Running head: FACILITATOR TRAINING PROGRAM

Facilitator Training Program

Reginald Titus
University of Phoenix
Facilitating Online Learning
CUR/532
H. Garth Beerman
November 17, 2014

FACILITATOR TRAINING PROGRAM

Titus Telecommunications Inc.

Facilitator Three-Day Training Program
Telecommunications and Network Installation and Repair
Part I
Training Program Audience:
The training audience consists of corporate trainers with five to thirty years of service in
the Telecommunications industry. The experience in a training department for current employees
is ten years, with an average of 50 percent in the technical training areas. Ages vary from new
hire employees to those at the retirement stage. The assumed current skill sets are that each
trainer has some instructor training experience in a training environment with some technical
knowledge of telecommunications and data networking.
The assumed current experiences are, each trainer should have a minimum of ten years
experience in the telecom industry; therefore becoming acclimated to the training material will
be an enhancement of the facilitators current technical knowledge. The assumed level of current
knowledge is that each facilitator has experience in the basic, and advanced technical skills in the
installation and repair of telecommunication and network data technologies.
Training Program Goals:
The key skills the corporate trainer needs to be successful as a distance facilitator is to
have the ability to give positive, critical, and instructive feedback to the learners, and have a
passion for teaching with leadership abilities.
The key training elements to focus on for this training:

The instructor understands the difference between face-to-face and online

teaching.

FACILITATOR TRAINING PROGRAM

The instructor is highly motivated about their responsibility and can motivate
learners in their online educational experiences.

The instructor incorporates collaboration in the process of delivery.

The instructor understands the importance of community and promotes that

method during the first few day of training.

Training Program Objectives:

Facilitators must have the ability to perform and direct each objective listed, which
involves preforming the same tasks as the technicians they will train and instruct.
Completed Task
Day 1
4 hours: Student and
Leader Guide study
Comparing Leader
and Student guides
Compare types of
required wiring
Explain differences in
wiring techniques
Distinguish what
signals or
technologies each
wire will carry
Leadership training
Grading and
Assessment processes
4 hours: Authentic
learning
Begin hands on
installation of proper
connections at outside
terminals
Install aerial and
buried drops to
practice buildings

Yes

No

Incomplete

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Day 2
Test signals to
building at demark
with digital testing
equipment
Install proper wiring
to phone and data
outlets in practice
building rooms
Install phone and data
Jacks
Test all installed
outlets
Day 3
Install phone and data
LAN equipment
Smart Panels
Phones, routers,
switch and televisions
Test and turn up all
equipment
Educate customer

Summative Assessment of Trainee Learning

Trainee success will be measured at various stages at the end of each day by scoring a
YES on the completed tasks as stated in the objectives rubric.
To measure the success of the program the evaluation process used throughout this
course is utilized.
Evaluation Model
RESOURCES

ACTIVITIES

OUTPUTS

To complete our
training tasks
our department
will need input
from several

Facilitators will
Train ten learners
comprehend all
per week over a
concepts related to three day period.
Telecommunication
installation and

SHORTTERM
OUTPUTS
Improve
installation and
repair
processes.
Responsible

IMPACT
Long Term
Increase
efficiency and
productivity.
Technician
confidence is

FACILITATOR TRAINING PROGRAM

departments.

repair.

and
independent
employees.
Human
Conduct training
Training complete
Instructor
Resources,
classes. Deliver
during an eight
confidence
Training
instructor led
hour work day. On building.
Department.
courses. Conduct
site face-to-face
Working in a
Instructors and
authentic
learning
team
Trainers,
classrooms. Assess. environment.
environment.
Training
Facilitate. Train
Learner will
Analyze
Budget,
Develop
demonstrate in six
situations and
Location for
curriculum.
steps the process of make
training and
Telecommunication intelligent
Shareholders.
/ Data installation
decisions.
and repair
(Reginald Titus / University of Phoenix, 2014).

5
improved.

Return on
technical
training
investment.
Facilitators
know how to
transform from
installer to
technician.

Evaluation Process
Identifying whether the goals, objectives, and overall outcomes of the course are
accomplished, Blooms Taxonomy is the choice for this outcome-based program. The
challenging process of classifying, communication and identifying outcome indicators, creates
the ability to measure results against those indicators (McNeil, R. (2011)). This evaluation
process qualifies the training course and evaluates the training program outcomes efficiencies
and effectiveness. The evaluations based on metrics, will aid in avoiding flaws, and outcome
indicators are present to reassure no problems will exist (Reginald Titus / University of Phoenix,
2014).
A 12-Step outcome-based evaluation model explains how educators, instructors, trainers,
and committees have a stake in how outcome based evaluations are presented.
1. Explain the Telecommunication Installation and Repair training course.
a. This course provides the basic knowledge of Telecommunication / Data
Installation and repair. This ten day course is designed for new hire technical
employees and as a refresher course for those who need to be retrained in this

FACILITATOR TRAINING PROGRAM

field. The course provides the basic knowledge for the installation and repair
of Entertainment services such as voice over Internet protocol, video and
Internet services. The technicians will learn the basic installation techniques
of telephone category three (cat-3) wiring, along with data cabling category 5
(cat-5), and coax (RG59), for cable television. This course includes the basics
of data networking of Local Area Networks (LAN), Wireless Local Area
Networks (WLAN), and Wide Area Networks (WAN) (Reginald Titus /
University of Phoenix, 2014).
2. Outline the knowledge, skill levels that are expected of the learners.
a. The knowledge of each learner must be within the passing grade of 80 to 100
percent.
b. Each learner will comprehend the differences between the types of wires
required for installation purposes.
c. Learners will to know the exact difference in wiring techniques with and the
proper signals each wire can carry.
3.

Divide training course into units and list relevant knowledge and skills for each.
a. Unit one: Basic telecom installation techniques. Skill level, novice.
b. Unit two: Basic telecom repair process. Skill Level, novice.
c. Unit Three: Advanced telecom installation techniques. Skill level, Qualified.
d. Unit Four: Advanced repair process. Skill level, Qualified.

4. Determine the level within the learning domain for each knowledge and skills unit
using Blooms Taxonomy.
a. Making decisions and supporting views, requires understanding of values.

FACILITATOR TRAINING PROGRAM

b. Identifying components, determining arrangement, logic and semantics.
c. Using information to solve technical problems.
d. Transferring abstract ideas into practical situations.
5. Write learning objective for each unit.
a. The learner will transform from an Installer to a Technician taking pride in
their field of expertise by following the guidelines provided and mastering
their craft.
b. Job assignments will require technicians to complete two installation orders
each day and one repair order.
c. During the learners installation processes, the manager will conduct a site
survey while technician is on the job performing installation tasks.
d. Satisfactory and unsatisfactory evaluations are assessed according to the
installation and repair regulations and guidelines (Reginald Titus / University
of Phoenix, 2014).
6. Design learning activities for each knowledge and skillset.
a. Learning activities include authentic practices of installing telecom and data
wiring using the proper methods and procedures.
b. Telecom and data authentic repair practices using proper methods and
procedures.
7. Design evaluation metric for each knowledge and skillset.
a. Training metric, written and hands on evaluations for monitoring training
effectiveness for all skillsets. This method will provide readily available
performance metrics such as, test scores and pass-fail rates.

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8. Deliver course and administer evaluations.

a. On-site traditional face-to-face classroom environment with the learners and
instructor in the same room will be the main method used to deliver this
course.
9. Analyze evaluation data, performance time, and observation.
a. The performance review will be graded on efficiency (period to complete a
given task), quality (all installation and repair procedures are according to
proper guidelines), and customer service.
10. Compare data to expected benchmarks.
a. A comparison of observed performance by each technician
b. A comparison of the expected performance by each technician
11. Recommended improvements are based on the outline below.
a. A training needs assessment was conducted for this training program.
b. A complete task analysis for this training program is complete with
observable and measurable performance objectives.
c. The training program was based on new learning objectives and task analysis.
d. Implement new training programs and introduce them slowly then review
technicians evaluations (Burley, 2014).
12. Write a report on the findings asking the questions, did the program work and did
the learners perform the expected tasks?
a. The findings the that the evaluation process can conclude is that the telecom
installation and repair process training program works, and the learners
performed above average in completing expected tasks.

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Outcome-based evaluation improves the quality of the program by comparing results

with the program objectives. Effective assessment in a continuous process that identifies areas
of improvement, this process also provides the necessary information new training programs
(McNeil, R. (2011)).
Facilitator Skills and Instructional Materials
Part II
Training Materials:
Skills needed for effective distance learning facilitators:

Skills that a facilitator should have to be effective at distance learning are to have
the ability to communicate technical concepts with individuals without technical
experience, and be able to understand and /or design faculty development
programs (Palloff & Pratt, 2011, p. 18).

Facilitators must comprehend what their student needs are, their capabilities, their
learning abilities and styles. Understanding the components of Faculty
Development Program Design will aid the facilitator in adjusting the course
curriculum when necessary, or eliminating material that may be irrelevant to the
course content (Palloff & Pratt, 2011, p. 21-26).

Facilitators are responsible for preparing workshops, activities, evaluations, and

implement those aspects to the learners.

Strategies to present the skills will include building their knowledge and skill set,
and how to apply applicable tools.

Flip Charts and handouts introducing role-playing games to ease tensions during
class break the monotony.

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Role play: Facilitators will take turns role playing, one will
play the role of the customer or business owner, the other will play the technician. The role of the
customer can be an irate, friendly, elderly, or young adult. Guideline to role-play is as follows.

Arrive at customers address.

Present themselves stating their names and who they work for.

Review the work order with the owner.

Ask about their current equipment and wiring.

Give the owner an overview of the installation process.

Complete order.

Ask owner if there is anything else needed and try to up sale new services.

Thank the owner for their business and time.

The Phases of development for distance learning facilitators:

Visitor, faculty that is accustomed to face-to-face teaching and has posted an

assignment online or has an idea of what online learning is.

Novice, faculty probably has never taken an online course or taught online
courses but has used the internet as a learning tool.

Apprentice, faculty has taught online courses for two terms or more and has
taught different classes during that period.

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Insider, faculty probably has designed online courses, has taught online and feel
comfortable in that environment.

Master, faculty has taught multiple terms as an online instructor and has designed
several online courses. They are very comfortable in the online instructing
environment (Palloff, R. M., & Pratt, K. (2011).

The Theories of Distance Learning:

There are three foundations associated with learning theory that help to make
sense of e-learning. The first is Transformation, which is the heart of learning. A
change in understanding takes place that transforms the process of acquiring
knowledge through thought, experience and senses. The second is Framing, the
knowledge of experience, and the mental construction that is brought to the
learning experience. The third theory is Emergence, the way learning in
continuously going on in the different environments in which we exist. Examples
of the theories of distance learning, is expressed in Personal Learning. The
assumption that anything learned is personal. The next example would be the
Social Aspects of Learning, which is learning based on the group, culture and
community environment (Palloff, R. M., & Pratt, K. (2011).

Working example: have student create a KWL chart based on the learning
theories.
The Theories of Distance Learning
K

What I Know
Computer Mediated
Communication (CMC)

W
What I Want
to Know
Distant learning is dependent
on learners to transform from

L
What I Learned
Distance learning is
transforming education from

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Distance learning fits

everywhere and anywhere on
one media or multiple media.

Features of CMC
Anonymous,
Asynchronous,
Mobile,
Connected,
Global,
Text Based,
Persistent,
Composite Logic, and,
Multimodal.

Face-to-face education to
using online tools to complete
learning experiences.
Intrinsic Motivation:
why does it take more to
motivate distance learners.
Social Informatics:
What does the study of
information processing have
to do with distance learning?
Why does distance learning
require a new theory of
learning?

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the traditional classroom
methods to a virtual learning
environment.

There are four phases to

becoming an online instructor.
Visitor
Novice
Apprentice
Insider
Master
Distance learning, is a
teaching and learning system.

How to design an online

course that is functional.

(Reginald Titus/ University of Phoenix, 2014).

Theories for Engaging Distant Learners:

Students are to take control of their learning, which is spread out in other aspects
of learning, self-directed learning and student-centered learning. If focuses on
how to motivate students and keep them interested and involved by using material
that is relevant to the students knowledge and experience. When a student can
relate education to what they do and see every day, the struggle to maintain a
good comprehension dissipates.

Participatory Media aids in keeping the learner engaged in their studies. For
example, the Anyone, Anywhere, Anytime effect, relates how social media and
the Internet have contributed to helping learners maintain an enjoyable adventure
in learning.

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Management and Technology Tools

Part III
Mentoring Program for Faculty:

Goals: establishing open dialogue, provide visions for technology use, breaking
down hierarchical structure, technology support and, establishing collaborative
relationships.

Identification Criteria:

Technology
Support

Personal
Support

Faculty
Mentee

Master
Faculty
Support

Faculty
Peer to
Peer
support

Palloff, R. M., & Pratt, K. (2011).

Mentor performance status:

o Master Faculty

Experience with distance education:

o Ten plus years as an educator, trainer, instructor or facilitator
o Within those ten years, all classes taught successfully.
o The criterion of success:

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Faculty leadership

Effective communication skills

Modeling technology use

Effective online teaching skills

Establishing and maintaining a mentoring relationship

Knowing thyself

Mentor must have prior experience.

Management and Evaluation Programs for Facilitators:

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o The Learning Community Approach to Online Faculty Development is a

long-term support system for facilitators, which is one of the most
effective methods to assist instructors in their learning environment.
o

The challenges and strategies used to manage adjunct faculty are, that
most instructors are disciplinary professionals first and teachers second
which it is believes makes the instructor weak in the science and art of
teaching. To manage from a distance and prepare the facilitator for
teaching with prewritten classes a fast tract program is implemented. (See
Figure 3)

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All Faculty Guidelines

and Policies
Introduction to
LMS/CMS

Faculty Designed
Courses

Experienced
Instructors

Begin Teaching

(Figure 3) Palloff, R. M., & Pratt, K.

(2011).

Pre-writen Courses

New Instructors

Training

Experienced
Instructors

New Instructors

Train

4 to 6 weeks

Develop and Design

Course 4 to 18

4 to 6 weeks

Begin Teaching

Begin Teaching

Begin Teaching

o The evaluation strategies align with part I because the same method
will be used to evaluate the facilitators.

Learning Platform:
o Learning Management System (LMS) is the designated platform for
facilitator training. The reasoning behind choosing LMS is the software
platform stores, and delivers training content and tracks learner
participation. Students have the ability to download different courses and
training material that is covered in a face-to-face environment.
o Facilitator Processes:

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Facilitator will present information such as lectures in a classroom

environment using videos via wall/overhead projectors.

Class discussions are conducted during classroom time.

Private discussions discussed during breaks, before or after class.

Assignment feedback and grades will be conducted during

classroom time 24 hours after submissions.

Technology or media tool used:

o Visuals and Infographics
o Games and simulations
o Video

Videos will give student an exact idea on customer service techniques dos and
donts with actors demonstrating those qualities.

Games and simulation help kinesthetic learners improve their comprehension.

Visual and Infographics are good presentations tools. Students can use these tools
to express their creativity when submitting assignments.
Issues and Classroom Management
Part IV

Technology Tools for Student collaboration:

o Mobile Computing
o A Digital classroom-learning platform will be used to ease the boredom of
lecturing.

Different Distant Learners:

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o Cultural distant learners hold on the traditional teaching and incorporate

those teachings, creating a learning style or pattern.
o Experiential distant learners are students that have experienced direct
contact with instructors and have grown accustomed to that environment.
o Adult learners value their time; prior learning experiences are included in
class discussions and used in mentoring.

Asynchronous facilitation skills are teachers that have the ability to teach and
instruct via an online classroom environment without any physical contact with
the learners.

Synchronous facilitation skills is a traditional learning environment or face-toface with the instructor interacting physically with the learners.

Technology management issues and resolutions:

o Online equipment: purchase backup equipment or use public computers or
such as the library.
o Internet services: purchase hotspot equipment or use free wireless (Wi-Fi)
at local fast-food restaurants.
o Educate yourself on the latest technology that is compatible with the
software used in online learning.

Classroom management issues and resolutions:

o Lack of team efforts: Teams are based on team participation with
everyone on the team contributing according to the team contract. Grades
will reflect those participation guidelines.

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o Students not willing to work with others can be assigned to a new team
without a problem, as long as the complaining student does this within the
first week.
o Learner Feedback:

Messages are welcomed and should be delivered during discussion

question period.

Comments about the training program, teammates or the instructor

may be left on the training website in the instructor private
message section.

If necessary, audio feedback can be left at the necessary phone

numbers.

o Challenging behaviors:

Cyber-bulling, inappropriate posts, lack of participation or

engagement will cause the instructor to notify the University
immediately, if the problem cannot be resolved in a constructive
manner.

o ADA Learners experience with online training is in compliance with the

laws governing learners with disabilities. Americans with Disabilities Act
of 1990 and ADA Amendments Act of 2008.

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References
Palloff, R. M., & Pratt, K. (2011). The Excellent Online Instructor. San Francisco, CA 94103:
Jossey-Bass.
McNeil, R. (2011). A Program Evaluation Model: Using Blooms Taxoonomy to Identify
Outcome Indicators in Outcome Based Proram Evaluations Evaluations MPAEA Journal
Of Adult Education, 40(2), 24-29.
Reginald Titus / University of Phoenix. (2014). Instructional Plan and Presentation IV. Retrieved
from Reginald Titus / University of Phoenix, CUR/516 website.
Burley, K. (2014). How to Make Effective Employee Training Improvements. Retrieved from
http://smallbusiness.chron.com/make-effective-employee-training-improvements10450.html
Reginald Titus/ University of Phoenix. (2014). KWL Chart Theories of Distant Learning.
Retrieved from Reginald Titus/ University of Phoenix, CUR/532 website.