Instructional Design Document for Community Foundation of ...
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|Instructional Design Document for Community Foundation of Monterey County |
|Time Management Using the Covey Quadrant |
| |
|Megan Fissel, Jason Longoria, Beverly Saar, Jill Sweet |
|July 3, 2012 |
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Table of Contents
Introduction 2
Timeline 4
Costs 4
Analysis 4
Needs Analysis 4
Learner Analysis 5
Workplace/Environmental/Setting Analysis 6
Task/Work Analysis 8
Objectives 9
Design 9
Test instruments 9
Organizational, delivery, and management strategies 10
Instruction 10
Deliverables 12
Storyboard 13
Development 14
Material 14
Time 14
Cost 15
Process 15
Implementation 15
Evaluation 17
Appendices 19
Appendix 1 19
Appendix 2 20
Appendix 3 21
Appendix 5 23
Appendix 6 24
Introduction
The Leadership Education and Development Institute (LEAD) program is a one-year program that serves to develop “essential leadership and management training for emerging nonprofit professionals” from a wide variety of nonprofit organizations in Monterey, Santa Cruz, and San Benito counties. The need for this instruction is based on the difficulties often encountered by busy professionals working in the nonprofit sector: the many demands put upon them by their jobs and personal lives. When confronted with a wide variety of tasks and limited time, prioritizing can be taxing and difficult. Busy, demanding careers can cause important tasks, such as health (sufficient sleep, exercise), social lives (relationship building and quality time with our families) and/or happiness, to be neglected because they seem to lack urgency.
Our target audience for this learning module is participants in the LEAD program of the Community Foundation for Monterey County. LEAD participants have been nominated by their employers, and chosen to participate in order to further develop their skills in topics relevant to their fields, including cultural competency, strategic planning, communication, and collaboration. As professionals in a demanding field who are also completing the LEAD program, participants have many demanding responsibilities and need to learn an effective way to prioritize their time and attention. As a result of the training, the users will move toward a healthier work/life balance and use time management tools to more effectively prioritize their daily as well as long-term activities.
The stakeholders for this project include the users, their coworkers and those that benefit from effective leadership of the nonprofit organization, Kaki Rusmore (LEAD Director of Organizational and Leadership Development; “the Client”), Cal State University of Monterey Bay (CSUMB) and the design team who will complete the instructional module.
The instructional module must consider the diverse backgrounds of the users. They work in a variety of nonprofit organizations, come from diverse ethnic, socioeconomic, geographical, technological backgrounds, and vary in age and personal commitments. Sensitivity to these differences is important to ensure the module reflects an awareness of that diversity.
Constraints on the project include significant dependence will be placed on the client as the subject matter expert (SME) to provide information regarding the instructional objectives for the module and the training appropriateness. Furthermore, online collaboration of the design team will also be a challenge due to variances in schedules, availability and residential geography.
Resources for the project include feedback from the client, the LEAD program website, and online sources of information on the Covey Quadrant System. Further, the design team brings a variety of skills and knowledge for creating a thorough, clear, and well-designed final product.
Timeline
|Deliverable |Description |Date due to Client |
|Statement of Work |Description of project scope, learning objectives, deliverables, client |6/4/2012 |
| |responsibilities and assumptions | |
|Tutorial progress - I |Portion of project completed and uploaded to CSUMB server, available for client |6/14/2012 |
| |feedback. | |
|Tutorial progress - II |Portion of project completed, including edits based on client feedback. Uploaded to|6/28/2012 |
| |CSUMB server, available for client feedback. | |
|Assessment Spreadsheet |Rough draft of assessment spreadsheet for formative quiz reporting. |07/02/2012 |
|Final Project |Completed tutorial uploaded to CSUMB or client server. |7/23/2012 |
Costs
The monetary costs are negligible, mostly including only the costs of the software used to produce the module and the elements within it. The true cost is the time spent by the design team and the client on the module development and revision.
Analysis
Needs Analysis
Currently, the material that will be provided in the training module is being presented during the face-to-face portion of the course. The difficulty is that the face-to-face time is inadequate for mastery of the program objectives.
Initially, the online module will be presented in addition to the face-to-face presentation, in order to add depth to the subject without sacrificing other learning objectives. As the effect of the online portion is assessed, the end goal is for the module to replace the face-to-face training; thereby providing the time for more depth in the other training objectives.
The client asserts that the performance gap, here, is associated with the training quality, as opposed to learner performance, knowledge, skills or attitudes. Currently, the depth of this training is where the gap exists - the training is currently incomplete. This gap is substantial as, without success in this training area, L.E.A.D. participants will not be successful in their overall learning experience.
On online tutorial, such as the one proposed here, is both cost-effective and feasible. The tutorial will add depth to the training of this topic, initially, and then allow for greater depth in the future training of other topics.
A potential unintended side effect of taking the proposed action is that some of the social interaction associated with the current delivery may be sacrificed. The risk, however, is minimal, as LEAD participants will continue to interact with one another during peer reviews of completed quadrants and reflections.
Learner Analysis
Based on information obtained by the client, LEAD is a year-long professional development program for capable nonprofit managers in the Monterey Bay Region with potential to become leaders in their organizations and the nonprofit sector. Information regarding the participants is submitted as recommendation of the candidates by the organizations they serve. Learner acceptance into the program requires a commitment from their employer to support the application of their learning in the workplace.
Learners are similar in that they each possess professional qualities identified by their organization as potential for leadership. Some of these qualities include motivation, teamwork, aptitude and quality of work. The positions these individuals hold, however, differ. Some are presently in a leadership role, while others have not yet attained this status. Furthermore, LEAD participants represent diversity in culture, socio economic background, age, personal circumstances and technical backgrounds. Some participants are provided time in their position to complete LEAD coursework, while others study during their personal time.
The clearest description of the “typical” learner that can be described here is as follows: learners work in the vicinity of Monterey County, and are viewed as highly motivated to obtain excellence in leadership by their employers.
Workplace/Environmental/Setting Analysis
One factor to consider is the coordination of a group-developed Captivate project based on the needs and feedback of the client, without the ability to meet in person. Design choices such as layout, timing, etc., will be challenging to coordinate online. How will the team make decisions? How will the in-progress module be shared? How will the design team ensure that each member is accessing the latest updated version? How will we receive feedback from the client? Furthermore, communication with the client must be effective for subject matter expertise regarding the learning objectives, content, needs, and learner characteristics. The design team is faced with the task of interpreting this communication to decide on the best instructional choices.
Learning environment will vary greatly among the learners. Our learners come from a variety of organizations throughout Monterey, Santa Cruz, and San Benito counties, and may be completing the learning module at work, at home, or elsewhere. As a result, the tutorial needs to be accessible from the Internet, from anywhere with Internet access, and must not demand overly specific software.
Whatever the environment in which the module is completed, there will be other factors present that may influence the success of the training, such as prior time management learning experiences and a gamut of distractions. For this reason, the training must be as brief as is practically possible, and designed in a way that the user can be interrupted and return to the training later.
Although the learners come from a wide variety of organizations and from different counties, it is known that they are high-achieving professionals who are educated, responsible, and personally invested in improving themselves through their participation in the LEAD program. For this reason, the module will be designed using professional layouts and narration. Furthermore, the instruction is necessary to assist them with an already overwhelming load of responsibilities; keeping the module brief is paramount. Using examples they are likely to encounter in their daily lives and taking into account the goals and values of people who have chosen to work in the nonprofit sector, will ensure relevancy for the learners. As the users will be accessing the module from a wide variety of settings, it is also important to consider the potential differences in learner equipment, noise level, number of coworkers/clients/etc. in the setting.
Few absolutes are known about the users as a group: both the specific environment in which they work, and where they will be completing the training. It is known, however, that the users are unlikely to have someone who can help them while they complete the training, as they will complete the module outside of the LEAD classroom.
When designing and developing our module, the design team must remain mindful users’ variety of environments, backgrounds, busy schedules, the many topics covered in the LEAD program, and module accessiblity on a variety of computers and/or devices. Since there will not be a facilitator to help the users during the completion of the training, the module must be simple to navigate and that actions are self-explanatory and easily understood.
Task/Work Analysis
The purpose of this instructional program is for learners to begin to use time management tools to prioritize the activities in their lives as they move towards a healthy work/life balance. Content to be covered will include the following:
● The definition and purpose of the Covey Quadrant Time Management System.
● The four quadrants of the Covey Quadrant Time Management System, what they are, what they represent, and why they are important in the system.
● How common tasks are prioritized into each of the four quadrants.
The goal of this project is for the learners to be able to begin to use time management tools to prioritize the activities in their lives as they move towards a healthy work/life balance. In order to do this, learners must demonstrate that they know and understand what the Covey Quadrant Time Management System is and why it is used. The learners must be able to demonstrate recognition of which common tasks fit into what quadrant and be able to sort personal tasks into the appropriate quadrants. There are several specific objectives that, if met, will demonstrate this knowledge.
Objectives
Objective 1: Define the purpose of the Covey Quadrant Time Management System
Objective 2: List and define the significance of the four quadrants of the Covey Quadrant Time Management System
Objective 3: Accurately sort common tasks into the appropriate quadrant of the Covey Quadrant Time Management System
Objective 4: Begin to use the system by sorting 10-12 personal tasks into the quadrants of the Covey Quadrant Time Management System
Design
Test instruments
For this application, criterion referenced tests will be used for recall and/or recognition of specific facts. Criterion referenced tests evaluate the cognitive domain, which includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. The majority of the assessments is informal and interspersed throughout the training module.
Objective 3: Accurately sort common tasks into the appropriate quadrant [pic]
Objective 1: Define the purpose of the Covey Quadrant System
Criterion Referenced tests in Google Froms with the following Types of Questions (Appendix 5). This form will store the data of learner performance on the quiz, and provides a date and time stamp of submission for client reference.
● Multiple choice
● True False
Objective 4: Begin to use the system by sorting 10-12 personal tasks into the quadrants
Learners will be provided with a link to access a quadrant and reflection worksheet which can be typed or hand-written and printed for peer review in the classroom. (Appendix 6)
Organizational, delivery, and management strategies
The Module will be an interactive captivate program, available online for the learners to access from the client’s web server. Adobe Captivate will be used, and was purchased previously. The software produces high quality, interactive modules, without creating huge files that will clog up servers.
Instruction
Gagne's Nine Events of Instruction will be used to deliver the information in the module. These events are listed below:
● Gain attention
o The module starts out with a small animation of a clock and audio introducing the topic.
● Inform learners of objectives
o The second slide of the module presents the learning objectives to the learners.
● Stimulate recall of prior learning
o This event of instruction was omitted from the module.
● Present the content
o The content is presented to the learner by animated slides with audio and text.
● Provide "learning guidance"
o The learner is shown how to sort some common task on the Covey Quadrant System
● Elicit performance (practice).
o The learner is asked to sort tasks onto the Covey Quadrant System.
● Provide feedback
o The interactive widgets in the module supply the learner with feedback on how best to sort their activities on the Covey Quadrant System.
● Assess performance
o The Google form at the end uploads the results to an excel document. This document can used to assess the learners performance.
● Enhance retention and transfer to the job
o The learner is asked to provide their own list of personal tasks to sort on the Covey quadrant system.
Deliverables
The major deliverable for this project will be an online learning module hosted on the client’s server. This module will be interactive and will use rich media, games and quizzes, inspired by instructional theory, to provide the user with a solid structure for learning. There will be three types of media components within the module: Captivate is used for the general delivery of content, and acts as the shell to hold the module together. Flash scripting will be used to produce a drag and drop game for sorting tasks into the quadrants. Google Forms will also be used to create an online quiz at the end of the module. The data from this quiz will be hosted online, and the results of the quiz will instantly be relayed to the learners and the client.
Storyboard
[pic]
The module will be divided up into four parts, and each part will be given to one of the four people working on the project. The four sections are Picture and Audio, Research, Content Management, and Programming.
• Picture and Audio will be responsible for gathering the images and recording the audio files for the project.
• Research will be responsible for the validity of the content, and will guide what material is presented.
• Content Manager is responsible for the arranging the content in an organized fashion and assuring function in Captivate.
• The Programing section is responsible for the Flash game, Google form quiz and quality assurance at the end of the project.
Development
Material
● Software
○ Adobe Captivate
■ Plugins
○ Adobe Photoshop
○ Adobe Flash Producer
○ Audacity
○ Microsoft Excel
○ Microsoft Powerpoint
● Hardware
○ ITCD Land Storage
○ Client Storage
Time
[pic]
Cost
|Adobe Suite |$335 |
|Adobe Captivate |$359 |
|plugins |$100 |
|Microsoft Office |$124 |
|Audacity |free |
|ITCD Land Storage |free |
|Client Storage |free |
|Total |$918 |
Process
● Contact Client
● Task Analysis
● Outline Preliminary Design
● Create a Scope of Work for client
● Submit prototype to client
● Record Audio
● Create Assessment
● Submit advanced prototype to client
● Usability Testing
● Final Edits Based on U.T.
Implementation
In order to obtain the most valid feedback, a formative evaluation of the training should be conducted by LEAD participants. The testing should take place early in the program in the classroom setting on the student’s personal devices. In this setting, the facilitator and design representative would be present to evaluate how easily the learners navigate the module, and how effective the training is at preparing the learners for the module assessments.
Observation of the learners during the module and an examination of assessment results would provide the facilitator with the information necessary to identify learner misconceptions and changes needed to improve the module. A plan for learner clarification and design changes can, then, be implemented before the next LEAD meeting.
Formative evaluations are necessary for training effectiveness in order to ensure that the learners will be capable of using the tool properly; thereby assisting them in the management of their work, personal and LEAD tasks. Student application of the learning objectives will be gauged through formative evaluations. Because, ultimately, the goal of this training is to initiate a behavior change, the summative evaluations will address and correct misconceptions in order for the learner to begin using the tool in their daily work. Learners, course facilitator and/or designers will be involved in the evaluations.
The designer and facilitator will make notes on a checklist about the time learners spend on the module and what difficulties they encounter in navigating it. (Appendix 1) Functionality issues can be identified, and, hopefully addressed by the designer during the evaluation. These types of issues may be browser settings that prevent video from loading, operating system requirements, etc.
The findings from these evaluations will inform the facilitator and designers of adjustments that need to be made in the module. If the training is unclear, designers will be able to work with the facilitator on rewording text or adding instruction. If learners struggle with the technicalities of the module, the designers will use the information to troubleshoot the difficulty(s) and make design adjustments
Evaluation
In order to evaluate the effectiveness of the training, a combination of both formal and informal assessments will be presented. First, after an introduction to the CQ and its purpose, the learner is asked to write their own list on a sheet of paper. This action creates an opportunity for the learner to consider their own tasks, and setting the stage for them to apply their learning in an authentic and non-threatening setting. For each quadrant, a model sorts her tasks and explains why the task fits into the selected quadrant. After the models sorts a task into a quadrant, the user is then asked to select the tasks from their list that should be added to that same quadrant. (Appendix 2)
Upon completion of the model’s and user’s quadrant selections, the user may interact with a completed quadrant by rolling over tasks with their mouse to see the rationale for the chosen quadrants. Immediately following this interaction, the learner will be presented with activity in which to practice using the tool by sorting generic tasks selected by the designers of the module. This first practice interaction will not allow users to place a task into the incorrect quadrant, so it is not possible for them to be “wrong,” however, alerts them of any misconceptions they may have up to this point. (Appendix 3)
Following this practice, the learner is presented with more intense training on a specific quadrant - quadrant 2. The instruction clarifies how to “build” this quadrant as it includes planning and genuine importance. Once again, the user will be presented with an empty quadrant in which to sort additional generic tasks. When the learner places their task into this quadrant, informal questioning will be provided as a form of feedback for the learner to re-evaluate their incorrect choices. (Appendix 4)
The final, and most “formal” of the assessments, will include ten multiple choice questions presented in a Google Form. The results will be reported to the client for verification of participation, as well as to evaluate the accuracy of student responses to questions based on the course learning objectives. This portion is still in progress.
Upon completion of the training and practice, the learner will complete a printable quadrant to use in the face to face portion of the program, or may choose to purchase an iPhone or iPad app from a link provided in the module. LEAD participants will be expected to bring 3-4 completed quadrants and a weekly reflection to a face-to-face meeting; which will be used as formative evaluation of their behavior change as a result of the training. (Appendix 6)
Appendices
Appendix 1
|Observation Checklist: |
|Subject #: |
|How long did the subject spend on the module? | |
|Was the subject able to navigate the module easily? | |
|Did the subject seem confused by the module? If so, how? | |
|What questions, if any, did the subject ask about module use? | |
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|What comments, if any, did the subject make during the testing? | |
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|What technical malfunction, if any, occurred during the training? | |
|Comments of observer: |
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Appendix 2
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Appendix 3
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Appendix 4
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Appendix 5
[pic]
Appendix 6
Complete this form by typing or printing and writing. Remember to add the reflection at the end of each week.
|Dates: |[pic] | |[pic] |
|Quadrant 1 | |Quadrant 2 | |
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|Quadrant 3 | |Quadrant 4 | |
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Reflection, Week of:
|Goals Achieved |Challenges Encountered |Decisions Made |
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