Essay on Vocational Driving Training Agency Eval: NYC Poverty, Jobs & More

Introduction

The Vocational Driving Training Agency program seeks to have several deliverables that can be evaluated based on different criteria. Some of the deliverables of the program that can be evaluated include the number of candidates registering for the driving class, the poverty levels in New York, and employment rate, among others. The following are some of the systems that will be used in the evaluation of the program. First, the program will be evaluated based on the number of New Yorkers who are familiar with it and its goals. One key step in the success of any program is to create awareness among the target population. To create awareness and reach out to a large group of people, the program will need a website after the filing of the application paperwork (CEcD, 2017). The website is a great milestone in helping the customers to find the program on the internet. It is through the awareness that the program will be able to reach out to those intended, and therefore, VDTA will be evaluated on the number of people from New York that are aware of such services it offers. Secondly, another facility that will need to be in place for the program to be accomplished is to have a competent team of trainers (Jones et al., 2016). The human resource element is key in the program, as they will determine the level of competence the graduates from this facility will have (Strayer, 2015). The program will need to source for some of the best driving trainers with accredited certifications, a good record of previous works held, and experience. Besides, the program must have a physical facility that is well-equipped with all the driving school equipment where the learners can meet and navigate through their training. Thirdly, in terms of technology, the program will need to incorporate some of the best technology to make it much more effective than its competitors so as to attract the largest number of candidates (Nate, 2020). One area where the technology may be of great importance is in the ability to teach, and it should aim at being on the cutting edge through instituting the use of remote Web-accessed study materials and computer simulators. One such technological resource that the program can use is the Video recorder technology that provides the best techniques in driving instruction. It should also maximize the use of artificial intelligence to provide a better and more convenient teaching environment. Another software that they may need is the Lifelong Driver which is a computer-based program that is fun and engaging through its inclusion of engaging and realistic simulations for quick sharpening of a driver's skills.

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Possible Program Outcomes

The possible program outcome a reduced level of poverty in New York. Since the program targets the poor New Yorkers, its successful initiation could lead to the empowerment of the target group by increasing their employability, hence reduced poverty in the area. Another potential outcome of the program is to reduce the shortage of drivers in companies such as Uber, Amazon, Lift, and Postmates, among other stakeholders targeted by the program. Since the program aims are forming an association with such companies in providing them with drivers, it becomes a win-win for both the program and the companies as they will also get a reliable source of drivers, while at the same time the program will greatly benefit from them in terms of funding. Another desired impact of the program is that it will lead to a happy constituent of New York, through the government involvement in the road test waiver, and increased accessibility to driving license, which is a key factor in increasing job options for the people. That can also be attributed to by the car dealers offering discounts on their cars to the graduates.

References

CEcD, A. W. (2017). Driving business retention, expansion and attraction programs to a higher level through talent pipeline management. Economic Development Journal, 16(4), 28-36. http://search.proquest.com/openview/6f650ea2d6fe552ba2e2eb01fb6ed0c3/1?pq-origsite=gscholar&cbl=44217

Jones, J., Dickerson, A., Flaten, H. K., Belmashkan, S., & Betz, M. E. (2016). Driving rehabilitation specialists' perspectives on older driver evaluations. American journal of occupational therapy, 70(2), 7002270010p1-7002270010p7. https://ajot.aota.org/article.aspx?articleID=2482790

Nate H. (2020). Driving School Business Plan. Markam Driving School. https://www.bplans.com/driving_school_business_plan/services_fc.php

Strayer, D. L. (2015). Is the technology in your car driving you to distraction?. Policy insights from the behavioral and brain sciences, 2(1), 157-165. https://journals.sagepub.com/doi/abs/10.1177/2372732215600885