Instructional Design Skills for Reproductive Health Professionals. Course Handbook for Participants

Size: px
Start display at page:

Download "Instructional Design Skills for Reproductive Health Professionals. Course Handbook for Participants"

Transcription

1 Instructional Design Skills for Reproductive Health Professionals Course Handbook for Participants

2 Presentation graphics summarizing the key points related to this topic are now available on ReproLine at Trainers can download these graphics and use them as overhead transparencies when conducting courses and workshops. The graphics can also be viewed and downloaded from the ReproLine CD-ROM. To obtain a copy of the CD-ROM, please contact: Natalie Maier Phone: Fax: JHPIEGO, an affiliate of the Johns Hopkins University, is a nonprofit corporation dedicated to improving the health of women and families throughout the world. TRADEMARKS: All brand and product names are trademarks or registered trademarks of their respective companies. Norplant is the registered trademark of The Population Council for subdermal levonorgestrel implants. Financial support was provided by the Office of Population, Center for Population, Health and Nutrition/Global Programs, Field Support and Research Bureau/CMT Division, United States Agency for International Development, under the terms of Award No. HRN-A The opinions expressed herein are those of JHPIEGO and do not necessarily reflect the views of the United States Agency for International Development. JHPIEGO Corporation October 1997

3 INSTRUCTIONAL DESIGN SKILLS COURSE HANDBOOK FOR PARTICIPANTS OVERVIEW Before Starting This Training Course...1 Training Approach...1 Key Features of Mastery Learning...2 Components of the Instructional Design Skills Training Package...5 Using the Instructional Design Skills Training Package...5 INTRODUCTION Course Design...7 Evaluation...8 Course Syllabus...9 Course Schedule...12 PRECOURSE QUESTIONNAIRE How the Results Will Be Used...14 Precourse Questionnaire/Answer Sheet...15 Individual and Group Assessment Matrix...19 COURSE EVALUATION...23

4

5 OVERVIEW BEFORE STARTING THIS TRAINING COURSE This instructional design skills course will be conducted in a way that is very different from traditional training courses. First of all, it is based on the assumption that people participate in courses because they:! Are interested in the topic! Wish to improve their knowledge and skills, and thus their job performance! Desire to be actively involved in course activities For these reasons, all of the course materials focus on the participant. For example, the course content and activities are intended to promote learning, and the participant is expected to be actively involved in all aspects of that learning. Second, in this type of learning program, the trainer and the participant are provided with a similar set of educational materials. The trainer by virtue of her/his previous training and experiences works with the participants as an expert on the topic and guides the learning activities. In addition, the trainer helps create a comfortable learning environment and promotes those activities that assist the participant in acquiring the new knowledge, skills and attitudes. Finally, the training approach used in this course stresses the importance of the cost-effective use of resources and application of relevant educational technologies including use of humane training techniques. The latter encompasses the use of anatomic models, such as the ZOE pelvic model or the Norplant implants training arm, to minimize client risk and facilitate learning. TRAINING APPROACH The mastery learning approach to training assumes that all participants can master (learn) the required knowledge, skills and attitudes, provided there is sufficient time and appropriate training methods are used. The goal of mastery learning is that 100 percent of those being trained will master the knowledge and skills on which the training is based. While some participants are able to acquire new knowledge or a new skill Instructional Design Skills Course Handbook 1

6 immediately, others may require additional time or alternative learning methods before they are able to demonstrate mastery. Not only do people vary in their abilities to absorb new material, but individuals learn best in different ways through written, spoken or visual means. Effective learning strategies, such as mastery learning, take these differences into account and use a variety of teaching methods. The mastery learning approach also enables the participant to have a selfdirected learning experience. This is achieved by having the trainer serve as facilitator and by changing the concept of testing and how test results are used. The philosophy underlying the mastery learning approach is one of continual assessment of participant learning where the trainer regularly informs participants of their progress in learning new information and skills. With the mastery learning approach, assessment of learning is:! Competency-based, which means assessment is keyed to the course objectives and emphasizes acquiring the essential skills and attitudinal concepts needed to perform a job, not just to acquiring new knowledge.! Dynamic, because it enables participants to receive continual feedback on how successful they are in meeting the course objectives.! Less stressful, because from the outset participants, both individually and as a group, know what they are expected to learn, know where to find the information and have ample opportunity for discussion with the trainer. KEY FEATURES OF MASTERY LEARNING Mastery learning is based on principles of adult learning. This means that learning is participatory, relevant and practical. It builds on what the participant already knows or has experienced and provides opportunities for practicing new skills. Other key features of mastery learning are that it:! Uses behavior modeling! Is competency-based! Incorporates humanistic training techniques 2 Instructional Design Skills Course Handbook

7 Behavior Modeling Social learning theory states that when conditions are ideal, a person learns most rapidly and effectively from watching someone perform (model) a skill or activity. For modeling to be successful, however, the trainer must clearly demonstrate the skill or activity so that participants have a clear picture of the performance expected of them. Behavior modeling, or observational learning, takes place in three stages. In the first stage, skill acquisition, the participant sees others perform the procedure and acquires a mental picture of the required steps. Once the mental image is acquired, the participant attempts to perform the procedure, usually with supervision. Next, the participant practices until skill competency is achieved and s/he feels confident performing the procedure. The final stage, skill proficiency, only occurs with repeated practice over time. Skill Acquisition Skill Competency Skill Proficiency Knows the steps and their sequence (if necessary) to perform the required skill or activity but needs assistance Knows the steps and their sequence (if necessary) and can perform the required skill or activity Knows the steps and their sequence (if necessary) and efficiently performs the required skill or activity Competency-Based Training Competency-based training (CBT) is learning by doing. It focuses on the specific knowledge, skills and attitudes needed to carry out a procedure or activity. How the participant performs (i.e., a combination of knowledge, attitudes and most important, skills) is emphasized rather than just what information the participant has learned. Competency in the new skill or activity is assessed objectively by evaluating overall performance. To successfully accomplish CBT, the clinical skill or activity to be taught must be broken down into its essential steps. Each step is then analyzed to determine the most efficient and safe way to perform and learn it. The process is called standardization. Once a procedure, such as IUD insertion, has been standardized, competency-based learning guides and evaluation checklists can be developed to make learning the necessary steps or tasks easier and evaluating the participant s performance more objective. An essential component of CBT is coaching, in which the trainer first explains a skill or activity and then demonstrates it using an anatomic Instructional Design Skills Course Handbook 3

8 model or other training aid, such as a videotape. Once the procedure has been demonstrated and discussed, the trainer/coach then observes and interacts with participants to guide them in learning the skill or activity, monitoring their progress and helping them overcome problems. The coaching process ensures that each participant receives feedback regarding performance:! Before practice The trainer and participant meet briefly before each practice session to review the skill/activity, including the steps/tasks that will be emphasized during the session.! During practice The trainer observes, coaches and provides feedback to the participant as s/he performs the steps/tasks as outlined in the learning guide or, in the case of developing training materials, outlined in the reference manual.! After practice Immediately after practice, the trainer uses the learning guide or training materials to discuss the strengths of the participant s performance and also offers specific suggestions for improvement. Humanistic Training Techniques The use of more humane (humanistic) techniques also contributes to better clinical training. A major component of humanistic training is the use of anatomic models, which closely simulate the human body, and other learning aids. Working with models initially allows participants to learn and practice new skills in a simulated setting rather than with clients. This reduces stress for the learner as well as risk of injury and discomfort to the client. Thus, the effective use of models (humanistic approach) is an important factor in improving the quality of clinical training and, ultimately, service provision. Before a participant performs a clinical procedure with a client, two learning activities should occur:! The clinical trainer should demonstrate the required skills and client interactions several times using an anatomic model and appropriate training videotape.! Under the guidance of the clinical trainer, the participant should practice the required skills and client interactions using the model and actual instruments in a setting that is as similar as possible to the real situation. 4 Instructional Design Skills Course Handbook

9 Only when skill competency and some degree of skill proficiency have been demonstrated should participants have their first contact with a client. When mastery learning, which is based on adult learning principles and behavior modeling, is integrated with CBT, the result is a powerful and extremely effective method for providing clinical training. And when humanistic training techniques, such as using anatomic models and other learning aids, are incorporated, training time and costs can be reduced significantly. COMPONENTS OF THE INSTRUCTIONAL DESIGN SKILLS TRAINING PACKAGE This instructional design skills course is built around use of the following components:! Need-to-know information contained in a reference manual! A course handbook containing validated questionnaires and course design documents! A trainer s notebook including questionnaire answer keys and detailed information about conducting the course The reference manual recommended for use in this course is Instructional Design Skills for Reproductive Health Professionals, which contains practical, how to information and techniques to help the trainer to design, deliver and evaluate training. USING THE INSTRUCTIONAL DESIGN SKILLS TRAINING PACKAGE In designing the training materials for this course, particular attention has been paid to making them user friendly and to permit the course participants and trainer the widest possible latitude in adapting the training to the participants (group and individual) learning needs. For example, at the beginning of the course an assessment is made of each participant s knowledge of instructional design skills. The results of this precourse assessment are then used jointly by the participants and trainer to adapt the course content as needed so that the training focuses on acquisition of new information and skills. A second feature relates to the use of the reference manual and course handbook. The reference manual is designed to provide all of the essential information needed to conduct the course in a logical manner. Instructional Design Skills Course Handbook 5

10 Because it serves as the text for the participants and the reference source for the trainer, special handouts or supplemental materials are not needed. In addition, because the manual contains only information that is consistent with the course goals and objectives, it becomes an integral part of all classroom exercises such as giving an illustrated lecture or providing problem-solving information. The course handbook, on the other hand, serves a dual function. First, and foremost, it is the road map which guides the participant through each phase of the course. It contains the course syllabus and course schedule as well as all supplemental printed materials (precourse questionnaire, individual and group learning matrix and course evaluation) needed during the course. The trainer s notebook contains the same material as the course handbook for participants as well as material for the trainer. This includes the course outline, precourse questionnaire answer key, and the midcourse questionnaire and answer key. In keeping with the training philosophy on which this course is based, all training activities will be conducted in an interactive, participatory manner. To accomplish this requires that the role of the trainer continually change throughout the course. For example, s/he is an instructor when making a classroom presentation; a facilitator when conducting small group discussions or using role plays; and shifts to the role of coach when helping participants practice a skill or activity. Finally, when objectively assessing performance, s/he serves as an evaluator. In summary, the CBT approach used in this course incorporates a number of key features. First, it is based on adult learning principles, which means that it is interactive, relevant and practical. Moreover, it requires that the trainer facilitate the learning experience rather than serve in the more traditional role of an instructor or lecturer. Second, it involves use of behavior modeling to facilitate learning. Third, it is competency-based. This means that evaluation of the participant is based on how well s/he performs the activity, not just how much has been learned. 6 Instructional Design Skills Course Handbook

11 INTRODUCTION COURSE DESIGN This instructional design skills course is designed to help clinical and advanced trainers and those involved in course and materials design become more effective instructional designers. The course builds on each participant s past knowledge and takes advantage of her/his high motivation to accomplish the learning tasks in the minimum time. Training emphasizes doing, not just knowing, and uses competencybased evaluation of performance. An instructional design skills course consists of two components:! Transfer of the knowledge and skills required to assist with needs assessments, design training materials (e.g., learning guides, checklists, case studies, role plays, pre- and midcourse questionnaires), and evaluate training.! Development or revision of a training package or training materials during the course. There is a model course schedule provided in this handbook. The schedule outlines the general sessions of an instructional design skills course which could be applied to any number of situations. This training course differs from traditional courses in several ways, as described below.! During the first day of the course, participants demonstrate their knowledge of instructional design skills by completing a written test (Precourse Questionnaire).! Classroom sessions focus on key aspects of instructional design.! Progress in knowledge-based learning is measured during the course using a standardized written assessment (Midcourse Questionnaire).! Progress in learning instructional design skills, such as developing training materials, is observed and evaluated during the course. Successful completion of the course is based on mastery of both the content and skills components. EVALUATION Instructional Design Skills Course Handbook 7

12 This instructional design skills course is designed to produce competent instructional designers and, in some cases, master trainers. An individual usually attains full qualification as a master trainer through cotraining one or more advanced training skills courses for clinical trainers while being assisted by a master trainer or technical expert. Qualification is a statement by the training organization that the participant has met the requirements of the course in knowledge, skills and practice. Qualification does not imply certification. Personnel can be certified only by an authorized organization or agency. Qualification is based on the participant s achievement in three areas:! Knowledge A score of at least 85% on the Midcourse Questionnaire! Skills Satisfactory performance of instructional design skills! Practice Demonstrated ability to conduct clinical and advanced training skills courses for clinical trainers Responsibility for the participant becoming qualified is shared by the participant and the trainer. The evaluation methods used in the course are described briefly below:! Midcourse Questionnaire. This knowledge assessment will be given at the time in the course when all subject areas have been presented. A score of 85% or more correct indicates knowledgebased mastery of the material presented in the reference manual. For those scoring less than 85% on their first attempt, the trainer should review the results with the participant individually and guide her/him on using the reference manual to learn the required information. Participants scoring less than 85% can take the Midcourse Questionnaire again at any time during the remainder of the course.! Skills. Satisfactory performance of training materials development skills assessed during the course.! Practice. For candidate master trainers, demonstrated ability to conduct an advanced training skills course for clinical trainers. Following the instructional design skills course, each candidate master trainer will be provided the opportunity to conduct training while being assisted (and evaluated) by a master trainer or technical expert until s/he becomes proficient and thus qualified as a master trainer. 8 Instructional Design Skills Course Handbook

13 COURSE SYLLABUS Course Description. This 9-day training course is designed to prepare the participant to assist with conducting needs assessments, design preservice education and inservice training courses, develop training packages and evaluate training. Course Goal To provide the participant with the knowledge, skills and attitudes needed to analyze, design, develop and evaluate competency-based preservice education and inservice training skills courses. Participant Learning Objectives By the end of the training course, the participant will be able to: 1. Describe a mastery learning approach that incorporates adult learning principles and features competency-based training, coaching and humanistic training techniques. 2. Identify the components of each phase of the instructional design process. 3. Assist with assessing training needs. 4. Identify instructional content for reproductive health education and training. 5. Design an effective, interactive training course. 6. Develop competency-based skill development and assessment instruments for measuring progress in learning and evaluating performance. 7. Develop and administer knowledge-based assessment instruments. 8. Develop effective training materials for the trainer and participant. 9. Evaluate a training course. Instructional Design Skills Course Handbook 9

14 Training/Learning Methods! Illustrated lectures and group discussions! Individual and group exercises! Role plays! Guided practice activities developing training materials with feedback from participants and trainers Training Materials. This course handbook is designed to be used with the following materials:! Reference manual: Instructional Design Skills for Reproductive Health Professionals (JHPIEGO)! Clinical skills package (reference manual, course handbook for participants and course notebook for trainers)! Anatomic models (e.g., pelvic and hand-held uterine, Norplant implants training arm) if needed! Annotated training slide sets (e.g., IUD, Norplant implants, infection prevention) if needed Participant Selection Criteria Participants for this course should be clinical and advanced trainers (physicians, nurses or midwives) who are proficient in providing one or more clinical contraceptive methods and have experience training service providers and clinical trainers. Note: In some situations the participants may include individuals who are responsible for conducting needs assessments, developing training materials and evaluating training, but who are not clinical trainers. Methods of Evaluation Participant! Pre- and Midcourse Questionnaires! Evaluation of participant-developed materials Course! Course Evaluation (to be completed by participants) 10 Instructional Design Skills Course Handbook

15 Course Duration! 18 sessions in a 2-week (9-day) sequence Suggested Course Composition! 20 clinical trainers! 2 advanced/master trainers or a technical expert with experience in instructional design for reproductive health courses Instructional Design Skills Course Handbook 11

16 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) Day 1 Day 2 Day 3 Day 4 Day 5 A.M. (4 hours) A.M. (4 hours) A.M. (4 hours) A.M. (4 hours) A.M. (4 hours) Opening: Welcome Introductions Course Overview (Goals, Objectives, Schedule) Precourse questionnaire Review course materials Identify learning needs Identify expectations Presentation: Approach to Clinical Training! Goal of clinical training! Mastery learning! Key features! Responsibilities! Selecting/training trainers Agenda and opening activity Presentation: Assessing Training Needs! Training sector assessment! Institutional assessment! Facility needs assessment! Training event assessment! Needs assessment during training Exercise: Needs assessment case study and group reports Agenda and opening activity Presentation: Designing a Training Course! Develop a course syllabus! Develop training objectives! Select practice activities! Select training methods! Select training materials Exercise: Develop or revise a course syllabus. Agenda and opening activity Exercise: Continue work on course outline(s). Exercise: Develop a tentative course schedule. Presentations: Groups share the results of their work. Agenda and opening activity Exercise continues: Revise or adapt a learning guide and checklist. Presentations: Groups share their learning guides and checklists. Lunch Lunch Lunch Lunch Lunch P.M. (3 hours) P.M. (3 hours) P.M. (3 hours) P.M. (3 hours) P.M. (3 hours) Presentation: Instructional Design Process! Instructional design process! Preservice and inservice! Training package components Discussion: Review of the materials to be developed or revised during the course. Formation of working groups. Presentation: Instructional Content Analysis! Knowledge analysis! Skill analysis! Attitude analysis Discussion: Content available for materials to be developed or revised. Review of reference manuals or textbooks. Presentation: Designing a Training Course! Develop a course outline! Develop a course schedule Exercise: Develop or revise a course outline and schedule. Presentations: Groups share the results of their work. Presentation: Developing Skill Development and Assessment Instruments! Definitions! Skill development levels! Advantages and limitations! Rating systems! Designing instruments! Using instruments Exercise: Revise or adapt a learning guide and checklist. Exercise: Continue work on course outlines, schedules, syllabi, learning guides and checklists. Review of the day s activities Review of the day s activities Review of the day s activities Review of the day s activities Review of the day s activities Assignment : Chapters 1 4 Assignment: Chapter 5 Assignment: Chapter 6 Assignment: Chapter 7 Assignment: Chapter 8 12 Instructional Design Skills Course Handbook

17 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) Day 6 Day 7 Day 8 Day 9 A.M. (4 hours) A.M. (4 hours) A.M. (4 hours) A.M. (4 hours) Agenda and opening activity Agenda and opening activity Agenda and opening activity Agenda and opening activity Presentation: Developing Knowledgebased Assessments! Characteristics! Developing written assessments! Developing true-false items! Developing multiple-choice items! Developing matching items! Assembling a knowledge-based assessment instrument! Administering a knowledge-based assessment instrument! A mastery learning approach to knowledge assessment Presentation: Developing Trainer and Participant Materials! Trainer s notes! Presentation plans! Assignment sheets! Case studies! Role plays Presentation: Evaluating Training! Levels of training evaluation! Participant reactions! Participant learning! Post-training performance! Effect of training on RH services Exercise: Develop or revise course evaluation instruments. Presentations: Status of the various components of the training courses being developed or revised Discussion: Plans for completing the various components of the training courses being developed or revised Exercise: Plan for the delivery of the courses being developed or revised Lunch Lunch Lunch Lunch P.M. (3 hours) P.M. (3 hours) P.M. (3 hours) P.M. (3 hours) Exercise: Develop or revise a precourse and midcourse questionnaire groups will share the results of their work. Exercise: Develop training materials appropriate for the training course being developed or revised groups will share the results of their work. Exercise: Develop training materials appropriate for the training course being developed or revised groups will share the results of their work. Activity: Administer the midcourse questionnaire. Score the midcourse questionnaire and review the results. Discussion: Review plans for conducting the courses being developed. Course Summary Course Evaluation Closing Ceremony Review of the day s activities Review of the day s activities Review of the day s activities Assignment: Chapter 9 Assignment: Review all chapters Assignment: Prepare presentations 13 Instructional Design Skills Course Handbook

18 PRECOURSE QUESTIONNAIRE HOW THE RESULTS WILL BE USED The main objective of the Precourse Questionnaire is to assist both the trainer and the participant as they begin their work together in the course by assessing what the participants, individually and as a group, know about the course topic. This allows the trainer to identify topics that may need additional emphasis during the course. Providing the results of the precourse assessment to the participants enables them to focus on their individual learning needs. In addition, the questions alert participants to the content that will be presented in the course. The questions are presented in the TRUE-FALSE format. A special form, the Individual and Group Assessment Matrix, is provided to record the scores of all course participants. Using this form, the trainer and participants can quickly chart the number of correct answers for each of the 51 questions. By examining the data in the matrix, the group can easily determine their collective strengths and weaknesses and jointly plan with the trainer how best to use the course time to achieve the desired learning objectives. For the trainer, the questionnaire results will identify particular topics which may need additional emphasis during the learning sessions. Conversely, for those categories where 70% or more of participants answer the questions correctly, the trainer may elect to use some of the allotted time for other purposes. For example, if the participants as a group did well (70% or more correct) in answering the questions in the category Designing a Training Course (questions 20 through 26), the trainer may elect to assign Chapter 5, Designing a Training Course from the Instructional Design Skills reference manual as homework rather than discussing these topics in class. For the participants, the learning objective(s) related to each question and the corresponding chapter(s) in the reference manual are noted beside the answer column. To make the best use of the limited course time, participants are encouraged to address their individual learning needs by studying the designated chapter(s). 14 Instructional Design Skills Course Handbook

19 PRECOURSE QUESTIONNAIRE/ANSWER SHEET Instructions: In the space provided, print a capital T if the statement is true or a capital F if the statement is false. AN APPROACH TO CLINICAL TRAINING 1. The focus of training is on immediate use on the job, whereas the focus of education is on future applications. 2. The mastery learning approach assumes that 85% of the participants can master the required knowledge and skills, provided sufficient time and appropriate methods are used. 3. Learning is more effective when it builds on areas where the participants have no previous knowledge or experience. 4. Skill competency means that the participant knows the steps and their sequence (if necessary) to perform the required skill or activity but needs assistance. 5. Coaching involves positive feedback, active listening, questioning and the use of problemsolving skills. 6. The role of the clinical trainer is to facilitate learning. 7. In selecting potential trainers, one must look for people with a genuine interest in training. Participant Objective 1 (Chapter 1) Participant Objective 1 (Chapter 1) Participant Objective 1 (Chapter 1) Participant Objective 1 (Chapter 1) Participant Objective 1 (Chapter 1) Participant Objective 1 (Chapter 1) Participant Objective 1 (Chapter 1) INSTRUCTIONAL DESIGN PROCESS 8. The first phase of the instructional design process is design. 9. The course outline is created during the design phase. Participant Objective 2 (Chapter 2) Participant Objective 2 (Chapter 2) 10. Trainer s notes are created during the development phase. 11. In a comprehensive clinical training package, the course syllabus is found in the trainer s notebook. Participant Objective 2 (Chapter 2) Participant Objective 2 (Chapter 2) Instructional Design Skills Course Handbook 15

20 ASSESSING TRAINING NEEDS 12. A training sector assessment documents the adequacy of a specific training or educational institution to conduct quality reproductive health/family planning (RH/FP) training. 13. Documenting the adequacy of a school of midwifery to conduct quality RH/FP training is referred to as an institutional needs assessment. 14. Documenting the adequacy of a specific site to offer quality RH/FP services, and potentially quality clinical training, is referred to as a facility needs assessment. 15. A training event needs assessment takes place once the course has started. 16. Needs assessments are to be completed prior to training, because once training begins it is too late to assess needs. Participant Objective 3 (Chapter 3) Participant Objective 3 (Chapter 3) Participant Objective 3 (Chapter 3) Participant Objective 3 (Chapter 3) Participant Objective 3 (Chapter 3) INSTRUCTIONAL CONTENT ANALYSIS 17. One way of identifying the information to be taught in a course is to review an existing textbook or reference manual. 18. One approach for identifying the steps within a psychomotor task or skill is to conduct a task analysis. 19. The attitude area of learning is referred to as the cognitive learning domain. Participant Objective 4 (Chapter 4) Participant Objective 4 (Chapter 4) Participant Objective 4 (Chapter 4) DESIGNING A TRAINING COURSE 20. The course syllabus provides a summary of daily activities for the course. 21. An enabling objective is a training-related objective that supports a primary objective. 22. Practice activities consist of practice and feedback elements. Participant Objective 5 (Chapter 5) Participant Objective 5 (Chapter 5) Participant Objective 5 (Chapter 5) 23. Training methods are selected once training begins. Participant Objective 5 (Chapter 5) 16 Instructional Design Skills Course Handbook

Instructional Design Skills for Reproductive Health Professionals. Course Notebook for Trainers

Instructional Design Skills for Reproductive Health Professionals. Course Notebook for Trainers Instructional Design Skills for Reproductive Health Professionals Course Notebook for Trainers Presentation graphics summarizing the key points related to this topic are now available on ReproLine at www.reproline.jhu.edu.

More information

Instructional Design Skills for Reproductive Health Professionals. Authors Rick Sullivan Lynne Gaffikin

Instructional Design Skills for Reproductive Health Professionals. Authors Rick Sullivan Lynne Gaffikin Instructional Design Skills for Reproductive Health Professionals Authors Rick Sullivan Lynne Gaffikin Instructional Design Skills for Reproductive Health Professionals Authors Rick Sullivan Lynne Gaffikin

More information

Clinical Training Skills (CTS) for Health Care Providers

Clinical Training Skills (CTS) for Health Care Providers Clinical Training Skills (CTS) for Health Care Providers Reference Manual December 2009 Clinical Training Skills (CTS) for Health Care Providers Reference Manual December 2009 Jhpiego is an international,

More information

TRADEMARKS: All brand and product names are trademarks or registered trademarks of their respective companies.

TRADEMARKS: All brand and product names are trademarks or registered trademarks of their respective companies. JHPIEGO, an affiliate of The Johns Hopkins University, builds global and local partnerships to enhance the quality of health care services for women and families around the world. JHPIEGO is a global leader

More information

TRADEMARKS: All brand and product names are trademarks or registered trademarks of their respective companies.

TRADEMARKS: All brand and product names are trademarks or registered trademarks of their respective companies. JHPIEGO, an affiliate of The Johns Hopkins University, builds global and local partnerships to enhance the quality of health care services for women and families around the world. JHPIEGO is a global leader

More information

Background. Scope. Organizational Training Needs

Background. Scope. Organizational Training Needs 1 Training Plan Template As described in Section 4.2.1 of the Training Effectiveness Toolkit, a Training Plan will help define the specific activities that will be conducted to carry out the training strategy.

More information

Writing Good Learning Objectives

Writing Good Learning Objectives I - T E C H T E C H N I C A L I M P L E M E N T A T I O N G U I D E # 4 Writing Good Learning Objectives I-TECH s Technical Implementation Guides are a series of practical and instructional papers designed

More information

Effective Teaching: A Guide for Educating Healthcare Providers. Reference Manual

Effective Teaching: A Guide for Educating Healthcare Providers. Reference Manual Effective Teaching: A Guide for Educating Healthcare Providers Reference Manual Effective Teaching: A Guide for Educating Healthcare Providers Reference Manual This document was developed by the World

More information

Program Information. Certificate IV in Training and Assessment. TAE Institute. Aligned to TAE10 Training Package, release 3.4

Program Information. Certificate IV in Training and Assessment. TAE Institute. Aligned to TAE10 Training Package, release 3.4 Program Information TAE40110 Information Certificate IV in Training and Assessment TAE Institute Aligned to TAE10 Training Package, release 3.4 TAE40110 Program Information V7 Program Information TAE40110

More information

CERTIFIED NURSING ASSISTANT SYLLABUS 2013-2014

CERTIFIED NURSING ASSISTANT SYLLABUS 2013-2014 CERTIFIED NURSING ASSISTANT SYLLABUS 2013-2014 Instructor: Kris Louque, MSN, RN, CNE Office Phone: 757-766-1100 (ext 3391) E-mail: Office Hours: kris.louque@nhrec.org best way to contact me Monday Friday

More information

Quality Care: Foster Care Training - Orientation Trainer s Notes

Quality Care: Foster Care Training - Orientation Trainer s Notes Quality Care: Foster Care Training - Orientation Trainer s Notes Time Resources Method of delivery Learning outcomes Assessment 3 hours Handouts Paper/felt pens Lecture, activity. This module can be presented

More information

Principles of Adult Learning

Principles of Adult Learning Principles of Adult Learning The elements within are largely covered in the resource Staff training best practices, but this is a different format for some of that information, which people may find helpful.

More information

Building a Training Program

Building a Training Program Building a Training Program A Workshop presented to [Insert audience s name here] [Insert trainer s name here] [Insert date/year of training here] [Insert location of training here] Learning Goals At the

More information

4. Appendices - supplemental information that supports the documentation related to the standards provided in the report.

4. Appendices - supplemental information that supports the documentation related to the standards provided in the report. Oklahoma Board of Nursing 2915 North Classen Boulevard, Suite 524 Oklahoma City, OK 73106 (405) 962-1800 GUIDELINES FOR SURVEY VISITS OF NURSING EDUCATION PROGRAMS Preparing for the Survey Visit Each nursing

More information

Institutionalization of Reproductive Health Preservice Education in the Philippines: An Evaluation of Programmatic Efforts, 1987 1998

Institutionalization of Reproductive Health Preservice Education in the Philippines: An Evaluation of Programmatic Efforts, 1987 1998 technical report Institutionalization of Reproductive Health Preservice Education in the Philippines: An Evaluation of Programmatic Efforts, 1987 1998 JHP-16 Prepared by Melahi Pons, MA, MS Barbara Rawlins,

More information

BASIC WORKSHOP IN EMERGENCY MANAGEMENT

BASIC WORKSHOP IN EMERGENCY MANAGEMENT BASIC WORKSHOP IN EMERGENCY MANAGEMENT INSTRUCTOR METHODOLOGY New Jersey State Police Office of Emergency Management (REV - 6, 7/01) INSTRUCTOR METHODOLOGY NJSP-OEM WORKSHOP IN EMERGENCY MANAGEMENT The

More information

San José State University Department of Kinesiology (CASA) KIN 293A, Fieldwork in Athletic Training, Fall, 2015

San José State University Department of Kinesiology (CASA) KIN 293A, Fieldwork in Athletic Training, Fall, 2015 San José State University Department of Kinesiology (CASA) KIN 293A, Fieldwork in Athletic Training, Fall, 2015 Course and Contact Information Instructor: Masaaki Tsuruike, PhD, ATC Office Location: Spartan

More information

Programming for Training: A Resource Package for Trainers, Program Managers, and Supervisors of Reproductive Health and Family Planning Programs

Programming for Training: A Resource Package for Trainers, Program Managers, and Supervisors of Reproductive Health and Family Planning Programs Programming for Training: A Resource Package for Trainers, Program Managers, and Supervisors of Reproductive Health and Family Planning Programs Programming for Training: A Resource Package for Trainers,

More information

Teacher Training Concept

Teacher Training Concept Teacher Training Concept PIA2 P R O J E C T This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission

More information

Lecture Notes Human Resource Management MBA- IInd Semester. Lecture 7 Training

Lecture Notes Human Resource Management MBA- IInd Semester. Lecture 7 Training Lecture Notes Human Resource Management MBA- IInd Semester Lecture 7 Training 2 Human Resource Management @ Prikshat Verma LECTURE 7 - TRAINING We can define Training as any planned or structured activity

More information

Massachusetts Department of Elementary and Secondary Education. Professional Development Self- Assessment Guidebook

Massachusetts Department of Elementary and Secondary Education. Professional Development Self- Assessment Guidebook Massachusetts Department of Elementary and Secondary Education Professional Development Self- Assessment Guidebook For Teacher Professional Development Offerings Modified for use by the District and School

More information

EmONC Training Curricula Comparison

EmONC Training Curricula Comparison EmONC Training Curricula Comparison The purpose of this guide is to provide a quick resource for trainers and course administrators to decide which EmONC curriculum is most applicable to their training

More information

From Our Classroom Strategy Library During Reading

From Our Classroom Strategy Library During Reading Concept Map Use this map to organize your thoughts and make connections to your topic. Write the main idea in the center, and add supporting ideas or related topics in each surrounding oval. Continue to

More information

A LEARNING PACKAGE FOR SOCIAL AND BEHAVIOR CHANGE COMMUNICATION

A LEARNING PACKAGE FOR SOCIAL AND BEHAVIOR CHANGE COMMUNICATION A LEARNING PACKAGE FOR SOCIAL AND BEHAVIOR CHANGE COMMUNICATION C Modules: A Learning Package for Social and Behavior Change Communication (SBCC) Communication for Change (C Change) Project Version 3

More information

Factsheet ITIL -V3 Capability module Service Offerings and Agreements

Factsheet ITIL -V3 Capability module Service Offerings and Agreements Factsheet ITIL -V3 Capability module Service Offerings and Agreements www.startel.nl 1. GENERAL 1.1. Course data and course hours Training courses IT Service Management Capability module Service Offerings

More information

*Note: Screen magnification settings may affect document appearance.

*Note: Screen magnification settings may affect document appearance. Good afternoon and welcome to today s Coffee Break presented by the Evaluation and Program Effectiveness Team in the Division for Heart Disease and Stroke Prevention at the CDC. We are very fortunate today

More information

Negotiation Skills. Coaching Guide. Building Lasting & Profitable Client Relationships

Negotiation Skills. Coaching Guide. Building Lasting & Profitable Client Relationships Negotiation Skills Building Lasting & Profitable Client Relationships Coaching Guide A guide for leaders as they set expectations for training and reinforce the application of new skills in the work environment.

More information

E-Teacher Professional Development Workshop University of Maryland, Baltimore County and University of Oregon, Summer 2012

E-Teacher Professional Development Workshop University of Maryland, Baltimore County and University of Oregon, Summer 2012 http://umbc.uoregon.edu/eteacher/ Hicham Mahda Rabat, Morocco E-Teacher Professional Development Workshop University of Maryland, Baltimore County and University of Oregon, Summer 2012 Workshop on Effective

More information

TEACHING AND LEARNING IN COMPETENCY-BASED EDUCATION

TEACHING AND LEARNING IN COMPETENCY-BASED EDUCATION The Fifth International Conference on e-learning (elearning-2014), 22-23 September 2014, Belgrade, Serbia TEACHING AND LEARNING IN COMPETENCY-BASED EDUCATION NEIL O SULLIVAN Innovative Together Ltd, neilos@innovate-together.com

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

Effective Lesson Planning for Adult English Language Learners

Effective Lesson Planning for Adult English Language Learners III-C. Effective Lesson Planning for Adult English Language Learners Table of Contents Trainer Guide 3 Part 1 Overview... 8 Part 2 Overview... 21 Trainer Notes, Part 1 35 Goal, Objectives, and Agenda...

More information

TRANSPORTATION ASSET MANAGEMENT FOR LOCAL AGENCIES

TRANSPORTATION ASSET MANAGEMENT FOR LOCAL AGENCIES TRANSPORTATION ASSET MANAGEMENT FOR LOCAL AGENCIES I. Course Description The large inventory of aging roadways and bridges, the dramatic fluctuations in construction costs, the retirement of experienced

More information

Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions

Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Assessment Plan for 2006-2007 Primary Contact: Candace H. Boan, Ph.D. Associate

More information

Blueprint for Success:

Blueprint for Success: Welcome Blueprint for Success: Developing a Call Center Personnel Development Plan Presented by: Today s Workshop Leaders Penny Reynolds and Maggie Klenke are Founding Partners of The Call Center School

More information

CONTINUING EDUCATION APPROVAL PROGRAM

CONTINUING EDUCATION APPROVAL PROGRAM CONTINUING EDUCATION APPROVAL PROGRAM Guidelines and Application 2006 National Association of Social Workers. All Rights Reserved. 750 First Street, NE, Suite 700 Washington, DC 20002-4241 1. INTRODUCTION

More information

Running Head: HEARTSHARE S MANAGEMENT TRAINING PROGRAM

Running Head: HEARTSHARE S MANAGEMENT TRAINING PROGRAM HeartShare s Management Training Program 1 Running Head: HEARTSHARE S MANAGEMENT TRAINING PROGRAM HeartShare s Management Training Program COA Innovative Practices Award Case Study Submission HeartShare

More information

Criteria for Evaluating Instructional Materials in Science, Kindergarten Through Grade Eight

Criteria for Evaluating Instructional Materials in Science, Kindergarten Through Grade Eight Criteria for Evaluating Instructional Materials in Science, Kindergarten Through Grade Eight Instructional materials are adopted by the state for the purpose of helping teachers present the content set

More information

USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE. Examination Syllabus V 1.2. October 2009

USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE. Examination Syllabus V 1.2. October 2009 USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE Examination Syllabus V 1. October 009 ITIL is a Registered Trade Mark of the Office of Government Commerce in the United Kingdom and other countries APMG

More information

POLICIES AND PROCEDURES FOR CONTINUING EDUCATION APPROVAL. Ohio Physical Therapy Association

POLICIES AND PROCEDURES FOR CONTINUING EDUCATION APPROVAL. Ohio Physical Therapy Association POLICIES AND PROCEDURES FOR CONTINUING EDUCATION APPROVAL Ohio Physical Therapy Association Table of Contents Sections Page A: Standards for Review and Approval..1 B: Application for Continuing Education

More information

St. Joseph s College Education Department Handbook for Student Teachers Cooperating Teachers College Supervisors

St. Joseph s College Education Department Handbook for Student Teachers Cooperating Teachers College Supervisors St. Joseph s College Education Department Handbook for Student Teachers Cooperating Teachers College Supervisors Brooklyn Campus Long Island Campus 245 Clinton Avenue 155 West Roe Boulevard Brooklyn, NY

More information

Jennifer M. Scagnelli Comprehensive Exam Question (O Bannon) Instructional Technology - Fall 2007

Jennifer M. Scagnelli Comprehensive Exam Question (O Bannon) Instructional Technology - Fall 2007 Jennifer M. Scagnelli Comprehensive Exam Question (O Bannon) Instructional Technology - Fall 2007 Instructional design is a system of procedures used to plan and develop instructional materials and activities

More information

Instructor Guide. Train-the-Trainer

Instructor Guide. Train-the-Trainer Train-the-Trainer This instructor guide was written and developed by the Community Services Agency, Inc. of the New Jersey State AFL-CIO. DISCLAIMER: This material was produced under a Susan Harwood Training

More information

CDC 10411W Fire Instructor I Performance Test

CDC 10411W Fire Instructor I Performance Test CDC 10411W Fire Instructor I Performance Test Air Force Institute for Advanced Distributed Learning Air University Air Education and Training Command Acknowledgement Preparation of this supplement was

More information

Preface STANDARDS FOR NURSING EDUCATION. POST-REGISTRATION: Advanced/Specialist Diploma, Degree and Master Degree (Nursing)

Preface STANDARDS FOR NURSING EDUCATION. POST-REGISTRATION: Advanced/Specialist Diploma, Degree and Master Degree (Nursing) Preface The Nurses and Midwives Act (Chapter 209) [May 2000] empowers Singapore Nursing Board (SNB) to make regulations for matters relating to the accreditation of educational programmes in nursing and

More information

Best Practices for Teaching Online

Best Practices for Teaching Online 10 Best Practices for Teaching Online 9 8 7 5 6 4 3 2 1 p This handbook is compiled and edited from hundreds of teaching tips drawn from a wide variety of Web sites that provide resources for faculty teaching

More information

Georgia Perimeter College Faculty Senate New Course

Georgia Perimeter College Faculty Senate New Course Page 1 of 8 Georgia Perimeter College Faculty Senate New Course Number: 09-Oct-12 Date submitted: 10/30/2012 Date approved: Title of Proposal: New Course HIMS 3200 Medical Terminology Initiator and Place

More information

St. Vincent Health / St. Vincent Kokomo Radiography Program. Annual Assessment Report

St. Vincent Health / St. Vincent Kokomo Radiography Program. Annual Assessment Report St. Vincent Health / St. Vincent Kokomo Radiography Program Annual Assessment Report 2014-2015 Table of Contents Overview... 3 Mission Statement... 3 Vision Statement... 3 Goal Summary... 4-6 Assessment

More information

Stages of Instructional Design V. Professional Development

Stages of Instructional Design V. Professional Development Stages of Instructional Design V. Professional Development Derived from Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of Instructional Design (4th ed.). Fort Worth, TX: Harcourt Brace

More information

RECOGNITION PROCESS. Recognized Occupational Health and Safety Training Provider Program

RECOGNITION PROCESS. Recognized Occupational Health and Safety Training Provider Program RECOGNITION PROCESS Recognized Occupational Health and Safety Training Provider Program INTRODUCTION WorkSafeNB offers a Recognized Occupational Health and Safety (OHS) Training Provider program for workplace

More information

The Human Touch Performance Appraisal II

The Human Touch Performance Appraisal II The Human Touch Performance Appraisal II T raining Leader s Guide Coastal Training Technologies Corp 500 Studio Drive Virginia Beach, VA 23452 2000 Coastal Training Technologies Corp. All rights reserved.

More information

New Mexico 3-Tiered Licensure System

New Mexico 3-Tiered Licensure System New Mexico 3-Tiered Licensure System Requirements & Guidelines for the Preparation of the New Mexico Professional Development Dossier (PDD) for Teachers Prepared by the New Mexico Public Education Department

More information

TRAINER CERTIFICATION

TRAINER CERTIFICATION TRAINER CERTIFICATION Contents Introduction... 4 Three Components of Trainer Certification... 4 Who can apply... 4 Cost... 4 Benefits of Trainer Certification... 5 Steps to Trainer Certification... 5 Step

More information

Academic/Instructional Methodologies and Delivery Systems. Classroom Instruction

Academic/Instructional Methodologies and Delivery Systems. Classroom Instruction Academic/Instructional Methodologies and Delivery Systems ITT Technical Institutes are institutes of higher learning that are committed to offering quality undergraduate and continuing education locally,

More information

Graduate Handbook of the Mathematics Department. North Dakota State University May 5, 2015

Graduate Handbook of the Mathematics Department. North Dakota State University May 5, 2015 Graduate Handbook of the Mathematics Department North Dakota State University May 5, 2015 Graduate Program Policies and Handbook 1 Graduate Committee Voting members of the Graduate Committee are the Graduate

More information

50 Instructional Methods

50 Instructional Methods 50 Instructional Methods Presentation Methods (P), Application Methods (A) 1. Action Maze (A) A variation of the case study in which learners solve a problem or case by making decisions. Their decisions

More information

Interpersonal Communication Skills for Differential Diagnosis of Fever in Children

Interpersonal Communication Skills for Differential Diagnosis of Fever in Children Interpersonal Communication Skills for Differential Diagnosis of Fever in Children National Master Trainer TOT Guide for training District Trainers Uganda July, 2013 TOT Guide Page 2 About this TOT Guide

More information

Online Course Rubrics, Appendix A in DE Handbook

Online Course Rubrics, Appendix A in DE Handbook Online Course Rubrics, Appendix A in DE Hbook Distance Education Course sites must meet Effective Level scores to meet Distance Education Criteria. Distance Education Course Sites will be reviewed a semester

More information

Learning Module On Effective. Communication. In Nursing Management

Learning Module On Effective. Communication. In Nursing Management Learning Module On Effective Communication In Nursing Management Prepared by: Mona AL-Aseeri Supervised by: Prof.Dr. Soheir Mokabel EffectiveCommunication... It is two way. It involves active listening.

More information

EMERGENCY NURSES ASSOCIATION

EMERGENCY NURSES ASSOCIATION TRAUMA NURSING CORE COURSE AND EMERGENCY NURSING PEDIATRIC COURSE REVISED SEPTEMBER 1, 2012 ENA IS THE SOLE AND EXCLUSIVE OWNER OF ALL RIGHTS, TITLES, INTERESTS, AND ALL ANCILLARY RIGHTS TO ANY AND ALL

More information

USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE

USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE Examination Syllabus V.0 April 01 ITIL is a registered trade mark of the Cabinet Office APMG Service Catalogue 01 Examination Syllabus INTRODUCTION The

More information

Department of Homeland Security. Surveillance Detection Training for Commercial Infrastructure Operators and Security Staff

Department of Homeland Security. Surveillance Detection Training for Commercial Infrastructure Operators and Security Staff Department of Homeland Security Surveillance Detection Training for Commercial Infrastructure Operators and Security Staff Course Syllabus May 2006 INTERNATIONAL TRAINING, INC. Surveillance Detection Training

More information

Curriculum Development in 6 easy steps for busy Med-Ed types. Curriculum Development in MedEd

Curriculum Development in 6 easy steps for busy Med-Ed types. Curriculum Development in MedEd Curriculum Development in 6 easy steps for busy Med-Ed types Joanne Lynn MD Curriculum Development in MedEd Medical educators are often charged to plan educational experiences without specific training

More information

STRATEGIC TRAINING PLAN

STRATEGIC TRAINING PLAN STRATEGIC TRAINING PLAN INTRODUCTION This training plan will be utilized by all Compliance and Enforcement programs in the formation, implementation, and ongoing tracking of all training and outreach provided

More information

INSTRUCTOR'S GUIDE PROJECT PLANNING AND MANAGEMENT SKILLS MODULE

INSTRUCTOR'S GUIDE PROJECT PLANNING AND MANAGEMENT SKILLS MODULE 10/01 INSTRUCTOR'S GUIDE PROJECT PLANNING AND MANAGEMENT SKILLS MODULE INTRODUCTION Russ Pimmel Electrical and Computer Engineering Department College of Engineering University Of Alabama The Instructor

More information

INSTRUCTOR CERTIFICATION TRAINING APPLICATION

INSTRUCTOR CERTIFICATION TRAINING APPLICATION INSTRUCTOR CERTIFICATION TRAINING APPLICATION OVERVIEW: BECOMING A CERTIFIED MENTAL HEALTH FIRST AID OR YOUTH MENTAL HEALTH FIRST AID INSTRUCTOR Becoming a Mental Health First Aid instructor is an exciting

More information

BROOKLAND PUBLIC SCHOOL GIFTED AND TALENTED EDUCATION HANDBOOK

BROOKLAND PUBLIC SCHOOL GIFTED AND TALENTED EDUCATION HANDBOOK BROOKLAND PUBLIC SCHOOL GIFTED AND TALENTED EDUCATION HANDBOOK PROGRAM OVERVIEW Philosophy: The Brookland School District believes that within its boundaries are students for whom the regular classroom

More information

Transcript: What Is Progress Monitoring?

Transcript: What Is Progress Monitoring? Transcript: What Is Progress Monitoring? Slide 1: Welcome to the webinar, What Is Progress Monitoring? This is one of 11 webinars developed by the National Center on Response to Intervention (NCRTI). This

More information

CONTINUING EDUCATION APPROVAL PROGRAM GUIDELINES

CONTINUING EDUCATION APPROVAL PROGRAM GUIDELINES NATIONAL ASSOCIATION OF SOCIAL WORKERS CONTINUING EDUCATION APPROVAL PROGRAM GUIDELINES 2011 National Association of Social Workers. All Rights Reserved. 750 First Street, NE, Suite 700 Washington, DC

More information

New Glasgow, NS, Canada Toll-free:1-877-610-3660 Phone: 001-902-695-3660 Fax: 1-877-610-3661 Fax: 001-902-695-3661

New Glasgow, NS, Canada Toll-free:1-877-610-3660 Phone: 001-902-695-3660 Fax: 1-877-610-3661 Fax: 001-902-695-3661 Employee Onboarding Sample Corporate Training Materials All of our training products are fully customizable and are perfect for one day and half day workshops. You can easily update or insert your own

More information

Davis Applied Technology College Curriculum Development Policy and Procedures Training Division

Davis Applied Technology College Curriculum Development Policy and Procedures Training Division Davis Applied Technology College Curriculum Development Policy and Procedures Training Division Board Approval: 24 April 2008 1. Purpose 1.1. Curriculum development at the Davis Applied Technology College

More information

INSTRUCTIONAL DESIGN SKILLS for REPRODUCTIVE HEALTH PROFESSIONALS

INSTRUCTIONAL DESIGN SKILLS for REPRODUCTIVE HEALTH PROFESSIONALS INSTRUCTIONAL DESIGN SKILLS for REPRODUCTIVE HEALTH PROFESSIONALS Authors Rick Sullivan Lynne Gaffikin JHPI~~~ 1615 Thames Street Baltimore, Maryland 21231-3447 United States Agency for International Development

More information

RULES OF GEORGIA REAL ESTATE COMMISSION CHAPTER 520-2 STANDARDS FOR REAL ESTATE COURSES TABLE OF CONTENTS

RULES OF GEORGIA REAL ESTATE COMMISSION CHAPTER 520-2 STANDARDS FOR REAL ESTATE COURSES TABLE OF CONTENTS CHAPTER 520-2 STANDARDS FOR REAL ESTATE COURSES RULES OF GEORGIA REAL ESTATE COMMISSION CHAPTER 520-2 STANDARDS FOR REAL ESTATE COURSES TABLE OF CONTENTS 520-2-.04 Real Estate Courses. 520-2-.04 Real Estate

More information

How to Create Effective Training Manuals. Mary L. Lanigan, Ph.D.

How to Create Effective Training Manuals. Mary L. Lanigan, Ph.D. How to Create Effective Training Manuals Mary L. Lanigan, Ph.D. How to Create Effective Training Manuals Mary L. Lanigan, Ph.D. Third House, Inc. Tinley Park, Illinois 60477 1 How to Create Effective Training

More information

Viet Nam: Technical Training Manuals for Microfinance Institutions in Vietnam. Basic Course in Human Resource Management

Viet Nam: Technical Training Manuals for Microfinance Institutions in Vietnam. Basic Course in Human Resource Management Project Number: 42492-012 November 2011 Viet Nam: Technical Training Manuals for Microfinance Institutions in Vietnam Basic Course in Human Resource Management 1 COURSE OUTLINE Course Name Target Participants

More information

You Can Create Measurable Training Programs A White Paper For Training Professionals

You Can Create Measurable Training Programs A White Paper For Training Professionals You Can Create Measurable Training Programs A White Paper For Training Professionals Executive Summary Determining training return on investment (ROI) is a pressing need for all training professionals.

More information

Dr Ruby Training College

Dr Ruby Training College Dr Ruby Training College We focus on those, who are from non-english, Asian background Certificate IV in Training and Assessment RTO: 32382 www.drrubytraining.com.au 01.2014 1 Introduction of Certificate

More information

COLLEGE OF ENGINEERING, SCIENCE AND TECHNOLOGY SCHOOL OF AUTOMOBILE ENGINEERING & ROAD TRANSPORT

COLLEGE OF ENGINEERING, SCIENCE AND TECHNOLOGY SCHOOL OF AUTOMOBILE ENGINEERING & ROAD TRANSPORT COLLEGE OF ENGINEERING, SCIENCE AND TECHNOLOGY SCHOOL OF AUTOMOBILE ENGINEERING & ROAD TRANSPORT CERTIFICATE III IN AUTOMOTIVE ENGINEERING Programme Details & Unit Descriptors 2014 TABLE OF CONTENT Index

More information

Introduction to Outdoor Leader Skills Certification Trainer Guidelines

Introduction to Outdoor Leader Skills Certification Trainer Guidelines Introduction to Outdoor Leader Skills Certification Trainer Guidelines (Rev: 9/2/13) Introduction to Outdoor Leader Skills (IOLS) training is part of the required basic training for all Scoutmasters and

More information

UNIVERSITY OF LA VERNE COLLEGE OF LAW NEGOTIATION DAY CLASS CRN 1250. Spring 2015 Syllabus

UNIVERSITY OF LA VERNE COLLEGE OF LAW NEGOTIATION DAY CLASS CRN 1250. Spring 2015 Syllabus UNIVERSITY OF LA VERNE COLLEGE OF LAW NEGOTIATION DAY CLASS CRN 1250 Spring 2015 Syllabus PROFESSOR: Susan Nauss Exon CREDIT HOURS: Two Credit Hours DAYS & TIMES: Tuesdays, 9:30 11:30 a.m. ROOM: 206 I.

More information

INTERMEDIATE QUALIFICATION

INTERMEDIATE QUALIFICATION PROFESSIONAL QUALIFICATION SCHEME INTERMEDIATE QUALIFICATION SERVICE CAPABILITY OPERATIONAL SUPPORT AND ANALYSIS CERTIFICATE SYLLABUS Page 2 of 21 Document owner The Official ITIL Accreditor Contents OPERATIONAL

More information

Unique Standards and Documentation Required for Accredited PathA Programs

Unique Standards and Documentation Required for Accredited PathA Programs Unique Standards and Documentation Required for Accredited PathA Programs Section III (PathA) Page 1 UNIQUE STANDARDS AND THE REQUIRED DOCUMENTATION Pathologists Assistant Standards Objectives PREAMBLE

More information

Your Next Step: Teaching Others Plant Biosecurity Management Using EDEN s Plant Biosecurity Preparedness Plan

Your Next Step: Teaching Others Plant Biosecurity Management Using EDEN s Plant Biosecurity Preparedness Plan Your Next Step: Teaching Others Plant Biosecurity Management Using EDEN s Plant Biosecurity Preparedness Plan Purpose: This handout offers you specific strategies for teaching groups and individuals about

More information

Unique Standards and Documentation Required for Accredited CLT/MLT Programs

Unique Standards and Documentation Required for Accredited CLT/MLT Programs Unique Standards and Documentation Required for Accredited CLT/MLT Programs Section III (CLT/MLT) Page 1 UNIQUE STANDARDS AND THE REQUIRED DOCUMENTATION Objectives Clinical Laboratory Technician/Medical

More information

Master of Arts Program in English for Careers Language Institute Thammasat University Revised 2008

Master of Arts Program in English for Careers Language Institute Thammasat University Revised 2008 Academic Program Degree Offered Master of Arts Program in English for Careers Language Institute Thammasat University Revised 2008 Master of Arts Program in English for Careers Master of Arts (English

More information

Hoshin Kanri Workshop

Hoshin Kanri Workshop Hoshin Kanri Workshop By Pete Babich Inc., 2004-2006. All rights reserved. Revision: 003, 6/15/2006 No part of this document may be reproduced, stored in a retrieval system, or transmitted in any form

More information

PSYC 1200 Introduction to Psychology Syllabus

PSYC 1200 Introduction to Psychology Syllabus PSYC 1200 Introduction to Psychology Syllabus The field of psychology is relatively young, compared to other sciences, such as physics and biology. As you ll discover, the official beginning of psychology

More information

ServiceNow Authorized Training Partner. Program Guide

ServiceNow Authorized Training Partner. Program Guide ServiceNow Authorized Training Partner Program Guide ServiceNow Authorized Training Partner Program Guide Table of Contents Introduction... 3 Section I: ATP Program... 3 Program Overview... 3 Partner Candidate

More information

Syllabus CS 682: Systems Analysis and Design Methods Summer 2014 Section C1

Syllabus CS 682: Systems Analysis and Design Methods Summer 2014 Section C1 Syllabus CS 682: Systems Analysis and Design Methods Summer 2014 Section C1 Text: Whitten and Bentley. Systems Analysis And Design Methods. Seventh Edition. NYC, NY. Irwin McGraw-Hill Publishers. ISBN-13:

More information

DEFINING, TEACHING AND ASSESSING LIFELONG LEARNING SKILLS

DEFINING, TEACHING AND ASSESSING LIFELONG LEARNING SKILLS DEFINING, TEACHING AND ASSESSING LIFELONG LEARNING SKILLS Nikos J. Mourtos Abstract - Lifelong learning skills have always been important in any education and work setting. However, ABET EC recently put

More information

AGED 401 Online Leadership Theory and Youth Program Management Spring 2008 Syllabus

AGED 401 Online Leadership Theory and Youth Program Management Spring 2008 Syllabus AGED 401 Online Leadership Theory and Youth Program Management Spring 2008 Syllabus Instructor: Chastity Warren English Office: Suite 242-A Carver Hall Phone: 336-334-7711 or 7712 Fax: 336-334-7257 Department:

More information

Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP)

Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) 2012 2013 What is a District Curriculum Accommodation Plan? Massachusetts General Laws require the adoption and implementation

More information

THE POSTPARTUM INTRAUTERINE DEVICE Trainer s Manual

THE POSTPARTUM INTRAUTERINE DEVICE Trainer s Manual THE POSTPARTUM INTRAUTERINE DEVICE Trainer s Manual A Training Course for Service Providers www.engenderhealth.org The Postpartum Intrauterine Device A Training Course for Service Providers Trainer s

More information

Principles of Data-Driven Instruction

Principles of Data-Driven Instruction Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion. Allan

More information

in Certificate IV in TESOL: Teaching English to Speakers of Other Languages

in Certificate IV in TESOL: Teaching English to Speakers of Other Languages in Certificate IV in TESOL: Teaching English to Speakers of Other Languages Australian Government Accredited Course Code: 30537QLD L a n g u a g e T r a i n i n g I n s t i t u t e i s a D i v i s i o

More information

Strategies for Training Peer Counselors

Strategies for Training Peer Counselors Strategies for Training Peer Counselors Overview Designed for potential trainers, this introductory module presents the strategic approach for the Loving Support through Peer Counseling curriculum and

More information

INTERMEDIATE QUALIFICATION

INTERMEDIATE QUALIFICATION PROFESSIONAL QUALIFICATION SCHEME INTERMEDIATE QUALIFICATION SERVICE LIFECYCLE SERVICE DESIGN CERTIFICATE SYLLABUS Page 2 of 18 Contents SERVICE DESIGN CERTIFICATE 4 Target Candidate 4 Prerequisite Entry

More information

Test-First Teaching: Extreme Programming Meets Instructional Design in Software Engineering Courses

Test-First Teaching: Extreme Programming Meets Instructional Design in Software Engineering Courses Test-First Teaching: Extreme Programming Meets Instructional Design in Software Engineering Courses Mark A. Ardis 1 and Cheryl A. Dugas 2 Abstract Test-first development is a practice of extreme programming

More information

HRM. Human Resource Management Rapid Assessment Tool. A Guide for Strengthening HRM Systems. for Health Organizations. 3rd edition

HRM. Human Resource Management Rapid Assessment Tool. A Guide for Strengthening HRM Systems. for Health Organizations. 3rd edition HRM Human Resource Management Rapid Assessment Tool for Health Organizations A Guide for Strengthening HRM Systems 3rd edition . Human Resource Management Rapid Assessment Tool Copyright 2005, renewed

More information

MILWAUKEE AREA TECHNICAL COLLEGE Course Syllabus Fall 2005

MILWAUKEE AREA TECHNICAL COLLEGE Course Syllabus Fall 2005 MILWAUKEE AREA TECHNICAL COLLEGE Course Syllabus Fall 2005 Course: Communication Skills English 801-151-504 Credits: 3 Class Meets: Mondays in M 677 5:00 to 7:55pm Writing Lab is in C 281 Instructor: Office:

More information

Design Document For A Guided Experiential Learning Course 1

Design Document For A Guided Experiential Learning Course 1 Design Document For A Guided Experiential Learning Course 1 Richard E. Clark, Ed.D. Rossier School of Education University of Southern California August 11, 2004 1 This document is a work product developed

More information