Michael HardingProfessor JohnsonCur 528 Week 5Assignment

PRODUCTION TECHNICIAN; LOGIC MODEL EVALUATION

I. RESOURCES:

The Community College of Baltimore County is an accredited college of

the mid-state region of accreditation with campuses in several

communities in the Baltimore metropolitan area and offering Continuing

Education; Workforce Development Programs. Such programs provide

training either through partnership with high industry corporations

based or having facilities in the area or through Anagogical Continuing

Education offerings for enlisted individuals. The campuses are charged

with providing classrooms, internet based networks, computers and

laptops, visual technology, and power supply. The Workforce

Development section has inclusion in its budget for providing necessary

equipment, tools (hand and power) and safety considerations.

Human Resources; provided through the Continuing Education

Department in conjunction with the Workforce Development staff in

enlisting instructors, design professionals, supervisors, evaluation team

(may include administrators, dept. supervisors, designers, instructors,

and staff members) and financial administrators. Workforce

development collaborates with company client’s training departments

and their discipline professionals.

Technology resources; includes a library of subject databases, software,

access to online subject and data sources such as “YouTube” and are

implemented by instructor choice. Any detailed specific software is usually

supplied through client training department or associated resource.

Basic textbooks for subjects; are provided by workforce development

utilizing an outside educational source such as “Pearson Educational Source,”

within their trade/craft skill category; TPC skill series, and also utilizing their

text assessments or tests by instructor’s choice. Other textbook may be used to

focus on specific instruction that may be generalized in TPC series.

II. ACTIVITIES:

Design professionals and instructors are responsible for presenting activities

for student learning in a variety of forms that may include “Hands-on,”

activities primarily, but also the use of PowerPoint presentations, blackboard,

group or team projects, individual projects, trade/craft discussions, and text

reading discussions where students are able to reflect on relevant experiences

and or pass knowledge acquired through other employment or hobby interest.

Students are encouraged to demonstrate techniques and strategies learned that

show competency or proficiency for particular tasks and critical thought for

alternatives and problem-solving. Instructors will observe initial skill levels

and offer feedback on student performance of learned skills from past

experience. Periodical visits from company skilled professionals and

supervisors are invited to create enthusiasm and allow students to ask industry

related questions and workforce related topics to give them a real-world sense.

Also if conditions are in place, student can enjoy visits to actual facility to get

an authentic perspective of work environment and resources. Students are

assess for professional attitude and appropriate courtesy and recognition of

authority that is a critical part of learning and attaining professional and

interpersonal relationships expected by the company. Company

representatives are also in observance of student behavior. Subject matter

attesting to professional behavior is one of the topics for classroom discussion

along with vigilance for environmental safety and co-worker consideration.

Demonstrations of proper use of tools and safety equipment is essential as an

emphasized activity persistently integrated in every applicable instruction.

III. OUTPUTS:

Course monitoring is achieved through textbook chapter assignments

given twice a week in the course of the three days attended in a week

usually on the first day and last day of attendance and are counted and

recorded for completion. Assignments consist of brief end of chapter

questions and or summarize synopsis of main points which students are

assess for depth of response and that they demonstrate a clear

understanding of what they have read. Students are encouraged to

develop good professional conscious habits in terms of tool care,

organizing, cleaning, and respecting their immediate work area and that

of others working close by. Accounting of consistent habit performance

may add or subtract marginally from overall grading. Some instructors

may incorporate daily assertions in a written drill assignment on

blackboards in the classroom at the beginning of class and before

venturing into objective and goals for the session. These drill assignments

are collected and recorded and reviewed for continuity of effort for

developing integrity. Generally, in this course type with the main focus of

instruction encompasses the development of dexterity and hands-on

skills. Instructor autonomy may factor the monitoring of specific

assignments, drills, habits and practices.

IV. SHORT-TERM OUTCOMES:

Skill level proficiency and competency standards describing the

capabilities student candidates should have at a given point in course and

at the completion are outlined by the collaboration of technical experts or

seasoned experience members representing the company training

resource and the school experienced instructors, supervisors and training

or academic counselors employed institutional-wide. Since this course has

been implemented before review of standards determine in industry

technical literature used for previous course and recorded observations

of instructors and informed supervisor were compared and analyzed with

consideration for real-life variables; differences in demographics;

background experience, age, gender, and academic experience are factors

that may have impact the determination of marginal allowances or

consideration for extending projected proficiency time allowance (No

formal statistical data collection were used or found necessary because of

small class roisters not plausible for budget allowance). A decision was

made to extend daily class hours from 3 to 4 hour sessions as for

compensating for challenges student candidates may face in this and

other succeeding courses for timely interventions towards comprehensive

learning. No other alterations were made. Consequently, with the

collaborative efforts of company training professionals (having

experience in training course implementations) and the continuing

education and workforce team and the inclusion of academic

advisors/counselors came to a mutual understanding that review of

selection practices for student candidates was needed. The review analysis

revealed that that assessing methods for mechanical aptitudes and

manual dexterity along with remedial assessments are to be examine for

options. Substantial and believed to be sustainable options were critically

examine and implemented for selection of student candidates for this

schedule course. Instructors and supervisors informed of compared

observational evaluation have had assumptions that these changes are

factors lending to some significant improvement for receiving and

comprehension and performance of skills within projected time limits

associated with particular task proficiency.

V. INPACT OF COURSE :

The program changes for attempt for the attainment of qualified candidates for

ultimately be accepted as new hires in the Lockheed Martin Corporation will

help to increase the successful rate of students to initiate and sustain long

careers at the Baltimore facility. We the participants of the collaborative

efforts of company and team members who worked cooperatively and

diligently will find enthusiasm for possible future courses and curriculums

that can turnout quality skilled and competent technicians for future contract

endeavors. We expect the competency of candidates will be an encouragement

for the setting and achieving of higher goals promoted by the company as

stated by representatives of Lockheed Human Resource department.

Modifications of instruction and itinerary changes are expected to meet the

satisfaction for qualitative and quantitative criteria for production projections

at this interval before the next stage of production needs. The company also

informed candidates of their potential to adapt skills learned at other facilities

within the company having similar needs and can offer relocation benefits.

Still, candidate’s skills are a foundation to develop higher skill levels

qualifying them for applicable consideration of greater compensation.

Development of industry knowledge and acquiring of facility operational

competency can lead to supervisory positions and training leadership. With

this modified course it is expected that confidence in increasing class rosters

will prove to be an advantage learning curve for the company and all involved

leading to greater budget savings for future training that will increase with

each attempt. Overall approval rating has increased by an estimated 10 to 15

percent for all informed stakeholders informed of company activities for

production rates. In all it is the opinion of the Continuing Education and

Workforce Development that this course meet projection and with marginally

more satisfaction than expected.