COURSE OUTLINE

Course User Training and Adult Education (2018-2019)

Code / Version SOC73165 (100)

Total Hours 42

Credits 3

PreRequisite(s)
CoRequisite(s)

Course Description
This course is designed to provide an overview of the issues related to the field of adult education. It is intended for students with little
to no teaching experience who have an interest developing these skills. The primary goal for this course is to study a sub-category of
adult education known as workplace training. This course is highly participatory in nature; students will frequently be practicing their
training skills in terms of teaching small groups of their peers as well as the class at large.

PLAR Eligible Yes

Eligible for Supplemental Yes (See eligibility requirements in the program handbook)

Required Resources
Biech, E. (2016). The Art and Science of Training.
Carliner, S.. Training Design Basics (2nd).

Course readings as assigned.

Instructor will provide sources on eConestoga and also handouts.

Course Outcomes
Successful completion of this course will enable the student to:

1. Assess workplace performance needs at the job level, based on a learning solution request.
2. Design curriculum for a basic workplace learning solution aligned with the needs assessment.
3. Design one learning experience aligned with the needs assessment, the curriculum and adult learning principles.
4. Facilitate the delivery of a learning solution and experience for a curriculum already designed.
5. Plan for the transfer of learning and performance support, back in the workplace.
6. Evaluate the learning solution and experience.

Essential Employability Skills addressed in this course Taught Reinforced Assessed

Communication • Communicate clearly, concisely and correctly in the written, X X X

spoken, and visual form that fulfills the purpose and meets the
needs of the audience

• Respond to written, spoken, or visual messages in a manner X X X

that ensures effective communication

Numeracy • Execute mathematical operations accurately X

 Essential Employability Skills addressed in this course Taught Reinforced Assessed

Critical Thinking • Apply a systematic approach to solve problems X X X

and Problem
Solving

• Use a variety of thinking skills to anticipate and solve problems X X X

Information • Locate, select, organize, and document information using X X X

Management appropriate technology and information systems

• Analyze, evaluate, and apply relevant information from a X X

variety of sources

Interpersonal • Show respect for the diverse opinions, values, belief systems, X X X
and contributions of others

• Interact with others in groups or teams in ways that contribute X X X

to effective working relationships and the achievement of goals

Personal • Manage the use of time and other resources to complete X X

projects

• Take responsibility for one's own actions, decisions, and X X

consequences

Unit Outcomes
Successful completion of the following units will enable the student to:
1.0 Workplace performance needs at the job level, based on a learning solution request
1.1 Prepare to assess by clarifying the client perspective, gathering initial information, planning the needs assessment.
1.2 Identify the performance gap by gathering data on desired performance objective and the perceived gaps, from
multiple sources.
1.3 Determine possible causes of performance gaps at the job level, process level, organization level.
1.4 Identify possible solutions for closing gaps by selecting learning and other performance solutions (if knowledge/skills
gap is part of the causes).
2.0 Needs assessment report to validate findings and proposed solutions
2.1 Design curriculum for a basic workplace learning solution aligned with the needs assessment.
2.2 Identify goals, principles and constraints by consulting with all stakeholders and obtaining all pertinent data on
participants/learner profile, work context, available resources and technology, and interdependencies.
2.3 Create road map for the curriculum of the learning solution by identifying the learning outcomes, learning strategy and
format, assessment method and evaluation plan.
3.0 Learning experience aligned with the needs assessment, the curriculum and adult learning principles
3.1 Conduct design analysis by confirming learning will address the identified performance gap, determine context,
research subject matter, and conducting a task analysis (break down of performance).
3.2 Create a detailed design by creating a complete prototype of at least one component of the curriculum, including
agenda, step by step activity, scripts.
3.3 Develop materials by writing and compiling content for learners and for facilitator, develop lay out of materials
4.0 Delivery of a learning solution and experience for a curriculum already designed
4.1 Prepare to facilitate by preparing all materials based on curriculum provided and coordinating logistics.
4.2 Create learning environment by setting up physical environment, addressing social and emotional needs of
participants, establishing responsibilities for the success of learning experience, modeling appropriate behaviour, managing
disruptive or counter-productive behaviour (including non-participation).
 4.3 Engage learners by delivering clear content and instructions, creating a “hook” that provides purpose, context and
connection between learners and content, responding to learner questions and comments, optimizing use of visual aids,
equipment, technology.
4.4 Foster learning by facilitating individual and group activities, demonstrating appropriate level of preparation and
expertise in content, preparing learners for the transfer of learning back in the workplace.
4.5 Assess learning by confirming learners have pre-requisite skills and knowledge before facilitation begins and
assessing individual achievement of the learning outcomes.
5.0 The transfer of learning and performance support, back in the workplace
5.1 Design for transfer of learning by planning and developing materials to support transfer of learning and sustained
performance.
6.0 The learning solution and experience
6.1 Assess individual achievement of learning outcomes by designing assessment tools, method, materials.
6.2 Evaluate learner reaction by developing materials to collect information.

Evaluation
The minimum passing grade for this course is 60 (C).
In order to successfully complete this course, the student is required to meet the following evaluation criteria:

Description Quantity Percentage

1. Reflections 2 10.00 %

2. Knowledge Checks 5 25.00 %

3. Workshop Facilitation 10.00 %

4. Report(s) 15.00 %

5. Curriculum Proposal 15.00 %

6. Project Outline/Abstract (Individual) 20.00 %

7. Poster Session(s) 5.00 %

100.00 %

Notes
Academic integrity is expected and required of all Conestoga students. It is a student’s responsibility to maintain compliance with
Conestoga’s Academic Integrity Policy at all times.
Conestoga College is committed to providing academic accommodations for students with documented disabilities.
An Instructional Plan will be available at the beginning of the course and will be referred to in conjunction with this course outline.

Prepared By Dominique Giguere, B.Sc. B.Ed., Ph.D.

School Liberal Studies

Date 2018-02-02 © Conestoga ITAL