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Evaluation of

Determining Instructional Purposes

Training Program Proposal

Submitted to Far West Laboratory for Educational and Research Development By Good Times Consulting Services

Good Times Consulting Services | 123 Alice Ave., Monroe, CO 80005 | www.beagood.com

Introduction

Thank you for your invitation to submit the most effective, efficient proposal for evaluating your

Determining Instructional Purposes

(DIP) training program. We at Good Times Consulting Services (GTCS) are proud to present an evaluation plan that will inform Far West Laboratory for Educational Research and Development (FWL) in making decisions regarding the marketing and sale of your DIP units. Our skilled, experienced team will provide research- and data-based recommendations regarding whether or not FWL should commit resources to market the DIP training program package. Our evaluation will also provide information that will be useful to your potential customers, should you decide to invest in this program.

Description of Program (DIP) Being Evaluated

As stated in the Request for Proposal, the DIP training program, developed by FWL, is a modularized program designed to train “school administrators and graduate students in educational administration skills related to planning effective school programs.” The DIP program is designed for flexible implementation using one or any combination of the following three self-contained training units: 1.

Unit 1—Setting Goals (est. training time = 10-15 hours) 2.

Unit 2—Analyzing Problems (est. training time = 12-18 hours) 3.

Unit 3—Deriving Objectives (est. training time = 10-15 hours) Each unit comprises between four and six modules involving individual or small-group activities led by a knowledgeable coordinator “either in a concentrated short-term workshop or in individual sessions scheduled over a period of several days or weeks.” Training also involves print reading materials related to the skill taught in each module (priced at $8.95 per single unit or $24.95 for a set of all three) and a Coordinator’s Handbook (priced at $4.50), which contains all the information a coordinator needs to be qualified to administer DIP training.

Evaluation Method

GTCS’s evaluation of DIP will answer the following questions in order to make a recommendation regarding whether or not FWL should invest in marketing and selling the training program package: 1.

Is there a

viable market

for the DIP materials? 2.

Does the DIP training package

meet a need

that is not currently being met

in the market? 3.

Does a

test market

of school administrators and educational administration graduate students find value in the program? GTCS will gather and analyze the following information in order to answer the respective questions above: 1.

Market analysis

—We will use market analytics and targeted surveys to produce detailed personas of potential customers and an analysis of their needs.

2.

Competitive analysis

—We will research competitive training programs and the current demand for components similar to those constituting the DIP training package, including amount spent on such materials. We will conduct an in-depth comparison of DIP materials and competitors’ products. 3.

Test implementation

—We will conduct DIP training sessions with a select group of school administrators and/or educational administration graduate students in order to gather their feedback, as well as observational data. GTCS will draw on its extensive education-industry databases to access market analytics for use in conducting both the

market analysis and competitive analysis

for the proposed evaluation. Data will be collected and reported electronically, using statistical and graphical representations, at various stages in the evaluation process. See “Task Schedule” section for estimated reporting dates. Participants in the

test implementation

will be school administrators from district(s) near GTCS’s headquarters in Monroe, CO, and/or graduate students in educational administration or a similar degree track from accredited higher education institution(s) in the same geographic region. There will be approximately nine total participants, who will be invited to participate in DIP training for all three modules. Actual attendance will depend on participants’ availability, but each participant must attend all module trainings for

at least one

training unit—Setting Goals, Analyzing Problems, or Deriving Objectives. Training sessions will be conducted by a member of the GTCS team who has met the FWL requirements for becoming a coordinator. Proposed test implementation will take place over a six-week period, with three 1-hour sessions per week (1 hour for each of the three training units). Weekly independent reading of course materials will make up the remainder of the training time at an estimated 2 hours or fewer per module per week. Feedback from test implementation participants will be collected in the form of surveys and/or interviews. A member of the GTCS evaluation team will use a checklist and evaluation rubric to collect observational data during the test implementation. FWL will designate a team of stakeholders to which GTCS will report. GTCS will present data and reports to the specified members of the FWL team in accordance with the agreed-upon task schedule (see below). The information presented in the evaluation report and interim data analyses will be useful to FWL in making decisions regarding the sale and marketing of DIP training and materials. This information will also be useful to school administrators in making decisions about the purchase and use of the DIP program. If the program is found to be unmarketable, GTCS will make recommendations for revisions or enhancements, such as offering materials in an ebook format.