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When submitting your original contribution, you should also include a summary of the project

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When submitting your original contribution, you should also include a summary of the project. Describe the logistics of the plan (when, where, how, for whom it was designed, etc.) Also, describe why you chose this particular project and how it is connected to your ACE coursework.

The original contribution, an open-ended project, demonstrates your ability to create a unique product to support your field of study. No pre-approval is required.

Your planning should be original for you. Though it may contain 25% of a previously completed course assignment, the product should exhibit a significant expansion of the initial idea.Example

• Conduct a professional development training session for your school/city/professional organization (documented with agenda/PowerPoint/evaluations as all three are required).

DESIGNING PROFESSIONAL DEVELOPMENT 1 PROFESSIONAL DEVELOPMENT IN ADULT LEARNING 2 Introduction The consistent discovery of new information means that human beings find themselves in a cycle of never-ending learning. As such, work environments are forced to develop better information management practices to attain their targets and remain competitive in the broader market spectrum. A unique fact about information management is that it revolves around people. People are the most vital assets in any organization because their competence determines the efficiency and effectiveness of organizational resource utilization to reach the desired outcomes. The subsequent sections outline the various facets of a professional development plan that befits Palm Beach State College (PBSC). Part 1: Designing a Plan Population Analysis and The Target Population’s Tasks This professional development program targets key stakeholders in Palm Beach State College’s education program. PBSC’s Education Opportunity Center is designed to address the needs of adult learners who are aged nineteen and above. The program recognizes that many people miss out on education during their earlier years because of different socioeconomic challenges. Therefore, it allows willing learners to redeem themselves in adulthood and gain sufficient education to improve their lives. The main stakeholders at the institutional level are administrators, researchers, trainers, and teachers. These people have different yet equally important roles. Administrators play a vital role in shaping the institution’s policy on adult education. Researchers assess different facets of the program and determine their suitability towards the attainment of goals. Trainers are responsible for the training of teachers to expand their understanding of the PROFESSIONAL DEVELOPMENT IN ADULT LEARNING 3 curriculum and the numerous alternatives that they can utilize. Finally, the teachers handle adult learners directly and serve as the primary providers of education. Skills Analysis The identified stakeholders require various skillsets to ensure that the adult education program runs smoothly. The first skill is critical thinking because one must have the capacity to evaluate issues intensely and make robust connections between different facets. Education is a collaborative venture in which information comes from various quarters. Therefore, the stakeholders must exhibit remarkable critical thinking skills to analyze the viability of different approaches and arrive at the best decision. Communication skills also play a vital role in the individuals’ ability to discharge their obligations at the highest level. Considering that different stakeholders are involved in the process; they must communicate well and get on the same page. Students learning Outcomes. The program aims to equip learners with soft and communication skills to help them relate well with others in different professional settings. It also seeks to make learners financially competent and technologically literate to ensure that they can adapt to the changing world and fend for themselves. Finally, the course is designed to aid students in making reasonable career choices and become productive society members. Instructional Components The first component is individual competence, and this facet is designed to ensure that each stakeholder is professionally competent to discharge their duties. The program shall address factors that fall within their specific line of work's requirements and other general aspects like technological awareness. The second instructional element is social competency. At this stage, the PROFESSIONAL DEVELOPMENT IN ADULT LEARNING 4 program shall ensure that the stakeholders can work well with their colleagues and learners to ensure that the program runs smoothly. Implementation of Professional Development Plan The first step is to assess the current situation and determine the extent of its deviation from the desired outcomes. The second phase entails realigning current practices to reflect the new policies the education program aims to achieve. At the third phase, the professional program shall schedule training sessions to equip the stakeholders with the two identified instructional pursuits to enable them to discharge their roles well individually and to cooperate with others. The program shall have a strict timeline. Evaluation and Revision After Implementation The program’s success shall be evaluated on its capacity to transform students' practical execution of different lessons. For instance, students' technological and financial literacy should be evident in their ability to mobilize funds from the government and other providers of educational loans (Knowles, Holton III, Swanson, & Robinson, 2020). Another mechanism will be to research and establish how resourceful the program has been in helping students pursue their careers and attain advancement. Part 2: Reflection on Outcomes-Based Program Evaluation Comprehending Program Evaluation’s Intricacies Understanding the intricacies of program evaluation mechanisms will be beneficial for the improvement of instructional approaches because it will enable the program’s facilitators to begin with an end in mind. Adult learning is similar to map-reading, where an individual follows a PROFESSIONAL DEVELOPMENT IN ADULT LEARNING 5 specific route only if he or she is confident that it will get them to their desired destination. In the same breath, it will enable the program’s facilitators to examine the process at each stage and determine whether the measures undertaken are beneficial to the learners. Outcome-based evaluation ensures that each component of the professional development program actually takes learners a step forward in their quest to achieve a specific goal (Petty & Thomas, 2014). It also sets the stage for active and interactive engagements with the learners to ensure that each aspect of the learning process is beneficial to the learners. It will also encourage the providers of such programs to take feedback positively because they understand why adults have a higher preference for outcome-based evaluation. Outcome-based Evaluation’s Contribution to Success Outcome-based evaluation contributes to the program and learners' success by creating the necessary framework for crafting a relevant curriculum. Establishing clear goals provides a robust basis for determining whether the curriculum that a particular institution implements matches the desired objectives. Secondly, it enhances clarity of expectations for all stakeholders as each individual knows what to look forward to at each stage and upon completing the course program. This allows the students to compare the aspirations for each phase and the reality of the situation on the ground to determine whether it is successful or the involved parties must remedy the situation by addressing the shortcomings. In the same vein, it improves student participation in the entire process and provides tutors with more significant flexibility in their teaching approaches. Outcome-based education focuses on achieving the ultimate goal without placing rigid requirements on what the teachers are supposed to do. Therefore, such a framework allows tutors to embrace varied teaching approaches so long as they meet the quality threshold envisaged under the pre-set objectives. PROFESSIONAL DEVELOPMENT IN ADULT LEARNING 6 Understanding the Benefits of Adult Learning and its Contribution to Lifelong Learning Educators should continually help adult learners understand what is in it for them because it provides them with the motivation needed to sustain their interest in the subject matter. Adults are practical people who want to see the change that a particular course of action would have on their lives. Therefore, persistently reminding them of the lessons' benefits will inspire them to work hard at excelling (Falasca, 2011). Meeting adults’ educational needs contributes to developing a culture of lifelong learning because it opens their minds to the numerous benefits that one accrues from reading. Showing adult learners the practical value of their current studies opens their minds to other possibilities. It helps them recognize how the new knowledge enhances or contradicts their previously held view. Therefore, helping them become more competent is a reward in itself as it inspires them to develop a lifelong positive attitude towards learning. How to Make Adult Learning Programs Principled The evaluation of adult learning programs should be a principles process that reflects ethics, equity, and social justice. This facet means that feasibility assessments are vital components of any adult education program because they evaluate the costs and benefits of each intervention. Operational feasibility tests would assess whether the way a program is crafted promotes the realization of intended objectives (Rossiter, 1999). For instance, the information should be relevant and have a practical impact on the empowerment of learners. Conclusion Adults comprise a unique learning demographic, and institutions must address these differences to stand any chance of success. Professional development programs are vital in ensuring that personnel is well-equipped to oversee an anticipated transitory process. In this case, PROFESSIONAL DEVELOPMENT IN ADULT LEARNING 7 the plan will benefit Palm Beach State College to attain better outcomes in its adult education program. The program shall help stakeholders to become more practical and provide the needed assistance to the community of learners they serve. PROFESSIONAL DEVELOPMENT IN ADULT LEARNING References Falasca, M. "Barriers to adult learning: Bridging the gap." Australian Journal of Adult Learning 51, no. 3 (2011): 583-590. Knowles, M. S., Holton III, E. F., Swanson, R. A., & Robinson, P. A. (2020). The adult learner: The definitive classic in adult education and human resource development. Petty, T., & Thomas, C. (2014). Approaches to a successful adult education program. College Student Journal, 48(3), 473-480. Rossiter, M. (1999). A narrative approach to development: Implications for adult education. Adult education quarterly, 50(1), 56-71. 8