What should be the Ideal Curriculum for your Area of Work or Professional Practice?

What should be the Ideal Curriculum for your Area of Work or Professional Practice?

Introduction

Curriculum is a procedure that comprises of setting objectives for learning, assessments based on requirements, choosing matter of the subject and techniques suitable to the participants, developing activities and materials for learning and assessing the outcomes. In a work place, curriculum appoints all the people concerned with the educational program, particularly the instructors and those employees who are affianced in learning. Thus, for professional practice, curriculum entails planning a learning program, setting it into action, bespeaking on its achievement, revising the plan, putting the new plan into action, bespeaking and so the procedure carries on (Defoe, 1995).

Discussion

Designing a curriculum for a workplace is a way of connecting instructional plan across numerous events, topics, and audiences. Thus, in this manner, curriculum building becomes a controlled map for organizational learning. A structure of curriculum building expresses the association of a single learning experience to another, summarizing the inter relationships of each experience to the whole. Thus, in this paper we will discuss the features of an ideal curriculum for Workplace or Professional Practice.

Features of an Ideal Curriculum at Workplace

Curriculum Architecture

The structure within which the content is planned is known as Curriculum architecture. This structure forms a coherent, logical whole. Without this structural design, we are to face incoherent proceedings that the learner ought to attempt to incorporate into a logical understanding. With a structure of curriculum architecture, we are free to make purposeful selections regarding who in the workplace learns what units of content and how and when to attain organizational goals. It offers a basis for choice regarding content, audience and delivery.

Audience

The most important question is that who in the organization requires learning? Thus, at curriculum level, audience recognizes numerous aimed groups the organization ought to attain. Since with instructional plan, a profile of the audience grants a set of the characteristics of a learner. Curriculum structural design lets the designer to split learners into groups with akin requirements as per their profiles. This division of the audience can be according to the team, role, or level (Carnevale & Meltzer, 1990)

One technique for division is to layer the group by ranks. A layering approach shakes up audiences into groups like executive, supervisor, front line or manager. This structure supports a overflowing execution where learning begins at the peak, and each rank happens to the instructors for the subsequent rank. One more way to layer could be by level of understanding or experience, like beginners to proficient.

Another technique for division is by roles. Segmentation by role assembles all employees with parallel job responsibilities. This type of learning highlights the exceptional responsibilities related with that role. Likewise, content could be aimed to outside groups like vendors or customers who perform different roles in the business procedures.

And another technique getting a lot of attention these days is team based learning, which assembles a group liable for a set ...