Professional Development Series

COURSE OUTLINE

HIATUS

July / August / September / October

PRESENTERS

How to set Class Goals & Objectives

• • Identify the Level of Knowledge Necessary to Achieve Your Objective

    • Before you begin writing objectives, stop and think about what type of change you want your training to make. In other words, what do you want your participants to do differently when they return to work? The domains of learning can be categorized as affective (attitude), psychomotor (skills), and cognitive (knowledge). An easy way to remember this is with the acronym ASK: 

      • Attitude — Changes how a learner chooses to act. It’s usually the hardest to craft objectives for this, since it’s dealing with feelings, emotions, and attitudes.

      • Skills —Focuses on changing or improving the tasks a learner can perform.

      • Knowledge — Focuses on increasing what participants know. Learning safety rules, troubleshooting, and quoting prices from memory are all examples of this level of learning.

    • Select an Action Verb

      • After you’ve identified what you intend to focus on, it’s time to craft your objective. To do that, you’ll need an action verb to describe the objective. Make sure it’s a verb that can be measured. “Understand” is too vague, but “complete,” “identify,” or “recognize” are specific.

ATTITUDE

Advocate • Accept • Agree • Allow • Analyze • Approve • Assess • Believe • Choose • Collaborate • Comply • Conform • Convince • Cooperate • Decide To • Defend • Endorse • Evaluate • Pick • Recommend • Select • Support • Tolerate • Volunteer 

SKILLS 

Actuate • Adjust • Administer • Align • Alter • Assemble • Build • Calibrate • Change • Copy • Demonstrate • Design • Develop • Draft • Execute • Form • Handle • Manipulate • Measure • Mend • Perform • Prepare • Process • Record • Regulate • Remove • Repair • Replace • Set • Service 

KNOWLEDGE 

Compare • Define • Describe • Designate • Discover • Distinguish • Explain • Identify • Itemize • Label • List • Name • Recite • Recognize • Recount • Relate • Retell • Specify • Spell Out • State • Tell • Term • Write 

How to design a class

• • Use the goals & objectives you established as a guide

  • Gather or create content that pertains to each goal and objective

    • Don’t reinvent the wheel. There is a wealth of existing documentation for most of the topics. If you’re uncertain where to start, use Sites as your guide or reach out to Christina. 

    • Feel free to draw from online resources, there is lots of good content out there

  • Develop your timeline

    • Depending on the depth of each topic, classes can vary in length. Some topics may be covered in 4 weeks while others may take 2 months. 

    • Participants have committed to spending 15-20 hours per month. Estimate creating 7-10 hours worth of assignments, meetings, and quizzes for one month.

    • Have a 15 minute GoogleMeet to introduce yourself and provide a brief overview of the class

    • Assign pre-homework if appropriate or post a question to gauge each participant’s knowledge coming into the class

    • Your first presentation should be no more than one hour. Creating an agenda will help keep the meeting on task and ensure nothing is missed.

    • Create assignments based on the material you covered or shared. Use a healthy mix of reading, writing, and video assignments. There are many types of learners out there, and it is beneficial to vary your approach.

    • For each assignment, establish your grading criteria and create quizzes to track progress

    • Make sure to include a description of or instruction for the assignment underneath the title. Don’t assume it will be obvious.

Providing Feedback

• At the end of your session, you should take the time to provide feedback on your student's performance with their branch manager. Share strengths and areas that could use improvement. This may be the first time a participant has had exposure to your content, so it’s important to let the branch manager know so they can determine if they should continue to work on a skill with their staff member. 

Assistance, collaboration, and consistency

• • Once you’ve determined your goals, objectives, content, and timeline it’s time to build your classroom. If you need assistance with this, please reach out to Christina. One-on-one assistance is offered, free of charge. 

  • In order to ensure consistency between classes for the sake of participants, Christina will proof and edit each one. No changes will be made without your knowledge and consent. 

  • Because participants will have two to four separate classes occurring simultaneously, presenters will need to collaborate on timing. In person classes should be coordinated to ensure no double-booking.