doctoral capstone deliverable guidebook - capella … capstone deliverable guidebook ... the...

Doctoral Capstone Deliverable Guidebook

School of Education EdD

Version 1.0 effective January 2017

Capella University

225 South Sixth Street, Ninth Floor

Minneapolis, MN 55402

3

EDD DELIVERABLE GUIDE

TABLE OF CONTENTS

Table of Contents .................................................................................................... 3

Acknowledgments ................................................................................................... 6

DOCTORAL CAPSTONE DELIVERABLE GUIDEBOOK .................................................. 7

Disclaimer ................................................................................................................. 7

Introduction .............................................................................................................. 7

Differences between the Doctoral Capstone Final Report and the Deliverable ..................... 7

Choosing a Deliverable................................................................................................ 8

Data-Based Deliverable ............................................................................. 8

Nature of the Doctoral Capstone Deliverable Guide ....................................... 8

General Deliverable Guidelines ................................................................... 9

Guideline 1: Clear Category and Type ......................................................... 9

Guideline 2: Standalone Document ............................................................. 9

Guideline 3: Professionalism ...................................................................... 9

Guideline 4: Design Models ........................................................................ 9

Action Research Monograph .................................................................................. 10

Introduction ............................................................................................................ 10

What is an Action Research Monograph? ..................................................................... 10

Purpose .................................................................................................................. 10

Getting Started ........................................................................................................ 11

ACTION RESEARCH MONOGRAPH DELIVERABLE TEMPLATE ........................................... 12

Title Page .............................................................................................. 13

Abstract ................................................................................................ 13

Table of Contents ................................................................................... 13

Introduction ........................................................................................... 13

Phase 1: Planning ................................................................................... 13

Phase 2: Implementation and Data Collection and Analysis .......................... 14

Phase 3: Evaluation of Outcomes .............................................................. 15

Conclusion ............................................................................................. 16

Action Research Resources ........................................................................................ 16

Journals (available at the Capella Library) .................................................. 18

Journal (available online) ......................................................................... 18

Websites ............................................................................................... 18

4


Appreciative Inquiry ................................................................................................. 18

Action Learning ........................................................................................................ 19

Books and Journal Articles ....................................................................... 19

Action Learning Journal (Online) ............................................................... 19

Action Learning Websites ......................................................................... 20

Action Science ......................................................................................................... 20

Program Evaluation ............................................................................................... 21

Background ............................................................................................................. 21

What is Program Evaluation? .................................................................... 21

How is evaluation different than research? ................................................. 21

How is evaluation different than assessment?............................................. 21

How to Use These Resources ..................................................................................... 22

Getting Started ........................................................................................................ 22

Evaluation and Related Models & Frameworks .............................................................. 24

Additional References ............................................................................................... 26

Websites ............................................................................................... 27

Sample Evaluation Reports ...................................................................... 27

Alternative A: Template ............................................................................................ 27

Alternative B: Suggested Evaluation Report Outline for Learners in PIL ........................... 28

Special Notes on ROI Studies ..................................................................................... 29

Suggested ROI Impact Report for Performance Improvement Leadership Specialization ... 30

Change Management Plan ..................................................................................... 31

Background ............................................................................................................. 31

How to Use These Resources ..................................................................................... 31

Contents ................................................................................................................. 31

Getting Started ........................................................................................................ 32

Additional References ............................................................................................... 35

Sample Change Management Reports ......................................................................... 36

Sample Change Management Templates ..................................................................... 36

Curriculum Product ............................................................................................... 38

Introduction ............................................................................................................ 38

Curriculum Product Options ....................................................................................... 38

Scope of the Product ................................................................................................ 38

Purpose of the Curriculum Product ............................................................................. 39

5


Getting Started ........................................................................................................ 39

Research/Development Guiding Questions ................................................................... 41

DEVELOPING A CURRICULUM .................................................................................... 41

Introduction ........................................................................................... 41

Curriculum Components .......................................................................... 41

Curriculum Development Resources ............................................................................ 41

Curriculum Development Key Word Searches ............................................................... 44

DEVELOPING A COURSE ........................................................................................ 45

Introduction ............................................................................................................ 45

Course Development Components .............................................................................. 45

Course Development Key Word Searches .................................................................... 46

Books and Articles for Course Development ................................................................. 46

Learning Theory ..................................................................................... 47

Adult Learning Theory ............................................................................. 47

Web Sites .............................................................................................. 48

Organization .......................................................................................... 48

Professional Development ..................................................................................... 49

Introduction ............................................................................................................ 49

Professional Development Components ....................................................................... 49

Best Practices for Professional Development ................................................................ 50

Key Word Search for Training .................................................................................... 50

Professional Development Resources .......................................................................... 50

Developing a Training Curriculum ......................................................................... 52

Introduction ............................................................................................................ 52

Training Curriculum Components................................................................................ 52

Training Curriculum Resources ................................................................................... 52

Searches Related to Developing Training Curriculum..................................................... 53

Training Curriculum Websites .................................................................................... 53

6


ACKNOWLEDGMENTS We would like to thank the faculty, the mentors, the Specialization Chairs, and Dean Amy Smith who provided feedback to improve this guide. Your contributions and feedback made the document stronger. A special thank you also goes to Dr. Kathy Stroud for her editing skills.

Consider this Doctoral Capstone Deliverable Guide a living document. As such, it will likely be revised and strengthened each quarter as areas for improvement are recommended or changes occur in the EdD Doctoral Capstone Project.

Comments on this document can be sent to Dr Kevin Freer.

Thank you!

Nancy Haas, PhD

Kevin Freer, PhD

Alyce LeBlanc, PhD

The Doctoral Capstone Deliverable Guide Development Team for the School of Education

mailto:[email protected]

7


DOCTORAL CAPSTONE DELIVERABLE GUIDEBOOK Disclaimer Neither this document, nor any of the information and requirements contained herein, constitute a contract or create any contractual commitments between Capella University and any student, any prospective student, or any third party. The information in this document is subject to change.

Introduction This Doctoral Capstone Guide is appropriate for the following eight School of Education Specializations:

• Adult Education

• Curriculum and Instruction

• Educational Leadership and Management

• Performance Improvement Leadership

• Personalized and Competency-Based Instruction

• Reading and Literacy

• Teacher Leader in Digital Transformation

• Teacher Leader in K-12 Studies

Differences between the Doctoral Capstone Final Report and the Deliverable Report: The Doctoral Capstone Project Report is a scholarly paper that describes how the project was carried out, how the deliverable was developed, and how it will be used to inform practice in the local setting. The report is the “how” the project was developed and the theoretical framework and impact of the project.

The Doctoral Capstone Report is a written document using APA-style for formatting, data tables, and figures. The sections of the report are those of the proposal, but with more detail and using appropriate verb tenses that indicate that the project has been completed. The report also describes the benefits of the study to the target audience and the institution for which it was carried out. The Report Major Sections are:

• Section 1. Background

• Section 2. Process

• Section 3. Application

Learners should refer to the Final Report Template on the Campus iGuide for further details.

Deliverable: The deliverable is the research paper or professional product developed for an authentic research setting to solve a “real” problem based on the analysis of valid and reliable data. It is the “what” which was developed for the Doctoral Capstone Project.

Different doctoral capstone project types will have different deliverable outcomes.

• For the Research Paper Doctoral Capstone Project, the deliverable will be a written document (a research paper) that will convey the results, conclusions, and recommendations of whatever action research or program evaluation activity is undertaken.

8


• For the Professional Product Doctoral Capstone Project, the deliverable will be a curriculum product or change management plan that addresses an issue at a specific setting. Follow the resources and templates for the curriculum product or change management plan in this guide.

Choosing a Deliverable The following guiding principles will assist learners in choosing a deliverable for their Doctoral Capstone Project.

1. Examine a problematic process/issue in your organization that could be improved through the implementation of a Doctoral Capstone Project deliverable option.

2. Identify the specific evidence and/or data that serves to define the need or opportunity and the potential impact if it is not addressed.

3. Determine a potential action, intervention, or change that could be implemented to bring about improvement. Consider the linkage of the intervention to organizational goals and objectives, stakeholder interest in the intervention, cost, and visibility.

4. Review your role in your organization, and determine whether you can acquire the appropriate permission(s) to develop your deliverable to address an identified problem.

5. Identify other potential organizational barriers to implementing your intervention and conducting the study.

6. Plan and design the interventions following the appropriate guidelines in this manual.

One of the requirements of the Doctoral Capstone Project is that a real, authentic setting be selected for the development of the deliverable to solve a “real” problem. The learner should follow appropriate steps to secure permission or support from the organization to conduct the activities related to the Doctoral Capstone Project.

Data-Based Deliverable

Every project should have been identified based on data or evidence that provides the rationale for how the deliverable will address the issue that was selected. This includes the background data or evidence that were used to identify and validate that this project addresses an authentic problem in an authentic setting. A deliverable could be justified from a needs assessment, test scores, surveys, etc. Learners should collaborate with leaders or managers at the capstone site to identify a problem or situation that needs to be addressed. For example, if you decide to create a curriculum product, it should be based on data that suggests that a curriculum product would best address the identified problem. Learners must be able to justify why they chose a deliverable type in their proposal and in their final report.

Nature of the Doctoral Capstone Deliverable Guide

This guide is not intended to be a textbook for any of the deliverable types. The deliverable information and resource lists included in each deliverable section provide helpful guidance relative to deliverable type, and are not intended to be exhaustive or all-inclusive. Learners must engage in significant research for additional resources and literature.

This guide contains a separate section for each deliverable type. Each deliverable section includes a description of the deliverable, resources, journal articles, websites, and for most of them, a suggested template to support development of the deliverable.

9


General Deliverable Guidelines

Learners should follow the five guidelines below to make certain that their Doctoral Capstone Projects are in alignment with established policies.

Guideline 1: Clear Category and Type

The Deliverable for each Doctoral Capstone Project must fit clearly and unambiguously into one and only one category (Research Paper or Professional Product) and then fit one and only one deliverable type (Action Research Monograph, Evaluation, Curriculum, or Change Management Plan).

Guideline 2: Standalone Document

The Deliverable must be a separate document from the Final Report. The Deliverable is to be a standalone paper or product that is created for a specific target audience at the site for which the Deliverable is created.

Guideline 3: Professionalism

The Deliverable must be professional. Its design (e.g. font, layout, graphics) and tone should fit the professional or institutional audience for which it is intended.

Guideline 4: Design Models

The Deliverable must follow a design model appropriate to the deliverable type.

Choosing a Deliverable

The following guidelines will assist you in choosing a deliverable for your Doctoral Capstone Project.

1. Examine a problematic process/issue in your organization that could be improved through the implementation of a planned intervention.

2. Identify the specific evidence and/or data that serve to define the need or opportunity and the potential impact if it is not addressed.

3. Determine a potential action, intervention, or change that could be implemented to bring about improvement. Consider the life cycle of the intervention, the linkage of the intervention to organizational goals and objectives, stakeholder interest in the intervention, cost, and visibility.

4. Review your role in your organization and determine whether you can acquire the appropriate permission(s) to develop your deliverable to address an identified problem.

5. Identify other potential organizational barriers to implementing your intervention and conducting the study.

6. Plan and design the interventions following the appropriate guidelines in this manual.

10


ACTION RESEARCH MONOGRAPH Introduction This document serves as a guide for learners who choose the Action Research Monograph as their capstone deliverable. The contents provide information about getting started with an action research project, along with suggested books, articles, and links to action research resources. In addition, an annotated template is included and its use is suggested to guide both the design and presentation of an action research study. This Action Research Monograph Guide works in conjunction with other Doctor of Education (EdD) Capstone Project documents located on iGuide. Learners are encouraged to review these documents with their mentors to fully understand the requirements of both the selected Capstone Deliverable and the Capstone Report.

This guide includes information applicable to learners in all EdD specializations. However, specializations may have additional guidelines that must be followed and/or suggested resources that are specific to a particular specialization. In addition, learners should consult with their specialization faculty early in the decision-making process regarding any specialization-specific instructions and requirements for the action research capstone project.

The remainder of this document is organized as follows:

• Action Research Monograph Deliverable: Description of the Action Research Monograph deliverable type

• Getting Started: A basic overview of the general action research planning process

• Purpose: Explanation of the purpose of the deliverable

• Action Research Resources : Selected references and resources about action research methods, including appreciative inquiry, action science, and action learning

• Suggested Template: An annotated template to guide the development of the monograph

What is an Action Research Monograph? The Action Research Monograph is one of two deliverable types under the Capstone Project research paper category. Learners who wish to complete an action research monograph as their deliverable will first design and implement an action research study. An action research study combines action and research to address a problem or opportunity in a local setting. The action is in the form of an intervention undertaken to improve a process, problem, or situation. Learners review theory and best practices in the literature as well as local data and evidence to support the identification and description of the problem or opportunity which then informs the action to be taken. The research literature reviewed also provides a basis for comparison of the study’s outcomes with previous research. The monograph is a comprehensive presentation of an action research study conducted by the learner.

Purpose The purpose of the action research deliverable is to demonstrate the learner’s ability to appropriately conduct action research; to situate the findings and new knowledge within existing knowledge and best practice literature; and to distill and communicate the study’s context, problem or opportunity, rationale, methods, implementation, findings, and implications for professional practice to a particular audience. The degree to which each of these components is presented and discussed may vary depending on the intended audience and the purpose of the research itself.

11


The Action Learning, Action Research Association (ALARA) states in its description of its Action Research Monograph Series that “…studies will contribute to theoretical and practical understanding of action research and action learning in applied settings.” The EdD Action Research Capstone is consistent with the ALARA statement.

The capstone action research monograph will, therefore, provide:

• evidence of a well-defined problem or opportunity for improvement, supported by data and evidence, and informed by current literature;

• actions/interventions undertaken to improve the situation (supported by existing data and/or literature);

• appropriate data collection and analysis;

• discussion of the limitations of the research, as implemented;

• reflection and discussion of results in relation to existing knowledge and literature about the local problem and broader topic;

• well-supported conclusions and implications for future practice, both at the local research site and in terms of broader implications for other organizations with similar problems; and

• recommendations for further research.

Getting Started The table below provides a basic overview of the general planning process for an action research study. However, this guide is not intended to be an action research manual or handbook. As part of the preparation for designing and implementing an action research study, learners are expected to gain an understanding of action research methods and approaches by conducting an independent review of action research literature. The Action Research Paradigm Protocol (ARPP) contains detailed, step-by-step explanations of the inquiry cycle and elements of an action research study. In addition, the resources listed in this guide are a rich source of information and guidance.

Learners are also expected to be well informed about the problem or opportunity the study will address, as well as the action or intervention that will be implemented. Therefore, ongoing review of literature related to the selected topic and intervention is an important element of the planning process from the very beginning.

Once again, this guide is intended as a general resource that is applicable to all specializations. Learners should check the appendices and consult with their mentors for any additional requirements and/or resources that apply specifically to their specializations.

Table 1

Basic overview of the basic action research planning process

Action Comments

Examine a problematic process/issue in your organization that could be improved through the implementation of planned intervention. Alternatively, identify an opportunity for continuous improvement.

Review the literature to develop deeper understanding of the organizational issue or opportunity being considered for an action research study.

Begin ongoing review of action research literature. Consult the Action Research Paradigm Protocol (ARPP).

Identify the specific evidence and/or data Evidence, examples, and data allow the

http://www.alara.net.au/public/home#ALARA

http://media.capella.edu/CourseMedia/ELM8102/actionResearchModel/actionResearch_wrapper.asp


https://media.capella.edu/CourseMedia/EDD8320/actionResearchModel/actionResearch_wrapper.asp#Action%20Research%20paradigm%20Protocol

https://media.capella.edu/CourseMedia/EDD8320/actionResearchModel/actionResearch_wrapper.asp#Action%20Research%20paradigm%20Protocol

12


Action Comments

that serve to define the problem or opportunity and the potential impact if it is not addressed.

organizational issue to be more precisely defined. If little or no factual evidence or data can be found to support the existence of a significant issue or opportunity, seek a different organizational issue to explore.

Continue review of the literature on action research methods. Consult the ARPP.

Determine a potential action, intervention, or change that could be implemented to bring about improvement.

Review the literature to learn how other organizations have addressed the issue, and which actions or interventions have been shown to be most effective.

Discuss potential actions/interventions with others in the organization to gather additional ideas and feedback, including those who are most affected by the issue you plan to address.


Determine feasibility of implementing the intervention and conducting an Action Research study.

Review your role in your organization and determine whether you can acquire the appropriate permission(s) to conduct an Action Research study at your site. You must have the authority to implement the intervention in order to conduct the study.

Identify other potential organizational barriers to implementing your intervention and conducting the study.

Review the literature related to conducting research in your own organization.

Discuss the potential project with your supervisor and those with authority to grant permission for the study to determine feasibility. Discuss possible ways to address organizational barriers.


Plan and design the action research study following the appropriate milestone instructions.


Review literature about ethical considerations when conducting research.

ACTION RESEARCH MONOGRAPH DELIVERABLE TEMPLATE The action research monograph is comprised of the sequence of components listed below. Guidelines with explanatory details for each of the components follow.

While the exact content of the monograph may vary depending on the nature of the research and the intended audience, the guidelines provide detailed descriptions of the components to be included in the capstone monograph.

• Title Page

• Abstract

13


• Table of Contents

• Introduction

• Phase 1: Planning

• Phase 2: Implementation and Data Collection/Analysis

• Phase 3: Evaluation of Outcomes

• Conclusion

Title Page

Use the same format and content for the title page provided in the EdD Capstone Template.

For information on how to develop an appropriate title for the monograph, refer to the APA Publication Manual, 6th edition guidelines (section 2.01). Foremost among these is the need for the title to serve as a standalone, informative statement of the main focus of the study, and to include a maximum of 12 words. Consult the Manual for helpful do’s and don’ts.

It is acceptable, but not necessary, to use this format:

(Title): An Action Research Study. For example: Improving High School Teacher Performance Through Peer Coaching: An Action Research Study

Abstract

An abstract is a short summary of the study using neutral, factual language. It should be concise and include the setting and local problem, intervention, findings, and implications. The target length of the abstract is 350 words or less, formatted in one double-spaced paragraph (do not create a justified right margin). Guidelines for development of the abstract can be found in section 2.04 of the APA Publication Manual, 6th edition. Note that the Abstract page has no page number and “Abstract” does not appear in the Table of Contents.

Table of Contents

The monograph’s table of contents will follow the sequence listed below, but the headings will reflect the specifics of each study and include sub-headings, as appropriate.

Note: The title page and abstract are components of the monograph, but are not included in the table of contents.

Introduction

The introduction provides a brief background about the study, including the

• purpose of the monograph;

• learner’s role in the organization and role in the research; and

• organization of the paper.

Phase 1: Planning

This section of the monograph provides the necessary detailed information about the planning phase of the action research study. (Refer also to the transcript of the ARPP when writing this section.)

A. Problem or Opportunity


14


The purpose of this section is to provide the audience with a clear understanding of the local problem/opportunity that the action research was designed to address. The description should be complete but tailored to be precise and concise. Include data and evidence that will illuminate the depth and breadth of the problem or opportunity. Eliminate unnecessary details.

The following components should be included to the extent necessary for the intended audience to gain an understanding of the problem/opportunity and its local context

• the issue, opportunity, or problem addressed by the action research study in a specific statement of the problem;

• the literature consulted to help define the problem or opportunity;

• data that support identification and definition of the problem or opportunity;

• the organizational context of the problem.

• a description of how the problem/opportunity manifests itself at the local research site; and

• details about the organization’s resources, culture, leadership, economic, regulatory, or political circumstances, or other contextual factors that are pertinent to the situation at the local site.

B. Intervention

Provide an overview of the intervention. The overview should allow the reader to grasp the range of actions undertaken and/or changes to processes, as well as the key phases or stages of the intervention. A model, table, flowchart, calendar, or other visual may offer a way to convey the information concisely and accurately. Include:

• a description of the participants;

• the actions and activities to be implemented; and

• a discussion of literature sources that support the choice of intervention.

C. Action Research Methods

In this section, provide an overview of the action research design for the study. Include the action research questions, data sources, and a summary of the data collection methods. In addition, briefly discuss or explain

• how the research questions were developed;

• how the data collected align to the research questions; a chart showing how data collected are aligned to each research question is an effective way to communicate the relationship between research questions and data collection;

• the success criteria or expected outcomes;

• how the success criteria were evaluated (measure of success); and

• ethical issues or conflicts of interest that were identified and how they were addressed.

Phase 2: Implementation and Data Collection and Analysis

Phase 2 focuses on the actual implementation process and what happened as the intervention was put into action. Two consecutive sections are described below. However, depending on the context of the study and implementation plan, the process analysis and

15


analysis of data sources may be organized and presented to maximize logic and flow of Phase 2.

A. Process Analysis

This is the “story” of the implementation of the intervention. According to the ARPP transcript, “Documentation of how the implementation process unfolds on a day-to-day basis is essential to understanding, and clearly communicating to others, ‘what happened’ during the study.” The description and analysis of what actually happens during the implementation, and the documentation of any departures from what was planned or expected, comprises the process analysis. Evidence and data sources for this narrative and analysis should be provided (and may include the researcher’s journal). The following questions help guide this section:

• How was the implementation monitored and documented?

• What happened as the implementation unfolded? Was the intervention implemented according to schedule? How did participants react?

• What types of conversations occurred among participants and action researchers in relation to the implementation of the intervention?

• Were there any surprises or unanticipated difficulties? If so, describe them.

• Were changes to the original research plan necessary? If so, describe them.

• What assumptions were made about the implementation and the outcomes that may have been challenged by actual events?

• How were the implementation, including communications and data collection, carried out in a way that was respectful of participants?

• How were participants and members of the organization provided updates or information about the progress of the study?

• How were opportunities provided for member checking? If not, was the omission intentional?

• How were the findings debriefed among participants?

• How was the plan implemented according to the highest ethical and scholarly standards?

B. Data Sources: Collection Procedures and Analysis

In this section,

• provide a description of how each data source (as identified in the plan in Phase 1) was collected;

• describe the data analysis process; and

• provide an analysis of each data source.

Phase 3: Evaluation of Outcomes

A. Conclusions

Now that both a process analysis and an analysis of each data source have been completed, discuss results and outcomes. Baseline data about the problem or issue, specific criteria against which to judge success of the intervention, and metrics that help evaluate whether the criteria were met were established in the action plan prior to implementation.



16


• Summarize study results and compare with the baseline data and the criteria for success. Whether the results of the data analysis are quantitative or qualitative, it should be possible to offer compelling evidence of the extent to which the implementation of the change did or did not make a difference, and whether the difference was positive or negative.

• Discuss the implementation process and evaluate the extent to which the original plan was followed and whether modifications were necessary. Unanticipated events, unexpected consequences, participant reactions, and other aspects of the implementation process should be discussed.

B. Reflections and Critique

Discuss your reflections and critique of the study’s design, implementation, and findings, citing evidence from the study (and the literature where appropriate). Discuss and interpret the findings. Use these guiding questions, adapted from the ARPP transcript, to shape the discussion.

• What unexpected elements or outcomes were identified? What went wrong?

• Would a different action or intervention have had better results? Explain.

• What modifications to the study could or should have been made?

• What might be done differently if the study were to be repeated?

The results of an action research study may suggest a need for further action, for a different type of action, or for no action at all. Briefly explain what can be concluded about what needs to happen next.

• Based on the reflection cycle (individually and collaboratively) what are the implications for next steps?

• How does the next action reflect the previous learning?

C. Implications for Professional Practice

This section includes a well-crafted analysis of ways the study might alter, impact, or lead to change at the local research site. The discussion should be supported by specific study findings and compared with research in the literature. Each aspect of the study should undergo thorough review.

D. Recommendations

Improvement is a continuous process. Based on the study’s findings and the discussion of implications for professional practice, provide at least one recommended cycle of action research for future implementation. Provide support from the literature and include a comparison of advantages and disadvantages for implementation at the local site.

Conclusion

Provide a concluding section that briefly recaps the study’s problem or opportunity, the intervention that was implemented to address it, and what was learned as a result of the study. The conclusion should be a short, concise summary of key findings or “take-aways.” The purpose is to provide the most impactful conclusions such that the reader could refer to this section for the study’s main findings and implications for professional practice.

Action Research Resources What follows is a selection of online and hardcopy literature and resources about action research and related approaches including appreciative inquiry, action learning, and action science. Older resources represent seminal works or the most recent editions of significant

17


resources. The latest editions of texts appear here, but earlier editions may be useful as well. The journals and journal articles listed can be found in the Capella Library. In addition, many of the books are available through the Capella Library as e-books.

The list is not exhaustive! Note that many more resources are available in the Capella Library. To find additional resources, conduct a search of the Capella Library resources, or schedule an appointment with a Library Specialist.

Books and Journal Articles Anderson, G., Herr, K., & Nihlen, A. S. (2007). Studying your own school: An educator's

guide to practitioner action research (2nd ed.). Thousand Oaks, CA: Corwin Press.

Argyris, C., & Schoen, D. A. (1989). Participatory action research and action science compared. American Behavioral Scientist, 32, 612-623. doi:10.1177/0002764289032005008

Coghlan, D., & Brannick, T. (2014). Doing action research in your own organization (4th ed.). London: Sage Publications Ltd.

Coghlin, D., & Brydon-Miller, M. (Eds.). (2014). The SAGE encyclopedia of action research. London: Sage Publications, Ltd.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.

Creswell, J. W. (2014). Research design: Quantitative, qualitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage Publications.

Creswell, J.W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Dana, N. F. (2013). Digging deeper into action research: A teacher inquirer’s field guide. Thousand Oaks, CA: Corwin/Sage Publications.

Dana, N. F., Thomas, C., & Boynton, S. (2011). Inquiry: A districtwide approach to staff and student learning. Thousand Oaks, CA: Corwin.

Elliot, J. (1991). Action research for educational change. Bristol, PA: Open University Press.

Gillham, B. (2005). Research interviewing: The range of techniques. New York, NY: Open University Press/McGraw-Hill.

Herr, K., & Anderson, G. L. (2005). The action research dissertation: A guide for students and faculty. Thousand Oaks, CA: Sage Publications.

Herr, K., & Anderson, G. L. (2015). The action research dissertation: A guide for students and faculty (2nd ed.). Thousand Oaks, CA: Sage Publications

Hoffke, S., & Somekh, B. (Eds.). (2013). The SAGE handbook of educational action research. Thousand Oaks, CA: Sage Publications.

Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In Denzin, N. K., & Lincoln, Y. S. (Eds.), The SAGE handbook of qualitative research (3rd ed.) (pp. 271-330). Retrieved from https://www.corwin.com/sites/default/files/upm-binaries/21157_Chapter_10.pdf

Krueger, R. A. & Casey, M. A. (2015). Focus groups: A practical guide for applied research (5th ed.). Thousand Oaks, CA: Sage Publications.

https://campus.capella.edu/web/library/review-the-literature

18


Kuhne, G. W., & Quigley, B. A. (1997, Spring). Understanding and using action research in practice settings. New Directions for Adult and Continuing Education, 73, 23–41.

McNiff, J., & Whitehead, J. (2011). All you need to know about action research (2nd ed.). London: Sage Publications, Ltd.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.

Miller, G. E. (2011). Action research: A guide for the teacher researcher (4th ed.). New York, NY: Pearson Education, Inc.

Mills, G.E. (2013). Action Research: A guide for the teacher researcher (5th ed.). New York: Pearson.

Rapley, T. (2007). Doing conversation, discourse and document analysis. Thousand Oaks, CA: Sage Publications.

Reason, P., & Bradbury, H. (Eds.). (2006). Handbook of action research. London: Sage Publications Ltd.

Stringer, E. T. (2014). Action research (4th ed.). Thousand Oaks, CA: Sage Publications.

Journals (available at the Capella Library)

• Action Research: Refereed journal, published quarterly by Sage Publications

• Educational Action Research: Academic, peer reviewed journal published by Routledge

Journal (available online)

i.e.: Inquiry in Education: Online, peer reviewed journal

Websites

The following websites host comprehensive information and links to many additional resources:

• Action Learning, Action Research Association (ALARA)

• Action Research Paradigm Protocol (ARPP)

• Action Research Resources

• American Educational Research Association

• Special Interest Group (SIG) Action Research

• Association for Supervision and Curriculum Development

• Center for Collaborative Action Research

• Center for Practitioner Research: Improving Education and Learning

Appreciative Inquiry Cooperrider, D., & Whitney, D. (2005). Appreciative inquiry: A positive revolution in change.

San Francisco: Berrett-Koehler Publishers, Inc.

Rosenzweig, J., & Van Tiem, D. M. (2007, May/June). An appreciative view of human performance technology. Performance Improvement, 4(5), 36-43.

http://digitalcommons.nl.edu/ie/

http://www.alara.net.au/public/home

https://media.capella.edu/CourseMedia/EDD8320/actionResearchModel/actionResearch_wrapper.asp

http://www.aral.com.au/resources/index.html

https://sites.google.com/site/aeraarsig/

https://sites.google.com/site/aeraarsig/

http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx

http://cadres.pepperdine.edu/ccar/

http://www.nl.edu/cfpr/

19


Van Tiem, D.M. & Lewis, J. (2006). Appreciative inquiry: Unraveling the mystery of accentuating the positive. In J. A. Pershing (Ed.), Handbook of human performance technology: Principles, practices, potential (3rd ed.), (pp. 1147-1164). San Francisco: Pfeiffer/ISPI.

Whitney, D., & Trosten-Bloom, A. (2010). The power of appreciative inquiry: A practical guide to positive change. San Francisco: Berrett-Kohler Publishers, Inc.

Zeni, J. (1998). A guide to ethical issues and action research. Educational Action Research, 6(1), 9-19. Online publication date 20 Dec 2006. Retrieved from http://dx.doi.org/10.1080/09650799800200053

Action Learning Books and Journal Articles

Hale, R. (August, 2014). Fundamentals of action learning. Training Journal, 30–36.

Hale, R. (September, 2014). Fundamentals of action learning: Knowledge mapping. Training Journal, 15-17.

Hale, R. (October, 2014). Fundamentals of action learning: Mobilising action learning. Training Journal, 53-55.

Hale, R. (November, 2014). Fundamentals of action learning: Action learning questions. Training Journal, 53-55.

Kozubska, J & MacKenzie,B 2012. Differences and impact through action learning, Action Learning: Research and Practice, 9 (2), 1450164.

Leonard, H. S. and Marquardt, M. J. (2010). The evidence for the effectiveness of action learning. Action Learning: Research and Practice, 7 (2), 121-136

Marquardt, M. J. (2004). Optimizing the power of action learning: Solving problems and building leaders in real time. Boston, MA: Davies-Black Publishing.

Marquardt, M. J. & Yeo, R. K. (2012). Breakthrough Problem Solving with Action Learning: Concepts and Cases. Stanford, CA: Stanford University Press.

Marquardt, M. J., Leonard, H. S., Freedman, A. M., & Hill, C. C. (2009). Action learning for developing leaders and organizations. Washington, DC: American Psychological Association.

O’Neil, J., & Marsick, V. J. (2007). Understanding action learning. New York: AMACOM.

Park, C. (2007). Refining the doctorate. The Higher Education Academy [Discussion Paper]. Retrieved from https://www.heacademy.ac.uk/system/files/redefining_the_doctorate.pdf

Pedler, M., Burgoyne, J., & Brook, C. (2005). What has action learning learned to become? Action Learning: Research and Practice, 2(1), 49-68. doi: 10.1080/14767330500041251

Revans, R. (2011). ABCs of action learning. Burlington, VT: Gower Publishing Company.

Rothwell, W.J. (1999). The action learning guidebook. San Francisco, CA: Jossey-Bass/Pfeiffer.

Action Learning Journal (Online)

Action Learning: Research and Practice

http://dx.doi.org/10.1080/09650799800200053

https://www.heacademy.ac.uk/system/files/redefining_the_doctorate.pdf

20


According to the website, the journal “is the first international journal dedicated to the advancement of knowledge and practice through action learning.

Action Learning Websites

• Free Management Library: All About Action Learning

• World Institute for Action Learning

Action Science Argyris, C., Putnam, R., & Smith, C. M. (1985). Action science: Concepts, methods, and

skills for research and intervention. Retrieved from http://www.actiondesign.com/resources/research/action-science

Argyris, C. (1993). Knowledge for action: A guide to overcoming barriers to organizational change. San Francisco: Jossey-Bass.

Argyris, C. (1999). On organizational learning (2nd ed.). Malden, MA: Blackwell Publishing.

Argyris, C., & Schoen, D. A. (1996). Organizational learning II: Theory, method, and practice. Reading, MA: Addison-Wesley Publishing Company, Inc.

Prince, W., Beisert, M, & Herwig, A. (2013). Action science: Foundations of an emerging discipline. Cambridge, MA: MIT Press.

http://managementhelp.org/training/methods/action-learning.htm

http://www.wial.org/action-learning

http://www.actiondesign.com/resources/research/action-science

http://www.actiondesign.com/resources/research/action-science

21


PROGRAM EVALUATION Conducting a Doctoral Capstone Evaluation Study is one of the options that you may choose to complete your Education Doctorate. You may be at the stage where you are investigating each of the Capstone Options to help you make a decision about which one your will pursue. Or, you may have already chosen to conduct an Evaluation Study as the culminating scholarly demonstration of your doctoral program.

The purpose of this document is to provide resources for conducting an Evaluation Study (ES). It is not the definitive resource for everything the reader should know and be able to do to conduct an ES – it is only a guide with, as expected, “guidelines.” Extensive work outside this guide will be necessary to complete a Capella Doctoral Capstone. This guide provides references to resources to assist the learner to get started with an ES.

“Evaluation is about measuring the efficiency and effectiveness of what you did, how you did it, and the degree to which the solution produced the desired results” (Hale, 2007, p. 14). An evaluation explains how you worked with stakeholders to design, develop, implement and communicate results of a program improvement intervention.

Background What is Program Evaluation? Program evaluation is the sequential or systematic assessment of the processes and/or outcomes of a program with the intent of furthering its development and seeking to identify areas that need to be improved. As such, it is typically a collaborative process in which evaluators work closely with program staff to craft and implement an evaluation design that is responsive to the needs of the program. For example, during program implementation, evaluators can provide formative evaluation findings so that program staff can make immediate, data-based decisions about program implementation and delivery. In addition, evaluators can, towards the end of a program or upon its completion, provide cumulative and summative evaluation findings, often required by funding agencies and used to make decisions about program continuation or expansion. How is evaluation different than research? Evaluators use many of the same qualitative and quantitative methodologies used by researchers in other fields. Indeed, program evaluations are as rigorous and systematic in collecting data as traditional social research. That being said, the primary purpose of evaluation is to provide timely and constructive information for decision-making about particular programs, not to advance more wide-ranging knowledge or theory. Accordingly, evaluation is typically more client-focused than traditional research, in that evaluators work closely with program staff to create and carry-out an evaluation plan that attend to the particular needs of their program. How is evaluation different than assessment? The primary difference between evaluation and assessment lies in the focus of examination. Whereas evaluation serves to facilitate a program's development, implementation, and improvement by examining its processes and/or outcomes, the purpose of an assessment is to determine individuals or group's performances by measuring their skill level on a variable of interest (e.g., reading comprehension, math, or social skills, to mention just a few). In line with this distinction—and quite common in evaluating educational programs where the intended outcome is often some specified level of academic achievement—assessment data may be used in determining program impact and success.

Competent practitioners help stakeholders measure the impact of solutions.

Evaluators:

22


• help the stakeholders select the appropriate measures.

• develop a measurement strategy that includes ways to:

o leverage data already being collected

o collect data

o analyze the data

o summarize and report data

• help develop measurement tools and methods

• explain the implications of the data

• facilitate discussions on what the data mean and how to best use the data.

so stakeholders:

• understand the results they received from implementing the solutions

• recognize what else needs to be done to sustain the results

• support the changes necessary to sustain results (international society for performance improvement, cpt standards, n.d).

How to Use These Resources The resources in this document are provided to assist learners in finding relevant literature resources for evaluation studies. Learners are encouraged to review these resources with their mentors and identify additional readings from the literature to support the writing of both the Research Paper and Report (deliverable) required for the Capstone assignment.

This resource is organized in the following sections:

• Getting Started: Actions and resources to begin planning an evaluation study

• Special Notes on ROI Studies: Information on ROI Certification requirements for Performance Improvement Specialization learners only

• Evaluation and Related Models & Frameworks: A compilation of primary references used to select evaluation models and frameworks

• Additional References: General references on evaluation studies

• Websites: Resources available from professional organizations and consultants.

• Additional Resources: Downloadable samples of professional evaluation reports and other useful resources

Getting Started Work with your mentor to get started on the evaluation study. Follow these general steps while planning to design, develop, and implement your evaluation study. Refer to Additional Resources for each item in this table from the listings below.

Actions Resources

Review the role of the evaluator and associated competencies & skills with associated outputs to determine if you are prepared to conduct an evaluation study.

Dewey, J.D., Montrosse, B. E., Schroter, D.C., Sullins, C.D., Mattox, J.R. (2008). Evaluator competencies: What's taught versus what's sought. American Journal of Evaluation, 29(3), pp. 268-287

Ghere, G., King, J.A., Stevahn, L., & Minnema,

23


Actions Resources

J. (2006). A professional development unit for reflecting on program evaluator competencies. American Journal of Evaluation,27(1), pp.108-123.

Rothwell, W. J., Hohne, C. K., & King, S.B. (2007). Human performance improvement: Building practitioner performance. New York: Butterworth-Heinemann.

Get the full scoop on full-scope evaluations.

Dessinger, J.C., & Moseley, J.L. (2006). The full scoop on full-scope evaluation. In J.A. Pershing (Ed.), Handbook of human performance technology: Principles, practices, potential (3rd ed.), (pp. 312-333). San Francisco: Pfeiffer/ ISPI.

Dessinger, J.C., & Moseley, J. L. (2010). Full-scope evaluation: Do you “really oughta, wanna”? In In J.L. Moseley, and J.C. Dessinger (Eds.), Handbook of improving performance in the workplace: Volume 3: Measurement and evaluation (pp. 128-141). San Francisco- Pfeiffer/ISPI.

Prepare the necessary evaluation planning and processes to be used in your study.

Dessinger, J.C., & Moseley, J.L. (2006). The full scoop on full-scope evaluation. In J.A. Pershing (Ed.), Handbook of human performance technology: Principles, practices, potential (3rd ed.), (pp. 312-333). San Francisco: Pfeiffer/ISPI.

Dessinger, J.C., & Moseley, J. L. (2010). Full-scope evaluation: Do you “really oughta, wanna”? In In J.L. Moseley and J.C. Dessinger (Eds.), Handbook of improving performance in the workplace: Volume 3: Measurement and evaluation (pp. 128-141). San Francisco- Pfeiffer/ISPI.

Identify an appropriate evaluation model and/or framework to use in your study.

Refer to the references listed in this document.

Read a variety of sample evaluation reports to have an idea of what the deliverable will be for your study.

Refer to the sample evaluation reports included in this document. Review additional evaluation studies found in the Capella Library.

Ensure that you will be prepared to abide by a Code of Conduct & Ethics while conducting an evaluation study.

American Evaluation Association Guiding Principles for Evaluators and Program Evaluation Standards

Guerra, I. J. (2006). Standards and ethics in human performance technology. In J. A.

http://www.eval.org/

24


Actions Resources

Pershing (Ed.), Handbook of human performance technology: Principles, practices, potential (3rd ed.) (pp. 124-1046). San Francisco: Pfeiffer/ISPI.

ISPI Performance Technology Standards

Evaluation and Related Models & Frameworks Refer to these references to identify an appropriate evaluation model and/or framework to use in your study. Work closely with your mentor throughout this process.

Models & Frameworks

References

Appreciative Inquiry Cooperrider, D., & Whitney, D. (2005). Appreciative inquiry: A positive revolution in change. San Francisco: Brerett-Koehler.


Van Tiem, D.M. & Lewis, J. (2006). Appreciative inquiry: Unraveling the mystery of accentuating the positive. In J. A. Pershing (Ed.), Handbook of human performance technology: Principles, practices, potential (3rd ed.),

Balanced Scorecard Kaplan, R. S., & Norton, D. P. (1996). Balanced scorecard. Boston: Harvard Business School Press.

Brinkerhoff’s Six Stage Model

Brinkerhoff, R. O. (2009). Achieving results from training: How to evaluate human resource development to strengthen programs and increase impact. San Francisco: Pfeiffer.

Brinkerhoff’s Success Case Method (SCM)

Brinkerhoff, R. O. (2006). Telling training’s story: Evaluation made simple, credible, and effective. San Francisco: Berrett-Koehler.

Context, Input, Process, Product (CIPP) Model

Stufflebeam, D. L. (2000). The CIPP model for evaluation. In D. L. Stufflebeam, G. F. Maddaus, & T. Kellaghan (Eds.), Evaluation models (2nd ed.). Boston: Kluwer Academic.

Combs and Falletta Targeted Evaluation Model

Combs, W. L., & Falletta, S. V. (2000). The targeted evaluation process: A performance consultant’s guide to asking the right questions and getting the results you trust. Alexandria, VA: ASTD.

Dessinger-Moseley Full-Scope Evaluation Model

Dessinger, J.C., & Moseley, J.L. (2006). The full scoop on full-scope evaluation. In J.A. Pershing (Ed.), Handbook of human performance technology: Principles, practices, potential (3rd ed.), (pp. 312-333). San Francisco: Pfeiffer/ISPI.

Full-Scope Evaluation

Dessinger, J.C., & Moseley, J. L. (2010). Full-scope evaluation: Do you “really oughta, wanna”? In J.L. Moseley and J.C. Dessinger (Eds.), Handbook of improving performance in the workplace: Volume 3: Measurement and evaluation (pp. 128-141). San Francisco-

https://www.ispi.org/

25


Pfeiffer/ISPI.

Geis and Smith Model

Geis, G. L., & Smith, M.E. (1992). The function of evaluation. In H.D. Stolovitch & E.J. Keeps (Eds.), Handbook of human performance technology (pp. 130-150). San Francisco: Jossey-Bass/ISPI.

Hamblin’s Five Levels

Hamblin, A. C. (1974). Evaluation and control of training. London: McGraw-Hill.

Holton’s HRD Measurement Model

Holton, E. F. III (2005). Holton’s evaluation model: New evidence and construct elaboration. In G. G. Wang, & D. R. Spitzer (Eds.). Advances in HRD measurement and evaluation: Theory and practice. Thousand Oaks, CA: SAGE Publications, Inc.

Kaufman-Keller-Watkins Model

Kaufman, R., Keller, J., & Watkins, R. (1997). What works and what doesn’t: Evaluation beyond Kirkpatrick. Performance and Instruction, 35(2), 8-12.

Kirkpatrick’s Four Levels of Evaluation

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

Kirkpatrick, J., & Kirkpatrick, W. (2015). The four levels of evaluation – An update. Alexandria, VA: ATD.

Phillips and Phillips Return on Investment (ROI)

Phillips, P.P., & Phillips, J. J. (2015). Making human capital analytics work: Measuring ROI of human capital processes and outcomes.New York: McGraw Hill.

Preskill and Russ-Eft Systems Model

Russ-Eft, D. (2010). Expanding scope of evaluation in today’s organizations. In J.L. Moseley, and J.C. Dessinger (Eds.), Handbook of improving performance in the workplace: Volume 3: Measurement and evaluation (pp.339-353). San Francisco- Pfeiffer/ISPI.

Six Sigma Harry, M., & Schroeder, R. (2000). Six sigma: The breakthrough management strategy revolutionizing the world’s top corporations. New York: Doubleday.

Kumar, F. (2006). Six sigma best practices: A guide to business process excellence for diverse industries. Fort Lauderdale, FL: J. Ross Publishing.

Swanson and Holton’s Results Framework

Swanson, R. A., & Holton, E. F., III (1999). Results: How to assess performance, learning, and perceptions in organizations. San Francisco: Berrett-Koehler.

Total Quality Management (TQM)

Godfry, A. B. (1999). Total quality management. In J. M. Juran, & A. B. Godfrey (Eds.), Juran’s quality handbook. New York: McGraw.

Training Efficiency and Effectiveness Model

Swanson, R. A., & Sleezer, C. M. (1987). Training effectiveness evaluation. Journal of European Industrial Training, 11(4), 7-16.

Utilization Focused Evaluation

Patton, M. Q. (2008). Utilization-focused evaluation. Thousand Oaks, CA: Sage Publications, Inc.

26


Additional References Use these additional references during your review of literature on topics related to your evaluation study.

American Journal of Evaluation http://aje.sagepub.com.library.capella.edu/

Barksdale, S. & Lund, T. (2001). Rapid evaluation. Alexandria, VA: ASTD.

Boulmetis, J. & Dutwin, P. (2014). Research methods for the social sciences: ABC of evaluation: Timeless techniques for program and project managers (3rd ed). New York: Wiley.

Dessinger, J.C., & Moseley, J.L. (2004). Confirmative evaluation: Practical strategies for valuing continuous improvement. San Francisco: Pfeiffer.

Guerra, I. J. (2006). Standards and ethics in human performance technology. In J. A. Pershing (Ed.), Handbook of human performance technology: Principles, practices, potential (3rd ed.) (pp. 124-1046). San Francisco: Pfeiffer/ISPI.

Hale, J. (2007). The performance consultant’s field book: Tools and techniques for improving organizations and people. San Francisco: Pfeiffer.

Matthison, S. (2005). Encyclopedia of evaluation. Thousand Oaks, CA: Sage Publications, Inc.

McCain, D.V. (2016). Evaluation basics (2nd ed.). Alexandria, VA: Association for Talent Development.

Moseley, J.L., & Dessinger, J. C. (2010). Handbook of improving performance in the workplace: Volume 3: Measurement and evaluation. San Francisco: Pfeiffer/ISPI.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: SAGE Publications, Inc.

Patton, M. Q. (2008). Utilization-focused evalution (4th ed.). Thousand Oaks, CA: SAGE Publications, Inc.

Phillips, P. P., & Phillips, J. J. (2007). The value of learning: How organizations capture ROI and translate them into support, improvement, and funds. San Francisco: Pfeiffer.

Phillips, P. P. & Phillips, J. J. (2012). 10 steps to successful business alignment. Alexandria, VA: ASTD Press.

Phillips, P. P., Phillips, J. J., & Aaron, B. (2013). Survey basics. Alexandria, VA: ASTD Press.

ROI Institute. [Case study texts from a wide variety of organizational contexts and topics] (http://www.roiinstitute.net/)


Ryan, K., & Cousins, J.B. (Eds.). (2009). The SAGE international handbook of educational evaluation. Thousand Oaks, CA: SAGE Publications, Inc.

Shaw, I.F., Greene, J.C. & Mark, M.M.(2006). The SAGE handbook of evaluation.Thousand Oaks, CA: SAGE Publications, Inc.

Spaulding, D. T. (2014). Program evaluation in practice: Core concepts and examples for discussion and analysis. San Francisco, CA: Jossey-Bass.

http://aje.sagepub.com.library.capella.edu/

http://www.roiinstitute.net/

27


Scriven, M. (1991). Evaluation thesaurus (4th ed.). Thousand Oaks, CA: SAGE Publications, Inc.

Torres, R. T., Preskill, H., & Piontek, M. E. (2005). Evaluation strategies for communicating and reporting: Enhancing learning in organizations (2nd ed.). Thousand Oaks, CA: SAGE Publications, Inc.

Van Tiem, D.M., Moseley, J.L., & Dessinger, J.C. (2012). Fundamentals of performance improvement: Optimizing results through people, process, and organizations (3rd ed.). San Francisco: Pfeiffer/ISPI.

Wang, G. G., & Spitzer, D. R. (Eds.) (2005). Advances in HRD measurement and evaluation: Theory and practice. Thousand Oaks, CA: SAGE Publications, Inc.

Websites

Locate additional information on accreditation standards, certifications, publications and related resources at these websites.

• American Evaluation Association (AEA)

• Association for Talent Development (ATD)

• International Society for Performance Improvement (ISPI)

• Kirkpatrick Partners

• ROI Institute

You may find it helpful to conduct an internet and library search based on these key terms:

• evaluation research examples

• types of evaluation research

• evaluation research design

• descriptive research

• program evaluation

• purpose of evaluation research

• evaluation research definition

• evaluation research paper

Sample Evaluation Reports

Read a variety of sample evaluation reports to have an idea of what the deliverable will be for your study. Refer to the specific information resources related to ROI studies.

• Evaluation Report Template, USAID Learning Lab

• Evaluation Workbook, Center for Disease Control

• How to Write an Evaluation Plan and Report, Corporation for National, and Community Service

• ROI Certification Components, Scoring Matrix, ROI Institute

Alternative A: Template I. Cover Page and Title

II. Executive summary

http://www.eval.org/

https://www.td.org/


http://www.kirkpatrickpartners.com/OurPhilosophy/TheKirkpatrickModel


https://www.google.com/search?biw=1280&bih=701&q=evaluation+research+examples&sa=X&sqi=2&ved=0ahUKEwiaxJ-PlpTOAhXGmx4KHZ8uCzwQ1QIIjQEoAA

https://www.google.com/search?biw=1280&bih=701&q=types+of+evaluation+research&sa=X&sqi=2&ved=0ahUKEwiaxJ-PlpTOAhXGmx4KHZ8uCzwQ1QIIjgEoAQ

https://www.google.com/search?biw=1280&bih=701&q=evaluation+research+design&sa=X&sqi=2&ved=0ahUKEwiaxJ-PlpTOAhXGmx4KHZ8uCzwQ1QIIjwEoAg

https://www.google.com/search?biw=1280&bih=701&q=descriptive+research&sa=X&sqi=2&ved=0ahUKEwiaxJ-PlpTOAhXGmx4KHZ8uCzwQ1QIIkAEoAw

https://www.google.com/search?biw=1280&bih=701&q=program+evaluation&sa=X&sqi=2&ved=0ahUKEwiaxJ-PlpTOAhXGmx4KHZ8uCzwQ1QIIkQEoBA

https://www.google.com/search?biw=1280&bih=701&q=purpose+of+evaluation+research&sa=X&sqi=2&ved=0ahUKEwiaxJ-PlpTOAhXGmx4KHZ8uCzwQ1QIIkgEoBQ

https://www.google.com/search?biw=1280&bih=701&q=evaluation+research+definition&sa=X&sqi=2&ved=0ahUKEwiaxJ-PlpTOAhXGmx4KHZ8uCzwQ1QIIkwEoBg

https://www.google.com/search?biw=1280&bih=701&q=evaluation+research+paper&sa=X&sqi=2&ved=0ahUKEwiaxJ-PlpTOAhXGmx4KHZ8uCzwQ1QIIlAEoBw

28


o Evaluation model,

o Evaluation questions,

o Intended users of evaluation report,

o What was evaluated,

o Major findings, and recommendations.

III. Table of Contents

o Use major headings below. Executive summary is not in the table of contents.

IV. Background and Context

o Purpose of evaluation

o Evaluation questions

o Target audience of the report

o Overview of the project and its goals

o Key stakeholders

o Program Status (Date created? New/Established/Ending? Funded?)

V. Evaluation Methods

o Steps in Program evaluation model

o Resources/inputs (people/documents/data/etc.)

o Data collection process (Place instruments in an appendix)

o Data analysis

VI. Evaluation Results

o Introduction to results – brief summary

o Results reported by evaluation question

o Graphs and Charts as appropriate (observe APA formatting)

VII. Findings/Recommendations/Conclusions/Impact

o Report by evaluation question

o Conclusions

o Impact

Alternative B: Suggested Evaluation Report Outline for Learners in PIL Executive Summary

Introduction

Program/Process to be Evaluated

Need

Context

Target Population

29


Stage of Development

Resources/Activities

Inputs

Outputs

Outcomes

Evaluation Purpose

Key Audience(s)/Stakeholders

Evaluation Questions

Project Background

Stakeholder Needs

Logic Model

Evaluation Design and Methods

Evaluation Design

Data Collection Methods

Data Collection Management & Timeline

Data Interpretation

Indicators and Standards

Analysis

Data Analysis Management & Timeline

Interpretation

Limitations

Findings, Conclusions and Recommendation

Communications and Presentation

Communications

Communicating and Reporting Management

References

Appendix

Special Notes on ROI Studies Review the following ROI Institute documents for further details on ROI certification requirements.

• Certification in the Return On Investment Methodology

• Certified ROI Practitioner Roles

• ROI Certification Competency Matrix

• ROI Certification Criteria


30


Suggested ROI Impact Report for Performance Improvement Leadership Specialization Executive Summary

Introduction

Background

Business/Performance Opportunity

Performance Improvement Need/Opportunity

Target Audience

Objectives

Job Performance

Business Results

The Program

The xxxxxxxxx Program

The Need for a Comprehensive Evaluation

Cost of the Program

The Evaluation Approach

A Balanced Set of Measures

The ROI Methodology

Standards and Philosophy Guiding the ROI Methodology

The Results

Level 1: Participant Reaction, Satisfaction, and Planned Action

Level 2: Learning

Level 3: Application and Implementation (Transfer of Learning)

Level 4: Impact

Level 5: ROI

Intangible Benefits

Conclusions

Next Steps

Appendix

31


CHANGE MANAGEMENT PLAN Developing a Doctoral Capstone Change Management Plan is one of the options that you may choose to complete your Education Doctorate. You may be at the stage where you are investigating each of the four Capstone options to help you make a decision about which one you will pursue. Or, you may have already chosen to complete a Change Management Plan as the culminating scholarly demonstration of your doctoral program.

The purpose of this document is to provide resources for developing a Change Management Plan (CMP). It is not the definitive resource for everything the reader should know and be able to do to create a CMP – it is only a guide with, as expected, “guidelines.” Extensive work outside this guide will be necessary to complete a Capella Doctoral Capstone. This guide provides references to resources to assist the learner to get started with the CMP.

Note: learners are not asked to implement these plans.

Background Change management “involves problem solving in a concerted effort to adapt to changing organizational needs” (Van Tiem, Moseley, & Dessinger, 2012, p. 624). Change management planning must be integrated and supported by the entire performance improvement process. This requires knowledge of competencies associated with the role of change manager, approaches for managing change, and how to develop a proposal to secure approval and support of a change management plan. Knowledge of the issues and dimensions that result in successful change are also essential for those leading and managing change.

A change management plan includes a set of procedures, materials, and organizational actions designed to bring about change in the process whereby an organization meets its objectives.

A change management plan should be designed to:

• demonstrate reasons for the change;

• define the type and scope of change;

• explain the particulars of the change;

• outline the implementation strategies;

• specify change management monitoring requirements;

• create a communications plan.

How to Use These Resources The resources in this document are provided to assist learners in finding relevant literature resources for change management planning. Learners are encouraged to review these resources with their mentors and identify additional readings from the literature to support the writing of both the Doctoral Capstone Final Report and the Deliverable. The Change Management Plan does not have to be implemented.

Contents This resource is organized in the following sections:

• Getting Started: Actions and resources to begin developing a change management plan

• Change management Related Models & Frameworks: A compilation of primary references used to select change management models and frameworks

32


• Additional References: General references on change management

• Websites: Resources available from professional organizations and consultants

• Additional Resources: Downloadable samples of professional change management reports and other useful resources

Getting Started Learners should work with their mentor to get started on the change management planning process. Follow these general steps while planning to design, develop, the change management Capstone project. Refer to Additional Resources for each item in this table from the listings below.

Actions Resources

Review the role of the change manager and competencies & skills with associated outputs to determine if you are prepared to develop a change management plan.

Rothwell, W. J., Hohne, C. K., & King, S.B. (2007). Human performance improvement: Building practitioner performance. New York: Butterworth- Heinemann.

Review change management topics for: understanding organizational change, planning & management strategies; change management roles, functions; adopter categories; measuring change; sustaining change; and the performance improvement process.

Malopinsky, L.V., & Osman, G. (2006). Dimensions of organizational change. In J. A. Pershing (Ed.), Handbook of human performance technology: Principles, practices, and potential (3rd ed.) (pp. 262- 286). San Francisco: Pfeiffer.


Study examples of change management case studies


Identify an appropriate change management model and/or framework to use in your study.

Refer to the references for models and frameworks listed in this document.

Read a variety of sample change management reports to have an idea of what the deliverable will be for your study.

Refer to Additional Resources and Sample Change Management Reports & Templates. Review additional change management plans found in the Capella Library and internet.

Ensure that you will be prepared Refer to your specialization’s professional association

33


to abide by a Code of Conduct & Ethics while planning a change management strategy.

for further guidance on a Code of Conduct & Ethics.

Association of Change Management Professionals http://www.acmpglobal.org/?page=CodeEthics

.

Change Management Models & Frameworks

Refer to these references to identify an appropriate change management model and/or framework to use in your study. Work closely with your mentor throughout this process.

Models & Frameworks

References

Appreciative Inquiry Cooperrider, D., & Whitney, D. (2005). Appreciative inquiry: A positive revolution in change. San Francisco: Brerett-Koehler.


Van Tiem, D.M. & Lewis, J. (2006). Appreciative inquiry: Unraveling the mystery of accentuating the positive. In J. A. Pershing (Ed.), Handbook of human performance technology: Principles, practices, potential (3rd ed.), (pp. 1147-1164). San Francisco: Pfeiffer/ISPI.

Conceptual Models Force Field Analysis. (2011). In Business: The ultimate resource. London, United Kingdom: A&C Black.

Harvey, T. R., & Boyles, E. A. (2010). Resistance to change: A guide for harnessing its positive power. Lanham, MD: Rowan & Littlefield.

Swanson, D.J. & Creed, A. S. (2014). Sharpening the focus of force field analysis. Journal of Change Management, 14(1), 28-47.

Coercive Approach Rothwell, W. J., Hohne, C. K., & King, S.B. (2007). Human performance improvement: Building practitioner performance. New York: Butterworth-Heinemann.

Malopinsky, L. V., & Osman, G. (2006). Dimensions of organizational change. In J. A. Pershing (Ed.), Handbook of human performance technology: Principles, practices, and potential (3rd ed.) (pp. 262- 286). San Francisco: Pfeiffer.

Kotter’s 8 Step Change Model

http://www.kotterinternational.com/our-principles/changesteps

https://www.mindtools.com/pages/article/newPPM_82.htm

http://quickbase.intuit.com/blog/three-types-of-change-

http://www.acmpglobal.org/?page=CodeEthics

http://www.kotterinternational.com/our-principles/changesteps


http://quickbase.intuit.com/blog/three-types-of-change-management-models

34


Models & Frameworks

References

management-models

Lewin’s Change Management Model



Managing the Change Process


McKinsey 7 S Model http://quickbase.intuit.com/blog/three-types-of-change-management-models

Normative Reductive Approach (Action Research Model)


Persuasive Approach Rothwell, W. J., Hohne, C. K., & King, S.B. (2007). Human performance improvement: Building practitioner performance. New York: Butterworth-Heinemann.


Process Models Davenport, T. H. & Prusak, L. (1998). Working knowledge: How organizations manage what they know. Boston, MA: Harvard Business School Press.

Deming, W. E. (1986). Out of the crisis. Cambridge, MA: Massachusetts Institute of Technology Press.

Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business School Press.

Hiatt, J. M. (2006). ADKAR: A model for change in business, government and our community: How to implement successful change in our personal lives and professional careers. Loveland, CO: Prosci Research.

Imai, M. (2002). The true total quality. In Business: The ultimate resource. Cambridge, MA: Perseus.

Prosci’s ADKAR Model

http://www.change-management-coach.com/adkar.html

http://www.change-management.com/tutorial-adkar-overview.htm

Stages and Strategies for Acceptance of Change

Dormant, D. (1999). Implementing human performance technology in organizations. In H. D. Stolovitch & E. J. Keeps (Eds.), Handbook of







http://www.change-management-coach.com/adkar.html

http://www.change-management.com/tutorial-adkar-overview.htm

35


Models & Frameworks

References

human performance technology: Improving individual and organizational performance worldwide (2nd ed., pp. 237-259). San Francisco: Pfeiffer.

Shared Power Malopinsky, L. V., & Osman, G. (2006). Dimensions of organizational change. In J. A. Pershing (Ed.), Handbook of human performance technology: Principles, practices, and potential (3rd ed.) (pp. 262- 286). San Francisco: Pfeiffer.

Sustainability Schaffer, S. P., & Schmidt, T. M. (2006). Sustainable development and human performance technology. In J. A. Pershing (Ed.), Handbook of human performance technology: Principles, practices, and potential (3rd ed.) (pp. 1109-1121). San Francisco: Pfeiffer.

Additional References Use these additional references during your review of literature on topics related to your evaluation study.

Carter, Louis, Sullivan, Roland L., & Goldsmith, Marshall (2013). The change champion's field guide: Strategies and tools for leading change in your organization. Somerset, NJ: Pfeiffer.

Journal of Change Management

Journal of Organizational Change Management

Performance Improvement Journal

Performance Improvement Quarterly

Websites

Locate additional information on accreditation standards, certifications, publications and related resources at these websites.

• American Management Association (AMA)

• Association for Talent Development (ATD)

• Change Management Institute

• Change Management Models – A Comparison

• Office of Chief Information Officer, Washington State


• Project Management Docs

• Project Management Institute

• Prosci

You may find it helpful to conduct an internet and library search based on these key terms:

• change management plan example

• change management process

• change management plan template

http://www.tandfonline.com/toc/rjcm20/current

http://www.emeraldinsight.com/journal/jocm

http://www.ispi.org/ISPI/Resources/PI_Journal/ISPI/Resources_and_Services/Performance_Improvement_Journal.aspx?hkey=8d0719ad-f1cf-467e-9f92-1110931f2f44

http://www.ispi.org/ISPI/Resources/PI_Journal/ISPI/Resources_and_Services/Performance_Improvement_Journal.aspx?hkey=8d0719ad-f1cf-467e-9f92-1110931f2f44

http://www.amanet.org/training/seminars/onsite/Change-Management-Workshop.aspx

https://www.td.org/

http://www.change-management-institute.com/

http://www.slideshare.net/peoplewizconsulting/change-management-models-a-comparison

https://ocio.wa.gov/pmframework/templates


http://www.projectmanagementdocs.com/project-planning-templates/change-management-plan.html#axzz42357DQ8z

http://www.pmi.org/Learning/change-management.aspx

https://www.prosci.com/change-management

36


• organizational change management plan

• change management models

• project change management plan

• organizational change management plan template

• change management plan definition.

Sample Change Management Reports Read a variety of sample change management reports to have an idea of what the deliverable will be for your study.

• Change Management Preparation Workbook, Association of Corporate Counsel

• Change Management Workbook and Toolkit, Queensland Government Information Office

• Dale Carnegie Change Management, Dale Carnegie

• CDC Change Management Plan Template, Center for Disease Control

• Prosci Organizational Change Management Planning Checklist, Prosci.com

• Project Planning Templates, Project Management Docs

Sample Change Management Templates Executive Summary

Introduction

Background

Type of Change

Organizational Context

Performance Analysis: Needs Assessment

Change Management Purpose

Key Audience(s)/ Stakeholders

Organization Change Readiness

Change Management Design and Methods

Change Management Design

Guiding/Research Guiding Questions to guide and evaluate the change

Project Constraints

Process Change

People Change

Information Sharing

Cost of Change

Risk Assessment

37


Change Management & Timeline

Implementation Strategies

Action Plan

Communication Plan

Business Systems Plan

Training Plan

Resistance Plan

Roles & Responsibilities of Change Management Team

Change Management Monitoring

Change Management Request Process Requirements

Change Request Form and Change Management Log

Evaluating and Authorizing Change Requests

Change Control Board

Findings, Conclusions and Recommendation

Communications and Presentation

Communications

Communicating and Reporting Management

References

Appendix

38


CURRICULUM PRODUCT Introduction This section of the guide provides information about getting started with a curriculum product, along with suggested books, articles, and links to Curriculum Product resources. Because of the diversity of the curriculum products, rather than propose a template for each of the curriculum products, the elements of the curriculum products will be described.

The curriculum deliverable product is one of two deliverable types under the Capstone Project professional product category. Learners who plan to develop a curriculum product must first have reviewed data to determine that a curriculum product is the most appropriate solution to the problem or situation.

The remainder of this document is organized as follows:

• Curriculum Product Options: Description of the Curriculum Product types

• Scope of Product: Guidelines for how big in scope the project should be

• Purpose: Explanation of the purpose of the deliverable

• Getting Started: A basic overview of the general curriculum product planning process

• Suggested Elements: A list of elements to guide the development of the curriculum products

• Curriculum Product Resources: Selected references and resources about curriculum products

Curriculum Product Options The following section is provided for the following curriculum product options:

• Curriculum Development

• Course Development

• Professional Development

Learners must have permission of their mentor to develop an alternative curriculum product other than a curriculum, a course or professional development. Learners should submit a rationale to develop an alternative curriculum product. Mentors should confirm with the Specialization Chair to confirm approval to develop an alternative curriculum product.

Scope of the Product The scope of the project should address a problem beyond the building level and be of consequence for a district or for a larger scope than the immediate local surroundings. For example, the learners must demonstrate that the problem can be addressed district-wide in addition to at their own school or setting. The curriculum product should be carefully justified from data such as test scores or needs assessment data and it should be doctoral level work compared with master’s level capstone work. The doctoral level capstone is more comprehensive and robust in form and substance that the master’s level product. For example:

• A master’s level curriculum product may address a narrow audience such as a grade level or department while a doctoral level product should involve a wider audience such as a district or larger audience.

• A curriculum product at the doctoral level should be built on a theoretical framework with literature to support the project appropriate to the product being developed.

39


• At the master’s level, a resource manual or guide might be an appropriate project but at the doctoral level, the resource manual must be accompanied by professional development.

For example, if the learner has data that indicates that the district or organization would benefit from having a mentoring program and a mentoring manual, the manual must be accompanied by professional development training on mentoring. A resource guide alone would not be sufficient.

A doctoral level curriculum product should expand on existing products or fill a gap or create a new curriculum product. Learners should reconsider creating a product for which there are many options on the market from which they can choose. If the learner proposes to create something for which there are market-available options, the learner should be prepared to justify why creating another similar product is a reasonable decision.

Many organizations are changing instructional delivery systems from print to online delivery. Significant enhancements and changes must be made to the print version to qualify as being rigorous enough to be considered doctoral level work.

Learners should work closely with their mentor to discuss the scope of the curriculum product.

Purpose of the Curriculum Product The purpose of the curriculum product deliverable is to demonstrate the learner’s ability to

• appropriately identify a data-based problem;

• align the curriculum product solution to the identified problem;

• access existing knowledge and best practice literature to develop the product; and

• develop a curriculum product that could be implemented to address the problem.

The critical attribute of a curriculum product is to have a complete, standalone product that contains all the elements of the product so that it any knowledgeable person could implement the deliverable.

The Doctoral Capstone Curriculum Product will provide:

• evidence of a well-defined problem or opportunity for improvement, supported by data and evidence, and informed by current literature;

• actions/interventions undertaken to improve the situation (supported by existing data and/or literature);

• a completed product in a final form, ready to implement; and

• a plan for how the curriculum product could be evaluated to determine if it met the outcomes.

Getting Started The table below provides a basic overview of the general planning process for a curriculum product. However, as with the other deliverables, this guide is not intended to be a curriculum product manual or handbook. As part of the preparation for designing and implementing a curriculum product, learners are expected to gain an understanding of developing curriculum products by conducting an independent review of the literature.

Learners are expected to be well informed about the problem or opportunity the product will address, as well as the action or intervention that will be implemented. Therefore, ongoing review of literature related to the selected topic and intervention is an important element of

40


the planning process from the very beginning. It will be necessary for the learner to provide a theoretical framework and literature review for their Final Report.

Once again, this guide is intended as a general resource that is applicable to all specializations where the curriculum product is approved. Learners should consult with their mentors for any additional requirements and/or resources that apply specifically to their specializations.

Basic overview of the curriculum product planning process

Action Comments

Examine a problematic process/issue in your organization that could be improved through the implementation of planned intervention. Alternatively, identify an opportunity for continuous improvement.

Review the literature to develop a deeper understanding of the organizational issue or opportunity being considered for a curriculum product.

Identify the specific evidence and/or data that serves to define the problem or opportunity and the potential impact if it is not addressed.

Evidence, examples, and data allow the organizational issue to be more precisely defined. If little or no factual evidence or data can be found to support the existence of a significant issue or opportunity, seek a different organizational issue to explore.

Continue review of the literature curriculum product development.

Determine a potential action, intervention, or change that could be implemented to bring about improvement.

Review the literature to learn how other organizations have addressed the issue, and which actions or interventions have been shown to be most effective.

Discuss potential actions/interventions with others in the organization to gather additional ideas and feedback, including those who are most affected by the issue you plan to address.

Determine feasibility of implementing the curriculum product

Review your role in your organization and determine whether you can acquire the appropriate permission(s) to implement the curriculum product you are proposing at your site. You must have the authority to implement the intervention.

Identify other potential organizational barriers to implementing your intervention and completing your deliverable

Review the literature related to conducting research in your own organization.

Discuss the potential project with your supervisor and those with authority to grant permission for the study to determine feasibility. Discuss possible ways to address organizational barriers.

Plan and design the deliverable following a recognized design model.

Read this section of the deliverable guide and follow design steps suggested by the

41


Action Comments

design model chosen for the project.

Research/Development Guiding Questions For each curriculum product, the learner should develop questions that guide the development of their product. The questions that guide the development product are similar to questions that might be developed for a Program Evaluation. For example, for professional development, the learner might ask the following question: “What evidence adequately measures a teacher’s engagement strategies to increase learning in high school social studies classes?”

DEVELOPING A CURRICULUM Introduction

Curriculum Development is a large task. Curriculum is defined as planned, purposeful, progressive, and systematic process to create positive improvements in what and how students learn. A curriculum could be created or modified at the district or state level or even on a larger scope such as the case with the Common Core. When one undertakes the development or modification of a curriculum, there must data and evidence that supports the need for curricular changes.

Curriculum development is often done in a group. If the learner is a part of a curriculum development team, their role in the development process must be clearly described.

Curriculum Components

The following components are common in many curriculum documents and learners are encouraged to use them if they are developing a curriculum. If these components do not align with the organization’s policies and procedures for which the curriculum is being developed, the learner should use the process required in their organization.

• Establish a clear curriculum philosophy, missions and vision to guide the curriculum development.

• Align to a set of curricular standards or industry standards and expected outcomes.

• Establish overarching goals.

• Provide structure for continuity among multiple users.

• Build in flexibility enough to accommodate individualization in teaching styles.

• Align the curriculum vertically among grade levels to understand when concepts among grade levels should be introduced, reinforced, mastered and assessed.

• Build in efficiency in terms of development time, cost, and professional development for users.

• Provide a scope and sequence.

• Develop a curriculum map.

• Solicit feedback from curriculum and content experts.

• Develop an assessment plan to evaluate student achievement including formative and summative evaluation.

Curriculum Development Resources Bridges, L. (1995). Assessment: Continuous learning. York, ME: Stonehouse.

42


Carr. J. C., & Harris, D. E. (2001). Succeeding with standards: Linking curriculum, assessment, and action planning. Alexandria, VA: Association for Supervision and Curriculum Development.

Darling-Hammond, L. (1997). The right to learn. San Francisco: Jossey-Bass.

Doran, R., Chan, F., & Tamir, P. (1998). Science educator’s guide to assessment. Arlington, VA: National Science Teachers Association.

Doyle, W. (1992). Curriculum and pedagogy. In P. Jackson (Ed.), Handbook of research in curriculum (pp. 486-516). New York: Macmillan.

Farenga, S. J., B. A. Joyce, and D. Ness (2002). Reaching the zone of optimal learning: Aligning curriculum, instruction, and assessment. In Learning science and the science of learning, ed. R. Bybee, 51-64. Arlington, VA: NSTA Press.

Fullan, M. G. (February, 1996). Turning systemic thinking on its head. Phi Delta Kappan, 420-423.

Glatthorn, A. (1994). Developing a quality curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.

Glatthorn, A. (1995). Content of the curriculum (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Glatthorn, A. A., (1998). Performance assessment and standards-based curricula: The achievement cycle. Larchmont, NY: Eye On Education.

Glasser, W., M.D. (April, 1997). A new look at school failure and school success. Phi Delta Kappan, 597-602.

Harris, D. & Carr, J. (1996). How to use standards in the classroom. Alexander, VA: Association for Supervision and Curriculum Development.

Jacobs, H. (1997). Mapping the big picture: Integrating curriculum and assessment K-12. Alexandria, VA: Association for Supervision and Curriculum Development.

Lezotte, L. (1997). Learning for all. Okemos, MI: Effective School Products.

Lieberman, A. (1995). The work of restructuring schools. New York: Teachers College Press.

Marzano, R. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes. Alexandria, VA: Association for Supervision and Curriculum Development.

Mestre, J. P., & R. R. Cocking. (2000). The Science of Learning. Special Issue of Journal of Applied Developmental Psychology, 21: 1 - 135.

Novak, J. D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mawah, N. J: Lawrence Erbaum Associates

Palmer, P. (1998). The courage to teach. San Francisco, CA: Jossey-Bass Inc.

Pate, P. E., McGinnis, K., & Homestead, E. (1995). Creating coherence through curriculum integration. In Beane, J. A. (Ed.), 1995 Yearbook of the Association for Supervision and Curriculum Development (pp. 62-70). Alexandria, VA: Association for Supervision and Curriculum Development.

Pogrow, S. (June, 1996). Reforming the wannabe reformers: Why education reform always end up making things worse. Phi Delta Kappan. 77(10), 653.

http://mical.mc.edu/record=b1195183








http://ezproxy.mc.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=9705020195&site=ehost-live





43


Popham, W. J. (1995). Classroom assessment: What teachers need to know. Boston, MA: Allyn and Bacon.

Popham, W. J. (2001). The truth about testing: An educator’s call to action. Alexandria, VA: Association for Supervision and Curriculum Development.

Post, T. R., Ellis, A. K., Humphreys, A. H., & Buggey, L. J. (1997). Interdisciplinary approaches to curriculum: Themes for teaching. Upper Saddle River, NJ: Merrill.

Sanders, W. L. & J. C. Rivers. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville: University of Tennessee Value-Added Research and Assessment Center

Schlechty, P. (1997). Inventing better schools: An action plan for education reform. San Francisco: Jossey-Bass.

Schmoker, M. (1996). Results: The key to continuous school improvement. Alexandria, VA: Association for Supervision and Curriculum Development.

Sergiovanni, T. (1994). Building community in schools. San Francisco: Jossey-Bass.

Serim, F., & Koch, M. (1996). Netlearning: Why teachers use the internet. Sebastopol, CA: O’Reilly.

Schmoker, M. (2001). The results fieldbook: Practical strategies from dramatically improved schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Sornson, R., & Scott, J. (1997). Teaching & joy. Alexandria, VA: Association for Supervision and Curriculum Development.

Sprenger, M. (1999). Learning and memory: The brain in action. Alexandria, VA: Association for Supervision and Curriculum Development.

Stearns, C. (1999). An assessment sample: A resource for elementary school teachers, administrators, and staff developers. Rahway, NJ: Merck Institute for Science education.

Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Summit Books

Stunard, E. A. (June, 1997). The Chicago forum. Phi Delta Kappan, 774-776.

Tishman, S., Perkins, D. N., & Jay, E. (1995). The thinking classroom: Learning and teaching in a culture of thinking. Boston: Allyn and Bacon.

Tomlinson, C. A. (1995). How To Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, G. (1995). Curricular coherence and assessment: Making sure that the effect matches the intent. In J. A. Beane (Ed.), 1995 Yearbook of the Association for Supervision and Curriculum Development (pp. 101-119). Alexandria, VA: Association for Supervision and Curriculum Development

Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Williams, R. B. (1997). Twelve roles of facilitators for school change. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc.




















44


Zorfas, J. M. (1998). Teaching middle school students to be active researchers. Alexandria, VA: Association for Supervision and Curriculum Development.

Curriculum Development Key Word Searches • Curriculum Development Basics

• Principles of Curriculum Development

https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Curriculum+Development+Basics

45


DEVELOPING A COURSE Introduction Designing a course provides the opportunity to incorporate creativity and best practices while at the same time ensuring that outcomes are aligned to academic standards and promote critical thinking and problem solving for living in the 21st Century. Course developers and instructional designers should have an understanding of learning theory and cognitive load theory to promote deep learning. This resource is an excellent summary of four categories of learning theory: Behaviorism, Cognitive, Humanistic and Social.

Note: Links have been provided for a select few elements for course development. Doctoral learners should continue to do searches for the elements for which links have not been provided if they want more information.

Please note that the organization of courses can vary from institution to institution. The overarching guideline is that the course should contain every element necessary for the course including all instructor material and all student material.

Course Development Components The following components should be taken into account when developing a course:

Accessibility

It is critical that designers of online courses understand accessibility issues for learners with disabilities in compliance with the Americans with Disabilities Act.

Copyright

All course material must follow copyright and fair use.

Aligning Courses to Academic Standards, a Framework or Industry Standards

Aligning courses to local, state or industry standards is critical and necessary criteria for many accrediting agencies. Clearly identify the academic or industry standards to which the course outcomes are aligned. Key Word Searches: Aligning to Courses Standards

Division of Course Units

The course should be divided into modules consistent with the school’s policies

Course Overview

Every course should have a course overview. As the name implies, the course overview should give the student an abstract of what to expect in the course. It should also get the students attention in a way that makes them interested in taking the course.

Course alignment

The outcomes, learning materials, media, readings, assignments, scoring guides/rubrics, discussions (as appropriate), instructor resources, and any and all things associates with teaching a course

Learner Outcomes

Student outcomes should clearly state expectations in measurable terms. Outcomes should be developed to elicit knowledge, skills and critical thinking/problem solving.

Learning Activities

Activities should be designed to promote active learning aligned with the outcomes. Avoid “busy work.”

http://www.facultyfocus.com/articles/online-education/improve-accessibility-tomorrows-online-courses-leveraging-yesterdays-techniques/

http://www.facultyfocus.com/articles/distance-learning/copyright-and-fair-use-issues-in-online-education/

https://www.google.com/?ion=1&espv=2#q=aligning%20courses%20to%20academic%20standards

46


Discussion Questions

If you are designing an online or blended/hybrid course, writing of discussion questions is important in the online environment to promote collaboration and to monitor student progress. Prior to starting a new discussion, it should be clearly stated to all involved why the discussion is important and the learning that should take place from the discussion.

Assessments

Every learner outcome should be assessed. The assessment should demonstrate the student’s ability to perform the outcome. Every assessment should have an associated rubric.

Rubrics

Every assignment should have a rubric or scoring guide appropriate to the type of assessment being administered. The type of scoring product is a professional decision made by the course developer. Key Word Search: Developing Rubrics

Syllabus

Every course should have a syllabus whether it is offered face-to-face, online, or in a blended/hybrid configuration. Key Word Search: Creating a Syllabus

Multimedia

Multimedia, when used properly can enhance learning and become a key aspect of the course. Before implementing multimedia, understand how it will enhance the learning. Never use multimedia technology simply for the sake of technology. Key Words: Using Multimedia Effectively

Course Development Key Word Searches • Developing Courses

• Developing Training Courses for Business and Industry

Books and Articles for Course Development

Diamond, R. M. (1997). Designing and assessing courses and curricula: A practical guide. San Francisco: Jossey-Bass.

Dick, W. O., Carey, L., & Carey, J. O. (2004). The systematic design of instruction. Boston: Allyn & Bacon.

Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.

Gagné, R. M., Briggs, L. J., Wager, W. W., Golas, K. C., & Keller, J. M. (2004). Principles of instructional design. Belmont, CA: Wadsworth.

Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction. Atlanta, GA: Center for Effective Performance.

Reigeluth, C. M. (Ed.). (1999). Instructional-design theories and models: Vol. 2. A new paradigm of instructional theory. Hillsdale, NJ: Lawrence Erlbaum.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd expanded edition). Baltimore: Association for Supervision & Curriculum Development.

https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Developing+Rubrics

https://www.google.com/#q=developing%20a%20course%20syllabus&start=10&rct=j

https://www.google.com/?ion=1&espv=2#q=using%20multimedia%20in%20teaching

https://www.google.com/?ion=1&espv=2#q=using%20multimedia%20in%20teaching

https://www.google.com/#q=Developing+courses

47


Reiser, R. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational Technology Research and Development, 49 (2), 57-67.

Van Merriënboer, J. J. G., Clark, R. E., & De Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology, Research and Development, 50 (2), 39-64.

Learning Theory

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2000). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall.

Gambrill, E. (2005). Critical thinking in clinical practice: Improving the quality of judgments and decisions (2nd ed.). Hoboken, NJ: Wiley.

Leonard, D. C. (2002). Learning theories: A to z. Westport, CT: Greenwood Press.

Pinker, S. (1999). How the mind works. New York: W. W. Norton.

Smith, M. C., & Pourchot, T. (Eds.). (1998). Adult learning and development: Perspectives from educational psychology. Mahwah, NJ: Lawrence Erlbaum.

Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Mahwah, NJ: Lawrence Erlbaum.

Adult Learning Theory

Bender, T. (2012). Discussion-based online teaching to enhance student learning : Theory, practice and assessment (2). Sterling, US: Stylus Publishing. Retrieved from http://site.ebrary.com/lib/alltitles/docDetail.action?docID=10583859

Caffarella, R. S. (2001). Planning programs for adult learners: A practical guide for

educators, trainers, and staff developers, 2nd Edition. San Francisco, CA: Jossey-Bass. [ISBN: 0787952257]

Elias, J., & Merriam, S. B. (2005). Philosophical foundations of adult education (3rd ed.). Malabar, FL: Krieger. [ISBN: 1575242540]

English, L. M. (Ed). (2008). International encyclopedia of adult education. New York, NY: Palgrave Macmillan. [ISBN: 0230201717]

Houle, C. O. (1992). The literature of adult education: A bibliographic essay (Jossey-Bass Social and Behavioral Science Series). San Francisco, CA: Jossey-Bass [ISBN: 1555424708]

Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice. New York, NY: RoutledgeFalmer.

48


Knowles, M., Swanson, R. A., & Holton, E. F. (2011). The adult learner; The definitive classic in adult education and human resource development (7th ed.). Burlington, MA: Elsevier.

Lindeman, E. (1926). The meaning of adult education. New York, NY: New Republic Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2006). Learning in adulthood: A

comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.

Merriam, S. B., & Simpson, E. L. (2000). A guide to research for educators and trainers of adults (2nd ed.). Malabar, FL: Krieger.

Pratt, D, D. (1998). Five Perspectives on Teaching in Adult and Higher Education. Malabar,

FL: Krieger, FL.

Web Sites

• Self Study Guide in Instructional Design

• Survey of Instructional Development Models. ERIC Digest

• Instructional Design and Learning Theories.

• Tips for Rapid Instructional Design

• Problem-Based Learning

• Funderstanding—About Learning

• Learning Theory & Instructional Strategies Matrix

• The Theory into Practice (TIP) Database: Explorations in Learning & Instruction

Organization

• American Society for Training and Development (ASTD)


Journals

• British Journal on Educational Psychology

• Educational Psychology

• Journal of Educational Psychology

http://cito.byuh.edu/merrill/text/papers/ReigeluthCarrFirstPrinciples.pdf

http://www.ericdigests.org/1998-1/survey.htm

http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

http://www.thiagi.com/rid.html

http://chemeng.mcmaster.ca/pbl/pbl.htm

http://www.funderstanding.com/

http://chd.gse.gmu.edu/immersion/knowledgebase

http://tip.psychology.org/

http://www.astd.org/


49


PROFESSIONAL DEVELOPMENT Introduction A caveat must be taken into consideration when creating professional development opportunities for professionals. The content, the context, and the participants are critical to the scope and sequence of the professional development event. There is no specific template for the developer to follow but this guide has suggested elements. Professional development may be developed in a variety of venues from face-to-face, online, hybrid, etc. Learners are encouraged to be creative and innovative in the manner in which the professional development is offered.

Professional Development Components When taking on the development of professional learning, it is important for the developer to understand what knowledge, skills and strategies are important for the participants to know and be able to do at the end of the professional development. The following components of professional development must be considered:

• prior knowledge of the participants;

• unique needs of adult learners;

• knowledge and skills to be developed;

• relevant job-embedded content and strategies for transfer of learning;

• delivery mode;

• optimum time and date(s);

• appropriate length of professional development;

• necessary follow-up to aide in the transfer of learning;

• evaluation strategies; and

• selection of the appropriate facilitator.

The above list is typical of what should be taken into consideration when designing professional development. This list could be expanded depending on the context and content of the training.

The following elements are suggested for professional development - regardless of the delivery mode (electronic or face-to-face):

• learning Outcomes;

• overview for participants;

• presentation Materials;

• active Learning Strategies;

• any necessary handouts or supplemental materials;

• planned follow-up;

• facilitator’s Guide;

• learner’s Guide; and

• evaluation of participant’s achievement of learning outcomes.

50


Best Practices for Professional Development The following suggestions are taken from the Standards for Professional Learning developed by the professional organization, Learning Forward and should be considered when developing a curriculum product.

• Promote Learning Communities

o Promoting learning communities can increase educator effectiveness and enhance continuous improvement.

• Leadership Support

o Effective professional development requires strong leadership to develop capacity and create support systems for professional learning.

• Resource Allocation

o Professional development effectiveness requires appropriate monitoring and coordinating resources to enhance educator and student learning.

• Data

o Data plays a dual role in professional development. The first role or purpose of data is to inform the need for the focus of the professional development. Data could be student test schools, educator, and system data. The same data can be used in the second role to assess the effectiveness of professional learning.

• Change

o Professional Development should promote change. The strategies to promote change should apply research and theory to sustain and support professional learning for long term change.

• Professional Development Outcomes

o Professional learning that increases educator effectiveness should align with educator performance and academic curriculum standards.

NOTE: When developing a Professional Development event for your Doctoral Capstone Project, the final deliverable should contain a Facilitator’s Guide so that anyone facilitating the PD will have a guide that takes him or her through all the steps.

Key Word Search for Training • Best Practices for Training

• Training and Development

• Talent Development

Professional Development Resources Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher

professional development. In: Peterson, P., Baker, E., & McGaw, B. (eds.), International Encyclopedia of Education, 7, 548-556. Oxford: Elsevier.

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.

https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Best+practices+for+training

https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Training+and+Development

https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Talent+Development

51


Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.

Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013-1055.

Fishman, B. J., Marx, R. W., Best, S., & Tal, R. T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19, 643-658.

Garet, M. S., Porter, A. C., Desimone, L., Biman, B., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.

Goldman, S. R. (2001). Professional development in a digital age: Issues and challenges for standards-based reform. Interactive Educational Media, 2, 19-46.

Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin.

Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching, 6(2), 151-182.

Hawley, W. D., & Valli, L. (2000). Learner-centered professional development. Phi Delta Kappa Center for Evaluation, Development and Research. Research Bulletin 27.

Knapp, M. S. (2003). Professional development as policy pathway. Review of Research in Education, 27(1), 109-157.

Lieberman, A., & Wood, D. (2003). Inside the national writing project. New York, NY: Teachers College Press.

Pritchard, R. J., & Honeycutt, R. L. (2005). The process approach to writing instruction: Examining its effectiveness. In MacArthur, C. A., Graham, S., & Fitzgerald, J. (eds.). Handbook of Writing Research, pp.275-290. New York, NY: Guilford Press.

Putnam, R., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In Biddle, B. J., Good, T. L., & Goodson, L. F. (eds.). The International Handbook of Teachers and Teaching, pp.1223- 1296. Dordrecht: Kluwer.

Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.

Stein, M. K., Smith, M. S., & Silver, E. A. (1999). The development of professional developers: Learning to assist teachers in new settings in new ways. Harvard Educational Review, 69(3), 237-269.

Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In Iran-Nejad, A. & Pearson, P. D. (eds.). Review of Research in Education, 24, 173-209. Washington, DC: American Educational Research Association.

52


DEVELOPING A TRAINING CURRICULUM Introduction Training curriculum is a total package of learning activities designed to achieve the objectives of the training program. In a corporate setting, the objective, or desired end, is that trainees will acquire the specific knowledge and skills (competencies) they need to do their jobs.

The training curriculum process begins with a needs assessment and ends with an evaluation of the training and training process.

The curriculum development process can be categorized into four basic steps:

1. needs assessment;

2. the planning session;

3. content development;

4. pilot delivery and revision

Corporate curriculum developers may use one of the design models available in the literature or a format specified for the organization the curriculum is designed for. There are four primary components to be considered when developing any training curriculum:

1. the needs of the learners;

2. the content or information to be delivered;

3. the organization of the curriculum which includes structure, format, and sequencing; and

4. the training methods used (face-to face, virtual, or blended deliveries) .

Training Curriculum Components A training curriculum project may include a course, a series of modules, or an entire curriculum designed to meet the goals and strategic objectives of an organization. The completed curriculum package should include, at a minimum:

• general theme or topic;

• goals and objectives;

• lesson plans with trainer guides;

• training aids and resources;

• assessment activities; and

• evaluation of the training and training process.

Training Curriculum Resources Barbazette, J. (2013). How to Write Terrific Training Materials: Methods, Tools, and

Techniques. Alexandria, Va: ATD Press.

Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Springer Science & Business Media.

Carlina, S. (2015). Training Design Basics (2nd Ed.). Alexandria, VA: ATD Press.

53


Clark, R.C. & Mayer, R. E. (2016). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th Ed.). Hoboken, NJ: Wiley & Sons.

Dick, W., & Carey, L. (1996). The systematic design of instruction (4th Ed.). New York: Harper Collins College Publishers.

Gagne, R.M. & Medsker, K. L. (1995). The conditions of learning: Training applications. Alexandria, VA: Astd Press.

Gagne, R.M., Wager, W. W., Goals, K., & Keller, J.M. (2004). Principles of instructional design (5th Ed.). Alexandria, VA: ASTD Press.

Handshaw, D. (2014). Training that delivers results: Instructional design that aligns with business goals. Alexandria, VA: ATD Press.

Hodell, C. (2016). ISD from the ground up: A no-nonsense approach to instructional design (4th Ed.). Alexandria, VA: ATD Press.

Labin, J. (2012). Real world training design: Navigating common constraints for exceptional results. Alexandria, VA: ATD Press.

Leshin, C. B., Pollock, J., & Reigeluth, C. M. (1992). Instructional design strategies and tactics. Englewood Cliffs, NJ: Education Technology Publications.

Rothwell, W. J. & Graber, J.M. (2010). Competency-based training basics. Alexandria, VA: ASTD Press.

Searches Related to Developing Training Curriculum • sample training curriculum

• training curriculum design template

• training curriculum template

• designing training curriculum

• designing a training program for employees

• curriculum design training course

• training material development process

• curriculum development training seminars

Training Curriculum Websites • ADDIE Model

• Building Your Curriculum Development and Training Skills

• Creating Training Curriculum is Now Simple – A 6 Step Process [Video]

• Developing and Maintaining Technical Training Curriculum

• Instructional System Design: The ADDIE Model: A Handbook for Learning Designers

• Nuts and Bolts of the Curriculum Process

• Overview of the Curriculum Development Process

• Time to Develop One Hour of Training

• Training Design: Principles and Strategies

• Training Material Development Guide

https://www.google.com/search?biw=1280&bih=701&q=sample+training+curriculum&sa=X&sqi=2&ved=0ahUKEwjrk8yX4ajQAhUGYyYKHfezA6sQ1QIIjAEoAA

https://www.google.com/search?biw=1280&bih=701&q=training+curriculum+design+template&sa=X&sqi=2&ved=0ahUKEwjrk8yX4ajQAhUGYyYKHfezA6sQ1QIIjQEoAQ

https://www.google.com/search?biw=1280&bih=701&q=training+curriculum+template&sa=X&sqi=2&ved=0ahUKEwjrk8yX4ajQAhUGYyYKHfezA6sQ1QIIjgEoAg

https://www.google.com/search?biw=1280&bih=701&q=designing+training+curriculum&sa=X&sqi=2&ved=0ahUKEwjrk8yX4ajQAhUGYyYKHfezA6sQ1QIIjwEoAw

https://www.google.com/search?biw=1280&bih=701&q=designing+a+training+program+for+employees&sa=X&sqi=2&ved=0ahUKEwjrk8yX4ajQAhUGYyYKHfezA6sQ1QIIkAEoBA

https://www.google.com/search?biw=1280&bih=701&q=curriculum+design+training+course&sa=X&sqi=2&ved=0ahUKEwjrk8yX4ajQAhUGYyYKHfezA6sQ1QIIkQEoBQ

https://www.google.com/search?biw=1280&bih=701&q=training+material+development+process&sa=X&sqi=2&ved=0ahUKEwjrk8yX4ajQAhUGYyYKHfezA6sQ1QIIkgEoBg

https://www.google.com/search?biw=1280&bih=701&q=curriculum+development+training+seminars&sa=X&sqi=2&ved=0ahUKEwjrk8yX4ajQAhUGYyYKHfezA6sQ1QIIkwEoBw

https://www.faa.gov/about/office_org/headquarters_offices/ang/offices/management/coe/media/pdf/pubMtgTTHP/HaleySeikel.pdf

http://www.ncemch.org/child-care-health-consultants/Part3/3-1_BCD&TS%20Slides%20NC%20State%201.5%20Hour%20Version%204_8_13.pdf%20%20%20http:/www.ncemch.org/child-care-health-consultants/Part3/3-1_BCD&TS%20Slides%20NC%20State%201.5%20Hour%20Version%204_8_13.pdf

http://blog.commlabindia.com/elearning-design/steps-to-create-training-curriculum-video

https://www.faa.gov/about/office_org/headquarters_offices/ang/offices/management/coe/media/pdf/pubMtgTTHP/HaleySeikel.pdf

http://www.nwlink.com/%7Edonclark/hrd/sat.html

https://s3.amazonaws.com/static.nicic.gov/Library/019007.pdf

http://www.fao.org/docrep/009/ah650e/AH650E03.htm

https://www.td.org/Publications/Newsletters/Learning-Circuits/Learning-Circuits-Archives/2009/08/Time-to-Develop-One-Hour-of-Training

https://s3.amazonaws.com/static.nicic.gov/Library/019007.pdf

https://www.msb.se/RibData/Filer/pdf/26433.pdf

54


• What is Curriculum.

• Whyte, D. (2016). Training Trends for 2016

http://www.ocwtp.net/PDFs/Trainer%20Resources/WhatIsCurriculum.pdf

https://www.trainingjournal.com/blog/training-trends-2016-0

doctoral capstone deliverable guidebook - capella … capstone deliverable guidebook ... the...

Documents