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Hypothetical Training Plan |
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Occupational Category: Arts and Culture
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Training may be in either the "specialty," including academic internships for students
from non-U.S. academic institutions, or in the "non-specialty" occupational field: arts & culture.
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1. Objectives of the training:
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a. |
To improve skills in the trainee's specialty or non-specialty field through a structured and supervised training program.
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b. |
To gain further knowledge and understanding of American techniques and practices in the proposed field through observation and applied learning.
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c. |
To understand and appreciate the differences and similarities between American culture and society and that of the trainee as evidenced in the structure and delivery of
services in the training field.
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d. |
To improve proficiency in the use of the English language, and its common usage in American arts and culture.
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e. |
To gain the ability to assess and articulate quality standards for similar endeavors in the trainee's home country.
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f. |
To understand the administrative activities that take place behind the scenes and form the components of a successful program, so that a similar program can be created or
improved in the home country.
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g. |
To provide American hosts with an international perspective of the proposed field of training.
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h. |
To provide Americans and the trainee an opportunity to develop unique friendships that are the result of the training experience and interchange of ideas and cultures.
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2. Skills which the trainee will obtain through participation in the program.
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a. |
An understanding of the components needed for the successful development of an artistic or cultural program.
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b. |
The development of skills in public relations.
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c. |
The development of cooperative leadership skills, group work skills, and self-confidence.
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d. |
An understanding of the principles behind the structure of the program so that the trainee can recognize quality standards and know what makes up a good program in the arts.
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e. |
Knowledge of how to prospect for funding sources for the arts.
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f. |
Proper communication skills including meeting protocol, phone etiquette, and staff relations.
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g. |
A proficiency in the English language, especially in the unique terminology used in the field of arts and culture.
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h. |
A high level of understanding for the skills involved in providing arts and culture programs in order to pursue desirable career choices in the home country that would utilize
those skills.
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i. |
An overview of the field of arts and culture in the U.S. currently.
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3. General training syllabus:
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a. |
INTRODUCTION
The trainee is introduced to the staff and given a tour of the facilities and is oriented to the policies and procedures of the training site.
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b. |
OBSERVATION
The trainee begins a period of observation in order to become familiar with the responsibilities of the proposed training. The trainee learns the skills needed to develop an
artistic or cultural program. The trainee attends staff meetings and provides input on decisions.
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c. |
PARTICIPATION
The trainee is given more responsibility to participate in developmental decision making and begins to practice the skills observed with a goal of successfully performing the duties
and expanding his or her skills in the proposed training field.
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d. |
EVALUATION
The trainee takes part in an evaluation where his/her skills and knowledge will be assessed by the assigned trainer and by the director of the facility.
The trainee's performance relative to the training objectives will be measured by quantitatively rating his or her mastery of the aforementioned skills. The trainee will also have the
opportunity to provide input and rate the training program.
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4. Justification for the use of on-the-job training to achieve training program goals.
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After observation, in order for the trainee to demonstrate that he/she has indeed learned enough to perform the appropriate skills in the proposed field of training, he/she
needs to practically apply the newly acquired skills. By actually performing these skills, the training can be fully assimilated and internalized.
There is no way to assess that learning has actually occurred unless the trainee demonstrates the fact through application and performance. Furthermore, the use of on-the-job training is
the best way for the trainee to show that learning has occurred and that the experience has been worthwhile and the program a success.
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5. Supervision and evaluation
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The trainee will be under the supervision of the director of the facility, and will also be assigned a "trainer" who is likely a staff member in the proposed field of training.
The trainee and his or her individual trainer will formally meet at the end of the orientation period, and periodically throughout the observation and participation periods. During
these meetings measures of the trainee's performance will be formulated. For each skill area listed above, an appropriate series of tasks will be developed. For each task,
measurable standards of performance will be articulated and agreed upon by both trainer and trainee. These will be periodically reviewed and revised in order to insure that the
trainee has achieved mastery in all skill areas. All trainees will partake in an evaluation period as described in the chronological outline of the training.
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Your Charity of Choice
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