Instructional Plan and Presentation Phase IV

Renda H. Driscoll
CUR/516 Curriculum Theory and Instructional Design
February 16, 2015
Instructor: Charity Jennings

Program

Instructional Plan and Presentation Phase IV

Partners in Performance: Setting Performance Goals

Title
Criteria for Success
Criteria for success in this project is measured by participants application of the knowledge
and skills learned in the class. After the needs analysis in which focus group meetings were
held, a stratified sampling of the previous years performance goals were rated on specific
criteria goal specificity, measurement, linkage to results and timeliness, as well as goal
attainment was conducted by Human Resources. This same sample group will also have
the performance goals rated in the same manner to measure the impact of the training.
Evaluation Instruments
Debrief Questions during training: Open ended questions asking the participants to share
their Performance goals after activities and eliciting peer to peer feedback on whether the
learner met the components of SMART goals, and Key Action Steps. These are written in the
facilitator guide.

Confidence & Competence Self-Assessment: A Confidence and Confidence self-assessment

completed by learners will be provided to at the end of each class asking that the learners
rate both their competence and confidence in successful implementation of the knowledge
and skills learned.

Class evaluation (Level 1): Ratings based on content and facilitation and request for
additional comments that will help future students learn and apply the skills.

Post-training evaluation: Ratings based on the learning objectives of Setting Performance

Goals after the performance planning process.
Evaluation Overview
The formative assessment results will allow instructional design to make adjustments to the
2

program early on in the implementation to support successful results. This information will
be obtained by meeting weekly with the facilitation team for feedback. The confidence and
competence self-assessment lists the goals and objectives and requires the learners to rate
their own competence within three categories; I need more instruction/practice, I have
working knowledge and skills, and I can demonstrate the skills repetitively, for each
learning objective. It will also ask that they rate their confidence within three categories; I
need considerable support, I can do it with some coaching, and I can do it on my own, as it
pertains to each learning objective. Copies of these are sent to the instructional designer
for review and for data collection, as well as the learners leader with a cover letter asking
them to review the self-assessment and coach their employee on area in which they
indicated they need additional help. Consistent and regular review of the level 1 evaluations
will help the instructional designer and facilitators to make appropriate changes to the most
common areas of content and delivery that are rated lower than an agree rating.