| MAKING INFORMATIVE LESSON PLANS: --The | | | | perform for your satisfaction.A WRITTEN |
| performance objectives should answer this | | | | LESSON PLAN: When you know what you are going |
| very basic question - what should the | | | | to teach, who you are going to teach it to, |
| trainees be able to do at the end of the | | | | what you will need to teach it, and what you |
| training period that they were was not able | | | | want the student to know or do, you must put |
| to do at the beginning of it? --For | | | | this all together into a written plan. But |
| evaluation procedures, how will the trainee's | | | | stop and reflect for a minute -- How do we |
| accomplishment of performance objectives be | | | | learn? The last time you learned something, |
| demonstrated or measured (written test, skill | | | | what processes did you go through, and in |
| test, skill demonstration)? Evaluation | | | | what order? You probably learned them in this |
| procedures should provide documentation of | | | | general order: Opportunity and motivation to |
| the achievement of all performance | | | | learn, step-by-step, practice or applied |
| objectives. --For equipment and supplies | | | | learning, measure against a standard, reflect |
| needed, what is available? What must be used? | | | | upon the experience. Since these are the |
| What cannot be used? What unusual items will | | | | steps we follow to learn things naturally, |
| be needed? Any special student materials? | | | | the class (and the lesson plan) should |
| Instructor materials? Handouts? Lesson plan | | | | reflect this process.Copyright AE Schwartz & |
| for the students? Manuals? Visual Aids? | | | | Associates All rights reserved. For |
| Props? --When entering space requirements | | | | additional presentation materials and |
| calculate room size, number of rooms, seating | | | | resources: ReadySetPresent and for a Free |
| requirements, seating arrangement, writing | | | | listing as a Trainer, Consultant, Speaker, |
| surface needs, and any special training | | | | Vendor/Organization: TrainingConsortiumCEO, |
| environment needs.PERFORMANCE OBJECTIVES: The | | | | A.E. Schwartz & Associates, Boston, MA., a |
| cover sheet or legend for the lesson plan | | | | comprehensive organization which offers over |
| should include perofrmance objectives. Any | | | | 40 skills based management training programs. |
| statement comprehensively describing the | | | | Mr. Schwartz conducts over 150 programs |
| intended outcome and instructional intent | | | | annually for clients in industry, research, |
| should include the following: --a description | | | | technology, government, Fortune 100/500 |
| of intended outcome in terms of student | | | | companies, and nonprofit organizations |
| performance --a statement of what learners | | | | worldwide. He is often found at conferences |
| must be able to do or perform when they | | | | as a key note presenter and/or facilitator. |
| demonstrate mastery of the objective --a | | | | His style is fast-paced, participatory, |
| description of relevant or important | | | | practical, and humorous. He has authored over |
| conditions under which the performance is | | | | 65 books and products, and taught/lectured at |
| expected to occur --a statement of the | | | | over a dozen colleges and universities |
| criteria by which achievement will be judged | | | | throughout the United States. |
| --a measurement of how well must students | | | | |