Insert Course
Education,
Training,
Title Here
and Development
Education, Training, and
Development:
Fundamentals and Foundations
for Court Leaders
National Association For Court Management
National Association for Court Management
1
Education, Training, and Development
Court Leaders Must Actively Lead Judicial Branch Education
Learning
principles
and
practices
Understanding
learners
Organizational
structure
Strategic use
of Delivery
Methods
Learners
Change
management
Adequate
Funding
Assessment/
Results
National Association for Court Management
2
Education, Training, and Development
Learning Objectives
By the end of the program participants will:
• Understand how ET&D supports the purposes and
responsibilities of courts
• Be able to align ET&D activities to the courts
strategic vision and mission
• Be able to apply fundamentals of adult education to
ET&D activities
National Association for Court Management
3
Education, Training, and Development
Learning Objectives
By the end of the program participants will:
• Know the strengths and weaknesses of various
delivery mechanisms,
• Be able to identify highly effective faculty,
• Know of various judicial branch education resources,
AND
• Complete an individual action plan for improving
personal performance in key skill areas.
National Association for Court Management
4
Education, Training, and Development
Context and Vision
“The greatest issue for court
leaders is how to prepare
ourselves—and our courts —
for the future.”
Supreme Court Justice Sandra Day O’Connor
National Association for Court Management
5
Education, Training, and Development
To contribute to the development of
individuals, courts, and the court management
profession, judicial branch education must:
• Span the career of individuals, and not be limited to
orientation or training to perform specific tasks;
• Provide for significant interaction among program
participants;
• Include experienced professionals as faculty, and in
the planning and a valuation process to ensure really
and perceived problems are addressed in every
program;
• Address a wide variety of topics, both practical and
theoretical.
NACM Core Competencies
Education, Training, And Development Curriculum Guidelines
National Association for Court Management
6
Education, Training, and Development
The Difference Between Education
and Training
If we apply knowledge to tasks we already know how to do, we call it
productivity. If we apply knowledge to tasks that are new and
different, we call it innovation.
Peter Drucker
National Association for Court Management
7
Education, Training, and Development
Seven Characteristics of
Effective Education,
Training and
Development Programs
National Association for Court Management
8
Education, Training, and Development
st
1
Characteristic of
Effective Education Programs
• Commitment and Support of Leadership
The only people who can provide genuine leadership
in judicial education are those who have a kind of
dual vision—vision that sees the intertwining nature
of change in organizations and change in people.
National Association for Court Management
9
Education, Training, and Development
nd
2
Characteristic of
Effective Education Programs
• A Clear and Compelling Purpose

What is it we are really trying to achieve?

The goal of Judicial Branch Education is to
maintain and improve the professional
competency of all persons within the judiciary,
thereby enhancing the performance of the judicial
system as a whole.
National Association for Court Management
10
Education, Training, and Development
rd
3
Characteristic of
Effective Education Programs
• Helping Professionals Think in Qualitatively
Richer Ways

Professor Paul Wangerin of Tulane Law School says
that law schools do a good job of helping students
think in analytical, objective ways, they do not foster
development of the abilities required to see a case in
its context and then take action consistent with the
multilayered nature of so many legal situations.
National Association for Court Management
11
Education, Training, and Development
th
4
Characteristic of
Effective Education Programs
• Helping Professionals become more
Competent

What is it we are really trying to achieve?
National Association for Court Management
12
Education, Training, and Development
th
5
Characteristic of
Effective Education Programs
• Active Learning
Students do not learn much just sitting in classes
listening to teachers, memorizing prepackaged
assignments, and spitting out answers. They must
talk about what they are learning, write reflectively
about it, relate it to past experiences, and apply it to
their daily lives. They must make what they learn part
of themselves.
- Arthur W. Chickering and Stephen C. Ehrmann
National Association for Court Management
13
Education, Training, and Development
th
6
Characteristic of
Effective Education Programs
• Adequate Resources

Faculty

Planning Committees

Funding
National Association for Court Management
14
Education, Training, and Development
th
7
Characteristic of
Effective Education Programs
• A Sound Integrated Curriculum

Curriculum is defined as all the experiences provided
by the institution or agency which are designed to
foster student learning.
National Association for Court Management
15
Insert Course
Education,
Training,
Title Here
and Development
Courts as Learning
Organizations
“Courts will change only when
the people within them change.”
Charles Claxton
Former Director, Leadership
Institute in Judicial Education
National Association for Court Management
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Education, Training, and Development
A learning organization is where:
• Every Individual in the organization is growing or
enhancing their capacities to create and contribute.
• People feel they are doing something that matters –
to them personally and to the world.
• Learning is an ongoing and creative process for its
members.
• The organization continually becomes aware of its
underlying knowledge base-particularly the store of
tacit, unarticulated knowledge of employees
National Association for Court Management
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Education, Training, and Development
A learning organization is where:
• Employees at all levels, individually and collectively,
continually increase their capacity to produce results
they really care about.
• Employees are invited to learn what is going on at
every level of the organization, so they can
understand how their actions influence others.
• People treat each other as colleagues. There’s
mutual respect and trust in the way they talk to each
other, and work together, no matter what their
positions may be.
National Association for Court Management
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Education, Training, and Development
A Learning Organization and
Individual Learning
“Organizations learn only through individuals
who learn. Individual learning does not
guarantee organizational learning. But without it
no organizational learning occurs.”
Peter Senge
The Fifth Discipline, The Art &
Practice of The Learning Organization
National Association for Court Management
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Education, Training, and Development
Five Disciplines Of The
Learning Organization
• Personal Mastery

Commitment to lifelong learning
• Mental Models

How we understand problems and interact with others
• Shared Vision building

Identify future goals and directions
National Association for Court Management
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Education, Training, and Development
Five Disciplines Of The
Learning Organization
• Team Learning

Capitalize on strengths of all members
• Systems Thinking

Relationships between function, people, company,
environment
National Association for Court Management
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Education, Training, and Development
Personal Mastery
“Discipline of personal growth and learning goes
beyond competence and skills, though it is grounded
in competence and skills. It means approaching one’s
life as a creative work, living from a creative as
opposed to a reactive viewpoint.”
Peter Senge,
The Fifth Discipline, The Art &
Practice of The Learning
Organization
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Education, Training, and Development
How do learning organization
principles work in practice?
• Ford engineers -trying to lessen noise and
vibration

First approach: added weight to car, braking and
tires had to be redesigned, increased cost of car:
They were just giving problems to someone else!

Second approach: brought brake people, chassis
and suspension people together, used alternative
solution based on geometry and position of parts
to solve noise problem (systems approach).
National Association for Court Management
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Education, Training, and Development
Exercise #1: Learning
Organizations
In your small groups, answer the following
questions:
• Is this the type of court organization that you would
want to work for? Why?
• How would being a learning organization benefit the
courts?
• How far are the courts in general (your court
specifically) from becoming a learning organization?
National Association for Court Management
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Education, Training, and Development
Exercise #1: Learning
Organizations
In your small groups, answer the following
questions:
• What policies, events, or aspects of behavior can be
taken to start the process of turning the courts into a
learning organization?
• What are the first steps that your court needs to
perform to start down the path of becoming a learning
organization?
National Association for Court Management
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Education, Training, and Development
Adult Education Theory
Experience is the adult learner’s living
textbook.
– Eduard C. Lindeman
National Association for Court Management
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Education, Training, and Development
Pedagogy and Andragogy
What’s the Difference?
National Association for Court Management
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Education, Training, and Development
The Andragogical Model
As a person matures…
1.
2.
3.
4.
5.
Self-concept: Moving from being a dependent
personality toward being self-directed.
Experience: Accumulating a growing reservoir of
experience that becomes an increasing resource for
learning.
Readiness to learn. Orienting increasingly to the
developmental tasks of our social roles.
Orientation to learning. Time perspective changes from
postponed application of knowledge to immediacy of
application and shifting from subject-centeredness to
problem centeredness.
Motivation to learn: Their motivation to learn is internal.
Malcolm Knowles
National Association for Court Management
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Education, Training, and Development
The Learner
Pedagogical
Andragogical
• The learner is dependent
upon the instructor for all
learning
• The teacher/instructor
assumes full
responsibility for what is
taught and how it is
learned.
• The teacher/instructor
evaluates learning
• The learner is selfdirected
• The learner is responsible
for his/her own learning
• Self-evaluation is
characteristic of this
approach
National Association for Court Management
29
Education, Training, and Development
Role of the Learners Experience
Pedagogical
Andragogical
• The learner comes to the
activity with little
experience that could be
tapped as a resource for
learning
• The experience of the
instructor is most
influential
• Learner brings a greater
volume and quality of
experience
• Adults are a rich resource
for one another
• Different experiences
assure diversity in groups
of adults
• Experience becomes the
source of self-identify
National Association for Court Management
30
Education, Training, and Development
Readiness to Learn
Pedagogical
• Students are told what
they have to learn in
order to advance to the
next level of mastery
National Association for Court Management
Andragogical
• Any change is likely to
trigger a readiness to
learn
• The need to know in
order to perform more
effectively in some aspect
of one’s life
• Ability to assess gaps
between where one is
now and where one
wants and needs to be
31
Education, Training, and Development
Orientation to Learn
Pedagogical
• Learning is a process of
acquiring prescribed
subject matter
• Content units are
sequenced according to
the logic of the subject
matter
National Association for Court Management
Andragogical
• Learners want to perform
a task, solve a problem,
live in a more satisfying
way
• Learning must have
relevance to real-life
tasks
• Learning is organized
around life/work
situations rather than
subject matter units
32
Education, Training, and Development
Motivation for Learning
Pedagogical
• Primarily motivated by
external pressures,
competition for grades,
and the consequences of
failure
National Association for Court Management
Andragogical
• Internal motivators:
– self-esteem,
recognition, better
quality of life, selfconfidence, selfactualization
33
Education, Training, and Development
The Challenge for Adult Educators
is to resolve conflicting
expectations of adult learners:
•
They are conditioned to be passive learners;
and on the other hand.
•
They have an expectation and need to be selfdirecting.
National Association for Court Management
34
Education, Training, and Development
What Is Adult Development?
Erikson, Perry, Piaget, Rogers, Dewey, Kegan,
Mezirow, Schon, Belinkey, Kolb and others….
• Self Responsibility
• Self Assessment
• Self Direction
• Self Questioning
National Association for Court Management
35
Education, Training, and Development
Fostering Personal Development
Through Teaching
• The relationship between learning and development
is complex, but in general we know:


Learning can trigger development
Developmental processes stimulate engagement in
learning
• Transformational learning is most often linked with
development. Transformational learning changes
our belief structures and changes how we know.


Require reflection and meaning-making
Bring about new ways of thinking and doing
National Association for Court Management
36
Education, Training, and Development
Fostering Personal Development
Through Teaching
• Informational learning, on the other hand, changes
what we know (Mezirow, 2000).

Gain new knowledge and skill

Pre-requisites for transformational learning activities
National Association for Court Management
37
Education, Training, and Development
Highly Developed Court
Professionals
• Can Think in Complex Ways
• Possess a High Level of Competence
• Accept Responsibility for Themselves and Willing to
Deal with the Consequences of their Behavior
• Believe that Understanding of their Experience is the
Best Guide for their Actions
• Are Consistently and Tenaciously Authentic
• Committed to Goals which Transcend their Own
Immediate Needs and Situations
Charles Claxton and Patricia Murrell
National Association for Court Management
38
Education, Training, and Development
Current Trends Supporting
Education for Development
• Mastery and Competency
• Values, Ethics and Spirituality
• Diversity Within the Workforce
• Rapid Change, Information Explosion, Influx
of Technology
National Association for Court Management
39
Education, Training, and Development
Experiential Learning Model
Assumptions
• Assumption #1: People learn from
immediate, here and now experience, as
well as from concepts and books.
• Assumption #2: People learn differently;
that is, according to their preferred
learning styles.
National Association for Court Management
40
Education, Training, and Development
Questions for Discussion:
1. In what ways do these assumptions apply to adult
learners in your organization today? In what ways
do they seem outdated or inadequate?
2. In what ways are these assumptions helpful as we
work with adult learners? In what ways might they
mislead us?
National Association for Court Management
41
Education, Training, and Development
Experiential Learning Theory
National Association for Court Management
42
Education, Training, and Development
Reflection
•
Think for a moment about a particularly good
learning experience you’ve had OR a particularly
poor one.
•
Choose one and write it down.
•
Share this experience with the person next to
you and the group.
National Association for Court Management
43
Education, Training, and Development
Kolb Learning Style
Inventory (LSI)
The LSI describes the ways you learn and how you
deal with ideas and day-to-day situations. It can
also serve as a stimulus for you to interpret and
reflect on the ways that you prefer to learn in
specific settings.
CE
The Assessment:
RO
AE
AC
Based on David A. Kolb’s Learning Cycle
Context: Think about situations in which you are presently
learning. How do You like to learn?
Format: 12 questions (15 minutes to complete and score)
National Association for Court Management
44
Education, Training, and Development
Inventory Directions
• Answer the questions on the Kolb Learning Style Inventory
by ranking the “4” choices for the statements that describes
you best and “1” for the statement that is least like you.
• Plot your CE, RO, AC, and AE scores on the circle graph
found on p.3 of your booklet. This graph will identify your
“preferred learning style”.
• Copy ranking on to second sheet, total your scores for CE,
RO, AC, and AE. You should end up with a total of 120
points. Copy your scores into the squares at the top of p. 6.
• Subtract AE-RO and AC-CE scores as directed on p. 6 and
plot on grid on back side of sheet.
• This will identify your “learning style type” as discussed on
pages 6-7of your workbook.
National Association for Court Management
45
Education, Training, and Development
Kolb Learning Style
Inventory (LSI)
What do the assessment results mean?
The results indicate the extent that you rely on each
of the four Learning modes based on Kolb’s Learning
Cycle:
Concrete Experience
Accommodating
CE
Reflective Observation
AE
Abstract Conceptualization
Converging AC
Active Experimentation
National Association for Court Management
Diverging
RO
Assimilating
46
Education, Training, and Development
The Wheel of Learning
More Concrete
Reflecting
Doing
Individual
Connecting
Deciding
More Abstraction
More Action
National Association for Court Management
More Reflection
47
Education, Training, and Development
Prehending: literally “take hold of”
The theory suggests that learning is not
complete until we have done two things:
National Association for Court Management
Processing (or transforming)
48
Education, Training, and Development
CE
Concrete Experience
Learning from
experiences, relating to
people, and feelings
Experiencing
Doing
AE
Active
Experimentation
Showing ability
to get things done,
Taking risks,
Influencing through action
Thinking
RO
Reflective Observation
Viewing issues from
different perspectives
and carefully
observing before
making judgments
AC
Abstract
Conceptualization
Analyzing ideas and
planning systematically,
acting on an
Intellectual
understanding
National Association for Court Management
Reflecting
49
Education, Training, and Development
Applying all 4 styles of learning helps you to
increase retention of learning and aids faculty
in choosing developmental assignments
thoughtfully:
Accommodating
CE
Retention Rate Increase:
20%
50%
70%
90%
AC
AC + RO
AC + RO + CE
AC + RO + CE + AE
National Association for Court Management
AE
Converging
Diverging
RO
AC
Assimilating
AC - Abstract Conceptualization
RO - Reflective Observation
CE - Concrete Experience
AE - Active Experimentation
50
Education, Training, and Development
Identifying Your Preferred
Learning Style
CE Concrete Experience
Experiencing
Accommodating
Diverging
100%
60%
AE Active
Experimentation
Doing
20%
Converging
RO Reflective
Observation
Reflecting
Assimilating
AC Abstract Conceptualization
Thinking
National Association for Court Management
51
Education, Training, and Development
People with this learning style are best at:
Converging
• Practical application of
Accommodating
• Puts ideas into action
• Adapts well to changing
ideas
• Does well on
conventional tasks
• Hypothetical-deductive
reasoning
• Engineering and
physical sciences
circumstances
• Intuitive: trial and error
• Likes technical or
practical fields such as
business
Accommodating
CE
AE
Converging
National Association for Court Management
Diverging
RO
AC
Assimilating
52
Education, Training, and Development
People with this learning style are best at:
(cont.)
Assimilating
• Ability to create
Diverging
• Imaginative
• Many perspectives
• Broad cultural interests
• Specializes in the arts
theoretical models
• Assimilates disparate
observations
• Inductive reasoning
• Likes abstract
concepts- math and
science
and humanities
• Information seeking
Accommodating
CE
AE
Converging
National Association for Court Management
Diverging
RO
AC
Assimilating
53
Education, Training, and Development
In learning situations, people
in this style prefer to work:
Converging
• By experimenting with
Accommodating
• With others
• By setting goals
• In the field
• Testing out different
new ideas, simulations,
laboratory assignments,
and practical
applications
approaches to
completing a project
Accommodating
CE
AE
Converging
National Association for Court Management
Diverging
RO
AC
Assimilating
54
Education, Training, and Development
In learning situations, people
in this style prefer to work: (cont.)
Diverging
• In groups to gather
Assimilating
• By reading and lectures
• Exploring analytical
information
• Listening with an open
mind
• Receiving personalized
feedback
Accommodating
models
• Having time to think
things through
CE
AE
Converging
National Association for Court Management
Diverging
RO
AC
Assimilating
55
Education, Training, and Development
Small Group Discussion:
• Taking the style inventory, how consistent are
your results with what you imagined your style to
be?
• How do you characterize the way in which you
learn?
• What kind of learning situations help you learn
best?
Accommodating
• What makes it difficult for you to learn?
National Association for Court Management
CE
Diverging
RO
AE
Converging
AC
Assimilating
56
Education, Training, and Development
Benefits of Experiential
Learning Model
• Learning is effective.
• Learning activities are individualized by style.
• Lecture is made legitimate and can be more
effective.
Accommodating
CE
Diverging
AE
RO
• There is collaboration learning.
Converging AC Assimilating
• Learners contribute to the process.
• Learners have the opportunity to make
meaning of their experience through a
dialogic process.
National Association for Court Management
57
Education, Training, and Development
The Wheel of Learning
Linking Kolb to a Learning Organization
More Concrete
Coordinated
Action
Team
Reflecting
Doing
Joint Planning
Individual
Connecting
Public
Reflection
Deciding
More Abstraction
More Action
National Association for Court Management
Shared
Meaning
More Reflection
58
Education, Training, and Development
“Continuing Professional Education
is, in my view, the single most
important tool we have in the judiciary
to help us cope with the constant
change and challenges that are
inherent in our jobs.”
Justice Christine Durham
Chief Justice, Utah Supreme Court
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59
Education, Training, and Development
Homework Assignment
• This evening, spend some time thinking about
the future issues that will affect the court system
due to such issues as demographics, global
issues, the environment, transportation, energy,
culture, values, science and technology, space,
or religion. Identify three to five practical goals
and new initiatives of your court system and/or
trial court that judicial branch education
should/could support.
National Association for Court Management
60
Education, Training, and Development
Daily Review
• What did I do yesterday?
 (Concrete Experience)
• What are my reflections about what I did?
 (Reflective Observation)
• What specific information did I learn?

(Abstract Conceptualization)
• What do I plan to do with this learning?
 (Active Experimentation)
National Association for Court Management
61
Education, Training, and Development
Day Two: Adult Education
Fundamentals
National Association for Court Management
62
Education, Training, and Development
Curriculum Defined:
• All the experiences provided by the institution or
agency which are designed to foster student
learning. (Claxton)
• Overall plan for training, education, and
developmental activities which supports the
goals and mission f the organization. (Weaver)
National Association for Court Management
63
Education, Training, and Development
Curriculum Development
Seven Basic Questions
1. What is the purpose of the curriculum?
2. What are the objectives of the curriculum?
3. How are the learning experiences to be selected
and organized?
4. What are the objectives of the course?
5. What resources are to be employed, and how our
time and space to be used?
6. What is the design of the learning activities?
7. How is the curriculum to be evaluated?
National Association for Court Management
64
Education, Training, and Development
Curriculum Examples:
• NACM Core Competencies
• National Judicial Institute
National Association for Court Management
65
Education, Training, and Development
National Association for Court Management
66
Education, Training, and Development
NJI Curriculum
• Career
Chiefs
New Judges; Longer-serving Judges; Mentoring;
And Associates; Multidisciplinary Education;
Retirement Planning
• Content
Family Law; Criminal Law; Civil Law; Jury Trials;
Evidence; Specialized Courses (E.G. Aboriginal Law;
Youth Criminal Justice; Science And The Law).
• Craft
Judicial Dispute Resolution; Dealing With Charter
Issues; The Trial Process; Decision Making; Language
And Computer Skills; Modules In Specialized
Education (E.G. Credibility Assessment And Legal
Reasoning.).
• Context
Domestic Violence; Disability Issues; Children As
Witness; Poverty; Fetal Alcohol Syndrome; The Self
Represented Accused
National Association for Court Management
67
Education, Training, and Development
ADDIE: A Systems Approach
to Instructional Design
•
•
•
•
•
A-Assess
D-Develop
D-Design
I – Implement
E- Evaluate
National Association for Court Management
68
Education, Training, and Development
ADDIE
1. Assess
• Curricular Purpose • Job/Task Analysis
• Needs Assessment • Learner Analysis
• Skill Gap Analysis
• Organizational
Analysis
5. Evaluate
•Student Learning
•Course
•Faculty
•Curriculum
Results
• Learning
• Performance
• Impact
4. Implement
• Teaching
• Classroom Delivery
• Non-Classroom
Delivery
National Association for Court Management
2. Design
• State Objective
• Learning Strategies
3. Develop
•Delivery Mechanism
•Materials
•Production
69
Education, Training, and Development
1. Assessing Needs
What is the purpose of the curriculum?
National Association for Court Management
70
Education, Training, and Development
Needs Assessment
• Educational and training needs assessment is a
process of gathering and analyzing information,
which identifies problems and opportunities that
can be addressed to education and training.
(Hudzik, 1991)
• Determining Curricular Needs entails gathering
information from three sources:



Needs of the judicial system
The needs of learners
Subject matter experts
National Association for Court Management
71
Education, Training, and Development
Conducting Needs Assessment
• How widely do we need to cast the needs
assessment net?
• What problems issues, conditions or sets of
these will be the focus of the needs
assessment?
• Which judicial system personnel and which
aspects of their job performance seem to
connect most directly to these issues?
• Who and what can help define performance
discrepancies and instructional needs?
National Association for Court Management
72
Education, Training, and Development
Needs Assessment Data
• Objective Data




Document Search
Formal Assessments/Surveys
Problem Diagnosis (Gap Analysis)
Job Analytic Formats
• Judgmental/Opinion Data


Discussions With Other Judges/Court
Professionals/Experts
Review Of New And Significant Law
National Association for Court Management
73
Education, Training, and Development
Training Needs Analysis
• Needs assessment (Is training necessary?)
• Symptom: employee has performance problems
• Other ‘problems’ that could require training:


New Technology (Many Examples!)
New Legislation
National Association for Court Management
74
Education, Training, and Development
Three Types Of Needs
Analyses:
• Organizational analysis: can court afford it?
supported by judges? fits strategy of court?
• Person analysis: is problem due to lack of skill,
knowledge, motivation? who needs training?
• Task analysis: what are skills, behaviours that
need to be emphasized in training?
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75
Education, Training, and Development
Organizational Analysis:
Questions to ask…
1. Can we afford training?
•
•
May be better to focus on selection and placement
rather than training
Do the training in house, use national provider, or
hire consultant?
2. Do judges, managers and employees support
training?
3. Does training fit our overall business strategy?
National Association for Court Management
76
Education, Training, and Development
Person Analysis
• How much is the performance problem costing
the company?
• Is existing training poor?
• Could jobs be redesigned?
National Association for Court Management
77
Education, Training, and Development
Gap Analysis
• Where are they now?
• Where do they need to be?
• What is the “gap”
WHERE DO THEY NEED TO BE?
WHERE ARE THEY NOW?
National Association for Court Management
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Education, Training, and Development
Task Analysis
• Job Analysis
• Determine needed KSAA’s
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79
Education, Training, and Development
What is needed of employees?
They must be:
• Motivated
• Understand benefits of training
• Be aware of needs for training
• Have the basic skill levels
• Think they can do the training (self-efficacy)
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Education, Training, and Development
Increase chance of training
success by:
• Letting purpose of training be known
• Demonstrate successful employees who have
gone through training
• Provide feedback
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Education, Training, and Development
Exercise #3: Brainstorming
Future Education Needs
• This brainstorming activity focuses on identify
educational topics in the social context domain.
In this simulated needs assessment YOU are
serving as the expert advisory committee.
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Education, Training, and Development
Step Two: Design
• Must Be Consistent With Principles Of Adult
Learning and Most Effectively Promote and
Enhance Learning.



Use a variety of teaching methods.
Plan for participation.
Kolb’s Experiential Learning Model serves as a guide.
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Education, Training, and Development
Formulation of Objectives
What are the objectives of the curriculum?
The objectives of the curriculum are usually
written in fairly broad terms. Examples include:
• To help court managers stay abreast of recent cases
dealing with personnel issues.
• To assist judges in developing their skills in
courtroom management and administration, new
legislation, case law, and rules.
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Education, Training, and Development
Formulation of Objectives
What are the objectives of the curriculum?
Course objectives reflect the needs identified in
the needs assessment process.
• They help the learners understand what the course is
designed to address.
• Serve As Targets for Instruction.
• Guide the choice of instructional activities and materials.
• Serve As a Road Map - make sure you’ve gotten where
you want to go.
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Education, Training, and Development
Writing Objectives:
• What do you expect the learners
to be able to do, know, think, and feel by the end
of your program?
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Education, Training, and Development
Bloom’s Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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Education, Training, and Development
Selection and Organization of
Content
Is there an order or structure to your content that is
important?
• Continuity
 Sequence
 Integration
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Education, Training, and Development
Content Relevancy
• Using the objectives as a “vetting” tool, assess each
component of your planned training session and
decide if that component actually will move you (and
the participants) towards your stated objective. If
not, dump it (even if that topic is a personal favorite
of yours)!!
• If using training materials designed by someone
else, review them to ensure that they “fit” with your
objectives, your participants, etc. Often a little
“customizing” pays off in ensuring your participants
have a positive learning experience.
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Education, Training, and Development
Learning Activities Facilitating
Direct or Concrete Experience
• Activities which involve the learner in the experience
either physically or emotionally. Hands-on, uses the
senses, engages the learner affectively. May have to
be vicarious experience. “Here and now” data.
 Recalling past experience
 Group work, Role play
 Demonstration
 Case Studies
 Films
 Interviews
 Self Evaluation
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Education, Training, and Development
Learning Activities Facilitating
Reflection on Experience
• Activities which require the learner to step back
and look at experience, get perspective or make a
connection to other experiences.






Structured small group discussion
Journals
Asking learners how they react to a situation
Asking learners to make connections to other
learning
Asking learners to discuss situation with other
people
Collecting data, Formulating questions
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Education, Training, and Development
Learning Activities Facilitating
Abstractions or Principles
• Information from authoritative sources. Using
research and specialized knowledge for the law
and other disciplines to develop principles.
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




Print (bench books, journal articles, other readings)
Authoritative guidelines ( checklists, rules,
procedural steps)
Lectures
Films
Forms, flowcharts and documents
Skill oriented evaluation
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Education, Training, and Development
Learning Activities Facilitating
Application
• Opportunities for the learner to try out principles
or theories in problem-solving.






Role play
Individual and group projects
Video-taping or practice sessions
“What if” situations
Devising plans of action
Problem-solving activities
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Education, Training, and Development
Step 3: Development
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Education, Training, and Development
Resources and Parameters
• Appropriate organizational structure to carry
forward the curriculum
• Adequate Resources (materials, AV support)
• Other Parameters (time allotment, space,
seating arrangements)
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Education, Training, and Development
Physical Arrangements
• How should the room be arrange (seating layout,
lighting, name cards, etc) to facilitate the activities
planned?

Class room
 Theatre
 Round table
 Small tables
• How many will be attending?
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Education, Training, and Development
Physical Arrangements
• What equipment, aids, supplies will I need? How
will I get them there?
• Does the Audio visual equipment work – do I have
contingency plan?
• Refreshments?
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Education, Training, and Development
Methodology
• Lectures – Large Groups, Information Dissemination,
Short Time
• Group Discussions – Small Groups, Active Involvement &
Understanding Of Complex Issues, Longer Time Available
• Case Studies - Small Groups, Active Involvement &
Understanding Of Complex Issues, Longer Time Available
• “In-basket” Exercises – Provides Practical Experience
Performing Specific Tasks – “Doing” Focused
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Education, Training, and Development
Methodology
• Films, Slide Shows - Large Groups, Information
Dissemination, Short Time Frames – Can Be Used To Trigger
Discussions
• Flowcharts, Decision Tree Diagrams – Provide Step By
Step “Take Home” Guides To Complex And/Or Mandated
Processes
• Real Time Exercises – Variation On Case Studies But
Using Participants’ Real Life Examples, Issues.
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Education, Training, and Development
When selecting a teaching
strategy ask:
• Will the strategy help participants achieve my course
goal and learning objectives?
• Will the strategy help participants relate course
content to real life?
• Is the strategy appropriate for the participants?
• Are you willing to yield control of the course?
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Education, Training, and Development
When selecting a teaching
strategy ask:
• Do you have the skills or expertise to administer the
strategy?
• Is the strategy logistically possible?
• Is the strategy worth the effort?
• Does the cost (time, effort, materials) of the
particular strategy justify the benefits to participants?
Is it the most efficient strategy?
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Education, Training, and Development
Choosing Materials
• Are their materials that will increase a students
desire to learn? If so what are they?
• Are the learning materials appropriate for the
level of the students?
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Education, Training, and Development
Delivery Methods: What is
distance learning?
• Definition
 Distance learning is education where the
instructor and students are geographicallydispersed
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Education, Training, and Development
Delivery Methods: What is
distance learning?
• History
 Correspondence classes
 Instructional videotapes
 Computer-based training (CBT) on CD-ROMs
 Web-based training
 Numerous technologies to support distance
learning
 Changing market with acquisitions, new
products
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Education, Training, and Development
Benefits of Distance Learning
Distance learning is becoming increasingly
common due to potential:
• Cost savings
• Time savings
• Accessibility to experts
• Accessibility for students
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Education, Training, and Development
Step 4: Teaching
The art of teaching is the art of assisting discovery.
- Mark Van Doren, poet
Complete the phrase:
A good teacher.........
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Education, Training, and Development
Five Perspectives on Teaching
• Transmission-Effective Delivery of Content
• Apprenticeship-Modeling the Way of Being
• Developmental-Cultivating Ways of Thinking
• Nurturing-Facilitating Self-efficacy
• Social Reform-Seeking a Better Society
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Education, Training, and Development
Parker Palmer on Good
Teaching:
•
•
•
•
•
Good teaching cannot be reduced to technique
Good teachers possess a capacity for connectedness
Teaching is an exercise in vulnerability
Identity and integrity are at the core of good teaching
Use techniques that reveal rather than conceal
personhood
• Mentorship
• What we teach will never “take” unless it connects
with the inward, living core of our students’ lives
• Finding the teacher within
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Education, Training, and Development
Ken Bain: What Makes
Teacher’s Great?
• Create A Natural Critical Learning Environment (student
Interests, Learning To Reason From Evidence)
• Guidance (focus On Questions, Helping Students To
Understand Significance Of The Question)
• Engage Students In Higher Order Intellectual Activity
(compare, Apply, Evaluate, Analyze, And Synthesize)
• Help Students Answer The Question Themselves
• Get Students To Wonder What The Next Question Is
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Education, Training, and Development
Step 5: Evaluation
• Student learning
 Immediate and ongoing assessment and
evaluation are important throughout a
program.
• Course
• Faculty
• Overall Curriculum
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Education, Training, and Development
Kirkpatrick Evaluation Model
Training Environment
Level 1:
Reactions
• Learner
Learning Event
Level 2:
Learning
• Learner
Work Environment
Level 4:
Results
• Performance
• Financial
National Association for Court Management
Level 3:
Job Behavior
• Learner
• Organization
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Education, Training, and Development
Methods for Long-Term
Evaluation
• Post-training surveys
• Follow-up needs assessment
• Check metrics (e.g., re-work, errors, etc.) to
measure if participants achieved training objectives
• Interview trainees and their managers, or their
customer groups (e.g., constituents, other
departmental staff)
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Insert Course
Education,
Training,
Title Here
and Development
Education is a process of
growth and change.
If everything is the same after an
educational experience, we have
accomplished nothing.
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Education, Training, and Development
Model for Curriculum Development
1. Analyze
• Curricular Purpose
• Needs Assessment
• Organizational
Analysis
5. Evaluate
•Student Learning
•Course
•Faculty
•Curriculum
• Job/Task Analysis
• Learner Analysis
• Skill Gap Analysis
2. Design
Results
• Learning
• Performance
• Impact
4. Implement
• Teaching
• Classroom Delivery
• Non-Classroom
Delivery
National Association for Court Management
• State Objective
• Learning Strategies
3. Develop
•Delivery Mechanism
•Materials
•Production
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Education, Training, and Development
We’ll Know We’ve Made Progress
When Educators and Planning Committees focus on:
• A total curriculum, not just a program or session.
• Program sequencing, not just topic overlap
• Developmental needs of participants, not just hot
topics.
• Goals and objectives, not just content coverage.
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Education, Training, and Development
We’ll Know We’ve Made Progress
When Educators and Planning Committees focus on:
• Competency acquisition, not just information
delivery.
• Interactive teaching, not just lecturers.
• Participant achievement, not just satisfaction.
• Impact on system, not just participant satisfaction.
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Education, Training, and Development
We’ll Know We’ve Made Progress
When Educators and Planning Committees focus on:
• Needs of all participants, not just average
participants.
• Faculty facilitation skills, not just content knowledge
or presentation skills.
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Insert Course
Education,
Training,
Title Here
and Development
Day Three: Application and
Educational Resources
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Education, Training, and Development
Daily Review
• What did I do yesterday?

(Concrete Experience)
• What are my reflections about what I did?
 (Reflective Observation)
• What specific information did I learn?

(Abstract Conceptualization)
• What do I plan to do with this learning?
 (Active Experimentation)
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Education, Training, and Development
Group Presentations
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Education, Training, and Development
Judicial Branch Education
Resources
• JERITT


National Judicial Branch Education Providers
Monographs
• State Justice Institute
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Education, Training, and Development
Developing An Personal Action
Plan
• Please complete your personal action plan
• You should list the actions you intend to carry out when
you return to work
• This can include:



Your own personal actions (ways you would like to
enhance your work through education, training and
development)
Information on education, training and development that
you would like to investigate further
Recommendations for your court/organization
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Insert Course
Education,
Training,
Title Here
and Development
Lifelong Learning
“Why do some men and women discover new vitality
and creativity to the end of their days, while others go
to seed long before? Most of us, in fact, progressively
narrow the scope and variety of our lives. We succeed
in our field of specialization and then become trapped
in it. Nothing surprises us. We lose our sense of
wonder. But if you are conscious of these dangers,
you can resort to countervailing measures. Reject
stagnation. Reject the myth that learning is for young
people. It’s what you learn after you know it all that
counts.”
John Gardner
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