Course Objectives
CRI/IMD Certification: The Expert Course Manager Workshop

Prepare for LP Session Module (E)

Conditions: Given the LP module from CRI and a set of worksheets from the LP module that is completed with examples of good/bad applications for every learning principle,

Performance: Create an introduction for the LP group session and write responses to the written examples.

Criteria: The introduction:

• Is relevant to the target audience,
• Includes a statement of relevance,
• Provides a brief explanation of where the principles came from, and
• Explains how the session will work.

Responses to typical participant examples must:

• Be factually accurate,
• Be relevant to the LP module, and
• Point out the correct example or principle when the example provided is incorrect.

Describe Coaching Procedures & Techniques Module (x)

Given the Ensuring Learners' Success Guidelines, you will be able to correctly identify if an interaction between the learner and course manager does or does not illustrate a guideline.

Communicate CRI and/ or IMD Workshop Information

For this activity, you will:

• Determine how you are going to communicate information to your students about your CRI and/or IMD, then
• Create the communication pieces either from scratch or using existing information.

Prepare CRI and/or IMD Orientation

For this activity, you will:

• Design and develop an orientation for your CRI and IMD workshop, and
• Design and develop an orientation presentation, if applicable.

Prepare for HI Session Module (e)

For this activity, you will:

• Prepare to conduct an HI session by watching the Who Did What to Whom video and answering the questions that follow each vignette.
• Write an introduction to the session that explains how the session will work, how long the session will take, and what is expected of the participants.

Review Critical Skill Checks - Goal Analysis (r1)

Given a learner's goal statement, completed Goal Analysis skill checks, a GA Self-Evaluation sheet, and Module Notes for GA,

Be able to:

• determine if a goal statement is appropriate for goal analysis,
• identify any errors on the skill checks,
• identify improvements that could be made to the skill checks, and
• identify correct performance on the skill checks.

Criteria:

• Goal statements are correctly identified as appropriate or inappropriate for goal analysis.
• All errors, potential improvements and correct performances are correctly identified based on self-evaluation criteria and/or points covered in the module.

Review Critical Skill Checks - Performance Analysis (r2)

Given a learner's performance discrepancy, completed Performance Analysis skill checks, a PA Self-Evaluation sheet, and Module Notes for PA,

Be able to:

• determine if a performance discrepancy is appropriate for performance analysis,
• identify any errors on the skill check,
• identify improvements that could be made to the skill check, and
• identify correct performance on the skill check.

Criteria:

• Performance discrepancies are correctly identified as appropriate or inappropriate for performance analysis.
• All errors, potential improvements and correct performances are correctly identified based on self-evaluation criteria and/or points covered in the module.

Review Critical Skill Checks - Task Analysis (r3)

Given a learner's list of tasks, completed Task Analysis skill checks, a TA Self-Evaluation sheet, and Module Notes for TA,

Be able to:

• determine if a task is appropriate for the task analysis,
• identify any errors on the skill checks,
• identify improvements that could be made to the skill checks, and
• identify correct performance on the skill checks.

Criteria:

• Tasks are correctly identified as appropriate or inappropriate for use in modules DO and PG and thus for the task analysis skill check.
• All errors, potential improvements are correct performances are correctly identified based on a self-evaluation criteria and/or points covered in the module.

Review Critical Skill Checks - Edit Objectives (r4)

Given Edit Objectives (EO) Skill Checks completed by students, Module Notes for EO, and a Self-Evaluation sheet for EO, identify any errors, improvements that could be made, and correct answers.

Criteria:

• All errors, potential improvements, and correct performances are correctly identified based on self- evaluation criteria and/or points covered in the module.

Review Critical Skill Checks - Derive Objectives (r5)

Given the Module Notes for DO and the learner's materials which include a target population description, a task analysis, a skill hierarchy, and a list of six related objectives; identify any errors, improvements that could be made, and correct answers.

Criteria:

• All errors, potential improvements, and correct performances are correctly identified based on self-evaluation criteria and/or points covered in the module.

Review Critical Skill Checks - Draft Skill Checks (r6)

Given a completed skill check, Module Notes, and Self-Evaluation sheet for the Draft Skill Checks module,

Be able to identify:

• any errors,
• any improvements that could be made, and
• correct performance.

Criteria:

All errors, potential improvements, and correct performance are correctly identified based on Self-Evaluation criteria and/or points covered in the module.

Review Critical Skill Checks - IMD Prerequisites (r7)

Given a learner's prerequisite materials which include a goal or task analysis, a target population description, at least five related objectives, a skill hierarchy, skill checks and supporting resources,

Be able to:

• Determine if the topic lends itself to criterion-referenced, performance-based training and tryout,
• Evaluate all the required prerequisite documents,
• Identify where the learner will need to be coached when revisions or additions are necessary.

Criteria:

• The topic requires the learner to perform a task that could be learned in approximately 30 minutes.
• The target population description contains relevant information on physical characteristics, formal and informal training, anticipated attitudes, interests, sources of reinforcements and cultural characteristics that will be useful in designing and developing the modules.
• The goal or task analysis is complete and correctly represents the desired performance as well as the required skills.
• The skill hierarchy is complete, it has been derived from the goal or task analysis, and it shows the relationship between all the skills and identifies the prerequisite skills relative to the target population.
• The objectives have been derived from the task or goal analysis, describe actual job performance, and have conditions, performance and criteria stated in observable and measurable terms.
• The skill checks match the performance called for in the objective, provide job-like conditions for performance and realistic and meaningful standards of measurement of the performance.
• Existing resources including documentation, procedure guides, human resources, tools and equipment are available to the module developer and the learner, as necessary.

Review Critical Skill Checks - Describe Relevant Practice (r8)

Given a completed skill check, module notes, and self-evaluation sheet for the Describe Relevant Practice module,

Be able to identify:

• any errors,
• any improvements that could be made, and
• correct performance.

Criteria:

All errors, potential improvements, and correct performance are correctly identified based on self-evaluation criteria and/or points covered in the module.

Plan Workshop Set-up Module (t)

You will be asked to develop your own workshop set-up specifications. For any elements that can not match CRI/IMD specifications, you will complete a Workshop Set-up Worksheet that includes ideas for achieving, approximating or minimizing disruption to the learning principles.

Provide Feedback & Coaching Module (C)

Given: A CRI or IMD student with a skill check to be reviewed,

Be able to: Review the skill check, identify and diagnose any problems, and provide necessary coaching and feedback.

Criteria:

• Problems, potential improvements, and correct performance are accurately identified,
• Appropriate body language is demonstrated, and
• Ensuring Learners' Success Guidelines are followed.

Facilitate Groups Module M

Given a group of CRI or IMD participants and a presentation/discussion topic, present the information and lead the discussion.

Begin the session by:

• Describing the topic, objective, and why it's important to the participants,
• Describing each person's role,
• Providing directions for how the session will work,
• Providing information needed for the discussion, and
• Encouraging and answering participant questions.

Then keep the discussion on track, ensure everyone's participation, and achieve the session objective by using such techniques as:

• Using verbal & visual cues
• Asking prompting questions
• Summarizing key points
• Providing examples

End the discussion:

• Stating what the group accomplished and how it will be useful to participants,
• Summarizing key points/decisions,
• Encouraging and answering participant questions, and
• Thanking everyone for their participation.