Presenting the Training Plan Refer to responses from the previous papers attached. 1. Present your training plan using a presentation software tool with at least ten main topics/slides in your p
Planning the Training 0
Planning the Training
Planning the Training
Significant elements where training will focus
Destiny Foundation teaches young girls and women life skills, domestic training, and education studies to transform their lives, increasing their survival and employability skills after domestic violence. Life skills are helpful skills in the target clienteles’ life needed to deal reasonably and effectively with life's challenges. Girls and women targeted by the organization require resilience skills that would enable them to cope with the problem. This skill will allow them to recover from setbacks and use the setback as an opportunity to learn. Assertiveness and equinity is the most critical skill needed by learners that have experienced domestic violence.
It allows the learners to stand up for themselves and other people and keep calm even in the considerable provocation. Creative thinking skill is essential as it enables the girls and those women out of incarceration to find a new solution, generate new ideas, coupled with the ability to assess information carefully and understand its relevance (Helfrich, Aviles, ABadiani, Walens, & Sabol, 2006). Communication and interpersonal skills that are needed for these learners to get on and work with other people, especially the ability to transfer and receive the message either in writing or verbally. Interpersonal and communication skills are essential skills that we use every day to connect with other people. Therefore, this skill is a crucial part of what makes us human.
In addition, the girls and women still need numeracy skills. Developing numeracy skills provides a real boost in life. It makes the clientele more employable, boosts their understanding about life around them, helps them save money and time, and improves their mental health, especially the incarcerated women. The target client doesn't need to be mathematicians to understand basic principles on day-to-day numeracy, arithmetic. The numeracy skill will enable them to budget, understand interest, loan and savings and save money in both the short and long term (Helfrich, Aviles, ABadiani, Walens, & Sabol, 2006). Domestic training focuses on building homecare management.
Domestic and homecare skills include housekeeping, childcare, laundry work, home nursing, pet management, household waste disposal, and cooking. Support areas include pre-departure training, life skills, labor relation, and reproductive health. All this skill is necessary for enabling the women and girls to successfully join the labor market and live independently without requiring skill from other people. The experience about life makes the women and girls ready to learn what is needed to perform their evolving life tasks or cope more adequately with their problem. Self-directed learning is problem-centered; therefore, it focuses on specific skills this population needs to gain self-dependence (Manning, 2007).
The targeted learners are motivated by an internal incentive such as the need for self-esteem; therefore, the learners will be self-directed to acquire those skills to gain self-esteem. The young girls may be motivated to learn on their own so long as they are directed on what to do because the skill gained from the self-study will enable them to grow in capacity and be self-directed as an essential component in maturing (Manning, 2007). Therefore, the theory will allow the learner to master life skills, domestic skills, and education to improve the learning capacity and self-esteem.
Institutional setting for the training being planned
Instructor-led training (ILT) is when an instructor facilitates a training session for a group of learners. The instructor-led training allows the learner to have direct access to the instructor for feedback and discussion. The instructor can demonstrate how domestic skills gained from the study can be applied in real life. For example, domestic training requires instructors to show housekeeping, childcare, laundry work, home nursing, pet management, household waste disposal, and cooking. Furthermore, the instructor-led classroom enables teams to learn better because they can share ideas, work in groups, and debate with their peers (Mao, & Brown, 2005). The learners can develop bonding, team building, and problem-solving because learning will directly interact with other students.
Furthermore, the girls and women facing domestic violence issues and are out of incarceration need to directly interact with other students. Classroom interaction enables the student to acquire the knowledge gained. Women facing domestic violence may not concentrate well due to social-economic issues if the training is taking on through an online platform. Teacher talks and students are an essential component of building classroom interaction. Also, the classroom model is an excellent platform to pass on facts, opinions, ideas, and new information. The teachers can repeat the information more times to ensure the students understand even when no student admits not hearing and do so quite frequently. Therefore, self-directed learning theory may be directed through the class method to equip learners with the necessary skills.
Instructional Activities to deliver training.
The instructional activities are the small, routine instruction segment that specifies how the teachers and students will participate and how they will interact with material and content. Through self-directed learning, a teacher gives students instruction on what to do. This instruction limits the teacher interaction, material, and content that learners must manage rather than the full range of classroom teaching demands (Ginting, 2017). Micro-learning is a common way to refers to a particular type of learning which is short and narrowly focused. Example of microlearning includes self-paced e-learning, games, blogs, job aids, podcasts, infographics, and other visuals. A teacher should select the appropriate media for the specific situation and learning need.
Microlearning focuses on essential content that learner needs to know. Learners are best more likely to recall learning when they can process small, manageable chunks instead of a more prolonged and more concentrated time frame. The instructor may ask a student to try to remember specific facts with the time interval. The instructor, through micro-learning, may encourage students to connect the information they already possess and relates it to the new material they are trying to learn (Ginting, 2017). The learner may look at the demonstration by a peer professor and are then asked to apply those skills to solve a new problem or accomplish the task independently, such as a numerical equation and domestic task to complete. The instructor may require the learners to teach their peers.
This approach enables the learners to gain enough familiarity with the material to educate their peers about what they learned. Grouping by abilities is a form of differentiated teaching that promotes the independent activity of the student. The teacher, in this case, divides the whole class into a group according to prior knowledge and mathematical abilities so that the differences within the group can be minimal. The training method includes role-playing, discussion activities, games, and polling. The teacher may use storytelling and role-playing to enable the learner to grasp critical details about the lesson being pushed to the learners. Role-play allows learners to become more emotionally engaged in a scenario and act per those emotions.
Needed technology planned to integrate into the training
The learning technology that would be integrated includes smartphones, computers, and tablets to enable students to engage in virtual learning or access some material such as video content, PowerPoint presentation, case study, and infographics (Chen, & Bryer, 2012). The powerPoint presentation can be used to introduce classroom concepts while providing the opportunity for engagement. Video and graphics can be embedded within the slides. The education apps and online homework system may allow learners to access learning material for practice. Self-directed learning is most effective for disseminating learning material that would enable adults to self–reflect.
Therefore, disseminating online materials that would allow a learner to research and teach their peers through PowerPoint slide embedded with video on each slide make it efficient for the adult learning (Chen, & Bryer, 2012). Traditional means include providing slides in hardcopy and video slides being projected on the board using the institution teaching materials. Instructional coaches may support teachers and learners who might not be familiar with technology to implement and computerize their courses to make them more effective and interactive.
Timeline for development and implementation of training
After three months of the suitable material, tools, and technology are implemented, and the qualified trainers are selected, the training will occur. Self-directed learning requires the instructor to develop learning materials considering the learner's characteristics. Domestic skill requires more demonstration on video to support the reading material than when the teachers are developing teaching material on life skill. Some learners might need some interpretation of the material to make it simpler to understand the concept better, considering that some learners might not be educated and others might be facing psychological issues due to domestic violence.
Three strategies for evaluating the effectiveness of the training
The three strategies of evaluating the effectiveness of the training include the Kirkpatrick taxonomy, the Philip ROI model, and The CIPP evaluation model (Foshay, & Tinkey, 2007). Kirkpatric taxonomy gauges the student's understanding of the concept by examining the learner's reaction. The learner completes a short survey that will help the instructor determine whether the conditions for learning were present. Short quizzes help to gauge whether the participant learned from the training. The learner completes self-assessment to gauge whether the learners put what they learned into practice.
Philips ROI methodology evaluates the training effectiveness based on learners' reaction, applying the skill, the impact of the training on individual capability, and the value of the training program compared to the cost (Foshay, & Tinkey, 2007). The CIPP evaluation model helps in improving what the learners were doing before they enrolled in the training program. The self-directed learning model will enable the instructor to guide learners to teach their peers to gauge their understanding of the learning material. The instructor will use evaluation strategies that best fit self-directed learning, enabling the adults to teach others, reflect, and work in units to outline what they learned and to gauge their understanding.
References
Chen, B., & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. International Review of Research in Open and Distributed Learning, 13(1), 87-104.
Foshay, W. R., & Tinkey, P. T. (2007). Evaluating the effectiveness of training strategies: Performance goals and testing. ILAR Journal, 48(2), 156-162.
Ginting, S. A. (2017). The importance of opening moves in classroom interaction. Advances in Language and Literary Studies, 8(6), 7-11.
Helfrich, C. A., Aviles, A. M., Badiani, C., Walens, D., & Sabol, P. (2006). Life skill interventions with homeless youth, domestic violence victims, and adults with mental illness. Occupational Therapy in Health Care, 20(3-4), 189-207.
Manning, G. (2007). Self-directed learning: A key component of adult learning theory. Business and Public Administration Studies, 2(2), 104-104.
Mao, J. Y., & Brown, B. R. (2005). The effectiveness of online task support vs. instructor-led training. Journal of Organizational and End User Computing (JOEUC), 17(3), 27-46.
