INSTRUCTIONAL PLAN

Theft Talk Training

Cheryl Fox
CUR/516
July 20, 2015
Joan Beckner

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Theft Talk Training
Theft Talk training is a corporate training module designed to equip future and current
facilitators with the tools to conduct a successful theft workshop. The training has been devised
in demand to the arising need to develop a uniform method of delivery because of the addition of
more facilitators covering various counties and serving a diverse audience. The training has been
designed around current curriculum and program needs.
Phase 1

The name of the course is Theft Talk. Theft Talk training is a corporate training course
to develop the knowledge base of the learner on theft talk concepts and requirements for
the delivery of curriculum to participants in a cohesive and uniform manner by delivering
core components and required material.

Audience, New hire facilitators and current facilitators who need enhanced training due
to data from evaluations.

Modality, Training will take place in classroom settings, actual workshop setting, and
online. Training will be ongoing and timeline will be 12hrs with senior facilitator and 6hr
classroom training.

Facilitators will be able to conduct 6hr theft workshop without error. (Deliver required
curriculum and administer required assignments.)

Evaluations will take place in actual workshop setting by an evaluator.

Phase 2
The learning objectives in the training will help to meet the overall goal of creating a

uniform delivery of a comprehensive curriculum. Objective one to deliver required curriculum

ensures that participants receive the required information for a successful outcome which is a

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change in behavior or thinking. The curriculum uses technologies such as internet, dvd, and may
include web-based. Objective two is to solidify concepts with use of assignments, exercises and
other media. Objective one and two work in tandem to create a cohesive learning unit. That
encourages critical thinking skills using educational strategies and best practices to reach
outcomes.
Phase Three
The timeline for the training is determined by scheduling of all parties. The total time
needed for the training is 18hrs. This includes 12hrs co-facilitation broken into 2 sessions, these
sessions will need a senior facilitator, trainee and take place in actual workshop. The 6hrs
classroom setting in 2 3hr sessions will include trainees, trainer and take place in classroom
setting. Facilitators should attend at least 1 co-facilitation before attending classroom training to
help solidify concepts.
Participants are selected due to their new hire status or from data collected through prior
evaluations for current facilitators. This training will alleviate the need for numerous emails
restating procedure and need for uniformity. It will also alleviate the facilitators being singled
out for things they may not be aware of. Being able to cut down on the need for constant
feedback will help morale. Building interest by decreasing the need for constant monitoring and
increasing the knowledge of the facilitator to be accountable for the class.
Phase 4
The evaluations for the training class will be formative through the development phase to
implementation making corrections through the process using phase 1 evaluations to pinpoint
further data collection that may be needed. Evaluating learners will be a part of the summative
evaluations as facilitators deliver curriculum

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References
Brown, A., & Green, T. D. (2011). The Essentials of Instructional Design: Connecting
Fundamental Principles with Process and Practice (2nd ed.). : Pearson Education, Inc.
Para, S. s. (2013). The Instructional Design Knowledge Base: Theory, Research, and Practice.
Journal Of Applied Learning Technology, 3(3), 49-51.
Kumar, M. (2011). Difference Between. Retrieved on June 18, 2015 from Difference Between
Goals and Objectives | Difference Between | Goals vs Objectives
http://www.differencebetween.net/business/difference-between-goals-andobjectives/#ixzz3dQvqhXsu