the process and benefits of establishing networking relationships. 3. Demonstrate the basic navigation techniques 4. Demonstrate the ability to utilize LinkedIn’s job search engine. Instructional Plan Template | Slide 8

Summative Assessment & Learning Outcome Summative Assessment & Learning Outcome The learners skills and knowledge of LinkedIn will be assessed through the following: Testing (multiply choice questions focused on basic LinkedIn language used on the site) Performance based demonstration of the learners ability and skill to navigate through to designated areas of the LinkedIn website. Performance based demonstration of the learners ability to complete designated task or skills such as create a LinkedIn account, customize the users profile, and upload a resume to LinkedIn Group activities use open discussion format to help students learn professional networking skills The instructor will use a checklist or a rubric during the performance task to identify which skills the student mastered and which skills the student did not master. Upon completion of the course effectiveness of the training will be measured by the students ability to demonstrate his or her skills by establishing a new LinkedIn account, customizing a user profile, uploading a resume, searching and applying for one job in his or her chosen field, and establishing a networking relationship with one professional LinkedIn user. Instructional Plan Template | Slide 9

Learner Characteristics The learner characteristics are as follows: A group size of 20 ex-offenders all males ranging in ages from years old Ethnicity: 16 black, 1 Hispanic, 3 white Educational background: 7 High School graduates 4 GED graduates 9 High School drop outs Prerequisite skills: All learners are required to have completed Breaking the Cycle's basic computer course. Learning styles: The majority of the students learn through kinesthetic learning. Based on the above characteristics of Breaking the Cycle’s clients, the instructor will create hands on learning activities and group discussions that relate to the course to enhance the learning experience of clients with kinesthetic learning styles. Instructional Plan Template | Slide 10

Learning Context Breaking the Cycle will hold all training in a classroom setting at the Shaker Heights Public Library in Shaker Heights Ohio. Classes will be instructor led courses providing learners with hands on experience. Learners will apply skills in the computer lab of the library. Training will be completed in 3 modules each module will be 2 hours in length for a total of 6 hours. Classrooms will be equipped with learning materials such as handouts, modules, and sample networking scenarios related to the use of LinkedIn. Classroom discussion and activities will be related to the basic knowledge, use, and benefits of the networking tool LinkedIn. Upon completion of the course, clients will be able to apply the learned skills online to assist them with their search for suitable employment. Instructional Plan Template | Slide 11

Delivery Modality The most effective method of instructional deliver for this course is through demonstration in an instructor led modality. An instructor led classroom environment will provide the instructor an opportunity to work one on one with learners and use a hands on teaching approach. The instructor led training modality will provide students with a combination of lecture, demonstration, practice and interactivity. Both the instructor and the students will contribute real world examples to the course as a learning opportunity. Students will have an opportunity to immediately use the knowledge from the course adding value to the learners life. “Role-playing provides a safe environment to encounter different scenarios for the first time, which builds confidence in team members that can help them in their day-to-day roles”. (Buelow, John, 2014) Instructional Plan Template | Slide 12

Instructional Strategies This course will be organized for learners to use LinkedIn to focus on two main areas of study; professional networking and job searching. The course will be taught through an instructor led modality using lectures, demonstrations, and practice modules. Main concepts- basic navigation of the site, ability to demonstrate designated skills such as establish a LinkedIn account, upload a resume, customize a user profile, and The following instructional strategies will be use to facilitate instruction for the course: 1.Critical thinking-learners will be required to apply skills they learned from the course. They will be required to evaluate information gathered from their past experiences to create a resume and a user profile. 2.Learners will be required to help other students by evaluating their networking skills through applied techniques. They will be require to give and receive immediate feedback to their peers and the instructor. 3.Learners will be required to demonstrate basic navigational techniques, utilize job search engines, and explore networking techniques through group activities. Instructional Plan Template | Slide 13

Plan for Implementation Plan for Implementation Plan for Implementation of Instruction: Start Date: 6/2/14 to 6/4/14 The course will be offer the first Monday per month Class Session: Mon, Tues. & Wed 10am-12pm (total of 6 hours instruction) Classroom Facility: Shaker Heights Library computer room Marketing: Breaking the Cycle will require all new clients to take the course as a part of their program. Participants will be selected by Breaking the Cycle counselors utilizing their program admissions requirements. Program requirements- Materials: Facilitators guide Copies of learner modules PC Station- provided by library Instructional Plan Template | Slide 14

Instructional Resources Instructional Resources: Whiteboard with dry erase markers to display written ideas and concepts Internet accessibility to demonstrate navigational technique and access to the LinkedIn website Computer lab access to apply knowledge and learn skills Job Aids to provide how to instruction for establishing a LinkedIn account Instructional Plan Template | Slide 15

Formative Assessment Formative Assessment Formative Assessment Strategies 1.Asking students to explain the process and benefits of establishing networking relationships. 2.Engaging the students in the learning process by giving and providing feedback to their peers after demonstrations. 3.Ask students to summarize the main ideas they will take away from the course 4.Check the students progress of their professional portfolio, which should include their resume, letters of recommendation, and professional certificates. 5.Ask students to complete a self assessment of their knowledge and skills that they learned from the course. The assessment will include questions that focus on how much the student knew about LinkedIn prior to the course and after the completion of the course. Instructional Plan Template | Slide 16

Evaluation Strategies Use Student feedback questionnaire to provide qualitative and quantitative data regarding the students successful completion of the course. Conduct follow meeting with the director of Breaking the Cycle regarding the relevance of the course materials and success rate of the clients completing the program. Quantitative Data: Qualitative Data Number of Students-20 Student questionnaire Number of high school graduates -7 Peer Review Forms Number of GED graduates-4 Number of high school drop outs-9 Instructional Plan Template | Slide 17

Outcome Review A rubric will be used to gauge the students level of success based on performance based objectives and learning outcomes. A Likert scale will be used to gauge the participants overall perspective of the training course. A Likert scale will be used to gauge the Breaking the Cycles’ overall perspective of the training course for their clients. Instructional Plan Template | Slide 18

Rubric Instructional Plan Template | Slide 19 Criteria Exceeds ExpectationMeets ExpectationBelow Expectation The student demonstrated the ability to create a linked in account The student was able to open an internet browser, locate the LinkedIn website, create a log in using his/her account, & successfully upload a resume without assistance. The student was able to open an internet browser, locate the LinkedIn website, create a log in using his/her account, & successfully upload a resume with some assistance. The student was not able to open an internet browser, locate the LinkedIn website, create a log in using his/her account, or successfully upload a resume without complete assistance. The student was able to explain the process and benefits of using LinkedIn to establish a networking relationship The student was able to explain the process and benefits of using LinkedIn to establish a networking relationship without assistance. The student was able to explain the process and benefits of using LinkedIn to establish a networking relationship with some assistance. The student was not able to explain the process and benefits of using LinkedIn to establish a networking relationship without complete assistance. The student was able to establish a networking relationship with one professional user. The student was able to establish a networking relationship with one professional user without assistance. The student was able to establish a networking relationship with one professional user with some assistance. The student was not able to establish a networking relationship with one professional user without complete assistance. The student was able to demonstrate the ability to utilize LinkedIn’s job search engine to locate and apply for one job in his/her chosen field The student was able to demonstrate the ability to utilize LinkedIn’s job search engine to locate and apply for one job in his/her chosen field without assistance. The student was able to demonstrate the ability to utilize LinkedIn’s job search engine to locate and apply for one job in his/her chosen field with some assistance. The student was not able to demonstrate the ability to utilize LinkedIn’s job search engine to locate and apply for one job in his/her chosen field without complete assistance. The student was able to demonstrate the ability use basic navigational techniques to move through the LinkedIn website to complete basic tasks. The student was able to demonstrate the ability use basic navigational techniques to move through the LinkedIn website to complete basic tasks without assistance. The student was able to demonstrate the ability use basic navigational techniques to move through the LinkedIn website to complete basic tasks with some assistance. The student was not able to demonstrate the ability use basic navigational techniques to move through the LinkedIn website to complete basic tasks without complete assistance.

LinkedIn Training Likert Scale LinkedIn Training Course Scale Extremely AgreeAgreeSomewhat AgreeDisagree The training material was geared towards meeting the learning objectives The role play activities provided realistic task that the learner could use. The learner felt well prepared to independently use the features of LinkedIn upon completion of the course. The instructor was engaging and pleasant I would recommend this course to other clients of Breaking the Cycle Instructional Plan Template | Slide 20

Recommendations Recommendations The outcome review indicates that students will acquire an understanding and basic knowledge of LinkedIn. It is recommended that the students receive more role play activities and group discussions that focus on networking skills to assist them in their job search. Instructional Plan Template | Slide 21

References Howe, A. C. (2000). Choosing activities to meet instructional goals. Science Activities, 37(3), 3-4. Retrieved from Buelow, John. (2014, February 6). Training Magazine. Retrieved from Training Magazine: Stephen Chappuis, J. C. (2014, March 30). Educational Leadership. Retrieved from Association for Supervision and Curriculum Development: Value-in-Formative-Assessment.aspxhttp:// Value-in-Formative-Assessment.aspx Small, R. (2000). Motivation in instructional design. Teacher Librarian, 27(5), Retrieved from Nancy, L. D., & McKinnon, S. H. (2002). Instructional objectives. Professional Safety, 47(9), Retrieved from Couchon, L. (2014, March 30). Blog Ideas: 3 Steps to an Effective Needs Assessment for Corporate Training. Retrieved from Brainshark: Instructional Plan Template | Slide 22