Matthewhunteracademicportfoliooffical

Academic Portfolio
Matthew Dallas Hunter

11/3/2016
Adult & Technical Education-Adult Education Capstone

Dr. Feon Smith
CONTENTS
List of the Standards .............................................................................................................................................. 4
Autobiography Sketch ........................................................................................................................................... 5
Introduction ........................................................................................................................................................... 8
Standard I Interpersonal and Intrapersonal Skills ................................................................................................... 9
Standard I Explanation................................................................................................................................... 10
Artifact 1 for Standard 1 ................................................................................................................................. 11
Standard II Program Planning and Development ..................................................................................................37
Standard II Explanation: ................................................................................................................................ 38
Standard III Professionalism ................................................................................................................................. 96
Standard III Explanation: .................................................................................................................................. 97
Artifact 2 for Standard 3 ............................................................................................................................... 102
Standard IV Instructional Development and Delivery ..........................................................................................119
Standard IV Explanation: ............................................................................................................................. 120
Artifact 1 for Standard 4 ................................................................................................................................121
Standard V Critical Thinking and Problem Solving ............................................................................................. 150
Standard V Explanation: ............................................................................................................................... 151
Standard VI Adult Learning Theory .................................................................................................................... 166
Standard VI Explanation: ..............................................................................................................................167
Artifact 3 for Standard 6 ................................................................................................................................ 173
3
Standard VII Presentation .................................................................................................................................. 199
Standard VII Explanation: ............................................................................................................................ 200
Conclusion ......................................................................................................................................................... 201
Master Reference Page ...................................................................................................................................... 202
LIST OF THE STANDARDS

Standard One: Interpersonal and Interpersonal Skills
A.
B.
C.
D.
E.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
A.
B.
C.
D.
A.
B.
C.
D.
E.
F.
A.
B.
C.
D.
E.
A.
B.
C.
D.
Apply effective written communications

Convey effective oral communications
Collaborate effectively
Assessing self
Reflective practice
Standard Two: Program Planning and Development
Conduct needs assessment
Examine program ideas
Design instructional plans
Develop transfer of training techniques
Evaluating programs
Formatting scheduling and staffing
Budgeting
Coordinating facilities
Discerning context
Reflective practice
Standard Three: Professionalism
Promote a positive climate
Apply best practices
Design professional growth plan
Reflective practice
Standard Four: Instructional Development and Delivery
Needs Assessment
Collaborate with stakeholders
Develop course objectives
Apply adult learning theory
Identify learning styles and utilize in effective practice
Reflective practice
Standard Five: Critical Thinking and Problem Solving.
Employ research principles
Utilize research to solve problems
Promote critical thinking in educational settings
Implement critical thinking in professional practice
Reflective practice
Standard Six: Adult Learning Theory
Identify adult learning theory
Differentiate theory to practice
Utilize adult learning theory
Reflective practice
Standard Seven: Presentation
AUTOBIOGRAPHY SKETCH
Hello! My name is Matthew Hunter but everyone calls me Matt. I grew up in a small
town called Logan which is in southern West Virginia. Logan is like a world of its own with its
own set of values. These values, such as being a hard worker, loyal, being close to your friends
and family, and having hammered into our brains that education is a privilege and should be
cherished has shaped me into the person I am today.
For the last 11 years, I have lived in Huntington, West Virginia and I have purchased a
house here so, I am here to stay. I call this house the money pit because everything that could
have went wrong has. The only thing that has gotten me through this house ordeal and life in
general is my two dogs Skeeter and Benji, they make the day more interesting and fun, and my
friends who are my family.
My parents both live in Logan, West Virginia, which is about two hours away so I dont
get to see them much. My parents own their own company which sells chemicals, provides
waste management, has multiple rental properties, and it manages water treatment systems. My
mother is also a vice principal for a Christian school located in Logan. I have three siblings: one
biological and the other two were adopted but I love them just the same. I have a god daughter
that I have helped raise, along with her mother, for the last 9 years. They both had lived with me
until recently; but they just moved a couple of houses down. Her name is TiNyah and I love her
more than anything in the world. She is one of the many reasons I have furthered my education
because I want to show her that education is important and that by always furthering your
education you will always be rich, rich in knowledge. I have followed this same philosophy in
my own life and you can see this by the amount of degrees I have acquired over the years: I
have an Associates Degree in Administrative Assistant Technology, a Bachelors of Arts
Degree, and soon to be Masters in Adult and Technical Education with an emphasis in Adult
Education; however, Im not done yet. I have just recently started the Masters of Arts in
Teaching degree at Marshall and I plan to get my doctorate right after I finish my second
masters.
The reasons I have decided to further my education is because I want to work in
education like my mother, who is my role model, and the second reason I went into the field of
Adult Education is because while working as an assistant at a local college I had a boss that I
looked up too and she had her degree in Adult Education and I wanted to follow in her
footsteps.
I have had many personal and educational accomplishments in my life. I became a
member of Gamma Beta Phi National Honors Society, who only accepts the ten percent of my
class. I have volunteered for many organizations including the Marshall Artist Series and I have
been volunteering as a stock boy/cashier at the Wild Ramp, which is a local non-profit farmers
market. Volunteering is my way of giving back to my community and to get my god daughter to
lead by example and make her a better person.
I currently work for my fathers company as an assistant while Im in school but once I
have finished my first degree in Adult Education I plan to apply for position in the adult
education field as a program developer. The reason I have chosen to complete this degree was to
learn as much as possible about the education field so I can further my education and obtain a
doctorate in Educational Leadership. I want to know what it takes to build programs and teach
students so I can have a better understand of what it takes to get students to learn. I feel that this
is important as an administrator, which is my career path. By knowing the different job tasks of
the employees, an administrator will know what to expect from them and to know what it will
take for the institution to run smoothly. Thats the reason I feel that I would be such a great
candidate for these types of positions because I have worked in the field of higher education as
a student assistant, graduate assistant, admission/financial aid assistant, and I have worked in
the registrar office.
Overall, I am a hard-working guy that loves his family and friends. I have many goals but
the ones that I am focused on the most are obtaining my doctorate in Educational Leadership
and in the next 7 to 10 years becoming an administrator over a university or college.
INTRODUCTION
Hello, my name is Matthew Hunter and I am a student at Marshall University Graduate
College located in Huntington, WV. I am currently working on my masters degree in Adult and
Technical Education with an emphasis in Adult Education. I will complete this degree this
December, December 2016. I pursued this degree due to my love for education and especially
for those adults that want to learn and change their lives for the better. I benefitted from this
degree program in many ways, such as: learning the different styles of learning/teaching,
knowing how to alter programs around the needs of the adult student, it taught me how to
evaluate students to determine if the training or academic program has accomplished its training
goals, and the list goes on. There is one main thing that I have gained from this program that has
not only sparked my interest but has even given me an idea for a dissertation topic for when I
enter the doctorate program, and thats that everyone has their own learning style and to build a
successful program we must identify the style of each student attending the training class and
use as many training techniques possible for each learning style identified. Overall, there are
many more things I have gained from this program and in the following pages of this portfolio I
will provide different artifacts to show you what I have gained and to what extent.
This portfolio tries to accomplish three things: 1. it is being used to show what I have
learned from the Adult and Technical Education Program, 2. It is used to make the argument
that I have mastered the program requirements; and 3. it gives me an opportunity to show how I
would be a great candidate for a career within the field. In the end, this portfolio and each of the
artifacts within in it will show my skills and knowledge in the Adult Education field, and I hope
that my artifact selections not only show you my skills but show you the passion I have for
helping adults reach their academic and career goals.
STANDARD I
INTERPERSONAL AND INTRAPERSONAL
SKILLS
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STANDARD I EXPLANATION
Interpersonal and intrapersonal skills are two skills that if perfected can only benefit a
person in the workforce and in their personal lives. By knowing and understanding these two
terms and what they mean and represent will not only help me be a better employee but more of
an effective instructor. Interpersonal skills is the process of knowing how one handles
communicating with those around them; while intrapersonal skills are skills that people either
have developed through practice/training or it is a natural instinct that gives that individual the
capability to comprehend and react appropriately to their and others peoples emotions when
communicating with them. I feel that this standard was put in place to determine if: I have
retained the knowledge of the course on interpersonal and intrapersonal skills; I have improved
my own interpersonal and intrapersonal skills after this course; I know how to collaborate with
other effectively, and it tries to determine if I have the knowledge to develop a program that
builds on students interpersonal and intrapersonal skills. The goal of this standard is for me to
convince the ATE Faculty that I possess interpersonal and intrapersonal knowledge by using
artifacts such as a reflection piece on interpersonal skills in the digital world and by using
artifacts such as 1.3, which reflects on my knowledge of students collaborating with each other
effectively by solving problems as a group. You will see in the following artifacts of this
standard not only my own improvements of my interpersonal and intrapersonal skills but you
will see the ways I would help students become better communicators, which, I feel is one of the
main points of this standard.
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Standard 1: Interpersonal and Intrapersonal Skills

ARTIFACT 1 FOR STANDARD I
NAME OF ARTFACT: Assignment 4(d)-Identify Nonverbal Communication and Explain
Guidelines for Overcoming Communication Problems and Barriers
DATE: February 15, 2015
COURSE: ATE 550 Interpersonal Skills in the Workplace
INSTRUCTOR: Dr. Feon Smith, Associate Professor
ELEMENT: 1.2. Convey Effective Oral Communications
RATIONAL: The artifact that I have chosen for standard 1.2 is on how oral communication can
be affected by non-verbal communication; and to become more effective in both we need to
follow some simple steps, such as, controlling voice quality. The overall goal of this report and
the chapter that it reflects is to show that there are many things one can do to orally communicate
effectively. This assignment helped me realize that I had some problem areas of my own that
needed to be worked on and I feel I have gained these skills since this report was written.
However, work still needs be done on my part and by reviewing this paper from time-to-time it
will help remind me of the things I need to work on. This artifact was selected for three reasons:
1. It identifies ways to effectively communicate with others orally, 2. It has helped me better
myself by helping me identify what I need to work on when communicating verbally with others,
and 3. this report shows that I have acquired the knowledge that non-verbal communication can
affect how a message is received. Overall, this assignment has given me the knowledge to know
how to communicate effectively with others, which can be transferred to the workplace in many
ways.
Reflection of Artifact: The purpose of this artifact is to identify nonverbal communication and
to explain guidelines for overcoming communication problems and barriers. This report
indentifies nonverbal communication and DuBrins eight different nonverbal ways in
communicating, called Modes of Transmission of Nonverbal Communication (DuBrin, 2015,
p. 81). After identifying nonverbal communication, the paper then explains how to move past
communicational barriers and problems by using guidelines that can help in avoiding such
situations.
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Identify Nonverbal Communication and Explain Guidelines
Assignment 4(d)
Identify Nonverbal Communication and Explain Guidelines for Overcoming
Communication Problems and Barriers
ATE 550
February 15, 2015
Dr. Feon Smith
13
Abstract
The following report is on identifying non-verbal communication and explaining
guidelines for overcoming communication problems and barriers. (Smith, 2015) Following the
introduction will be a breakdown of nonverbal communications, which will then lead into the
guidelines an individual can use to break through the problems and barriers that may arise during
interpersonal communication. I will finish this report with my conclusion on how the above
guidelines and nonverbal communication is important on the job and my opinion about the above
question.
14
Introduction
The purpose of this report like I stated in the abstract above is to identify nonverbal
communication and to explain guidelines for overcoming communication problems and
barriers. (Smith, 2015) The next section of this paper will identify nonverbal communication
and DuBrins eight different nonverbal ways in communicating, called Modes of Transmission
of Nonverbal communication (DuBrin, 2015, p81). After identifying nonverbal communication,
I will then explain how to move past communicational barriers and problems by using guidelines
that can help in avoiding such situations. But before I can go any further we must ask our self
what is Non-verbal Communication?
Identifying Nonverbal Communication
Non-verbal communication refers to the transmission of messages through means other
than words... [and] the general purpose of nonverbal communication is to communicate the
feelings behind the message. (DuBrin, 2015, p. 81) Individuals use their body to transmit their
feelings while they are relay the message they are trying to transmit. However, to be affective in
human relations the individual needs to gain an understanding of nonverbal communication and
what better way than describing DuBrins modes of Transmission of Nonverbal
Communication. The following are the eight different modes with a brief example of each.
Environment
The environment where the message is being conducted sets the mood for the information
one is about to receive. Say a manager comes to you and asked to see you in his office, this would
be considered a formal place to conduct a meeting; which usually means the message is important.
On the other hand, if the manager brings you aside most likely make one feel like the problem is
not a pressing matter given the lack of formal space.
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Interpersonal Distance
The amount of space one put between the listener and their self has meaning. For instance,
DuBrin gives four different distances that will convey a positive attitude when giving
information 1: Intimate Distance (Close- 0-6, far- 6-12), 2: Personal Distance (Close 1 1/2 to
2, Far 2 to 4), 3: Social Distance (Close 4-7, Far- 7 to 12), and 4: Public Distance (12 and
beyond). (DuBrin, 2015, p. 81)
Posture
Posture in my opinion shows how a person holds themselves in the world. For example,
when one stands erect one usually appear self-confidence as for those that slump usually seem
to have low self-confidence or down in the dumps; there are many other example like the
openness of the arms or legs [which indicates] of liking or caring about the others conversation.
(DuBrin, 2015, p. 82)
Hand Gestures
This mode is relating to the movement of hands to reflect the attitude one is trying to relay
during a message; for example: frequent hand movements show positive attitudes toward another
person. (DuBrin, 2015, p.82)
Facial Expressions and Eye Contact
Facial expressions and eye contact tells how one feels about the message either being
received or told. For instance, when an individual either does or doesnt show eye contact that can
either say the individual is either involved in the conversation or lacking interest. Facial expression
can say a lot, like when one receives frown from the boss during a business proposal most likely
means the boss doesnt like what they are seeing.
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Voice Quality
Often more significance is attached to the way something is said than to what is said the
tone of a voice can portray anger, rudeness, satisfaction etc..; For example, anger is noted when
the person speaks loudly, with a high pitch and at a fast rate. (DuBrin, 2015, p. 83)
Personal Appearance
How one presents their selves is important. Those that take time on their appearance come
off as professional and those that skip on the time for presentation of their appearance comes off
lazy and having a lack of motivation.
Attention paid to another person
The best way to show someone that you are interested in the conversation is to pay as much
attention to them as possible. By doing the modes above while in a face to face interaction, the
more valued and important that person [will] feel. (DuBrin, 2015, p. 83)
As you can see there are multiple nonverbal ways to communicate but what happens if a
problem or barrier arises during communication? This next section is on the eleven guidelines that
DuBrin has pointed out that will help one get passed the barriers and problems.
Guidelines for Overcoming Communication Problems and Barriers
Barriers and problems are most likely to occur when a message is complex emotionally,
arousing, or clashes with a receivers mental set and to handle these problems you need to follow
the following guidelines in conducting ones message: (DuBrin, 2015, p. 86)
Communicate honestly,
Understand the receiver,
Minimize defensive communication,
Repeat your message and use multiple channels,
Check comprehension and feelings via verbal and nonverbal feedback,
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Display a positive attitude,

Communicate persuasively,
Engage in active listening,
Prepare for stressful conversations,
Engage in meta-communication and
Recognize gender difference in communication style.
Following the guidelines above is useful [for] increasing the probability that the message
will [get] across as intended (DuBrin, 2015, p. 86)
When looking at both nonverbal communication and the guidelines for overcoming
communication problems and barriers we see that interpersonal communication is important in
making sure that ones message gets across correctly and the way it was attended; if few problems
can arise.
Conclusion
When reading this paper as I pointed out above is that both nonverbal communication and
the guidelines for fixing communication barriers and problems are important in todays workforce;
this is because there are many cultures and generational difference among the workforce and each
have their own interoperation of what interpersonal communication is. The goal is to not to defend
those receiving the message and to do this we must have the knowledge about the information
above to better understand who they are and how can we relay the message affectively.
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References
DuBrin, A. (2015). Human Relations: Interpersonal Job-Oriented Skills (Twelfth Ed.). Upper
Saddle River: Pearson.
Smith, F. (2015). ATE 550 Interpersonal Skills in the Workplace. Syllabus, 16-16. Retrieved
February 20, 2015, from https://marshall-bb.blackboard.com/bbcswebdav/pid-1259528-dtcontent-rid-11171352_2/courses/2142.201502/SYLLABUS-ATE550-Spring-2015 (4).pdf
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ARTIFACT 2 FOR STANDARD 1
NAME OF ARTFACT: Assignment 4(e) - Interpersonal Skills for the Digital World
ELEMENT: 1.1. Apply Effective Written Communications, 1.2. Convey Effective Oral
Communications, AND 1.5. Reflective Practice
RATIONAL: The artifact that I have chosen for elements 1.1, 1.2, and 1.5 discusses written and
oral communication etiquette using cell phones and other electronic communication devices.
Since electronic devices have become the main form of communication, such as text and emails,
knowing device etiquette is important and is one of the main reasons that I have chosen this
document. The experience that one is supposed to have working on this assignment is that
electronic devices are widely used and have changed the way we communicate and by
developing the skills to properly use these devices will only help us in todays workforce. After
completing this chapter assignment I was able to identify some of my own bad habits and soon
corrected these problem areas. The main reason that I have chosen this report besides it
satisfying the standards mentioned above, is that in todays world electronic device etiquette is a
most if one wants to seem professional and by using this artifact for my portfolio I will be able to
remind myself and others that no matter how well and careful we are at using electronic devices
there is still things one must remember to communicate effectively in todays world. I also used
this artifact to show what I had taken from this assignment, chapter, and this course since this
report reflects on what I have retained from the chapter. Overall, I will be able to use this
knowledge on the job and by listing it in my portfolio I will be able to show its readers that I am
knowledgeable in communication etiquette.
Reflection of Artifact: The purpose of this report/artifact is to discuss interpersonal skill using
cell phones, text messaging, emails, and social networking (Smith, 2015, p.16). It also
provides examples on how these tools should be used based on business communication and
personal communication. (Smith, 2015, p. 16) The artifact first discusses each of the positive
and negative interpersonal skills of Smartphones, cell phones, text messaging, and social
network. The artifact then goes on to talk about email and messaging etiquette. I finished the
report/artifact with my conclusion along with my own interpersonal skills in the digital world.
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Interpersonal Skills for the Digital World
Assignment 4(e)
Interpersonal Skills for the Digital World
ATE 550
February 22, 2015
Dr. Feon Smith
21
Abstract
The following paper will Discuss interpersonal skill using cell phones, text messaging,
emails, and social networking. [It will] provide examples on how these tools should be used
based on business communication and personal communication. (Smith, 2015, p. 16) I will first
discuss each of the positive and negative interpersonal skills of Smartphones, cell phones, text
messaging, and social network. I will follow this by showing Durbins suggestion of email and
messaging etiquette. I will finish with my conclusion along with my own interpersonal skills in
the digital world.
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Introduction
Internet and technology has made communicating with others easier than ever before; but
like all communication techniques, the digital world requires interpersonal skills and with
information being available about everyone and everything its more important than ever. I will
explain the positive and negative interpersonal skills of Smartphones, cell phones, text
messaging and social networking. I will also talk about DuBrins set of etiquette guidelines on
emails and messages. With this information one can better understand what to and not to do.
Following this introduction is a chart on the positive and negative characteristics one may have
when using smart phones, text messaging or social network site.
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Smartphone
s, cell
phones, and
text
messaging
Social
Networking
Positive Interpersonal Skills

Using a standard ringtone instead of a loud and unusual tone.
Lets others know they are on a cell phone in case of spotty service.
Give a warning to coworkers if expecting an urgent but personal call.
Asks work associates if [they] would like [them] to access an item for
work related information using [their] Smartphone. (DuBrin, 2015,
p.107)
Stays up with cell phone technology and pays the cell phone bill on
time.
Always walks away to a quiet space when receiving cell phone calls,
so it wont interrupt others.
Keeps a 15 feet space between co-workers while on the phone, even if
a private space is not available.
Pulls off the road to take calls or waits to call back.
While at work one makes all personal cell phone calls on breaks and
away from [work areas]. (DuBrin, 2015, p.108)
Posts positive comments about their employer.
Shows compassion in post.
Always keeps it professional.
Makes an initiative to reach out to coworkers via social networking.
Makes the initiative to compliment coworkers.
Interacts with other professionals via social networking
Shows willingness to help others grow and develop. (DuBrin, 2015,
p. 116)
Negative Interpersonal Skills

Accepts calls during a work conversation. (DuBrin, 2015,
p.108)
Wears a cell phone earpiece in the presence of a coworker
when not on the phone. (DuBrin, 2015, p.109)
Takes and makes frequently phone calls near coworkers.
Talks loudly and shouts on the cell phone (DuBrin, 2015, p.109)
Talks and eats at the same time.
Constantly handling or looking at their cell phones, even when
not in use (DuBrin, 2015, p. 109)
Talks or text while driving with a coworker in the vehicle
Talks and sends phone calls in the restrooms.
Uses social networking to eliminate face-to-face interaction with

work associates (DuBrin, 2015, p. 117)
Shows the same casual attitude and approach on social business
networks that is often used on public social network sites
(DuBrin, 2015, p. 117)
Posits negative comments or private company information about
the company on public or private social networks.
Post extremely negative comments about other companies.
Posts derogatory information about and photos of a coworker
(DuBrin, 2015, p. 117)
Spending more time on personal social networking sites at work
than actually working.
Bragging to much about being an online celebrity (DuBrin,
2015, p. 118)
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As you can see from the chart above there are many negative and positive interpersonal
skills one should keep in mind when dealing with Smartphones, text messaging, cell phones,
and social networking sites. Especially now that many companies are supplying their own
technology such as smart phone and social networks sites, one should incorporate the
suggestions above into their whole life; so, personal social networking and technology habits
wont bleed into the works social networking sites and technology.
This next part of this paper is about email and messaging etiquette. Like DuBrin points out
that even though emails are becoming obsolete there are still negative and positive interpersonal
skills associated with it. The following are DuBrin suggestions on email and messaging etiquette:
Address and sign your email messages,
Keep the messages simple,
Clearly outline what type of reply you are looking for as well as any applicable deadlines,
Use the subject line to your advantage,
Clearly organize your thought to avoid sending emails with consuming, incomplete, or
missing information,
6. Inform receivers when sending emails form a mobile device,
7. Use please and thank even in brief messages,
8. Do not use e-mail to blast coworkers and then send copies to others,
9. Ask before sending huge attachments,
10. Consider the timing of email messages,
11. Avoid typing a personal email account of the job unless welcomed by management,
12. Minimize before I forget messages in the evening and on weekends,
13. Use instant messaging sparingly because it is interruptive (DuBrin, 2015, p. 111-112)
1.
2.
3.
4.
5.
Conclusion
Personal information is easier than ever to see and reputations can be destroyed by a
single post or message; and this also means that employers can see our entire lives in seconds.
This is the reason that the digital world requires interpersonal skills just like other
25
communication techniques because without it one could lose that job interview or even their job
for what they say or do. The goal of this paper was to discuss text messaging, emails, social
networking, cell phones, Smartphones and how it affects personal and business communication.
When it comes to my own interpersonal skills I noticed I have some work to do but like I have
pointed out in other reflection papers it takes knowing what needs work to develop the skills to
counteract it. I personal feel that social network can be dangerous to ones professional career
and I personally will be taking a second glance before posting or sending messages.
26
References
DuBrin, A. (2015). Human Relations: Interpersonal Job-Oriented Skills (Twelfth Ed.). Upper
27

NAME OF ARTFACT: Assignment 4(f) - Group Problem Solving and Decision Making
DATE: March 7, 2015
ELEMENT: 1.3. Collaborate Effectively
RATIONAL: The artifact that I have chosen for this standard is a reflection paper on how a
group of students can collaborate effectively to solve problems given to them by the instructor.
The purpose of this assignment was to give us the understanding that there are guidelines to
collaborating effectively within a group and that these guidelines not only help you solve the
problem but it builds our collaborating skills. I choose this artifact for standard 1.3 for two
reasons: 1. that is shows you that I understand how to effectively get students to collaborate with
each other while in a group AND 2. It shows what I have taken from this course, which is that
having student collaborate with each other will help them better communicate with their coworkers, peers, bosses, etc.; such as, giving each person time to express their ideas before
commenting or interrupting. If I had anything to do different with this assignment I would focus
more on the techniques that could be used to get students and employees to collaborate
effectively. I learned a lot from this assignment but the most important thing that I had learned
from it was that getting students, employees, etc. to collaborate with each other will help them
better communicate with others on the job; which is also a trait that I could use on the job.
Reflection of Artifact: The artifact that I have chosen for this standard is a reflection paper on
how a group of students can collaborate effectively to solve problems given to them by the
instructor. The purpose of this assignment was to give us the understanding that there are
guidelines to collaborating effectively within a group and that these guidelines not only help you
solve the problem but it builds on collaborating skills. Overall, this artifact is on group problem
solving and decision making. (DuBrin, 2015, p.152); and this report summarizes the
guidelines for brainstorming, how one can better facilitate group brainstorming, and it explains
the guidelines for the nominal group technique. (Smith, 2015, p.16)
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Assignment 4(f)
Group Problem Solving and Decision Making
ATE 550
March 7, 2015
Dr. Feon Smith
29
Abstract
The following reflection paper is on group problem solving and decision making.
(DuBrin, 2015, p.152) After the introduction I will provide a Summarization of the guidelines
for brainstorming, how I can better facilitate group brainstorming, and [I will be] explaining the
guidelines for the nominal group technique. (Smith, p.16) I will then close with my own
conclusion on the just mentioned topics.
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Introduction
Group problem solving and decision making can be helpful in many ways, but its best
used for coming up with multiple creative and imaginative solutions to problems (DuBrin,
2015, p.152 & 159). There are two techniques: Brainstorming and Nominal Group, which can
help with creating, multiply solutions. In the following paragraphs, I will summarize both
Brainstorming and Nominal Group on how they operate and their guidelines for a successful
group meeting. I will be giving extra attention to the Brainstorming Technique by showing how
I can better facilitate [the] group [in] brainstorming; but first let me discuss the Brainstorming
Technique. (Smith, p.16)
Brainstorming Technique
Brainstorming was created by Alex Osborn who saw the value in a session that was
designed solely to produce a list of ideas that could be used later in problem solving or other
creative processes (Goodstein, L.D., Cooke, P., & Goodstein, J., 1983); Brainstorming can also
be used as a method of finding alternatives to real life problems and as a creativity training
program (DuBrin, 2015, p. 159). The key to the success of [this technique] is that no
evaluation of judgment is made of the ideas as they are being generated and that there are a set
of guidelines that one can follow for a successful meeting. (Goodstein, L.D., Cooke, P., &
Goodstein, J., 1983) The following are the set of guidelines for a successful brainstorming group:
1. Create a goal so, the group can know what the meeting is about and to give them time to
brainstorm before the meeting.
2. Limit the amount of people to the group to five to seven people. (DuBrin,2015, p. 160)
3. Give everyone the chance to suggest alternatives (DuBrin, 2015, p. 160)
4. Remind and enforce that criticism is not allowed.
5. Encourage group members to Freewheel when coming up with ideas.
31
6. Encourage the group to come up with as many ideas as possible (for better odds).
7. Inform that its okay to piggyback off others ideas. (DuBrin, 2015, p. 160)
8. Make sure to have a note taker present.
9. Invite outsiders to the brainstorming session. (DuBrin, 2015, p. 160)
10. Dont over structure by following any of the above nine ideas to rigidly. (DuBrin,
2015, p. 160)
Following these guidelines are important for conducting a successful brainstorm session but
there are other factors that can help facilitate group brainstorming. (Smith, p.16) For example,
making sure that the group is diversified can help bring different perspectives (when I say
diversity I mean age, sex, race, experiences levels, and educational background). (DuBrin,
2015, p.160). Another way to make the group more productive and creative is by providing a
physically stimulating environment, as opposed to drab conference room; by making sure the
room has natural light [and] enough room for walking around from time to time [can] be
mentally stimulating to the group. (DuBrin, 2015, p. 160) Another way to contribute to the
enhanced brainstorming is to provide food and drinks and to make sure that there is an open
physical arrangement in the workplace [that will] encourage people to engage in brainstorming
informally outside of a formal brainstorming group. (DuBrin, 2015, p. 160)
However, if the problem is in the exploration phase and requires more than a list of
alternative solutions Brainstorming technique would not be feasible, and would have to be
replaced with the Nominal Group Technique. (DuBrin, 2015, p. 161)
Nominal Group Technique
Nominal Group Technique or NGT was originally developed by Delbecq and VandeVen
and has been applied to adult education program planning by Verdos. (Sample, J., 1984, March
1) A publication for the CDC describes this technique the best when it says that:
32
that the nominal group technique is a structured variation of small group discussions to reach
consensuses it gathers information by asking individuals to respond to question asked by a
moderator, while participants prioritize the ideas. The process prevents the domination of the
discussion by a single person, [but instead] encourages all group member to participate.
(Gaining Consensus, 2006)
Even though this technique is great at gaining group consensus there still needs to be
structure for it to work correctly. The following are the Center for Disease Controls guidelines
for conducting a nominal group. (Gaining Consensus, 2006)
1. Give the group the questions orally and in written form (to us as a reference). Also, give
the group the physical resources to be able to write their ideas down.
2. This step is when everyone presents the ideas to the group in an orderly fashion and
without judgment, comments, and suggestions. The moderator or note taker in this step
will note each of the ideas down on a device or blackboard, so it could be visible to the
whole group.
3. Step three is when the group discusses each of the ideas one by one to makes suggestions
or to ask for clarification in how the idea works. The creator of the idea need not feel
obliged to clarify or explain the [idea, for] any member of the group can carry out that
role. (DuBrin, 2015, p. 162)
4. This step is when the group members cast a secret ballot on the best ideas presented.
After the votes are counted the moderator presents the top five ideas and the group will
then rate which one is most beneficial to the least beneficial.
33
5. The final step is when the individuals results on the order of the five most beneficial ideas
are tallied and recorded on the visual aid for the group to see. Then the highest scored
idea is then selected for solving the problem addressed in step one.
Conclusion
Whether it is a brainstorming or a nominal group being used, both are designed to come
up with as many ideas possible and determine which ones is the best solution to the problem.
Both set of guidelines are beneficial but if the moderator adds diversity, a positive work
environment, natural light, etc. the results will be more creative and imaginative; and in turn
more beneficial to the organization.
34
References
DuBrin, A. (2015). Human Relations: Interpersonal Job-Oriented Skills (Twelfth ed.). Upper
Gaining Consensus Among Stakeholder Through the Nominal Group Technique. (2006,
November 1). Retrieved March 7, 2015, from
http://www.cdc.gov/healthyyouth/evaluation/pdf/brief7.pdf
Goodstein, L.D., Cooke, P., & Goodstein, J. (1983). The team orientation and behavior inventory
(TOBI). In L.D. Goodstein & J.W. Pfeiffer (Eds.), The 1983 annual for facilitators, trainers, and
consultants. San Diego, CA: University Associates
Sample, J. (1984, March 1). Nominal Group Technique: An Alternative to Brainstorming.

Retrieved March 7, 2015, from http://www.joe.org/joe/1984march/iw2.php
35

NAME OF ARTFACT: Assignment 3- (Discussion and Reflection) Self-Assessment Quiz 11& Model for Improving Interpersonal Skills
DATE: January 23, 2015
ELEMENT: 1.4. Assessing Self
RATIONAL: First, I would like to say that these are two separate documents to satisfy this one
element but the quiz and reflection piece was worked on together which are why they are both
listed here. The artifacts that I have chosen for element 1.4 are a self-assessment quiz that
assessed my interpersonal relation skills and a reflection piece that describes the steps in
improving ones impersonal skills. Both helped me identify what I needed to change and how;
such as, learning not to multitask when having conversations with other individuals. I choose the
two artifacts for the following reasons: 1.it shows that I am capable of assessing not only myself
but others; 2. They were chosen because it shows how to test and correct interpersonal relation
skills, which is one of the things that this standard focuses on; and 3. I choose these artifacts
because it shows that I now have the capability of not only knowing how to fix myself from
these negative traits but I know how to correct the traits of others. The overall experience that I
received from this assignment was shock; and this is because one truly doesnt realize what
negative traits they possess until they assess themselves. I have gained a lot from this
assignment, such as learning what I needed to change about my interpersonal skills, but in the
future I plan to take this and other quizzes from this course to keep bettering myself.
Reflection of Artifact: The artifact below was a discussion topic for the course ATE 550 on
interpersonal skills in the workplace. The discussion required each student to take an
interpersonal skills quiz to determine their weaknesses so that we could improve ourselves not
only in our work lives but our personal lives. In this discussion, I identified two of my own
weaknesses, which I have personally worked on since then. Overall, this report not only helped
me but made me realize the importance of having each student or employee being trained aware
of their weaknesses to not only better themselves but beneficial for the program developer and
stakeholders in developing these trainees to benefit their future or current employer.
36
Matthew Hunter
Dr. Feon Smith
Ate 550
Assignment #3(a)
Self-Assessment Quiz 1-1
This self-assessment quiz consists of twenty-eight questions to help determine the interpersonal relation skills
that need improving; which, DuBrin points out is the first step towards improving interpersonal relations on the
job (DuBrin, 2015, p. 11) By identifying the problems we can better ourselves and it can help motivate us to
change. After determining ones interpersonal skills needs one can make an action plan in accomplishing the
change needed.
After taking the quiz their where a few questions that I ran across that just confirmed what I was told by my friend.
The following are the questions:
1.
2.
I tend to intimidate people. I personally dont agree with this; however, Ive been told this recently.
I multitask when people are talking to me, which I personally would like to work on because it comes off
being rude even though Im paying attention.
By paying attention to others and by taking this quiz Ive determined that I need to work on a few things;
however, I particularly believe that this quiz should be given to all employees if they want to identify and correct
employees interpersonal skills to not only better the company but an opportunity to give employees a drive to
grow in their personal life.
37
STANDARD II
PROGRAM PLANNING AND
DEVELOPMENT
38
STANDARD II EXPLANATION:
Standard two of this portfolio is on program planning and development. Developing a
training program is a tedious process that requires one to complete numerous; and these steps are
also the elements of this standard. These steps include: determining if there is a need for a
training program, the next step would be to brainstorm on as many program ideas as one can;
after coming up with numerous plans the program developer would then design an instructional
plan; the next steps of developing a program is on researching techniques that will help students
transfer what they have learned to the job; the program developer would then come up with ways
to evaluate the program to see if it was effective; the next step would be determining staffing
needs and a program schedule; and the last few steps are basics, but just as important, such as
coming up with a budget and finding a facility to use. You can see each of these steps within the
artifact that I have choose for this standard, which is a training program proposal. This program
planning and development standard, I feel, has been put in place for one general reasons, which
is to demonstrate to the readers of this portfolio that I have retained the skills to effectively build
an academic/training program from my degree program. Overall, the goal of this standard is to
determine not only if I know how to develop a training program but if I have the skills to develop
a program that would not only make an impression on the students but of the reader of this
portfolio.
39
Standard 2: Program Planning and Development

NAME OF ARTFACT: Assignment #15-Adult Instructional Program Plan Portfolio
DATE: May 3, 2015
COURSE: ATE 656-Instructional Planning for Adult Populations
ELEMENT: 2.1. Conduct Needs Assessment, 2.2. Examine Program Ideas, 2.3. Design
Instructional Plans, 2.4. Develop Transfer of Training Techniques, 2.5., Evaluating Programs,
2.6. Formatting Scheduling and Staffing, 2.7., Budgeting, 2.8. Coordinating Facilities, 2.9.
Discerning Context.
RATIONAL: The artifact that I have selected to satisfy this standard is my final project for ATE
656; which was a training program that I had developed for a company called M&C Services,
Inc. I chose this artifact for the following reasons: 1. because it shows the knowledge and
skills that I have learned from the course, such as knowing how to build a training program; 2. it
satisfies all of the requirements for this standard, such as, conducting needs assessments and
planning a budget; and 3. this assignment helped build my program developing skills by showing
me all the components of a program that has to be developed before a program can be
implemented effectively. After completing this course I took away two things: one that I am
capable of developing a training program to suit a company and the second being that developing
a program takes steps, time, and precision to make it effective. Overall, this artifact has taught
me what to it takes in building a training program and this assignment shows that I have the
skills it takes to develop a program from the ground up.
Reflection of Artifact: The next artifact of this portfolio is a training design proposal on retraining the employees of M&C Services, Inc. via a workshop. The program was developed for
the companys twenty employees and is on the procedures it takes to maintain a waste water
treatment facility and maintain it up to the Department of Environmental Protection and West
Virginia Department of Health and Human Resources regulations and standards. This report is
made up of twelve sections: Program Ideas and Needs Analysis, Program Goals and Objectives,
Program Format, Program Schedule, Program Staff Needs, Instructional Plan, Transfer of
Learning, Program Evaluation, Recommendations and Communicating Results, Budget,
Marketing Plan, and Coordinating Facilities and Onsite Event. Each of these sections combined
gives a systematic process on how to conduct the program, why the program is needed, the cost
of the program, how I will measure the program, what staff is needed for the program, and other
precise details. Overall, this is a training program developed to satisfy an assignment for ATE
656 and is a great example of a more traditional way of teaching individuals per their needs and
learning style.
40
41
Table of Content
Abstract .......................................................................................................................................42
Introduction ................................................................................................................................43
Biographical....................................................................................................................43
Affiliation with the Company .......................................................................................43
Overview of the Instructional Program .......................................................................44
Missions Statement ........................................................................................................44
History of M&C Services Inc ....................................................................................44
Program Ideas and Needs Analysis .........................................................................................45
Program Goals and Objectives .................................................................................................53
Program Format ........................................................................................................................56
Program Schedule ......................................................................................................................58
Program Staffing Needs ............................................................................................................60
Instructional Plan.......................................................................................................................64
Transfer of Learning .................................................................................................................72
Program Evaluation...................................................................................................................76
Recommendations & Communicating Results ........................................................................82
Budget .........................................................................................................................................84
Marketing Plan...........................................................................................................................88
Program Facility ........................................................................................................................91
42
Abstract
The following paper is a detailed proposal that I would like to present to you, the board members, on the
re-training workshop that I developed for M&C Services, Inc... The program will have twenty current employees
in attendance and will be on the procedure it takes to maintain a waste water treatment facility and maintain it up
to the Department of Environmental Protection and West Virginia Department of Health and Human Resources
regulations and standards. This report is made up of twelve sections: Program Ideas and Needs Analysis, Program
Goals and Objectives, Program Format, Program Schedule, Program Staff Needs, Instructional Plan, Transfer of
Learning, Program Evaluation, Recommendations and Communicating Results, Budget, Marketing Plan, and
Coordinating Facilities and Onsite Event. Each of these sections combined gives a systematic process on how to
conduct the program, why the program is needed, the cost of the program, how I will measure the program, what
staff is need for the program and other precise details. The goal of this proposal is to get the final approval to
implement the program from the board members; and at the end of this report will be a conclusion /summary of
the important things to remember before making this decision.
43
Introduction
M&C Services, Inc. is a company that needs to give a refresher course to a group of twenty current
employees because many of them have become relaxed in performing their jobs and received low performance
reviews. The program is going to be presented in a traditional workshop setting and will cover West Virginia
Department of Health and Human Resources and Department of Environmental Protection rules and regulations
and will also cover the basic procedures on how to maintain a waste water treatment facility. The goal of this
program is to get employees to maintain the companys waste water facilities correctly and up to DEP and
WVDHHR standards and being timelier in completing those tasks. This proposal like I pointed out in the abstract
above is made up of twelve sections and each make up the program details and steps for implementation; but
before I go into each of the sections I want to give a little information on myself, my affiliation to the company,
overview of the instructional program, the companys mission statement, and some history of the company.
Biographical
My name is Matthew Dallas Hunter and I currently have two degrees one in Administrative Technology and
second being a Bachelor of Arts Degree and currently working on a degree in Adult and Technical Education with
an emphasis in Adult Education. Im on the board of directors of M&C Services Inc. I was previously employed at
Mountwest Community and Technical College as a Registrar Assistant but I decided to go back to school full time.
On a personal level I am part of a neighborhood watch committee and have personally spend time with the elderly
in the community for company and any needs. I have a god daughter that I spend a lot of time with. I have two
dogs that I love dearly and dont know what I would do without them. I live in Huntington, WV and have since
2005 and Im here to stay for I just bought a house on the South Side of Huntington.
Affiliation with the Company
My affiliation with this establishment is that Im the son of the owner and a current board member. I only
deal with question brought to the board; like financial contracts, new service contracts, etc. that would need the
boards approval.
44
Overview of the Instructional Program
The purpose of this program, like I pointed out in the introduction, is to get the employees to maintain the
companys waste water facilities correctly and up to DEP and WVDHHR standards, and being timelier in completing
those tasks. The reason behind this workshop is that many of the employees have received low performance
reviews and are missing many of the steps in their job task; and due to this relaxed attitude the company has
received two bad reports, one from the DEP and the other from the WVDHHR. The adult education instructional
program that Im proposing will fall under the traditional approach in its instruction and will be in the form of a
training workshop. The workshop will be 10 hours in length (including breaks and lunch), will have 20 current
employees in attendance, and will be broken up into three training sessions; one covering regulations, the second
covers the procedures it takes to maintain a facility, and third will consist of a group discussion and a test on the
workshop material covered that day. The first and second sessions will consist of PowerPoint presentation on the
materials followed by a questions and answer period at the end of each session. The last session will be conducted
as a Buzz Discussion Group with both instructors of each session being moderators. (R. Caffarella & R. Daffron)
Missions Statement
Our goal is to protect public health and enhance the environment by treating and reclaiming waste
water.
History of M&C Services, Inc.
M & C Services Incorporated is a family owned and operated company in southern W.V. The company
sales water treatment supplies, treats waste water facilities, air-conditioning & refrigeration, general contracting,
and owner of multiple rental properties. The company was established in 1988 by Dallas Hunter and was named
after his two sons Matthew and Chad Hunter who are now board members on the company. Dallas Hunter is the
majority shareholder and operator of the company, however, there is one more primary shareholder named Diana
Hunter who is also in control of human resources. The company started out with one employee and now has a
total of twenty-five employees of a wide range of ages. The company believes in working hard and tries to make
the earth as clean as possible. The company strives on keeping water clean for all plant, animal, and human life.
45
Program Ideas and Needs

Analysis
46
Program Ideas/Needs Analysis
Over the last 6 months the manager and the owner of the company has noticed that the employees are getting
relaxed in their job and that the company received two bad reports from the Department Environmental Protection.
Since the company had never received any bad reports in the years that its has been in operation has prompted me
to request a training program. Each of the attending employees where recently has had a performance analysis
which is another reason for this program. After identifying the steps missed I performed a Job and Task Analysis
on Dallas Hunter (The Owner) and David Dilly (Manager) so, I can know how to perform the steps correctly. Once
this has been done I can compare the procedures that employees didnt perform correctly against the correct way
will helped me determine what procedures needed to be taught. Once the correct steps where identified I
conducted a Content Analysis on the WVDHHR and DEP regulations and rules that where missed to receive the
two bad reports. (141)http://www.hrguide.com/data/G510.htm By using the job and task analysis and the DEP
and WVDHHR documentation on regulations I can learn how to relate the two within the program which has helped
me develop the second session on rules and regulations. The next three figures are a matrix on the needs analysis
process, a list of sources used to conduct the Job and Task Analysis and Content Analysis, and a needs analysis
instrument.
Needs Analysis Process
Performance
Review on Target
Aundience
Conduct Research
on WVDHHR and
DEP Regulations
Prepare Task
Anyalsis Sheet for
Dallas and David
Conduct Task
Anylasis
Consolidate
Findings
Document
Findings to
Prepare
Instructional Plan
47
Ideas and Needs Sources

Dallas Hunter
David Dilly (manager)

West Virginia Department of Health and Human
Resources.
http://apps.sos.wv.gov/adlaw/csr/readfile.aspx?D
ocId=8154&Format=PDF
Department of Environmental Protection
http://www.dep.wv.gov/WWE/regulations/Pages/
default.aspx
Owner and operator of the company and licensed

to manage waste water treatment facility and
recently attended a retraining program.
Manager, oldest employee, and is licensed to
manage waste water treatment facility.
Used bad report document and regulations and
rules document.
Used bad report document and regulations and

rules document.
48
Needs Analysis Instrument
Employee Name:
Facility:
Date of Analysis:
Job Steps
Cleaned Bar Screen
Checked Water Flow
Checked Motor(s)
Checked Blower(s)
Checked Belt(s)
Checked Motor Timer(s)
Checked Aeration Chamber for:
Foam Thickness
Dissolved Oxygen
SSV
Tested Water Ph. Level and Added Sodium Bicarbonate
Accordingly (only one 10-pound bag at a time)
Added Chlorine (Filled Dispenser up to Full Line)
Checked Water Quality: (Make sure it satisfies DEP and
WVDHHR Regulations and added chemical accordingly).
Completed
the Task
(Yes or No)
Satisfactory or
Needs Work
Notes
49
Checked Oxygen Input to DEP and WVDHHR Standards
Emptied Trash Collector and Disposed to Satisfy DEP and
WVDHHR Standards.
Checked all Sand Filters and Emptied Accordingly.
50
Alternative Strategy
When identifying ideas, and needs for a program sometimes you run across problems such as employee lack of
willingness to [participate] in the workshop. So, there are times when we must choose other solutions of relaying the
information needed to solve the companys problems. If a situation arose and I had to move away from the workshop plan I
would use both a feedback system and Job Aids techniques to relay the materials. (Caffarella exhibit 6d) By using the
feedback system I can observe the employees individually and can give feedback as a teaching technique, which, is also
good at transferring the learning to the job. I would also provide Job Aids such as posters and laminated flash cards with
the steps to each procedure; this will help with confusion on procedure processes. I would also display the WVDHHR and
DEP regulations and standards on wall charts for easy access. The follow is a chart on what we discussed above and a
service report handout that one can use as a guide.
51
Alternative Strategy Intervention Chart

Intervention
Job aids
Feedback
systems
Description
Intervention
of
the
Information given in a
variety of print or webbased
formats
to
provide learners quick
references when a
need to know arises
exhibit 6f
A process for providing

written or oral critiques
or commentaries to
individuals or groups
about specific tasks or
activities
being
performed
or
completed exhibit 6f
Program Implementation
After needs, have been determined, such as the need to be

more efficient, the company could use job aids. I would
provide each waste water treatment facility with a laminated
flip chart to guide through the procedures and I would
provide a service report that one can follow and fill out as
the employee moves through the procedures. I would
provide a list of WVDHHR and DEP Regulations such as,
properly disposing of captured waste. I would also provide
each of the facilities.
If workshop not approved or didnt satisfy program needs I

would use the feedback system. I would use the feedback
system to provide individual meetings on and help with any
mistakes and give appropriate positive or negative
feedback. This option is more personal and less expensive
than the workshop.
52
53
Program Goals and Objective
54
Program Goal:
Program Objectives
The goal of this program is to retrain the
By the end of this workshop the employees will
current employees in the procedures it
recognize their common mistakes.
takes to operate the companies waste water
After the workshop the employees will reduce the
treatment facilities to reduce mistakes,
amount of time it takes for them to complete their job.
time, and money.
By the end of the workshop payroll cost will reduce 10%

due to efficiency.
Program Goal:
Program Objectives
For employees to have a better
By the end of the workshop employees will
understand of the rules and regulations that
understand all WVDNR regulations to eliminate bad
the West Virginia Department of Natural
reports all together.
Resources has put in place for waste water That all participants after attending the workshop
treatment facilities.
will understand the importance of staying in
compliance with the WVDNR.
Program Goal:
For employees to be able to associate their
missed steps during their job task with the
bad report received on the two waste water
treatment facilities.
Program Objectives
After taking the workshop the employees will
associate regulations with procedures; to have a
better understand of the importance of completing
steps.
By the end of the workshop the employees will be
able to communicate with each other about
procedures and WVDNR regulations; leading to a
higher success rate at work and a better employee
support system.
55
Learning Objectives
Intended or
Unanticipated
Measurable
or
NonMeasurable
The Learner.
Action Verb
Content
Intended
NonMeasurable
The participants
will
Recognize
Their common mistakes by the

end of the workshop.
Measurable
The participants
will
Build
Relationships among other

participants for support and
advice on future questions.
Memorize
The steps to perform the day-today procedures that are on the

operation and maintenance
service report.
Memorize
WVDNR Regulations.
Intended
The participants
will
Conditions
Under Which the
Learning Is to
Be
Demonstrated*
Criteria for Acceptable

Performance*
Intended
Measurable
Intended
Measurable
Intended
Measurable
The participants
will
Recognize
The connection between

procedures and WVDNR
regulations.
Intended
Measurable
The participants
will
Discuss
The procedures and their

connection with WVDNR
regulations
During group
discuss
with all participants

participating in the
discussion for credit.
Measurable
The participants
will
Demonstrate
The procedures covered in this

workshop
During
performance test
with a given
service report.
With no mistakes.
Measurable
The participants
will
List
The DEP and WVDHHR

regulations presented in the
workshop
During the
objective test
with a grade of B or higher

being accepted.
Intended
Intended
The participants
will
56
Program Format
57
The format that I developed for this program is a workshop. I choose this program format is because it
emphasizes the development of skills and competencies in a defined content area, such as, maintaining a waste
water treatment facility. When choosing this format I also kept the following things in mind: that the content that
needs to be taught is skilled based, which the workshop can handle; that the workshop format can handle the
symposium style of instruction; that the workshop is geared at using activities in small groups, which, will help with
transfer of learning; and I choose this format because it leaves room to factor in generational differences in its
instruction. After taking the above into consideration the board members of the company and I felt the workshop
was a good choice for the program and the company.
58
Program Schedule
59
8:00a.m.
8:00a.m.-9:30a.m.
Everyone arrives at New M&C Building
Introduction to the Workshop.

Located in Main Conference Room
9:30a.m. - 10:30a.m.
Group One: Reports to Room One (WVDNR Regulations)
Group Two: Reports to Room Two (How to Run a Waste Water
Facility)
10:30a.m.- 11:00 a.m. Break
11:00a.m. 12:00p.m. Group One: Back to Room One (WVDNR Regulations)
Group Two: Report to outside Waste Water Treatment Facility (How
to Run a Waste Water Facility)
(Located behind the Building)
12:00p.m. -1:15p.m.
Lunch (Located in the Main Warehouse)
1:15p.m.-2:15p.m.
Group One: Report to Room Two (How to Run a Waste Water
Facility)
Group Two: Report to Room One (WVDNR Regulations)
2:15p.m. 3:15p.m.
Group One: Report to outside Waste Water Treatment Facility (How
to Run a Waste Water Facility)
(Located behind the Building)
Group Two: Report to Room One
3:15p.m. - 4:15p.m.
Group One and Group Two Reports to Conference Room (Review of
Todays Materials)
4:15p.m.-4:30p.m.
Break
4:30p.m.-5:30p.m.
Test
Group One: Reports to Waste Water Treatment Facility.
Group Two: Stays in Conference Room
5:30p.m. 6:30p.m.
Test
Group One: Report to Conference Room
Group Two: Report to Waste Water Treatment Facility.
6:30p.m.
Workshop is Over
Test scores will be given out next working day.
60
Program Staff Needs
61
The staffing needs at this time are all going to be filled by internal to the organization with many of the
board members participating in the program construction, program implementation, and technical staff. The
following is two charts, both being from the book Planning Programs for Adult Learners, with the first chart being
on if the chosen instructors had the criteria to instruct the workshop sessions and the second chart being a list of
the staff and their roles, if they are internal or external to the organization, and if they are paid or volunteers.
(280)
62
Criteria
Content Knowledge
Competence in the
Process of Instruction
Ability to Respond
Effectively to the
Background and
Experiences of the
Participants
Name and Role

of Instructional Why do you believe the staff members chosen will meet the
Staff Members criteria appropriate for their role(s)
Dallas Hunter
The both know the content and are both certified in
Diana Hunter
wastewater management.
Diana Hunter
Diana has experience in being an instructor
Dallas Hunter
Diana Hunter
Both instructors have trained many of the employees

already and they know each of the employees well; being
the owners.
Belief that Caring for

Learners Matters
Dallas Hunter
Diana Hunter
Both have familiar with the employees and the small-town

culture; since, they both live and run a company there.
Credibility
Dallas Hunter
Diana Hunter
They are the owners of the company and know the

company inside and out.
Enthusiasm and
Commitment
Diana Hunter
Diana enjoys the teaching aspect better than Dallas Hunter

but both have a commitment to getting the employees to
learn the material.
Personal
Effectiveness
Dallas Hunter
Diana Hunter
Both are organized and prepared for the implementation of

the program.
Enterprise
Knowledge
Dallas Hunter
Diana Hunter
Being the owners of the company the instructors have

sufficient enterprise knowledge (Caffarella and Daffron,
p.277)
Ability to Teach from

the Heart and Spirit,
as Well as the Mind
Diana Hunter
Diana has specified that she loves teaching and has the
knowledge of the company to teach it well.
Skills in Using
Technology
Effectively
Dallas Hunter
Diana Hunter
The both have taken classes on the

Technology used during the job and what will be used
during the program; such as, projector, computer, remote
projector screen, etc
63
Staff Role
Specific Person or
Persons Who Are
Carrying or Will Carry
Out Each Role
Diana Hunter
Matthew Hunter
Internal or External to
the Organization
Paid or Volunteer Staff

Members
Internal
Internal
Paid
Volunteer
Instructional Staff
Members
Dallas Hunter
Diana Hunter
Internal
Internal
Volunteer
Paid
Program Evaluators
Diana Hunter
Dallas Hunter
Matthew Hunter
Internal
Internal
Internal
Paid
Volunteer
Volunteer
Program Coordinators
or Managers
Diana Hunter
Matthew Hunter
Internal
Internal
Paid
Volunteer
Technical Support
Staff Members
Matthew Hunter
Chad Hunter
Internal
Internal
Volunteer
Paid
Program Planners
64
Instructional Plan
65
The following section is on how to instruct the workshop; which includes the workshop learning
objectives, the instructional techniques that will be used to implement the sessions and the ten factors that I took
into consideration in developing [the] instructional techniques. (Caffarella, 2013, Online Exhibit) The first chart
will provide the learning objectives, followed by the ten factors took into consideration; the last three tables are
lesson plans for each of the three sessions. Each of the lesson plans will provide the techniques that should be
used to implement the session, the objectives of the session, the resources used for each session, a description of
the course, and the assessment plan. One thing I would I liked to point out is that I choose many of the
instructional techniques based on generational differences among the employees. For example, I choose the
symposium technique because I have a lot of baby boomers attending the workshop which like a more a
traditional approach to teaching, and I choose to use Demonstration with Return Demonstration because
generation xers and millennias learn through experimentation, feedback, and hands on approaches to learning
which the demonstration technique provides. I choose the buzz group because I need all the generations to
learn how to work together, so that they can help each other with problems in the future (Caffarella, 2013, Ch 8).
Following are the tables mentioned above.
66
Learning Objectives
Measurable
or
NonMeasurable
NonMeasurable
Measurable
Measurable
Measurable
Measurable
Measurable
Measurable
Measurable
Conditions Under Which

the Learning Is to Be
Demonstrated*
Criteria for Acceptable

Performance*
The Learner.
Action Verb
Content
The participants will
Recognize
Their common mistakes by the

end of the workshop.
Build
Relationships among other

participants for support and
advice on future questions.
Memorize
The steps to perform the dayto-day procedures that are on

the operation and maintenance
service report.
Memorize
WVDNR Regulations.
Recognize
The connection between

procedures and WVDNR
regulations.
Discuss
The procedures and their

connection with WVDNR
regulations
During group discuss
with all participants

participating in the
discussion for credit.
Demonstrate
The procedures covered in this

workshop
During performance test

with a given service
report.
With no mistakes.
List
The DEP and WVDHHR

regulations presented in the
workshop
During the objective test
With a grade of B or
higher being accepted.

67
Factors for Consideration in Developing Instructional Techniques

Figure 4.0
(Figure and questions come from)
Factor 1: Learning The focus of the learning objectives is on acquiring new knowledge and developing
psychomotor skills.
objectives
Factor
Instructors
2:
Both instructors have sufficient knowledge of the materials and comfortable with the
techniques.
How many learners are involved? 20
What are the characteristics of these learners?
Characteristics to factor in are generational differences. This is due to the fact that I will
have Baby Boomers, Generation Xers, and Millennials attending the workshop
What are their cultural backgrounds?
Factor 3: Learners
Every one of the participants was born and raised in southern West Virginia and proud of
their southern heritage.
What expectations do the learners have in terms of the techniques to be used?
Employees are expecting traditional way of teaching such as lecturers, symposiums, and
demonstrations.
Do the participants have the background and experience to use these techniques, and
if not, how can instructors assist participants to learn how to use these techniques?
They all have experience in these techniques but need a little help with the Buzz Group
technique; however, the instructors will be there as moderators.
Does the learning environment influence the usefulness and appropriateness of the
instructional techniques? Yes
Factor 4: Context
Can the learning context enhance the use of the techniques chosen? Yes, the session
on procedures is done with working facility and the other material and activities work well
at this facility.
How might you adjust the techniques so they better fit the learning context?
I wouldnt adjust the techniques because I picked them to suit around the facility.
Factor 5: Transfer
of learning
Do the techniques promote the transfer of learning process?
68
Yes. For example, the participants get to practice procedures on a real facility making
transfer of learning easier to complete.
What techniques have the greatest potential for simulating the context in which the
learning will be applied?
Demonstration and Return Demonstration.
Is the content abstract or concrete? Both
What is the level of complexity and comprehensiveness of the material?
Factor 6: Content
Factor 7: Technique
Characteristics
The complexity and comprehensiveness of the materials are minute. The workshop is a
re-training course and all of the materials have been covered before at the initial hiring
process.
How difficult are the techniques to use? The instructors and the participants understand
and are familiar with the techniques, so, difficulty level is low.
What kind of time is needed to use the techniques effectively? Hour Each
Factor 8: Variety
Are there plans to use a variety of techniques that take into account the various
backgrounds and experiences of the learners and the different ways they process
information? Yes
Are the costs, if any, associated with the techniques chosen realistic? Yes
Factor 9: Logistical
constraints
Factor 10: Time
Is the space, equipment, or materials necessary to use the techniques readily

available? Yes
Are techniques being used that fit into the time frame allotted (e.g., is there too little
or too much time available)? Timed it perfectly
69
Instructional Plan
How to Run a Waste Water Facility
Date June 18, 2015 Time: 9a.m.-12:30p.m.
Time: 1:30p.m.-3:30p.m.
Instructor
Description of
Session
Learning
Objectives
Dallas Hunter
The session is on how to run a facility including: Knowing
water characteristics, troubleshooting, calculating
chemical usage, collecting water samples, maintenance,
and operating parameters.
The participants will recognize their common mistakes
by the end of the workshop
The participants will memorize the steps to perform the
day-to-day procedures that are on the operation and
maintenance service report.
Instructional
Techniques
Assessment Plan
Resources
Symposium
Dallas will speak and present a presentation on how to
run a waste water treatment facility. After the
presentation, will be a question and answer period at the
end. Of the first section of this session.
Demonstration with Return Demonstration
When they return from break Dallas will take the
participants to a working facility, on site, and
demonstrate the task. The participants in this session will
then perform the task one by one. Feedback will be
given during participant demonstration.
Assessment given in Review Session
Real Things- handouts on procedures.
Printed Material- manuals on each of procedures listed
in session description.
Audio and Video Materials- PowerPoint presentation
on session materials.
70
Instructional Plan
Waste Water Regulations
Date June 18, 2015
Time: 9a.m.-12:30p.m.
Time: 1:30p.m.-3:30p.m.
Instructor
Description of
Session
Diana Hunter
Learning
Objectives
Instructional
Techniques
Assessment Plan
Resources
The session will cover water output quality, when to send water
samples to DEP and WVDHHR, what to measure, and what
inspectors look for during evaluation.
The participants will memorize DEP and WVDHHR

Regulations.
The participants will recognize the connection between
procedures and DEP & WVDHHR regulations.
Symposium
Diana will give a presentation on the rules and regulations that
DEP and WVDHHR have on waste water facilities and what
inspectors are looking for. Once completed the participants will
have a question and answer period.
Assessment given in the Review Session
The following resources are provided:

Real Things- Handouts on what inspectors are looking for.
Printed Material- DEP and WVDHHR Regulation manuals.
Real Things- PowerPoint presentation on both regulations and
inspection guidelines.
71
Instructional Plan
Review Session
Date: June 18, 2015 Time: 3:30p.m.-6:30p.m.
Instructor
Diana & Dallas Hunter
Description of
Session
Learning Objectives
This session will review todays material and the participants

will be tested on all the workshop materials. At the end of the
test session will be a sort evaluation on the effectiveness of
the workshop.
The participants will discuss the procedures and regulations
during the group discussion, with all participants
participating for credit.
The participants will demonstrate the procedures covered in
this workshop during the performance test with a given
service report with no mistakes.
Instructional
Techniques
Assessment Plan
Resources
The participants will list the DEP and WVDHHR regulations

presented in the workshop, during the objective test with a
grade of B or higher being accepted.
Buzz Group
The participants are broken up into two groups and each of
the groups will discuss what they think is the top 10 things
they took from the workshop. Each group will have 15
minutes to discuss the about the material, then one person
from each group will describe their top 10 to the whole
session. This way the instructors can see what the
participants took from the sessions and add any material that
might need to be re-discussed before the test.
Performance Reviews and Tests. Each participant will
demonstrate a set of skills at the onsite treatment facility in
front of the instructor Dallas Hunter. An example of one of
the test procedure would be to test the ph. level of the water.
This will help determine if they enhanced their skills at the
workshop.
Objective Tests. Participants [will] answer a set of
instructor-developed test items. The test [will] consist of
multiple-choice, true/false, and matching. (Caffarella, 2013,
Exhibit Ch 8)
No resources needed (group discussion).
72
Transfer of Learning
73
Determining the transfer of training process for the workshop is important because it makes sure that
the material being taught is transferred to the job. The following two tables identify the factors that inhibit or
enhance transfer of learning and a matrix that tells when to implement the transfer techniques (before, during
and after the program) and who needs to conduct the techniques. By insuring that the transfer of learning process
is implemented before, during, and after the program will allow for a more successful program and a more
efficient employee. The following are the tables described above.
74
Identifying Elements that Enhance Inhibit

Transfer of Learning
Factor
Things That Enhanced or Inhibited
Span of Decision-Making
Control
Program
Participants
prior knowledge and experience are

linked to what is being learned
which enhances the transfer
(Caffarella, 2013, Figure 9.A)
Given this a re-training

program for current
employees prior
knowledge was already
established. I had no
control over this
enhancement.
There is a lack of motivation among

the employees which could inhibit
learning.
Program Design
and Execution
Program Content
Changes
Required to
Apply Learning
Organizational
Context
Leaves little time between breaks to

study for the exam.
Program is designed to give more

one-on-one time.
The content of the program was
relevant to the goals and objectives
and the overall purpose of this
workshop.
Opportunities exist to integrate
what is learned into current life roles
(Caffarella, 2013, Figure 9.A)
The finances are tight on this
program.
The supervisor is easily accessible
and willing to give support.
The program itself was constructed
to help employees build relationships
for help in the future.
People Who Did

or Can Assist in
Transfer
Diana and Dallas
Hunter
Had no control since Im

only a stake holder and
dont see employees on a
regular basis.
Suggested in giving an
hour and a half hour
lunch before everyone
reunites in the third class
for studying. (was added
into plan)
Had little say on this
decision.
Had no decisions making
control over this
decision.
Diana Hunter,
Dallas Hunter,
and David Dilly
Have no decisions
making control over this
Diana and Dallas

Hunter
Have no decisions
making control over this?
Diana and Dallas

Hunter
Suggested this transfer

of study technique
Diana Hunter
Diana Hunter
Diana and Dallas

Hunter
Diana and Dallas
Hunter
P a g e | 14
Community and
Societal Forces.
Key stakeholders are satisfied and

supportive of the program and of the
employees attending.
I had a decision in this

enhancement.
Dallas and Diana

Hunter
75
Transfer of Learning Matrix

People Involved
Program Planners
Instructors or Facilitators
Learners
Work Supervisors
Other Stakeholders
Matthew and Chad Hunter
Strategy for Before

Program
Identify what needs
transferred
(Caffarella, 2013, p.
222)
Keep learners
motivated in the
program and help
participants figure
out their learning
style.
Clarify what they are

learning and what
needs transferred
222)
Encourage
employees to attend
the workshop.
Arrange for
incentives
222)
Strategy for During

Program
Give the employee
multiple transfers of
learning techniques to
make their own transfer
of learning plan.
Help assist [learners]
in assessing barriers
and enhancers to
learning transfer in
their own
environments.
223)
Select the transfer of
learning techniques
that best suit them and
get help building their
own technique.
The supervisors will
personal attend to all
work-related task due
that day, so, that there
will be no interruptions.
Help supervisor with
support so that there
are no interruptions.
Strategy for After

Program
Initiate and support
people involved in the
transfer process
224)
The instructor becomes
the peer coach to help the
participants stay on track
and so they can provide
feedback.
Making sure to use the

transfer of learning
techniques.
Give feedback and be

there for support or for
advice.
Negotiate and change,

as needed, what the
outcomes of the transfer
of learning process
should be with all
interested parties.
224)
76
Program Evaluation
77
The following is the evaluation plan for the workshop, however, the evaluation
plan and the program have not been implemented, so the result are not yet
computed. I did however provide a breakdown of the evaluation process via a
twelve step model provided by Rosemary Caffarella in the book Planning
Programs for Adult Learners. The second table in this section describes informal
and unplanned was of evaluating the workshop, which Caffarella also provided,
as exhibit 8.J if necessary. I also provided an example of the evaluation
instrument that I will use to conduct the evaluation process. But first lets view
the twelve-step model.
78
Evaluation Plan
(12 Step Model)
Elements
Secure support for the evaluation
effort from those who have a stake in
the results of the evaluation.
Identify the individuals to be
involved in planning and overseeing
the evaluation process.
Define precisely the purpose of the
evaluation and how the results are to
be used.
Your Evaluation Plans

With all stakeholders having a roll in the planning
process they all voted and agreed that an evaluation
plan is need.
Dallas & Diana Hunter will be involved planning
and overseeing the evaluation process
Choose the data collection techniques

to use, when the data will be
collected, or how already available
data can be put into usable forms.
The techniques that will be used is a performance

review before and after the workshop, there will
also be a post-test that will be given at the end of the
last session, and a cost-benefit analysis which will
be conducted after all the employees performance
reviews are conducted. (Caffarella and Daffron,
p.245-247) The first performance review has
already been conducted and used in the needs
analysis process.
To insure the workshop is effective in

accomplishing the goals and objectives of the
program, that the participants retained and
transferred the content taught correctly. If it was
worth the time and money, and if there needs to be
any changes to the program.
Specify what is judged and formulate What needs to be judged is the effectiveness of the
program and did it meet the goals and objectives of
the evaluation questions.
the program.
The following are the evaluation questions:
Have participants [performance changed] as a
result of attending the workshop, Does the program
need improvements, Was the transfer of learning
plan successful and was the time and cost of the
program worth it? (Caffarella and Daffron, p.250)
The employees attending the workshop will be the
Determine who supplies the needed
main source of evidence but instructors will also
evidence, or whether some of that
provide evidence.
evidence is already available.
Both Levels of evaluation and objective-based
Delineate the evaluation type.
approach are used. (Caffarella and Daffron, p.243)
The program goals and objectives, the effectiveness
of the program, and was it worth the money and
time will provide the focus for the evaluation.
(Caffarella and Daffron, Exhibit. 10.A)
79
Indicate the analysis procedure(s).
This evaluation plan mostly uses the quantitative

data type of analysis because the plan is measuring
the skills, knowledge, cost, and effectiveness of the
program. It also uses the qualitative data approach to
determine if participants learned as a result of
attending [the] training program. (Caffarella and
Daffron, p.249)
Stipulate what criteria to use in

making judgment about the program
or what process to apply in
determining the criteria.
Determine the specific time line,
budget, and other necessary
resources.
By the end of the program the employees should be

able to demonstrate and recall 90 percent of the
procedures and WVDNR Regulations that was
taught in the workshop. By the next evaluation,
participants should be able to demonstrate at least
85 percent of what was taught. The program should
be at least 70 percent affective for it to be a
successful program and have each student list at
least one change they would administer to the
program. (Caffarella and Daffron, Exhibit 10.A)
Time line for the evaluation is:
1. Current knowledge and skills on procedures
and regulations are determined by employees
taking a pre-test at the beginning of each
workshop.
2. The final course of the workshop
participants will complete the post-test on
the materials taught and a survey being on
the effectiveness of the workshop.
3. Performance review is performed for each of
the employees 6 months after the workshop.
4. Cost analysis is performed after each of the
performance reviews are taken and analyzed.
Program has not been implemented yet for results
Monitor and complete the

evaluation, make judgment about the
value and worth of the program, and
think through ways the evaluation
data can be effectively used.
80
Informal and Unplanned Evaluation

Approaches
Informal or Unplanned Ways to Evaluate
Education and Training Programs
Helpful? (Why or Why Not)
1. By giving a quick quiz during one of the

workshops to see if they are retaining any of
the material being taught.
Its a quick way to see if the participants are lost

or if the class needs restructured.
2. By getting a group consensus on an issue

that arose during one of the workshops
classes.
It could be helpful if a participant voiced

concern over the pace of the instructors teaching
and the instructor performed a quick group
consensus to see if it was a personal or group
issue.
3. Performing a group discussion to see what

activities would help with transfer of
learning; since, the activities now are not
helping.
This will help with the transfer of learning

process but it will also help with building a
better workshop for the future.
81
Evaluation of a Workshop
Please rate the workshop with the following scale and circle your answer:
5
1.
Excellent
4 Very Good 3 Good 2 Fair
1 Poor
The workshop met the goals and objectives stated:
5 Excellent
4 Very Good
3 Good 2 Fair
1 Poor
Comment:
2.
The Buzz Discussion helped build a support group among the participants.
5 Excellent 4 Very Good
3 Good 2 Fair
1 Poor
Comment:
3.
As a result of taking the session on How to Run a Waste Water Treatment Facility, I now have a
better understanding of the steps to maintain the facility.
5 Excellent
4 Very Good
3 Good 2 Fair
1 Poor
Comment:
4.
As a result of taking the session on WVDHHR and DEP Regulations, I now know the importance
of why to follow the procedures steps correctly.
5 Excellent
1 Poor
Comment:
5.
The demonstration of how to perform the steps, at the working facility, was informative and helpful
and I now understand the how to perform the procedures:
5 Excellent
1 Poor
Comment:
6.
The buzz discussion helped me remember and retain workshop materials.
5 Excellent
Comment:
7.
The strategies I will try on the job are:
Comment:
1 Poor
82
Recommendations &
Communicating Results
83
Since the program has not been implemented the results are not yet calculated, however, after all the
evaluations have been completed I will present the results to the board members of the company. Since, I am a
member of the board I decided the best way to present the materials would be via an informal meeting. I will
provide detailed handouts on the results for future reading but I will give a brief PowerPoint presentation, which
will present the results via charts and graphs, to allow time for a question and answer period at the end of the
presentation. Also, during the question and answer period I will be taking suggestions on what they would do
different to the program if repeated. This will allow me to note comments and perfect the program if necessary.
Strategies
Reasons for Choosing This Strategy
Have participants pay for the own

meals. (Caffarella & Daffron, 2013, p.
296)
Typically, employees pay for the food while at

work and since the workshop will be held on a
work day during typically work hours, not
providing food, wouldnt be a big
disappointment and in turn wouldnt affect
motivation.
Cut the number of employees who will

attend.
Not all employees need re-trained due to their

high-performance ratings. So, by only choosing
the ones with low performance ratings would
save time and money.
Choose less expensive refreshments.
Choosing less expensive refreshments will not

affect the mood or motivation of the employees.
84
Budget
85
The following section will provide a detailed program budget in the form of three tables; the first table
will give a detailed breakdown of the expenses, the second will show the source of revenue for the budget, and
the last being a table on three ways to reduce the cost of the program and the reason I choose each of the cost
cutting strategies. I would like to point out that the program budget in under budget but this is intentional, I
wanted to leave a safety net for unexpected expenses relating to the program.
86
Budget Items
Personnel
Program Director
Instructors/facilitators
Support Staff
Other Staff (Participants)
Fringe Benefits (Insurance)
Program Director
Instructors/facilitators
Support Staff
Other Staff (Participants)
External Staff
Program Consultants
1Instructors/Facilitators
Honorariums
Sub-Contractors
Others
Materials
Copying
Design
Printing
CDs
Technical Support
Website Costs
Internet Fees
Learning Management System
Other
Equipment
Computers (Indirect Cost)
Printers (Indirect Cost)
Projectors
Screens
Microphones
Other
Travel
Airfare
Ground Transportation
Mileage
Rental Car
Parking Fees
Facilities
Overnight Rooms
Meeting Rooms
Food
Hospitality
Receptions
Special Activities
Expenses
$20hr X 120 Hrs.= $2,400
$20hr X 10 Hrs. = $200
$15 X 20 Hrs.= $300
$3,800
$37.50
X
$6.24
$62.50
X
X
X
X
X
$500
X
$500
X
X
$50
X
$200
$2,000
$400
$1,000
X
X
$400
X
X
X
X
X
X
X
$500
X
X
X
87
AV Rental
Supplies, Telephone, Postage
Supplies
Telephone
Postage
Special Services for Participants (e.g., sign
language experts, not takers, interpreters)
Miscellaneous
Total Direct Expenses
Indirect Costs capitalize Direct
Total Expenses
Income Source
Parent organizational subsidy
Sponsorship funds or donations
Participants Fees
(Fee X # of estimated participants)
Auxiliary enterprises and sales (item or service to be
sold X # of estimated customers)
Grants and Contracts
(List each source of funding with amount)
1.
2.
3.
Government Funds (list each source of funding with
amount)
1.
2.
3.
Profit from any educational unites
Miscellaneous Income (from the owner)
Total Income
X
$500
X
X
X
$10,456.24
$2,400.00
$12,856.24
Amount of Income/Subsidy
$X
$X
$X
$X
$X
$X
$X
$X
$X
$X
$X
$14,000
$14,000
88
Marketing Plan
89
At this time, there is no need to market the program because the employees attending the program are
mandated to attend and it was built around them. We also have no intentions on selling the program at this time,
however, I have provided a flier on the workshop if we did decide to invite outside quest to pay for the cost of
program. The flier would be sent to those in the area that are not licensed but work under those who hold a valid
operators license. Many of these employees are not formally trained and this program would give them a better
insight of the rules and how to operate a facility. I would also use social media sites, such as Facebook, as a
marketing technique to target the younger audience; who usually needs the training to get a raise or a promotion.
By using these two marketing techniques we could attract enough people to cut the cost of the program if a
financial situation would arise.
90
Waste Water
Treatment
Workshop
Lets keep our Rivers, Lakes and Streams
Clean by attending this Workshop!
June 18th 8 a.m. -6:30 p.m.

Its a one day program!
Cost: $80
Lunch and Refreshments Included!!!
Workshop Will Cover Maintenance
Procedures and WVDHHR AND DEP
Regulations
Contact Us Today!!!!!
M&C Building
54 Harris St, Stollings, WV 25646
RSVP to 304-784-3407
91
Program Facility
92
This last section of the proposal focuses on the facility being used to host the workshop and if it meets
program needs. I conducted an analysis of the facility by using a checklist from Chapter 14 of the book Planning
Programs for Adult Learners, which is located on the next page. After completing the checklist, I determined that
the facility meets program needs because it has sufficient space for the number of participants that will be
attending and it houses a waste water treatment facility which is needed for the demonstration part of the lesson
plan. I will be using four of the rooms available, one to be used as a lunch room and the rest to be used to conduct
the three workshop sessions. I will set up two of the rooms in a U-shaped pattern where the participants can
communicate with one another but still have a clear view of the projector screen and instructor.(Caff343) The third
room/main conference room, which will hold the third session, will be arranged according to a traditional
classroom style with the chairs facing the front of the room for the test portion of the session but with the
capability of moving chairs around for a small group discussion at the beginning of the session. Even though it was
requested that we use the company owned building to save money it did meet program needs.
93
Checklist for Selecting Facilities

Availability of program dates
1st Choice
2nd Choice
Other
M&C Building (Company Owned Building) June, 18, 2015
Location
Good Transportation access (plane, car,
ground transportation)
Participant appeal
Safe and secure (Lighting, securing staff)
Ease of Parking
Affordable for the program budget and/or
for participants
Building located in companys

hometown and is located beside the
companys main office.
Facility is brand new and has never
been seen by participants.
Building is secure and plenty of
lighting.
Employee parking lot already
available.
The company already owns the
building so, the facility if free.
Meeting rooms: General sessions, breakout rooms, social and entertainment areas (see Exhibit
14.B for a description of each of these features; see web site)
Size
x
Dcor
Furnishings
The size of the rooms being used will

accommodate program needs.
Its a typical building.
The rooms are bright and paper content is easy
to see.
Decor is pleasing and not cluttered.
Chairs are comfortable and tables are moveable.
Ventilation, heating, and cooling

Sound projection
Electrical outlets
Wi-Fi connection
All three are working.

Projection clear and doesnt echo.
Outlets are conveniently placed.
Signal strong and devices already connected.
Appearance
Lighting
Support services (at same or different facility from where the program will be held)
On-site meals (catered by same or
different group)
Caterer contacted and time confirmed.
x
Accommodations
Facility located in participants home town.
x
Restaurants
Food will be provided at the facility.
x
Recreation, fitness facilities
No fitness facility at the site.
Phones, Wi-Fi access
Both are easy to access
x
Business Center
No business center.
Equipment Services
Installer of the equipment being used will be
at facility during the workshop.
On-site transportation (frequency, convenience, cost)
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Public
Private
Facility is located near current job location. Participants will be

using their own vehicles and since the program is during regular
work hours, participants, will not be reimbursed for travel.
Accessibility requirements under Americans with Disabilities Act (ADA)
x
x
Accessible parking spaces

Ramps, lifts
Elevators
Accessible sleeping rooms
Accessible public restrooms
Doorway and corridor width for wheelchairs
Floor surfaces smooth and firm
Lowered public telephones
Telecommunications device for deaf (TDD),
readable signs with large lettering, Braille, or
raised symbols
Sufficient lighting in rooms and corridors
Emergency warnings in multiple delivery
methods
General factors
x
Attractions and entertainment in area
x
Experience in hosting educational programs
Site personnel
Safety issues
Medical and emergency services
Up to Code.
Up to Code.
Building all one floor.
No sleeping rooms at facility.
Up to Code.
Up to Code.
Up to Code.
No public telephones.
Up to Code.
Up to Code.
UP to Code.
Participants live in the area.

My first educational program.
All office staff will be available.
All safety concerns are satisfied.
Emergency procedures in place.
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I would like to Thank You for taking the time to consider this proposal and hope that you will take it into
consideration.
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STANDARD III
PROFESSIONALISM
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STANDARD III EXPLANATION:

Standard three of this portfolio is on professionalism; but what is professionalism?
Professionalism is defined as a set of skills that one has retained that makes that individual
display a demeanor that is appropriate for ones professional working life. However, when it
comes to this standard, I feel it should be broken down into two sections: 1. To demonstrate my
professional growth while in this program, which can be seen in artifact one and two; AND 2.
This standard wants me to demonstrate how I would encourage professionalism within students
and co-workers, which is reflected in artifact two. Artifact two is an event proposal that I had
created on how to professional communicate and handle situations, such as bullying, in the
LGBTQ community. The following are the elements of this portfolio which include me
demonstrating: 1. how I would promote a positive climate in my professional environment; 2. It
will show how I would apply best practices, which can be seen in artifacts one and two; 3. What
my personal growth plan is; AND 4. This is where I demonstrate reflective practice which can be
seen throughout the artifacts of this standard. Overall, this standard has me demonstrate that I
understand how to promote a positive climate, how I would apply the best practices to get a
professional positive climate, and it has me reflect on how I would better myself within my field
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Standard 3: Professionalism
NAME OF ARTFACT: Assignment #12 Event Proposal
DATE: November 9, 2015
COURSE: ATE 628-Audlt Instructions: Environmental and Personal Aspects
ELEMENT: 3.1. Promote a Positive Climate AND 3.2. Apply Best Practices
RATIONAL: This artifact was chosen for elements 3.1 and 3.2 of standard three; which is to
promote a positive climate and apply best practices. This assignment/artifact is an event proposal
on LGBTQ Sensitivity and Safe Place Training. The event would have given its participants a
better understand of LGBTQ issues, how to professionally act around the LGBTQ community,
and to show the participants ways to better handle issues that may arise. I chose this artifact
because I feel it shows the passion I have in making campuses a safe place for every individual
including the LGBTQ community. It also was chosen because it shows how I would promote a
positive climate within a classroom and company/institution AND it shows how I would use the
best practices to promote a positive climate. I gained many things out of this but the main thing
that I have gained from this assignment is that I can use my skills in developing programs that
can give a better understanding of different communities to reduce hate crimes, suicides, and
racism. The only thing I would do different is to develop the program that had less people in the
course but over multiple days to better accommodate work schedules and to give them a more
one-on-one time. Overall, this assignment helped me discover how to present a program or an
event to administration AND it helped me realize that education can help promote a positive
change within individuals and communities.
Reflection of Artifact: The following artifact is an event proposal on LGBTQ issues, on correct
ways to identify individuals in the LBGTQ community, what words are offensive to the
community, and so on. The event is an example of a short information seminar on trying to end
confusion and prejudice. The program was built for an attendance of 75-150 and was for
employees of a company that deals with the public. Overall, this was an assignment for the
course ATE 628 and it not only tries to better the community understanding of diversity issues
but it gives the reader of this portfolio a better idea of a training method I would use for this
particular information and audience.
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Assignment #12
Event Proposal
ATE 628
November 9, 2015
Dr. Feon Smith
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November 8, 2015
President Gary White

One John Marshall Drive
Huntington, WV 25755
Dear President White,
The following letter is a proposal for a training event I would like to hold on campus for current and recently hired
employees. This event is on the current issues facing the LGBTQ community and how to make Marshall University
a safe environment for LGBTQ students. The following is break down of what the training will cover, the cost, date
of the event, etc.
The Event and Its Purpose
The event that I would like to hold is a seminar on current LGBTQ issues and bullying the community faces on
campus. Some other informal learning many come from the speakers and participants interaction with each other,
such as, leaning about acceptance of things one doesnt understand. However, some of the objectives for this event
would be:
1.
2.
3.
4.
Words that can be insensitive to the LGBTQ community.

For the faculty at Marshall University to have a better understand of the LGBTQ community issues such
as bullying.
For the faculty to be informed on how to make the university a safe environment for LGBTQ students.
To have a better understanding of the common problems, such as transsexuals use of bathrooms.
The overall goal of this event is to build a school of tolerances that all students can be welcome and safe and for the
school to be considered one of the top universities in the US for the LGBTQ community.
Attendance Amount:
75-150 employees (estimated)
Date:
Wednesday, December 16, 2015
Time:
11am-1pm (food provided)
Location:
MU Student Center- Marco Room & Don Morris Room
Overall Cost: The overall cost including room, food, workshop supplies, handout materials, etc. would be around
$6,000.
Advertisement
I will send out emails, send out Facebook invites and reminders, post flyers in employee areas, and I will send a
reminder to each department head so they can remind workers of the training.
Incentives for Attending
Free Lunch!
Everyone that completes the training will receive a certificate and a gift bag.
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The Overall Goal

Overall, I expect the employees that attend the training to learn about tolerance and that tolerance within the
university will not only better the lives of the students, help drop suicide rates among the LGBTQ community, but
it will also help the incoming students know that Marshall University is a school of acceptance and that the schools
main goal is the education and safety of the students.
Thank you for your time in reading this proposal and if you have any more questions please feel free to contact me.
Sincerely,

Graduate Assistant
Hunter63@marshall.edu
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NAME OF ARTFACT: Assignment #1 Creating a Life Plan and Final Project Topic
DATE: May 27, 2016
COURSE: ATE 661-Practicum
INSTRUCTOR: Dr. Lee Olson
ELEMENT: 3.3. Design Professional Growth Plan AND 3.2. Apply Best Practices
RATIONAL: For this requirement, Ive decided to utilize the artifact, assignment one, in ATE
661 to satisfy the elements 3.2 and 3.3, which is to apply best practices and design a professional
growth plan. This assignment was a paper done in the practicum class taught by Dr. Lee Olson
and it was used to get us, the students, to think about our lives and come up with a growth plan
that would better ourselves for now and in the future. I chose this artifact because it shows my
personal goals and plan for the future which, is ideal for a portfolio given that my character along
with my work is being reviewed; it shows the readers of this portfolio that I have the capability
to identify and work on my faults along with helping others with theirs; and I choose this artifact
because it shows how I would apply best practices in completing these goals. After completing
this assignment, I noticed there is a lot more in my life I plan to accomplish after completing this
program and education is the number one way in completing these goals. Overall, this work
shows that I have gained the understanding that life requires a life plan and continuous
education, which I plan to do to not only better myself but those that I plan to help in their
academic career.
Reflection of Artifact: The following paper discusses two things: one being my life plan and
two being my assignment choice for the final project. I used this artifact to satisfy element three
of this standard, which was to design a professional growth plan. This assignment talks about
what I would do to personal grow as a person and as an employee. The artifact also helped me
understand that student/trainees need to have a professional growth plan if they want to have the
drive to better their self and to retain what they are learning. The paper itself is made up of four
sections; the introduction, my life plan, practicum option choice, and the final section being my
personal conclusion on the importance of the life plan. Overall, this assignment had helped me
grow as a person and helped me understand that having a plan can only help one achieve their
goals.
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Assignment #1
ATE 661
May 27, 2016
Dr. Lee Olson
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Abstract
The following paper discusses two things: one being my life plan and two being my
assignment choice for the final project. Following this abstract there will be four sections; the
introduction, my life plan, practicum option choice, and the final section being my personal
conclusion on the importance of the life plan and a recap of my practicum option choice.
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Introduction
This paper you are about to read was developed to satisfy two things 1. To create a life
plan that includes education, career, social, financial, and life experience goals (Olson, 2016, p.
14) AND 2. To discuss what option I choose for the final practicum project. Before I begin
discussing the above I would like to discuss what a life plan entails? A life plan is a written
document that identifies [ones own] goals in all areas of [their] lives, including career, family,
social, spiritual, and financial (Anderson & Bolt, 2016, p. 10), which in turn helps them reach
their long-term goals. Following this introduction, I will include my own life plan followed by
my practicum choice.
My Life Plan
The following sections will describe each of my goals in the following areas: education
goals, career goals, social goals, financial goals, and life experiences. Each of these categories
are intertwined in that each category goals leads me one step closer to reaching the overall main
goal of becoming a president of a university or community college. The following subsections
will describe my goals in the above five categories.
Education
My educational goal(s) includes me finishing my masters degree and moving on to get
my doctorate of education with an emphasis in higher education administration. I have already
completed my past goals of gaining an associates degree and my bachelors degree, so I know I
can accomplish these goals. I plan to complete this in next three years with the help of financial
aid assistants.
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Career
My career goals are to get a job working at a university or college to gain experience into
the administrative field until I finish my degree in higher education administration. Once I finish
my doctorate degree I plan to move up the career ladder until I become president of a university
or college. The reason behind this goal is that my aunt, who was like a second mother to me,
always told me that administration would be my forte and with my love for education I decided
to peruse a doctorate of education to reach my goal.
Social
My social life goals include being married but with no more than one child; however, I
would rather have no kids and be focused more on my spouse, work/career, and friends. I plan to
surround myself with family and friends, while keeping my eye on completing my career goals.
Financial Goals
My financial goals are: once I get a job working in administration I plan to purchase a
new car; to pay off all my bills, including student loans; and restore my house the way it was
built in 1910. Once I complete my goal of becoming a president of a university or college I
would buy me a vacation home in Portland, Oregon. The overall goal is to be finically sound and
doing a job that I enjoy.
Life Experience
Some of the goals that I have for my life experiences are to travel the world and learn
new languages. I also would like to gain experience from volunteering at different community
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organizations, run a marathon, and travel to the twenty-three states within the United States of
which I havent seen yet. Overall, I want to travel the world to not only experience other cultures
but to learn from them two further my own career.
Practicum Options
This part of the assignment has been hard for me to answer. I have weighed out my
options and I have narrowed it down to two practicum options. The first one is Practicum Option
A: Job Search Portfolio AND the second one being Practicum Option C: Job Shadowing
Activities. The reason there is a struggle between choosing the two is because I would prefer to
do Option C: Job Shadowing Activities but I am having a hard time finding an organization to
shadow; which is making me lean towards Option A. So, at this time I decided to focus on
Option C. but leaving Option A. open in case there is a lack of shadowing opportunities available
for me to complete Option C.
Conclusion
A life plan is good to keep one on track with their career, educational, social, financial,
life goals. Each of the goals that I mentioned in this report all had the same concept and thats
that each goal lead to me gaining knowledge, experience, etc. to reach the goal of becoming a
higher education president. No matter what your goals are in the categories they usually lead up
to a long-term goal; which, I feel is the point of this assignment and thats to determine ones
short-term goals to know what to focus on to reach the long-term goal. Overall, this paper was
developed to achieve two things: 1. my life plan and to determine which practicum option I
choose, which I pointed out above I am torn between Option A and Option C.
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Resources
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (Fourth
ed.). Pearson.
Olson, Lee. (2015). ATE 661 Syllabus. Huntington, WV
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NAME OF ARTFACT: Assignment #5 Procedures for using Performance Assessments,

Rubrics, and Portfolios
COURSE: ATE 671-Evaluation of Adult and Technical Instruction
ELEMENT: 3.2. Apply Best Practices AND 3.4. Reflective Practice
RATIONAL: This artifact is a reflection piece on a chapter in the book Assessment EssentialsPlanning, Implementing, and Improving Assessment in Higher Education. I choose this report to
satisfy element 3.2 and 3.4 because it shows that I know how to determine if the practices being
applied within the program are being used to its greatest potential AND it shows what I took
from the course and this assignment since it is a reflection piece from the course book. The
purpose of this document was to learn how to assess programs and after completing this
assignment I retained just that, a better understanding of how to assess a program. Overall, I have
gained skills in assessing programs and can transfer this skill on the job since building programs
requires assessing to determine if the program was effective or suitable for that company.
Reflection of Artifact: The following artifact that you are about to read describes the
procedures for using performance assessment, rubrics, and portfolios (Olson, 2015, p.14) to
evaluate students to see if the students are retaining the information from the training or
academic program created. The overall point of this assignment was to reflect on some common
was to assessing students so that the reader of the assignment knows that I have an understanding
of the types of common evaluating techniques that are out there and that have been proven
successful. I personally have learned from this assignment by helping me retain that evaluations
not only help determine if the program is working it also helps me determine what needs to be
changed to better a program.
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February 25, 2016
Assignment #5
ATE 671
Dr. Lee Olson
111
Abstract
The following paper that you are about to read describes the procedures for using
performance assessment, rubrics, and portfolios (Olson, 2015, p.14). All three can be
incorporated into the assessment process and each will be described, in detail, in the three
sections following the introduction. Once I have explained the procedures for each of the three
areas I will end the report with my personal conclusion.
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Introduction
Assessments are techniques used to determine if students have retained the skills and
knowledge an academic program has taught them; and these assessment techniques have made a
major impact in the field of higher education. This impact has also put the assessment process
into the spotlight, which in turn, has brought on the development of the assessment process itself.
This development has broadened the amount of assessment techniques available, which has
made objective test (Banta & Palomba, 2015, p. 93), a recently common technique for
assessing, but once an uncommon technique to use. Even though faculty has measured students
with objective test for years many feel that direct measures, such as performance assessments,
rubrics, and portfolios can assess students on multiple levels; unlike objective test. The overall
goal of these three areas of assessment is to help faculty investigate how well students are
learning and developing (Banta & Palomba, 2015, p. 93). Out of the three the performance
assessments and rubrics are the most used; however, portfolios are gaining their competitive
edge and making its place in higher education. In this report, I will discuss the three areas
mentioned above and the procedures for using them; but first lets discuss one of the most
popular measures, performance assessments.
Performance Assessments
So, what are performance assessments? The authors have classified it as being the
process of using student activities or products, as opposed to test or surveys, to evaluate students
knowledge, skills, and development (Banta & Palomba, 2015, p. 95). Some of the techniques
that fall under this category include, essays, oral presentations, exhibitions, and demonstrations
(Banta & Palomba, 2015, p. 95). These assessments need to be clearly stated in to why its being
used and what the desired learning outcomes (Banta & Palomba, 2015, p. 96) are. This is
113
desired because the performance assessments are expected to be indistinguishable from

the goals of instruction and teaching these assessments is consider not only acceptable but
exemplary (Banta & Palomba, 2015, p. 96). There are a couple of procedures that faculty
should follow when using the performance assessment measure; which are:
1. Faculty need to decide on what techniques they should be used for collecting
evidence and the performance of the students (Banta & Palomba, 2015, p. 97); such
as, essays, oral presentations, exhibitions, and demonstrations (Banta & Palomba,
2015, p. 95)
2. Then faculty should look at the evidence to see if it demonstrates that students are
achieving the expected learning outcomes addressed by the program (Banta &
Palomba, 2015, p. 97). This is done by using such things as rubrics.
3. The last step is to review the results, give students feedback on their performance,
publish the results, and to use the results to better the program and institution.
Overall, the performance assessments are those activities that are unlike tests or
surveys (Banta & Palomba, 2015, p. 95), and is used to improve the academic programs and
institutions. The assessment procedures for a performance assessment are simple but not using
the correct tools one can damage the data results; such as not using a rubric.
Rubrics
Rubrics were developed to help link the assessment work done by faculty in individual
classrooms to the assessment work that is often done separately by faculty at the program
institutions level (Banta & Palomba, 2015, p. 101). They also can be helpful with scoring
performance assessments and portfolios by helping create a set of shared expectations about
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student performance on stated learning outcomes (Banta & Palomba, 2015, p. 101). Before I go
into the procedure of using a rubric I would like to explain about how to build a rubric; because
without a good rubric students wouldnt know how to develop their work and faculty evaluating
the assessment wouldnt know how to grade students work. There are five different suggestions
the authors give faculty when developing a rubric, which are:
1. That each class objectives or characteristics of a performance or product (Banta &
Palomba, 2015, p. 100) must be rated separately (Banta & Palomba, 2015, p. 100).
2. Each of the characteristics needs to be scored on a three-to five-point scoring scale
(Banta & Palomba, 2015, p. 100) with each level (Banta & Palomba, 2015, p. 100)
describing, in detail, what is expected out of the student.
3. Each possible score will be described by several aspects of performance (Banta &
Palomba, 2015, p. 100).
4. Rubrics should be tried out in practice and revised if necessary (Banta & Palomba,
2015, p. 100) before implementing the assessment.
5. The last suggestion is the idea that characteristics in the rubric [need to] be expressed
using nouns or verbs (Banta & Palomba, 2015, p. 101).
Now, that we looked at the suggestions we need to discuss the procedures of the rubric
process. First faculty must develop a rubric scale for each individual characteristic being
measured. The scale is on scale of 1 to 5 with 1 being poor quality of work and 5 being work of
high quality. Once every characteristics/questions/problem is answered by the students the
faculty will then score the answers and interpret the data. The finally step is to use the data to
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better the program and publish the data for others to see. Taken rubrics are used to make scoring
assessments easier and it is used to give students a better understanding of the requirements of
the assessment measuring technique being used, such as portfolios, which I describe in the next
section.
Portfolios
Portfolios are an assessment technique used to evaluate students academic work over the
time in their academic program; for example, a student can take the final projects of each course
and build their portfolio to show they have the skills to graduate from the program. The goal of a
portfolio is to see if students have developed the skills and knowledge needed to satisfy the
programs and institutions objectives and goals. Portfolios are starting to become more popular in
higher education because portfolios encourage students to reflect on and connect their
experiences (Banta & Palomba, 2015, p. 110); which contributes to [students] learning (Banta
& Palomba, 2015, p. 110) by having students relearn from their own academic work. The
following are the procedures faculty should take when using a portfolio to assess a student:
1. Faculty need to consider what they want [students] to achieve, the type and quantity of
materials that will be collected, the timetable for submissions, and the way materials will
be evaluated (Banta & Palomba, 2015, p. 112).
2. The faculty then needs to develop a rubric to evaluate the portfolio.
3. Faculty must reach agreement about how portfolios will be viewed collectively,
including the process for making decisions (Banta & Palomba, 2015, p. 118).
4. Next faculty should instruct the faculty reviewing the portfolio on how to assess a
portfolio and they need to teach students on how to develop a portfolio.
5.
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6. Faculty also need to make sure that students see the connections among learning goals
and objects (Banta & Palomba, 2015, p. 112) of the program and the academic work
they choose to use for the portfolio before they present their work.
7. The next step faculty should perform is to evaluate the portfolio and score it using the
rubric developed; or as the authors put it, faculty should examine the individual items
contained in the portfolio for evidence that the outcomes of the program have been met
(Banta & Palomba, 2015, p. 114).
8. Facultys next step is to give the students feedback on their portfolios. The students will
most likely being using this portfolio for jobs and they need feedback to make sure they
perfect their portfolios.
9. After they have the results the faculty must interpret the data and make sure that they
used the data to update and perfect the academic program for the better.
Overall, portfolios are a collection of academic work from each course of a students
academic career. Faculty uses this technique to see if students have the skills to be graduated
from the academic program and to see if the academic program is working. To make a portfolio
process work for the faculty they need to establishing [the] purpose of (Banta & Palomba,
2015, p. 120) the portfolio, decide the impact [the portfolio will have] on students (Banta &
Palomba, 2015, p. 120), determine content of portfolios (Banta & Palomba, 2015, p. 120),
determine feedback opportunities (Banta & Palomba, 2015, p. 120), establish scoring
approach (Banta & Palomba, 2015, p. 120), establish procedures for program assessment
(Banta & Palomba, 2015, p. 120), and faculty must make sure that all practical considerations
(Banta & Palomba, 2015, p. 120) have been thought of.
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Conclusion
After reading about performance assessment, rubrics, and portfolios I have noticed they
all work together; for example, portfolios and performance assessments fall under the direct
measures category of assessment and rubrics are used to help evaluate both portfolios and
performance assessments. Overall, I feel that portfolios are the best way to assess a student; I feel
this way because by having student present their work throughout the academic program will
show how the student has developed over their time in the program. If each class develops a
students skill and knowledge then each class after the next should have a better quality of work;
with the last, the portfolio, being a true representation of what they are capable of. No matter
what measure one chooses assessment are needed to help improve the institution and the
academic program being offered.
118
Resources
Banta, T. W., & Palomba, C. A. (2015). Assessment essentials: Planning, Implementing, and Improving Assessment
in Higher Education (2nd ed.). San Francisco, CA: Jossey-Bass.
119
STANDARD IV
INSTRUCTIONAL DEVELOPMENT AND
DELIVERY
120
STANDARD IV EXPLANATION:
One of the processes of developing a program is the instructional design process; and this
standard focuses on this process. The point of this standard is to see if I know how to develop an
instructional plan that would be effective in training the participants of a program and to see if I
know how to properly deliver an instructional plan. The elements that I have been requested to
fulfill under this standard are: 1. to find a artifact that deals with needs assessment; 2. to
demonstrate that I know how to collaborate with those that are in upper-management to make
sure the program suits their needs and the companys; 3. to show that I know how to develop
course objectives; 4. to demonstrate how I would apply adult learning theory, and this is
represented in a artifact that is on a training program that I developed for this course; 5. to have
and artifact that talks about learning styles and how to utilize them in a program; and the last
element of this standard that I will address is reflective practice, which I will show in artifact
three. Overall, all these elements under this standard determine if I have the skills to develop and
deliver an instructional plan, and I feel that I do this by showing artifacts that reflect on my
knowledge of things like learning styles to show that I am capable of understanding what it takes
to build and effective instructional plan.
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Standard 4: Instructional Development and Delivery

NAME OF ARTFACT: Assignment #2 Training Design Process
DATE: September 17, 2014
COURSE: ATE 600-Aspects of Training and Development
INSTRUCTOR: Dr. Laura Wyatt
ELEMENT: 4.1 Needs Assessment AND 4.2 Collaborate with Stakeholders
RATIONAL: The first artifact that I chose for this standard is the assignment from Dr. Wyatts
class, which is a reflection paper on the training design process. In this reflection, it talks about
the steps that should be used in developing a training design. Two of these steps are needs
assessment and discussing program needs with upper-level management and stakeholders to
perform and organizational analysis, both of which are elements under this standard which is one
of the reasons that I chose this assignment. The other reason that I chose this assignment was
because after re-reading the paper I started to noticed that I can recall these steps which shows
that I retained the information from the course that developed my skills. The other experiences
that I got out of this assignment was that to start building a program you must come up with a
design plan and this plan even though is made to be revised sets the stage for developing a
program; and developing an effective program is the main goal of the Adult and Technical
Education-Adult Education program. The overall skills that I have gain from this class is that I
know the steps to successfully build a program design which was the point of this assignment
and I hope to build on these skills in the future when I obtain a job where I can utilize my skills.
Reflection of Artifact: The following artifact was developed for the course ATE 600 and it
talks about the training design process and its content; which includes performing seven steps,
such as, needs assessment; it talks about collaborating with others; the three analysis:
Organization Analysis, Person Analysis, and Task Analysis; and so on. This paper also answers
the questions on which analysis do I believe is more important and which is least important and
why? The overall purpose of this assignment was to get us familiar with the different steps in the
training design process to get us ready for the final assignment of the course which was to
develop a training program for the FBI.
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ATE 600-131
Assignment Two
Dr. Laura Wyatt
Chapter one talks about the training design process and its content; which includes
performing seven steps. The first step, which is Needs Assessment, is considered the most
important out of the seven. It determines if the companies should invest in training and if it will
help design new or revise current training courses. (Noe) When we talk about Needs
Assessment we consider it part of a step in a larger design process but Needs Assessment
alone has steps called analysis. There is Organization Analysis, Person Analysis, and Task
Analysis. The assignment asks which one of these analyses do we believe is more important
and which is least important and why?
Even though there is not any set order to the Needs Assessment analyses; I personally
believe Organization Analysis is the most important. Before I go into why its the most
important we must look at the definition of Organizational Analysis. The book defines it as
determining the appropriateness of training, given the companys business strategy, its
resources available for training and support by mangers, peers, and employees of the training
activities. (Noe) There are many questions that need to be answered when performing an
Organization Analysis and each level of management upper-level, mid-level, and trainers all
have separate questions.
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Upper-level ask questions such as Is training important to achieve our business

objective? What are the threats to our talent base? etc... (Noe) The reason its important for
upper-level to ask these question is because upper-level employees need to view the Needs
Assessment process from the broader perspective than focusing on a specific job and that
the business strategy will determine what type of training will be appropriate. (Noe) Wasting
time on training that will not be beneficial to the company overall objectives wont help the
company. When it comes to mid-level management they must ask themselves how much they
should spend on training and will it be worth it. They also need to pick the employee thats job
will improve the objectives that need improving. The questions that trainers must ask are
similar to that of upper-level and mid-level management plus a few more. They need to ask if
they should purchase training (outsource) or use in-house programs and will the employees,
mangers, and peers support the training now and in the future with feedback. Studies have
found that peer, manager, and employee support is critical at keeping the employees
motivated and kelp them take the training skills acquired and use it in the work place.
As we can see above Organizational Analysis requires each level of management
including trainers to ask certain questions before training can be performed. After all the
questions, have been answered and after each group has combined those answers; they will be
able to determine if training is appropriate. This is the reason, in my opinion, organizational
analysis is the most important step. Another reason this step is the most important is that task
analysis cannot be performed until organizational analysis is completed. This leads me to the
next question.
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What is my opinion on the least important step of the Needs Assessment process? Is it
Person Analysis or Task Analysis? My answer is this Task Analysis. Tasks is defined as a specific
job that employee performs either it be working in a factory to being an upper-level manager.
The book describes Task Analysis as the description of work activities, including tasks
performed by employee and the knowledge skills and abilities require completing such tasks.
(Noe) To determine if Task Analysis is the least important step in Needs Assessment I must
describe the steps involved. There are four steps; the first step is performed by selecting the
job or jobs that are going to be analyzed. The second is talking to managers, employees, and
other peers that have performed those specific tasks and form a list detailing that specific job.
Third, is to validate the list and ask questions such as How often is the task performed? How
much is spent performing each task and so on. This step determines how frequent and how
difficult the tasks are and which one is least important or easy. The tasks that are hard and
frequently performed are the ones that are recommended for training. Fourth, after the tasks
are identified we must identify the knowledge skills and abilities necessary to perform each
task successfully. which is done through interviews and questionnaires. (Noe) As we can see
from the steps above there are a lot of task and a lot of details that go into the Task Analysis.
You can shorten this step such as only interviewing a select view employees but it still isnt the
same as doing a full analysis. Performing this analysis will require a lot of money along with a
large amount of time and energy. Even though this step gives the company a lot of necessary
information it can only be performed after Organizational Analysis, which in my opinion is the
reason this step is the least important out of the three analyses.
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After determining that Organizational Analysis is the most important step and Task
Analysis being the least important that gives us Person Analysis, which, in my opinion is the
second most important step in Needs Assessment step of the Training Design Model.
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Works Cited
Noe, Raymond A. Employee Training and Development. 5th Ed. New York: McGraw-Hill Irwin,
2010. Print.
127

NAME OF ARTFACT: Capstone Project FBI Training Course.
DATE: December 3, 2014
ELEMENT: 4.1. Needs Assessment, 4.2. Collaborate with Stakeholders, 4.3. Develop Course
Objectives, AND 4.4. Apply Adult Learning Theory
RATIONAL: The elements that this assignment satisfies are elements: 4.3-Develop Course
Objectives and 4.4-Apply Adult Learning Theory. This assignment required me to build a
training program that would train FBI special agents on how to interview potential candidates for
special agent positions. The point of this assignment was for me to gain the experience in
developing a training program and for me to understand the time and precision that it takes to
build a program. I choose this artifact for a few reasons: one being that it shows my knowledge
and skills obtained from the course; two, it shows that I am capable of developing course
objectives; and three, it shows how I would apply adult learning theory, which was a mixed selfdirected learning theory. This artifact was the first program that I ever developed and it shows
how far a came within the course. There are only one or two things that I would do different in
this program, such as lowering the amount of time to compete the training but the assignment
helped me build my skills and shows that I have the knowledge to build a training program. This
assignment and course has developed my skills in program developing and has prepared me to
develop an efficient program for my future job.
Reflection of Artifact: Following this reflection is an artifact that I developed for ATE 600.
The assignment required me to build a training program for current FBI agents so that they
would have the skills to be part of a hiring committee for potential FBI agents. The training
course was designed to handle agents in many locations via an internet/virtual course. The course
was developed to give the agents access to the course content and the assignments 24 hours a
day; but there were live class room sessions, that were recorded, in case the students would like
the feel of a traditional course. This assignment overall purpose was for me to get the experience
in developing a training program. I took a lot for this assignment and now looking back would
have done a few things differently.
128

ATE 600-131
Capstone Project
Dr. Laura Wyatt
December 3, 2014
129
FBI INTERVIEW PANEL TRAINING COURSE

The FBI needs to hire special agents over the next three years to meet hiring demands and
Management wants current mid-level special agents as interviewers. The interviewers will be
part of a panel who will interview the individuals that applied. This report is a program design
that I prepared for this particular training request and I will explain the method I would use to
teach the trainees, a detailed lesson plan of the course, ways to make sure that training will be
successful transferred, and how to evaluate the trainees to see if the training was successful.
I choose a blended learning teaching technique (which is a combination of training theories,
which either can have traditional or non-traditional characteristics) because of the limitation of
this training request. The FBI is located in multiple places and many of them are the ones that
need the interview panels which made the logical answer for training to be online. Also by
choosing an online course it can help with the following things:
1.
2.
3.
4.
It allows easy 24 access for employees busy schedules

Trainees can control their own training
It allows for immediate feedback
Trainees can talk with others from different locations which can give peer support and
help
Online courses also save on cost and allow training to be conducted in the future if
needed. Another reason I choose an online model is because you can incorporate a virtual class
option to it. This leads me to my next method of teaching this course by using a Virtual
Classroom, which, would need to be added to this blended method for the following reasons:
1. To keep the trainees on track. The time frame of this class is three months which leaves
limited amount to time for a semi self-directed class
2. It always the students and myself to interact with each other, which can also help keep
them motivation.
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3. I can give them my support which helps with motivation

4. It allows those who prefer a traditional classroom style of teach with the attention they
need.
5. It gives the trainer the opportunity to see how the trainees will work together by getting
them in discussions and debates on things like what makes a good special agent.
I would also include a simulation model activity to the online course to give trainees
practice mocking an interview panel and it will prepare trainees for the in class mock interview.
As you can see from above the blended course was the best option in training these trainees and
by choosing this method I can factor generational difference in the course once ages have been
discovered.
This section of the report is about the classroom environment that and how it can help
student feel comfortable, motivated, supported. The first thing to take into consideration is the
room environment: The class room needs to have all the materials and equipment needed for the
training because not having the right materials and equipment will affect the learning process,
since it will be a computer lab with a projector screen the room should be free of glare and have
comfortable chairs, and the need to make sure that they room was made as a computer lab but
still having a room that focuses on a projector (such as a horseshoe shaped desk design) for the
virtual instructor application. The style of the class and having the materials help with motivating
trainees but by selecting a key student to open the room and setting up with help that particular
student to feel a part of the class. The key in choosing a student for this position is to determine,
from managers, who would need motivation to attend which will give them a reason to attend.
Now, that the training method is picked and the room is designed its time to take Pretraining into consideration. Pre-training is important because by knowing what is ahead they can
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determine if this training is right for them and by giving the trainees the information before hand
they can work on fitting the training into their schedule and get them motivated to attend. By
offering the information before hand the trainees managers can get an idea to when they need to
let trainees work on the class and it will give the managers the opportunity to give emotional
support in attending the training program.
This next part of the report is the actual lesson plan and its content. I used a typical lesson
plan format that Noe provided in his book Employee Development and Training. Following is
the lesson plan
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Course title:
Conduct an effect course in training mid-level special agents to interview candidates for special
agent positions.
Lesson Length:
Three months online class with three virtual classes (TBA) ending in August.
Learning objectives
1. For the special agents to perform a successful interview panel.
2. How to handle a panel interview.
3. How to interview.
Prerequisites:
Trainee should be a mid-level special agent.
Room arrangement:
Horseshoe arrangement
Materials and Equipment: Computers, Projector and projector screen, pens, notebooks,
comfortable computer chairs.
Evaluation and Transfer of Training
By offering the visual classroom I plan to evolve trainees in a mock interview and evaluate their
progress by how they do (Do they work together, represent the company well, etc...) and by
having the mock online simulation, I will be able to grade as a post-test only evaluation.
Course outline:
1. What is a panel interview?
2. What is the purpose of a panel interview?
3. Virtual Class
4. Strategies for a panel interview
5. How to interview
6. What to look for
7. Virtual Class
8. Special situations
9. Characteristics of a Special Agents
10. Online Mock interview program
11. Virtual Class-in-class Mock interview
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The physical environment of the classroom and the actual environment of the interview room
may not be the same however, the questions are and thats why this particular training program is
considered, in my opinion, to be a cognitive theory of transfer. Transfer of training is important
because without it the interviewer may choose the wrong candidate from the job. This is the
reason I used an online and in-class mock interview because the software can give multiple mock
interviews with many different characteristics. Another way in making sure they transfer the
training is by giving the trainees the information about the class, which like I said above, will
give the trainees a head start in knowing if this class is for them and it allows trainees that dont
know each other to get acquainted which will help them work together. By letting trainees get to
know each other ahead of time I can determine, which trainees will need help working together
(since it is a main requirement of this training is for trainees to work together on finding future
employees). When looking at lesson plan, transfer of training and the pre-training section above
one can see that giving the information about the course before hand can help with transfer of
training. This section of the report is to explain the courses in the lesson plan that support
transfer o
The last part of the report is how I plan to evaluate the trainees to see if they have learned.
This part is an extension of the transfer of training only this part does the actual evaluating. I first
have to say that given the amount of time that is allowed for training I choose to use a post-test
evaluation technique; and I would rather spend the money on a simulation to give them more
experience in answering and asking question, identifying characteristics, etc... By using this
evaluation design I can determine if the class was successful and if the training course itself can
be used in the future like I pointed out above. Another reason I choose this style was that the
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evaluation will also help me to see if they are ready to be a trainer which is the main goal of this
training and the goal of upper management.
Each of the courses will help get the trainees ready for the interviews but will also help
them in the future with interviews just in case they are moving up in the company or if they sit
on other panels.
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Work Cited
Noe, Raymond A. Employee Training, and Development. 5th Ed. New York: McGraw-Hill
Irwin, 2010. Print.
136

NAME OF ARTFACT: Final Project: Analysis of a Training Technique and Training Program
Evaluation
DATE: December 4, 2014
ELEMENT: 4.5. Identify Learning Styles and Utilize in Effective Practice AND 4.6. Reflective
Practice
RATIONAL: The following artifact is the final assignment for ATE 600 which had me discuss
two things: training techniques that are available today, such as on-the-job training AND it had
me discuss training program evaluations. I chose this artifact for three reasons: 1. if satisfies both
4.5 Identify Learning Styles and Utilize in Effective Practice AND 4.6 a Reflective Practice
since it reflects off the book Employee Training and Development; 2. it shows that I have a
understanding of the different techniques that can be used to develop a program; and 3. I choose
this assignment because there is a second part to the assignment which discusses the different
styles of evaluating programs/students; which is one of the main steps in developing academic
program and is one of the skills needed to graduate from the ATE program. The first part of this
reflection piece describes the different learning styles and then discusses ways to use it in a
program AND the second part is the description of the evaluation techniques. The overall
goal/experience that I gained from this report was a better understand of the different ways to
teach and evaluate program and this knowledge has prepared me to transfer this knowledge to
the job. I hope that in the near future I get to practice these skills and further build on them.
Reflection of Artifact: This artifact was an assignment for ATE 600 that required me to discuss
two things 1. The analysis of training techniques, and 2. Evaluation designs which is defined as
when an evaluator performs an examination to see if the training is worth the time and money.
The first paper, which is on training techniques also give the readers ways that those techniques
can be used AND the second paper talks about each of the five evaluation programs, how they
measure the training, and an example of a measurement. The overall purpose of these two
combined papers was for me to get a better understand of the types of training techniques and
evaluation techniques that are available to use to train students/employees.
137

Final Project
Dr. Laura Wyatt
ATE 600-131
12/4/2014
138
Analysis of a Training Technique:

Question Four
This report will be describing the Hands-On Training Technique. I will first describe the
technique then the learning styles it addresses. Within each of the styles I will describe the way to
deliver them, the main purpose of the style, ways to makes sure of transfer of training to the job
and ways to evaluate.
Hands-On training technique is considered to be part of what Raymond A. Noe calls
Traditional Training Methods; which requires facilitators to involve trainees in face-to-face
interactions or interpersonal communication. (Noe, p.279) The hands-on technique is ideal for
developing specific skills, understanding how skills and behaviors can be transferred to the job,
expediency all aspects of completing a task and dealing with interpersonal issues that arise on the
job. (Noe, p.283) There are multiple styles of the hands-on training that a trainer can use in
developing a training program, such as, On-the-Job Training, Self-Directed Learning,
Apprenticeship, Simulations, Case Studies, Games, Role Plays or Behavior Modeling. Regardless
to the activities within each of the styles they share two things: they both fall under the Social
Learning Theory and the Theory of Identical Elements. Social Learning Theory is when people
learn by observing others whom they believe are credible and knowledgeable. and that if
behavior is reinforced or rewarded tends to be repeated and Identical Elements which is where
the training environment is identical to that what would be in the job environment. (Noe, p. 155)
The following are each of the individual styles of Hands-On Training Techniques
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On the Job Training

Successful On-the-Job Training is based on the principles emphasized by Social Learning
Theory and is considered informal training (learning outside the typical class room setting). (Noe,
p.284) OJT is good for training new employees or those learning a new job task. This style of
hands-on training brings the best results when teaching how to use equipment and other job task
that dont change; this is because the trainees mimics exactly what the trainer or peer demonstrate,
which is considered to be the theory of identical elements. Once the trainee practices the steps
multiple times it will become a habit which will lead to the best transfer of training results. The
trainee learns best when trainers evaluate their performance and the best way to evaluate is to
prepare and allow time for final test and exercises and surveys of trainee reaction. (Noe, p.285)
Self-Directed Learning
SDL style of hands-on training leaves the learning to the trainee while the teacher is
available only as a facilitator. This style of learning is becoming a more common form of
training since the internet has become easier to access. Self-directed learning is difficult to
evaluate since the person responsible for learning is the trainee, so, the trainer must evaluate
what the student learned by giving them the objective of the class, by giving exams or
performing the job in front of the evaluator/trainer. Even though this style is a self-directed way
of teaching the training still falls under the category of social learning theory because the trainer
provides the information, its just up to the trainee to complete and find a peer or trainer to show
them how to perform the task.
140
Apprenticeship
Apprenticeship is considered a mixture of traditional classroom setting and on-the-job
training. This style has a lot of federal and state guidelines due to the fact that the trainee receives
a certification or a license after completion. There are many fields that require apprenticeships
such as Nursing Assistants, Plumbers, Elections, etc. and usually companies, organizations or
technical schools offer such programs. The trainer is responsible in teaching and showing trainees
the skills, dilemmas, and other task that might present itself on the job. The trainer evaluates the
student via traditional classroom evaluation techniques (test, quizzes, etc...) and by evaluating their
performance in completing jobs; while under their supervision.
Simulations
Simulations approach is when a trainee is put in a real-life situation were their decisions
produce outcomes. (Noe, p.290) By putting trainees in mock job situations the student can get
preview and experience before applying what they learned to the actual job. Many institutions,
companies, etc. use this style of teaching when what needs to be learned is too dangerous to learn
while on-the-job. Examples of training that requires simulation practice is air pilot or surgeon.
When using this style of training the trainer must develop the simulation to be identical to what
the trainer on the job or in some cases life will be in danger. They trainer will evaluate the trainee
two ways on how they perform on the simulation and eventually on how they perform on the job.
Case Studies
Case studies are description about how an employee or an organization dealt with a
difficult situation. (Noe, p.291) By providing trainees previous cases they can prepare and
discuss a
141
case analysis that will help them recall and use the knowledge and skills through the process of
discovery. (Noe, p.291) Case studies can be used in multiple training areas but is good at
developing higher-order intellectual skills such as analysis, synthesis, and evaluation. and is
great for those in customer service positions. (Noe, p.291) Case studies style of hands-on training
falls more in the Stimulus generalization approach of transfer of training than identical elements
because most of the previous studies may not mimic the work place and instead the trainees take
the case study as a reference and adjust to the current situation; however, I personally considered
this style as mixture between identical elements and stimulus generalization because once the
trainer evaluates the trainees responds to the case study they will put them in a real life work
situation that will give them the identical.
Business Games
Business games requires trainees to gather information, analyze it, and make decisions.
(Noe, p.292) This style of hands-on training is great for managers and employees who need
analyzing skills. The games are usually in the form of competitions (individual or teams) and are
best designed when games are short, creates excitement, is meaningful, and keeps trainees
motivated. Games are good in determining who will take charge, who works good with other, who
works the hardest and so on; but most of all it brings employees and trainees together.
Role Plays
One of the most effective ways in developing a course for trainees working in
communication, sales, coaching, leadership, or jobs relating to interpersonal skills, is to evolve
them in role playing. Role playing can give trainees opportunities to take on the roles such as
managers, peers, clients, etc. so they can get a better understanding of how things run, how to work
142
together, and manly it gives the trainee a better understand of their role. This style is also great at
determining which employees thrive in what roles and is one of the easier ways to evaluate students
per their role-playing outcome. For the best results the trainers need to engage the trainees in
several activities before, durian and after role playing. (Noe, p.294)
Behavior Modeling
Behavior modeling is based off the Social Learning Theory and is the most affective
technique for teaching interpersonal and computer skills and for teaching skills and behaviors
than for teaching factual information or knowledge. (Noe, p.294) When using this style of handson training, the trainer, should conduct the course by: 1. Give introduction of the course, 2. Provide
opportunities to receive reinforcement and practice, and 3. Conduct an application plan. An
application plan prepares trainees to use key behavior on the job.by having all participants
prepare documents identifying specific situations in which they should use the key behaviors.
(Noe, p.296) By providing feedback or reinforcement throughout the training course the trainer
can keep close evaluations of the trainees progress and the trainees can mold the training into a
behavior; which leads to fewer mistakes.
As we can see from above there are many styles to Hands-On Training and each one has its own
purpose; but even though have their own purpose trainers can use characteristics of each to mold
a custom training class. In my opinion hands-on training is the best way to learn and I feel this way
because trainees are learning by observing and doing. One can read and study all they want but
until one can apply what they learned to the job its just useless information.
143
Training Program Evaluation:

Question Five
A training program requires many steps, such as, determining the objectives of the
course, what learning theory to use, choosing a transfer of training theory, and coming up with
an evaluation design. This report is about the evaluation design which is defined as when an
evaluator performs an examination to see if the training is worth the time and money. Most
organization spends money on training in hopes for better efficiency, employee retention, and to
perform the training objectives. I will be talking about each of the five evaluation programs, how
they measure the training, and an example of a measurement; but before I explain the styles I
need to explain that there can be threats to the legitimacy of evaluation results. Evaluators
sometimes must question the evaluation process by asking themselves is it believable and to
what extent to which the evaluation results are generalizable to other groups of trainees and
situations. (Noe, p249)
There are multiple ways to test for the legitimacy of the evaluations but one widely used
is called a comparison groups. Comparison groups, is when a group of employees who
participate in the evaluation study but doesnt attend the training program but still helps to
control the effects of history, testing instrumentations, and maturation because both the
comparison group and the training group are treated similarly, receive the same measures, and
have the same amount of time to develop (Noe, p. 250).
The following are the five evaluation designs and their capabilities: Post-test only evaluation,
Pre-test/Post-test evaluation, Pretest/Post-test with comparison group, time series evaluation, and
Solomon four-group evaluation.
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Post-Test Only Evaluations

This style of evaluation is the cheapest and easiest to perform and is appropriate when
trainees can be expected to have similar levels of knowledge, behavior, or results outcomes prior
to training (Noe, p.251). The evaluation activity is used at the end of the training program to
determine if the trainee has learned the objectives, along, with things like: How was the trainer?,
Would you recommend the class to others?, and so on. The advantages of Post-Test Only
Evaluation are when time is of an issue or participants are not available before the program.
(Dr. Michaela Zint) Say for example a company wants to determine if the training being
conducted for janitorial staff is worth the time and money but without spending a lot of time and
money on the evaluation process; the evaluator, would then ask questions in exam form what 1.
The overall quality of the presentation, 2. Applicability to your work situation and needs, 3.
Quality of the handout materials and it uses actually questions from the training class to see if
they reached the program goal. (Noe, p.251) After determining the results the company could
reach a conclusion. However, one should note that this evaluation process is the most likely to
have threats so, an evaluator may want to add a method to illuminate threats.
Pre/Post-Test Evaluation
This low cost and time efficient evaluation is similar to that of the post-test only
evaluation but it has a seconded evaluation exam (thats identical to the post-test evaluation)
before the training program begins. By adding that second evaluation the evaluator can compare
the results to determine if they are retaining the training, what is their expectation going into the
training program and where it lies after training, along with other things that may need
comparing. The pre-test part of this design is good for determining if the trainees have common
characteristics that would help in instruction design. This evaluation can also be
145
standardized or locally developed and test for broad general education learning or within a
special discipline or course. (Pre-and Post-Assessments) Imagine an educational institution that
just developed a new course; they choose this style due to time and price. They asked questions,
such as what do you hope to take away from the course, asked who had prior knowledge of the
subject and from what class, etc After comparing the before and after results they found out
that many did have some knowledge from a class outside the department that later became a
prerequisite for the course.
Pre-Test Post-Test with Comparison Group
Take the above evaluation design and add comparison group to it and you have summed
up this evaluation technique. It reduces the amount of threats to the results by evaluating of the
comparison group and if the improvements are greater for the training group than the
comparison group, this finding provides evidence that training is responsible for the change.
(Noe, p. 253) Say for example a company wants to determine if the cost of the training is worth
the money. By comparing the results of the comparison group and the training group, one of two
things can be determined: 1. The comparison group and the training group both know the same
material even after the training group has been completed training, which, is not worth the time
or money OR the training group gained enough knowledge from the course that the training was
worth the time or money. However, keep in mind that adding the caparison group can cost more
and requires more time.
Time Series
This evaluation style takes random evaluations before, during, and after training. Evaluators
make observations to establish a baseline, perform the program and evaluate during and
146
perform evaluations a few or multiple times after; it also is used to evaluate training programs
that focus on improving readily observable outcomes. (Graphic Representation of the time
series Design & Noe, p.254) This style cost next to the highest of all the evaluations and requires
evaluators to spend a considerable amount of time on calculating the results but reduces the
threats considerably by, testing randomly and frequently. Noe, gives this design two advantages;
1. It allows an analysis of the stability of training outcomes over time and 2. You can use two
different techniques to lower contamination of the results by using the reversal and comparison
group technique. (Reversal: is when you stop the training for a period of time and perform the
evaluations to see the changes. (Noe, p.254)) The following is an example of this design:
In examining the effect of a new, government-funded meal program on school children, a
national scale is administered to a sample of school children receiving this program. The
national scale is measure once before the program, during and then three months after the
program, and at the end of one year following pogrom implementation. The outcomes are the
compared to assess the pram effect. (Time Series Design)
Solomon four-group evaluation

This last evaluation design evaluates four separate groups: Two that attend training and
two that are comparisons groups. It is designed to eliminate all threats and help determine if the
pre-test itself has an effect on the trainees, if it allows the researcher to exert complete control
over the variables and if it allows the researcher to check that the pretest did not influence the
results. (Lavanya Kumar, P., Oct. 2013) The table below shows which group takes the pretest,
training, and posttest.
147
Groups
Training Class (A)
PRE-TEST
TRAINING
POST-TEST
Training Class (B)

Comparison Group (A)
Comparison Group (B)
X
X
Even though this evaluation technique is the most effective way to illuminate the threats
that can appose itself on an evaluation process; many organizations, HR representatives,
evaluators, etc. seldom use this style due to its complexity and cost. However, this is the only
style able to assess the presence of pre-test sensitization, Pre-test sensitization, means that
exposure to the pre-test increases the sensitivity to the experimental treatment, thus
preventing generalization of results from the pre-tested sample to an unrepressed population
(Braver, 1988 & Huck, 1973) On another note say for example, a company has spent millions of
dollars on training, and production and efficiency were still low. They have suspension of the
trainer so they chose this design. The company found out that after all tests performed and
calculated; the company was able to determine that the trainer indeed was altering exams costing
the company millions. They hired a new trainer and results have improved dramatically.
These styles all evaluate the results of the training but each have their own ways in
eliminating threats. One can choose the pre-test only model with limited or to no help in
eliminating threats or the time series technique with its high cost and time evaluation testing but
has limited threats. Evaluation may be the last step in a training program in developing but its
just as important as
148
all the others; because, how while the trainer, management, etc. know if the training was
successful without performing and evaluation.
149
Works Cited
Braver, M. C. (1988). Statistical Treatment of the Solomon Four-Group Design: A Meta-Analytic
Approach. Psychological Bullentin, Vol. 104, No.1, 150-154.
Dr. Michaela Zint, P. L. (n.d.). Types of Evaluation Designs. Retrieved Nov. 22, 2014, from
www.meera.snre.umich.edu/plan-an-evaluation/related-topics/types-evaluation-designs
Huck, S. (1973). A note on the Solomon 4-group design: Appropriate statistical analyses. Journal
of Experimental Education, 42, 54-55. N/A. (n.d.). Graphic Representation of the time series
Design. Retrieved Nov. 27, 2014, from http://www.fammed.ouhsc.edu/tutor/times.thm
Lavanya Kumar, P. (Oct. 2013). Significance of Solomon four group pretest: True Experimental
Research. OSR Journal of Agriculture and Veterinary Science (IOSR, www.iosrjournals.org.
Pre-and
Post-Assessments.
(n.d.).
Retrieved
http://www.chaffey.edu/slo/tools/Pre_and_Post_Test_pps
Nov.
24,
2014,
from
Noe, Raymond A. Employee Training, and Development. 5th Ed. New York: McGraw-Hill Irwin,
2010. Print.
Time Series Design. (n.d.). Retrieved Nov. 25, 2014, from Academy Health: Advancing
Research, Policy, and Practice: http://www.hsrmethods.org/
150
STANDARD V
CRITICAL THINKING AND PROBLEM
SOLVING
151
STANDARD V EXPLANATION:
Standard five of this portfolio talks about critical thinking and problem solving skills. The
elements together try to determine two things: 1. it wants to know if I understand critical
thinking enough to promote and implement critical thinking within a program, AND 2. this
standard tries to determine if I have the capability to research topics to help me within my career
or future educational goals; and this is important because challenges do arise and knowing how
to research to solve those problems can be very beneficial on the job. Both critical thinking and
problem solving skills are not only important for me to know but it can beneficial for the
participants of the training programs that I develop. The artifacts under this standard satisfy the
following elements, which are: demonstrating that I know how to research different problems or
questions that may arise within my field; the next element wants me to demonstrate how I would
utilize research to solve a problem, which you can see in artifact one; the third element wants to
know if I can demonstrate how to promote critical thinking in an educational program by using
certain training techniques; another element is to find out if I know how to implement these
critical thinking techniques; and the last element is reflective practices and this is where I
present an artifact that shows that I have retained the knowledge of what I learned in this class,
which is represented in the second artifact.. In general, this standard wants to know if I have the
knowledge to implement critical thinking skills within a training program AND it wants to know
if I have the ability to research problems within my field and to be able to solve them.
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Standard 5: Critical Thinking and Problem Solving

NAME OF ARTFACT: Assignment #6-Research Exercise-Problem Sheet 3
COURSE: ATE 677-Research Methodology and Design in Adult/Technical Education
INSTRUCTOR: Dr. Feon Smith
ELEMENT: 5.1. Employ Research Principles AND 5.2. Utilize Research to Solve Problems
RATIONAL: The following artifact is an assignment that was in the form of a worksheet that
has a group of principles that should be followed to start ones research paper. This assignment
describes the research problems I would like to research, the reference sites that I used to get my
information, the different combination of search titles that I looked for to get my research
information, a list of the research materials that I chose to use, and finally a summary/index card
on each research paper, article, etc. that I chose to use for the research. The purpose of this
assignment was for use to understand how to prepare for a dissertation, thesis, or conduct a
research. This assignment was used to satisfy two elements of standard five, which are: 5.1:
Employee Research Principles; which can be seen in this assignment when I use a research
databases to employee research on my topic and obtained the information need to satisfy each
principle AND the assignment satisfies element 5.2 and was used to help me utilize my research
information to solve my research topic; which was, does the mismatching of teacher and student
learning styles have effects on students achievement and attendance. The experience that I
gained from this assignment, which is also reflected within this assignment, is that I have the
knowledge to know what databases to use and I know the steps it takes to get started on solving a
research problem. This assignment also shows my ability to research a topic that can benefit not
only the education community but towards learning more on educating the employees or students
within the company or institution. Overall, this assignment helped me not only satisfy two of the
elements of this standard but it being part of my portfolio will keep me reminded on how to
research topics and it will show those reading this portfolio that I know how to benefit the
company or institution through research. It will transfer my knowledge to the job by being able
to research the best ways to educate or train the employees or students of the institution or
company. Research Exercise- Problem Sheet 3
Reflection of Artifact: The following artifact is a problem sheet that was used to help me
prepare to research a research topic. The assignment was a requirement for the course ATE 677
and was used to teach the students how to properly begin research. The worksheet itself had
come up with different ways to research the topic that I had choose, it had me come up with
different research databases that I could use to research the research topic, it also had me
document what information I found on the topic, and it had me to develop note cards to better
153
find the information found for future reference. Overall, this assignment was used to get use
familiar with how to research questions that we come up with within the field.
154
Assignment #6
Research Exercise- Problem Sheet 3
ATE 677
September 28, 2015
Dr. Feon Smith
155
Student Name: Matthew Hunter 9-27-15

Problem Sheet #3
Review of the Literature
1. The research problem(s), question(s) or hypothesis(es) in my study is (are):
1.
Does the mismatching of teacher and student learning styles have effects on
Students attendance?
2.
Does mismatching teacher and student learning style have an effect on

student
Achievement?
2. The general references I consulted were:
1. ERIC Online
2. PsychINFO
3. Dissertations and Theses
4. Academic Search Premier
3. The databases I used in my search were:

1. ProQuest
3.
2. EBSCOhost
4.
4. The descriptors (search terms) I used were (list single descriptors and combinations in the
order in which you did your search)
5. :
156
1. Mismatching learning styles

and teaching styles
2. Learning styles and GED

persistence
3. Mismatching learning styles

and persistence
4. Effects of mismatching learning

styles
6. The results of my search using these descriptors were as follows: (Example, for Search #1,
list the same descriptor you listed for #1 from Question 4 above, and then type the number of
results your search returned in the Results column.)
Descriptor(s)
S EARCH
#
R ESULTS
Mismatching Learning Styles and teaching styles
126
Learning styles and persistence
10,738
Mismatching learning styles and persistence
Effects of mismatching learning styles
3,101
7. The title of one of the abstracts located using the descriptors identified above is:
1.
The relationship of the match/mismatch of student learning style to teacher

teaching style with student attendance and achievement in adult basic
skills/GED programs on Oahu
(Type the title of one of the Abstracts from the search of question #5 above.)
157
8. The titles of the studies I read were: (Note cards that are to be completed by you are typed in
each separate template below)
1.
The relationship of the match/mismatch of student learning style to teacher

teaching style with student attendance and achievement in adult basic
skills/GED programs on Oahu
2.
Matching/mismatching revisited: an empirical study of learning and teaching

styles
3.
Effects of matching student and instructor learning style preferences on

academic achievement
4.
The effects of matching teaching styles and learning styles on student

performance in university classes
5.
The effects of matching and mismatching learning styles of intermediate

level students with their structural preferences in the learning environment.
6.
The effect of congruence between learning/teaching styles on student

retention at Broward community college
NOTE CARDS
(Refer to the Problem Sheet 3 Instruction Sheet Provided by the Instructor)
Note Card (1.)
1. List the Robinson, B. Y. (1989). The relationship of the match/mismatch of student

Citation in APA learning style to teacher teaching style with student attendance and achievement
in adult basic skills/GED programs on Oahu (9018999). Available from ProQuest
Format
Dissertations & Theses Full Text; ProQuest Dissertations & Theses Global.
(303779851).
Retrieved
from
http://ezproxy.marshall.edu:2048/docview/303779851?accountid=12281
2. Provide a This study shows the connection between the mismatching of

summary of the learning and teaching styles with the students persistence in GED
article
being programs. It shows that there is a connection.
cited
3. List the title The relationship of the match/mismatch of student learning style to teacher
teaching style with student attendance and achievement in adult basic skills/GED
of the article
programs on Oahu
158
Note Card (2.)

1. List the Ford, N., & Chen, S. (2001). Matching/mismatching revisited: An
Citation in APA empirical study of learning and teaching styles. Br J Educ Technol
Format
British Journal of Educational Technology, 5-22
2. Provide a This study talks about matching of learning styles and how there is a
summary of the difference in performance of those who had matching learning and
article
being teaching styles than those that where mismatched.
cited
3. List the title Matching/mismatching revisited: an empirical study of learning and teaching
styles
of the article
Note Card (3.)

1. List the Goodwin, D. D. (1995). Effects of matching student and instructor learning style
Citation in APA preferences on academic achievement in English (9622393). Available from
ProQuest Dissertations & Theses Full Text; ProQuest Dissertations & Theses
Format
Global.
(304176536).
Retrieved
2. Provide a
summary of the
article
being
cited
from
This study looked at how well students did when they matched the
learning style with teaching style. The study should that there was a
difference in performance when styles were matching; making
matching key to a better performance.
3. List the title Effects of matching student and instructor learning style preferences on academic
achievement in English
of the article
159
Note Card (4.)

1. List the WENTURA, D. F. (1984). THE EFFECTS OF MATCHING TEACHING STYLES AND
Citation in APA LEARNING STYLES ON STUDENT PERFORMANCE IN UNIVERSITY CLASSES
(8509206). Available from ProQuest Dissertations & Theses Full Text; ProQuest
Format
Dissertations
&
Theses
Global.
(303376923).
Retrieved
2. Provide a
summary of the
article
being
cited
from
This study used Myers-Briggs Type Indicator to determine if students

learning and teachers teaching styles influenced the students
overall performance. Study had limited results but did determine
there was an effect.
3. List the title THE EFFECTS OF MATCHING TEACHING STYLES AND LEARNING STYLES ON
STUDENT PERFORMANCE IN UNIVERSITY CLASSES
of the article
Note Card (5.)

1. List the RAHAL, B. F. (1986). THE EFFECTS OF MATCHING AND MISMATCHING THE
Citation in APA DIAGNOSED LEARNING STYLES OF INTERMEDIATE LEVEL STUDENTS WITH
THEIR STRUCTURAL PREFERENCES IN THE LEARNING ENVIRONMENT
Format
(8620841). Available from ProQuest Dissertations & Theses Full Text; ProQuest
Dissertations
&
Theses
Global.
(303554632).
Retrieved
from
2. Provide a This study talks about the effects that matching of learning and
summary of the teaching style have on intermediate students. It shows that
article
being matching improves the students success.
cited
3. List the title THE EFFECTS OF MATCHING AND MISMATCHING THE DIAGNOSED LEARNING
STYLES OF INTERMEDIATE LEVEL STUDENTS WITH THEIR STRUCTURAL
of the article
PREFERENCES IN THE LEARNING ENVIRONMENT
160
Note Card (6.)

1. List the LIBERMAN, L. G. (1986). THE EFFECT OF CONGRUENCE BETWEEN
Citation in APA LEARNING/TEACHING STYLES ON STUDENT RETENTION AT BROWARD
COMMUNITY COLLEGE (FLORIDA) (8703298). Available from ProQuest
Format
Dissertations & Theses Full Text; ProQuest Dissertations & Theses Global.
(303479933).
Retrieved
from
2. Provide a
summary of the
article
being
cited
This study researches if mismatching of learning and teacher style

influences students persistence in community college courses. It
also talks about if grades are affected when learning styles do not
match.
3. List the title THE EFFECT OF CONGRUENCE BETWEEN LEARNING/TEACHING STYLES ON

STUDENT RETENTION AT BROWARD COMMUNITY COLLEGE
of the article
161
Standard 5: Critical Thinking and Problem Solving

NAME OF ARTFACT: Assignment 9-Plan an Active Training Program
DATE: March 26, 2016
COURSE: ATE 609-Devolping Training Plans for Business and Industry
ELEMENT: 5.3. Promote Critical Thinking in Education Settings, 5.4. Implement Critical
Thinking in Professional Practice, AND 5.5. Reflective Practice
RATIONAL: This artifact was used to satisfy three elements of standard five which are to
promote critical thinking in educational settings, implement critical thinking in professional
practice, AND it is being used to satisfy the last requirement of the standard, reflective practices.
I choose this artifact for a couple of reasons: 1. it reflects on what I have learned from the chapter
by having me determine what exercises I would use during a training program; 2. It shows what
exercises I would use to promote critical thinking within the training program; 3. It gives specific
details on how I would implement the course training exercises which shows the reader of the
portfolio that I know how to develop a course with critical thinking within the program, which
also satisfies the element 5.4-implementing a program that uses critical thinking techniques;
AND 4. It shows that I had reflected on the chapter to develop a quality decisions for promoting
critical thinking and learning within a program. The artifact itself is a worksheet that has you use
the content of the chapter to develop exercises before, during, and after the training program to
promote learning. I gained a lot from this chapter exercise/assignment one of the things I learned
was that to get students thinking on their own you must use training techniques that get them to
critically think about what they are learning, such as having the students research topics covered
in the program to get the mind of the student to critically think about what they are about to
learn. This work shows that I have the competence to train students via ways that promote
critical thinking skills which is a trait many employers want to see in and employee. If I had to
do this assignment over I would add more critical thinking techniques to the program but given
the audience of this program it was more than sufficient. Overall, this assignment has prepared
me for the workforce by having me understand the different exercises one can use for a program
and to promote critical thinking.
Reflection of Artifact: This artifact was a requirement for the class ATE 609 and was a
worksheet that I used to outline a total active training program of my choosing. The worksheet
had me come up with different exercises to use throughout the training program; for example, it
162
had me come up with activities before, after, and during the training program so that the
participants would retain the information. The overall purpose of this worksheet was for me to
gain a better understanding of the different exercise that I could use to get the student/trainees to
learn the information being taught in the training course.
163

Assignment #9
ATE 609
March 23, 2016
Dr. Lee Olson
164
Assignment Number # 9
Due Date: March 26, 2016
Points: 200
WORKSHEET
1.
PLAN AN ACTIVE TRANING PROGRAM

Use the space provided in this worksheet to outline a total active training program of your own. Check the
results against the characteristics of an active training program.
Opening Exercises
I will begin the program by pairing the students and having them read over at a case
study that explains how the owner had handled a flooded waste water treatment
facility. The goal for the students is to identify the steps that the owner took to get the
flooded treatment plant back up and running normally. Allow students 15 to 30
minutes to identify the steps and then have one person for each pair get up and state the
steps they had identified. The instructor will write each pairs steps down on the dry
erase board for the class to see. The instructor will then identify the exact steps.
Building Blocks
For this activity, I, would have the students grouped to perform an information search on
how to run a treatment facility properly. They will be given materials and a computer
to research for things such as how many chemicals to add to different sized plants, the
amount of time the oxygenation pumps should be set for, etc Each group will then
do a role play exercise with mock equipment in front of the class. During this role play
they will also discuss why each step is important and how they feel about that step.
Middle Activities
The middle activity will be the game jeopardy. The students will be put in five groups of
four and the instructor will ask around 40-50 questions on what the class has already
covered. This will help determine if the student have learned from the previous activities
and it will help determine what needs to be covered or explained in more detail.
165
WORKSHEET continued
Advanced Skills
The activity that I would use under this category will be in the form of a jigsaw activity. The
student will be grouped into four groups of five and each group will be given different
information to study. One will study EPA rules on how to maintain a facility, one will study
EPA rules on a flooded treatment facility, the third group will study DNR rules and regulation,
and the last group will study the procedures DNR has developed for a flooded treatment
facility. Once they have studied and write down the key concepts one person from each group
will be placed in another group (five groups of four) and each student will teach what they last
group researched.
Ending Activities
The last activity of the course will be a field observation. The student will be taken to a live
treatment facility, located outside the building where the classroom is held. Each student will
do a mock demonstration on the steps to maintain a treatment facility and what they would do
if it was flooded. This will help assess the students on what they have learned from the course
and its an opportunity for the instructor to give feedback to the students performance.
Qualities of my program:
______ Moderate level of content
______ Balance between affective, behavioral, and cognitive learning
______ Variety of learning approaches
______ Opportunities for group participation
______ Utilization of participants expertise
______ Recycling of earlier learned concepts and skills
______ Real-life problem solving
______ Allowance for future planning
166
STANDARD VI
ADULT LEARNING THEORY
167
STANDARD VI EXPLANATION:
Adult learning theories are different educational outlooks on how and individual may
learn. Each of these theories has their own way of training an individual, and in my option one is
no more effective than the other. The reason for this standard and its elements is to determine if
my work in the course ATE 603 was proficient enough to demonstrate that I have a working
knowledge in adult learning theories. Another reason behind this standard is that adult learning
theories are useful to understand because each program has its own academic needs and knowing
the learning theory that best suits those needs can only help the students or employee retain what
they learned from the course. The elements of this standard want me to show that I have basic
understand of adult learning theories by having me find an artifact that discusses adult learning
theories; the second element of this standard wants me to provide evidence that I can
differentiate between theory and practice; the third element wants me to demonstrate how I
would utilize adult learning theories; and the last is me showing a reflection piece on adult
learning theory. Overall, this standard wants to know if I have the knowledge of adult learning
theories so that I can develop quality academic training programs that work best with the
program participants.
168
Standard 6: Adult Learning Theory

NAME OF ARTFACT: Discussion 3- Connection between Theory and Practice

COURSE: ATE 603-Introduction to Adult Education and Adult Learners
ELEMENT: 6.2. Differentiate Theory to Practice
RATIONAL: The purpose of the artifact chosen for element 6.2 was to get the student/myself to
understand the differences between theory and practice. The artifact is in the form of a discussion
and I differentiate between theory and practice by describing each of the terms. By studying the
terms I was able to see their differences and learn more about adult education. I choose this
artifact because it not only talks about and satisfies element 6.2 of this standard but I also
decided to use this artifact because it shows that I understand the differences between the two
terms; which is that theory is the explanation of how learning occurs and practice is the act of
performing the exercise of that theory. Given that it was a discussion I didnt have room to go in
to more detail about the difference between the two terms but I did learn from this assignment
and it helped me gain a better understand of adult learning theories and how they are
implemented through practices/exercises, which will help me in my future job.
Reflection of Artifact: The following artifact was a discussion that had the class answer two
questions: What is the connection between theory and practice? AND Why should practitioners
care about theory? In this discussion, I talk about how to truly understand the connection
between theory and practice we must understand both their definitions. In the second part of the
discussion I give a better understand of why it is important to choose learning theories if
practitioners want the students to retain the information. In general, the point of this discussion
was for me to get a better understand of adult learning theories and the learning practices AND
why the learning practices are so important.
169
Discussion three ask two questions What is the connection between theory and practice? and
Why should practitioners care about theory?
To determine the connection between theory and practice we must define the two. Our book
describes theory as as a comprehensive, coherent, and internally consistent system of ideas
about a set of phenomena (Knowles). Practice is described in Merriam-Webster dictionary as
to train by repeat exercises and to do something again and again in order to become better at it.
Since theory is basically determining the info needed to create a curriculum or instruction
method (theory) the outcome that it produces is the practices that the learner will perform daily
and thats how its connected. Our other course book by Merriam states that theory provides an
explanation of how learning occurs as well being suggestive as to how such an explanation
translates into practice. (Merriam)
A practitioner is someone who has mastered their area of study or as Merriam-Webster
dictionary states is one who practices a profession. So, practitioners care about theories
because without those learning theories they wouldnt be able to come up with a curriculum to
teach the learners. If practitioners dont care about which theory they chose, then they have no
regards to the quality of learning in their organization (Knowles)
Work Cited
Practice. 2014. In Merriam-Webster.com.
Retrieved September 19, 2014, from http://www.merriam-webster.com/dictionary/hacker
Knowles, M. F., Holton, E. F., & Swanson, R. A. (2011). The adult learner: The definitive
classic in adult education and human resource development (7th ed.). Burlington, MA:
Routledge.
Merriam, S. B. and Bierema, L. L. (2014). Adult learning: Linking Theory and Practice. San
Francisco, CA: Jossey-Bass.
170

NAME OF ARTFACT: Discussion 2- Social Context and Globalization
ELEMENT: 6.3. Utilize Adult Learning Theory
RATIONAL: Part of the requirement of the element 6.3 is that we find an artifact that discusses
the social context and globalization of adult learning. The artifact that I have chosen to satisfy
this requirement does just that, it discusses the characteristics that are important to understand
social context of adult learning which are Globalization, the Knowledge Society, Technology,
and Changing Demographics. Besides satisfying this requirement the artifact was chosen because
it gives the readers of my portfolio the understanding that I know that such things like
globalization affect adult learning. I feel this assignment was given to the class because it gave
us a better understand of how the world is shaping adult education. The artifact itself is just a
discussion topic but it gave me a better understanding about social context which has only helped
me recognize that we need to build training and academic programs that will keep us ahead of
the rest of the world. I can also use this knowledge on the job by having the understanding that
when building programs, I need to take globalization and social context effects on adult
education into consideration.
Reflection of Artifact: The following discussion talks about the four characteristics that are
important to understand social context of adult learning, which are Globalization, Knowledge
Society, Technology, and Changing Demographics; and this assignment has me discuss formal,
non-formal, and informal adult learning settings and give an example of a class taken. The
overall purpose of this assignment was for me to get a better understand that social context has a
major factor in learning and the second purpose of this discussion was for me to get a better
understand of formal, non-formal, and informal adult learning settings.
171
The Adult Learner gives four characteristics that are important to understand social context of
adult learning. These factors are Globalization, the Knowledge Society, Technology, and
Changing Demographics.
Globalization is defined as the movement of goods, services, people and ideas across national
borders and it has affected our daily lives. (Merriam) Globalization has opened a wide range
of information about products or services outside the country and this information has caused a
demand for workers that can produce the next best idea or new products. Globalization affects
learning in that more knowledge is needed to compete with outside sources and that education
itself has become a commodity of the marketplace. (Merriam)
The Knowledge Society or sometimes called knowledge economy became part of our lives
when globalization hit the ground running. (Merriam) The course book said it best about
knowledge society: knowledge is now a central driving force for economic activity, and the
prosperity of individuals, companies and nations depends on human and intellectual capital
(Merriam). For example, college students are going to locate to an area where their knowledge is
needed and companies will build or open a location where the knowledge resources are.
Technology has changed learning forever! The computer and the internet have not only shaped
context of learning but the learning itself. (Merriam) Examples would be online classes and
classes like this where we have live class time and dont have to leave our house. Almost
everything can be done over the internet thanks to technology and as we all know there are now
degrees in technology and most classes incorporate technology into its curriculum. Technology
is the main cause of the rise of Globalization and Knowledge Society.
Changing demographics is the last factor that we must look at to understand the social context of
adult learning. With the amount of globalization in todays world, diversity has incorporated
itself in our lives. The diversity causes problems for companies and challenges to nations and
communities; and education is coming to play as an important role in meeting these challenges
(Merriam)
I believe that technology is the main factor in the social context in adult learning and like I said
above this class is a prime example of technology being adapted into our learning. Either it being
online or our use of blackboard collaborator technology has changed learning forever.
Our next question is to discuss formal, non-formal, and informal adult learning settings and give
an example of a class taken.
Formal learning is like this class, it is offered by an institution and the completion will go
towards a degree. Non-formal setting is organized opportunities sponsored by institutions,
agencies, and community-based groups and are not towards a degree but towards personal gain.
Informal learning is the things we learn everyday just living life. (Merriam) An example of a
172
non-formal learning setting was a class I took over the summer. It was a painting class sponsored
by Huntington Museum of Art and the curriculum was to teach the basic skills of painting. Such
as brush types and mixing paints to from other colors, etc.
Work Cited
173

NAME OF ARTFACT: Assignment 4(b)-PowerPoint Presentation of Adult Learning Theories
DATE: October 1, 2014
ELEMENT: 6.1. Identify Adult Learning Theory, 6.3 Utilize Adult Learning Theory, AND 6.4.
Reflective Practices.
RATIONAL: The artifact chosen for elements 6.1, 6.3, and 6.4 was chosen for three reasons:
The first reason for choosing this artifact was that it both reflects and identifies adult learning
theory, which satisfy the elements 6.1 and 6.4 of this standard, such as, generalizing the history
of adult education, identify adult education philosophers and their perspectives on the learning
theories, and the standard of articulating a personal philosophy of adult education. The second
reason that I chose this artifact was that it gives the reader a breakdown of the research that I did
for this assignment, which was on two theorist and theories that have shaped education to what it
is today. The last reason that I chose this artifact is to show my potential employer that I
understand the history of adult education and that I know how to utilize these methods with my
extensive research on the two. I also chose this assignment so it would be easily accessible for
me to use to refresh my memory of the theories and theorist in case I ever must use it on the job;
such as using behaviorism to train employees or students. The artifact itself is a PowerPoint
presentation that I had developed from a report that I had to develop for ATE 603. The overall
goal of this assignment was for use to gain a better knowledge of the theorist and theories out
there and I gained this insight along with capability of knowing how to use these theories on the
job.
Reflection of Artifact: The following PowerPoint Slides was an assignment that I had to
complete for ATE 603 which had me to research and describe two learning theories,
Behaviorism, and Humanism. Both learning theories were discussed in detail including who
developed the two styles and how each of the theories is used in training an individual. The point
of this PowerPoint was for the reader to get a better idea of the differences between the two
learning theories. The overall purpose of this assignment was for the student, me, to have a better
working knowledge of different learning theories that I could use in developing an academic or
training program.
174
Behaviorism vs. Humanism

By Matthew Dallas Hunter
The following two theories on learning are

completely different from one another but has
one main goal: to get individuals to learn.
I chose these theories because:
1. I want to show how far we come to defining
adult education.
2. To show that there is more than one type of
theory.
175
The realization that you can train someone's

behavior came from Ivan Pavlov a Russian
psychologist.
In 1890 Pavlov realized that you can train a dog to

associate the ringing of a bell with food.
After a period of time the dog would learn that the
ringing of the bell would produce food.
(Merriam p.26)
Eventually Pavlov realized that when he rang the bell the dog
would automatically salivate as if food had been presented
even if it wasnt.
He called this Conditioned Reflex
The study that Pavlov stumbled onto is now a comprehensive
theory on learning.
Following is a picture of Pavlov equipment that tested to

see how much saliva the dog produced.
176
http://www.simplypsychology.org/pavlov.html
The test performed while dog was hooked up to saliva measuring equipment.
http://www.simplypsychology.org/pavlov.html
177
Pavlov's work was later classified as Behaviorism by Watson,

who is now considered the founder of Behaviorism. (Standridge,
2002)
Watson
Watson was interested in stimulus-response reactions to various situations and
example would be a rat running through a maze (Stadridge, 2002)
He presented this theory to the world in the early 1900(s)
He also believed that emotions or feelings can not be factored into Behaviorism.
(Standridge, 2002)
Another Theorist named B.F. Skinner developed his work off

of Watsons research but Skinners research leaned towards
educational benefits of Behaviorism.
Skinner felt that a behavioral approach to education was
crucial for the survival of human beings and societies
(Merriam)
He thought that if you arrange the environment to bring

about a desired behavior; we could control people and
develop a better society. (Merriam)
178
Skinner believed that:

The best way to understand behavior is to look at
the causes of an action and its consequences. He
called this approach operant conditioning.
which means roughly changing of behavior by
the use of reinforcement which is given after the
desired response. (McLeod, 2007: Behaviorist)
179
Is when a individuals behavior has been changed do to

positive or negative reinforcement.
Positive Reinforcement
would be giving positive feedback or attention or even
a treat of some sorts.
Negative Reinforcement
would be like spraying someone with water every time
they got the answer wrong.
(Skinner) the changed behavior has to satisfy the

desires they have learned to value, however, they
generally avoid behaviors they associate with
unpleasantness and develop habitual behaviors from
those that are repeated often. The entire rationale of
behavior modification is that most behavior is learned.
If behaviors can be learned, then they can also be
unlearned or relearnedbut to reach the desired
response they must be rewarded. (Standidge, 2002)
180
Humanism was developed because many

theorist disagreed with Watson and Skinner
and was determined to create an opposite
point of view.
Humanistic psychologists believe that an
individual's behavior is connected to their inner
feelings and self-concept.(McLeod, Humanism)
181
Saul McLeod states that the following is what humanism has

brought the learning community:
1.
It gave us a whole new set of values in
understanding the human nature and human condition.
2.
It gave trainers, teachers, etc the opportunity to
get a broader since of learning by developing a theory
opposite of the theories already developed.
3.
It also gave psychotherapy practitioners a
broader range of methods to practice (McLeod, 2007:
Humanism)
Abraham Maslow
The most commonly known theorist on humanism is Maslow; which
developed the Hierarchy of Needs.
His research was based on his curiosity on what motivated people
to learn.
He stated that certain needs had to be meet before you can learn
others. This lead him to develop the Hierarchy of Needs.
(McLeod, 2007: Maslow's Hierarchy of Needs)
Following is Maslow's Hierarchy of Needs
182
Carl Rogers
Derived his work off Maslow's research but he had a stronger
influence in establishing humanistic psychology as a learning
theory. (Merriam,p30)
Credited for establishing the student centered versus teacher
center approach to learning, but he was known for his open
education of facilitative teaching development approach.
(Standridge, M. 2002)
183
1. Respond to students feelings

2. Use student ideas in instructional interactions
3. Have an open dialogue with students
4. Praise the students
5. Was less ritualistic
6. Changed their curriculum to support the students individual needs
7. When they smiled with students.
Maslow vs Rogers
Even though Maslow and Rogers are classified
under the same theory they are different in
their views.
Maslow believed that the goal to learning is
self-actualization, whereas Rogers is to become
a fully functioning person. (Merriam, 29)
184
As you can see there are many differences between

the two theories, but, they both had major implications
on the study of learning in humans.
When you look at the differences basically it comes
down to one changing the learners behavior and the
other taking the learners self into consideration when
making the curriculum.
I choose these two theories like I said above because
they are so different but I feel that to truly understand
learning theories we must look at two separate
conclusions to better ourselves in teacher, human
resource, and other adult learning settings.
Huitt, W. (2009). Humanism and open education. Educational Psychology Interactive.

Valdosta, GA: Valdosta State University. 4-Oct-14 from
http://www.edpsycinteractive.org/topics/affect/humed.html
McLeod, S. A. (2007). Behaviorist Approach. Retrieved 4-Oct-14 from
http://www.simplypsychology.org/behaviorism.html
McLeod, S. A. (2007). Humanism. Retrieved 4-Oct-14 from
http://www.simplypsychology.org/operant-conditioning.html
McLeod, S. A. (2007). Maslow's Hierarchy of Needs. Retrieved from
http://www.simplypsychology.org/maslow.html
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning,
teaching, and technology. Retrieved 4-Oct-14 from http://epltt.coe.uga.edu/
185

Artifact 4 for Standard 6
NAME OF ARTFACT: Final Project-Annotated Bibliography
ELEMENT: 6.1. Identify Adult Learning Theory, AND 6.4. Reflective Practices.
RATIONAL: This artifact was a final project that I had done for the class ATE 603 and was a
report of several annotated bibliographies that reflect on adult education. This artifact addresses
elements 6.1 and 6.4 in this standard but I want to focus on two standards within these elements.
The first standard that this assignment addresses is that it identifies current research areas in
adult education and the second being the evaluation of various adult and continuing education
programs; and these annotated bibliographies addresses both these standards. I choose this
artifact for the two standards because: one, it identifies different learning theories, such as
pedagogy and andragogy, that wasnt identified in artifact 6.3 AND two, it identifies and reflects
on current issues faced in adult education. I gained a lot out from this assignment but the main
point of this assignment and what I also took from the assignment was to get students and myself
a better understanding of the issues that face adult education and to help use become better
researchers by using databases such as EBSCOHost. Overall, this assignment helped me
understand more about adult education and how to research topics that will not only benefit my
knowledge but those that read this assignment and portfolio.
Reflection of Artifact: This artifact is on five case studies in the form of annotated
bibliographies. These five case studies are from multiple topics within the field of adult learning
and adult education. The following are each of the topics that I had choose: The Effects of
Pedagogy and Andragogy Instruction on Critical Thinking Skills in Higher Education, A Case
Study: The Preparedness of Adult Education Students for College-Level Education, Adult
Learners Motivation in Self-Directed Learning, Learning Styles and Emotional Intelligence of
the Adult Learner, and The Adult Basic Education Learner: A Qualitative Study of Select
Participants Their Lives, and Their Realities. These topics where chosen because they related to
my degree program and are topics that I feel would benefit me for future employment. The
overall point of this assignment was for use to be able to identify and research common problems
or questions related to adult learning and adult education.
186
Final Project
ATE 603-131
November 30, 2014
Dr. Feon Smith
187
Abstract
This report is on five case studies in the form of annotated bibliographies. I have chosen
from multiple topics within the field of adult learning and adult education and have chosen the
following cases: The Effects of Pedagogy and Andragogy Instruction on Critical Thinking Skills
In Higher Education, A Case Study: The Preparedness of Adult Education Students for CollegeLevel Education, Adult Learners Motivation in Self-Directed Learning, Learning Styles and
Emotional Intelligence of the Adult Learner, and The Adult Basic Education Learner: A
Qualitative Study of Select Participants Their Lives, and Their Realities. After I conduct the five
annotated bibliographies I will explain why I choose these particular case studies and how they
all intertwine.
188
The Effects of Pedagogy and Andragogy Instruction on Critical

Thinking Skills in Higher Education
Citation:
Norris, Lisa. (April, 2011). The Effects of Pedagogy and Andragogy Instruction on Critical
Thinking Skills in Higher Education. Walden University.
Annotation
Critical thinking skills (CTS) have become a major part of education but little research has been
perfumed on the topic, which was the reason for this research. The purpose of this study is to
determine if the teaching styles, Pedagogy, or Andragogy, have a factor on developing critical
thinking skills in adults. The study was on one hundred and thirteen people from a rural liberal
arts college all of which had a bachelors degree. This case study gives explains the need for
critical thinking skills in the workforce, how to implement it into learning theories, the history of
CTS, how to evaluate students or trainees on CTS, the statistics of the case study, and finally,
Norris, explains the importance of critical thinking skills in todays society.
Summary
The importance of critical thinking skills in todays society is seen, per Norris, in the
requirements on universities to incorporate critical thinking skills into the college/university.
Norris puts an emphasis on the need for critical thinking in the workplace, society, government,
etc. for the world to be a better place. The case study also goes on to explain that faculty,
instructor, administration should incorporate critical thinking skills in the curriculum. Norris
study gives examples of learning theories, transfer of training techniques, activities that one
could use to promote critical thinking skills. She then gives example of how to evaluate for
critical thinking skills and emphasized on the model of MAPP which is a standardized test that is
189
used by multiple education institutions and is considered highly regarded. Her next discussion
topic of the case study was about the results, which gave the studies overall credentials,
standards, evaluation technique, ways to present the results and summary of the results. Norris
evaluated the results by gender and traditional vs. non-traditional style classes of bachelor degree
graduates. Norris research concluded that both the learning styles had an equal chance at
developing adult critical thinking skills and even though that the result didnt lead to what she
had determined she was able to point out that women did better in traditional classes and men did
better in non-traditional classes. One could conclude that personal style has more to do with
developing critical thinking skills than just choosing a standard class for all. So, in my opinion
the overall statement of this case study is that critical thinking skills are important and by
incorporating it into the training style will give trainees an advantage in life, the motivation to
attend further education opportunities, and the ability to develop their selves.
190
A Case Study: The Preparedness of Adult

Education Students for College-Level
Education
Citation
Julie Gibbons Griffin. (November, 2008). A Case Study: The Preparedness of Adult Education
Students for College-Level Education. ProQuest Information: Ann Arbor, MI. Liberty
University.
Annotation
This case study is the evaluation of four individuals that didnt complete high school. Two of
which are older adults (Age: 1. 32, 2. 24) who are tending the technical college GED Program.
Two and some are younger (Age: 1. 18, 2. 17) just leaving high school and going straight into
the GED program. The purpose of this study was to answer two questions:
Does the GED/adult education program prepare the students for higher education?
Did the case study participants perceive a link between their demographics (lack of
education attainment by family members, ethnicity, gender, age, etc.) and their
performance in the college-level coursework? (p102)
Griffin discusses the findings, implications, limitations of the case study and gives
recommendations in future research or teachings.
Summary
After Griffin introduces the case study and its purpose, she explains the reasons the individuals
quit high school (that most recipients felt they didnt receive the right environment and personal
contact in the high school setting) and the history of the adult education program (the
191
adult education program came to be during the Kennedy administration when Industrial jobs
diminished and the knowledge age arose). Since then legislation has been put into play to give
individuals a change to finish. Griffin goes on to state that in todays society higher education is
become and almost must. Hence the first hypotheses question. The next topic of this study was
how all the subjects attended further classes. The analysis of the four individuals where studied
via the qualitative study technique and where asked fifteen questions, had an interview with an
educational expert panel, post interview, and they student got to review the transcript for
correcting. Due to limitations in the case study neither of the two-hypothesis question were
inclusive. Griffin explains the limitations as being the amount of subjects and all of which were
Caucasian; who lived in rural South Carolina where poverty was high. However, the research did
provide a base for future research. Griffin then focused instead on common themes; which
showed that the adult education program gave the motivation to attend classes at a community
college, that those who attended remedial course ended up quitting higher educational courses,
the students all went to the adult educational program to concur a personal quest , along with a
few others but I personally think that this case shows that the GED program is becoming a
requirement and that with the right teaching technique you can prepare students for higher
education courses. Griffin then gives her personal recommendation for future researchers and
instructors.
192
Adult Learners Motivation in Self-Directed

E-Learning
Citation
Kim, Kyon-Jee. (August, 2005). Adult Learners Motivation in Self-Directed E-Learning.
ProQuest: Ann Arbor, MI. Walden University.
Annotation
Kims case study asks three questions:
What motivates or inhibits learning in self-directed e-learning environment?
Does a learners motivation change as he or she goes through instruction in self-directed

learning? If so, how?
What infuses learners motivational changes during self-directed e-learning?
Kim stress that self-directed learning is become a more common form of teaching and keeping
students motivated in self-directed e-learning has become a common problem. This case study is
made to address this problem by evaluating subjects in three separate classes with a qualitative
and quantitative method of evaluation. However, due to the lack of research on this topic Kim
had to develop a mix method technique, which combined Motivated Strategies for Learning
Questionnaire, which had fifty-six questions and the Instructional Materials Motivation Survey,
which had thirty-six items to evaluate. It was composed to evaluate internal factors, external
factors, and personal factors affecting motivations. After explain the history, how he built his
mixed method, the need to attend to the lack of motivation, he discussed the results, the
limitations of the evaluation results and summarizes his finding
193
Summary
In Kims writings, he states, that students have the needed motivation to get started in a SelfDirected E-Learning courses but loses that motivation after the courses starts. However, the
majority of the subjects, even if they did withdrawal from the course, would take another online
class. Hypotheses number one shows that adult learners chose online classes for the flexibility,
time, convenience, and the lack of instructor overview and this gave the students motivation.
Most of the subject joined the course for personal growth or to gain job skills (Hypothesis three).
When Kim researched the second hypothesis he concluded that theyre where a lack of
motivation during the course because many felt that there was a lack of interaction between
instructor and peer, and a lack of activities and stimulation. Kim gives a list of suggestions on
ways he thinks will help motivate students so they can retain, be inspired to, and feel part of the
learning. However, I feel that there are a lot of threats to the results. Even though it evaluated
over one hundred students went had the same instructor, classes where in a certain area and the
method of evaluation of motivations was constructed by the Kim, which makes it limited. I
would personally feel better about the results if they choose from multiple instructors, class
subjects and student demographics. Given the fact that there is no true way to measure
motivation I would choose Kims mix method and the fact that he got opinions from multiple
sources on its legitimacy.
194
The Adult Basic Education Learner: A qualitative Study

of Select Participants, their Lives, and their Realities
Citation
Ham, Carolyn Howard (1998). The Adult Basic Education Learner: A Qualitative Study of
Select Participants, their Lives, and their Realities. ProQuest: Ann Arbor, MI. University of
South Carolina.
Annotation
Carolyn empathize the fact that all adults who havent completed high school should; due to
todays changing economy and society and that motivation is key in getting adults to join an
Adult Education Program/GED. This Case study has a two-part hypothesis; it first wants to know
1. What motivates an adult basic education student to return to school?
a. What support system did they have in making decisions to return to school?
b. What barriers did they have to overcome?
c. How did he or she personally define success?
d. What are their future goals?
2. How satisfied or dissatisfied is the adult basic education learner with the present program,
and what changes, if any, would they make in the adult basic education program they are
attending?
This study consisted of sixteen individuals most African-American who lived in a rural area.
Some worked and some did not. The main purpose of this case study is to determine what it
would take to get high school drop outs to return to school. Carolyn points out to do this you
must understand the individual and why they quit in the first place.
195
Summary
The case study was composed of an interview, a placement test, and their overall demographics.
When answering the first hypotheses question the majority of the sixteen subjects went back to
school for job or job growth and/or personal reason such as being able to read to grandchildren.
Two subjects however where considered forced to attend. Carolyn pointed out that when looking
at why they quit school the majority had these things in common: the parents never read to them
as a child, they liked school as a child but hated it when turned a teen, many felt like outcast,
their family lives where complicated and most grow up with limited amount of money. Many of
the subjects didnt have goals until they got older and especially after attending the program.
There are two things a couple of students mentioned that I agree with and thats that adult
education programs need to be more one-on-one (due to their negative views towards school)
and that class sizes should be small; which, feeds into the one-on-one time. By providing these
two things they will be motivated and kept motivated through the whole learning process.
Carolyn stresses that adult learners need to feel like they have a chance, so instructors should
give them support as much as possible. Support and encouragement where concluded to be part
of why people drop out of school. This test had limitations; but the one thing that Carolyn points
out that I agree with is that the need for education is a lifelong process and for society,
government, community will not have a chance unless provided to all adults.
196
Learning Styles and Emotional Intelligence of the

Adult Learner
Citation
Johnson, Gia Daneka Kimbrough. (May, 10, 2005). Learning Styles and Emotional Intelligence
of the Adult Learner. ProQuest: Auburn, Alabama. Auburn University.
Annotation
This case study asked five questions but the overall point of was to determine if learning styles
and emotions coexistence. Johnson used three tests one 111 subjects; first test is called Gregorc
Style Delineator which had four areas called mediation abilities and Mayer-Salovey-Caruso
Emotional Intelligence Test which test with these four branches of emotional intelligence, and
Pearson Product Moment Correlations which determines if GSD and MSCEIT results coexists.
(p.93) The results showed that there was no correlation between emotional intelligence and
learning styles but it shows that a learner needs to master both to prosper in education and life.
The following are the question for this study.
1. What is the relationship between learning styles performance as measured by the found
mediation abilities of the Gregore Style delineator and the four branches of emotional
intelligence as measured by the Mayer-Salovey-Caruso Emotional Intelligence test?
2. What is the relationship between learning styles, as measured by the Gregore style
delineator, and emotional intelligence, as measure by the Mayer-Salovey-Caruso
Emotional Intelligence Test base on ethnicity?
3.
197
Emotional Intelligence Test base on age?
Emotional Intelligence Test base on GPA What is the relationship between learning
styles, as measured by the Gregore style delineator, and emotional intelligence, as
measure by the Mayer-Salovey-Caruso Emotional Intelligence Test base on Gender?
Summary
Gregore Style Delineator measures concreteness, abstraction, sequence, and randomness in the
subjects to determine each of their Learning styles. There are multiple learning styles that one
could fall under but a mixture of both is the ideal situation. Emotional intelligence is a major part
of learning because if one is not in touch with their emotions, such as perceiving emotions, using
emotions, understanding, and analyzing emotions and managing emotions they will not be fully
equipped for being an adult learner. The Mayer-Salovey-Caruso Intelligence Test checks for
these emotions and helps learners identify their way of handling them. The idea for this study
was to see if there was a way to determine if emotional intelligence and learning styles can be
grouped and from this study it cannot; however, it did lay a base for future research. Johnston
points out in this study that if an individual determines their learning style intelligence they are
more likely to be motivated, active, and more willing in learning. However, emotions can affect
the way ones learn; so, Johnston decided that emotional intelligence should be evaluated since
one affects the other and, once determined, learners would be able to control them. This has its
limitations like the rest of the studies in that it needs more participants.
198
Conclusion
All of these cases studies have something in common and thats that all the researchers
agree adult education is need in todays society. Every individuals, communities, government,
society, and economy needs adults to be educated for them to prosper; and the researchers
recognize this need. What I learned from these cases studies is that motivation is a key factor in
drop outs and the drive students need to attend courses. Adult learn best when they know how
they leaner (learning styles), have support from others, along with a few other things mentioned
in the case studies above. I choose these cases because to me they represent the key factors in
getting adults to learn and by determining students live circumstances, learning styles, emotional,
intelligences, what gives them the drive to attend school, the motivation to be an adult learner
and most of all what way of teaching they prefer either nontraditional or traditional style, they
can prosper in life.
199
STANDARD VII
PRESENTATION
200
STANDARD VII EXPLANATION:

A presentation is when an individual presents information that they have researched to a
group of individuals to inform them on a problem, topic, or discussion. This standard is on
presenting my educational portfolio in front of the Adult and Technical Education faculty to
demonstrate to them that I have satisfied the requirements for completing this degree. However,
the question is why is this a standard? I believe that this is a standard because not only does
presenting the information of this portfolio help convince the faculty that I have the
qualifications to graduate from the program, but it also helps me in my career with giving me the
experience in presenting information to a group of people, such as a training class. Another
reason I feel that presentation is a standard is because this program is an online degree and a
person can be great on paper but horrible at presenting information, and in this field one must
have the skills of presenting information to be effective on the job. So, by having this standard
the faculty can determine if the student has the capability to present information on the job, it
helps sell my qualifications to the ATE Faculty, AND it will help me prepare for job
interviews.
201
CONCLUSION
What you have just finished reading was a group of artifacts that I had completed
throughout my academic program, which was Adult and Technical Education. This portfolio has
three purposes: 1.It shows the faculty of the Adult and Technical Education program that I not
only have the capabilities to design a academic/training program but it shows them that I have
meet all the requirements of this degree program; 2. This portfolio helps me see how far I have
came and how far I need to go to reach my goals and dreams; and 3. Its last purpose is for me to
display all my work so that I can show future employers what I am capable of doing and that I
would be a great candidate for jobs in my field.
202
MASTER REFERENCE PAGE

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Improving Assessment in Higher Education (2nd ed.). San Francisco, CA: Jossey-Bass.
Braver, M. C. (1988). Statistical Treatment of the Solomon Four-Group Design: A MetaAnalytic Approach. Psychological Bullentin, Vol. 104, No.1, 150-154Ford, N., & Chen, S.
(2001). Matching/mismatching revisited: An empirical study of learning and teaching styles. Br J
Educ Technol British Journal of Educational Technology, 5-22
Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for Adult Learners: A Practical
Guide. San Francisco: Jossey-Bass. Gaining Consensus Among Stakeholder Through the
Nominal Group Technique. (2006, November 1). Retrieved March 7, 2015, from
http://www.cdc.gov/healthyyouth/evaluation/pdf/brief7.pdf
Goodstein, L.D., Cooke, P., & Goodstein, J. (1983). The team orientation and behavior inventory
(TOBI). In L.D. Goodstein & J.W. Pfeiffer (Eds.), The 1983 annual for facilitators, trainers, and
consultants. San Diego, CA: University Associates
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Julie Gibbons Griffin. (November, 2008). A Case Study: The Preparedness of Adult Education
Students for College-Level Education. ProQuest Information: Ann Arbor, MI. Liberty
University.
Ham, Carolyn Howard (1998). The Adult Basic Education Learner: A Qualitative Study of
Select Participants, their Lives, and their Realities. ProQuest: Ann Arbor, MI. University of
South Carolina.
Huck, S. &. (1973). A note on the Solomon 4-group design: Appropriate statistical analyses.
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series Design. Retrieved Nov. 27, 2014, from http://www.fammed.ouhsc.edu/tutor/times.thm
Huitt, W. (2009). Humanism and open education. Educational Psychology Interactive. Valdosta,
GA: Valdosta State University. 4-Oct-14 from
http://www.edpsycinteractive.org/topics/affect/humed.html
Johnson, Gia Daneka Kimbrough. (May, 10, 2005). Learning Styles and Emotional Intelligence
of the Adult Learner. ProQuest: Auburn, Alabama. Auburn University.
203
Kim, Kyon-Jee. (August, 2005). Adult Learners Motivation in Self-Directed E-Learning.

ProQuest: Ann Arbor, MI. Walden University.
Knowles, M. F., Holton, E. F., & Swanson, R. A. (2011). The adult learner: The definitive
classic in adult education and human resource development (7th ed.). Burlington, MA:
Routledge.
LIBERMAN, L. G. (1986). THE EFFECT OF CONGRUENCE BETWEEN
LEARNING/TEACHING STYLES ON STUDENT RETENTION AT BROWARD
COMMUNITY COLLEGE (FLORIDA) (8703298). Available from ProQuest Dissertations &
Theses Full Text; ProQuest Dissertations & Theses Global. (303479933). Retrieved from
http://ezproxy.marshall.edu:2048/docview/303479933?accountid=12281Practice. 2014. In
Merriam-Webster.com.Retrieved September 19, 2014, from http://www.merriamwebster.com/dictionary/hacker
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http://www.simplypsychology.org/behaviorism.html
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Irwin, 2010. Print.
Norris, Lisa. (April, 2011). The Effects of Pedagogy and Andragogy Instruction on Critical
Thinking Skills in Higher Education. Walden University.
DuBrin, A. (2015). Human Relations: Interpersonal Job-Oriented Skills (Twelfth ed.). Upper
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Research. OSR Journal of Agriculture and Veterinary Science (IOSR, www.iosrjournals.org.
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DIAGNOSED LEARNING STYLES OF INTERMEDIATE LEVEL STUDENTS WITH
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www.meera.snre.umich.edu/plan-an-evaluation/related-topics/types-evaluation-designs

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Academic Portfolio

Matthew Dallas Hunter

Adult & Technical Education-Adult Education Capstone

LIST OF THE STANDARDS

Apply effective written communications

Standard 1: Interpersonal and Intrapersonal Skills

Identify Nonverbal Communication and Explain Guidelines

Display a positive attitude,

Standard 1: Interpersonal and Intrapersonal Skills

Interpersonal Skills for the Digital World

Positive Interpersonal Skills

Negative Interpersonal Skills

Uses social networking to eliminate face-to-face interaction with

Standard 1: Interpersonal and Intrapersonal Skills

Sample, J. (1984, March 1). Nominal Group Technique: An Alternative to Brainstorming.

Standard 1: Interpersonal and Intrapersonal Skills

Standard 2: Program Planning and Development

Program Ideas and Needs

Ideas and Needs Sources

David Dilly (manager)

Owner and operator of the company and licensed

Used bad report document and regulations and

Alternative Strategy Intervention Chart

A process for providing

After needs, have been determined, such as the need to be

If workshop not approved or didnt satisfy program needs I

Program Goals and Objective

By the end of the workshop payroll cost will reduce 10%

Their common mistakes by the

Relationships among other

The steps to perform the day-today procedures that are on the

Criteria for Acceptable

The connection between

The procedures and their

with all participants

The procedures covered in this

The DEP and WVDHHR

with a grade of B or higher

Everyone arrives at New M&C Building

Introduction to the Workshop.

Program Staff Needs

Name and Role

Both instructors have trained many of the employees

Belief that Caring for

Both have familiar with the employees and the small-town

They are the owners of the company and know the

Diana enjoys the teaching aspect better than Dallas Hunter

Both are organized and prepared for the implementation of

Being the owners of the company the instructors have

Ability to Teach from

The both have taken classes on the

Paid or Volunteer Staff

Conditions Under Which

Criteria for Acceptable

The participants will

Their common mistakes by the

Relationships among other

The steps to perform the dayto-day procedures that are on

The connection between

The procedures and their

During group discuss

with all participants

The procedures covered in this