Curriculum design, implementation and assessment for employees of a major defense contractor corporation

1. ENTRY LEVEL PRODUCTION
TECHNICIAN COURSE
INSTRUCTIONAL DESIGN
By Michael Harding – Curriculum 516

2. CONTINUING EDUCATION COMMUNITY COLLEGE OF
BALTIMORE COUNTY AND LOCKHEED MARTIN
CORPORATION
LOCKHEED-MARTINCORPORATION
HAS PARTNERSHIP INTRAINING NEW
EMPLOYEECANDIDATES WITH THE
COMMUNITY COLLEGE OF BALTIMORE
COUNTY. – CONTINUING EDUCATION
DEPARTMENT FORTHETECHNICAL
SKILL LEARNING
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3. ENTRY LEVEL PRODUCTION TECHNICIAN CURRICULUM
INFORMAL NEEDS ANALYSIS
Situation
Lockheed Martin, a world famous defense and weaponry U.S. contractor with facilities in
several states employees thousands of semi-skilled and skilled workers in their plants
building technically advanced state-of-the-art mobile units such as ships and airplanes for
our national defense and have been doing so for more than ¾ of a century. Currently,
Lockheed has a contract in the Baltimore Maryland facility to revamp several Coast Guard
boarder defense ships to be retro-fitted with the most innovative weaponry. The Baltimore
facility works under a labor agreement with a union that has been long-standing and who
has represents the members for almost as long as the plant has been in existence. Many of
these workers are relatively very near retirement or are already retired. Lockheed is
urgently looking to ensure a qualitative/quantitative workforce to handle the current
contracts and those in the future.

4. Data Collected
 Skilled and semi-skilled already retired by December 2015 = aprox. 22
 Skilled and semi-skilled expected to retire by December 2016 = approx. 10
 Skilled and semi-skilled needed to be added to workforce over the next two years = 40
Original Instructional Design and Development
When we first built the Production Technician Program the request was for a sequence
that focus on basic production knowledge and associated skills. With an emphasis on
mechanical skills, there were several topics removed; electrical skills, Maintenance
Certification, and OSHA (Occupational Safety and Health Act) Certification due to
considerations of budget and time element to fulfill needed workforce requirements.

5. Summative Evaluation Results
While first student class was successfully hired (80% of class) and had attain the
moderate proficiency for job description, thought was given to considering adding
an instructional topic to enhance production communication and comprehension
of tasks. It has been determined that a blueprint/drawing comprehension needs to
be added to the shop skills class.

6. CONTINUING EDUCATION TECHNICAL INSTRUCTION
ENTRY LEVEL PRODUCTION TECHNICIAN: PHASE I PLAN
INSTRUCTOR: MICHAEL L HARDING, UNIVERSITY OF PHOENIX INSTRUCTIONAL PLAN; PHASE I
DESCRIPTION
THIS CIRRICULUM COURSE IS DESIGN TO TRAIN ADULTS IN THE TECHNICAL SKILLS AND KNOWLEDGE TO ASSEMBLE, REPAIR, AND MODIFY MECHANICAL PARTS, FASTNERS
AND SUPORT COMPONENTS IN THE PRODUCTION OF VARIOUS ITEMS IN DEMAND. STUDENT CANDIDATES MAY BE SELECTED FOR EMPLOYMENT IN SEVERAL INDISTRY
LEADING COMPANIES INCLUDING NATIONAL DEFENCE CONTRACTORS, LEADING PRODUCTS MANUFACTURING COMPANIES, AND GLOBAL MARKETS. STUDENTS WILL
ALSO GAIN KNOWLEDGE INTERPRETING BLUEPRINTS AND DRAWING CONSISTENT WITH MECHANICAL SYSTEMS AND UTILIZATION OF COMPUTERS AND TABLETS AS DATA
SOURCES FOR JOB ACTIVITIES.
TARGET
AUDIENCE
ADULTS; MALE OR FEMALE, NO AGE BARRIERS, HIGH SCHOOL DIPLOMA OR GED. STUDENTS HAVE SELF-DIRECTED NEEDS INCLUDING SEEKING IMPROVED EMPLOYMENT
THROUGH TRAINING OR EMPLOYED AND SEEKING TRAINING TO ADVANCE CAREER GOALS WITH AN ORGANIZATION OR INDUSTRY.
DELIVERY AND
COURSE
LENGTH
CLASSROOM/SHOP/LAB; FACILITATION OF SKILL PERMANCE LEARNING, ASSISTED BY TEXT READING AND WEB-BASED MEDIA RESOURCES. COURSE LENGTH ; 8 WEEKS
GOALS
(1) STUDENTS WILL BECOME PROFICIENT IN THE HANDS-ON SKILLS OF A PRODUCTION TECHNIAN
(2) STUDENTS WILL BE PROFICIENT IN THE INTERPRETATION AND COMPONENT IDENTIFICATION IN STANDARD
SHOP DRAWINGS
Maryland
(3) STUDENT WILL HONE IN ON PROFESSIONAL, TEAM, INTERPERSONAL, AND INDUSTTRY LANGUAGE IN PREPARATION FOR CANDIDACY.

7. ENTRY LEVEL PRODUCTIONTECHNICIAN: PHASE II PLAN
GOAL 1
Objective A; To acquire the skill sets consisting of drilling, tapping, cutting,
grinding and attachment/fastening metal for machines and or components.
Objective B; Student will learn the safe practices and operation of power tools
and acquire behaviors considerate of co-wprlers and environment safety.
GOAL 2
Objective A; Student will learn and be able to comprehend shop
blueprints/drawings and different views and dimesions relating to tasks.
Objective B; Student will become familiar with symbols on drawings which
identify a particular part or component attending to detail or special features
relating to tasks.
GOAL 3
Objective A; Student will develop team skills and awareness enhancing
collaborative behavior and realizing individual stremgths and weaknesses.
Objective B; O Students will become familiar with industry specific terminology
and references to which they can determine concise communications.

8. ENTRY LEVEL PRODUCTIONTECHNICIAN: Phase II Continued
EXPLANATION OF
PROJECT-BASED
LFEARDING
STUDENTS LEARN PRIMARILY BY HANDS-ON LEARNING INTASK PROJECTS AND ACTIVITIES.
STUDENT RECEIVE INSTRUCTION FIRST EITHER BYTEXTUAL CONTENT OR FACILITATED
STRATEGY BY INSTRUCTOR INWHICH STUDENTS LEARN APPROPIATE SKILLS AND PROCEDURES
TO ACCOMPLISHINGTASKS.
DESCRIPTION OF
STRATEGIES AND
ACTIVITIES
WEB-BASED VIDEOS ANDVISUALS ARE USED AS INSTRUCTIONAL AIDSTHAT DEOMONSTRATE
SKILLTECHNIQUES, PROPER AND SAFE USE OF HAND AND POWERTOOLS IN MODEL SITUATIONS.
VARIOUS ACTIVITIES ARE BEST LEARNED BY USING A "SHOW-AND-TELL" MODEL OF INSTRUCTION
IN ORDER FOR STUDENTSTO ATTAIN UPFRONTVIEW OF A PARTICULAR OPERATION.

9. ENTRY LEVEL PRDUCTIONTECHNICIAN:PHASE III PLAN
DELIVERY OF PLAN
COURSE SCHEDULE LENTH
Course is design to extend over a period of 8 weeks as per determined by instructional development in cooperation with
company partnership with Continuing Education Dept.
TIME PERIODS
Beginning August 29, 2016 to October 16, 2016 - Mon. /Weds. /Fri. - 12:30 pm - 3:30 pm
FACULTY AND STUDENT INVOLVMENT
Faculty
Faculty includes; facilitator/ instructor/Technical Design-ML Harding, Cirriculum Designer andTechnical Course Director-Jay Bois,
Student Counselor and Advisor Lauren Rice, design team members institutional-wide, and Denise, Campbell-Cirriculum
Assistant.

10. RESOURCES
Textbook 1; Reading Blueprints,TPCTraining Systems 10101
Textbook 2; Millwrights Mechanics Guide, Maintenance Troubleshooting Books
Technology; web-based instructional videos -YouTube and Baltimore City Community College Library
IMPLEMENTATION
Communicating the Plan
Sveral staff meetings will be arranged with participants listed above at a prearranged date which will be
after the initial presentation has been made to partnership company involved. Company representative will
then be invited to first development meetin with staff. Consistant communication will be expected through
emails.
Student Applicants
a Student applicants will be selected and contacted through the cooperation of Academic
Admissions by phone or email for appointed dates
PROMOTIN PLAN
Curriculum and course information presenting the avaiabiity of training that will lead to job opportunities
with company currently enlisting help through the Continuing Education Department will be communicated
to schools, state agencies and community centers in the area. Websites will be avaiable for detail

11. IV Plan
EVALUATIONS
Criteria
Students will be required to maintain an acceptable grade of at least 70 grade points for each
periodical written quiz exams. Material content shall be taken from resource textbook #1.
Students are expected to cover material through assignments and discussions in classroom.
Students will be expected to perform hands-on activities and task as directed by instructor
according to industry safe practices. Proper handling of tools regarding their use and proper
storage will constitute the necessary behavioral practice observed. Other behavioral practices that
will be observe concerns the interpersonal relationships in team activities and task eluding to
consideration of ideas, perspectives and opinions of others and respectful of culture.
Observational evaluation of criteria will be a conceptual instrument created on a 1-5 score basis; 1
representing the highest score and 5 being representing

12. Formative Evaluation Model
This model is selected to track progression and level of competency for the skills attain from the instructional
materials and experiential learning task and activities students engage in. Complexity in accomplishing task is an
informal measurement of time spent in solving problem task specifically facilitated by Instructor. Further
development of task are considered by the results of the informal data.
Summative Evaluation Model
All data informal and formal is collected and reviewed to compare with previous curriculum course completed for
improve effectiveness of strategies, criteria, goals and objectives development. Quality of resource materials such as
textbooks for particular elements are reviewed and compared to newly discovered materials or editions. Industry
innovated tool sources are persistently researched to keep students abreast for

13. STUDENTS WILL BECOME PROFICIENT AFTER LEARNING METHODS
IN USING PRECISE MEASURING INSTRUMENTS SUCH AS
MICROMETERS AND CALIPERS DETERMINING ATHOUSANDTH OF AN
INCH

14. ONE OFTHE PRIMARY OBJECTIVES ISTO HAVE
STUDENT LEARNTHE SAFE AND PRODUCTIVE
OPERATION OF POWERTOOLS.

15. THE FIRST PRODUCTION TECHNICIAN COURSE RESULTED IN LITTLE MORE THAN NOMINAL
SUCCESS COMPETENCY NEEDS IN CERTAIN SKILLAREAS. AFTER AN INFORMALANALYSIS
DESIGN WAS CHANGE TO ADD A COMPONENT OF BLUEPRINTS AND DRAWING
INTERPRETATION FOR UNDERSTANDING OF JOBTASK

16. CONSIDERABLE EMPHASIS IS PLACED ON STUDENTS LEARNING TOWARDS
ADOPTING BEHAVIORS THAT WILL ENSURE APPROPIATE SELECTION, PROPER USE,
AND CONSIDERATION FOR THE SAFETY 0F SELF AND OTHERS WHEN USING HAND
TOOLS

17. LOCKHEED MARIN USES AN INNOVATIVE SYSTEM TO COMMUNICATEASSIGNED
TASK TO THEIR EMPLOYEES FOR THE PRODUCTION ASSEMBLIES INVOLING
TECHNOLOGY. STUDENT RECEIVE COACHING AND TUTORING TO ENHANCE THEIR
COMPUTER SKILLS.