Instructional Plan Template | Slide 1 AET/515 Instructional Plan Template Terrence Scarborough.

Instructional Plan Template | Slide 1

AET/515Instructional Plan

Template Terrence Scarborough


Needs Assessment

• Learning opportunity that provides online information, tools, chat forums, and references avail to assist in creating formal or informal mentoring relationships. Doing so, will broaden the understanding, experience, contribution, and development of mentorship.


Instructional Goal

• To encourage approved mentors to provide various forms of assistance to eligible participants as protégés and to provide expertise, train to the necessary standard, and reward suitably for efforts both financially, and in terms of recognition.


Performance-Based Objectives

• At the end of this course, the business student should be able to enhance poor and mediocre performance among future business leaders in small business administration to avoid most common causes of disaster for new businesses.

• At the end of the course, the business student should be

able to revitalizing mid-career executives and close skill and ability gaps among future business leaders in small business administration without to avoid most common causes of disaster for new businesses.


Summative Assessment and Learning Outcomes • Annual Evaluation of the Mentor-Mentee Relationship

whereas in an annual business plan update, the mentor must report to the program led for the mentee preceding program year: A narrative describing the success such assistance has had in addressing the developmental needs of the mentor and addressing any problems encountered, the mentor must annually certify to favorable financial health and good character and project led will review the protégé’s report on the mentor-protégé relationship as part of its annual review of the firm's

business plan.


Learner Characteristics

• Inexperienced: must be in the developmental stage of the business development program

• Education Level: Must be in good standing in the business

development program and be current with all reporting requirements

• Gender: Coed

• Implications based on these characteristics.• Interpersonal Relationship Training Makes a Difference. • Defining Mentoring to Achieve Specific Outcomes• Fact or Fallacy• Professional, Personal or Both


• Web-based program that provides online information (accessible only with an login and password) that provide the capability to register for the mentorship program, create a profile, and search available profiles for a mentor or mentee. Participants are encouraged to seek mentors or mentees from outside the immediate supervisor to broaden their understanding, experience, contribution, and development.

• The resource center is also the place to participate in forums tailored to specific areas of interest. Individuals can choose the type of mentoring relationship desired such as face-to-face or virtual one-on-one (online or by email).

• The information will be used in aspect of feedback to consider planning factors in developing the instructional plan.

Learning Context


Delivery Modality • Instructor-led training (ILT) in conjunction with web-based

online• Between instructor and learner, either individuals or

groups.

• Real-time feedback, Q & A,

• Manipulation and changeable delivery to accommodate learners

• Opportunity for learners to practice, or even virtually, utilizing video-conferencing tools to engage learners and embrace different learning styles.


Instructional Strategies

•Overall plan • Focus on the needs of the learner• How to make mentoring easy and engaging• How to manage the mentoring process after mastery

•Process• Productive learning and simplify program administration

• Instructional Strategies:• One-to-one Mentoring• Group Mentoring• Self-directed Mentoring• Cross-Leveling Mentoring


Plan for ImplementationAssess readiness for e-mentoring or ILT: 16 Weeks

Does program have the staff to support an mentoring program? 16 Weeks

What software will be used to manage your e-mentoring program? 16 Weeks

Apply for Mentors Online: The E-mentoring Tool Kit or identify alternate source for software to manage program. 15 Weeks

Train program staff on how Mentors Online or other software will help mange program if applicable. 13 Weeks

Identify and confirm source of mentees: 11 Weeks

Determine age range.

How often will they communicate?

Do all mentees have access to e-mail?

Identify and confirm source of mentors: 11 Weeks

Employees from a local business.

Individuals from the community.

Students from a university.

Install Mentors Online or implement other software.

Test Mentors Online or other software to ensure that it is working properly.

Mentee preparation: 7 Weeks

The site coordinator recruits, screens and trains mentees. This includes processing profiles and concurrence slips and ensuring complete pre-evaluation survey.

Adult preparation: 7 Weeks

The program coordinator recruits, screens and trains adults. This includes holding an orientation, conducting background checks, training and processing mentor profiles.

Enter participant profile information into Mentors Online.

Matching: 6 Weeks

The facilitator will choose a two-hour block of time for a conference call to match youth with mentors. Link mentoring pairs in Mentors Online software if applicable.

Notify mentees and mentors informing them they are matched.

Program Launch Date


Plan for Implementation cont.

• Involvement • Facilitator• Learners • Instructional Resources


Instructional Resources

• Computer• Mentorship hardware/software • Course Description• Mentorship Development Program Bibliography• Checklist• Mentee(s)• Mentor(s)


Formative Assessment

• Discussion• Asks targeted questions and records informally student responses

• Journal• A written assignment used to chronicle the development/growth

• Case Study• A written assignment used to demonstrate systematic inquiry into

a specific

• Conference• Discussion-focused strategy used to facilitate online student

interaction

• Exam• Aligned with course learning objectives


• Post-program evaluation• Post-surveys with student(s)• Focus groups with student(s)• Interviews with program coordinators• Surveys and Interviews with mentors

Evaluation Strategies


Outcome Review


Outcome Review cont.


Recommendations

• Future use• Integration of new business students• Retain mentees as workers• Teach, Coach and Mentorship skills enhancement

• Organization is the training ground

“Its estimated that a third of the nation’s major companies now have a formal mentorship program” (Bragg,1989).


References ADDIE The Instructional Design Process The Five Steps. Retrieved from

http://michelemartin.typepad.com/ADDIE.pdf.

Bragg, S., Is A mentor program in your future? (1989). Sales and Marketing Management, 141(11), 54. Retrieved from http://search.proquest.com/docview/211802977?accountid=458

Brown, A., & Green, T. D. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River, NJ: Pearson Education.

Jones, R. (2006). Mentorship Strategies: Group Mentoring. Retrieved fromhttp://www.menttium.com/servlet/servlet.FileDownload?

file=00P80000007kxTkEAI

Maughan, B. (2006). Scientists: Implications of Interpersonal Relationships Within aFormal Mentoring Program. Retrieved fromhttp://www.inl.gov/technicalpublications/Documents/3562842.pdf

Taskstream. (2013). Lessons, Units and Rubrics: Rubric Wizard. Retrieved from https://www.taskstream.com/Main/main_frame.asp.

Instructional Plan Template | Slide 1 AET/515 Instructional Plan Template Terrence Scarborough.

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