chapter one summary

1/18/2003 12:55 PM

Katrin Becker Chap 1 - Role of ID # 1

Chapter One Summary

Rothwell & Kazanas

1/18/2003 12:55 PM


UTILIZATION:•media utilization

•diffusion / innovation•implementation & institutionalization

•policies and regulations

MANAGEMENT & LEADERSHIP

•project•resource•delivery system

•information

EVALUATION:•problem analysis

•criteria reference measurement•formative evaluation

•summative evaluation

DEVELOPMENT:•print technologies

•audio & visual technologies•computer based technologies

•integrated technologies

DESIGN:•instructional system

•message•instructor characteristics

•learner characteristics

I.D Theory

& Practice

1/18/2003 12:55 PM


Comprehensive model of Human Performance in Organizations

INDIVIDUAL PERFORMANCEJob ContextMotivationKnowledge

SkillsAttitudesAbilitiesAptitude

WORK-GROUP PERFORMANCEStructure

LeadershipCohesiveness

RolesNormsStatus

EnvironmentStructure

TechnologyStrategyCulture

ORGANIZATIONAL PERFORMANCE

1/18/2003 12:55 PM


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

1/18/2003 12:55 PM


Performance is...• achievement of results• outcomes to which purposeful

activities are directedIt is NOT Behavior

1/18/2003 12:55 PM


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

1/18/2003 12:55 PM


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

1/18/2003 12:55 PM


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

1/18/2003 12:55 PM


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 forFurther discussion :-)

1/18/2003 12:55 PM


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)


1/18/2003 12:55 PM







•information










I.D Theory

& Practice

1/18/2003 12:55 PM


Comprehensive model of Human Performance in Organizations

INDIVIDUAL PERFORMANCEJob ContextMotivationKnowledge

SkillsAttitudesAbilitiesAptitude

WORK-GROUP PERFORMANCEStructure

LeadershipCohesiveness

RolesNormsStatus

EnvironmentStructure

TechnologyStrategyCulture

ORGANIZATIONAL PERFORMANCE

1/18/2003 12:55 PM


Factors Affecting Performance - 1: Individual Performance

Job Context:

Job Environment - supervisors; equipment; tools; clients; co-workers

Are there sufficient resources to perform?

Motivation Desire Do they want to perform?

Knowledge Information necessary for performance

Is it available? Do we have it?

Skills Abilities to do required things Can they do it?

Attitudes Expressed feelings about performance.

How do they feel about this?

Abilities CapabilitiesDo they have required talents; mental' physical characteristics?

Aptitude Future Capabilities. [potential] Can they learn this?

1/18/2003 12:55 PM


Factors Affecting Performance - 2: Work-Group Performance

Structure How work is allocated.

Is responsibility for results clearly defined?Are they aware of what they are responsible for?Are they held accountable for achieving results?

Leadership How is direction given?Is it clear who is in charge?Does leader consider how people feel as well as what must be done?Cohesivene

ssMember unification; ability to work as group.

Can they work together?

Roles Pattern of expected behaviors; results of each member.

Do members understand their roles?

Norms Accepted beliefsHow do they feel about the results they are to achieve? Methodology?

Status Relative positions of members

Do people have authority to act on their responsibilities? Can others follow the lead(s)?

becker:

It is not clear a leader must be defined in the

traditional sense - SCRUM?

becker:

It is not clear a leader must be defined in the

traditional sense - SCRUM?

1/18/2003 12:55 PM


Factors Affecting Performance - 3: Organizational Performance

Environment

Outside WorldHow well are we adapting to and anticipating change outside?

Structure How work is divvied upon a larger scale.

Is work divvied up appropriately?

Technology How the work is done.Are they applying current knowledge (ideas) to methodologies?

Strategy The means to the end. Long-term direction.

Are they competing effectively?

Culture Beliefs and attitudes.

Do members share common beliefs & attitudes about what they (and the organization) should do?

1/18/2003 12:55 PM


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


1/18/2003 12:55 PM


Environment

Open System Theory

• 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

Inputs Operations Outputs

Feedback

1/18/2003 12:55 PM


Open System Theory - Subsystems

1. Production [ getting work out ]2. Adaptive [ adapting to change ]3. Maintenance [ streamlining ]4. Managerial [ direction &

coordination ]

1/18/2003 12:55 PM


Open System Theory - Supra-Systems

1. Industry [ All similar & related industry ]2. Governmental-Legal [ laws &

regulation ]3. Marketing Competitive ["beating the

other guy?"]4. Economic [ National & International ]5. Technological [ Tools; Knowledge;

Methods]6. Supplier [ Those who provide inputs ]Red Text shows provocations for

Further discussion :-)

1/18/2003 12:55 PM


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?

1/18/2003 12:55 PM


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


1/18/2003 12:55 PM


Chapter Two Summary

Rothwell & Kazanas

1/18/2003 12:55 PM







•information










I.D Theory

& Practice

1/18/2003 12:55 PM


Training

• Training• Education• DevelopmentConstitute Instructional Solutions

• NON-Instructional Solutions:feedback; aids; rewards; employee

selection; organizational redesign

1/18/2003 12:55 PM


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]

1/18/2003 12:55 PM


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?]


1/18/2003 12:55 PM


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


1/18/2003 12:55 PM


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


1/18/2003 12:55 PM


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

1/18/2003 12:55 PM


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

1/18/2003 12:55 PM


Employee Selection

HOW:• Recruitment (inside & outside; long

& short term)• Job Analysis -> Job Description

[complete, accurate, current]• Selection tools [applications; tests;

interviews] "Protected Labour Groups !?!?"

1/18/2003 12:55 PM


Organizational Redesign

WHAT: Reporting Relationships & Command

StructureWHEN:

– 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

1/18/2003 12:55 PM


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?"]

chapter one summary

Documents