Unit 3: Evaluating, Implemententing and Managing Instructional Programs and Projects

I found an interesting evaluation model based on the Web-Based Instruction Model (WBI) designed to evaluate distance learning classes and presented by Woochun Jun and Le Gruenwald. The two main categories the model evaluates are Interactivity and Motivation. Within each category three subcategories are analyzed: Student to course content relationship, Student to teacher relationship and Student to student relationship. Each subcategory contains multiple points that are scored either a 1 for yes or 0 for no. Each point represents elements the authors believe add value to a WBI.  You can use the criteria to score and compare WBI courses.

I am currently creating online professional development software training classes. I could use this model to help decide necessary elements in the classes.

The TVS Model is another evaluation model that consists of four stages. Stage one is Situation where pre-training data is collected to find out what the current level the employees are operating at. Stage two is Intervention where the gap between the employee’s level and the desired level are evaluated to see if training would help bridge that gap. Stage three is Impact where the employees are evaluated as to the difference between before and after training. Stage four is Value where it is determined if the training successfully helped the company and is measured in dollars.

Since I work as a software trainer I have to consider the four points when developing training. This method gives me an organized way of evaluating the college’s needs.

My software training department is developing a series of Blackboard online training classes. We have three that are being tested. This is a radical departure for the department because all training classes have been in a face to face setting in the past. The relative advantage to this plan is to offer training online at the employee’s pace while not paying for a trainer to be in the room with the employee. It is also advantageous to the employee since they can work through the material when they have time rather than take a linear period of time from their day and possibly have to travel for training. The training has been made compatible with our face to face classes by providing the same material and having them demonstrate the skills learned.   The complexity is understood that some employees will require face to face training so that delivery method is also available. We are testing the classes with other employees in the department to satisfy trialability. Once the classes have been added to the face to face curriculum we will use observability to obtain testimonials and survey results and use them to advertise the new method of training.

Using Situational Leadership to facilitate a project of developing a series of professional development sessions focused on technology, I would first research the topic to gain perspective and ideas. I would next (phase 1) gather my team and explain to them the project, give my insights and make assignments. The team would meet regularly to discuss the project and form a definite direction. The next (phase 2) step would be to meet less often and listen to the team’s ideas and assist in decision making. Once those ideas are solidified we would move to phase 3 where the work begins to develop the instructional units.  We would still meet regularly to discuss progress and review the work to date. Once the instructional units are on the right track we would move to phase  4 where we would meet less often and the meetings would focus on reviewing the progress of the units.