This presentation of the program model was designed to focus for the Intentional learner, a learning experience in which people expect to be a learner. This learning experience consists of identified learning objectives, a specific time dedicated to learning, and some form of evaluation, planned after it has been completed. This is in contrast to what is referred to as incidental learning in which we may engage in various social activities and entertainments, such as watching television, reading, talking with others etc. This kind of learning is not planned. (Designing training programs: the crtical events model Leonard Nadler, Zeace Nadler 1994
Good planning efforts should begin with a modeling process that clarifies the rationale of the proposed program using a systematic and logical framework. The framework guides the planner to consider every aspect to ensure smooth and effective execution of the plan. saving time and money when a success program is delivered <click> Serves as a checklist to ensure no steps are missed, so that by the start of facilitation and the end the facilitator is organized and the learners feel that they are in good hands <click> It is a useful tool for those that may have little experience in the world of adult education to ensure they have a guideline to how the experience should take form and be delivered.
The rationale behind this model is to create the framework that can guide one to the required end results, for this presentation it will focus in the area of business training involving learning that relates to the current job – In particular how to transfer knowledge & skills to create abilities by means of effective learning programs. This will be around a closed model, focusing on learning skills & knowledge. In the work of Jurgen Habermas (1971) he identified three conceptual paradigms that has supported the understanding of adult educators. The Technical Conceptual Paradigm states that the human subjects actions are based on the need for efficient control which demands the answer to “How can I best achieve a desired outcome?” The concern in this concept helps adult educators become more efficient at assessing needs and stimulating adult learning. (Theory Building in Adult Education: Questioning Our Grasp of the Obvious, D Plumb and M. Welton) Efficiency dictates things to be done in a timely fashion which in the world of business and an every changing economy, it is of utmost importance. This would be in contrast to the humanistic approach for open models that would consider learning attitudes or behaviors. The Rationale shown here follows closely with what is known as the four fundamental questions of the Tyler Rationale based on purpose, content, method and evaluation. (Planning Educational Programs, T. Stork) This model also be designed with facilitators in mind that have experience in the knowledge & skills of the job they would be training on but little experience in adult learning theory.
My initial attempt at creating the look and feel for a model looked like the one you see here. It covered the general outline with brief points in a rotation. However to a new adult educator I felt it needed a few more steps to be clarified. As we are always being encouraged to think outside the box and be creative – but without reinventing the wheel.
I decided to bring the fun of childhood into this project. This model is depicted in the format of the child’s game snakes and ladders. It is a familiar visual for most people and it shows functionally each level represents an event and describes what must take place during the event. Upon completion of the steps of a level, it will direct the user up to the next stage or event. I see this model as linear in which you can perform each action before you can move on to the next. This restrictive model works well for the purpose of planning programs in the business training industry. You can’t easily jump to step 4 for example without knowing what the purpose of the program is thus steps 1 through to 3 must be completed first. In the Design Training Program stage, it allows for inexperienced facilitators to see the need for curriculums, design of experience & reflection. This can create opportunities for hands on & self guided experiences for the autonomy & sensory preferred learners. At the end of the model, you will notice the opportunity to evaluate the program and <click> slide back down to revisit the first event of determining needs once again to improve upon any aspect of the program which may need fine tuning.
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