Facilitator Training Program ManualOption 1: Synchronous 3-Day Model

Kimberly HaynesCUR/532

Melinda MedinaJuly 11, 2016

Part I- Vital Information in the Facilitator

Training

Training program audience Program Goals Program Objectives Summative Assessments

Table of Content

3 -Day Course The purpose of this training manual is to

educate the new trainers for distance learning by using correct tools to become an effective facilitator in any training program. Trainers have unexperienced teaching in the field of training trainees by demonstrating the guidelines to ensure that all criteria is up to date. The manual will be distributed to all new hires to help guide individuals to understand the concept of the course and provide a summary of the training course and the skills they will master.

Overview

Getting to know your audience is a great way to open up the diversity atmosphere

of making trainees feels comfortable in the environment. Be prepare to begin training is gradual release to making trainers feel at ease on the first day of their instruction to ensure high quality of instructing.

The focus will center on training corporate trainers for upcoming job positions

after the completion of the course. It is will pose as a guide for facilitators to comprehend the necessary skills to present effective tools in their area of study. Facilitators will be ready to instruct the skills and objectives over time with practice as well as demonstration learning methods. This training course will consist of a 3-day training module for new trainees to get the following material needed to achieve overall goal and prepare for initiate some of the key details to be effective trainers. The new trainees will be at a beginner’s level with little teaching experiences, so all material will have to be broken down in steps for the skill set to be mastered by trainees for teaching in the corporate environment. Most of the trainees have little training in operating in a technology setting when teaching distance learners or classroom training. The novice trainees will gain knowledge on how to formulate the standards to instructors’ learners on the necessary skill set in the current course of learning. The facilitator trainers will engage in the course to cover the skills for preparation to host future training programs.

Audience

Facilitator trainers will consider to be role models and

assistance to ensure the following material be demonstrated to cover all levels of skills. This means trainers will be equipped to lecture the training program to educate the students by getting to understand what they know and willing to learn by communicating effectively.

Trainers will incorporate differentiated instruction to meet the needs of the content, process, products, and the learning environment by using different standards to determine the strengths and weaknesses in certain areas to help improve in becoming better facilitators.

Exposure to new leadership skills and improve coaching skills by developing a relationship with diverse professionals.

Goals for Facilitators Program

Facilitators will be able to prepare for teaching

learning programs for higher education. Facilitators will be able to apply effective

techniques to engage all members. Given the following issue, facilitators will

develop confidence for handling any objections in the content area.

Facilitators will master the skills and learn to adapt to the environment and your audiences to address the needs of the learner.

Objectives

Course: Facilitator trainees will identify the strategies to complete the program by focusing on the skill sets to master the goals to become effective in teaching

training programs. Listed below are the 3-day course objectives that will be cover in the training for

preparation of instructing online training:• Day1: Opening of Training: Introducing goals and

objectives and facilitation• Day 2: Adult Learning Skills; Learning the Styles &

Methods• Day 3: Preparing to be better Facilitators, Facilitate

Skills, Skills Assessment, & Evaluation

3-Day Course Objectives

After the completion of goals and objectives, summative

assessment would need to be completed to determine if all

necessary skills and standards have been mastered. It can

also determine if more assistance is needed to meet

over all goals to achieve in the course.

Based on the results from the assessments, trainees will

demonstrate effective teaching applications and complete a

reflection of the learning experience in the course such as self-diagnosis. Projecting 90% of

trainees passing assessment with little setback.

Summative Assessment

Part II- Facilitator Skills and Instructional

Materials

Skills for effective distance learning Phases of Developmental Distance Learning

Facilitators Identify theories of distance learning Theories for engaging distance learners

Table of Content

Demonstrate effective guidelines to assist with communication with the learner.

Create assignments for learners to enhance discussion among others.

Providing positive feedback to keep learners focus and in tune with the objectives.

Have creative discussions to keep learners engage in challenging tasks.

Facilitator Skills

Build a relationship to understand each trainee.

Create a self-direct instructional to develop different views of the learners.

To frame critical thinking questions to enhance online discussion to motivate online learning.

Strategies

Assessment in

E-LearningInstructional Creation

for E-Learning

E-learning for Facilitators

Access to Online Facilitation Skills

Instructional Materials

According to Pallof & Pratt (2011) a facilitators

go through five different phases to enhance distance learning. With these five phases it helps to identify some setbacks she or she may have teaching the course, but instructors must be passionate about teaching the course. Communication is the key aspects for instructors provide positive feedback to learners to keep learners self-centered and focus on the tasks.

Phases of Development for Distance Learning

Facilitators

Below is a description on how these five phases work in developing

the skills to build expertise levels of instructing.

5 Phases

Behaviorism

Constructivism

Cognitivism

Social Learning Theory

Theories of Distance Learning

Is the theory of learning based upon the idea

of all behaviors is acquired through conditioning. Behaviorist is the belief that behaviors can be measured, trained, and reevaluated. Learner will be able to learn from practice and

learning to make corrections as needed. Learners will be able to learn from others to demonstrate good quality of work.

Behaviorism

Constructionism is a theory about learning and

knowledge; therefore, constructionism explains how students can compare real-life issues to connect to teachers relevant problems. Facilitators will learn through conceptual engagement.

We have to allow students to construct meaning of the lecture and allow what understanding is constructed to overcome the objectives. This method can demonstrate a positive overview on what the students want to know and what extent they will take it to master the strategies of understanding the material (Woolfolk 2013).

Constructivism

Cognitive theory is described as the internal

process of learning one’s intellectual structure such as information is being internalized. Cognitive learning is a way for adult learner to take

applies skills that they have learned by doing and to demonstrate what they know. Adult learners will be able to utilize their memory skills to complete the layout for the legal agencies by applying the skills that was taught in training. In a classroom setting, adult learners are equip with several tools to complete the task by using technology to locate the information needed such as different websites (Dwyer, 2010).

Cognitivism

Social learning theory is described as when learning

occurs as a result of viewing obvious change from another individual. Social learning is a great way for individual to practice the

skills needed to master the technique first hand. Students can take in the material they have learned from the instructor and apply it to the skills needed to perform the objective. Social learning theory explains the human behavior by the replication of cognitive, behavior, and environment theory. Social learning comes from being proactive among each other in a group setting to communicate effective information to conquer the skills. Adult learners have to be socially active to understand the material and be able to discuss it with other learners from what was given by the instructor (Mosby, 2012).

Social Learning Theory

Promotes better collaboration within the learners

Develop a existence in the course

Create instructions from real life situations to instruct course.

Theories for Engaging Distance Learning

Part III- Management and Technology

Tools

Mentoring Program for Faculty Management and Evaluation Programs for

Facilitators Learning Platform for LMS/CMS Technology & Media Tools

Table of Contents

Mentoring process involves the different levels

of data achievement, application, and reflective management. Mentoring enables individuals to work together to share the same responsibility when helping a trainee achieve learning goals.

Mentoring builds on building s commitment to encourage good work habitats and gain partnership in the end.

Mentoring Program

To cultivate support and building a relationship between each participants.

Establishing a conductive learning environment to promote trainees.

Assist adult learners in achieving their own learning and practice good learning methods

Goals

Mentor will provide mentee exposure to teaching an online course by demonstrating effective guidelines.

Mentor will act as helper to offer key points and feedback to the mentee.

Mentor will utilized effective teaching tools and strategies to engage skill sets for mastering in the course.

Mentor will help trainees to reach goal by implementing useful skills to target effective technology uses.

Objectives

Adult Learning: Building a

relationship with mentors

Data achievement

Application

Reflective Management

Mentoring Process

Mentor must posses as mastery level with

highly experience in working with facilitators’ programs in corporate training. Years requirement: Mentor must have over 5

years in online learning such as teaching courses in higher education.

Course Taught: Mentor must have taught over 35 online courses to be eligible for mentoring.

Qualifications

Mentor must demonstrate personal growth to

provide confident feedback to keep trainees in tune with their teaching skills. Mentor must be an ear listener to determine weaknesses and strengths to encourage learners and develop advance subjects to communicate effective content. Prior Experience: Prior experience is

necessary to help online trainees to have a more well-develop understanding on how teach online learning courses.

Criteria for Success

Facilitators must aim for growth to get a clear

vision to manage opportunity of the training program. Strategies will promote the program learning methods to achieve goals.

Challenges vs. Strategies Adjunct faculty is normally focus on certain

professional skills and then focus on the on the downfalls of the training course.

Management & Evaluation Programs for Facilitators

Trainees will

have clear expectations of cours

e.

Response

s from mentor on performances.

Observe

workmanship among trainees in

developing

observations.

Provide self-assessment

to prepar

e a reflecti

on from the

course.

Evaluation Strategies

LMS is will be more complex tool to use for

training program because it delivers the instructional content to identify individuals learning strategies. LMS strives to point out progress of the develop goals and criteria from the learning process of the program. It also assesses the course learning skills and training goals to push through meeting all goals and skills.

LMS Learning Platform

Present information: Information will be given weekly for learners to engage in learning skills.

Conduct class discussions: Having discussions posted online to develop comprehensive skills, strive for critical thinking, and expand current knowledge.

Conduct private discussions: Learners can have access to personal email for private discussion in the online course.

Receive assignments: LMS will have a tool tab for all submission of work to be completed in the tab area for credit.

Feedback and grades: Students will receive feedback and grades through grading tool tab. Rubric will be provide with given mistakes.

LMS Learning Platform

Discussion boards: It is a tool to allow

learners to voice opinions on different topics to share ideas and relationship.

Video: YouTube is a great website for learners to gain more information to enhance learning skills.

Audio: Audioboom is a tool to allow learners to listening to different selections and topics.

Technology & Media Tools

Part IV-Issues and Classroom

Management

Technology Tools Description of the different learning Synchronous and Asynchronous Classroom management issues and resolutions

Table of Contents

Mobile computing: Allows individuals to

have access to the course and offer feedback in class discussions.

Blogs: A tool for individuals to access different discussions to communicate easily and open up several informational posts.

Teleconferencing tools: Facetiming and Skype are tools that can be used to host meetings or seminars.

Technology Tools

Cultural: Expected to experience different cultural backgrounds and having a more diverse setting.

Experiential: There will be different levels of learning from ranging from age, gender, or learning capabilities

Prior learning experiences: Must practice good instructing habitats to keep class discussion positive and this will develop over time from previous courses.

Issues & Classroom Management

Synchronous vs. Asynchronous

Display rules of

the courseProvide syllabus to help learners understand the

course

Be open to students’ feedback as well as given

feedback

Be present at all times to ensure your availability is

open to all students.

Management Issues & Resolutions

Down Website:

Technical support will be able to restore

solution

Individual lockout: Technical support to restore login

Digital divide such as delay of

use in the course.

Technology Issues & Resolutions

Instructors must be willing to offer

feedback through comments, messages, or even audio. This open flexibility of the you (the instructor) to accommodate students if needed. Students will always have access to communicate back and forth using several options.

Learner Feedback

•Cyber-bullying•Inappropriate posts•Lack of participation or engagement

In the course, the instructors

as well as trainees can be faced with

several challenging behaviors such as:

Challenging Behaviors

ADA stands for Americans with Disability Act.

ADA learners are individuals with a disability such as a physical or mental impairment that limited their capabilities. In the corporate training, there would be accommodations to meet the needs of the learners so they can get the same learning experiences as others.

ADA Learners & Associated Strategies

This training manual is equipment with

essential skills and tools to promote effective facilitating in higher learning in corporate training. It offers all necessary methods to achieve goals and meet the requirements of becoming an effective facilitator. By following these guidelines, it will ensure the trainees the benefits of being successful instructors in the field of their chance and prepare learners for a great learning experiences.

Conclusion

Palloff, R., & Pratt, K. (2010). The excellent online

instructor. San Francisco, California: Jossey Bass. Woolfolk, A. (2013). Educational psychology, 12th

edition. Boston: Pearson Social Learning Theory. (2012). In Mosby, Mosby's

dictionary of Medicine, Nursing & Health professions. Philadelphia, PA: Elsevier Health Sciences. Retrieved from

Kauchak, D. & Eggen, P., Introduction to teaching: Becoming a professional (4th ed.) Chapter 7 (2011), Upper Saddle River, NJ: Pearson

References