Why Choose Us?
0% AI Guarantee
Human-written only.
24/7 Support
Anytime, anywhere.
Plagiarism Free
100% Original.
Expert Tutors
Masters & PhDs.
100% Confidential
Your privacy matters.
On-Time Delivery
Never miss a deadline.
When submitting your original contribution, you should also include a summary of the project
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
Expert Solution
Original Contribution
Summary of the Project
The project was focused on professional development for adult learners. Various phases of the project were involved in the project, from its conception to fruition, with each stage accomplishing unique and fundamental tasks to develop adult learning. There are two phases of parts involved in the project. The first part involved the designing of a plan. There were several components involved in the design of the program, such as population analysis. Analyzing the population involved identifying the different tasks that members would be interested in doing. The first part of the program also explores the skills that other learners have and how these skills can be used for the gradual development of the students in ensuring that the skills of an individual are fully utilized to the maximum. It was during this part that the student’s learning outcomes were considered and evaluated. The instructional components of the project were evaluated. Finally, the plan's implementation was considered, alongside the prerequisites for the next phase, after assessing and revising the first implementation results.
The second part of the program was mainly concerned with reflecting on its outcomes based on its evaluation. In this part, the intricate nature of the program’s evaluation was comprehended. A complete understanding of the mechanisms used in the assessment of the program is beneficial when attempts will be made to improve the instructional approach of the program. The second part was also concerned with the evaluation of how the program influenced success among the learners. In this phase, the benefits of the adult are understood and the contribution to lifelong learning. Various ways through which adult learning programs can be made moral were also evaluated, and the best ones were selected. Feasibility assessments were vital because they ascertain the costs and benefits of interventions in the program. Ideally, using the feasibility tests, the relevance of information and interventions is determined, and the various ways through which they can be used to empower learners.
Logistics of the Plan
When creating the plan, it was paramount that different parts and interventions integrate with the information available to have the best program that has the maximum benefits to the learner. Logistics exist to ensure that any plan is carried out successfully, without any delays or inconveniences that may occur along the way. For the project to create the program for adult learners, the logistics had to put into account the duration of the plan, the population size, the amount of information that the learners require to have thoroughly benefitted from the program, the quality of the program, and the ideal location for which the plan will be implemented. Even though the logistics would not form the project's core, they ensure that the goal is executed successfully, making it easy to identify the likely spots to cause problems in the program's execution.
Time of Plan
In logistics planning, the program's time should be implemented as necessary. The program was for adult learners, and they only have active concentrations at certain times of the day. Implementing the plan would have to be opportune to ensure that the learners have the maximum comfort and attention when receiving information. When the project would be executed, the logistics of when the project would be completed took into account other factors such as the number of activities in the schedule and when most learners would be free to implement the plan (Alexander, 2020).
Timing is also crucial because it ensures that the knowledge imparted to the learners is understood without any distractions. As such, the time of implementation has to be when the learners are free f other activities. It should also be executed mid-week when the learners are not influenced by the weekend, and they do not have anxiety for the weekend. Mid-week is the opportune time to get students to take in any new information. Giving them information mid-week ensures that they will have a high retention of the data. This high retention is because very few activities can distract a person in the middle of the week (Alexander, 2020).
Location of the Program
Other than when the program is to be implemented, there are places that are key for the saucerful implementation of the program. These places are vital in ensuring that the plan of professional development in learners is achieved successfully. Furthermore, for the subject and topic of each professional development program, the location has to be close to the actual environment in which the learners will exercise their skills. Mimicking the work environment is essential in developing professionalism in young ones. It ensures that the learners are given some part of their experience when they get to the field to exercise the skills they accumulated in their lessons. Thus, where the program was implemented as necessary. In the logistics planning, this location would have to give the learners a part of the experience and familiarity with the working environment, where they would get to exercise their skills. The plan's logistics will find the strategic location that is opportune for the successful implementation of the program (Woschank & Pacher, 2020).
Mode of Implementation
Besides the time and location of the program, it is also essential that how information is shared with the students promote an atmosphere of understanding and success in the learners. Because they are adult learners, they would have to be taught differently from young learners, and the teaching also has to be different from that of old learners. Several aspects have to be considered in their learning methodologies, such as their age, interests, moods, and preferences. Whereas young learners are given an array of options, and they are taught in little chunks of information that reinforce the importance of being good learners, for adult learners, it has to be taken into account that they already know some of the most basics of information. It is the crucial bits of information that they need. For these learners, styles of learning that should be used should be equipped with the methodologies of handling all the confusion and hot-headiness that plagues many adults (Dean & Wright, 2017).
For this matter, the logistics of how the program will be implemented are primarily centered on the expected outcomes, the abilities of the learners, and the dedication of both the learners and the instructors. Of importance is collaboration. Thus, the logistics of how will mainly be about the cooperation of the instructors and the learners and the desire for success for both the learners and the instructors. It would be essential if the learners could absorb most of the information with little effort from the instructors in certain instances. In case such is not possible, learners have to simplify their instructions, making it easy for the learners to get the knowledge and use the information to make them acquire more information without the help of the instructor. The logistics of how the plan is to be implemented must make it so that the instructor only acts as a guide to the learner, rather than someone who provides everything to the learners. This will ensure the maximum success of the plan (Dean & Wright, 2017).
Target Population
It has to be remembered that the plan is designed for the learners. However, it is not intended for every learner. These learners have to fit a specific category, which means that everything has to be structured with the learners in mind. Since the plan is being designed for adult learners aged 19 and above, it is essential that factors that come with the age bracket be considered. For instance, it should be assumed that most of these learners are at a stage where they have a short attention span, and some have little interest in discovering new things. As such, relayed information should be concise, meaningful, and able to capture their attention. Once their attention is captured, it should be maintained, without losing it, lest the whole program is spent educating only a handful of learners (Mpwanya & Dockrat, 2020).
Due to their age, instructors should also be impartial to teaching styles, and they should instead focus on teaching methods that best resonate with the learners at a personal level. Having teachers use a teaching style that is alien to the learners and keeps them outside of the learning parameters is likely to have negative results and a low probability of success. The type of learners calls for a logistics plan that puts into consideration their preferences and expectations. Since the goal is the program's success, the logistics will ensure that the whole program is perfectly designed for the given group of learners. High success rates are assured once the success plan is considered inclusive and covers all the possible bases (Mpwanya & Dockrat, 2020).
Reason for Choosing the Project
I chose this particular project because it allows learners to be given the necessary skills to have successful careers and do better in life. Having adequate information in a specific field provides the learner with an upper hand in successfully navigating any challenges they may encounter while in their career. Furthermore, adult education is fundamental in the professional development of any individual because it exposes them to another stature of learning that is unique and different from other forms of knowledge. Even though the learning systems may be similar in many aspects, adult learning helps many people become more practical when facing various challenges in life (McHauser, Schmitz & Hammer, 2020). The project is connected to the ACE coursework because it provides valuable illustrations and application of how different aspects of education can empower other people, challenging the existing fields and challenging stakeholders to venture out into more functional areas that are less explored.
Original Contribution
Introduction: The project was focused on professional development for adult learners. Various phases of the project were involved in the project, from its conception to fruition, with each phase accomplishing tasks that were unique and fundamental to the development of adult learning. There are two phases of parts involved in the project.
- When creating the plan, it was paramount that different parts and intervention would integrate together with the information available to have the best program that has the maximum benefits to the learner.
- In the logistics planning, the time for which the program should be implemented was important, given that the program was for adult learners, and they only have concentrations that are active at certain times of the day.
- Other than the time during which the program is to be implemented, there are places that are key for the saucerful implementation of the program.
- Besides the time and location of the program, it is also important that the way in which information is shared with the students promote an atmosphere of understanding and success in the learners.
- When all is said and done, it has to be remembered that the plan is designed for the learners. However, it is not designed for every learner. These learners have to fit a certain category, which means that everything has to be structured with the learners in mind.
- I chose this particular project because it provides the chance and opportunity for which learners can be given the necessary skills that are needed for having successful careers and doing better in life.
Archived Solution
You have full access to this solution. To save a copy with all formatting and attachments, use the button below.
For ready-to-submit work, please order a fresh solution below.
