When writing training courses involving the main stakeholders
When writing training courses involving the main stakeholders
Adult courses in design, it is important to start the process of your designs that you want your students to break the life cycle of their role as workers, family members or community members. However, do these results and necessary skills, concepts and from the problem? They come from stakeholders and subject matter expert who is your audience, or who know and care about your audience as they write. It is this group, you will convene a brainstorming process affinity. Here is what I did.
When I was with a customer asked, "Who knows the needs of your target audience can and need to do? Who owns your goal is to share the audience doing these things? To who will not make a difference if they can or can not meet results? These are the people, we would like to invite our brainstorming session affinity. "
For example, if I design a welfare system in children of families involved parenting education program, we will ask these folks to participate Ji Yi Qi we thought would be: parents in the child welfare system Youguan, Workers who the family Geanguanli, who Liaojie of parenting Zhuanjia needs, strengths and involving children in the child welfare system, the challenge, other experts and service providers who directly provide services to our target families (substance abuse treatment specialists, mental health professionals, parole and probation officers, to promote the family, children advocates, or experts in child development as an example), and community, faith or culture-based natural support, elders, or advocates who trust and rely on these families. Depends on the sensitivity of this issue, you may pull them together in a group or pro you can pull them together by type: a parent, professional people who are the parents of the Working Group and group work.
Once our team together, and I will explain the project and post the question: "What the family in child welfare systems need to be able to participate in family life, parents and their leaders bear the responsibility to do this course?" Then, in the 3 -4 working team, our experts brainstorming, listing 1 act, action, understanding, even a competence. After a quiet working time, when people seem to write in a calm, I will invite the members of each team and read the notes posted on the easel paper. If, when the positions of some team members, some new ideas, expansion or development of ideas for everyone to increase an additional note. This process continues in each group 3 or 4, until the exhausted ideas.
At this point I asked each team gathered in groups of ideas have a common theme, they note. Repeat may be deleted, or an idea may be entirely separate position. Once the project is gathered, the team drawn in each division cycle, so that the title of the group, summing up the theme of the content or group.
The group then distributed view other group, the team finally returned to his easel paper. They can add, delete, view or change the other working groups after the completion of any work on them.
Then, pull into a coherent whole the start of these groups together. Between the cluster team is to add appropriate, eliminate duplication, restructuring and project team decided to rename. This is the final product (sometimes more than the shelves of the few pieces of paper spread), I am back and in my course design projects for the duration of the office wall hangs.
It is from these clusters, I wrote the results, listing the skills, concepts and issues and to take in performing tasks debut. All of these (except the performance of the task) from stakeholders not directly related to the course work. I certainly result recorded in the Guide (COG) of it all. This will create a pager, for its review, can be sent electronically to all who contributed. My feedback based on the modification, if we are to guide the training course or an agreement, it became my road map, and I designed the course.
As I design, I often emphasize the results, skills, ideas, and yellow, because I am in the curriculum to solve their problems. If something is not relevant, one page thing, it has not been included. If the focus is not entirely obvious, I'm not finished! In this way, so my real concern of coke oven gas, knowledge, expertise and affinity produced by the process of expert stakeholders in the outcome.