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SWOT Training: Deliverables

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SWOT Training

Deliverables

Spring 2013

Yujin Yang

April 8, 2013

The University of Oklahoma


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Table of Contents

Appendix A: The SMEs Review Checklist ............................................................................................................................... 3

Appendix B: Small Group Survey .............................................................................................................................................. 5

Appendix C: SWOT Analysis Rubric ........................................................................................................................................ 7

Appendix D: Instructional Quality Online Survey ................................................................................................................. 8

Appendix E. SWOT Training Regulation .............................................................................................................................. 12

Appendix F. Self-assessment ..................................................................................................................................................... 13

Appendix G. A Cast Study: Help the Ryan Family .............................................................................................................. 14

Appendix H: Manual of Jive Collaborative Tool Storyboard ............................................................................................ 16

Appendix I. Storyboard for Videos .......................................................................................................................................... 20

Video1. SWOT Training Promotion Video ....................................................................................................................... 20

Video2. Activity1: Self-assessment ..................................................................................................................................... 24

Video3. Activity2: What is SWOT analysis? .................................................................................................................... 27


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Appendix A: The SMEs Review Checklist

Reviewer: _________________________

Date: _____________________________

Please select your rating for each criterion below. (If needed, leave comments under each

question)

N/A 1 2 3 4 5

Not applicable Strongly Disagree Strongly Agree

1. The instruction provides learners with a clear knowledge of the addressed objectives

N/A 1 2 3 4 5


Comments

2. The difficulty level of the instruction is appropriate

N/A 1 2 3 4 5


Comments

3. The materials and activities are appropriate

N/A 1 2 3 4 5


Comments


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4. The instructional design is aligned with the learning theories.

N/A 1 2 3 4 5


Comments

5. The sequence of the instruction is logical and thorough.

N/A 1 2 3 4 5


Comments

6. The content is suitable for the target audience.

N/A 1 2 3 4 5


Comments

7. The pace of the instructional module is appropriate.

N/A 1 2 3 4 5


Comments

8. Other Recommendations

____________________________________________________________________

____________________________________________________________________


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Appendix B: Small Group Survey

Participant: _________________________

Date: _______________________________


question)

N/A 1 2 3 4 5


Instructional Materials and Flows

1. The instruction provides a clear knowledge.

N/A 1 2 3 4 5


2. The level of the instruction is appropriate for me to follow.

N/A 1 2 3 4 5


3. The materials and activities are helpful to understand the content

N/A 1 2 3 4 5


4. Feedbacks are relevant and helpful

N/A 1 2 3 4 5


5. The length of instruction is appropriate

N/A 1 2 3 4 5



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Collaborative Experience

6. Discussion forum helps me to understand the content better

N/A 1 2 3 4 5


7. Working with other participants in groups to develop and enhance my interpersonal

skills and increase understanding of group dynamics.

N/A 1 2 3 4 5


8. The number of a group is appropriate

N/A 1 2 3 4 5


Tools/ Interface

9. The Jive tool is easy to utilize and access

N/A 1 2 3 4 5


10. The Jive makes me to work in a group easily.

N/A 1 2 3 4 5


Comments

11. Other recommendation that we need to improve for this instruction

______________________________________________________________________

______________________________________________________________________


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Appendix C: SWOT Analysis Rubric

Criteria Excellent

(10pts)

Good

(6pts)

Needs

Improvement

(4pts)

Unacceptable

(0pts)

SWOT

Analysis

(20%)

A through SWOT

analysis is

presented and

explained.

The items under

each category are

appropriately

categorized.

One or two things

are wrong and a

SWOT analysis,

such as an item is

inappropriately

categorized

Three or four things

are wrong on a

SWOT analysis.

Explanation is

unclear.

The SWOT analysis

is very poorly done.

Identification

of Issues or

Problems

(20%)

The written analysis

paper clearly

identifies several

strategic plans that

can be taken to

address problems or

issues.

Most alternative

strategic plans are

linked to problems

or issues, but it is

too narrow or too

broad to direct the

solution

The alternative

strategic plans are

unclear or

incomplete in some

aspects. More than

one plan is not

reasonable.

Strategic plans are

missing or

incomplete

Organization

(20%)

The written analysis

paper is well

organized and easy

to understand.

The paper

organization is

generally good, but

some sections are

mislabeled.

The organization is

unclear.

The paper is

disorganized and

hard to understand.

Integration of

Writing Styles

(20%)

Writing style is

uniform. There is

no indication that

the report involved

multiple authors

especially in a

group SWOT

analysis

There is some

indication, such as

different fonts,

different style of a

SWOT matrix.

There is many

indications of

multiple authors.

The analysis report

clearly shows the

work of multiple

authors with

different writing

styles.

Grammar and

Spelling

(20%)

There are none

grammatical or

spelling errors.

There are a few

spelling and

grammatical errors.

There is more than

one spelling and

grammar error per

each matrix.

There are frequent

misspelled words

and serious

grammatical errors.


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Appendix D: Instructional Quality Online Survey

**This survey will conduct through Survey Monkey in order for participant convenience.

Name: _________________________

Date: _______________________________


question)

N/A 1 2 3 4 5


Construction to learning

1. Your level of skills/knowledge at the beginning of this course

N/A 1 2 3 4 5

Not applicable Very Low Very High

2. Your level of skills/knowledge at the end of this course

N/A 1 2 3 4 5


3. The contribution of this course to improve your knowledge in a SWOT analysis

N/A 1 2 3 4 5


Training Contents and Flows

4. Training activates were related to the content.

N/A 1 2 3 4 5



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5. Materials expanded my understanding of the contents to a deeper degree in SWOT

analysis

N/A 1 2 3 4 5


6. The instruction provides a clear knowledge.

N/A 1 2 3 4 5


7. The level of the instruction is appropriate for me to follow.

N/A 1 2 3 4 5


8. The materials and activities are helpful to understand the content

N/A 1 2 3 4 5


Instructor

9. The instructor respected divergent viewpoints

N/A 1 2 3 4 5


10. The instructor created a learning environment that allowed for active discussion.

N/A 1 2 3 4 5


11. The guidance was clear enough to perform the tasks.


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N/A 1 2 3 4 5


Collaborative Experience

12. Discussion forum helps me to understand the content better

N/A 1 2 3 4 5


13. Working with other participants in groups to develop and enhance my interpersonal

skills and increase understanding of group dynamics.

N/A 1 2 3 4 5


14. The number of members is appropriate

N/A 1 2 3 4 5


Tools/ Interface

15. The Jive tool is easy to utilize and access

N/A 1 2 3 4 5


16. The Jive makes me to work in a group easily.

N/A 1 2 3 4 5


Learning Experience

17. Could you elaborate good things and bad things of each activity?


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Good Bad

Personal SWOT Analysis

Research and Reflection

Group SWOT Analysis

Additional Questions

18. Would you recommend this course to your friend? Why?

Yes / No

Why?

19. Do you have any recommendations on this topic and activities?

20. What aspects of this instruction do you feel could be improved? How would you

suggest this to occur?

Any comments?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


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Appendix E. SWOT Training Regulation

Online environment is different to face-to-face meetings that people cannot read and

see your reaction or listen, so a special set of rule is set for this SWOT Online Training

Community. For smooth operation of the instruction and netiquette, you SHOULD keep the

rules below:

1. Do not give your ID and password to others

2. Use your real name for the nickname

3. Before posting to a discussion board, read prior message to get some sense of the

flows of the discussion.

4. Keep your questions and comments relevant to the topic of the discussion. Do not

make off-subject comments.

5. Comments and posting should reflect your knowledge. Please provide rationales

about your opinion.

6. Cite all quotes and sources.

7. Treat the other participants in a polite and respectful manner.

8. Be sure to posting the task in time. Your late response may delay the next process

of learning.

Thank you for your participation


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Appendix F. Self-assessment

Part1. Questioning yourself: Create 8 more questions

1. What advantages do I have than others don’t have?

2. Do I have negative work habits? What are they?

3. Do I have a network of strategic contacts to offer me a good advice?

4. What obstacles do I currently face at school or work?

5. ___________________________________________________________________

6. ___________________________________________________________________

7. ___________________________________________________________________

8. ___________________________________________________________________

9. ___________________________________________________________________

10. ___________________________________________________________________

11. ___________________________________________________________________

12. ___________________________________________________________________

Part2. Categorize the questions into four areas below and answer the questions

Strengths

Weaknesses

Opportunities

Threats


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Appendix G. A Cast Study: Help the Ryan Family

Meet the Ryan Family

The Ryan family has operated a dairy farm for over 50 years. Paul Ryan, age 48,

took over the dairy from his father 20 years ago. The dairy is average-sized for the area: the

Ryans milk 60 cows, grow most of their own forage and grain, and raise their own heifers.

The family withdraws about $30,000 from the farm business each year for living expenses.

The dairy is located in a rural area, but urban and suburban areas are close by. The nearest

city has a population of 100,000.

Margaret Ryan, 42, is Paul’s wife. They have three children: Jane, Hal, and Susan.

Margaret used to work on the farm, but for the last 8 years she has been working full-time as

a clerk-typist in the school district office. Take-home pay from this job is $18,000, plus

health, dental, and other benefits that extend to the whole family.

At this point, Margaret oversees the finances with Paul, occasionally milks, and

manages the household. Jane Ryan, 21, has just received her bachelor’s degree in culinary

arts from the local community college. During the summers, Jane works full-time on the farm

with the milking. She is considering farming as an occupation, but would like to continue her

work in value-added food production.

Hal Ryan, 16, is in high school and works with his father part-time during the school

year, and full-time during the summer. He is not interested in the dairy or in any type of

farming and would rather attend a university and study science, engineering, or economics.

Susan Ryan, 12, is a middle school student who really enjoys the farm. She takes

care of the calves after school, belongs to 4-H, and has just begun to show an interest in

helping with the crops, although she is too young to drive the tractor.

Jean Miller, 64, is Margaret’s mother. Since the death of her husband 5 years ago, Jean has

lived with the Ryans. She shares an interest in cooking with her granddaughter, Jane.

Alternative ventures

The Ryans are considering an alternative farm enterprise because they need

additional income to send their younger children to college and to save for retirement. Paul

and Margaret feel strongly that they would like Jane or Susan to take over the farm.

This means that, until they retire, the farm may have to support two families (Jane

currently has no plans for marriage). The Ryans are thinking about expanding the dairy to

generate additional income, but Jane would rather be involved in a value added (food product)

enterprise. Paul and Margaret realize that changes in the farm may have to occur to satisfy the

desires of the next generation and are willing to explore alternative farm enterprises.

The family met to determine how each person felt about developing a new enterprise

on the farm, and found that Jane and her grandmother are most excited about this idea. After

they did an inventory of resources, they concluded that their main, underutilized, physical

resources are a small piece of land — about 5 acres currently used to grow extra hay for sale


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— and a concrete block shed used to store bicycles and patio furniture. Their main,

underutilized, marketing resource is the city 38 miles away. The Ryans also have good road

frontage along a fairly well-traveled highway. Management and labor resources available

year-round would come from Jane and Jean. High school students would be available

primarily in the summer, as would Susan.

The family decided that Jane would generate enterprise ideas, and the others would

offer opinions on suitability. Jane and Jean discussed possible food products that could be

made using farm resources. She also spoke to some former professors and classmates, a

farming neighbor she respected, and the Extension economic development educator. She

reviewed back issues of culinary and country magazines and spent an entire day walking

through the city, visiting stores, restaurants, the downtown area, and malls.

Out of 6 ideas that Jane came up with (fruit pies, salsa, strawberry jelly, cheese, ice

cream, and yogurt), the idea that most family members liked was cheese, which Jane and Jean

thought could be sold at a farm-market stand or to the many hotels and restaurants in the city.

** This case study is adopted from SWOT analysis: a tool for making better business

decisions. (2008).


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Appendix H: Manual of Jive Collaborative Tool Storyboard

Four main functions are descripted below in the storyboard: Home, Create, Place,

and Contents. All information can check here: https://ou-swot.jiveon.com/content. You need

to register the site to the resources.

Category: Manual Screen1: Home

Description: Through “connections streams,” individuals can check the newest posts and

comments directly.

https://ou-swot.jiveon.com/content


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Category: Manual Screen2: Create

Description: The learner can create a discussion forum, upload files and videos, share

documents or blogs, send messages to members, and create a group for a group activity. The

benefit of these functions is the instructor or members can choose a way depending on the

characteristic of an activity. If the activity more focuses on group discussion, the instructor

posts questions through “discussion” for active participation among learners. More detailed

information was described in “the design document.”


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Category: Manual Screen3: Place

Description: In place section, learners can check the opened activity that they are currently

working on it. The instructor can manage groups in a small size in order for effectiveness of a

group activity.


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Category: Manual Screen4: Content

Description: Learners can check all contents in the SWOT analysis training in “content”

section, as well as compose a document. Icons represent the type of documents.


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Appendix I. Storyboard for Videos

Video1. SWOT Training Promotion Video

Scene1

Subtitles:

Failure?

Audio Script: N/A

Scene2

Subtitles: N/A

Audio Script: 80% percent of college-bound students start programs without knowing

their goal. Therefore, some students go to college knowing what they want to do exactly,

but most students do not know.

Scene3

Subtitles:

80% of freshman uncertain about their

major.

50% of students change their major

more than once.

Audio Script: According to the report from the New York times, 80% of freshman in

Penn State University are uncertain about their major.

NBS News reported that over 50% of students change after they decide their major more

than once.


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Scene4

Subtitles:

Because they DO NOT have CLEAR

GOALS.

Audio Script: It is because they do not have a clear goal.

Scene5

Subtitles:

It’s not only for college students.

Audio Script: Failure is not only for college students

Scene6

Subtitles:

50% of business failed in the first

year.

This number increase dramatically

in the first 5 years as high as 90% to

95%.

Audio Script: According to a research, approximately 50% of business failed in the first

year, and this number increase dramatically in the first five years of running business as

high as 90 to 95%


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Scene7

Subtitles:

It is because of a WEAK strategic

plan.

Audio Script: The most top cause of business failure is because of a weak strategic plan

Scene8

Subtitles:

How about you?

Audio Script: How about you?

Scene9

Subtitles:

Are you satisfied in your major?

Audio Script: Are you satisfied in your major?


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Scene10

Subtitles:

Is your business running well

without problems?

Audio Script: Is your business running well without problems?

Scene11

Subtitles:

Want to be better?

Audio Script: Want to be better?

Scene12

Subtitles:

Site URL

Audio Script: Visit the site


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Video2. Activity1: Self-assessment

Scene1

Subtitles:

Why self-development plan is

important?

Audio Script: N/A

Scene2

Subtitles: N/A

Audio Script: “Expert advices”, source from the YouTube

Scene3

Subtitles:

What is Self-development plan?

Audio Script: N/A


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Scene4

Subtitles:

A process of expending, shaping, and

improving skills.

Audio Script: Self-development plan is a process of expending, shaping and improving skills

and knowledge for your improvement in abilities and effectiveness. It is not only important

for your new job, but also for you life.

Scene5

Subtitles:

N/A

Audio Script: It is not only important for your new job, but also for you life.

Scene6

Subtitles:

N/A

Audio Script: With a personal development plan, you engage in the better in your life, your

relationships, and your profession. Before building your plan, you should know about

yourself.


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Scene7

Subtitles:

Do you know about yourself?

Audio Script: Do you know about yourself?

Scene8

Subtitles:

Audio Script: It’s time to evaluate your ability and skills yourself to know you for better life.

It will guide you a direction for your future.


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Video3. Activity2: What is SWOT analysis?

Scene1

Subtitles:

N/A

Audio Script: N/A

Scene2

Subtitles:

N/A

Audio Script: Welcome back to SWOT analysis training. Last time you developed and

analyzed your strengths, weaknesses, opportunities, and threats.

Scene3

Subtitles:

N/A

Audio Script: Was the activity useful for your self-development plan?


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Scene4

Subtitles:

Audio Script: SWOT is the acronym: strengths, weaknesses, opportunities, and threats.

Scene5

Subtitles:

Why it is necessary?

Audio Script: Why SWOT analysis is necessary for your business and your goal?

Professor Tim will tell you why SWOT is necessary.

Scene6

Subtitles:

N/A

Audio Script: The interview of Prof.Tim: resources from YouTube.


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Scene7

Subtitles:

N/A

Audio Script: To determine your strategic plan, you need to have a thorough

understanding of SWOT analysis.

Scene8

Subtitles:

It’s your time to research SWOT.

Audio Script: Now It’s your time to research SWOT analysis.


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Video4. Activity3: Group SWOT Analysis

Scene1

Subtitles:

N/A

Audio Script: N/A

Scene2

Subtitles:

SWOT can be used

Audio Script: SWOT can be used

Scene3

Subtitles:

Personal development plan,

decision-making, problem solving,

planning, product evaluation,

competition evaluation.

Audio Script: Personal development plan, decision-making, problem solving, planning,

product evaluation, competition evaluation.


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Scene4

Subtitles:

Time, resource

Audio Script: Also, you know that to do a SWOT analysis requires time and a significant

resource.

Scene5

Subtitles:

N/A

Audio Script: This cannot be done effectively by yourself because you may present a

somewhat lopsided view of the events.

Scene6

Subtitles:

Failure?

Audio Script: It requires a team effort.


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Scene7

Subtitles:

N/A

Audio Script: N/A

Scene8

Subtitles:

N/A

Audio Script: The Ryan family needs to conduct a SWOT analysis. They are considering

alternative farm enterprise because they need additional income to send their younger

children to college and to save for retirement. Help the farm with your group member.

Scene9

Subtitles:

Develop strategic plans for the

Ryan family.

Audio Script: Check your group and develop strategic plans for the farm.

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