aet/515 instructional plan shalanda campbell-james

Instructional Plan Template | Slide 1

AET/515Instructional Plan Shalanda Campbell-James


Needs Assessment 1. What is the learning problem or opportunity? The learning problem at Boardman Corporate University (BCU) is the lack of security courses available to Boardman Management Group employees (BMG). 2. What is currently available?Currently, BCU provides 12 different individual professional development courses designed to support company goals and meet the needs of the employees. Courses are offered face-to-face (F), online (O), and in face-to-face and online (FO). Courses span from New Employee Orientation to Supervising in the Service Industry.3. What should be available?BCU should offer a course specializing in the security of guests, personnel, property and resources, and infrastructure of Baderman Island.

Needs Assessment (cont.)

4. Explain the gap analysis between what is available and what should be available.Presently, the courses available at BCU are suitable for employees to gain additional skills for advancement and retention. These courses also support managers through customized training and employee development. BMG wants to continue to empower and create learning opportunities for their staff and should do so by offering a Security Management course as an additional professional development course.


Needs Assessment (cont.)

5. What is your recommended solution for filling the gap?To fill the gap analysis, I recommend a 4 hour face to face (F) Security Management course be made available to all employees for the safety and protection of Baderman Island and its guests.


Course Description

Security Management (F)This course covers basic security techniques for all employees. Topics include complaints and grievances from guests, lost children and pets, unauthorized entry into the island, and drunk and disorderly conduct. Discussions on how to mitigate hostilesituations and procedures on theft and vandalism will be addressed. (4 hours)



Instructional Goal

After completing this instructional plan, students will be able

to understand and exercise the basic fundamentals and practices of security as it relates to customer service and the protection of guests, personnel, and assets of Baderman Island.


Performance-Based Objectives

Given a mock scenario, the learner will be able to create an

accurate incident report with no spelling, grammar, or punctuation errors.

Given a type A lock and a mock scenario, the learner will be able to

physically demonstrate antitheft security techniques such as

locking double doors, windows, and computerized safes with no

discrepancies or items left unsecured.


Summative Assessment and Learning Outcomes Written and practical assessments of security measures will be used to evaluate the learning outcomes of the students.Written Assessments Students will be given mock scenarios (based on actual events) and must demonstrate their ability to write reports in a clear and concise manner and successfully complete standardized checklists in its entirety. Report WritingIncidents, accidents, and complaints from guests, contractors, vendors, and fellow employees will be formally written. Checklists and DocumentationFacility checks will be annotated on standardized checklists and accurately documented to include building number/name, time, date and security status (locked/secured).

Summative Assessment and Learning Outcomes (cont)Practical AssessmentsStudents will be given mock scenarios and a type A lock and mustphysically demonstrate their ability to secure facilities and safelyreprimand guests of unauthorized acts of violence, threat or harm and notify local authoritiesBuilding Checks Students will physically demonstrate how to secure a building with

a type A lock and bolt. They must also demonstrate routine antitheft procedures (securing safes, windows, doors, and vehicles).

Reprimand/Notification Procedures Students will physically demonstrate how to safely reprimand a

person who is intoxicated, unauthorized to enter the island, or presents a threat or danger to themselves or others and procedures for notifying local police.



Learner Characteristics

The learner characteristics include information about your target audience such as:

A 4 hour Security Management course with 5 males and 5 females offered to employees of all ages. Students are not required to have any prior experience in the security field but must be able to exercise and demonstrate objective reasoning abilities and swift decision making skills. Students must posses a high school diploma or equivalent. Students should be comfortable writing, reading, and demonstrating in front of their peers. Majority of the students are visual and tactile learners.

Learner Characteristics (cont.)

What are the implications to your instructional plan based on these

characteristics?

A 4 hour course requires students to comprehend material fast, therefore, limiting the course to 10 students provides balance, flexibility, and individualized attention if needed. Diversity amongst genders, ages, and races allows students to learn from each other while developing new skills. This course does not require advanced degrees or pre-requisites so that student participation is not limited. Visual and tactile learners are encouraged to participate due to the type of evaluations given. Learners must complete written assignments and physically “act” or demonstrate their course of action(s) based on the scenarios given.


Learning Context

The Intended Instructional Setting Traditional Classroom or Conference Room The classroom must be equipped with a computer and

projector screen or board for PPT presentations. The classroom must also have enough tables (or a round table) and chairs to accommodate 10 students and an instructor. Students will require space to separate into groups as they practice practical applications based on the information taught.


Learning Context

The Intended Instructional Setting (cont.)Field Experience Students will go to pre-selected buildings to practice

utilizing locks and keys and checking windows for security breaches. Students will explore the island and write mock reports based on incidents or complaints that they witness. Field experience must not be of a hindrance to the guests or other employees who are providing services. In addition, field experience should be completed when there is no pending inclement weather.


Learning Context

The Intended Application SettingEmployee Work Environment Students will utilize their teachings throughout their work

day within their work settings. Employees who work in the hotel can ensure resources are secured by manually checking doors, locks, windows, and safes. Employees who work in highly frequented recreational areas will be able to provide superior customer service by completing incidents/accident reports for guests and local authorities in addition to safely mitigating any unauthorized people or acts of violence. Also, employees who work in Guest Relations or Human Resources will be equipped to maintain and secure visitors’ personal data and able to activate notification procedures to local police when situations arise.


Learning Context

Explanation of how the information about the learning context will be used in developing the instructional plan.

Based on the instruction and application settings within the learning context of this course, the instructional design will be developed to correlate with employee work areas and yield realistic results for employees and their guests. The instructional settings will promote an active, hands-on, experimental learning environment aimed to facilitate synergy amongst the class. In this collaborative learning environment, instructor and students will participate in the learning process through practical applications (Caruso, 2010). Moreover, the application setting of the employees work arenas will also influence the instructional design greatly.



Delivery Modality Based on the learning context and learner characteristics, the most effective methods of delivery for this course are:Instructor-ledThe instructor will teach and guide students through the fundamentals and application of basic security procedures utilizing various learning tools and techniques.


Instructional Strategies

The overall plan governing the instructional content and process.

The overall plan governing the instructional content is ensuring students comprehend the fundamental importance of security management and its correlation to customer service and guest relation within Baderman Island. This course of instruction will be a combination of instructor-led and peer involvement. The main concept behind the way the course will be taught is teacher-student involvement coupled with practical applications and demonstrations.


Instructional Strategies (cont.)

Instructional strategies used to facilitate instruction are:Interactive InstructionRole Playing

Students will “act” out typical situations and based on knowledge gained, will determine the best course of action. This helps students to understand the degree of concerns and values held by others.

Discussions The class will explore the topic and will be encouraged to

generate and share questions and ideas. This helps students clarify and expound on individual thoughts and experiences (Eberly Center teaching Excellence of Educational Innovation, n.d.).



Instructional strategies used to facilitate instruction are:Direct InstructionStructured Overview

Students will be given an outline of the topic both verbally and written. This will help students to obtain a clearer understanding of how the objectives make up the “big picture.”

Experimental LearningField Trips

Students will participate in this structured activity by exploring the island and observing possible security breaches or areas of opportunity. This will help students gain exposure to real-life events (Eberly Center teaching Excellence of Educational Innovation, n.d.).



The instructional strategy used to facilitate instruction is:Instructional SkillsDemonstrating

The teacher will explain and demonstrate to the class how to perform security measures such as:

• Utilize a Type A lock and key to secure doors, windows, and safes• Notification procedures• How to accurately complete security logs and incident reports

This will help students to fill the void between learning about security procedures and being able to perform the duties (Eberly Center teaching Excellence of Educational Innovation, n.d.).


Plan for Implementation

This instructor-led learning environment will provide learners with the basic fundamentals and principles of security management in a 4 hour classroom and field trip course.Hour 1Introduction to basic security fundamentals and practices and protection of guests and personnel Hour 2Security and customer service: complaints, grievances, lost children and pets and incident reportsHour 3 Protection of assets and a field trip for practical applicationsHour 4 Practical and written assessments


Plan for Implementation (cont.) Individuals and materials involved that must be prepared are: FacilitatorFacilitator must have all course materials and supplies ready and accessible for studentsFacilitator must be knowledgeable and prepared to lead discussions and demonstrationsCourse MaterialsComputer with power point presentationHandouts with key facts about security management and contact information for local authoritiesFormal paper with company logo for writing incident reportsStandardized logs required for annotating security checks (time, date, and location)Type A lock and key for practical applications


Plan for Implementation (cont.) Individuals and materials involved that must be prepared are: StudentsStudents are required to bring a writing utensil and paper for note taking. They must also dress in a manner that is comfortable enough for demonstrations and practical assessments (e.g., shorts, pants, t-shirts, tennis shoes).ActivitiesPredetermined areas will be selected for field trip locations throughout the island so that students may apply classroom knowledge to real-world assessmentsStudents will practice locking and unlocking proceduresStudents will practice making mock notification calls to local authorities


Plan for Implementation (cont.)

How will the plan will be implemented and who is involved? The course plan will be implemented by the facilitator and

students. The facilitator will lead the course as students aim to accomplish each objective within the allotted 4 hours.

What resources are needed to implement the plan? The resources that are needed to implement the plan are:

*Classroom or conference room setting*Course material*Pre-selected locations for field trips and practical demonstrations

Where will the instruction be implemented? The instruction will be implemented on Baderman Island

within a classroom and throughout pre-selected areas of the island.

When will the instruction will be implemented? The instruction will be offered quarterly for first time students

and annually for reoccurring students to ensure employees are made aware of current security procedures and operations.


Plan for Implementation (cont.)

How will the plan be communicated? Initially, the plan for implementation will be communicated

by providing a brief overview of the course objectives and goals. As the course of instruction develops, students will begin to comprehend the plan of implementation through course materials and assessments.

How will the facilitator build interest and commitment? The facilitator will build the students’ interest and

commitment by demonstrating the significance of security management within each employee’s course of duties and areas of responsibilities. As a form of introduction, participants will be encouraged to share their educational and occupational backgrounds with the class. The facilitator will be able to establish rapport and gain trust and commitment from students.

How will the facilitator select the participants? Participants will be selected based on the learner

characteristics designed for the course.


Instructional Resources Instructional resources required for this course are:Computer with whiteboard or screen

Required for power point presentations

Supplemental Learning Materials Handouts containing key facts about the importance of

security procedures will be given to students. Contact information for the local police, fire emergency, and closest hospital will be provided as well.

Practical Aids Type A lock and key will be provided so that students

can become familiar with locking and unlocking windows and doors through practice and evaluation.


Instructional Resources (cont.)

The instructional resources that are required for this course are:Logs

Premade logs will be provided to students so that they may become familiar with logging in times, dates, and locations of mandatory security checks and or breaches.

Company paper with formal letterhead Students will be given formal paper with company

letterhead to practice writing incident reports.


Formative Assessment Observations The observation process can help the facilitator determine

what information the students do and do not know. During the observation process, the instructor can write anecdotal notes on the students’ progress toward achieving the course objectives and goal. These notes can be utilized for adjusting the instruction based on student needs (West Virginia Department of Education, n.d.).

Questioning Asking questions promotes deeper thinking for students and

provides teachers with a reasonable insight into the degree and depth of student understanding. Questions prompt student dialogue that expands student learning (West Virginia Department of Education, n.d.) .


Formative Assessment (cont.) Discussion Discussions amongst students reveals a lot about students’

learning and understanding of basic concepts. The goal is to create and build on the knowledge that is already there by developing critical and creative thinking skills. Discussions push students to increase the complexity of their comprehension. The teacher can further assess students’ understanding by continuing to listen to their responses and taking anecdotal notes (West Virginia Department of Education, n.d.).


Formative Assessment (cont.) Peer/Self Assessments Peer and self-assessments help to create a learning

community where students can become involved in the evaluation process. Self- evaluation is a logical step in the learning process; moreover, students should become more aware of their personal strengths and weaknesses. With peer assessments, students view each other as resources for understanding of knowledge, therefore, the teacher can examine the assessments and identify students' strengths and weaknesses (West Virginia Department of Education, n.d.).


Formative Assessment (cont.) Practice Presentations Practice and peer review improves students’ presentation

skills. When students present their work before an audience, they are able to demonstrate the amount of knowledge that is gained while encouraging feedback from their peers. By listening to presentations, the teacher can evaluate the level of student understanding of critical concepts and adjust instruction to address any issues (West Virginia Department of Education, n.d.).


Strategies for Evaluating Instructional PlanStudent Surveys End of Course surveys will be administered to each student for feedback

Survey Purpose:Instructor uses feedback from students and management to ensure that the objectives and goals are the most effective and beneficial to staff and guests of Baderman Island.

Evaluation Strategies


Strategies for Evaluating Instructional PlanFollow-up with Management StaffRound table discussions with Management Staff will be held on a quarterly basis

Discussion PurposeInstructor uses feedback from Management to gage the effectiveness of the course through employee behaviors and practices (e.g., current theft rate verses 3 months ago, how has anti-theft measures impacted guests most? Etc.)

Evaluation Strategies (cont.)


Outcome Review

RubricCriteria for examining the design goals, performance-based objectives, and learning outcomes that are achieved. Following each course of instruction, students will be assessed in order to measure their level and comprehension of the material.

Rubric GuidelinesObjectives/Criteria Performance Indications

Knowledge Low 0 Points

Responding Meet 1 PointsConversation Exceptional 2 Points


Recommendations

Possible Recommendations for futureGuest Lecturer

Local Police/Security officials can assist in teaching the course so that students may receive different perspectives of the course.

Employee RelationsPast students will be invited to share how they

have implemented learned security measures into daily work routines and the impact(s) of such.

References

Business Security (2014). Understanding Business Security. WorldPress. Retrieved from http://www.businesssecurity.net

Caruso, S. (2010). Learner characteristics and instructional design. eAdultEducation. Retrieved from http://www.eadulteducation.org/adult-learning/learner-characteristics-and-instructional-design/

Eberly Center teaching Excellence of Educational Innovation. (n.d.). Implement effective instructional strategies. Retrieved from http://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/index.htm

Lewis, B. (n.d.). About.com Elementary. Retrieved from http://k6educators.about.com/od/educationglossary/g/grubric.htm

West Virginia Department of Education. (n.d.). Examples of formative assessments. Retrieved from wvde.state.wvus/teach21ExamplesofFormativeAssessment.html

Wynne, R. (n.d.). Characteristics of Adult Learners. Asset. Retrieved from http://www.assetproject.info/learner_methodologies /before/characteristics.htm


http://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/index.htm

http://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/index.htm

aet/515 instructional plan shalanda campbell-james

Documents

instructional goal

security of guests

practices of security

basic security techniques

antitheft security techniques

needs assessment

courses span

protection of guests