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Program Outcomes and Learning Objectives

The issue of the investigation is knowledge, skills and attitudes that can be apprehended by employees by means of different educational programs: autodidactism (self-directed learning or self-education), andragogy, and transformational learning. Thus certain employee training programs can be compiled in order to improve the overall effectiveness of a university’s enrollment and market management team. Thereby one of the desired potential program outcomes is ‘knowing how to coordinate the team work in order to achieve the highest results’. In order to improve the learning outcome, three learning objectives can be singled out of this outcome. The first fact is that the person who coordinates the actions of the whole team should know how to direct the work of the team, how to organize it, what should do every member of the team, what should be done in order to make it work without failures. The university graduates and members of market management teams should master some additional skills in order to become experienced staff.

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There are several kinds of learning: formal, non-formal, informal, and incidental. Formal learning is connected to university and college studies or professional programs. Non-formal learning presupposes a certain model of methodical instruction but in a single situation, and it does not usually cause getting formal qualifications. Informal learning happens when people willfully try to get some useful information from everyday life experience and context. It presupposes either collective or individual faultfinding influence on experience. Incidental learning is caused by an activity, or trial and mistake, and it is considered as a secondary product of direct experience, as stated in Mills (2006). “While innovations have been sought to develop a sound and meaningful curriculum for today’s workforce in the United states, competency-based education has remained the driving force in the field of career and technical education” (Wang, 2008). So there is a number of learning theories, some of them are autodidactism (self-directed learning or self-education), andragogy, and transformational learning (Mills 2006). Each method of learning can bring its outcomes. It seems helpful to characterize an adult education needs assessment as the difference between current experience and the one can be achieved (Knox, 2002).

I have managed to single out several skills which might be helpful and are to be developed during the employee training programs, according to a learning theory by Amie Hauer and Mats Daniels, scientists of the Department of Information technology of Uppsala University:

the ability to critically evaluate information; understanding of and commitment to continuing learning; independent, critical and reflective judgment; effective oral and written communication skills; project management skills; skills in information literacy and research; the ability to work effectively as a member of a team; an understanding of ethical issues; the ability to work well with people from other cultures and backgrounds and to be sensitive to different approaches and beliefs; understanding of the role of information technology and its impact on the environment; the ability to develop and apply appropriate information technologies and tools to framing and solving problems and evaluating opportunities in a range of business, industry and professional domains; sound technical understanding of computing systems and hardware infrastructure.

Thus, certain approaches can be made to improve the overall effectiveness of a university’s enrollment and market management team. Thereby the three desired potential program outcomes can be formulated as to think not only about a certain problem but to think globally about the impact of one decision of one person on work of the whole team, being aware of both theoretical approach and practical application, knowing how to coordinate the team work in order to achieve the highest results. Another important concept is the method of achieving sufficient outcomes by way of mutual cooperation, interaction which involves a common responsibility and “spontaneous acts of working together” (Lekoko, 2002).

Thereby one of the desired potential program outcomes is ‘knowing how to coordinate the team work in order to achieve the highest results’. In order to improve the learning outcome, three learning objectives can be singled out of this outcome. The first fact is that the person who coordinates the actions of the whole team should know how to direct the work of the team, how to organize it, what should do every member of the team, what should be done in order to make it work without failures. The next issue is that such person should be aware of theoretical issues as well as of practical ones. The last idea is that this person should manage to thoroughly investigate the matter and to be able to act immediately.

References

Hauer, Amie, and Mats Daniels. (2008). “A Learning Theory Perspective on Running Open Group Projects (OEGPs)”. Australian Computer Society. Web.

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Knox, Alan Boyd. (2002). Evaluation for continuing education: a comprehensive guide to success. The Jossey-Bass higher and adult education series. John Wiley and Sons, 44.

Lekoko, N. Rebecca. (2002). An Appraisal of Batswana Extension Agents’ Work and Training Experiences: Towards Enhanced Service Coordination. Universal-Publishers, 196.

Mills, J. Albert, and Jean C. Helms Mills, Carolyn Forshaw, John Bratton. (2006). Organizational Behaviour in a Global Context. University of Toronto Press, 167-173.

Wang, C. X. Victor, and Kathleen P. King. (2008). Building Workforce Competencies in Career and Technical Education. Adult education special topics. IAP, 124.

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