| Summary: | 碩士 === 銘傳大學 === 管理學院高階經理碩士學程 === 104 === This study is based on the instructional model of Anaylsis,Design,Development, Implementation, and Evaluation (ADDIE) discussion on externallecturer training system to offter an insight into the study of architecture. Thestudy examines how high-quality external lecturers can appreciate theorganizational cultures, understand students’ needs (Analysis), design coursesvalues (Design), develop curriculum (Development), solve problems in theprocess of teaching students (Implement), and do self-evaluation after givingtraining classes (Evaluation).By means of anazyling the high-quality external lecturers’ real-lifeexperiences and the strategies adopted to enhance the level of satisfaction of theparticipants with the training courses, this study attemps to provide feasibleprocedures or methods and compensate the insuffiency in the ISO10015international training quality system in terms of giving practical exercises duringtraining sessions. Furthermore, this research aims to assist the externalinstructors in improving the quality of their lessons by supplying them withmore diverse references and in raising the level of the satisfaction with theirtraining lessons.To conclude, the ADDIE framework benefits the external lecturer training system by enriching the system with an analytical approach. That is, in the first step, “Anaysis,” the instructors would directly or indirectly inquire anenterprise’s internal demands through its consulting agents or its Human Resource (HR) department. The instructors, then, could use the inquired information to analyze the organizational cultures and the potential students’needs. In the second step, “Design,” external teachers often have their own syllabuses with several diferent versions. After the interviews with clients, the teachers would use their experiences to determine if their syllabuses are suitable for the clients’ demands and they might modify their syllabi accordingly. In the third step, “Development”—the development of course content, the lecturersshould have their own database for their classes. Therefore, most of their courseshave had a modular format and so there would be little room to alter their course content. However, a slight change is possible. In fact, professional instructors would acquire new knowledge to update their own databases and teaching outlines at all times because they would need to hold the state-of-the-art information in order to face the large amount of the demands of the training courses. In the fourth step, “Implement”—solving the problem of student in the teaching process, most of the lecturers would prepare presentations oriented to the needs of their students. The presenters would always pay attention to the audiences’ instant responses and demands, and by which the presenters could promote learner motivation. In addition, presenters would expect participants to ask questions so that they could implement the questions in the courses. They often use different teaching techniques and arrangements to respond to theon-the-spot teaching circustames. Besides, although instructors would have their preferred teaching styles, they all agree that in order to maximum teaching quality, it is necessary for them to get acquaintance with different teaching methods. In the last step, “Evalution”—how to do self-evaluation after giving training lessons, lecturers would observe their students and immediately adjust their lectures to address to the problems of the students. In general, external lecturers would learn the effect of their training courses from the consultants and the contact windows. After they know the results and have an idea how to improve their lessons, they would not put the results in mind but put what they have experience into practice and face next challenge instead.
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