RUNNING HEADER - Instructional Plan and Presentation

Instructional Plan and Presentation

Kristine Boccia

August 3, 2015

CUR 516

Gary Weiss

Phase I Course Selection

Course Title: Technological Literacy in the Workplace
Course Description: The organization is moving toward a more technologically rich
environment, with an eye toward automation of antiquated procedures and practices in the
workplace. The Staff Development Training will be prepared using elements of the Association
for Talent Development methodology, specifically using the ATD Competency Model. Focus will
be placed primarily on methods relating to technological literacy, interpersonal skills, and
training delivery, although other aspects of the model, as outlined in the attached graphic, will be
referenced throughout the training.

Figure 1 (The ATD Competency Model, 2015)

Target Audience
Management, Staff, and Volunteers tasked with public service in a public library system.
Delivery modality
One day staff training with continued access to online support for the duration of
employment and/or volunteer assignment.
Goals for Training
1. Increased understanding of technological tools used in the course of daily
operations.
2. Strengthened lines of communication between management, staff, and volunteers,
to include the establishment intergenerational learning and working teams to
support training and positive workflow.
3. Increased access of all staff, management, and volunteers to hands on training
activities and continued educational support throughout the training and into the
future.

Phase II - Learning Objectives for Staff Training

Course Title: Technological Literacy in the Workplace
Outcomes will be described and measured according to the ABCD model of
evaluation: (Audience, Behavior, Condition, Degree)

Staff,
management,
and
Volunteers
tasked with
public
service, as a
result of

participation
in the
Technological
Literacy in
the
Workplace
seminar, will
be able to

in such a
manner that
patrons might
use the
facility to the
fullest
potential in
their pursuit
of
information.

provide
assistance to
patrons in the
public library
relating to the
computer lab
and research
facilities
available for
patron use

Training will result in:

o Increased understanding of the technological tools used in the course of daily operations.
o Strengthened lines of communication between management, staff, and volunteers, to include the
establishment intergenerational learning and working teams to support training and positive
workflow.
o Increased access of all staff, management, and volunteers to hands on training activities and
continued educational support throughout the training and into the future.

Technological
Literacy
A single-day, closed
session of training will be
implemented to introduce
new technoogies to
learners, with repeated
'refresher' training
sessions with competency
testing scheduled on a
continual and rotating
basis to provide an
opportunity to continue
education in a changing
landscape of technology
so that employees might
learn while on the job
without sacrificing
coverage in each
department.

Interpersonal
Skills
Groups will be formed to
encourage positive
interactions between staff
members, foster
communication, and
reiterate staff policies
regarding interpersonal
infrastructures and
collaboration. This will
encourage and supprt
intergenerational learning,
providing seasoned
employees with an
opportunity to share what
has been learned over
years of employment, and
more recent hires a voice
to bring new ideas to the
table.

Training
Delivery
Information shared in
training sessions will be
made available for
reference. All
presentations will be
available on a website that
is accessible to staff,
volunteers, and
administration, to include
PowerPoints, Documents,
and video or audio
recordings of lesson. Each
staff member will be
provided continued access
to training information
needed to perform at the
peak of ability.

Specific Focus

Objectives will be met in a project-based, collaborative learning environment. Details

regarding the training include those listed in the above graphic. Alternate objectives may be
added at a later time as technologies change and more extensive or detailed training is
determined to be necessary. There will be a variety of methods whereby the learner (in this
case, staff, volunteers, and management) will accomplish the above objectives.

A u d io
r e c o r d in
gs of
podcast
s
c re a te d
fo r
t r a in in g
fo r u s e
o n s t a ff
is s u e d
M P3
p la y e r s

Technology, Tools, and Materials

each
V id e o
R e c o r d p a r t ic i
in g s o f p a n ts
any
le c t u re
s or
in s t r u c
t io n a l
a c t iv it i
es
Bound
c o p ie
s of
PD F
fo rm a
t
docu
m e n ts
fo r

P o w e r p r a c t ic e
P o in t
P re s e
n t a t io
ns

H ands
on
t r a in in g
in t h e
fo rm o f
'd u m m y
'
account
s to b e
u s e d fo r
c o n t iu n
ued
s k ill

Phase III Timelines for Implementation and Delivery of the Instructional Plan
Training for Technological Literacy in the Workplace will be held on a Monday morning,
and will begin at 9:00 am in the auditorium of the Regional Seat. All branches of the region will
be closed for the training, to allow for full attendance of all staff and management.
Approximately 100 members of staff and administrators will be in attendance, as well as 20
customer service volunteers. The training will begin at 9:00 am and continue through 5:00 pm

with an hour-long lunch break at 12:00 pm. Trainees are invited to bring their own bag lunch or
plan to leave the building for lunch and return for the afternoon session at 1:00 pm. A schedule is
provided below.
This training will be led by the IT department, with 1 facilitator and 4 assistants available
for individual assistance as needed. All company laptops (total of 25) will be made available to
the training room, and will be shared in groups of 4. A projector will be connected to the trainers
laptop, to provide visual support to the training facilitator. All documents discussed in the
training will be prepared and bound for distribution to the learners for use in the training.
The training will begin with an open discussion led by the facilitator to ascertain the
needs and concerns of the staff, volunteers and management in attendance. Educational packets
will be distributed, along with writing utensils for note-taking. Progress will be assessed
throughout the training through trainer led discussions, module-specific assessments, and
educational surveys filled out by trainees. All employees in the regional system will be required
to complete the training for literacy in the workplace, and as such, appropriately document time
spent in the training as billable hours. Interest and commitment are related directly to the
trainees ability to perform work-related duties accurately and efficiently.

TRAINING 9:00 am
SCHEDULE

9:45 am

Networking breakfast
meeting

Introduction of Training
Facilitator and team
Distribution of printed
information

10:00 am

10:45 am

Open discussion with

facilitation by IT director
Introduction to new
technologies

Break into small groups

to access laptop training
modules
Demonstation of training
module by facilitator

11:00 am
Hands-on training
module experience
following examples
projected on screen by
facilitator

1:00 pm
Return to module
training groups
Distribute training
surveys for morning
session.

12:00 pm Lunch
Break

1:30 pm
Brief departmental
meetings facilitated by
department heads

2:00 pm
Afternoon trainings
specific to needs of each
department

3:45 pm
Re-assemble in
auditorium for Q&A
session with lead
facilitator

3:30 pm - BREAK

4:30 pm
Networking and
departure

Phase IV The Evaluative Process

Criteria for determining whether trainees have met the outcomes for the training will be
measured through individual and group assessments, through training exercises that mimic realworld application, and through trainee surveys distributed in the middle of the training and
following completion. No assessment tools will need to be created by the trainers, as the training
module provided by the company that produces the new software for the library system provides
a training mode within the patron use software that is accessible to staff and trainers, and all
training modules, documents, videos, and podcasts will continue to be available to staff for the
life of the contract with the company.
Any information gathered from employee surveys utilized in the training workshop will
be used to assist facilitators in planning for future sessions and training opportunities. Trainees
will also be provided with a 24-hour system, staffed by the software company and offering
online chat, email, and telephone support.
Conclusion
Planning for a staff training can be complex, and must take into account many factors.
This training was planned for a large scale, companywide program to familiarize staff and
volunteers with technological changes in the workplace, to include new software and the
operation thereof. Taken into account were many factors. Among these factors was the need for
an intergenerational learning model to support both new and established employees. Also vital
was the inclusion of real-world simulation to provide hands on training that is applicable in the
workplace. This training could easily be modified to present new or updated information on a biannual basis, supporting changes in technological trends as well as update and review courses for
new and existing staff.

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On a final note: The importance of administrative attendance and participation in

trainings of this nature cannot be overstated. Broad training for administrative personnel results
in higher level of skill in a variety of areas, to include problem-solving and the ability to
implement multifaceted methods of project completion. The encouragement positive training
provides is invaluable to managers seeking to implement new technologies in the workplace.
The most important component of a positive training experience in the workplace is the
perceived willingness of managers and administration to build open and encouraging lines of
communication with staff, volunteers, and patrons, thereby supporting effective customer service
as well as a positive and operative work environment.

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References

American Society for Training and Development. (2008). Train the trainer. Alexandria, VA:
ASTD.
The ATD Competency Model. (2015). Retrieved June 15, 2015, from
https://www.td.org/Certification/Competency-Model
International Technology Education Association. (2000). Standards for technological literacy:
Content for the study of technology. Reston, Va: ITEA.
Jones, V. (2015, July 1). New Bern-Craven County Public Library. Retrieved August 1, 2015.
Moore, M., & Lan, C. (2009). Service learning in higher education: Paradigms & challenges.
Indianapolis, IN: University of Indianapolis Press.