Master Training Specialist Supplemental Training Course Peter M

Master Training Specialist Supplemental Training Course Peter M. Manwell CUR/516 9/21/2015 Dr. Shirley Burnett

Introduction �Interview with Learning Site Lead. �Needs Analysis �Response to interview questions.

Phase 1 - Planning �Course Description �Target Audience �Delivery Modality �Length of Course �Course Goals

Course Description Purpose: to enhance the mentor-training qualification strategy currently used in the designation of US Navy Master Training Specialists at Center for Personal and Professional Development, Learning Site Dam Neck, VA

Target Audience �Qualified Master Training Specialists at CPPD Learning Site Dam Neck.

Delivery Modality and Length of Course Modality Instructor-led classroom and mentorfacilitated activities. Course Length Six weeks.

Course Goals For MTS designated staff to effectively manager the: Instructor Evaluation Program, In-Service Training Program, and MTS Program.

Phase II – Objectives Training Methods Instructional Strategies and Activities Instructional Technologies and Resources Objectives with Corresponding Goals

Phase III – Implementation Plan �Course Length �Implementation personnel �Resources needed �Implementation details �Quizzes, knowledge test and performance test

Implementation Schedule Events/Steps Projected Start Projected Completion Needs Assessment 9/21/2015 10/2/2015 Plan Phase 10/5/2015 10/16/2015 Analyze Phase 10/19/2015 10/30/2015 Design Phase 11/2/2015 11/13/2015 Develop Phase 11/16/2015 12/18/2015 Implement Phase 1/4/2016 2/26/2015 Evaluate Phase 6/6/2016 7/29/2016 Maintain Phase 8/1/2016 Ongoing

Phase IV - Evaluation Plan �Formative evaluation �Performed throughout development �Summative evaluation �Performed at the end of Implementation Phase and on-going

Formative Evaluation �Smith and Ragan Evaluation Model (Smith and Ragan, 2004) Design Reviews � Expert Reviews � Learner Validation � On-Going Evaluation �

Summative Evaluation �Adoption of Kirkpatrick’s Four Levels of Evaluation Model (Kirkpatrick, 1994) Level 1 – Reaction � Level 2 – Learning � Level 3 – Transfer � Level 4 – Results � Reaction Results Learning Transfer

Maintain �Response to Evaluation Phan data �Instructors submit interim change recommendations �Developer includes response to data and interim change recommendations in future changes or revisions to the course Analyze Maintain Implement Design Develop

Conclusion �Needs Analysis Interview �Development Description �Phase I – Planning �Phase II – Objectives �Phase III – Implementation �Phase IV – Evaluation �Phase V – Maintain �Final Recommendation

References � Brown, A. , & Green, T. D. (2011). The Essentials of Instructional Design: Connecting fundamental principles with process and practice (2 nd ed. ). Boston, MA: Allyn and Bacon. � Hodell, C. (2011). ISD From the Ground Up: No-nonsense approach to instructional design (3 rd ed. ). Alexandria, VA: ASTD Press. � Wlodkowski, R. J. (2010). Teaching Intensive and Accelerated Courses: instruction that motivates learning. San Francisco, CA: Wiley. � Smith, P. L. & Ragan, T. J. (2004). Instructional design, 2 nd edition. Hoboken, NJ: John Wiley & Sons. � Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels San Francisco: Berrett-Koehler.