Building a Design Firm's Professional Development Program Content and Design
Short-term, develop a system that will collect appropriate subject matter content that addresses staff knowledge needs to support the firm's projects. Long-term, consider a structured curriculum that supports the firm's strategic plan and business needs. There are various formats and delivery models from which to choose - be sure that the content is appropriate for the format. Develop clear course learning objectives early as they will guide you in selecting the appropriate subject matter expert (SME), the best course content, appropriate course design, and the most effective delivery method. Determination should be made at this juncture, is it best to use inside sources, use an external vendor, or consider a blend of the two? This is a critical point in the process to insure that content matches any special requirement such as license or certification standards, such as CEU, PDH, CPD, MCE's, HSW, LEED, ISO, ANSI, etc...
Continuing in part five of this eight part series I have assembled requirements from several prestigious organizational award programs that appear with consistency. The self-assessment presented in this piece are intended to assist those individuals who are responsible for shaping and managing the organizational structure of an Architectural/Engineering Design and Consulting Firms' professional education department. This assessment tool is not intended for the design or development of any individual course, certification, skill, or professional program.
KEY 4: Content and Design
This segment examines the firm's process, development and support for content selection, design and development. This section provides recommendations for how new, modified, and customized educational activities and services are selected and designed to meet the learning objectives.
Establishment of Learning Objectives
1. All educational activities are based on written Learning Objectives.
2. For each course/program ask, âWhat do you want the participant to be to do, or what should they know when they finish the course /program?
3. A criterion has been established that addresses the learner's skill/knowledge level, such as awareness, practitioner, and mastery.
4. There is a process established for determining selection of program structure, content, materials and support resources, and course time based upon expected learning outcomes.
5. There is a process for developing instructor - led classroom and online courses verses self - paced learning.
6. There is a process for selecting and scheduling external education providers that complement the firm's education goals and standards.
7. A process is in place for determining special qualifying designations for activities, such as Health, Safety and Welfare (HSW), LEED, ISO, ANSI, etc.
8. Changing professional requirements are incorporated into educational programs such as Mandatory Continuing Education (MCE), PDH, CPD state license etc.
Using the Baldrige National Quality Award and IACET as models, a special task force created the AIA/CES Award for Excellence for The American Institute of Architects, Continuing Education System. This program was used as a cornerstone for building a national continuing education program that shaped education offered in the design industry. Today, other learning and development award programs such as the ASTD-Awards/Best-Awards and the Chief Learning Officer, CLOmedia Awards are also being used to elevate the practice of learning and development.