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Chapter One Summary

Chapter One Summary. Rothwell & Kazanas. I.D Theory & Practice. UTILIZATION: media utilization diffusion / innovation implementation & institutionalization policies and regulations. DEVELOPMENT: print technologies audio & visual technologies computer based technologies

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Chapter One Summary

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  1. Chapter One Summary Rothwell & Kazanas Katrin Becker

  2. I.D Theory & Practice • UTILIZATION: • media utilization • diffusion / innovation • implementation & institutionalization • policies and regulations • DEVELOPMENT: • print technologies • audio & visual technologies • computer based technologies • integrated technologies • MANAGEMENT & LEADERSHIP • project • resource • delivery system • information • DESIGN: • instructional system • message • instructor characteristics • learner characteristics • EVALUATION: • problem analysis • criteria reference measurement • formative evaluation • summative evaluation Katrin Becker

  3. Comprehensive model of Human Performance in Organizations ORGANIZATIONAL PERFORMANCE Environment Structure Technology Strategy Culture WORK-GROUP PERFORMANCE Structure Leadership Cohesiveness Roles Norms Status INDIVIDUAL PERFORMANCE Job Context Motivation Knowledge Skills Attitudes Abilities Aptitude Katrin Becker

  4. Instructional Designer as Emerging Profession: • Conduct Needs Assessment • Define Learning Objectives • Work w/ Subject Experts • Prepare Job Aids • Select Media • Develop Curriculum Plans • Write Instructor / Participant Materials • Conduct Pilot Tests Katrin Becker

  5. Performance is... • achievement of results • outcomes to which purposeful activities are directed It is NOT Behavior Katrin Becker

  6. Efficiency vs. Effectiveness • Efficiency: Are we doing things right? • Effectiveness: Are we doing the right things. • CS Software Testing: • Verification = building it right • Validation = building the right thing Katrin Becker

  7. Criticism of Traditional Approaches • ID1 [the old way] • "Assumes a cumulative organization of learning events Based on prerequisite relationships among learned behaviors" • focuses on parts rather than the whole • provides superficial advice • adopts closed-system view (disregards environment) • asserts unrealistic approach • instruction is passive Katrin Becker

  8. ID2 - the New Way • integration of knowledge and skills • interactive strategies • open system • applies new knowledge about teaching and learning to the design process • organize knowledge about ID - define methodologies • provides design tools for • knowledge analysis / acquisition • strategy analysis • transaction generation / configuration • a collection of mini-experts, each contributing their little part to the whole Katrin Becker

  9. Wanted: New Models • OR... Do we just need to learn how to apply the models we already have? • If those who created the models are unable to use them effectively themselves, or describe how to use them, then perhaps they aren't as useful as first thought. • If it is indeed broke, then fix it. • Wicked Problems Red Text shows provocations for Further discussion :-) Katrin Becker

  10. Personal Notes • Lessons from My World: • adding complexity doesn't always help • some prudent application of Patterns is in order • appropriate Patterns need to be identified • it may not be possible to discount the value/influence of experience & talent {the art & the craft of the job} (i.o.w. better lists may not solve the problem) Red Text shows provocations for Further discussion :-) Katrin Becker

  11. I.D Theory & Practice • UTILIZATION: • media utilization • diffusion / innovation • implementation & institutionalization • policies and regulations • DEVELOPMENT: • print technologies • audio & visual technologies • computer based technologies • integrated technologies • MANAGEMENT & LEADERSHIP • project • resource • delivery system • information • DESIGN: • instructional system • message • instructor characteristics • learner characteristics • EVALUATION: • problem analysis • criteria reference measurement • formative evaluation • summative evaluation Katrin Becker

  12. Comprehensive model of Human Performance in Organizations ORGANIZATIONAL PERFORMANCE Environment Structure Technology Strategy Culture WORK-GROUP PERFORMANCE Structure Leadership Cohesiveness Roles Norms Status INDIVIDUAL PERFORMANCE Job Context Motivation Knowledge Skills Attitudes Abilities Aptitude Katrin Becker

  13. Factors Affecting Performance - 1: Individual Performance Katrin Becker

  14. Factors Affecting Performance - 2: Work-Group Performance becker: It is not clear a leader must be defined in the traditional sense - SCRUM? Katrin Becker

  15. Factors Affecting Performance - 3: Organizational Performance Katrin Becker

  16. Systematic; Guided by Models ID Process • not necessarily linear or step-by-step • iterative and systematic Other Design Processes: • Waterfall/ Sashimi Models • Scrum; Handcuffing; Hacking Red Text shows provocations for Further discussion :-) Katrin Becker

  17. Open System Theory Environment • Dependent on external environment for essential inputs and reception of outputs • There exists a pattern to the flow of inputs and outputs • Most have subsystems that interact with supra-systems Outputs Inputs Operations Feedback Katrin Becker

  18. Open System Theory - Subsystems • Production [ getting work out ] • Adaptive [ adapting to change ] • Maintenance [ streamlining ] • Managerial [ direction & coordination ] Katrin Becker

  19. Open System Theory - Supra-Systems • Industry [ All similar & related industry ] • Governmental-Legal [ laws & regulation ] • Marketing Competitive ["beating the other guy?"] • Economic [ National & International ] • Technological [ Tools; Knowledge; Methods] • Supplier [ Those who provide inputs ] Red Text shows provocations for Further discussion :-) Katrin Becker

  20. Applicability of Open Systems Theory to ID Helps us to answer: Why are we doing this? What is this good for? What are we improving? How does this fit in to the rest? How are we affecting the rest? Katrin Becker

  21. Cost Effectiveness • Not always about INSTRUCTION • Ensuring that Knowledge, Skills & Attitudes are a good match with what's required. • Systems Analysis • Problem Solving • Make sure Instruction is what's really needed - that it will solve the identified problem. Red Text shows provocations for Further discussion :-) Katrin Becker

  22. Chapter Two Summary Rothwell & Kazanas Katrin Becker

  23. I.D Theory & Practice • UTILIZATION: • media utilization • diffusion / innovation • implementation & institutionalization • policies and regulations • DEVELOPMENT: • print technologies • audio & visual technologies • computer based technologies • integrated technologies • MANAGEMENT & LEADERSHIP • project • resource • delivery system • information • DESIGN: • instructional system • message • instructor characteristics • learner characteristics • EVALUATION: • problem analysis • criteria reference measurement • formative evaluation • summative evaluation Katrin Becker

  24. Training • Training • Education • Development Constitute Instructional Solutions • NON-Instructional Solutions: feedback; aids; rewards; employee selection; organizational redesign Katrin Becker

  25. Feedback WHAT: influences quality of performance WHEN: • Is problem caused by missing knowledge/ skill/ attitude? [yes] • Did they used to be able to do it? [yes] • Is the skill used often? [yes] • Are they getting enough info on consequences of 'good' performance? [no] • Is clarity and accuracy of feedback sufficient? [no] • Is feedback timely? [no] Katrin Becker

  26. Feedback HOW: • Coaching [how is this not teaching/instruction?] • Production Wall Charts [competitive; discouraging] • Memorandums [we all want more memos; how often do we get memos that say, "Nice Job."?] • Team Meetings [more meetings too, perhaps a necessary evil] • Performance Appraisals [it's been estimated that the amount of time spent by faculty writing up their annual reports at UofC totals about 8 years - is it worth it?] • 360-Degree Feedback [e.g.. USRIs how do we know we are asking the right questions?] • Customer Surveys [how often do you fill out surveys?] Red Text shows provocations for Further discussion :-) Katrin Becker

  27. Job Performance Aids WHAT: information; guide • Questions to ask: • Can it be accessed and used in real time? • Does it provide stimuli for performance? • Does it provide sufficient direction? ["Load film now."; IKEA furniture instructions] Red Text shows provocations for Further discussion :-) Katrin Becker

  28. Job Performance Aids WHEN: • big consequences; complexity; infrequent performance; limited training time; limited training budget • NOT if: no time to use; causes credibility issues HOW: Workbooks; Checklists; Manuals; Decision Aids; Algorithms; Procedures; Work Samples; Replicas;[Models? - as in ID Models] Red Text shows provocations for Further discussion :-) Katrin Becker

  29. Rewards WHAT: motivational; watch out for ethical considerations WHEN: • If problem caused by workplace obstacles; not individuals? • Do they expect it? • Is what they are doing perceived as without value? • Do they now perceive consequences of performing well negatively or neutral? HOW: • Intentional; External; Standardized [no favoritism] • Recruitment & Retention • Encouraging: behave; do the work See page 23-25 for list Katrin Becker

  30. Employee Selection WHAT: Right People for the Right Jobs WHEN: • turn-over is high • too many firings • "This wasn't in my job description!" • supervisors complain their people are ill-equipped Katrin Becker

  31. Employee Selection HOW: • Recruitment (inside & outside; long & short term) • Job Analysis -> Job Description [complete, accurate, current] • Selection tools [applications; tests; interviews] "Protected Labour Groups !?!?" Katrin Becker

  32. Organizational Redesign WHAT: Reporting Relationships & Command Structure WHEN: • Confusion about job responsibilities • inadequate job descriptions • outdated organizational charts • unclear relationships between goals & structure • pockets of 'ick' for employees • inefficient work-flow • inability to adapt to changing environments Katrin Becker

  33. Organizational Redesign HOW: • Changing reporting relationships (reorganization) • Improving Information Flow (Communication Audit) • Redefining Job Responsibilities • Changing Job Responsibilities • Changing Goals, Objectives or Standards • Increasing Information Available About Workflow ["Who you gonna call?"] Katrin Becker

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