Proposal Components:
1. Title page
2. Table of contents
3. Overview of the proposed developmental interventions
a. Overview of training course
i. Refer to Training course program (Appendix 1)
ii. Refer to Single session plan (Appendix 2)
b. Overview of the Action Learning program
4. Learning theory
a. How is theory integrated into the design of the training course?
b. How is theory integrated into the design of the action learning program?
5. Learning outcomes
a. Write (5-8) learning outcomes for the entire coaching skills training course.
6. Evaluation
a. Evaluation of training
b. Evaluation of action learning
7. Transfer of learning
a. What strategies will be employed before, during, and after the training to facilitate transfer of training?
8. Costs and projected benefits
a. Training costs
b. Anticipated benefits for individuals and the organisation
9. References (Minimum 15. Use the APA style guide).
• Appendix 1: Training course program (See example on page 273 of the text).
• Milner and Milner (2018) advise that managers can improve their coaching skills in 15 hours.
• Appendix 2: Single session plan
Briefly describe the developmental interventions you are proposing Describe the training that will occur over a designated period of time.Within the training, what types of learning activities are proposed? How will the action learning set operate and complement the coaching skills training course? Include reference to the training course program (Appendix 1) and a single session plan.
Explain how learning theory is integrated into the design of the coaching skills training course; and action learning program.
Relevant theory includes:
Adult learning theory (Andragogy)
Experiential learning theory (Kolb’s Learning Cycle)
Social (Observational) learning theory
Situated learning theory
Explain how both the training course and the action learning program will be evaluated Adopt carefully considered evaluation strategies and justify your choice of evaluation strategies. Do not adopt a “shotgun approach” to evaluation.
