Completed Reading Log

Objective:  To increase my knowledge base of continuing education program planning.

FINAL SUBMISSION: 12/6/13

Reflections on an article by Earl Thomas

Learning Transfer is an important step in program planning.  According to Thomas (2007), there is often little thought to how the participants will apply their new knowledge once they are back in their work settings.  His article, Thoughtful Planning Fosters Learning Transfer offers a framework around four questions to consider when planning.  

1. 1. What does transfer of learning mean?
2. 2. Why is it important to thoughtfully plan for transfer of learning?
3. 3. Are there barriers influencing transfer of learning?
4. 4. Are there facilitators influencing transfer of learning?

(Thomas, 2007)

What does transfer of learning mean?  Thomas discusses the work of Benjamin Bloom.  According to Bloom, learning occurs at six cognitive and psychomotor levels: knowledge, comprehension, application, analysis, synthesis and evaluation. (Bloom, 1956).  According to Bloom (1956) transfer of learning can be understood as the ability to apply skills learned in one setting to another setting.    

Why is it important to thoughtfully plan for transfer of learning?  It is important to plan what the learning transfer outcome is expected to be.  Thomas (2007) suggests that successful planning includes addressing learning transfer strategies before, during, and after the learning experience.  One strategy is to provide the learner with a mentor who would work directly with them during and after the experience.  After the experience, the learner could practice the skills and obtain feedback from the mentor.  

Are there barriers influencing transfer of learning?  There are barriers that could be related to the characteristics of the individual learner, or the barrier could be situational (Thomas, 2007).  Barriers can be in place at the before, during, or after the experience.  A barrier before could be an attitude or bias.  A barrier during the experience could be the lack of experience of the trainer.  A barrier after the experience could be the lack of follow-through on the part of the learner or back at work receiving no support from supervisors.  There are many possibilities for barriers.

Are there facilitators influencing transfer of learning?  Instructors must be motivated and involved in order to influence the transfer of learning in a positive way.  Instructors can also de-motivate the learner.  According to the article, one way to influence the transfer of learning in a positive way is to involve the learner in the process of designing the learning experience (Thomas, 2007).  Some ways to involve the learner is asking them to participate in the needs assessment, assist in formulating learning outcomes, assist in the implementation of the workshop and the evaluative process.  

What does a thoughtful transfer plan include?  According to Thomas (2007) a thoughtful transfer plan should include the following elements:

1. 1. Specific Outcomes
2. 2. A few well-written objectives that are behaviorally and cognitively grounded
3. 3. A list of specific strategies that support the accomplishment of the objectives (before and during the learning experience)
4. 4. A list of barriers blocking the achievement of outcomes (before and during the learning experience)
5. 5. Identify needed support for before, during, and after the experience
6. 6. Create plans for follow up and feedback
7. 7. State specific criteria that define success (before the learning experience)

Thomas (2007) summarizes by saying, “Defining and applying transfer strategies can be a great value to adult educators and, ultimately, the learner.” (p5)

Works Cited

Bloom, B. S. (1956). Taxonomy of Educational Objectives: Handbook 1 Cognitive Domain. New York: Longman.

Thomas, E. (2007). Thoughtful Planning Fosters Learning Transfer. Adult Learning , 18 (no3/4), 4-8.

________________________________________________________________________________


11/17/13  Book Review

Planning Programs for Adult Learners

By Rosemary S. Caffarella and Sandra Ratcliff Daffron

In summary I felt that the text for this course was appropriate and I know I will keep it close at hand as it is a compliment to my position at work.  We plan training classes, host welcome events, organize ceremonies, and provide professional development opportunities to our staff and the community.  This book is packed with tools that anyone in a similar position as mine can benefit from.  I found the book to be informative and a good reference tool as I completed the assignments for the class. 

What follows is a list of highlights or notables from each of the fifteen chapters.

Chapter One: Planning Programs for Adults discusses the different types of training programs one might plan for adult learners both formal and informal.  From full to half-day seminars to multiple-day conferences, the program planner needs to know who the audience is, what the training purpose is, and who is sponsoring it. 

I found the “why” portion of this chapter made the most impact on me.  According to the text, there are five reasons that educational and training programs are conducted (Caffarella & Ratcliff Daffron):

1.     Encouraging continuous growth and development of individuals

2.     Assisting people in responding to practical problems and issues of adult life

3.     Preparing people for current and future work opportunities

4.     Assisting organizations in achieving desired results and adapting to change

5.     Providing opportunities to examine community and societal issues foster change for the common good, and promote a civil society (p. 5)

Some training programs serve more than one purpose, and I have found this to be especially so in higher education.  I am currently in a manager’s training program that covers numbers 1., 2., and 3.

Chapter Two: Introducing the Interactive Model of Program Planning explores not only the importance of using a model to plan, but the model itself.  I found this chapter to be most helpful as I complete my coursework. 

According to Cafarrella and Ratcliff Daffron (2013) The model “rests” on nine major assumptions:

1.     Focusing on Learning and Change – Program planners possess a clear understanding of why they are doing what they are doing.

2.     Applying What is Known About Adults as Learners – Planners must have an understanding of the different ways adults learn.  Also, they must incorporate these different ways into their program.

3.     Honoring and Taking into Account Cultural Differences – Planners must take into consideration their audience:  how they communicate, and take part in the educational process will depend on their cultural norms.

4.     Discerning the importance of Power ad Interests – Planners should be prepared to negotiate the final product depending on the interests and needs of those involved.

5.     Building Relationships – Planners recognize the importance of building professional relationships throughout the process of planning and implementing the program.

6.     Making Use of Technology – Planners should establish a familiarity of technological tools.  Additionally, they should recognize the needs of their participants with respect to technology.

7.     Being Ethical Is Fundamental – Planners must be ethical in their practice.

8.     Accepting That Program Planners Work in Different Ways – No single method of planning ensures success.

9.     Understanding That Program Planners Are Learners – Planners can learn to be more effective through practice (pp. 32-35)

Chapter Three: Exploring Foundation Knowledge of Program Planning focuses on the five areas of foundational knowledge summarized in the Chapter Highlights (Caffarella and Ratcliff Daffron, pp. 75-76):

1.     Adult Learning – based in social science theories and continuing education disciplines, the areas of experiential learning, transformational learning, and non-Western and Indigenous ways of knowing and learning are discussed.

a.     Experiential learning is present when adults learn through experiences they have had in their own lives.

b.     Transformational learning is when adults question their basic values and beliefs as they interact with the world around them.

c.      Non-Western and Indigenous ways of knowing and learning can be very important for the planner when they are discussing “evidence-based” knowledge.

2.     Cultural Differences  - must be taken into consideration with planning.  Differences such as social class, gender, language, spirituality and religion, and so on.

3.     Relationship Building – both formal and informal relationships will be established throughout the planning stages.

4.     Power and Interests – understanding who are the influencers, and who hold the budget purse strings, are important to the planner.

5.     Technology – keeping up with technology trends is key to a successful program.  Also, understanding the needs of the participants is important.

Chapter Four: Discerning the Context emphasizes the need for program planners to understand the political and economical climates surrounding the program that is being planned.  Be sure that what you do aligns with whom you are doing it for.  Caffarella and Ratcliff Daffron (2013) as us to consider:

·      Structural Factors:  mission, goals and objectives

o   Standard Operating Procedures: staff and reporting structures

o   Organizational Decision Making: chain of command

·      Political Factors: bargaining units, coalition building, the climate

·      Power Relations among individuals and groups

·      Cultural Factors: history and traditions of the organization

·      Organizational Symbols: sponsors, planning partners, using the “symbol” in any marketing, etc. (pp. 85-86)

Chapter Five: Building a Solid Base of Support builds on the previous chapter.  The chapter emphasizes the need to ensure support from constituent groups.  It also discusses how to promote through social media and other forms of marketing.

What I found to be helpful in this chapter was the paragraph on building organizational support both in commitment (find your program somewhere within the institutions strategic plan) and action (all levels of the institution “buy in”).  Without these, the program will not be supported and will likely fall flat somewhere in the planning stage.

Chapter Six: Identifying and Prioritizing Ideas and Needs is a vital exercise to complete before planning the actual program.  A strong program will have a solid assessment to support it.  I have learned to use a SWOT Analysis (Strengths/Weaknesses, Opportunities/Threats) in past classes.  Caffarella and Ratcliff Daffron (2013) suggest collecting questionnaires, making observations, and conducting interviews and group sessions to gather data for analysis.

This chapter was especial useful as I reviewed the documentation of my needs assessment for my assignment. 

Chapter Seven: Developing Program Goals and Objectives was helpful as it defined these terms in understandable language.  Samples are displayed in a very simple chart found on page 166-167 (Caffarella & Ratcliff Daffron).  Program goals are broad and program objectives are specific, “to provide”, “to ensure”, “to revise”…

Chapter Eight: Designing Instruction describes learning objectives and instructional techniques.  The chart on page 183 (Caffarella & Ratcliff Daffron)shows samples of the “program goal” and the “learning objective”.  Again, in easy language, the learning objective is defined to be what the participant will do such as, “discuss”, “describe”, or “exhibit”.  Assessing the instructional experience is also discussed.  Doing evaluation prior to, during (formative), and post instruction (summative) is key.

The biggest take-away for me in this chapter was to be sure that the instruction “fits” the learner and to assess instruction.  I especially liked the exhibit on page 201 (Caffarella & Ratcliff Daffron) that lists helpful hints for instructors.  Some of the bullets listed are:

·      Spell out clearly and up front the expectations for participants.

·      Use the resources and expertise of the participants.

·      Be flexible with the presentation, instructional plans, and techniques.

·      Use humor and laughter

·      Have fun! J

Chapter Nine: Devising Transfer of Learning Plans validates the importance of the “take-away”.  The chapter is a bit wordy, but the discussion around workplace environment is worthy of a re-read.  The gist of the chapter is that the experience should be relevant to the learner and easy to put into action after the experience. 

Chapter Ten: Formulating Program Evaluation Plans is a chapter that I need to re-read.  I especially found useful the exhibit on page 234 Kinds of Decisions Made Using Evaluation Data (Caffarella & Ratcliff Daffron). What outcomes can result in the wake of evaluation? 

·      Changing the design, delivery, management, and evaluation process

·      Determining whether program goals and objectives have been successfully achieved

·      Deciding whether the program should be continued

·      Investigating reasons for program failures

to name a few…

I also found exhibit 10.4 on page 245-247 (Caffarella & Ratcliff Daffron) to be helpful as it outlined techniques, descriptions, and guidelines for various evaluative tools.

Chapter Eleven: Selecting Formats, Scheduling, and Staffing Programs gave a great overview of the different types of program formats (Caffarella & Ratcliff Daffron):

·      Individual Formats – apprenticeships, mentoring, on-the-job training, E-learning…

·      Small-Group Formats – courses, clinics, field visits…

·      Large-Group Formats – Conferences, clubs, institutes, educational tours, lecture series…

The chapter discusses appropriate scheduling, agendas, and staff.  Finally, it gives an overview of selecting effective instructional staff members.  Who are the experts?

Chapter Twelve: Preparing and Managing Budgets was not a chapter I spent a lot of time with because my budget is determined for the purposes of the workshops I give.  However I am filing it away in the even that I need it for future planning.

Chapter Thirteen: Organizing Marketing Campaigns is another chapter that I did not spend a lot of time with.  We have an entire marketing team to deal with this topic, but I will file it away for future reference.  Having said that, I did review the section related to the types of social media that are used today.

Chapter Fourteen: Details, Details, Details was a very relevant chapter for me.  I plan many events throughout the year in my current job and it never ceases to amaze me of the many tiny details that are involved with the simplest event.  I enjoyed the scenario on page 338: Ignoring the Schedule of Events (Caffarella & Ratcliff Daffron). How often have we been caught up in our own planning bubble only to find out that there are two other events going on at the same time for the same group?

Arranging with Facilities and Maintenance, scheduling food service, selecting the venue, arranging audio and video, and finding the right music to play for a processional are some of the details that I face when planning.  I have not had to negotiate contracts as we have a department for that.  I found the checklist helpful on page 350-351 (Caffarella & Ratcliff Daffron).

Chapter Fifteen: Revisiting the Model and Looking to the Future was helpful in creating my own version of a planning model.  I think that using a model and a checklist might be my approach to keeping organized.

Works Cited

Caffarella, R. S., & Ratcliff Daffron, S. Planning Programs for Adult Learners . San Francisco, CA: John Wiley & Sons, Inc.

_____________________________________________________________________________

  

11/17/13

Article Review

President Obama’s proposed college rating system is causing quite a stir among institutions of higher education.  In her article, Colleges skeptical of Obama’s Proposed Rating System, Kelsey Sheehy reports the feedback given by higher education officials at a recent open forum at George Mason University (Sheehy, 2013).

Obama proposes a new rating system that will tie federal funding to performance.  Colleges would be rated on cost, graduation rates, and income after graduation. One of the worst critics of the proposal is the American Association of Community Colleges (AACC) whose representative stated at the forum, "The model that many people in this room have in their head about the choices that are made before attending college and the decision-making process, it's not one that's followed by community college students." (Baime, 2013).  

A flaw, according to the AACC, is that the system ONLY considers first-time, full-time students who graduate from the same institution they originally enrolled in (Sheehy, 2013).  This does not accurately paint the picture of the community college experience.  The proposed rating system does not take into consideration most adult learners who either return to college after a break, or are training for a new career.  It also misses many veterans, transfer students, and completely ignores students who take classes for personal enrichment.  Lastly, the data does not include part-time students who consider themselves very successful in their self-directed studies.  

Are community colleges, whose missions encourage student exploration and discovery, in danger of missing the mark on the funding end?  Or, is the current administration missing the mark altogether?  This writer thinks the latter.  

Works Cited
Baime, D. (2013, November 13). Senior Vice President for Government Relations and Research, American Association of Community Colleges.

Sheehy, K. (2013, November 13). Colleges Skeptical of Obama's Proposed Ratings. Retrieved November 17, 2013, from US News - EDUCATION Colleges: http://www.usnews.com/education/best-colleges/articles/2013/11/13/colleges-skeptical-of-obamas-proposed-ratings

______________________________________________________________________
11/4/13 

Article Review

In an article from US News Money, the author advises how to Take Charge of Your Professional Development with or without your company’s support (Grant, 2011).  Grant strongly suggests professional development as a career advancement strategy explaining that without professional development you are likely to fall behind your peers.  

In the article, Grant (2011) adds the advice of author Alexandra Levit, New Job, New You: A Guide to Reinventing Yourself in a Bright New Career, stating that by participating in professional development activities you make yourself more marketable.   You never know when you will need a skill for a subsequent employment opportunity (Levit, 2009). 

I can relate to this article because I have used professional development to advance my own career.  I believe I would have otherwise stay stagnate.  My current endeavor of pursuing a master’s degree is a trajectory toward a “twilight” career.  My hope is that I can teach after retirement.  The article lists 10 ways to grow professionally (with or without the support of your employer):

1.  Take a class.
2. Teach yourself a skill.
3. Volunteer.
4. Master an online tool.
5. Seek out people on a career path you aspire to.
6. Shadow a colleague.
7. Find a mentor.
8. Read.
9. Attend a conference.
10. Don’t neglect your soft skills.

The author goes into some explanation of the ten in the article.  I have taken most of these opportunities, and will suggest them to others.  Her last piece of advice is that you do it for yourself and not your boss (Grant, 2011).  This is great advice!  I enjoyed this article and recommend it for anyone at any point in his or her career.

Works Cited

Grant, A. (2011, August 17). Take Charge of Your Professional Development. Retrieved November 4, 2013, from US News: Money: http://money.usnews.com/money/careers/articles/2011/08/17/take-charge-of-your-professional-development

Levit, A. (2009). New Job, New You: A Guide to Reinventing Yourself in a Bright New Career. New York: Ballantine Books.

____________________________________________________________________________

10/31/13

Happy Halloween!

The one thing about learning is that it sticks with you over time.   In this video, my mom (age 84), our friend (age 70ish), my sister (age 55), and me (age 52) remember this song from the 60's and literally hopped up from the dinner table to sing it.  The context surrounding this song is that it was taught to us by our friend when we were in elementary school.  She was taught by my father who had all of the music teachers sing each year.  My dad was the district supervisor for music and hired our friend way back in 1965.

The Wobblin' Goblin was a Rosemary Clooney song... not sure who actually wrote it, but you can look it up.

We had a blast doing it... although in my attempts to make the picture "landscaped" I made us all go sideways for the last part of the song.  HA!  I guess that was MY learning experience!

ENJOY!

 ____________________________________________________________________________ 

WEEKLY POST 10/6/13

Is orientation needed for adult learners who return to college?  YES!

I’ve often thought about revising a section of the traditional age First Year Seminar (FYS) course to one that would resonate with adult learners attending college for the first time, or are returning to finish a degree started some time ago.  FYS sections include topics about advisement, college resources, navigating online tools, faculty expectations, time management, financial literacy, and community building.  Adults “new” or “renewed” to college are not exempt from the anxieties of the experience.

In the journal Recruiting and Retaining Adult Learners, the editor writes a column entitled Return to college provides important lessons about how to help adults succeed that reinforced the need for some type of orientation in order to retain adult learners (Rosenberg, 2013).  Rosenberg (2013) tells a story of his recent return to college to finish a degree full-time and online.  He describes his frustration at the miscommunication and/or lack of communication from the institution and faculty members.  Specifically targeting the online experience, he urges instructors to be present – even in the virtual world.  He asks that instructors consider universal design when building their courses explaining that students may take several, or all, of their coursework online and a uniform structure would make it easier for them to stay organized. Finally, he urges institutions to train their adjunct faculty and to “be wary of stretching them too thin” (Rosenberg, 2013. P9.).

Rosenberg (2013) urges those who serve older learners to implement the following strategies in order to retain them:

1.     Make sure students attend an orientation session

2.     Explain all costs up front to new students

3.     Make all campus-based services accessible from a distance

4.     Ensure adjuncts know what’s expected of them

5.     Infuse universal design into courses

(Rosenberg, 2013)

For objective six stated in my learning contract I have chosen to assess, organize, plan, and deliver a 1-hour workshop for adjunct orientation and for the final project, I will identify strategies to make the workshop “virtual”.  This article has given me some very useful suggestions as I complete my coursework.