tugas 2 inggris case study

Case Study : Group Leadership Training

Learner and context analyses are critical in instances where heterogeneous groups of learners

who are not known to the instructional designer will be learning in unfamiliar contexts and

performing their news skills in self-regulated contexts. This would be the case in the group

leadership training example in this case study. You may want to refer back to the Case study

section of Chapter 2 in order to refresh your memory of the neighborhood crime watch scenario.

Table 5.2

Table5.2

Contoh formulir untuk menganalisis konteks kinerjaInformation categories Data sources Performance site characteristics1. Managerial/

supervisory support Interviews: current persons holding position, supervisors, administrators

Organization records

Reward system (intrinsic-personal growth opportunities, extrinsic-financial, promotion, recognition)

Amounts (time) and nature of direct supervisionEvidence of supervisor commitment (time resources)

2. Physical aspects of site

Interviews: current persons holding position, supervisors, administrators

Observations:Observe one to three sites considered typical

Facilities

Resources

Equipment

Timing 3. Social aspects of

site Interviews :current persons holding position, supervisors, administrators

Observations:Observe typical person performing skills at sites selected

Supervision:

Interaction :

Others effectively using skills:

4. Relevance of skills to workplace

Interviews :current persons holding position, supervisors, administrators

Observations:Observe typical person performing skills at sites selected

Meet identified needs

Currents applications:

Future applications

Performance context analysis

A performance context analysis is shown in Table 5.5. again, information categories are listed in

column 1, data sources are included in column 2, and performance site characteristics are

described in column 3. Gathering such information about the arena in which NCW leaders work

will aid designers in choosing the best instructional strategies to use for maximizing the transfer

of skills to the performance site. In this case, the leaders will be working in a public arena

gathering information, organizing meetings and programs, and performing group management

tasks during formal and informal meetings. They are unsupervised and receive little support

excepts for the country NCW coordinator and the assigned local police support person. Providing

these supports individuals with information and strategies for supporting the NCW leaders in

their communities could prove very beneficial for enhancing each leader’s effectiveness in the

community.

Table 5.3

Table5.3

Example Form For Analyzing Performance ContextInformation Categories Data Sources Learning Site Characteristics

1. Number/ nature of sites

Interviews: Managers Site visits:Observations

Number Facilities Equipment Resource Constraint:

2. Site compatibly with instructional needs

Interviews: Managers, instructorsSite visits:Observations

Instructional strategies:Delivery approaches Time Personnel Other

3. Site compatibly with learner needs

Interviews: Managers, instructors, Learners Site visits:Observations

Location (distance)Conveniences:Space:Equipment :Other:

4. Feasibility for simulating work place

Interviews: Managers, instructors,Learners Site visits:Observations

Supervisory characteristics:Physical characteristics:Social characteristicsother

LEARNING CONTEXT ANALYSIS

Table 5.6 contains a learning context analysis for the group leadership instructional goal. A list

of the information categories appears in the first column, the data sources in the second column,

and learning context characteristics in the third column. From this information, we can infer that

the design team has a very good instructional situation. The importance of the neighborhood

crime problem and the political/social priority currently attached to it has created the financial

and professional resources, facilities, equipment, and personnel to provide quality instructional

products and training sessions. The only apparent limitations placed on the designers are those

related to balancing learning efficiency and cost effectiveness.

For additional learning support and a school curriculum example of analyzing learners and

contexts, be sure to go to the Course Management site materials for chapter 5.

Table 5.4

Table5.4

Description Of Learner Characteristics For Newly Appointed Neighborhood Crime Watch (NCW) leaders

Information Categories Data Sources Learner Characteristics1. Entry

behaviors Interviews andObservationsThree current and three newly elected NCW chairs, the county NCW supervisor, three police liaison officers

Test data:Posttest performance from group membership training

Performance setting:Learners have no prior experience as Neighborhood Crime Watch chairpersons, and most have no prior experience in serving as the leader in problem solving discussions

Learners have served as members in work or community related committee meetings; however most have had no formal training in problem solving through interactive discussions

2. Prior knowledge of topic area

Interviews andObservationsThree current and three newly elected NCW chairs, the county NCW supervisor, three police liaison officers


Learners have general knowledge of the group leadership area from participating as members in group discussions and from observing different leaders they have had through the years. As adults who have interacted more or less successfully with colleagues, they possess, at least at an awareness level, many of the skills required to be effective discussion leaders.

3. Attitudes toward content



Learners believe the group problem solving skills they will learn are beneficial and will help them become good, contributing members of team efforts. They also believe that acquiring the upcoming group leadership skills will help them ensure that their committee meetings will be effective and productive

4. Attitudes toward potential delivery system



Learners have experience learning through live lectures, web based instruction, and live group problem solving simulations as a result of the prior instruction. They liked the convenience of the web based instruction, and they believe that simulations were helpful

5. Motivation for instruction (ARCS)



Learners are positive about their selection of leaders, and are anxious to develop/ refine their leadership skills. They believe the leadership skills are relevant to their jobs as Neighborhood Crime Watch chair persons, and they are confident they can become effective group discussion leaders. These factors, along with the interactive nature of the instruction, should help ensure that learners are attentive during instruction.

6. Educational and ability level


Records: Biographical data from NCW Chairperson Application Form Test data:Posttest performance from group membership training

Education levels : learners vary in their formal education with some completing high school, some college, and some graduate degrees

Ability levels: besides academic progress, learners’ interpersonal skills are a concern. Based on experience in the prior “group member” training, it seems that learners are heterogeneous with some high in interpersonal skills, some moderate and some low

7. General learning preferences

Attitude data :Questionnaire from group membership training

Interviews and observations: All 16 learners in group membership training session

Learners are experienced with a variety of learning formats: however, they prefer not to be publicly “put on the spot” until they are completely clear about trainer and group expectations and the skills they are to demonstrate in a group setting. In workshop setting, they prefer a short cycle of (1) presentation (what do you expect of me?), (2) private rehearsal (how can I best accomplish this?) and then (3) interactive “on the spot” simulations (can I manage group interactions/progress with real people and problems?). they like simulations and like to be involved

8. Attitudes toward training organization

Interviews:NCW Supervisor, police liaison officers, current NCW leader

Respondents have positive feelings about the organization developing the materials, bout web base instruction delivered via the Internet, and about the county learning center they used during prior training. All think the training is a good idea for helping them become acquainted with other NCW leaders from across the county and that these relationship. They also believe the training is helping them become acquainted with other NCW leaders from across the country and that these relationships will help them build an interpersonal network of support.

9. General group characteristicsa. Heterogeneityb. Sizec. Overall impressions

Interview :NCW supervision, police liaison officer NCW Records :Needs assessments, history with NCW leaders, biographical forms for leaders Observations :Three current NCW leaders conducting neighborhood meeting.

Heterogeneity : Learners are extremely heterogeneous in that they come from various neighborhood throughout a country ;come from a wide variety of work settings and areas of expertise ;have varying years of work experience ;and represent a mix of age, gender, and cultural backgrounds.Size: There will be a total of twenty learners per training site to maximize learning efficiency for live group interactive work.Overall impressions: Instruction will need to be efficient, effective, and convenient or ‘volunteer’ participants may choose not to read materials, complete computer-based activities independently, or attend all group sessions.

Table5.5

Description of Performance Context for Neighborhood Crime Watch (NCW) LeadersInformation Categories Data Sources Learner Characteristics

1. Managerial /supervision support

Interview :Three current Neighborhood Crime Watch (NCW) chairpersons ;3 police support /liaison persons ;and the country NCW program administratorRecords :Studied NCW charter and literature ;studied records for NCW leaders (function, duties, etc)

Supervision of NCW chairperson is minimal. Supervision mainly takes the form of providing current information. For example, they receive organizational bulletins, materials, and information from NCW web site. They receive immediate notification of current crimes committed in their neighborhood, details of those crimes, and statistical summaries of local and area crimes on NCW web site from assigned police liaison person. Police liaison person also serves as on-call resource person for chairpersons seeking information, and attends NCW meeting as resource person for total group questions.

2. Physical aspects of site

Interview :Three current Neighborhood Crime Watch (NCW) chairpersons ;3 police support /liaison persons ;and the country NCW program administratorRecords :Studied NCW charter and literature ;studied records for NCW leaders (function, duties, etc)Observations :Attended 3 NCW meetings in different regions of the country

Facilities: There are no facilities provided by NCW Association or police for scheduled NCW meetings. Meetings typically occur within the neighborhood in a committee member’s home or in a neighborhood association facilityResources: No money is provided for NCW member meetings. Any resources required (meeting announcement, materials distributed to attendees, refreshments, act) for operating the meetings are sponsored by participating NCW members.Equipment :No particular equipment is required for the NCW meetings

3. Social aspects of site

Interview :Three current Neighborhood Crime Watch (NCW)

Supervisions : the chairperson has no supervision during the conduct of the meeting

Interaction : the chairperson is actively

chairpersons ;3 police support /liaison persons ;and the country NCW program administratorRecords :Studied NCW charter and literature ;studied records for NCW leaders (function, duties, etc)Observations :Attended 3 NCW meetings in different regions of the country

interacting with community members who attend the NCW meetings. This interaction is a leader to manage the work of the group. The chairperson has a police officer at meetings to serve as a content expert on crime and the law, and can invite other experts to meetings as the topic to be discussed warrants

Others effectively using skills: there are no others effectively using discussion leadership skills in the meetings because the chairperson is the single designated NCW leader for the community. Others in the group may have discussion leadership skills developed in the workplace or in other community settings.

4. Relevance of skills to workplace

Interview :Three current Neighborhood Crime Watch (NCW) chairpersons ;3 police support /liaison persons ;and the country NCW program administratorRecords :Studied NCW charter and literature ;studied records for NCW leaders (function, duties, etc)Observations :Attended 3 NCW meetings in different regions of the countryRecords: Reviewed needs assessment study describing characteristics of effective/ineffective NCW leader

Meet identified needs: the leadership training should meet NCW’s identified needs of improving the effectiveness of NCW chairpersons in the problem solving/solutions meetings. New chairpersons will be able to use the skills for their first neighborhood meeting session, and the skills will serve them well in the future meetings.

Table5.6

Description of Learning Context for Neighborhood Crime Watch (NCW) Chairpersons Information Categories Data Sources Learner Characteristics

1. Number/nature of sites

Interview :

managers

Site visits

Observations:

Number : one site per county in each of fifty counties across state Facilities : the web based instruction will occur over the Internet and be delivered directly into the new NCW leaders’ homes

The group instruction is to occur in each county’s government training facility. Typical facilities across the state contain one lecture hall for eighty to one hundred persons, three to five classrooms for twenty to twenty five persons, one conference room for sixteen to

twenty persons, one learning center open 8:00 a.m until 8:00 p.m with one to two managers available for materials distribution , equipment assistance, and learner guidance, one administrative office. Depending on scheduling conflicts, all facilities are available for the NCW chairperson training.

Equipment: typical centers contain chalkboards, overhead projection screens and projectors, LCD projector for computer display projection onto screens; newsprint pads and stands, five to six multimedia computer workstations.

Resources: a state grant is provided to create centrally the web base instruction that will be distributed statewide. In addition, the grant will fund for each county a group instructor, instructional materials, mailings and secretarial assistance (scheduling/ communication)

Constraints: 1. The learning center is busy.

Scheduling instruction may be difficult; however, there is less use evenings and weekends when planned training will occur for community volunteers.

2. The regular instructors available in each site are not content experts in group discussion leadership. Instructor training will need to be developed and implemented. One expert trainer may need to be available for troubleshooting across the sites.

2. Site compatibility with instructional needs

Interview :

managers

Instructors

Site visits

Observations:

Instructional strategies: a variety of instructional strategies can be employed including self-study print materials, computers based instruction, classroom presentations and discussion, and simulated, small-group discussion sessions in conference rooms.

Delivery approaches: support is available for production and use of all typical print and non print materials. Support is also available for newer technologies such as WWW and other computer based, multimedia formats. The training center is also wired and equipped for local area and wide area telecommunications and teleconferencing.

Time: instructional time in the center is limited to fifteen hours for project due to

constraints placed by volunteer NCW chairpersons. This time is typically divided into ten weekly, ninety-minute periods. Independent study time is possible off site between these scheduled sessions.

Personnel: Each site has an administrator, several trainers, technicians, and secretaries. There are no trainers present who have provided small group leadership instruction for NCW volunteers, although they have provided leadership training for city and county government employees.

3. Site compatibility with learner needs

Interview :

managers

Instructors, learners

Site visits

Observations:

Location (distance): the learning centers are located centrally within each county area, making transportation for group sessions convenient.

Conveniences: restaurants are located in the areas, and there is a coffee shop within most of the centers.

Space: the classrooms can be used for group simulations and the conference rooms for smaller group “meeting” rehearsals.

Equipment: if needed, the five to eight computer workstations can be scheduled to avoid time conflicts with NCW leaders.

4. Feasibility for simulating work-place

Interview :

managers

Instructors, learners

Site visits

Observations:

Supervisory characteristics: this cannot be simulated since leaders will have no supervision and little support in their neighborhoods (county NCW coordinator and local police officers)

Physical characteristics: within the neighborhood, learners will work as the leaders of Neighborhood Crime Watch interactive group discussions. These discussions with learners as leaders can readily be simulated in the centers.

SUMMARY

To begin this stage of instructional design, you should have completed or be working on the goal

analysis and the subordinate skills analysis including the identification of entry behaviors. You

should also have general ideas about the target population for which instruction will be

developed. These ideas usually include general descriptions such as kindergarten children,

seventh graders, college freshmen, ambulance drivers, or automobile operators convicted of

reckless driving following a serious accident.

The first task is to identifying the general characteristics that members of the target population

bring to the instruction. These characteristics include descriptions such as reading levels,

attention span, previous experience, motivation levels in previous instructional situations.

Another important characteristic is the extent and context of related knowledge and skills that

members of the target population already possess. One outcome from these target group analysis

activities is a description of the learners’ characteristics that will facilitate later design

considerations such as appropriate contexts, motivational information and activities, materials

formatting, and the amount of material to be presented at one time.

The second task is to describe the performance context, or environment, where learners will

assume their natural roles as students, employees, citizens, or clients and actually use the

information and skills prescribed in the instructional goal. Categories of information about the

performance site that are important to describe include whether the learner will receive

managerial or supervisory support in the performance context, the physical and social aspects of

the information and skills to be learned to the performance site.

The final task in this section is to describe the learning context. Critical issues in the learning

context are discovered through a review of resources that could support instruction and

constraint that could inhibit instruction or limit instructional options. Both resources and

constraints are usually analyzed in categories such as finances, personnel, time, facilities,

equipment, and local culture. In addition, you should describe the compatibility of the learning

site with your instructional needs and the learners’ needs. Finally, you should describe the

feasibility of simulating the performance site within the learning site. The closer you can

simulate the performance site, the more likely learners will be able to transfer and implement

newly acquired skills.

tugas 2 inggris case study

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