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INSTRUCTIONAL DESIGN UNIT
MINI PROJECT
By
Jane Pierre
A Paper Presented in Partial Fulfillment

Of the Requirements of

EDID 6505 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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Table of Contents
Introduction ..................................................................................................................................... 6
Formation of the Maloney Ten & Training Needs Assessment ..................................................... 6
Purpose of the Maloney Ten & Under vacation Programme .......................................................... 6
Problem Statement .......................................................................................................................... 6
Training Needs Assessment ............................................................................................................ 7
Definition and Description of Competencies ................................................................................. 8
Needs assessment Plan .................................................................................................................. 11
Work shop Format ........................................................................................................................ 11
Workshop Objectives .................................................................................................................... 11
Workshop Target Audience .......................................................................................................... 12
Information sought ........................................................................................................................ 12
Task selection Worksheet ............................................................................................................. 14
Procedural Analysis ...................................................................................................................... 15
Instructional Objectives ................................................................................................................ 17
Terminal Objectives ...................................................................................................................... 18
Enabling Objectives ...................................................................................................................... 18





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APPENDIX A: PERFORMANCE RUBRIC ............................................................................... 19
APPENDIX B: TASK ANALYSIS .............................................................................................. 20
APPENDIX C: CONTEXTUAL ANALYSIS ............................................................................. 21
APPENDIX D: ASSESSMENT ITEMS ...................................................................................... 23
APPENDIX E: ASSESSMENT ACTIVITY PAGE .................................................................... 24
APPENDIX F: PPT INSTRUCTIONS ........................................................................................ 25
APPENDIX G:GRAPHICAL ORGANIZER ............................................................................... 27
APPENDIX H: GRAPHICAL ORGANIZERS............................................................................ 28
APPENDIX I:ANALOGIES ....................................................................................................... 29
Reflections .................................................................................................................................... 31





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The Maloney Ten & Under Vacation Programme
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Project Assumptions
The following assumption was made in completing this project:
The competencies required of a qualified 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 counseling 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 & Description 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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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



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


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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.



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3. INFORMATION SOUGHT:
i. Actuals:
Instructors have expertise in counseling, managerial and or teaching
skills.
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

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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.
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

9

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. Analyze data for discrepancies between desired instructor knowledge and those
currently possess by Instructor
ii. Conduct a Competency Matrix Review
iii. Conduct Instructors Interview
iv. Questionnaire Completion
v. Focus Group Discussion
LEVEL 2
1) Identify and link programme contexts with instructors job role and tasks.
i. Identify the programmes contexts
ii. Identify the programmes goals& objectives
iii. Identify the programmes mission & vision
LEVEL 3
1) Competency Identification
i. Link instructor tasks and skills to proficiencies.
ii. Link proficiencies of instructor to programme objectives and goals
iii. Define competency by level of proficiencies
iv. Identify competency by name and description

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LEVEL 4
1) Assessment and conduction of Training Needs
i. Review and record outcome of training activities
ii. Conduct activities to attain training goals/objectives
iii. Identify activities to attain training goals/objectives
iv. Arrange learning goals/objectives as SMART for areas identified as requiring
improvement or new learning
v. Determine and Categorize areas of knowledge/skills that require improvement or
new learning by instructors.













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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 less
than 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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APPENDICES

















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APPENDIX A: PERFORMANCE RUBRIC
PERFOR
MANCE
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 difficultylinking knowledge of Vacation Programme
instructors role into its constituent tasks and activities.
Difficultylinking 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 competent
Vacation Programme
instructor
Prioritizes competencies required for
an instructor to be considered a
competent Vacation Programme
instructor with 90% or more
proficiency
Prioritizes competencies
required for an instructor to be
considered a competent
Vacation Programme
instructor with less than 90%
but more than 75 %
proficiency
Prioritizes competencies required for an instructor to be
considered a competent Vacation Programme
instructor with less than 74% but more than 50 %
proficiency
Unable to prioritize competencies
required for an instructor to be
considered a competent Vacation
Programme instructor 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
TOTAL
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APPENDIX B

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



Analyze data for discrepancies



Conduct a Competency Matrix
Review


Conduct Instructors Interview



Questionnaire Completion




Focus Group Discussion


Identify the programmes contexts


Identify the programme goals
&objectives


Identify the programme mission and
vision


Link instructor tasks and skills to
proficiencies.


Link proficiencies of instructor to
programme objectives and goals


Define competency by level of
proficiencies


Review and record outcome of
training activities


Conduct activities to attain training
goals/objectives



Identify activities to attain training


Arrange learning goals/objectives as
SMART

Determine and Categorize areas for
improvement.

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Appendix c:
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





























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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Appendix C: Continued
Contextual Analysis Worksheet: Instructional Context
































Contextual Analysis Worksheet: Transfer Context
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 annually after the workshop

-2 -1 +1 +2

Affords periodical opportunities for more Training.

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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Appendix D: 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.














Assessment Activity PPT Caption
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Appendix E: Assessment Activity Page

























Instructors job role Competencies Matching Behaviour
1.
2.
3.
4.
5.

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Appendix F Instructional PPT
MALONEY TEN & UNDER VACATION
PROGRAMME (MTVP)
Lesson and Activity for Maloney Ten & Under Vacation
Programme
SLIDE 1
EFFECTIVELY PRIORITIZE
A LIST OF FIVE
Main (MTVP)
Instructor job specification tasks in less than five minutes.
SLIDE 2



LESSON DETAILS
TARGET AUDIENCE:
Twenty five trainee instructors for Maloney Ten
& Under Vacation Programme (MTVP)
ENABLING OBJECTIVES
Effectively prioritize a list of five Vacation
Programme Instructor job specification tasks in
less than five minutes
WORKSHOP SESSION:
Day 3 of the four day workshop
SLIDE 3
LESSON DETAILS
After viewing a short
PowerPoint feature
on the overview of
the Maloney Ten &
Under Vacation
Programme (MTVP)
MTVP Instructors will
orally explain to their
peers
what is the role of an
instructor in the Maloney
Ten & Under Vacation
Programme (MTVP) and
the five main
competencies an
instructor must have to
be considered competent
and high performer
SLIDE 4
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LESSON DETAILS
Application Task:
Working in groups of no
more than five persons
use the given activity
worksheet and list
seven of the most
critical competencies
along with the
corresponding
behaviours
an instructor must have
in fulfilling their role in
the MTVP .
Each group of Instructors
must be able to discuss
the rationale behind their
selection.
SLIDE 5
Instructors job role Competencies Matching Behaviours
1. Counselor
2.
3.
4.
5.
6.
7.
ACTIVITY WORKSHEET
SLIDE 6






GROUP DISCUSSION
Select a leader for the group, who will initiate
the group discussion.
Followed by each member giving their input into
the group discussion.
Time Frame for each group discussion:
10 Minutes
SLIDE 7
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APPENDIX G: Graphic Organizer


Objective: Instructors will effectively prioritize a list of five Vacation Programme Instructor job competencies required for an instructor to be considered a MTVP Instructors.
Scenario: Instructors are shown a short ppt feature on the overview of MTVP that displays figure2 , where instructors are able to easily see the core competencies and related behaviour. Afterwards, instructors are handed an activity sheet with figure
2.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 job role Competencies Matching Behaviour
1.
2.
3.
4.
5.

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APPENDIX H: Graphic Organizer







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APPENDIX I
Analogies for ensuring Instructors will effectively: Define the major roles of a Vacation Programme Instructor and prioritize a list of five Vacation Programme Instructor job competencies required for an instructor to be considered a
competent instructor
Difficult concept: A Vacation Programme Instructor role is not a baby sitter but plays a central and indispensable role in providing guidance, counseling and instruction to implement structured out of school recreational, vocational and
educational services in order to promote social wellbeing to children within the ages of 5-10:
A Vacation Programme Instructor who is knowledgeable about his/her role can be likened to a competent driver who is in charge of the environment, and transports the passengers in the car efficiently and professionally through the
MTVP. On the other hand A Vacation Programme Instructor who is not knowledgeable about his/her role can be likened to a risky driver who allows the underage passengers to drive.







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A Vacation Programme Instructor who is able to prioritize Vacation Programme Instructor job competencies can be liken to a competent driver who instructs and safe guards,the passengers . On the other hand A Vacation Programme
Instructor who is not knowledgeable about his/her role can be likened to a risky driver who scares his passengers.















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Reflections

For me reflections always start with what were my feelings at the beginning? and as I look back, my feelings were a mixture of excitement and trepidation Excitement because of creating something that was interesting for me, the trepidation
came with having the time frame to complete each part of the project. Having a time frame was an advantage but at times it was like the proverbial noose around the neck as I tried to juggle the various project parts. I must say that I have a new respect
for instructional designers since their work is not to be taken lightly. The comments from my peers were a plus in steering me in a direction, although at times some of the comments were conflicting or too compact and at times made me a bit
disoriented and doubtful.
Having a skype conference with the course coordinator was a focusing beam to me and my recommendation is for such a process to be compulsory and more frequent over the project life cycle. In all the whole process was a learning experience.



























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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
Facilitator tool kit a guide for helping groups get results retrieved from http://oqi.wisc.edu/resourcelibrary/uploads/resources/Facilitator%20Tool%20Kit.pdf