Planning the Training
Refer to the Defining the Learning Environment assignment in Week 4 in order to complete this assignment. Assignment attached.
Write a 5–6 page paper in which you:
1. Outline the most significant elements or steps of the task upon which the training will focus. (See the Defining the Learning Environment assignment in Week 4). Using the selected adult learning theory from the assignment in Week 4, analyze how the theory would support the learners’ mastery of the task. Justify your response.
2. Propose one or more instructional settings for the training being planned based on the nature of the task(s) and the selected theoretical model (e.g., instructor-led in a classroom or self-directed online.) Provide a rationale for the setting(s) selected.
3. Propose instructional activities to deliver training on the task(s) that are consistent with the selected theoretical model, the intended audience’s characteristics, and the selected training setting. Instructional activities would include the instructional strategies and methods used to teach the tasks, instructional resources (media, materials, technology) needed to teach the task, and student activities needed to learn competent performance of task.
4. Indicate all needed technology components that you plan to integrate into the training. Determine how the selected adult learning theory could influence your technology selection. Recommend strategies that you would use in order to accommodate the learners who may not be familiar with technology.
5. Propose a timeline for development and implementation of the training, providing a rationale for your views. Determine how the selected theoretical model and the intended audience characteristics could influence the time needed to develop and teach the identified tasks.
6. Propose three strategies for evaluating the effectiveness of the training during and after development. Determine how the selected theoretical model and the intended audience characteristics could influence your evaluation strategies.
7. Use at least five quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.
Planning the Training Refer to the Defining the Learning Environment assignment in Week 4 in order to complete this assignment. Assignment attached. Write a 5–6 page paper in which you: 1. Outline t
Defining the Learning Environment 0 Defining the Learning Environment Name University EDU 500 May 3, 2021 Defining the Learning Environment Overview of the Organization Destiny Foundation primarily focuses on teaching young Girls and Women life skills, domestic training, and education studies with a target of improving their lives, increasing their employability and independent Living after domestic violence. Destiny’s mission is to transforms the society to respond to domestic violence, support survivor healing, and enhance independent living. The vision of Destiny is a world free of domestic violence and improving girls’ and women’s life skills. The management structure employed At Destiny foundation is functional whereby the structure is organized based on jobs sharing similar functions. Corporate culture supports the involvement and provides a positive way for the employee to get together for personal and professional development. Destiny operates in Brooklyn, New York at 320,7th Avenue. Community involvement includes girls and women experiencing domestic violence and freed incarcerated women. These women are trained in life skills and domestic skills and educational studies could increase their employability. The organization has over 10-year experience offering training and development skill to disadvantaged women in the society to promote independent living. The skills acquired through the training could enable these women to seek employment. Training for which training is being Destiny Foundation focuses on providing training for young women and girls faced with domestic violence and those out of incarceration. The training targets the clientele but personnel providing training on life skills and domestic skills need to be trained also. The staffs need to be equipped with the right skill that would enable them to provide needed training to the target clientele. The skill gap analysis is used assess the difference between actual and future state where an organization uses it to identify skills that individual employee needs to carry out their job or to perform their work effectively (Koripadu, & Subbiah, 2014). Mismatches of skill needed by the organization and the capabilities of the workforce make it impossible for the employees to support the target clientele to achieve independent living after domestic violence and after imprisonment. After identifying the skill gap of the staff involved in each training program, the second activity is to develop teaching materials for the group. Teaching materials are resources that are used by a teacher to deliver instruction and support to the learners. The teaching materials should be tailored with content in which they will be used. The third step is to select the staffs that would provide training and guidance to the target clientele. The identified staff that lack or have a mismatch of skills needed in providing needed training on domestic and life skills will be trained as way of upgrading their skills. Equipping the selecting staff with the right skill is necessary for ensuring they perform their role effectively. At end of the program, the staffs need to graduate women and girls ready to face life head-on. This is because the women and young girls would have acquired survival tactics and skills necessary in seeking for an employment. The task is important as it fulfills the organization’s mission of supporting women faced with domestic violence and those out of incarceration. The mission statement of the organization is to foster society to respond to domestic violence, support survivor healing, and enhance independent living therefore, the training will help achieve that. The training program can only take place if the staff training target clientele are well equipped with resources, knowledge, skills, and power to adjust their teaching program to meet the specific needs of the learner who in this case might be experiencing learning challenges due to mental issues. Five characteristics of the intended audience for the training The targeted learners include women and girls facing domestic violence. The girls include runway girls from their homes for fear of domestic abuse. Girls may run away because they avoid difficulties at home. Domestic violence learners include women facing abuse behavior perpetrated by intimate partners in dating or family relationships whereby the abuser exerts power and control over the victim (Cowan, 2019). This woman faces challenges in readjusting their life back and in achieving independent living especially if they were relying on the abuse partners to provide for family basic needs. The training will equip the population with survival skills, domestic skills, and other education studies that will enable them to seek employment. Incarcerated women are involved in nonviolent crimes in nature such as drug abuse, sexually-based offenses. Most women are arrested for drug trafficking, fraud, immigration offenses, and substance abuse. This woman might be incarcerated in their youthful time when they were in high school or college. Therefore, these women lack the necessary life skill to adjust to mainstream society. The released incarcerated women need to enroll in educational studies to upgrade their skills so that they can start to seek for an employment. Providing necessary skills for these women-only promote their integration into the society, promote their independence, and reduce their involvement in crime in the future. The number of potential learners depends on the registered women locality experiencing domestic violence and those out of incarceration in the society. The types of learners include young girls and women who are facing domestic violence and released incarcerated women. These women might face challenges in learning due to the mental status. Domestic violence and incarceration expose women to mental issues that impact their level of understanding therefore training should be tailored considering the level of understanding for this group. The population may include those who did not complete high school education, especially for minority groups. The language barrier may be another issue especially for the target women from Native American culture who experience challenges in communicating fluent English. The women’s attitude toward learning is low because some have lost interest in life and others focused on generating income to support their family especially for those women with small children. The intended audience might have a mild level of understanding of the technology. Released incarcerated women might have lost touch with modern technology but those facing domestic violence might have a high understanding of technology and familiar with the use of modern technology. Therefore providing online training is not a big challenge if the population gets the necessary aid. The degree to which member are self-directed in their learning Self-directed learning is the process by which individuals take up an initiative with or without the assistance of others. As result the learner may diagnose their learning needs, formulating learning goals, identifying human and material for learning and choosing and implementing appropriate learning strategies, and evaluate learning outcomes (Loeng, 2020). Self-learning increases as an individual matures. The mature adults assume instructors are facilitator therefore they will research more on the materials to improve their skill without the contribution of the instructor. The success of self-directed depends on the adult’s level of literacy, the learner self-confidence to the self-directed learning. The psychological self-directedness is necessary for self-directed learning therefore learners need to take active responsibility for critical judgment of the content. The learner targeted by this program may have a self-directed drive to learn. The majority of the target populations are mature people but the challenge is for those adults who have a limited level of education and familiarity in the use of technology (Loeng, 2020). The barriers in the usage of the technology may not limit them from learning. If the members lack the self-directness to access the content material then they might not be able to complete the training. Lack of confidence in self-directed learning may be a key barrier for the population to complete the training. A theoretical basis for planned training Self-learning theory is opposed to traditional learning which is centered on content whereby they teachers are assumed as source of the knowledge and the learners are of minor experience (Loeng, 2020). Evidence indicates that those who take active initiative in learning learn more and better learn than those who passively being taught. The adult’s tendency toward self-direction is highly influenced by the level of their education, quality of life, and independence. Women report high scores in self-directed learning than men. This shows the level of readiness for self-directed learning. Self-directed learning assumes that adults can learn new things if that knowledge is added to prior knowledge. Motivation for self-directed learning arises out of the desire to learn anything new (Loeng, 2020). The knowledge is meant to critically be linked to old knowledge. Adult women facing domestic violence and those released incarcerated women learn new knowledge to the existing knowledge on the domestic skill, life skills, and other knowledge that improve this women self-independence. Strategies to incorporate key aspect for the selected theoretical model The self-learning theory may be incorporated into learning through providing case studies to the learners and a think pair strategy. A case study in self-learning theory allows the learner to research, develop empirical inquiry and investigate a phenomenon hence allowing them to gain more knowledge without help from the learner (Rezaee, & Mosalanejad, 2015). The case study may be about a life situation whereby the learner investigates and develop a solution for the same. Think pair strategy is another model that can be integrated to promote planned training whereby the learners will collaborate to solve problems or answer questions about assigned reading (Kaddoura, 2013). Each learner will think individually about the topic given, answer and share ideas with other learners. This approach not only allows each learner to investigate more about the topic or issues about life skill but also it gives the learner a chance of socialization. Socialization helps break boredom and is good approach relieving the learner from stress and providing needed confidence to seek employment. References Cowan, B. A. (2019). Incarcerated Women: Poverty, trauma, and unmet need. American Psychological Association. Retrieved November 9, 2019. Kaddoura, M. (2013). Think pair share: A teaching-learning strategy to enhance students’ critical thinking. Educational Research Quarterly, 36(4), 3-24. Koripadu, M., & Subbiah, K. V. (2014). Skill gap analysis for improved skills and quality deliverables. International Journal of Engineering Research and Applications, 4(10), 9-11. Loeng, S. (2020). Self-Directed Learning: A Core Concept in Adult Education. Education Research International, 2020. Rezaee, R., & Mosalanejad, L. (2015). The effects of case-based team learning on students’ learning, self-regulation, and self-direction. Global journal of health science, 7(4), 295.