Facilitator Training Program Manual
- 1. Kimberly Haynes CUR/532 Melinda Medina July 11, 2016
- 2. Part I- Vital Information in the Facilitator Training Training program audience Program Goals Program Objectives Summative Assessments Table of Content
- 3. 3 -Day Course The purpose of this training manual is to educate the new trainers for distance learning by using correct tools to become an effective facilitator in any training program. Trainers have unexperienced teaching in the field of training trainees by demonstrating the guidelines to ensure that all criteria is up to date. The manual will be distributed to all new hires to help guide individuals to understand the concept of the course and provide a summary of the training course and the skills they will master. Overview
- 4. Getting to know your audience is a great way to open up the diversity atmosphere of making trainees feels comfortable in the environment. Be prepare to begin training is gradual release to making trainers feel at ease on the first day of their instruction to ensure high quality of instructing. The focus will center on training corporate trainers for upcoming job positions after the completion of the course. It is will pose as a guide for facilitators to comprehend the necessary skills to present effective tools in their area of study. Facilitators will be ready to instruct the skills and objectives over time with practice as well as demonstration learning methods. This training course will consist of a 3-day training module for new trainees to get the following material needed to achieve overall goal and prepare for initiate some of the key details to be effective trainers. The new trainees will be at a beginner’s level with little teaching experiences, so all material will have to be broken down in steps for the skill set to be mastered by trainees for teaching in the corporate environment. Most of the trainees have little training in operating in a technology setting when teaching distance learners or classroom training. The novice trainees will gain knowledge on how to formulate the standards to instructors’ learners on the necessary skill set in the current course of learning. The facilitator trainers will engage in the course to cover the skills for preparation to host future training programs. Audience
- 5. Facilitator trainers will consider to be role models and assistance to ensure the following material be demonstrated to cover all levels of skills. This means trainers will be equipped to lecture the training program to educate the students by getting to understand what they know and willing to learn by communicating effectively. Trainers will incorporate differentiated instruction to meet the needs of the content, process, products, and the learning environment by using different standards to determine the strengths and weaknesses in certain areas to help improve in becoming better facilitators. Exposure to new leadership skills and improve coaching skills by developing a relationship with diverse professionals. Goals for Facilitators Program
- 6. Facilitators will be able to prepare for teaching learning programs for higher education. Facilitators will be able to apply effective techniques to engage all members. Given the following issue, facilitators will develop confidence for handling any objections in the content area. Facilitators will master the skills and learn to adapt to the environment and your audiences to address the needs of the learner. Objectives
- 7. Course: Facilitator trainees will identify the strategies to complete the program by focusing on the skill sets to master the goals to become effective in teaching training programs. Listed below are the 3-day course objectives that will be cover in the training for preparation of instructing online training: • Day1: Opening of Training: Introducing goals and objectives and facilitation • Day 2: Adult Learning Skills; Learning the Styles & Methods • Day 3: Preparing to be better Facilitators, Facilitate Skills, Skills Assessment, & Evaluation 3-Day Course Objectives
- 8. After the completion of goals and objectives, summative assessment would need to be completed to determine if all necessary skills and standards have been mastered. It can also determine if more assistance is needed to meet over all goals to achieve in the course. Based on the results from the assessments, trainees will demonstrate effective teaching applications and complete a reflection of the learning experience in the course such as self-diagnosis. Projecting 90% of trainees passing assessment with little setback. Summative Assessment
- 9. Part II- Facilitator Skills and Instructional Materials Skills for effective distance learning Phases of Developmental Distance Learning Facilitators Identify theories of distance learning Theories for engaging distance learners Table of Content
- 10. Demonstrate effective guidelines to assist with communication with the learner. Create assignments for learners to enhance discussion among others. Providing positive feedback to keep learners focus and in tune with the objectives. Have creative discussions to keep learners engage in challenging tasks. Facilitator Skills
- 11. Build a relationship to understand each trainee. Create a self-direct instructional to develop different views of the learners. To frame critical thinking questions to enhance online discussion to motivate online learning. Strategies
- 12. Assessment in E- Learning Instructional Creation for E-Learning E-learning for Facilitators Access to Online Facilitation Skills Instructional Materials
- 13. According to Pallof & Pratt (2011) a facilitators go through five different phases to enhance distance learning. With these five phases it helps to identify some setbacks she or she may have teaching the course, but instructors must be passionate about teaching the course. Communication is the key aspects for instructors provide positive feedback to learners to keep learners self-centered and focus on the tasks. Phases of Development for Distance Learning Facilitators
- 14. Below is a description on how these five phases work in developing the skills to build expertise levels of instructing. 5 Phases
- 15. Behaviorism Constructivism Cognitivism Social Learning Theory Theories of Distance Learning
- 16. Is the theory of learning based upon the idea of all behaviors is acquired through conditioning. Behaviorist is the belief that behaviors can be measured, trained, and reevaluated. Learner will be able to learn from practice and learning to make corrections as needed. Learners will be able to learn from others to demonstrate good quality of work. Behaviorism
- 17. Constructionism is a theory about learning and knowledge; therefore, constructionism explains how students can compare real-life issues to connect to teachers relevant problems. Facilitators will learn through conceptual engagement. We have to allow students to construct meaning of the lecture and allow what understanding is constructed to overcome the objectives. This method can demonstrate a positive overview on what the students want to know and what extent they will take it to master the strategies of understanding the material (Woolfolk 2013). Constructivism
- 18. Cognitive theory is described as the internal process of learning one’s intellectual structure such as information is being internalized. Cognitive learning is a way for adult learner to take applies skills that they have learned by doing and to demonstrate what they know. Adult learners will be able to utilize their memory skills to complete the layout for the legal agencies by applying the skills that was taught in training. In a classroom setting, adult learners are equip with several tools to complete the task by using technology to locate the information needed such as different websites (Dwyer, 2010). Cognitivism
- 19. Social learning theory is described as when learning occurs as a result of viewing obvious change from another individual. Social learning is a great way for individual to practice the skills needed to master the technique first hand. Students can take in the material they have learned from the instructor and apply it to the skills needed to perform the objective. Social learning theory explains the human behavior by the replication of cognitive, behavior, and environment theory. Social learning comes from being proactive among each other in a group setting to communicate effective information to conquer the skills. Adult learners have to be socially active to understand the material and be able to discuss it with other learners from what was given by the instructor (Mosby, 2012). Social Learning Theory
- 20. Promotes better collaboration within the learners Develop a existence in the course Create instructions from real life situations to instruct course. Theories for Engaging Distance Learning
- 21. Part III- Management and Technology Tools Mentoring Program for Faculty Management and Evaluation Programs for Facilitators Learning Platform for LMS/CMS Technology & Media Tools Table of Contents
- 22. Mentoring process involves the different levels of data achievement, application, and reflective management. Mentoring enables individuals to work together to share the same responsibility when helping a trainee achieve learning goals. Mentoring builds on building s commitment to encourage good work habitats and gain partnership in the end. Mentoring Program
- 23. To cultivate support and building a relationship between each participants. Establishing a conductive learning environment to promote trainees. Assist adult learners in achieving their own learning and practice good learning methods Goals
- 24. Mentor will provide mentee exposure to teaching an online course by demonstrating effective guidelines. Mentor will act as helper to offer key points and feedback to the mentee. Mentor will utilized effective teaching tools and strategies to engage skill sets for mastering in the course. Mentor will help trainees to reach goal by implementing useful skills to target effective technology uses. Objectives
- 26. Mentor must posses as mastery level with highly experience in working with facilitators’ programs in corporate training. Years requirement: Mentor must have over 5 years in online learning such as teaching courses in higher education. Course Taught: Mentor must have taught over 35 online courses to be eligible for mentoring. Qualifications
- 27. Mentor must demonstrate personal growth to provide confident feedback to keep trainees in tune with their teaching skills. Mentor must be an ear listener to determine weaknesses and strengths to encourage learners and develop advance subjects to communicate effective content. Prior Experience: Prior experience is necessary to help online trainees to have a more well-develop understanding on how teach online learning courses. Criteria for Success
- 28. Facilitators must aim for growth to get a clear vision to manage opportunity of the training program. Strategies will promote the program learning methods to achieve goals. Challenges vs. Strategies Adjunct faculty is normally focus on certain professional skills and then focus on the on the downfalls of the training course. Management & Evaluation Programs for Facilitators
- 29. Trainees will have clear expectations of course. Responses from mentor on performances. Observe workmanship among trainees in developing observations. Provide self- assessment to prepare a reflection from the course. Evaluation Strategies
- 30. LMS is will be more complex tool to use for training program because it delivers the instructional content to identify individuals learning strategies. LMS strives to point out progress of the develop goals and criteria from the learning process of the program. It also assesses the course learning skills and training goals to push through meeting all goals and skills. LMS Learning Platform
- 31. Present information: Information will be given weekly for learners to engage in learning skills. Conduct class discussions: Having discussions posted online to develop comprehensive skills, strive for critical thinking, and expand current knowledge. Conduct private discussions: Learners can have access to personal email for private discussion in the online course. Receive assignments: LMS will have a tool tab for all submission of work to be completed in the tab area for credit. Feedback and grades: Students will receive feedback and grades through grading tool tab. Rubric will be provide with given mistakes. LMS Learning Platform
- 32. Discussion boards: It is a tool to allow learners to voice opinions on different topics to share ideas and relationship. Video: YouTube is a great website for learners to gain more information to enhance learning skills. Audio: Audioboom is a tool to allow learners to listening to different selections and topics. Technology & Media Tools
- 33. Part IV-Issues and Classroom Management Technology Tools Description of the different learning Synchronous and Asynchronous Classroom management issues and resolutions Table of Contents
- 34. Mobile computing: Allows individuals to have access to the course and offer feedback in class discussions. Blogs: A tool for individuals to access different discussions to communicate easily and open up several informational posts. Teleconferencing tools: Facetiming and Skype are tools that can be used to host meetings or seminars. Technology Tools
- 35. Cultural: Expected to experience different cultural backgrounds and having a more diverse setting. Experiential: There will be different levels of learning from ranging from age, gender, or learning capabilities Prior learning experiences: Must practice good instructing habitats to keep class discussion positive and this will develop over time from previous courses. Issues & Classroom Management
- 36. Synchronous is another form where teachers and students have to be present in the course similar to traditional setting. The environment is a little slower and completion of the course can be longer. The tone is set by the learners capability of learning the material which can make the learning process slower. Asynchronous allows students and teachers to be apart from each other in the learning environment. These students are able to receive visual learning methods. The course seems to be broken down a little easier for understanding the material. Synchronous vs. Asynchronous
- 37. Display rules of the course Provide syllabus to help learners understand the course Be open to students’ feedback as well as given feedback Be present at all times to ensure your availability is open to all students. Management Issues & Resolutions
- 38. Down Website: Technical support will be able to restore solution Individual lockout: Technical support to restore login Digital divide such as delay of use in the course. Technology Issues & Resolutions
- 39. Instructors must be willing to offer feedback through comments, messages, or even audio. This open flexibility of the you (the instructor) to accommodate students if needed. Students will always have access to communicate back and forth using several options. Learner Feedback
- 40. •Cyber-bullying •Inappropriate posts •Lack of participation or engagement In the course, the instructors as well as trainees can be faced with several challenging behaviors such as: Challenging Behaviors
- 41. ADA stands for Americans with Disability Act. ADA learners are individuals with a disability such as a physical or mental impairment that limited their capabilities. In the corporate training, there would be accommodations to meet the needs of the learners so they can get the same learning experiences as others. ADA Learners & Associated Strategies
- 42. This training manual is equipment with essential skills and tools to promote effective facilitating in higher learning in corporate training. It offers all necessary methods to achieve goals and meet the requirements of becoming an effective facilitator. By following these guidelines, it will ensure the trainees the benefits of being successful instructors in the field of their chance and prepare learners for a great learning experiences. Conclusion
- 43. Palloff, R., & Pratt, K. (2010). The excellent online instructor. San Francisco, California: Jossey Bass. Woolfolk, A. (2013). Educational psychology, 12th edition. Boston: Pearson Social Learning Theory. (2012). In Mosby, Mosby's dictionary of Medicine, Nursing & Health professions. Philadelphia, PA: Elsevier Health Sciences. Retrieved from Kauchak, D. & Eggen, P., Introduction to teaching: Becoming a professional (4th ed.) Chapter 7 (2011), Upper Saddle River, NJ: Pearson References
Editor's Notes
- #6: With these goals, facilitators for corporate training will establish better training environment to build a better learning community and able to navigate online learning from the skill sets learn in the training course. As the instructor for the facilitator trainers, I will instruct on how to become efficient in areas of expertise online distance learning. I will focus on develop a presence in the online community to build an atmosphere of maintaining active learning. It allows facilitator trainers to be openly engaged in the learning environment by utilizing skills; therefore, learning methods should be adjusted to accommodate their learning skills to display job performances once training has been completed as well as mastered.