1. Program Objectives and Transfer of Learning
3/24/14

2. Defining Program Objectives
Outcomes and objectives can be used interchangeably
Typically, the ABET and/or ASSE outcomes are used to describe an overall program (set of courses) objectives
Typically the course developer creates objectives within each specific course to meet intended mapped outcomes.
Outcomes for safety education is determined by ABET and ASSE

3. Insert screen shot from ASSE outcomes pages

4. Our Program Objectives
Anticipate, recognize, evaluate, control, and prevent complex safety, health and environmental hazards in the workplace.
Conduct independent research in the safety, health and environmental field.
Apply appropriate quantitative and qualitative research methods to safety, health and environmental problems.
Demonstrate advanced knowledge level of safety, health, and environmental management techniques.  
Effectively develop, implement, and evaluate a safety education curriculum.

5. Insert course objectives from Modules or syllabus
Outcomes
Objectives
4.Demonstrate an advanced knowledge level of safety, health, and environmental management techniques.
SAFE 800 SAFE 801 SAFE 802 SAFE 804 SAFE 805 SAFE 806 SAFE 808 SAFE 812 SAFE 813 SAFE 873 SAFE 874 SAFE 995
Critique the current literature to identify quality indicators for safety curricula.
Develop program mission statement and program outcomes.
Argumentative Synthesis Essay
What’s Missing?
5.Demonstrate an ability to effectively develop, implement, and evaluate a safety education curriculum.
SAFE 800 SAFE 808 SAFE 812 SAFE 813 SAFE 874
Design an improvement plan for identified problems in safety curricula.
Propose curriculum changes based on a quality improvement plan.
Case Study – Evaluation of a Self Study Report

6. Examples of objectives
Identify key figures, concepts, and developments in Ancient Greek Philosophy.
Analyze and evaluate central philosophical arguments from Ancient Greek philosophers.
Explain foundational ethical theories and their applicability to contemporary issues of justice in social and political philosophy.
Recognize historical and diverse cultural backgrounds that inform the development of Greek Philosophy.
Critically evaluate the role of women in Ancient Greek society.
Identify a beginning understanding in reading, navigating, understanding, and analyzing of documents in the legal field.
Interpret and demonstrate research skills in finding necessary information for legal documents.
Analyze and demonstrate an understanding of ethical challenges, current law practices and technology applications.

7. Collecting Data
The Instructor will collect data on the assignments in terms of what percentage of the student’s were  on above (90% or better), what percentage were average (80-89%) and what percentage was below average (<80%). 
This information is collected for every course.  A program goal is to have 90% of the students average or higher. 
However, this is not a punitive goal for the program or the instructor. 
In fact, the goal of continuous improvement is just as important and areas of concern are expected to arise.  Student’s work is collected and often peer-review is conducted to ensure rigor and appropriate grading.

8. Ponder Point #1
*Ponder Point: For those of you currently employed in industry, is there a checks and balance system in place? Meaning, is there pressure from the ‘union’  or from ‘management’ to get students quickly trained and ready to go regardless of the competence level achieved.  Does anyone audit you or your ‘education staff’ on the quality of material delivered? Does anyone review the testing that was given or any assignment.  
Randall Butler

9. Anticipated and non-anticipated achievements
Measureable vs non-measurable
Example: As a result of the ergo course, students will be able to demonstrate at least 4 ways to conduct an ergonomic assessment at a work site of their choice.
Un-intended: About 20% of the students were asked to deliver their presentation to the management team of the company they visited.  At least two students were asked to join the company’s safety committee as a result of their assignment.

10. Ponder Point #2
*Ponder Point: The assignment titled ‘What’s Missing’ focuses on the development of objectives and outcomes for a course or program in which you feel is ‘missing’. Consider for a moment if I asked you to take your objectives and send them to a colleague or peer…and have them comment on the quality of your objectives.  Would it not be interesting to get their perspective? Could their feedback help you create something even better?  Think back to a course or training that you have had, can you think of any unintended achievement as a result of having had the course.  What are some of the unintended successes that could come from implementing your assignment?
Open Mic / Raise Hand

11. Transfer of Learning!
You’ve completed a needs assessment and developed objectives linked to outcomes, but the feedback from participants and their supervisors are sub-par – what went wrong?
It is possible that the course developer did not consider “how  participants could integrate what they had learned back into their personal, work, and/or public lives”
Matt Williams, the newly promoted EHS Director, went to an intensive 2-week leadership workshop. He was very excited about what he learned and was brainstorming the whole time on how to implement some of the ideas back at work.  When Matt returned to work, reality set in as he faced a mountain of mail, phone messages and meetings.  Although his ideas were still racing through his head, he had to place them on his “to do” list to deal with the current back log at hand. Matt never seemed to really get to his list, and has a feeling that the Director of Operations may block any of his new initiatives, even though he knows his staff would be supportive.  As he reflects informally with a colleague about the training experience, he comments that a ‘follow-up’ component from the workshop’s staff would have been helpful.

12. Ponder Point #3
*Ponder Point:  Sound familiar?  I mean the company paid for this luxurious training – of course they would want you to use it when you returned….right?  Well, yes – of course there are good intentions but often there are many obstacles/barriers to you being successful at implementing what you learned.  Transfer of learning means being able to transfer what you learned inside the classroom to outside the classroom.  Transfer of learning has also been described as the “successful application of by program participants of what the learned, the ‘so what’ and ‘now what’ phase of the learning process…often some of what has been learned cannot be applied unless changes are also made in current practices, organizations and/or society (p. 108).” 
Sheriff Amusa

13. What Impacts Transfer of Learning
Program participants
Program design and execution
Changes are required to apply learning
Organizational Context

14. Ponder Point #4
*Ponder Point: What are the organizational barriers that exist at your place of employment? We haven’t even touched on lack of budget / resources. But also important to consider are items that ENHANCE the learning that occurs at your place of work.  It is good to identify both barriers and enhancers to create a strategy for the transfer of learning.