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Designing and developing a course-centered curriculum in the agency
The course-centered curriculum requires the support of the professionals involved in requirement and training and experienced workers of each department that will participate in the course (Rothwell & Kazanas, 2003). That way, the curriculum will be designed based on the subjects identified by the experienced workers and differ for each department. The curriculum will target the newly hired people and only affect the departments that need new staff.
Designing and developing an experience-centered curriculum in the agency
The need for an experience-based curriculum usually assumes that the organization is facing a crisis and requires change (Rothwell & Kazanas, 2003). This curriculum will target the relationships between the departments and their communication issues. That is why it will be divided into 5 parts for each group of communicating departments (financial, compliance, management, program, support). The curriculum will have to be thoroughly evaluated by different groups of the stakeholders – as formal (assessed by the designers), perceived (evaluated by instructors), and as experienced curriculum (reacted upon by the learners) (Rothwell & Kazanas, 2003).
Designing and developing a goal-centered curriculum in the agency
Designing performance-based curriculum, I need to identify the problems with performance, establish the need for training or knowledge, develop goals for the future instruction to fulfill the needs, ensure that the key decision-makers are willing to cooperate, and then form the curriculum based on the departments and stakeholders involved (Rothwell & Kazanas, 2003).
For a competency-based curriculum, I would have to assess each unit or job that requires training and identify the competencies it needs via interviews with experienced professionals and review of the literature. Further, the established competencies need to be prioritized, and then the behaviors need to be assigned required for the competencies to be in place (Rothwell & Kazanas, 2003).
Designing and developing a learner-centered curriculum in the agency
Since the curriculum is to involve people at the workplace, the learners are to be viewed as the employees and the parts of their groups and departments (Rothwell & Kazanas, 2003). The curriculum will discuss the existing issues and guide them to the solutions. The representatives of different departments will have different curricula held separately.
Provisions to building computer skills, building expertise in personnel matters, helping learners produce audit reports in “lay language”
To build computer skills, some parts of the curricula are to be based on the use of technologies.
For the expertise in personal matters, the curricula are to target interpersonal issues and train emotional intelligence along with the professionally required skills.
To evaluate the language of the curriculum, it needs to be tested on non-professional audience first (Rothwell & Kazanas, 2003).
Time horizon for the curriculum if the agency’s strategic plan covers a six-year time horizon
The curriculum should cover at least two years of learning activities. Further, there will be time to assess the results of the learning, evaluate the change it brought, develop maintenance and adjustment practices, and shorter courses to improve the outcomes.
Non-employee development needs
The course may involve multiple non-employees. First of all, the learning process mustn’t disrupt the activities of non-employees. Secondly, also the time and effort of non-employees should not be abused as they cannot be compensated or regulated. Each practice involving or affecting non-employees needs to be carefully planned and discussed with these groups of non-employees. The latter also has to be warned about the schedule of activities that may affect their daily duties.
Reference
Rothwell, W. J., & Kazanas, H. C. (2003). The strategic development of talent. Amherst, MS: HRD Press.
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