A brief examination of the differences in curriculum design for adults returning to school or for regular high school students.
Written in 2005; 1,014 words; 4 sources; MLA; $ 35.95
Paper Summary:
When a group of individuals designed to be members of a sales force for a brick and mortar multinational business go 'back to school,' the curriculum philosophy, implementation and design of the firm will be by definition much, much different in its objectives than the aims of the curriculum of a local school district. This paper explains that the difference will not simply be in the age of the individuals, as many older people are becoming part of the nation's high school and community college graduates. It points out that the primary difference will be that the curriculum for the corporation must be praxis-driven, rather than simply designed to foster learning in the students. The writer posits that customer service and retention and employee satisfaction and retention must be the prime objectives of such corporate training.
From the Paper:
"The sales curriculum must thus be designed with practicality and profits in mind. Academic learning is open ended, and designed to encourage students to ask 'what works.' But in corporate settings, management and outside consultants, as well as the past experiences of the company have already reached a consensus about what works. Now, the task of the curriculum is to enable the sales staff to implement the company's designed program to make effective sales. For example, in a school, one might ask, what is the best way to treat anxiety? A corporate training program for a sales staff would ask, how best to approach doctors in a hospital setting to sell our anti-anxiety medication? The skills and ability to learn in the sales staff are assumed, if human resource staff has done the HR job well by selecting qualified and competent employees. This assumption is not made in more conventional learning settings."
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