Assessment on Training: Educational Expansion on Partnership Stability

Topic: Education Programs
Words: 2289 Pages: 8

Undertaking a needs analysis is an essential first step in developing a successful training course. In most cases, a training needs assessment concentrates on existing and future demands, learners’ targeted abilities, expertise, and dispositions. Nonetheless, before defining the training requirements individually, the staff investigated the targeted groups’ characteristics. It is vital to carry out on an individual and collective level to obtain a broader basic understanding of the company’s capacities and surroundings. Examining each one’s existing capabilities, strengths, and shortcomings, the assessment process can give a firm foundation of information that can help direct the tutoring emphasis assessment. It’s typical to concentrate solely on the flaws and capacity gaps. Furthermore, by identifying strengths and the institution’s possibilities and surroundings, a more educated choice on how to proceed can be reached by the training staff if other ways might be more effective than training, to be more efficient (Rekalde et al., 2017). With specific targets, the trainer and trainees will be able to determine whether the course effectively reached the goals.

Assessing a community will aid the organization’s general outreach efforts by monitoring trends, distinguishing essential players in the residential area, and gathering information about other facilities accessible to the public. Understanding the environs’ strengths will also need a community assessment (Holbrook et al., 2018). Despite high rates of adolescent pregnancy, the community could have low rates of premature delivery. A community audit would assist in identifying and outlining these strengths to improve the organization’s understanding of the area.

The majority of teenagers are experiencing challenging times during their adolescence due to the mixed feeling in this phase. Many girls become pregnant before completing their primary and secondary education, and after childbirth, they find it hard to go back to school (Ahmed, 2020). They find it hard due to several factors such as low self-esteem, need for child care, and financial constraints. Some teenage boys also develop attitudes and feelings, which leads them to practices like drug and substance abuse, criminal activities, violence, and early parenthood, which curb most of them from school completion. These issues call for training to enlighten the teens on various ways to cope with this disturbing phase.

Learning Outcomes

Firstly, after completing the program, the participant can react to demanding queries from the media on behalf of their organization by providing intelligent and straightforward responses solutions that are fair. Secondly, participants will have a better understanding of gender concerns after training and will be able to adopt suitable measures in their efforts to ensure gender balance. This balance involves listening equally to both genders’ thoughts, avoiding harassing language and behaviors, and recognizing females and males while engaging the local area. Thirdly, the trainees’ problem-solving abilities will increase as a result of the training. They will be able to investigate the issue to determine the underlying and contributing elements, devise creative ideas, and choose and advocate for the best answer.

Fourthly, participants will leave the training with a basic understanding of the various methods for preventing early pregnancies. They are aware of the advantages and disadvantages of each type, particularly regarding their local environment. Furthermore, the participants are aware of the reasons for this training. Fifthly, participants will be able to use the internet to conduct more research and visualize proposals for future modifications after completing the session.

The Rationale for the Learning Objectives and the Scope of the Learning Content

Learning objectives are assertions that specify what students should learn. Since the early 1990s, the phrase standards described what pupils should learn in each area at various levels. These statements must be precise and reflect the breadth of knowledge and abilities highlighted and the level of reasoning needed to prove the learned concepts. States have established standards based on accountability tests. They are usually comprehensive in scope, covering an entire year of study. Objectives and learning aims are more detailed, referring to the accomplishments within a short period (Niehaus et al., 2019). An important aspect of assessment is determining the amount of cognition required to accomplish learning goals. Awareness can be as essential as memorizing or recalling information, or it can be more sophisticated, involving knowledge application and abilities such as analysis, reasoning, critical thinking, or evaluation. Educators commonly use Bloom’s taxonomies to determine skill levels, while others represent more current findings (Zambuto et al., 2018). When the goal is clear, it will serve as a solid foundation for the evaluations and the scoring of the results.

The learning goals clearly define the training’s aim. They specify what the learners learn throughout the program and what they will be able to accomplish after they were unable to do previously. Learning objectives typically refer to more excellent knowledge, improved abilities, or altered perspectives. They may indicate one or more of these. Learning new concepts, laws, principles, and methods, such as development control concepts or landscape realignment strategies, are examples of knowledge objectives. Technical, mental, or social skill objectives are all possible. Designing a way of knowing how to operate an automated review system is an example of practical skills. Intellectual skills include solving problems and making decisions, whereas management and communication are behavioral skills (Gulseven & Mostert, 2019). Attitude objectives are the trainees’ emotional, physical, verbal, and intellectual responses to others.

The learning objectives help guide the process throughout training design and ensure that all activities contribute to appropriate learning for the trainees. When it comes to delivering and reviewing training, the learning objectives are essential. It is possible to establish whether the activity was practical by comparing the training outcomes to the learning objectives. The number of participants who attended the course is not essential in determining the program’s effectiveness. Instead, they relate to the information taught to the trainees, and they serve the general goal of increasing their capacity to complete their responsibilities more effectively. A particular purpose will influence the training course and provide functional assessment criteria (Meyer & Beining, 2020). All training activities should be begun by demands, in which an organization or people within an organization identify problems or future opportunities.

Issues raised by staff and beneficiaries of the organization’s services can provoke demands. Training should be a fluid process, with a general guideline of starting with a comprehensive evaluation and narrowing down as needed (Harkemanne et al., 2021). Completion of some of the operations might be in tandem; however, before describing the training goals, it is critical to determine whether and to what extent training will assist in obtaining the required capability. Data must be collected and examined during the assessment process.

If the training was valuable, relevant, understandable, and practical, the learner should find it beneficial and straightforward to apply what they learned in their profession. If there are no internal or external barriers, this might improve individual behavior and corporate performance. This training will emphasize teaching that parents of adolescent children are resources, not liabilities. Teenage mothers have embraced a challenging but the livelihood and gratifying path in life. They are not a financial burden; hence there are no expenses associated with underage pregnancy. It is critical to find ways to assist children and treat all teenagers fairly. The training will concentrate on the individual’s ability rather than blaming them. Pregnant and nursing teens are developing unique character characteristics and life skills due to the transforming essence of parenting, including for teenage mothers. For their children, the teenagers learn to make accountable, non-selfish decisions. That should be promoted and used to spotlight the beautiful things these teenagers and their children can achieve with help.

A Narrative About the Potential for Collaborating Partners for the Training

A partnership is a collection of organizations that share a shared interest and agree to collaborate to reach a specific goal. This objective could be as detailed as seeking funds for a particular remedy or as general as attempting to improve the overall standard of living. Similarly, the groups involved could be limited to a specific field of interest or could include people from many walks of life. Partnerships can vary from casual, low-key collaboration across two organizations to highly formal contracts involving the exchange of assets. Sometimes a bond with a specific partner develops into a good diversity and support relationship. Coordination is often the first step in forming a partnership, followed by collaborative efforts and partnerships (Kessler, 2017). Each step is critical and worthwhile. An organization will most certainly work with institutions at each phase of the spectrum, but not every agency with which one creates a rapport will work through all continuum stages to form a partnership.

This initiative aims to provide training and enlighten teen mothers to assist them in earning high school graduation and avoiding another pregnancy. With a team of seven and about ten volunteers, the program aims to be a success, with over 70% of girls and boys graduating from high school. It also aims to have more than 70% of teen boys prevented from crime and 80% of girls prevented from experiencing a recurrent pregnancy in their high school days. The community seems to benefit from this program. The director’s early experiences of seeing two sisters undergo teenage motherhood and struggle to graduate high school led to the creation of this program. The sisters’ most prominent obstacles to graduating from high school were parenting during the school day and a lack of leisure time to study. This initiative focuses on providing accessible and subsidized childcare to its participants and an after-school study area where they may finish their assignments (, 2019). In addition, the program will improve participants’ corporate abilities, provide résumé support and coaching, and teach them other skills.

Making preparations for this potential and making the most robust case for continued funding, a staff member recommended the program to consider collaborating with other social organizations and services. Collaboration was to work cooperatively, create and use political influence to advance their agenda, and potentially create civic engagement that would reduce teenage pregnancy. The training staff used corporate Preparation Assessment and the Difficulties to Partnership worksheets to examine if a partnership was appropriate and whether the organization was willing to engage.

The female team discussed their combined strengths, limitations, and corporate ideals to determine which corporations would be the best for collaboration. According to the discussion, their program’s major flaw was its exclusive emphasis on pregnant teenagers. It failed to address the concerns of other at-risk groups, such as young mothers’ partners, parents, or children living in toxic circumstances, restricting the organization’s knowledge of the entire issues in preventing teenage pregnancy. Similarly, the program’s greatest strength was its capacity to find and get resources to conduct its agenda, as financing had increased by 300 percent from the previous four years.

Following this decision, the team used the List of Prospective Associates to find organizations with which to collaborate. The girls reported significant schools, the department of health, the community services administration, native business groups, area faith-based organizations, the locals Club, and region prevention specialists as potential partners depending on the current initiative and noted strengths and weaknesses. After that, the team used the Assessment Potential Affiliates list to assess how each team would fit into their organization quickly. They looked at the institutions’ official mission statements, prior actions, and personal encounters with the organization as an element of this investigation. The organization scheduled meetings with identified leaders from each group. The organization conducted these schedules to explain the concept of cooperation to the organizations, talk about what females could provide to a prospective collaborative operation, talk about the intended collaboration aims, and see if the other organizations were willing to collaborate. Except for one group, everyone agreed that preventing teenage pregnancy was a shared objective and that they were ready to work together to make a difference in society.

After the organization’s staff finalized the partnership list, management started determining where every other group fit into the partnership spectrum, what the partnership’s overarching aim should be, and, last, forming a formal working contract among the partners. The staff scheduled a half-day welcoming meeting for the potential partners to meet each other. Before the meeting, the organization staff invited each stakeholder to think about their organization’s strengths and limitations, the talents or facilities they were willing to provide, and the aims or results they hoped to achieve through the partnership. At the first team meeting, the findings of each person’s analysis were to be presented.

The members of the recently created partnership were scheduled to meet numerous times in the next three months. Every meeting was to be spent debating the partnership’s principal goal and how the collaboration could achieve the plan. This partnership, in turn, could make the partners feel more at ease with others, and the group will start to come up with new methods to compromise and pool resources to make their collaboration a reality. During negotiations, recurrent pregnancy control was pushed on the back burner, with primary prevention being the partnership’s main priority. However, the final purpose included providing mentorship and educational assistance to females to assist them in graduating from high school or obtaining their general education development.

The goal of forming a partnership is to equip the organization with the tools and resources to carry out its mission. Strategic alliances may evolve into stakeholder groups with more significant clout in addressing elected officials and legislators in the future. Civic leaders, lawmakers, and other strategic partners all have objectives that organizations can use to emphasize the importance of strengthening adolescent programs and services. Improving access to education to enhance economic development and employment skills, promoting public safety by preventing crime, lowering risk behaviors, and fostering civic participation and devotion to a new generation are just a few available programs and services.


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