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Includes bibliographies and index

Includes bibliographies and index

This document is a guidebook for counselors working with Black and Hispanic American women, women reentering the workforce, and underemployed/career-changing women. The material contains workshop designs, activities, checklists, readings, techniques for recruiting women, and other community outreach suggestions. Topics covered included evaluation, developing an employment resource and training service, suggestions for conducting a self-directed job search workshop, and the basic model workshop for employment skill training for the underemployed or career-changing women. Modification workshops are suggested for the minority career seeker, the job seeker, the re-entry woman, the nontraditional job seeker, faculty, and families of women employment seekers. Materials provide a step-by-step procedure for conducting the workshops. Many handouts or forms that can be reproduced and given to participants are included, along with a bibliography. (KC)

A guide to conducting group meetings is presented. It contains the following sections. I. Participating in Meetings: A. Purposes: (1) to discuss the uses and benefits of the meeting as a tool of group participation and get an appreciation of meetings as dynamic situations; (2) to define the word "meeting" and discuss the uses of meetings; and (3) to examine the responsibilities of meeting members; B. Content of Session: Introduction; What Is a Meeting?; Why Meetings?; Responsibilities of Meeting Members; and Closing; and C. Appendices: A. People in a meeting are not static, but DYNAMIC; and B. Responsibilities of Meeting Members. II. Leading Meetings: A. Purposes: (1) to discuss the role of the meeting leader; and (2) to examine the various steps in a meeting, tracing them through the determination of need, the preparation, the conducting of the meeting, and the follow-up; B. Content of Session: The Functions of the Meeting Leader; Meeting Steps; Planning the Meeting; Leading the Meeting; and Closing; and C. Appendices: Planning the Meeting; and Leading the Meeting. III. The Progress of Meetings: A. Purposes: (1) to discuss methods that are effective in influencing the progress of meetings--statements, visual aids, questions, and the group; and (2) to discuss the characteristics of VA staff meeting; B. Content of Session: Introduction; Statements; Visual Aids; Questions; The Group; Characteristics of VA Staff Meetings; and Closing; and C. Appendices: A. Self-Appraisal List for Meeting Leaders; B. Bibliography on Meetings; and C. Suggestions for Practice Meetings. (For related documents, see AC 014 431-434.) (CK)

A leader's guide for a conference on delegating authority is presented. The purposes of the conference are: (1) to emphasize the importance of delegation of authority in effective work management; (2) to discuss the theory, principles and procedures pertaining to delegation of authority; (3) to point out methods of control to decrease the likelihood of errors by those to whom authority is delegated; and (4) to discuss the more common practical problems in connection with delegation of authority. The guide contains the following sections: (1) Extent of Delegation of Authority, (2) Delegation of Authority Procedure, (3) How to Control Delegated Authority, (4) Practical Problems of Delegating Authority, and (5) Practical Exercise in Delegating Authority. (For related documents, see AC 014 430, 432-434.) (CK)

This module of the staff training series deals with the practical problems that arise when setting a framework for effective staff development, by concentrating on a number of experiential activities for accomplishing the staff development mission. Presented among the strategies for accomplishing total staff development are field trips to work sites, memos, house organs, newsletters, cooperative peer observation to develop positive attitudes, workshops, seminars, professional meetings, interaction with community members, and continuing education. Workshops are emphasized as an inservice strategy. Brainstorming, case studies, demonstrations, group discussions, and "in-basket" techniques are suggested as appropriate workshop session learning activities. Key ideas presented include the concepts that staff development is a support function, that staff development cuts across all phases of the program (planning, implementing, and evaluating), and that it should occur frequently (five to six times a year or more) if it is to be effective. (NEC)

This guide is the introductory volume for the second in a series of instructor-assisted training modules for rehabilitation counselors, supervisors, and graduate students. This trainer's guide for the second module focuses on the counseling skills needed for rehabilitation of the severely disabled and provides the trainer with the information and exercises to teach information collection, diagnostic information processing and client involvement in rehabilitation planning. Corresponding to phases of the rehabilitation process, the goal setting skills to be taught are identified as: (1) acquiring necessary knowledge during the intake interview and from medical evaluations; (2) planning psychological and vocational evaluations for the severely disabled; (3) processing client evaluation data; and (4) setting goals with the client. The format for the presentation of each phase is described in terms of a clarification of purpose, guidelines, and practice exercises. Appendix A presents a case study typescript for a tape/slide presentation. Appendix B contains a trainer evaluation form for participants. A conclusion section summarizing the module and a list of recommended readings are also included. (MCF)

A guide for achieving effective two-way communication is presented. Its scope includes the following: (1) a discussion of the importance of effective two-way communication, (2) an examination of the ways in which communication works and some of the reasons for its failure, (3) an examination of the role of the supervisor as a key figure in communication, and (4) a discussion of ways of improving supervisors' skill in communication. The two sessions in the guide are: I. The Why, What, and How of Communication, and II. The Supervisors Role in Communication. Five appendixes are included, as follows: A. Demonstration of Importance of Tone, B. Techniques of Communication, C. Demonstration on "Filtering" in the Communication Process, D. Perception Demonstration, and E. Communication. (For related documents, see AC 014 430, 431, 433, 434.) (CK)

The guide, developed by the Secondary Transition and Employment Project (STEP) in Idaho, is intended for agency or school staff developing a community-based vocational training program for persons with mild, moderate, or severe disabilities. The guide is intended to be used with three available video tapes. The first module's goal is the understanding and proper application of the state and federal wage hour guidelines. Sample sub-goals include determining if an employer-employee relationship exists and assessing a worker's productivity and pay rate. Module II involves understanding and properly applying insurance guidelines with such subgoals as: determining the extent and type of insurance coverage provided under the agency's current policy, and determining the student or adult is covered by the business' insurance. The third module stresses the delineation of strategies for developing training sites or work stations in the following sub-goals: distinguishing between a work station, work assignment, and job placement; evaluating each site with respect to worker integration, training required, number of placements per site, and availability of similar employment in the community; and developing a short presentation and/or handout on the agency/school's community-based vocational training program. Appendixes include such texts as: "Employment Relations Under the Fair Labor Standards Act" and "Regulations, Part 524. Special Minimum Wages for Handicapped Workers in Competitive Employment." (DB)

One of a set of twelve documents describing the Career Planning Support System (CPSS) and its use, this guide is designed to help the CPSS coordinator become familiar with CPSS and his or her role. (The Career Planning Support System is a comprehensive guidance program management system which (1) provides techniques to improve a high school's career guidance program, (2) focuses on the skills students need to make decisions about and pursue their life goals, and (3) offers the school step-by-step directions in planning, developing, implementing, and evaluating an upgraded career guidance program that is compatible with student career development needs and resources available in the school and community.) The five sections in this guide lead the coordinator through an inspection of CPSS materials and include exercises to explain the purpose and content of the system. The five sections cover CPSS materials, content and perspective of CPSS, the coordinator's role in CPSS, implementing CPSS, and the coordinator's role as a facilitator of change. It is suggested that activities be performed sequentially and within a one-week period. (TA)

This module, one of a series designed for facilitators training rural career guidance program staff, is designed to give participants a better understanding of the career development needs of students in rural schools--schools that often have limited resources. After the module is introduced, participants complete a warm-up activity, i.e., a picture puzzle. This activity is followed by a short presentation on the unique nature of the rural environment (school, home, community) as it affects career development, and an overview of the "Rural America Series." Participants are then divided into small groups and asked to read and analyze specially designed profiles. Following this activity, large group-focused discussion is used to draw out salient features of the profiles. This activity leads into the presentation of the Life Role Development Model and the 26 suggested goals relating to the model. The approximately 2-hour module ends with a summary of how an understanding of need is essential for the planning process. Stress is placed on the fact that the module provides the theoretical underpinning for that planning. The guidebook contains a module overview, facilitator's outline, participant materials, and transparency masters. (NEC)

This professional development guide is designed for vocational education practitioners to use with a separately available handbook on time-use analysis and an optional videotape on conducting workshops on time-use analysis. Examined first is the importance of analyzing time on task. After a discussion of the importance of planning, a six-point plan for designing a workshop is set forth. The remainder of the guide consists of outlines for workshop presentations on the following topics: understanding the importance of time on task, discussing workshop objectives, citing general education research, discovering time use in vocational and technical classes, planning time-use analyses, conducting observations, computing time use, displaying and interpreting results, enhancing time use, and summarizing and evaluating the workshop. Each presentation outline contains notes to the instructor, a list of overhead transparencies to be used in the presentation, and a presentation script. Appendixes to the guide contain reviews of the publications "A Nation at Risk: The Imperative for Education Reform" and "A Place Called School" as well as a log of the optional videotape on time-use analysis. Concluding the guide are 42 overhead transparency masters and 13 handout duplication masters. (MN)

This staff training module presents a program for group career counseling in rural and small schools. Module contents are based on two handbooks: "An Individualized Approach to Career Counseling and Placement" and "Career Counseling in the Rural School." An active dialog about the current status of counseling in rural schools is used to introduce the module. A general framework for accomplishing improved counseling services is presented before moving on to a detailed look at five major counseling services (individual inventory, counseling interview, information, coordination and referral, and follow-up). A case study is incorporated as an optional learning activity to highlight some of the issues discussed. Another suggested activity directs participants, working in small groups, to identify ways in which a developmental career counseling program can be achieved. A brief summarization of key concepts concludes the module. Issues examined include major obstacles to effective counseling (large student-counselor ratio, lack of administrative and staff support, focus on remedial counseling, and lack of accurate information) and steps to assist counselors accomplish their mission (establish good working relationship with administration, identify needed improvements in current counseling program, improve time management, increase availability of counseling services, and orient and seek support of teachers). (NEC)

This guide describes the final stage in a project to develop an Air Force technical training development model and presents the model. Chapter 1 summarizes the total project and its objective to facilitate the effective use of training technology through the development of a model for matching training approaches or innovations with specific training settings. Chapter 2 summarizes the final phase in which researchers selected six different training efforts at three different schools of applied aerospace science and observed the work of Air Force training developers, closely interacting with them and discussing the nature and problems of the training development process. Chapter 3 describes revision of the previously developed model on the basis of this research. Chapter 4 presents suggestions for use of the model noting critical factors in a training setting and comparing the model (AFTEC) with the MODIA system. Chapter 5 (half of the guide) presents the model in its two phases: Phase I, intended to be used early in the process of planning and developing a training program, e.g., developing the lists of tasks and blocking out the major sections of the training course (Major headings are Objectives, Resources, Instructional Design and Management, Instructional Personnel, Student Characteristics, and Training Content), and Phase II, to be used in the actual development of the course when the detailed decisions are made concerning learning activities of the students: the preparation of a plan of instruction, study guides, workbooks, lesson plans, etc. (Major headings are Instructional Personnel, Student Characteristics, and Training Content). (JT)

This guide describes the final stage in a project to develop an Air Force technical training development model and presents the model. Chapter 1 summarizes the total project and its objective to facilitate the effective use of training technology through the development of a model for matching training approaches or innovations with specific training settings. Chapter 2 summarizes the final phase in which researchers selected six different training efforts at three different schools of applied aerospace science and observed the work of Air Force training developers, closely interacting with them and discussing the nature and problems of the training development process. Chapter 3 describes revision of the previously developed model on the basis of this research. Chapter 4 presents suggestions for use of the model noting critical factors in a training setting and comparing the model (AFTEC) with the MODIA system. Chapter 5 (half of the guide) presents the model in its two phases: Phase I, intended to be used early in the process of planning and developing a training program, e.g., developing the lists of tasks and blocking out the major sections of the training course (Major headings are Objectives, Resources, Instructional Design and Management, Instructional Personnel, Student Characteristics, and Training Content), and Phase II, to be used in the actual development of the course when the detailed decisions are made concerning learning activities of the students: the preparation of a plan of instruction, study guides, workbooks, lesson plans, etc. (Major headings are Instructional Personnel, Student Characteristics, and Training Content). (JT)

This research study discusses the methodology employed in developing the Fault Insertion Guide for the Fleet Submarine Training Facility, Pearl Harbor, Hawaii. The purpose of the Fault Insertion Guide is to provide information concerning the insertion of faults into the system by opening circuits through switches in the Weapons Control Subsystem simulators. Also, the Guide is to be used as a reference for developing problem cards used by instructors to train crews in responding to casualty situations.

The F-16 Aircrew Training Development Project is thoroughly documented by a series of 35 individual development reports. This report describes the organization of the report series and provides a one page executive summary of each report. While the final report, No. 35, is designed to summarize the four year development effort in a single document, report No. 34 is designed to index the report series for those readers who desire additional information concerning a particular event or phase within the program. (Author)

Guidelines and references are included for developing proposals to be submitted to the Occupational Research Coordinating Unit. Outlines and criteria for evaluation are included for (1) research type proposals, (2) training type program proposals, and (3) experimental, developmental, or pilot type program proposals. Also included are (1) a budget format and worksheet, (2) a completed sample of a budget, (3) the format for cover page of proposals, (4) a sample research proposal abstract, and (5) a checklist for reviewing proposals. Research priorities for 1966-67 in rank order were: (1) program evaluation, (2) curriculum experimentation, (3) personal and social significance of the concept of work, (4) personnel recruitment and development, (5) program organization and administration, (6) adult and continuing education for manpower development, and (7) occupational information and career choice for youths. (MM)

This guide introduced 18 separate components designed to assist state department of education personnel, guidance supervisors, and guidance counselors in training others to understand and utilize the "Rural America Series," a framework for the development, implementation, and evaluation of grades K-14 career guidance programs for rural and small schools. Each module consists of a module overview, facilitator's outline, participant materials, and transparency masters and may be used independently or collectively in staff development activities. All parts have been tested in state-wide workshops sponsored by Florida, West Virginia, Ohio, Illinois, Iowa, Arkansas, Kansas, Washington, Idaho, Wyoming, and American Samoa. This "Introduction" serves as an overview to familiarize trainers and staff development personnel with the scope, format, conceptual framework, and sequence of materials contained in the remaining facilitator guides. A table outlines the amount of time required, frequency of training, and advantages and disadvantages of four patterns of use for the modules: after school or afternoon sessions, day-long workshops, multiple day workshops, or self-instructional mode. Another table illustrates the relationship of the Facilitator's Guide Modules and the Series Handbooks, noting basic concepts covered and key series pages/sections. (NEC)

This module of the staff training series deals with techniques for developing career guidance programs in three settings--the home, the community, and the school. Suggestions and experiences are outlined to help practitioners gain skill in designing career guidance practices appropriate to these environments. Home-centered career guidance practices cited include family travel units, parent training nights, parent discussion groups, problem solving, and a career development parent series. Community-centered practices discussed are career fairs, professional exploration internships, community persons as classroom resources, and adopt-a-grandchild programs. Three categories of school-centered career guidance opportunities are presented with suggestions for each: group counseling methods (teaming, role playing, orientation, gaming, and peer counseling), subject matter activities (stereotypes in the world of work, workers in the community, and "I'm Different--Are You?"), and nonsubject matter activities (career resource centers, "Pow-Wows," career weeks, hobby time, and a mobile guidance van). Elements of an implementation outline are also considered: activity title, activity description, and career development goals and subgoals, behavioral objectives, time considerations, prerequisite learnings, teacher/counselor activities, student activities, resources, and evaluation. (NEC)

This supporting document sets out the content analysis technique and detailed findings that underly part of the research conducted for the report titled "VET for secondary school students: acquiring an array of technical and non-technical skills." That report is the first in a set of studies that aims to understand the value of vocational education and training (VET) delivered to secondary school students. This supporting document reflects the detailed investigation of the extent to which training packages assist VET for secondary school students in the development of non-technical or generic skills. In this support document the authors provide detailed information on the findings of the content analysis technique they used to investigate the non-technical skills covered in selected training packages and Australian curriculum units reported on in the main report on "VET for secondary school students: acquiring an array of technical and non-technical skills." They describe the aims, method and processes for conducting the 'content analysis' and present the Skills Terminology Guide used to provide direction for the collection of the data. Also included are detailed findings of the content analysis of each of the training package qualifications investigated, the case studies of Certificate III in Carpentry and Joinery, and Certificate IV and Diploma and Advanced Diploma in Engineering. [For the full research report "VET for Secondary School Students: Acquiring an Array of Technical and Non-Technical Skills. Research Report," see ED594428.]

This training guide presents background information about the Child Development Associate (CDA) program, including a definition of quality CDA training that incorporates six criteria established by the Office of Child Development. The purposes of the guide are (1) to provide a clear and specific description of the CDA criteria in order to promote design and development of training approaches consistent with these goals, and (2) to help training project staff determine the extent to which quality training is being provided. From a historical perspective, chapter 1 provides a description of the major components of the national CDA effort. Chapter 2 presents an overview of the key features and elements of CDA training, while chapter 3 offers an in-depth consideration of the six CDA training criteria and presents a framework and other information that can be helpful in implementing a quality CDA training program. This third chapter is divided into eight sections: an introductory and a summary section as well as one section for each of the training criteria. A glossary of CDA terms and procedures and a list of resources for CDA programs are appended. (RH)

This training guide presents background information about the Child Development Associate (CDA) program, including a definition of quality CDA training that incorporates six criteria established by the Office of Child Development. The purposes of the guide are (1) to provide a clear and specific description of the CDA criteria in order to promote design and development of training approaches consistent with these goals, and (2) to help training project staff determine the extent to which quality training is being provided. From a historical perspective, chapter 1 provides a description of the major components of the national CDA effort. Chapter 2 presents an overview of the key features and elements of CDA training, while chapter 3 offers an in-depth consideration of the six CDA training criteria and presents a framework and other information that can be helpful in implementing a quality CDA training program. This third chapter is divided into eight sections: an introductory and a summary section as well as one section for each of the training criteria. A glossary of CDA terms and procedures and a list of resources for CDA programs are appended. (RH)

This training guide presents background information about the Child Development Associate (CDA) program, including a definition of quality CDA training that incorporates six criteria established by the Office of Child Development. The purposes of the guide are (1) to provide a clear and specific description of the CDA criteria in order to promote design and development of training approaches consistent with these goals, and (2) to help training project staff determine the extent to which quality training is being provided. From a historical perspective, chapter 1 provides a description of the major components of the national CDA effort. Chapter 2 presents an overview of the key features and elements of CDA training, while chapter 3 offers an in-depth consideration of the six CDA training criteria and presents a framework and other information that can be helpful in implementing a quality CDA training program. This third chapter is divided into eight sections: an introductory and a summary section as well as one section for each of the training criteria. A glossary of CDA terms and procedures and a list of resources for CDA programs are appended. (RH)

The transparency masters appearing in 14 modules in the "Facilitator's Guide to Staff Training for the Rural America Series" have been compiled in this document to facilitate their duplication and to insure the integrity of the entire system by placing an extra copy of each transparency in a binder for easy access. The masters are in the same order as, and are numbered as, they appear in each module. Also, all pages have been perforated to assist in duplication. The transparencies are an integral part of each module. They provide visual reinforcement for key concepts in the planning, development, implementation, and evaluation of comprehensive career guidance programs. They are an excellent complement to the other instructional techniques (lectures, group discussions, exercises, etc.) contained in the modules of the Facilitator's Guide. The facilitator is strongly encouraged to take advantage of these aids in teaching others to use and understand the Rural America Series. (NEC)

Hoop Skill Development Basketball Training Youth Coaching Drills Guide Practice -- bcbacademy

Hoop Skill Development Basketball Training Youth Coaching Drills Guide Practice -- bcbacademy

Hoop Skill Development Basketball Training Youth Coaching Drills Guide Practice -- bcbacademy

This module helps the facilitator in training other educators in the effective use of a wealth of field test data gathered through case studies of all nine sites at which the Rural America Series has been rigorously field tested over a 15-month period. The module is particularly valuable in assisting program planners to anticipate and avoid errors in future staff development and program planning for guidance services in rural and small schools. Techniques suggested to present module concepts are a role play interview (text included), small group analysis of specific case studies, and a large group discussion directed at a panel composed of selected participants. Key aspects of the field test outlined in the facilitator summary indicate that: these nine real life examples of the planning process met with varying degrees of success and progress, administrative support is essential for project support, community involvement was not as extensive as hoped, inter-institution cooperation could have been expanded, planning committees were mostly advisory in nature, most sites did make significant progress in planning, and outside support and technical assistance are desirable. (NEC)

A guide to the over-all Supervisory Development Conference Series is provided. The guide provides answers to the following questions: What is the need?; How was the Supervisory Development Conference Series developed?; What are the core units?; How do these core units fit in with management development training that field stations have already carried out?; How do these core units fit in with existing course material?; Why was the "discussion-conference" technique used?; What are some cautions to keep in mind when using the units?; What are the goals of the Supervisory Development Conference Series?; What will employees get out of the training?; Who should participate?; Who should lead the conferences?; How should the conferences be given?; How should the conference leader prepare himself?; What materials are needed?; What follow-up is necessary?. (For related documents, see AC 014 430-433.) (CK)

The Army Research Institute for the Behavioral and Social Sciences (ARI) and the Force XXI Training Program have sponsored the development of a structured simulation-based training program for selected staffs of conventional mounted brigades. The development effort, entitled the Combined Arms Operations at Brigade Level Realistically Achieved Through Simulation (and known as COBRAS) resulted in construction of training support packages (TSPs) for large-scale exercises and for small-group vignettes. Development of the scenario and all TSP materials followed the guidance found in the Methodology for Development of Structured Simulation-Based Training, published by ARI in 1995. The Report on the Methodology for Development of Structured Simulation-Based Training Programs expands the guidance found in the original methodology, based on experience in the COBRAS program. This guide contains additional examples and warnings, and more in-depth coverage of TSP construction and formative evaluations. It is intended for use by training designers and developers, as well as training program reviewers and proponents.

This guide was prepared to assist administrators and directors of training in planning and operating programs to train or upgrade personnel in general household service occupations and special areas. Topics cover: (1) Purpose of the Training Program, (2) Planning the Program, which includes establishing the need, program objectives, and advisory committee, (3) Developing the Program, which discusses organizational patterns, program staffing, training facilities, and work experience, (4) Course Content and Suggested Course Outline, and (5) Operation of the Program, which discusses publicizing the program, arranging supportive service for trainees, providing preservice and inservice education for program staff, completion certificates, and evaluation, placement, and followup. A bibliography, a listing of visual aids, and sources of information, materials, and visual aids are included. Several materials for use in developing and conducting a training program are appended. (SB)

This guide was prepared to assist administrators and directors of training in planning and operating programs to train or upgrade personnel in general household service occupations and special areas. Topics cover: (1) Purpose of the Training Program, (2) Planning the Program, which includes establishing the need, program objectives, and advisory committee, (3) Developing the Program, which discusses organizational patterns, program staffing, training facilities, and work experience, (4) Course Content and Suggested Course Outline, and (5) Operation of the Program, which discusses publicizing the program, arranging supportive service for trainees, providing preservice and inservice education for program staff, completion certificates, and evaluation, placement, and followup. A bibliography, a listing of visual aids, and sources of information, materials, and visual aids are included. Several materials for use in developing and conducting a training program are appended. (SB)

To have an effective career guidance and counseling program, it is necessary to know and use pertinent resources. This module provides facilitator guidelines for training staff in the use of three "Rural America Series" handbooks: (1) "Resource Assessment" which depicts a major step in the planning process, (2) "Career Guidance Resources" which contains abstracts of material and program resources, and (3) "Desk Reference" which presents ideas relating to program implementation and answers to career guidance questions presently asked of counselors. The module considers types of resources (material, human, facilitative, and organizational); how to identify local resources through personal knowledge, the telephone directory, other directories, and various local organizations; and how to develop a systematic resource management system. Techniques used to present these concepts and resources include large group presentation, simulation, and discussion. A module overview, detailed facilitator outline, and sample participant materials and transparency masters are included. (NEC)

This module underscores the need for evaluation in order to collect baseline data to monitor progress and to make decisions about needed changes in rural school career guidance programs. Evaluation is a process that occurs during planning and is used to monitor progress, and, later, to assess overall program impact. After a delineation of commonly held negative perceptions of evaluation, the definition of evaluation and the nature of the evaluation "beast" are discussed. With extensive audience participation, a matrix of the major evaluation elements to be considered in evaluating the planning phase of program development/implementation is developed. Using two handouts included in the module, participants are instructed to work in small groups to develop a similar matrix for evaluating the planning of a staff development program. Evaluation concerns explored include issues such as: who are the users of evaluative information and what are their information needs; strategies for collecting and reporting that information; phases of programs (planning, tryout, implementation), and sample evaluation considerations for planning and implementation phases. Numerous evaluation instruments and references for others are provided. (NEC)

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Designed to provide pre- and inservice vocational education administrators with the skills necessary to guide the development and improvement of instruction, this competency-based learning module consists of an introduction and three sequential learning experiences. Each learning experience contains an overview, required and optional learning activities, a self-check section, and a series of model answers for use with the self-check section. Topics covered in the first learning experience include the scope of the administrator's responsibility in developing and improving instruction, facilitating the conventional approach to instruction, assessing instruction, and facilitating the competency-based approach to instruction. Evaluating the performance of an administrator in a given case study in guiding staff in selecting and using a new instructional strategy and creating a climate for improving instruction are discussed. The final learning experience involves guiding the development and improvement of instruction in an actual administrative situation. (Related competency-based vocational education administrator modules covering program evaluation, curriculum development, program promotion, staff development, and student recruitment and admissions are available separately through ERIC--see note.) (MN)

A project was undertaken to develop a competency-based educational curriculum to meet the job requirements of nursing home training coordinators. During the project, researchers assessed the current state of the role of nursing home training coordinators and the performance competencies needed by them. In addition, curriculum guidelines were designed to meet the needs and requirements for a position as a nursing home training coordinator. Also developed during the project was a training manual for use in helping other educational institutions to replicate the project-developed nursing home trainer coordinator curriculum. In the fall of 1979, a project-sponsored course entitled "Inservice Coordination in the Health Care Setting" was developed and offered to 14 students at the School of Allied Health Sciences of the University of Texas Health Science Center in Dallas. The final phase of the project involved the development and approval of a minor in gerontology that was made available to students in Allied Health Education. The questionnaire, field survey results and curriculum guidelines are appended. (MN)

A project was undertaken to develop a competency-based educational curriculum to meet the job requirements of nursing home training coordinators. During the project, researchers assessed the current state of the role of nursing home training coordinators and the performance competencies needed by them. In addition, curriculum guidelines were designed to meet the needs and requirements for a position as a nursing home training coordinator. Also developed during the project was a training manual for use in helping other educational institutions to replicate the project-developed nursing home trainer coordinator curriculum. In the fall of 1979, a project-sponsored course entitled "Inservice Coordination in the Health Care Setting" was developed and offered to 14 students at the School of Allied Health Sciences of the University of Texas Health Science Center in Dallas. The final phase of the project involved the development and approval of a minor in gerontology that was made available to students in Allied Health Education. The questionnaire, field survey results and curriculum guidelines are appended. (MN)

A project was undertaken to develop a competency-based educational curriculum to meet the job requirements of nursing home training coordinators. During the project, researchers assessed the current state of the role of nursing home training coordinators and the performance competencies needed by them. In addition, curriculum guidelines were designed to meet the needs and requirements for a position as a nursing home training coordinator. Also developed during the project was a training manual for use in helping other educational institutions to replicate the project-developed nursing home trainer coordinator curriculum. In the fall of 1979, a project-sponsored course entitled "Inservice Coordination in the Health Care Setting" was developed and offered to 14 students at the School of Allied Health Sciences of the University of Texas Health Science Center in Dallas. The final phase of the project involved the development and approval of a minor in gerontology that was made available to students in Allied Health Education. The questionnaire, field survey results and curriculum guidelines are appended. (MN)

A project was undertaken to develop a competency-based educational curriculum to meet the job requirements of nursing home training coordinators. During the project, researchers assessed the current state of the role of nursing home training coordinators and the performance competencies needed by them. In addition, curriculum guidelines were designed to meet the needs and requirements for a position as a nursing home training coordinator. Also developed during the project was a training manual for use in helping other educational institutions to replicate the project-developed nursing home trainer coordinator curriculum. In the fall of 1979, a project-sponsored course entitled "Inservice Coordination in the Health Care Setting" was developed and offered to 14 students at the School of Allied Health Sciences of the University of Texas Health Science Center in Dallas. The final phase of the project involved the development and approval of a minor in gerontology that was made available to students in Allied Health Education. The questionnaire, field survey results and curriculum guidelines are appended. (MN)

A project was undertaken to develop a competency-based educational curriculum to meet the job requirements of nursing home training coordinators. During the project, researchers assessed the current state of the role of nursing home training coordinators and the performance competencies needed by them. In addition, curriculum guidelines were designed to meet the needs and requirements for a position as a nursing home training coordinator. Also developed during the project was a training manual for use in helping other educational institutions to replicate the project-developed nursing home trainer coordinator curriculum. In the fall of 1979, a project-sponsored course entitled "Inservice Coordination in the Health Care Setting" was developed and offered to 14 students at the School of Allied Health Sciences of the University of Texas Health Science Center in Dallas. The final phase of the project involved the development and approval of a minor in gerontology that was made available to students in Allied Health Education. The questionnaire, field survey results and curriculum guidelines are appended. (MN)

A project was undertaken to develop a competency-based educational curriculum to meet the job requirements of nursing home training coordinators. During the project, researchers assessed the current state of the role of nursing home training coordinators and the performance competencies needed by them. In addition, curriculum guidelines were designed to meet the needs and requirements for a position as a nursing home training coordinator. Also developed during the project was a training manual for use in helping other educational institutions to replicate the project-developed nursing home trainer coordinator curriculum. In the fall of 1979, a project-sponsored course entitled "Inservice Coordination in the Health Care Setting" was developed and offered to 14 students at the School of Allied Health Sciences of the University of Texas Health Science Center in Dallas. The final phase of the project involved the development and approval of a minor in gerontology that was made available to students in Allied Health Education. The questionnaire, field survey results and curriculum guidelines are appended. (MN)

A project was undertaken to develop a competency-based educational curriculum to meet the job requirements of nursing home training coordinators. During the project, researchers assessed the current state of the role of nursing home training coordinators and the performance competencies needed by them. In addition, curriculum guidelines were designed to meet the needs and requirements for a position as a nursing home training coordinator. Also developed during the project was a training manual for use in helping other educational institutions to replicate the project-developed nursing home trainer coordinator curriculum. In the fall of 1979, a project-sponsored course entitled "Inservice Coordination in the Health Care Setting" was developed and offered to 14 students at the School of Allied Health Sciences of the University of Texas Health Science Center in Dallas. The final phase of the project involved the development and approval of a minor in gerontology that was made available to students in Allied Health Education. The questionnaire, field survey results and curriculum guidelines are appended. (MN)

Intended to provide an overview of program evaluation as it applies to the evaluation of faculty development and clinical training programs in substance abuse for health and mental health professional schools, this guide enables program developers and other faculty to work as partners with evaluators in the development of evaluation designs that meet the specialized needs of faculty development and clinical training programs. Section I discusses conceptual issues in program evaluation, including the uses of evaluation (management and monitoring, program description, program improvement, accountability, and creating new knowledge); the major options (formative/summative, process/outcome/impact, quantitative/qualitative); and the benefits and risks of conducting evaluation studies. Section II, an introduction to research methods, includes the following discussions: sampling with known sampling errors (simple random, systematic, multistage random, stratified, cluster, stratified cluster, and sequential sampling); sampling without known sampling errors (convenience, quota, modal, purposive, and snowball sampling); sample size and generalizability and sample size and statistical power; the validity of evaluations and potential sources of bias, including issues related to internal validity (history, maturation, testing, instrumentation, statistical regression, selection, mortality, interactions with selection, and ambiguity about the direction of causal influence); comparison and control groups; measurement of outcomes; and qualitative evaluation methods and analysis. (5 references) (JB)

Materials contained in the 16 volumes that make up the Rural America Series suggest practices through which rural schools can meet local community needs and realize their potential for career program delivery. This procedural handbook, one of three support functions guides in the series, is designed for use by individuals involved in planning, conducting, and evaluating staff development programs. In the planning aspect of the handbook, identifying needs, developing goals and objectives, organizing the workshop, providing program publicity, and overviewing workshop planning are discussed. Information on arranging a workshop, greeting workshop participants, opening the workshop, and dismantling the workshop is provided in the section concerning conducting a workshop. Guidelines for evaluating a workshop and sample inservice program activities are also presented. A list of ideas and suggested roles for various populations involved with a career guidance program is provided. Career guidance program staff competencies and several staff development and staff survey questionnaires are appended. (TA)

The Center for Vocational and Technical Education conducted a project entitled "Revision and Update of Traffic Safety Manpower Training Program Development Guide." The purpose of the project was to develop a guide entitled HIGHWAY TRAFFIC SAFETY MANPOWER FUNCTIONS GUIDE that provided an organizational schema illustrating the functions essential to be performed and the interrelationship of these functions to carry out highway traffic safety programs. A review of literature and a bibliography are reported. The data collection procedure involved conducting on-site interviews with persons performing the identified traffic safety functions. Major conclusions reached regarding the project were: (1) Non-environmental traffic safety program objectives can be achieved through an adequate supply of competent manpower performing the identified functions. (2) Functions required in one functional area are similar or identical to functions within other areas, thus with minimum training, individuals could perform in several functional areas. (3) There is a variety of traffic safety related functions being performed in numerous agencies and organizations under a variety of job titles. (Author)

The purpose of the publication is to disseminate, in circles directly concerned with the theory and practice of functional literacy training, the fundamental principles and essential pedagogical methods yielded by the pursuit of Unesco's Experimental World Literacy Program. The guide is an attempted synthesis of the many and various experiments undertaken in the framework of the pilot projects and limited operations for functional literacy training. Part 1 is a guide to determining a pedagogical strategy adapted to the aims of a development program: a preliminary inventory of objectives and problems introduces an exploratory analysis of the context, whose main objective is the definition of an educational strategy. Part 2 guides the application of the pedagogical strategy: the definition of contents and the establishment of didactic progressions; the elaboration of pedagogical methods and machinery; and utilization of the methods and materials by recruitment and training of instructors, the formation of literacy groups, and the organization of group activities. (Author/AJ)

The training development process was studied as it was applied in six different training development efforts in Air Force technical training settings over a period of eight months. A previously developed model for matching training approaches with training settings was revised, and suggestions were made for its use in training development efforts. A number of general comments on training development in Air Force technical training are included in the report.

This paper describes an approach which can be used by the agency training specialist to assess the effectiveness of many internally developed and conducted training courses. It offers a conceptual framework for evaluation, the essential steps in developing training objectives, an in-course training evaluation process, and a description of the steps involved in developing and using data gathering instruments. The paper concludes with a discussion of the factors to be considered when implementing this type of evaluation program. (Author/JS)