Master Training Specialist Supplemental Training Course

Peter M. ManwellCUR/5169/21/2015

Dr. Shirley Burnett

IntroductionInterview with

Learning Site Lead.Needs Analysis

Response to interview questions.

Phase 1 - PlanningCourse DescriptionTarget AudienceDelivery ModalityLength of CourseCourse Goals

Course DescriptionPurpose: 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 AudienceQualified Master

Training Specialists at CPPD Learning Site Dam Neck.

Delivery Modality and Length of CourseModality

Instructor-led classroom and mentor-facilitated activities.Course Length

Six weeks.

Course GoalsFor MTS designated staff to effectively manager the:

Instructor Evaluation Program, In-Service Training Program, and MTS Program.

Phase II – ObjectivesTraining MethodsInstructional Strategies and ActivitiesInstructional Technologies and ResourcesObjectives with Corresponding Goals

Phase III – Implementation PlanCourse LengthImplementation

personnelResources neededImplementation

detailsQuizzes, knowledge

test and performance test

Implementation ScheduleEvents/Steps Projected Start Projected

CompletionNeeds Assessment 9/21/2015 10/2/2015

Plan Phase 10/5/2015 10/16/2015Analyze Phase 10/19/2015 10/30/2015Design Phase 11/2/2015 11/13/2015Develop Phase 11/16/2015 12/18/2015

Implement Phase 1/4/2016 2/26/2015Evaluate Phase 6/6/2016 7/29/2016Maintain Phase 8/1/2016 Ongoing

Phase IV - Evaluation PlanFormative

evaluationPerformed

throughout development

Summative evaluationPerformed at the

end of Implementation Phase and on-going

Formative EvaluationSmith and Ragan

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

Summative EvaluationAdoption of

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

Reaction

Learning

Transfer

Results

MaintainResponse to

Evaluation Phan dataInstructors submit

interim change recommendations

Developer includes response to data and interim change recommendations in future changes or revisions to the course

Analyze

Design

Develop

Implemen

t

Maintain

ConclusionNeeds Analysis InterviewDevelopment Description

Phase I – PlanningPhase II – Objectives

Phase III – ImplementationPhase IV – Evaluation

Phase V – MaintainFinal Recommendation

ReferencesBrown, A., & Green, T. D. (2011). The Essentials of Instructional Design:

Connecting fundamental principles with process and practice (2nd ed.). Boston, MA: Allyn and Bacon.

Hodell, C. (2011). ISD From the Ground Up: No-nonsense approach to instructional design (3rd 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, 2nd edition. Hoboken, NJ: John Wiley & Sons.

Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels San Francisco: Berrett-Koehler.