CORPORATE TRAINING

Training Manual
Cheryl Fox
CUR/532
December 7, 2015
Garth Beerman

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2
Part One

This training is a corporate training course to develop the knowledge base of curriculum
concepts and requirements for the delivery of curriculum to participants by the facilitator in a
cohesive and uniform manner by delivering core components and required material. There are as
many components and facilitators must be competent in all modules. Included will be a
mentoring program that will provide support to facilitators on an ongoing basis to provide
groundwork for continuing professional development and growth.

TARGET

CURRENT SKILL

CURRENT

CURRENT

PROGRAM

PROGRAM

ASSESSMEN

AUDIENCE
New hires
Ongoing
training as
needed
Mentors

SET
Excellent
communication
Ability to control
classroom
Ability to deliver
curriculum
Computer/internet
skills

EXPERIENCE
Social Service
exp.
Facilitator/
instructor exp.
Experience
dealing with
diverse
audiences.

KNOWLEDGE
Degree Human
Services/Educat
ion preferred.
Previous
facilitator exp,
Curriculum
Knowledge

GOALS
Cohesive
delivery of
core
curriculum and
assignments.
Ability to
demonstrate
subject
knowledge.
Ability to
manage class
time well.

OBJECTIVES

Build
comfortability
of facilitator
curriculum
delivery.

Increase
knowledge
base.

Develop
ongoing
support
and
resource base.

T
Successful
completion
of training
module 75%
+.
Successful
completion
mock
workshop.
75%+.

Part Two

Training materials
o

Identify the skills needed for effective distance learning facilitators.

Excellent communication
Ability to control classroom
Ability to deliver curriculum to diverse audiences
Computer/internet skills
What skills are needed to create effective distance learning?
Ability to design/deliver required curriculum
Subject matter knowledge
Classroom control
What strategies might you use to present these skills to facilitators?
3-day synchronous training.
Internet training including training manual instructor led.
Discussion and feedback with formative and summative assessments.
Describe the phases of development for distance learning facilitators.

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Clearly describe the phases of development.

VisitorNew Hires who are not familiar with curriculum and technology used. They do not
integrate technology into the classroom.
NoviceKnowledge of curriculum, use of technology is limited. Facilitators use the Internet
for research, but classroom use is limited.
ApprenticeTrainers and facilitators use the system, are comfortable with using online
resources to supplement material for lesson plans and encourage use of technology.
InsiderTrainers and facilitators, use the system, encourage use of technology and
integrate technology for lessons.
MasterTrainer/Facilitator uses the system and all means of technology supported by the
company. These staff pursue the participation of technology and submit work to an VLE.

Identify the theories of distance learning.

Provide a clear description of theories of distance learning.

Phased approach starts with teacher as a learner ends with teacher as a teacher. Longterm from 1-3 years in length. Community approach allows students to have group support.
Individualized, allows student to work at own pace.

Provide examples of how the different theories apply to different scenarios.

Describe the theories for engaging distance learners.

Using a community based approach allows for facilitators to have support from each
other and develop a network moving forward.

Part Three
Ensuring that professional development is an ongoing component in the training mode
is essential for success of the program. In order to meet that need a mentoring program is
necessary to develop new facilitators for long-term sustainability. Below is chart to outline
the mentor program:

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To build a permanent
support for staf
To create a hands on
learning experience
(peer-to-peer)
Institute continuing
professional
development

PERFORMANCE
Mentor-1yr+STATUS
online exp.
10+ classes/sessions.
Successful completion
online training
Continuous participation
in online instruction.

GOALS AND
OBJECTIVES

MENTORING
EXPERIENCE
CRITERIA

Management and evaluation programs for facilitators

o

How might the faculty learning community approach affect management?

This approach could be positive by alleviating micro management and allowing faculty to learn
From each other and promoting professional development. This approach could be negative
By making management feel circumvented or the staffs newfound empowerment to lead to
Areas of concern not under their power to change, this may cause discontent among the group.
Clear parameters for discussion should be set.

Identify the specific challenges and strategies used to manage adjunct faculty from a distance.
Working with adjuncts there can be several challenges, one is not enough consistent training to
make the adjuncts comfortable. Creating a learning community and mentor program will help to
alleviate this areas of stress for adjuncts and promote professional development.
What evaluation strategies will you use for facilitators?
Mock evaluations, formative assessments, and summative assessments.
How will the evaluation and management strategies align with the identification of effective faculty
skills and behaviors in Part I?

o
o

Must successfully
complete mentor
training.
Attend metor meetings,
sessions, workshops, etc.
on an ongoing basis.

Theassessmentsandevaluationsarebasedfromthecurriculumasfacilitators
Developneededskillsthroughtrainingitisreinforcedthroughmanagement
Practicesandassessments.

Learning platform (LMS/CMS) used by the distance learning faculty for facilitating their classes
Facilitator training will be done through scheduled video conferencing for lecture and
Classroom discussion. Continued discussion through posts, private message through

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Email. Assignments will be given at the end of discussions and available on assignment
Boards. Teams may be used to extend assignments and deeper understanding. Using a
Learning management system will be the best use of technology.

Part Four

Visuals
and
infographi
cs

Video

Games
and
simulation
s

Media and technology,facilitators will use a

combination of media and technolgy through the
learning management system to provide training.
additional methods are encouraged to produce a
conducive learning environment.

Using a VLE for informational student purposes will give the student the best success
rate. Making sure that the student can log in and access the information from wherever they
are is important. Using a synchronous approach will give participants real time training with
an instructor that is present to answer questions and dialogue. An asynchronous environment

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works well with a more advanced set of participants who would do well with feedback not
necessarily in real time. Using synchronous method allows facilitators to monitor
participants lessening the chance of conflict. While conflict is good in a controlled
environment. Conflict can arise from the feeling of anonymity causing some to feel
emboldened, this will be alleviated with an instructor online. Facilitators can recognize,
diffuse and even redirect situations before they become a problem and create unnecessary
issues in the classroom. Facilitators should begin by setting clear expectations for students
such as a code of conduct as well as guidelines for how conflict will be handled in the
classroom. Online facilitators should monitor interactions between students and ask
clarifying or redirecting questions when the students sway off topic or the nature of the
discussion become confrontational or inappropriate. Conflict in the classroom should not be
ignored as it is more likely to escalate than dissipate.
Distance learners are a cross of nationalities, cultures, race, and ethnicity, being able to
work with diverse groups in an online environment is key. Just as in face-to-face or
traditional classrooms it is important to identify with and incorporate and inclusive
environment.
Training Tools
The following guide is for the 3 day training each day will start at 9am 2 sections will
be covered each day with assessments given at the end of the training.

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References
The Excellent Online Instructor. Strategies for Professional Development, Rena M. Palloff ,
Keith Pratt, Chapter 2: Copyright John Wiley & Sons Inc. (2011)
Kelly,R.(2013,March).Managingcontroversyintheonlineclassroom.FacultyFocus.
Retrievedfromhttp://Facultyfocus.(2013).Retrievedfrom
http://www.facultyfocus.com/articles/onlineeducation/managingcontroversyintheonline
classroom/