Analyzing Scope Creep

In July 2013 our university merged with another institution that resulted in a marriage with two medical schools at one institution and now three physical locations. Specifically, Rowan University (host institution) was acquiring the University of Medicine and Dentistry of NJ (UMDNJ). The product that needed to merge successfully was the system that houses the student support services areas of the university called Banner (supported and sold by a company named Ellucian). The areas that use this system are admissions, registrar, financial aid and bursar offices. Rowan University hired Ellucian consultants to assist in the merge of the Banner system from two institutions to one. 

While the expectations were clear between Rowan and the consultants, they were not clear for UMDNJ. Rowan was told that UMDNJ was using out of the box Banner system and so did Rowan. The only drawback and issue that raise many eyebrows was that UMDNJ hadn’t upgraded their system since 2006 and upgrades had been implemented almost quarterly annually since. The migration project plan was set and due dates were scheduled by Ellucian to import the data from UMDNJ into the Rowan Banner system.  Scope creep started occurring when we started getting conflicting information from stakeholders at UMDNJ regarding the information due to migrate.  The UMDNJ stakeholders weren’t being forthcoming about the data and external systems they were using in addition to Banner that allowed them to operate without using the most current release. Although the merge was successful, clients on both sides became slippery to the date of completion due and the information is still not totally in synchronized in the Banner system. 

Looking back on the experience now, had I been in the position of managing the project I believe making sure the stakeholders at UMDNJ are completely comfortable, happy and satisfied with the plan would have been a better approach.  Rowan stakeholders were not as amicable as they could have been.  As outlined in our textbook, I would tell people how the requested data will be used.  I would provide scheduled performance reports to the people who supply the data.  Lastly, I would publically acknowledge those people who supply timely and accurate data (Portny, Mantel, Meredith, Shafer, Sutton & Kramer, 2008).

Reference

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

 

Estimating Costs and Allocating Resources

In conducting a web search (listservs, message boards, blogs), I located two resources that would be useful in estimating the costs, effort, and/or activity durations associated with ID projects.

The first resource was:

http://searchdatamanagement.techtarget.com/feature/IT-project-management-The-cost-estimating-process

You’ll learn about cost estimation and project management.  I would use this site to refer to examples or different scenarios that may relate to a project I am currently working.

The second resource was:
http://www.dummies.com/how-to/content/how-to-estimate-project-costs.html

You'll learn how to organize, estimate, and schedule projects efficiently and effectively. This is your bible in project management. You'll also discover how to manage deliverables, issue changes, assess risks, maintain communications, and live up to expectations by making the most of the latest technology and software and by avoiding common problems that can trip up even the best project managers. I would use this site as a reference guide similar to a dictionary when managing a project.

 

 

Communicating Effectively

When the message changed from one modality to the next, I appreciated how each modality gave a slightly different feel which could lead to a different interpretation.  For example, in the email, I felt a sense of formality that forced me to respond because it is date stamped with a signature. The downfall with written communication is that the sender never really knows if or when the receivers read the information (Portny, Mantel, Meredith, Shafer, Sutton & Kramer, 2008). Listening to the phone message allowed me to feel more comfortable because I could hear the tone of the caller’s voice.  The in person communication was also formal but required more planning than all of the modalities.  The in person communication best conveyed the true meaning and intent of the message with sincerity and meaning regarding the necessity of producing the report. In person communication also allows time for questions and distribution of brief handouts that summarize the key points identified in message (2008).  Whether the communication is formal or informal, project managers should prepare and plan so their messages are received and correctly interpreted by project audiences (2008). Communication addresses performance, problems and progress if done effectively to support one another in any given project.

Reference:

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Learning from the Project

In an effort to streamline the financial aid office of Rowan University a project was implemented to make the processes paperless.  The university purchased software called Hyland/Onbase that uses scanners to download documents to process verifications in the financial aid office. The project manager invited all the people involved to participate in the project management software called Basecamp that allowed everyone access to the project and any items that were added or deleted from the project. For two days the project manager, information technology team, client, executive/management team and anyone else that the project manager felt necessary to attend gathered together to discuss resources, the processes, the financial aid management system to develop a plan and schedule.  After the data was collected by the Hyland/Onbase client, the project manager distributed a timeline moving forward until project begins. Thus far we did not include any artifacts or activities to the project that might have made the project more or less successful because it is still a work in progress. I anticipate the management report system created in Oracle Discoverer will be the artifact that will make or break entire project.

 

 

 

 

Introduction

Welcome!
To my tales of Training and Development as I journey through this degree program at Walden University in Instructional Design and Technology. 

Reflection

In 5-10 years distance learning will continue to emerge internationally with more web 2.0 tools integration. Distance learning in the higher education will offer more degree programs online for the traditional and non-traditional student even while students are living on campus. The cost of education is rising which will increase the need for employment for traditional students while obtaining their education. Distance learning will continue to benefit corporations by allowing them to interact with different offices around the world (Laureate Education, 2010).

In 10-20 years based on the economy and the era of “consolidation” distance learning will be the only option. The brick and mortar institutions that can, will close physically however “go live” online to cut costs, be more competitive and survive. Corporations will continue to rely on digital media to train and maintain nationally and internationally while incorporating new communication technologies. Instructional designers are going to bridge the gap between the subject matter experts and the organizations. 

Instructional designers will be the human performance technology specialists that will look for the problem and use technology to fix the problem. Instructional designers need to continue to show the benefits of distance learning in comparison to face to face classrooms.  Flexibility, convenience/lifestyle, quality and operational is all characteristics that instructional designers are responsible for when implementing an online course.

In order to be a positive force for continuous improvement in the field of distance education; I will use the AEIOU approach. It uses quantitative and qualitative methodologies, which has two primary purposes as an evaluation strategy (Simonson, Smaldino, Albright & Zvacek, 2012). I like the formative information that the model will produce for the staff and the summative information about the value of the project and its activities (Simonson, Smaldino, Albright & Zvacek, 2012). The AEIOU model will provide questions necessary for effective evaluation within each component.  As an effective instructional designer, I must identify what organizational contexts support effective distance education systems (Simonson, Smaldino, Albright & Zvacek, 2012). Using quantitative and qualitative procedures to determine will ensure a positive impact. 

References

Laureate Education, Inc. (Producer). (2010). Teaching and learning at a distance. [DVD]. “ The Future of Distance Education”. Boston, MA: Dr. George Siemens.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston, MA: Pearson.

 

Converting to a Distance Learning Format

Converting to a Distance Learning Format

A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment.

In pre-planning the trainer needs to ensure the technology infrastructure is sufficient and able to be supported (Simonson, Smaldino, Albright & Zvacek, 2012). If there is support, then there has to be a working relationship between distance education and information technology established. For example, if a trainee is locked out of their account, the trainer needs to be able to contact someone from IT support to unlock the account efficiently. Another pre-planning task for the trainer is that he or she knows the software and is familiar with the technology so it is almost transparent (Laureate Education, 2012). Then the trainer must make sure the students can use the technology and have access to the technology.

The original training program could be enhanced in the distance learning format by converting any printed materials to electronic coursepacks that include journal articles, individual book chapters or sections, workbook sections, conference papers, reports and virtually any other document that has educational value (Simonson, Smaldino, Albright & Zvacek, 2012). The original content also included video that will most likely need to be put into the delivered online portion of the course. As we learned in our resources, a trainer needs to know when to consider technology and when not too (Laureate Education, 2012).  If you can do it in a classroom environment than why add technology because technology adds another layer of complexity and anything can go wrong (Laureate Education, 2012).  The role of the trainer is more challenging because they are not face to face.  Communication must be established from the start and remain consistent. The shift in communication changes the focus from teacher-centered to student-centered learning environment.  Barr and Tagg explains the new trainer as a coach that collaborates with active learning and customized materials (Simonson, Smaldino, Albright & Zvacek, 2012).  In order to encourage trainees to communicate online a trainer should make sure that trainees’ responsibilities are made clear and the trainer’s expectations are clear as well (Simonson, Smaldino, Albright & Zvacek, 2012).  A trainer that is present in the class consistently is also encouraging to the trainees.  In conclusion, I had a trainer who used a flip chart to write down our ideas during our training session.  Using the flip chart encouraged the class to want to add more ideas while she was writing but it also helped us see from each sheet of paper that she posted throughout the room our learning pattern from beginning to end. Below are additional best practices for facilitating online learning retrieved from:  

 

http://www.edutopia.org/pdfs/stw/edutopia-onlinelearning-mastering-online-discussion-board-facilitation.pdf

 

Best Practices	Tool	Task
Community Building	Discussion Board	Have pairs of students interview each other on a given topic and post the interview results in the discussion board.
Critical Thinking	Gotomeet.com	Reach more trainees worldwide and cut travel costs.  Make tests and materials available online. Easy to set up!
Reflection	Blog	Post reflective activities that will require students to share a synthesis of the learning experience and personal situations  that should allow for honest and open responses.

 

References

Laureate Education, Inc. (Producer). (2012). Teaching and learning at a distance. [DVD]. “Facilitating Online Learning”. Boston, MA: Dr. George Piskurich & Jacqueline Chauser.

 Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston, MA: Pearson.

 

The Impact of Open Source

http://www.openculture.com/

 

The Open Culture website is a combination of MOOC (Massive Open Online course) and online courses that highlights courses created by other educational venues.  The Open Culture website offers increased return on investment for other educational venues and provides increased access for students whenever and wherever as if they were face to face in a classroom, which relates to the equivalency theory (Laureate Education, 2012). Courses on the website appear to be carefully pre-planned and designed for a distance learning environment.  There are many topics in modules that are not placed in any particular sequence or order (Simonson, Smaldino, Albright & Zvacek, 2012). The design of this website is “learner-directed”and the learners decide in what order the topics are studied (Simonson, Smaldino, Albright & Zvacek, 2012). The website provides ways to organize courses which follows the recommendation for online instruction (Simonson, Smaldino, Albright & Zvacek, 2012). The courses are organized by the topic which explains, clarifies and supports the modules. The idea is to keep the website simple and in order for the student to easily navigate as well as provide increased access for students (Laureate Education, 2012).

 

References

Laureate Education, Inc. (Producer). (2012). Teaching and learning at a distance. [vodcast]. “Theory and Distance Learning”. Boston, MA: Dr. Michael Simonson.ce

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: foundations of Distance Education. Boston: Pearson Education, Inc.

 

Collaborative Training Environment

Example #1:

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

After reviewing the challenge, an instructional designer must consider a learning management system that will keep students informed constantly; make the course outcomes and requirements are clear while integrating the power of the web into the course in order to train six regional offices at different times in different locations (Simonson, M., Smaldino, Albright, and Zvacek, 2012). In order to keep cost to a minimum, I would create a podcast series totaling a 30-minute class into three separate learning objects. The podcast series will be stored on the corporate’s website and will be a requirement to complete by a certain date. The final (4^th) scheduled podcast will be live and during the training, students will be asked questions to be answered and surveyed as they are watching.  In order to implement the q&a and survey I would implement Poll Everywhere:

 

 

Poll Everywhere is an online service that allows you to poll an audience through text-messaging or response from a computer.

“I've used Poll Everywhere with a Team-Based Learning class. Students use PE to submit their individual responses to questions before discussing with their teams. The questions are low-stakes (they just need to submit something because the point is to have them think a little on their own before discussing” (Sample, 2012).  In addition, Poll Everywhere can be used to relay announcements in order to get new information to students through text-messaging. The only drawbacks are Poll Everywhere will not allow the student to submit documents and screen captures.  If the students need to submit documents they will be provided an email at the beginning of the final presentation to submit any supporting documents and ensure ongoing collaboration. In some cases, there are students that do not have cell phones and computers and would not be able to participate in Poll Everywhere. If this is the case then the Instructional Designer must analyze the general abilities of the students before implement the course (Simonson, Smaldino, Albright and Zvacek, 2012). If many are without cell phones and computers then the Instructional Designer will have to make the course design basic and more relevant to the students’ immediate needs (Simonson, Smaldino, Albright and Zvacek, 2012).   

 

References:

Sample, Mark (December 13, 2012). Live Polling of Students with Poll Everywhere.

Retrieved from: The Chronicle of Higher Education, http://chronicle.com/blogs/profhacker/live-polling-of-your-students-with-poll-everywhere/44961

 

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education. (

Distance Learning-Climbing to New Heights

Before I began this course, distance learning meant an opportunity to obtain more in higher education while working full-time and caring for two young children. Distance learning also meant learning online (24/7 access) with others, learning to develop strict time management skills, in order to create the best learning experience for everyone all over the world. Who would have ever thought I would be learning amongst people in other countries, but it is happening. Working in higher education also helps me to understand how popular distance learning is becoming based on the increasing numbers of registered students to online courses.

As we learned in our resources this week, “distance education is rapidly transforming post-secondary education and the driving force is economics and access” (Moller, Foshay, and Huett, J. 2008-pg. 66). I refer to myself as “today’s most popular, “new student called “the non-traditional” student. I am reaching for more education to advance professionally and add value to my resume and my current position. Each day my job duties change completely (based on new skills I am developing in my education) or increase based on technological advancements, environmental and personnel changes. 

“A principal motivator is the relatively unfamiliar force of competition” (Moller, Foshay, and Huett, 2008- pg. 66) within departments. In addition, it seems that “the lack of change” or “the desire to change” is crippling many departments at institutions in higher education. Employee resistance to change has been a problem at my current employment. Our software is upgrading quarterly, hardware is being replacing and procedures are improving. Many senior faculty and staff are being forced to retire or voluntarily retire because they did not want to accept the change or did not expect the competition that arose with change. 

“Educators in the distance medium are faced with new pedagogical issues surrounding student interactions, course content design and delivery, multiple levels of communication, defining new types of assignments and performance expectations, and different assessment and evaluation techniques”(Moller, Foshay, and Huett, 2008- pg. 67). This brings me to a revised definition of distance learning which states: distance learning is using electronic delivery that requires the student and educator to be able to operate an electronic devise in order to be a participant in the online environment. I would also require faculty and staff have a recurrent training with an Instructional designer that gives them ideas and/or instructions to a web 2.0 or any electronic tool used to build assignments, assessments and evaluations. The recurrent training could translate into continuing education credits which would make one more competitive when the next opportunity arises for a promotion.

 As distance learning continues on a path of evolution and change, it will need faculty teaching online courses that are technologically able to create their own material and organize the assignments. Employees must challenge themselves to change with time and technology. Institutions must make email and social media the official mode of communication such as Skype, YouTube and Facebook. It’s time for people to aim higher and climb that mountain along with the evolution of technology and distance learning.

 
Click here to visualize climbing to new heights with distance learning


Reference

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70.

 

Learning Theories and Instruction Reflection

                                                   

Before the start of this class, I did not realize the various perspectives and theories about how people learned and how they impacted the instructional designer’s approach. Behaviorism, cognitivism, constructivism, connectivism, social and adult theories all had a distinct concepts but were also interrelated.  Comparing and contrasting the theories gave me a new perspective of how I learn and how I apply them in my current career and in the field of instructional design. In addition, I found that learning requires more than just exposure to the content but then the knowledge of what to do with the content exposed. 

 I found that it is easy to adopt concepts that have been part of the brain research but not really found valuable to the classroom or even true.  The concept that the left and right hemispheres of the brain should be taught separately to maximize the effectiveness of learning was a concept I believed was true but surprisingly just a subject of brain research).  I learned that functions of some areas of the brain are hardly set in stone (Ormrod, Schunk, & Gredler, 2009). Different parts of the brain may be ready to learn at different times (National Research Council, 2000).  Learning organizes and reorganizes the brain (2009).

 I have thought about how I learn.  I am a visual learner who prefers to participate in computer-assisted instruction.  Ertmer & Newby prescribe this type of learning in the “Behaviorism” theory. Ertmer & Newby explain that “Behaviorism” was designed as the basis for audio-visual materials.  I learn most productively in an online and self-paced environment which is a reflection of how I work as well.  Ertmer & Newby suggested that behavioral theories imply that teachers ought to arrange environmental conditions so that students respond properly to presented stimuli.  On a deeper level, I learned better when I’ve been challenged to master tasks that I am not familiar with or know how to complete.

 I stated in the “Connectivism” blog that learning is the process of connecting specialized nodes or information sources (Davis, Edmunds, & Kelly-Bateman, 2008).  The ability to see connections between fields, ideas and concepts is a core skill (2008).  Decision-making itself is a learning process (2008). I learned that the connection between learning theories, learning styles, educational technology and motivation is the ability to make a decision to create a learning process from the different concepts.   

 The learning in this course will help me as I further my career in the field of instructional design because I am able to distinguish between the learning theories and styles.  I am able to actively make decision in order to prepare a design with purpose.  I am able to use and understand how to incorporate technology in the lessons.  I understand the importance and value of motivation when instructing people.

 In conclusion, attrition plays a factor in the instructional designers work.  It is important to understand Keller’s ARCS model when designing instruction (1999).  In order to keep a student’s attention there must be an abundance of information that is relevant to the subject that is presented. The instructor must maintain his/her attention to the student’s learning style and provide continuous motivation.  Incorporating the use of technology that is unfamiliar would help students build confidence that will result in satisfaction after the technology becomes familiar.  Applying the ARCS model could be the key to retention.

                                                           References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

 Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4),50-71.

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

National Research Council. "5 Mind and Brain." How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: The National Academies Press, 2000.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Fitting the Pieces Together

 When beginning this course, I prescribed my learning style as self-paced and audio-visual based from the behaviorist theory.   In the behaviorism theory, learning is accomplished when a proper response is demonstrated following the presentation of a specific environmental stimulus (Ertmer & Newby, 1993). After researching the many styles, strategies and theories in this course it became apparent that my prescription to successful learning wasn’t as concrete as I thought.  Understanding learning styles and theories is much more complex. Dr. Jeanne Ormrod explains the importance in knowing the nature of not only the learner in general but also the nature of specific learners and the fact that different people approach learning tasks in somewhat different ways (2009).  I stated in week one discussion that I was a learner that did well with audio-visual materials in an online environment.  That statement is true however what I found to be different is that my learning style changed based on different tasks.


Gilbert & Swanier stated that learning styles may fluctuate within the context of a course (2008). For example, in the past weeks from lesson to lesson I’ve had to change my learning style in order to complete each assignment or task successfully. Many of our assignments included using blogs and library research that required us to work one with another by collaborating and responding to postings.  At the end of this course, I feel like as an adult learner I must focus more on a strategy to learning rather than style because styles can change based on the context. 


Dr. Jeanne Ormrod explains the importance of teaching strategies rather than focusing on learning styles (2009).  Learning strategies are plans that do, make and proceed which conclude with a result.  I’ve learned the importance of three strategies that actually worked for me in the past weeks of study.  The strategies are elaboration, comprehensive monitoring and mnemonics all-in-one, like a printer, in order to be a success in an online environment (2009).  I’ve been able to take information and do something with it with software called “WebspirationPro” and analyze it to create a mind map.  I’ve been able to periodically stop during the learning process and assess what I was reading or learning from a variety of periodicals and articles found on database in our library.  I’ve been able to identify learning problems by writing, reading and responding to various blogs.  Overall, the accumulation of different learning strategies is the reason for successful learning of theories and instruction as an instructional designer.

References

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71.

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal Volumes/Fall 2008 Volume 1 PDFs/Learning Styles How do They Fluctuate.pdf.

Ormrod, J. (2009)."Learning Styles and Strategies" Retrieved on May 31, 2012 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/launcher?type=Course&id=_552973_1&url=.

"Connectivism"

When I reflect on the “connectivism” of my learning process I found that learning requires more than just exposure to the content but then the knowledge of what to do with the content exposed.  The network visually allows me to understand the pathway to “doing” which enables me to learn.  In our resources, George Siemens explains that decision making is a form of learning (style or platform) which best describes my cognitive network (2008). The best tool I use to facilitate important decisions professionally is the mobile phone and personally the laptop.  I gain my knowledge from the World Wide Web when I have a question about anything.  For example, my 4 month old is teething and I needed to know how much ibuprofen to give him.  I went to google.com and place a question in the search box and found that at his age the dosage is determined by his weight not his age.  My personal learning supports the central tenets of connectivism because it all ties together into one complex learning experience.  Through the electronic sources personally, I am able to connect, nuture and maintain communication with people all around the world.  I used Siemens six principles of connectivism to provide a clearer explanation (strategy or plan) (2008).

 

• Learning is a process of connecting specialized nodes or information sources (face book, twitter and Skype).

• Learning may reside in non-human appliances (laptop, mobile device, kindle, digital camera).

• Capacity to know more is more critical than what is currently known (researching World Wide Web and textbooks).

• Nurturing and maintaining connections is needed to facilitate continual learning.

• Ability to see connections between fields, ideas, and concepts is a core skill.

• Learning and knowledge rest in diversity of opinions.

 References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Is it me or My Brain?

In the first http://strategiclearner.wordpress.com/2012/05/20/do-what-we-like-or-like-what-we-do/ blog John E. Smith engages in a dialogue about working to earn a living or are we earning a living which is taking the joy out of work.  Bottom line is if you change the way you look at work then maybe it would be more enjoyable. 

In the second http://steve-wheeler.blogspot.com/#!/2012/05/more-fabulous-learning-spaces.html blog Steven Wheeler emphasized the how important the learning spaces are to children’s learning success. In our resource (2009) we read that various practices help keep classrooms from becoming predictable and repetitive.  Both of these articles relate because the end result depends on how we look at work or learning spaces in order to stay focus, are attentive and productive.  Our thoughts become problems that can be automatic.                                                                                                                                                                                                                                                                                               

Reference

Pearson Custom Publishing. (2009). Learning Theories and Instruction. New York,NY: Pearson Custom Publishing . (Original work published 2009)

Learning Resources

In researching blogs related to learning concepts and theories I found three very helpful resource sites.  The first resource located at http://kmbslearningservices.wordpress.com/2012/05/04/the-end-of-e-learning provides reflections on educational challenges. Information about learning, learners and education and the examples of the training solutions can be found on this blog.  I enjoyed reading the post “The End of e-Learning” which asked the question, “Should e-learning be the key focus for learning?” The second resource located at http://www.internettime.com/blog/archives/000023.html provides information specifically related to emergent learning and online learning.  The site is hosted by a team that calls themselves the Internet Time Group who are known as educational experts.  I enjoyed reading the post “How People Learn” which explains learning as “social activity”.  The third resource located at http://strategiclearner.wordpress.com/2012/04/30/3-aspects-of-deep-learning/?blogsub=confirming#subscribe-blog provides information on leadership, learning and human behavior by John E. Smith.  The post entitled “3 Aspects of Deep Learning” gave insight on why learning is “deep”.  I found this resource to be helpful when researching learning from a critical thinking perspective.  The author is very creative and adds a lot of quotes in his writing.

Making the Case

http://www.slideshare.net/pdgordy/making-the-case-for-employee-development-9881242


Personal Development Plan

Professional goals and motivation 

My professional goals are to remain customer centered and successfully complete tasks necessary to meet the goals and expectations of the department.  I am excited to grow professionally because I am determined and open to new technology and ways to handle situations.

Talents and strengths
My talents are counseling students and their parents in financial solutions.  I am a efficient supervisor.  I have a full cup of customer service skills.  I am detail oriented and organized.

Development opportunities
In order for me to improve I need performance appraisals implemented.  Expectations and feedback is essential to job performance.  Appraisals will provide a clear understanding of the differences between current performance and expected performance. Appraisals will help me develop an action plan to improve.

Development action steps
My objective for this plan will be to improve the quality of my performance.

The steps I will take to meet the objective:
1. Continue my education and complete my Master’s degree.
2. Continue to enlarge my job by completing special projects, switching roles within the work team.
3. Maintain positive relationships within our department and other departments in the institution.

The Age of Virtual Reality

When watching a movie in the theatre every movie has a 3-D option.  People want the movie in their face and as close to being in the movie, with the actors and actresses, as possible. The idea is to make everything feel like it is "real". Virtual reality is computer-based technology that provides trainees with a three-dimensional learning experience (Noe, 2010).  Technology is used to stimulate multiple senses of the trainee (2010).  Devices relay information from the environment to the senses (2010).  For example, American Airlines uses virtual reality in its simulated training drills annually with high tech aircraft simulators that allow trainees to hear and see the actual sounds and sights of real life emergency situations.  The advantage is it allows trainees to experience and practice dangerous situations without putting themselves in danger (2010). Another advantage to creating this type of environment is that is promotes more room for recalling what was learned.

Aside from virtual reality there are many other technological advances that are enhancing classrooms using different sources of information such as independent blogs, wikis and podcasts.  The use of the technology occurs when the connection between how technology is used by teachers and students to learn skills, knowledge, and values (Hostetle, 2009). For example, SmartBoard and projector are used to introduce students to podcasts on the Internet and then allow students to view, evaluate and examine their own podcast creations (2009).

Technologies such as expert systems, groupware, and electronic support systems are being used to support training efforts (2010).  Expert systems are software that organizes and applies the knowledge of human experts to specific problems (2010).  Groupware is electronic meeting software that enables multiple users to track, share, and organize information (2010).  All of these tools are valuable at some time as long as employees know how to access them in the work environment.

References

Hostetle, A. L. (2009). Democratic Citizenship in a Global Society: PURPOSEFUL USE OF TECHNOLOGY IN SOCIAL STUDIES CLASSROOMS. Ohio Social Studies Review, 45(1), 51-58. Retrieved from EBSCOhost.

Noe, R. A. (2010). Employee training and development (5th ed). New York, NY: McGraw Hill

Need Assessment at Wegmans

     Wegmans is the mecca of grocery stores. The store specializes in delivering a wide selection of high quality goods at low prices. It is a family-owned U.S. regional supermarket chain with more than 75 stores spread across the mid-atlantic region with 38,000 employees.  Wegmans was cited in Fortune magazine’s “100 Best Companies to Work For” #3 and Business week ranked Wegmans #5 in its list of customer service providers in the U.S.  Wegmans is known for several of its training and development programs, celebrity events and in-house cooking schools including its mandatory new hire orientation program called “Living Who We Are Orientation” with a visit from the CEO and President, human resource team, management team and the Wegmans Employee Training.  Hypothetically, please find a scenario that provoked Wegmans to conduct a need assessment to see if current training needed to be redesigned or if an increase in staff is necessary.

     In 2009, the company made 5.15 billion in profit and that number increased every year since by margins.  In order to continue to grow and maintain the company motto “Everyday you get our best” the overnight team plays a huge part in making sure the store is properly stocked and looking its best daily. The increase of product/shipment trucks has proven to challenge the team and the current methods of stocking and merchandise training.  The team has not been successful at completing the shipments with lots of merchandise left in the stockroom at the close of the night shift.  This would leave work for the day stock team or little room for the new shipment the next evening.  Based on the current floor plan and larger shipments of existing and new products, Wegmans asked its best performers (managers, team leads, daytime stock employees, delivery truck personnel and overnight stock employees) to participate in focus groups. The focus groups were asked the following questions:

What role do you play at Wegmans?

Do you think the current stocking procedures are working?

What can be done to improve the flow of the stocking procedures at Wegmans?

What ways can Wegmans support the overnight stock employee/team in order for them to perform their job?

     From the focus groups, many tasks were identified to support the overnight stock team in order to perform their job.  The tasks identified were ranked according to the level of importance for examples: safety training, floor plan exercises, merchandise locations/aisle location training and many other tasks that were crucial for supporting overnight stock employees in their first year on the job. In order to address the tasks, new-hire training was developed just for the day and night stocking team employees. It included self-paced online modules and hands-on classroom safety and equipment training.  In this scenario, it was crucial to support the job of the overnight team member.  Therefore, based on the tasks that are important and frequently performed, training should be provided.  Noe stated in the reading (2010), “training is likely the best solution to a performance problem if employees don’t know how to perform” (p. 132).

Reference:
Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill

"Truth About Training"-elevator speech

When discussing "training" there are three interesting insights to know in order to understand the "truth" about training. 

#1. Training is when you get people to do something they no longer have to think about. Similar to when we teach or train children to tie their shoes. There is an "automaticity" about the behavior that no longer requires them to think, but it is done automatically. (Stolovitch)

#2. Training must be learner centered: when every aspect of the training from the content to the method delivery is oriented to the needs of the learner. (Stolovitch)

#3. Training must be performance based: when the learners must be able to demonstrate new skills in a concrete way.(Stolovitch)

It's important to understand that training contributes to an organization's strategy. First, the goals, mission, value and vision help determine the business strategy.  Then the training and development activities such as: on-the-job learning and internet learning will open opportunities for employees. In conclusion such activities translate into internal growth for the organization, efficiency, external growth and concentration on the organization's strategy. (Noe, 2010)


http://www.filefactory.com/file/cece65e/n/Truth_About_Training.mp3


References:

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill

Stolovitch, Harold. Video: “The Truth About Training”

Tales in Training and Development

Day 1
It's the beginning of a new journey in Instructional Design.  Looking forward to learning more in the area of training and development as well as sharing the experience with everyone.