The document summarizes the resources, activities, outputs, short-term outcomes, and impact of a production technician logic model evaluation course at the Community College of Baltimore County. The course provides hands-on training and instruction to students to qualify them for new hire positions at Lockheed Martin. Modifications were made to improve student selection methods, extend class time, and increase the successful completion rate. It is believed these changes will increase the number of qualified technicians that can meet Lockheed Martin's future production needs and support higher enrollment, budget savings, and overall stakeholder approval of the company's training activities.

1. Michael Harding
Professor Johnson
Cur 528 Week 5
Assignment
PRODUCTION TECHNICIAN; LOGIC MODEL
EVALUATION
I. RESOURCES:
The Community College of Baltimore County is an accredited college of
the mid-state region of accreditation with campuses in severalcommunities
in the Baltimore metropolitan area and offering Continuing Education;
Workforce Development Programs. Such programs provide training
either through partnership with high industry corporations based or
having facilities in the area or through Anagogical Continuing Education
offerings for enlisted individuals. The campuses are charged with
providing classrooms, internet based networks, computers and laptops,
visual technology, and power supply. The Workforce Development section
has inclusion in its budget for providing necessary equipment, tools (hand
and power) and safety considerations.
Human Resources; provided through the Continuing Education
Department in conjunction with the Workforce Development staff in
enlisting instructors, design professionals, supervisors, evaluation team
(may include administrators, dept. supervisors, designers, instructors, and

2. staff members) and financial administrators. Workforce development
collaborates with company client’s training departments and their
discipline professionals.
Technology resources; includes a library of subject databases, software, access
to online subject and data sources such as “YouTube” and are implemented by
instructor choice. Any detailed specific software is usually supplied through
client training department or associated resource.
Basic textbooks for subjects; are provided by workforce development utilizing
an outside educational source such as “Pearson Educational Source,” within
their trade/craft skill category; TPC skill series, and also utilizing their text
assessments or tests by instructor’s choice. Other textbook may be used to focus
on specific instruction that may be generalized in TPC series.
II. ACTIVITIES:
Design professionals and instructors are responsible for presenting activities for
student learning in a variety of forms that may include “Hands-on,” activities
primarily, but also the use of PowerPoint presentations, blackboard, group or
team projects, individual projects, trade/craft discussions, and text reading
discussions where students are able to reflect on relevant experiences and or
pass knowledge acquired through other employment or hobby interest. Students
are encouraged to demonstrate techniques and strategies learned that show
competency or proficiency for particular tasks and critical thought for
alternatives and problem-solving. Instructors will observe initial skill levels and

3. offer feedback on student performance of learned skills from past experience.
Periodical visits from company skilled professionals and supervisors are invited
to create enthusiasm and allow students to ask industry related questions and
workforce related topics to give them a real-world sense. Also if conditions are
in place, student can enjoy visits to actual facility to get an authentic perspective
of work environment and resources. Students are assess for professional attitude
and appropriate courtesy and recognition of authority that is a critical part of
learning and attaining professional and interpersonal relationships expected by
the company. Company representatives are also in observance of student
behavior. Subject matter attesting to professional behavior is one of the topics
for classroom discussion along with vigilance for environmental safety and co-
worker consideration. Demonstrations of proper use of tools and safety
equipment is essential as an emphasized activity persistently integrated in every
applicable instruction.
III. OUTPUTS:
Course monitoring is achieved through textbook chapter assignments
given twice a week in the course of the three days attended in a week
usually on the first day and last day of attendance and are counted and
recorded for completion. Assignments consist of brief end of chapter
questions and or summarize synopsis of main points which students are
assess for depth of response and that they demonstrate a clear
understanding of what they have read. Students are encouraged to develop

4. good professional conscious habits in terms of tool care, organizing,
cleaning, and respecting their immediate work area and that of others
working close by. Accounting of consistent habit performance may add or
subtract marginally from overall grading. Some instructors may
incorporate daily assertions in a written drill assignment on blackboards
in the classroom at the beginning of class and before venturing into
objective and goals for the session. These drill assignments are collected
and recorded and reviewed for continuity of effort for developing integrity.
Generally, in this course type with the main focus of instruction
encompasses the development of dexterity and hands-on skills. Instructor
autonomy may factor the monitoring of specific assignments, drills, habits
and practices.
IV. SHORT-TERM OUTCOMES:
Skill level proficiency and competency standards describing the
capabilities student candidates should have at a given point in course and
at the completion are outlined by the collaboration of technical experts or
seasonedexperience members representing the company training resource
and the school experienced instructors, supervisors and training or
academic counselors employed institutional-wide. Since this course has
been implemented before review of standards determine in industry
technical literature usedfor previous course and recorded observations of
instructors and informed supervisor were compared and analyzed with

5. consideration for real-life variables; differences in demographics;
background experience, age, gender, and academic experience are factors
that may have impact the determination of marginal allowances or
consideration for extending projected proficiency time allowance (No
formal statistical data collection were used or found necessary because of
small class roisters not plausible for budget allowance). A decision was
made to extend daily class hours from 3 to 4 hour sessions as for
compensating for challenges student candidates may face in this and other
succeeding courses for timely interventions towards comprehensive
learning. No other alterations were made. Consequently, with the
collaborative efforts of company training professionals (having experience
in training course implementations) and the continuing education and
workforce team and the inclusion of academic advisors/counselors came to
a mutual understanding that review of selection practices for student
candidates was needed. The review analysis revealed that that assessing
methods for mechanical aptitudes and manual dexterity along with
remedial assessments are to be examine for options. Substantial and
believedto be sustainable options were critically examine and implemented
for selectionof student candidates for this schedule course. Instructors and
supervisors informed of compared observational evaluation have had
assumptions that these changes are factors lending to some significant
improvement for receiving and comprehension and performance of skills
within projected time limits associated with particular task proficiency.

6. V. INPACT OF COURSE:
The program changes for attempt for the attainment of qualified candidates for
ultimately be accepted as new hires in the Lockheed Martin Corporation will
help to increase the successful rate of students to initiate and sustain long
careers at the Baltimore facility. We the participants of the collaborative efforts
of company and team members who worked cooperatively and diligently will
find enthusiasm for possible future courses and curriculums that can turnout
quality skilled and competent technicians for future contract endeavors. We
expect the competency of candidates will be an encouragement for the setting
and achieving of higher goals promoted by the company as stated by
representatives of Lockheed Human Resource department. Modifications of
instruction and itinerary changes are expected to meet the satisfaction for
qualitative and quantitative criteria for production projections at this interval
before the next stage of production needs. The company also informed
candidates of their potential to adapt skills learned at other facilities within the
company having similar needs and can offer relocation benefits. Still,
candidate’s skills are a foundation to develop higher skill levels qualifying them
for applicable consideration of greater compensation. Development of industry
knowledge and acquiring of facility operational competency can lead to
supervisory positions and training leadership. With this modified course it is
expected that confidence in increasing class rosters will prove to be an
advantage learning curve for the company and all involved leading to greater

7. budget savings for future training that will increase with each attempt. Overall
approval rating has increased by an estimated 10 to 15 percent for all informed
stakeholders informed of company activities for production rates. In all it is the
opinion of the Continuing Education and Workforce Development that this
course meet projection and with marginally more satisfaction than expected.