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Mini-Project
By
Jane Pierre
A Paper Presented in Partial Fulfillment

Of the Requirements of

EDID6505 - Systems Approach to Designing Instructional Materials
Trimester 2, 2014

University: University of the West Indies Open Campus
eTutor: Dr. Leroy Hill
Course Coordinator Dr. Camille Deane


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Assumptions for the project
The following assumption was made in completing this project:
The competencies required of a qualified primary school teacher and a
school councilor are also required of a competent Vacation Programme
Instructor.


















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Introduction
Formation of the Maloney Ten & Under Vacation Programme (MTVP)
The month of July is right around the corner and this signals the beginning of the long
July-August, 2014 holidays. For parents with school aged children, this vacation time can be
very stressful as many working parents must arrange for care of their children during this period
of school vacation- a process that can be quite costly on the pockets of parents.
In response to the above and as a means of providing a ready solution, the Maloney Ten
& Under Vacation Programme (MTVP) was recently established with funding from cooperate
citizens in the Maloney area and in association with the Ministry of Education
Purpose of the Maloney Ten & Under Vacation Programme (MTVP)
The purpose of Maloney Ten & Under Vacation Programme (MTVP) purpose is to
implement structured out of school recreational, vocational and educational services in order to
promote social wellbeing and reduce the chances of children within the ages of 5-10 in the
Maloney area getting into trouble during the vacation (also referred to as the Summer Vacation).
Statement of the problem
Professional persons with teaching and non-teaching background volunteer to be
instructors at the MTVP. Several persons volunteered, however due to the fact that the
instructors came from different backgrounds, gaps existed in the professional knowledge and
skills of the volunteers concerning their roles as competent Vacation Programme Instructors
(VPI) to deliver the programmes content.
Vacation Programme Instructors are seen as essential members of the education system
since they assist students, during the vacation period in areas of academic achievement, personal
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and social development and as such there is increased public pressure for VPI to demonstrate
their competence in delivering valuable service. Therefore existing gaps in the professional
knowledge and skills of the volunteers is unacceptable.
Training Needs Assessment Workshop Description
A four- day workshop on Training Needs Assessment for professional development of
(MTVP) vacation programme instructors was organized by the Ministry of Education in
collaboration with the Ministry of National Security from the 20
th
-24
th
July, 2014 at the newly
built MTVP site. Of the persons who responded for the instructors post, 75% are teachers. 25%
have worked in areas of counselling in addition to their administrative duties. The workshop is to
be facilitated by in-service vacation programme instructors, consultants and noted
representatives working in the fields of vacation programming and teaching.











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Definition of (MTVP) instructor competency
Every organization requires is employees to possess and display certain skills, behaviours
and competencies in order to be considered successful. Competencies, in the most general terms,
are things that an individual must demonstrate to be effective in a job, role, function, task, or
duty. These things include job-relevant behavior (what a person says or does that results in
good or poor performance), motivation (how a person feels about a job, organization, or
geographic location), and technical knowledge/skills (what a person knows/demonstrates
regarding facts, technologies, a profession, procedures, a job, an organization, etc.).
Competencies are identified through the study of jobs and roles. (Harvard University
Competency dictionary online, nd.).
Instructor competency as defined in the Professional guidelines & policies of MTVP
includes (but is not limited to) the ability to successfully implement the organizations strategic
vision of providing enrichment opportunities for: vocational, academic, social and emotional
support to school aged (5-10 yrs.) children during the Summer Vacation.
Therefore maximum effectiveness in serving as a VPI will be achieved if a person
possess and or demonstrate the following broad and specific competencies:
1. Broad Competencies:
Foundational
Generic
Task Specific






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2. Specific Competencies

Competency 1: Identify as a professional VPI and conduct oneself professionally in the
fulfillment of roles and responsibilities.
Competency 2: Apply Critical Thinking to Inform and Communicate Professional
Judgments.
Competency 3: The Ability to Develop, Collect, Analyze and Interpret Data
Competency 4: Engage in appropriate professional development and continuous educational
experiences to maintain the highest possible level of professional knowledge and Skills.
Competency5: Apply knowledge of learning theories, models and social environment
Competency6: The ability to recognize appreciate and serve cultural differences
Competency7: Possession and demonstration of exemplary counseling and communication
skills
Competency8: Engage in research informed practice and practice-informed research.
Competency 9: Engage in policy practice to advance social and economic well-being and to
deliver effective social work services
Competency 10: Evaluate, select, adopt and modify assessment tools and approaches in
Vacation Programme practices depending on the need of learners.












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Knowledge Base Needed by Competent Vacation Programme Instructors

Intermediate knowledge of counseling processes and procedures relating to vacation programmes
Intermediate knowledge of learning theories and model
Intermediate knowledge of social developmental processes and procedures relating to vacation
programmes
Intermediate knowledge of office productivity software including but not limited to Microsoft
Office Suite.
Basic knowledge of evaluation and assessment techniques



Skills Needed by Competent Vacation Programme Instructors

Problem solving skills
Communication skills
Collaboration skills
Assessment and evaluation skills
Intellectual skills
Decision making skills
Analytical skills
Time management skills
Listening skills






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NEEDS ASSESSMENT PLAN
A. (MYVP) Professional Development Workshop Format:
The four- day workshop will be delivered through Face to face techniques with
ppt presentations, focused group discussions, group works and brain storming
exercises. Successful completion of the workshop allows for instructor
professional certification and further training of instructors
1. THE OBJECTIVES OF THIS FOUR DAY WORKSHOP ARE TO:
Identify the gaps in the existing set of knowledge, skills and capabilities of
MYVP instructors.
Identify issues and means of correcting the existing set of knowledge and
skills of MYVP instructors in order to upgrade their efficiencies.
To identify the competencies needed for their role in the programme.
Improve MYVP instructors knowledge content and skills necessary to provide
developmentally appropriate instructions.
2. TARGET AUDIENCE:
Twenty five professional persons (10 males and 15 female) between the ages
of 25 to 55 from teaching and non-teaching backgrounds were selected, from
the Maloney area and surroundings. They have been apprised of the
programmes policies through previously networking with other Vacation
Programme groups in and out of the area to share and communicate ideas.
3. INFORMATION SOUGHT:
i. Actuals:
Instructors have expertise in counselling, managerial and or teaching skills.
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Instructors have formed networked groups with instructors from similar
groups in other localities.
ii. Optimals
Effectively Increase the programmes instructors understanding of their
instructors role and improve their knowledge & skills set necessary to
provide developmentally appropriate instructions in the (MTVP)
programme.
iii. Feelings

Instructors are all volunteers with interest in making a positive difference
in childrens life and have optimistic feelings towards the workshop and
the MYVP on the whole.
iv. Causes

Coming from different backgrounds there are deficiencies existing in the
instructors knowledge in relation to their role as instructors and the
content to be delivered within the programme

v. Solutions
The best practices and standards needed for instructors will be delivered
in the workshop.
vi. Sources of Information
Persons from the Ministry of Education & Police Services.
Policies and other organizational documents of MYVP
vii. Why is this information needed?
The information will provide the necessary guidelines to instructors
so that they understand their role and purpose in the MYVP
Programme.
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viii. Data Collection Methods
Questionnaires, interviews, focus group discussion and observance of
programme policies and guidelines.
ix. How will the information be used?
The information will be used to identify the gaps in the instructors
knowledge and assist them in identifying the goals, objectives and
competencies for their role in the programme













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PIERRE -TASK SELECTION WORKSHEET
Criteria for Task
Selection Worksheet
Criticality


40 pts
Universality


10 pts
Total


50 pts
Notes Priority
TASKS #1 #2 #3 #4 #5
Identify gaps in target
audience knowledge
through use of
questionnaires,
interviews and with the
use of a competence
Matrix.



40



10



50
This must be
done to identify if
instructor already
have relevant
knowledge to
complete
instructors tasks
correctly. A
competence
Matrix displays
the competences
of individual(s) in
a tabular form
according to core
work tasks,
competence areas

1
Identify and link
programme contexts with
instructors performance

40

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49
The context
includes factors
that influence
both the
programme and
the instructors
behaviour.
1
Competency
Identification

40

9

49
Description of
competencies and
levels of
proficiencies
2
Provide Training
opportunities for
Programme Instructors

40

10

50
Different levels
of training may
be needed
2
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PROCEDURAL ANALYSIS
Overall Goal: to identify and correct the gaps in the existing knowledge, skills and capabilities
of MYVP instructors.
LEVEL 1
1) Identify gaps in target audience knowledge
i. Focus Group Discussion
ii. Questionnaire Completion
iii. Conduct Instructors Interview
iv. Conduct a Competency Matrix Review
v. Analyze data for discrepancies between desired instructor knowledge and those
currently possess by Instructor.
LEVEL 2
1) Identify and link programme contexts with instructors job role and tasks.
i. Identify the programmes mission & vision
ii. Identify the programmes goals & objectives
iii. Identify the programmes contexts
LEVEL 3
1) Competency Identification
i. Identify competency by name and description
ii. Define competency by level of proficiencies
iii. Link proficiencies of instructor to programme objectives and goals
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iv. Link instructor tasks and skills to proficiencies.
LEVEL 4
1) Assessment and conduction of Training Needs
i. Determine and Categorize areas of knowledge/skills that require improvement or
new learning by instructors.
ii. Arrange learning goals/objectives as SMART for areas identified as requiring
improvement or new learning.
iii. Identify activities to attain training goals/objectives
iv. Conduct activities to attain training goals/objectives
v. Review and record outcome of training activities










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Instructional Objectives
Terminal Objective:
Given the Vacation Programme Instructor competency test following the 4 day workshop,
Vacation Programme Instructor will gain 80 % or higher.
Enabling Objectives
Define the major roles of a Vacation Programme Instructor in fewer than seven minutes.
Blooms Taxonomy Level: Knowledge
For each job specification task of a Vacation Programme Instructor discussed in the
workshop, the instructor will after review, break down the role into its constituent tasks
and activities required for it to be performed competently.
Blooms Taxonomy Level: Analysis
Effectively prioritize a list of five Vacation Programme Instructor job specification tasks
in under five minutes.
Blooms Taxonomy Level: Evaluation
Instructors will discuss and articulate the solution for a work related problem through
case study analysis.
Blooms Taxonomy Level: Comprehension

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WHAT IS A FOCUS GROUP?
It is a group interview with a purpose, which identifies ideas, opinions, and issues.

Staff Focus Group Questions
How did you become interested in this type of position (working in an after-school program)?
What made you decide to take this position? (Are they involved in the school during the day?
Please describe the program and your role in the program
What are the goals of the program?
Do you think the participants enjoy coming to the program?
Do you think the program has affected participants in the following areas:
Behavior
School performance
School attitude/motivation

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APPENDIX




























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Assessment Item
Objective: Instructors will effectively prioritize a list of five Vacation Programme Instructor job
competencies and matching behaviour required for an instructor to be considered a high
performer
Scenario: Instructors are shown a ppt feature on the overview of MTVP and Vacation
Programme Instructors job and roles. After which instructors are handed an activity sheet that
includes a list of 7 competencies pertaining to an instructors job role and the corresponding
behaviours. Instructors are then asked to list which five are the most critical in fulfilling their
role as MTVP Instructors. .Instructors must also be able to discuss the rationale behind their
selection.






FIGURE 4: Assessment Activity PPT Caption
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Instructors job role Competencies Matching Behaviour
1.
2.
3.
4.
5.






FIGURE 5: Assessment Activity Page
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To identify and correct the gaps in the existing knowledge, skills and capabilities of MYVP instructors.

Identify gaps in target audience knowledge
Identify and link programme contexts
with instructors job role and tasks
Competency Identification
Assessment and conduction of Training
Needs
Focus Group Discussion
Questionnaire Completion
Conduct Instructors
Interview

Conduct a Competency
Matrix Review

Analyze data for
discrepancies
Identify the programme
mission and vision
& vision
Identify the programme
goals & objectives

Link proficiencies of
instructor to programme
objectives and goals
Identify the
programmes contexts

Link instructor tasks and
skills to proficiencies.
Define competency by
level of proficiencies
Determine and
Categorize areas for
improvement.
Conduct activities to
attain training
goals/objectives
Arrange learning
goals/objectives as
SMART
Identify activities to
attain training
goals/objectives
Review and record
outcome of training
activities
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Terminal Objective: Given the Vacation Programme Instructor competency test following
the 4 day workshop, Vacation Programme Instructor will gain 80 % or higher.
PERFORMANCE RUBRIC

PERFORMANCE
CRITERIA
MASTERY LEVEL
4
COMPETENT
LEVEL
3
BASIC LEVEL
2
REINFORCEMENT
NEEDED
1
COMMENTS
Orally define the major roles
of a Vacation Programme
Instructor in fewer than
seven minutes
Vacation Programme
Instructor is able to
articulate Instructors role
in MTVP and teach
others about the roles.
Vacation Programme
Instructor is able to
articulate Instructors
role in MTVP with
confidence, clarity
and correctness.
Vacation Programme
Instructor has difficulty in
defining Instructors role.
Vacation Programme
Instructor is unable to
articulate Instructors role.
TO BE ADDED ON COMPLETION
OF WORKSHOP
Vacation Programme
Instructor is able to break
down the instructors role
into its constituent tasks and
activities required for
competency
Demonstrates mastery at
linking knowledge of
Vacation Programme
instructors role into its
constituent tasks and
activities.
Demonstrates
proficiency at linking
knowledge of
Vacation Programme
instructors role into
its constituent tasks
and activities.
Has difficulty linking
knowledge of Vacation
Programme instructors
role into its constituent
tasks and activities.
Unable to difficulty linking
knowledge of Vacation
Programme instructors
role into its constituent tasks
and activities.
TO BE ADDED ON COMPLETION
OF WORKSHOP
Effectively prioritize a list of
five Vacation Programme
Instructor job competencies
required for an instructor to
be considered a high
performer

Prioritizes competencies
required for an instructor
to be considered a high
performer with 90% or
more proficiency
Prioritizes
competencies
required for an
instructor to be
considered a high
performer with less
than 90% but more
than 75 %
proficiency
Prioritizes competencies
required for an instructor to
be considered a higher
performer with less than
74% but more than 50 %
proficiency
Unable to prioritize
competencies required for
an instructor to be considered
a high performer with more
than 49% proficiency
TO BE ADDED ON COMPLETION
OF WORKSHOP
Instructors will discuss and
articulate the solution for a
work related problem
through case study analysis
Demonstrate advance
experiential knowledge
to make informed choices
during case study analysis
Demonstrate
substantial
experiential
knowledge to make
informed choices
during case study
analysis
Demonstrate basic
experiential knowledge to
make informed choices
during case study analysis
Demonstrates little or no
experiential knowledge to
make informed choices
during case study analysis
TO BE ADDED ON COMPLETION
OF WORKSHOP
MAKE MORE SUCCINT LESS WORDY Total


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Contextual Analysis Worksheet
Directions: Identify relevant factors in categories (only where and when appropriate) and
indicate the effect they will have by circling appropriate number.

* MTVP Instructors = Maloney Ten & Under Vacation Programme Instructors
-2 Greatly impedes
-1 Slightly impedes
+1 Slightly facilitates
+2 Greatly facilitates
















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Orienting Context
Learner Factors
Instructors are professional persons that believe there is need for their services
and also for them to be trained to have the requisite knowledge & skills for
MTVP delivery.
ALIGN

-2 -1 +1 +2

I
n this regard Instructors are see the need for training & are
willing to be trained.


Most MTVP instructors have teaching backgrounds.

-2 -1 +1 +2

Some MTVP instructors have inhibitions & gaps in
knowledge base since they are not teachers.

Few MTVP instructors have a degree in counseling

-2 -1 +1 +2

Degree in counseling will be an asset to work competence.
MTVP instructors are enthusiastic about the programme. -2 -1 +1 +2 An asset that will keep
Instructors motivated.
Immediate Environment Factors
Instructors have networked with other Vacation Programme groups in and out of
the area to share and communicate ideas and resources.
Facilities for programme delivery are up to date: ICT technology and interactive
teaching tools available.

-2 -1 +1 +2
-2 -1 +1 +2

Available social support
Organizational Factors
Support from facilitators have been provided in areas of assessment and training.

-2 -1 +1 +2

Organizational support
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Instructional Context
Learner Factors
MTVP instructors usually keep up with current trends and research in programme.


-2 -1 +1 +2
.
Lends support to their ability to think creatively and problem
solve under pressure. MTVP instructors must be good
communicators and have general computer skills.


Few MTVP instructors have inhibitions & gaps in knowledge base since they are not teachers.


-2 -1 +1 +2


Gaps in target audience knowledge

Immediate Environment Factors
Workshop has face to face instructions with incorporated ICT techniques.

Strong facilitation and presentation skills, along with multiple learning and communication styles will
be used.

-
2 -1 +1 +2
-2 -1 +1 +2

Instructors must be good communicators and have general
computer skills.


Organizational Factors
Ongoing training available annuallyafter the workshop
-2 -1 +1 +2

Affords periodical opportunities for more
Training.
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Transfer Context
Learner Factors
MTVP Instructors shares technical, managerial and counseling knowledge to build strong
work relations with peers.



-2 -1 +1 +2



An asset to their training.

Immediate Environment Factors
Opportunities for Instructors to develop trust and respect in culturally diverse environment t.
-2 -1 +1 +2


Support for professional development
Organizational Factors
Fewer instructors have inhibitions & gaps in knowledge base since they are not teachers.
-2 -1 +1 +2

Can be deterrent.











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REFFERENCES
Strategic Learning Solutions. (n.d.).Competency and Behavioral Based Interviewing
Facilitator Guide . retrieved from
http://www.tn.gov/dohr/learning/resources/pdf/Competency/Facilitator%20Guide.pdf
Harvard University Competency Dictionary online. (nd.). Retrieved from
http://campusservices.harvard.edu/system/files/documents/1865/harvard_competency_
dictionary_complete.pdf