EDID 6505 Systems Approach to Designing Instructional ...michaelclarke504.weebly.com/.../mini_project.pdf · Mini Project Professional Development Workshop for Records Management

EDID 6505 – Systems Approach to Designing Instructional Materials

Mini Project

Professional Development Workshop for Records Management Room Personnel

Michael Clarke

Student ID 20050387

Course Instructor: Mr. Leroy Hill

Table of Contents

Executive summary ..................................................................................................................................... 1

Needs Assessment ........................................................................................................................................ 1

Task Analysis ............................................................................................................................................... 5

Procedural Analysis .................................................................................................................................... 5

Prerequisite Analysis .................................................................................................................................. 6

Objectives..................................................................................................................................................... 8

Assessment ................................................................................................................................................... 9

Instructional Strategies ............................................................................................................................ 18

Reflection ................................................................................................................................................... 19

Appendix I ................................................................................................................................................. 21

Appendix II – Task Selection Worksheet .................................................................................................. 22

Appendix III – Advance Organizers.......................................................................................................... 23

Appendix IV - Analogies ........................................................................................................................... 25

Appendix V - Learning-Contextual Analysis ............................................................................................ 28

Appendix VI - PowerPoint Presentation .................................................................................................... 32

Appendix VII - Workbook ........................................................................................................................ 36

References .................................................................................................................................................. 38

Michael Clarke, 2005038 1

Executive summary

A half-day learning session created to address the concerns created within a department relating

to the routing of files. The session focuses on equipping participants with the necessary skills to

efficiently route files throughout the department and accurately maintain information captured on

index cards. The session will be conducted on April 29, 2016, it will commence at 8.45a.m. and

conclude at 1.30p.m.

Various instructional methods will be utilized during the session and supporting materials will be

used during the session to replicate task as they would be performed in the department. The

session will also be very interactive in an attempt to duplicate a real word situation

Needs Assessment

Background

Recently staff have been complaining to management that they have been experiencing great

difficulty in locating files, as they seem never to be in the cabinets or the location where the

records room has indicated they will be. Management has asked me to address these concerns.

Target Audience

Records Management Room staff

Select staff members

Data Collection Methodology


Interview – Method used because of the following advantages:

Flexible – elements of the interview can easily be changed to suit an individual based on

their role

Personal

Collect Rich Data (Written and Spoken)

In addition, interviews allow for observation of non-verbal communication such as facial

expressions, which can indicate feelings that are not verbally expressed.

Time and cost to conduct interviews have been identified as two factors disadvantageous to

conducting interviews. (Brown 2001, p.75). The target group in this analysis is relatively small,

therefore time and cost to conduct the interviews will be at a minimum.

Interviews can include the use of realia, (Brown 2001, p.75) therefore tools and materials used

by those persons being interviewed can be part of the process, highlighting the level of

knowledge, skill, and competence possessed by individuals.

Focus Group Discussion – Method used because of the following advantages:

Can be structured for explanatory or evaluative research

Data Collection – Can generate a large volume of data and greater variety of perspectives

than the same time spent in an in-depth interview

Enables participants to raise different perspectives and discuss issues with relatively little

moderator involvement

Allows participants to build on the responses of others


Reveal participants’ insights about an issue that is beyond what may be contributed by a

single interviewee alone

May encourage reluctant participants to share views, feel less threated to share negative

views

(Hennink 2013, p. 30-31)

The information sought in needs assessment were:

Actuals – To collect and analyze problem indicators

Problems/Causes - To identify Motivational/Incentive problems

Feelings – To determine the role emotion is playing

Optimals – To discover desired performance

A comprehensive view of the reasons these types of information were sought is illustrated in

Table #1 at Appendix I

Outcomes

The results of the needs assessment provided the following information, which examined the

components of the problem utilizing the example given in Rothwell and Kazanas (2008, p8).

Condition:

Inaccurate index cards


Files cannot be located or traced

Criterion:

Index card should be updated with specific and accurate data

Routing of files should be recorded manually in a file register

Transit notes should be completed by staff members to route files from their desk

Gap:

Inability to adequately locate and route files to requesting officers

Cause:

Inadequate knowledge of the routing procedure for files, and an inability/lack of use of

index cards.

Symptoms:

Delays in completing paper work

Inability to complete task

Inability to have documents available for meetings

Inability to respond or delays in responding to request and queries

Inability to pay vendors in a timely manner.

Solution

Development of a half day workshop that focuses on equipping participants with the necessary

skills to efficiently route files throughout the department and accurately maintain information

captured on index cards


Task Analysis

Using a criteria selection worksheet located at (Appendix 2), a number of tasks were prioritized.

The task ranked at number one (1) in the resulting hierarchy would be utilized in a procedural

analysis.

Procedural Analysis

A procedural analysis was utilized because it analyzes tasks by identifying the steps required to

complete them. The process “breaks task into the steps needed for learning” (Morrison, Ross,

Kemp & Kalman, 2010, p.85). This breakdown of task will provide invaluable information for

areas to be addressed in the development of the training intervention.

The procedural Analysis (Fig.1) was represented as a graphical flow chart which was chosen for

the holistic view of the task it provides, as well as the ease of which it can be followed.

Figure 1. Procedural Analysis Flowchart


Prerequisite Analysis

Hodell (2011) stated that “the first task for a designer is to identify the need and determine the

root cause of any problems that may exist.” he goes on to say that “even though a need appears

to be instructional in nature, it might not be”. One can assume that an assessment might be made

on the basis of symptoms and not the root cause of the problem. Just as in medicine, treating the

symptoms may initially reduce that pain, but it seldom cures the illness.

My prerequisite analysis (Fig.2) examined the relevant steps required to complete an overall

objective, this was done because in order to examine intellectual skills as they relate to carrying

out a specific task, “you need to conduct a hierarchical analysis to determine the subordinate

skills.” (Ferich 2005, p.61).

During the design of my prerequisite analysis I utilized the following two (2) premises, (1) each

activity requires completion of certain steps, (2) each officer must know how to complete these

steps (possess the required skills and knowledge).


Figure 2. Prerequisite Analysis Chart


Objectives

Topic of Instruction: File routing and tracking procedures

Terminal Objective: To equip Records Management Room (RMR) staff with the necessary skills and

knowledge to move files in keeping with departmental standards.

RUBICON FOR TERMINAL OBJECTIVE

Unacceptable

performance

Acceptable

performance

Good performance Superior

performance

To equip Records

Management Room

staff with the

necessary skills and

knowledge to move

files in keeping with

departmental

standards.

Participant

acquires a

total of less

than 2 for one

or more stated

objective

Participant

acquires a total of

2 or more for all

stated objectives

Participant

acquires a total of

4 or more for 3 of

the stated

objectives and at

least a total of 3

for the remaining

objective

Participant

acquires a total of

5 for 3 of the

stated objectives

and at least a total

of 4 for the

remaining

objective

Enabling Objectives:

By the end of the programme, participants should be able to:

1. Describe the process of routing files to officers with 90% accuracy of the procedural order.

2. Illustrate the process of updating index cards and registers with a minimum of 1 error in each

instance.

3. Explain the purpose for a file inventory by making reference to the functioning RMR standards and

listing at least one way it contributes to the efficiency of the organisation.

4. Demonstrate the movement of files in accordance with RMR standards.


Assessment

Application Assessment

Enabling Objective #1 -Describe the process of routing files to officers with 90% accuracy of

the procedural order.

Being the objective utilized in the procedural analysis, an application assessment was completed

on this objective to indicate how the learner is to be assessed on the completion of assigned task.

The learner is expected to clearly outline all steps required from receiving request for file to

placing file on requesting officer’s desk in procedural order.

The description MUST include the following steps in stated order to avoid incursion of any

penalties.

Retrieval of Index card

Available option if index card is not located/register

Retrieval of file number and location from index card/register

Retrieval of file from location

Update index card

Update register

Write reference minute to officer and place it on file

Write the name, post, date and referenced folio number in the spaces provided on the file

ladder


Instruction:

Instruction for Objective #1 will consists of a PowerPoint presentation, hand-outs and

discussions to assist students with learning the steps involved from receiving a file request from

an officer to placing the file on the officer’s desk. All instructional methods used in the learning

intervention will be discussed under the heading instructional strategies.

I will start with slide five of the PowerPoint Presentation which was created to encourage

discussion, and allow learners to express their opinions on what they view as the process of

routing a file Slide 6 was used to illustrate to the learners the steps involved in the process

Slide 7 then allowed for more discussing on the differences of what they had thought prior to

being shown the overview and ensuing discussion it created. The use of analogies and advance

organizers located Appendix III and IV will be used to aid in understanding the process. Slide 8

was used to illustrate the features on an index card and demonstrate how it is to be used.


Slide 9 was utilized to illustrate and demonstrate use of the file register. Slide 10 was used to

create discussion on ideas on retrieval of files, with learners being instructed to take notes on

what was decided as the best way to retrieve files based on specific situations

Slide 11was used to discuss the writing of a file minute, with learners being asked to illustrate

the process using flip chat paper on an easel located in view of all learners. Slide 12 was used to

illustrate and demonstrate the use the file ladder. Samples of the index cards, file register and file

ladder were also used by participants to practice on.

If we examine what is to be done during those slides shown above, it can be seen that

consideration was given to Merrill’s First Principles of Instruction. At slide 6 learners are

presented with an illustration of a task that replicates one in the in the work place, during the

instruction process learners are required to utilize materials that are identical to what they use in

the office, thus creating a situation where Merrill’s task-centered principle is applicable. The


tenants of this principle propose that “learning is promoted when instruction is in the context of

whole real-world tasks, and learners engage in an activity involving a progression of whole real-

world tasks”. (Reigeluth, and Carr-Chellman, 2009, p.44).

According to Merrill, activation principle, “learning is facilitated when relevant previous

experience is activated” (Reigeluth, and Carr-Chellman, 2009, p.44).

While the learners in this session may have very little prior knowledge of the topic of instruction,

they do possess knowledge gained from previous experiences, which can be related to the

learning session. Discussion and the use of analogies in the lesson are used to activate and

encourage the use of this prior knowledge. (Slides 5, 7 and 10). During the instruction, learners

will be show how specific tasks are to be performed. Updating the index card for example will be

illustrated on the screen as well as on flip chart paper. Merrill’s demonstration principle states

that “learning is promoted when learners observe a demonstration of the skills to be learned that

is consistent with the type of content being taught” (Reigeluth, and Carr-Chellman, 2009, p.44).

(Slides 8, 9 and 12)

The learners are presented with sample documents during the session which they are required to

apply the knowledge gained during the session. This falls in line with Merrill’s application

principle in which suggest that “learning is promoted when learners apply their new knowledge

to solve problems” (Reigeluth, and Carr-Chellman, 2009, p.44). (Slides 8, 9, 12). Merrill’s last

principle is that of integration, it proposes that “learning is promoted when learners integrate

their new knowledge into their everyday world” (Reigeluth, and Carr-Chellman, 2009, p.44).

The knowledge gained from participation in the activities associated with the above mentioned

slides, will be referenced back to slide 6, to highlight the integration of the different step


In the assessment exercise a scenario was designed to create a virtual environment/situation to

lend authenticity to the learning intervention. Activity 1 in Workbook Appendix VII.

Scenario

Mr. Clarke a middle level officer within the organization, was on extended sick leave from work

for 3 months after being involved in a vehicular accident. On returning to work, Mr. Clarke

discovered a significant number of matters that required his attention after checking his emails,

phone messages and notes left on his desk. The vast majority of work has to be performed using

files which have to be obtained from the records management room. To compound matters Mr.

Clarke is scheduled to go on vacation in two weeks having booked a cruise prior to being

involved in the accident, and therefore having access to the files is critical to completing his

work. Mr. Clarke makes a call to the records management room, requesting various files.

What action/procedures are initiated by the Records Management room officers to provide

Mr. Clarke with the files he has requested in a timely manner to aid with his completion of

work?

RUBICON FOR ENABLING OBJECTIVE 1

Unacceptable

performance

(0-1 points)

Acceptable

performance

(2-3 points)

Good performance

(4 points)

Superior

performance

(5 points)

Describe the process

of routing files to

officers with 90%

accuracy of the

procedural order.

Participant is

unable to outline

most steps

required from

receiving request

for file to placing

file on requesting

officer’s with less

than 50%

accuracy.

Participant is able to

outline most steps, in

a fairly consistent

procedural order,

required from

receiving request for

file to placing file on

requesting officer’s

desk with at least

50% accuracy.


outline all steps required

from receiving request

for file to placing file on

requesting officer’s desk

but not in procedural

order, and achieving a

50% to 89% degree of

accuracy.

Participant is able

outline all steps

required from

receiving request

for file to placing

file on requesting

officer’s desk in

procedural order,

with at least, 90%

degree of accuracy.


Enabling Objective 2 - Illustrate the process of updating index cards and registers with a

minimum of 1 error in each instance. Activity 2 in Workbook.

Learners are supplied with a sample index card and file register, both containing information

pertaining to files requested by Mr. Clarke. The learners are then each given information to

append to both the index card and register, along with a request for a file. Based on the

information contained on the sample card and register, the learners are to:

Update the information on the index card by

a. Inserting the name of requesting officer in the designated space provided

b. Inserting the date in the designated space provided

c. Inserting initials as officer updating index card in designated space

provided

Update the file register by

a. Inserting the file number in the designated space provided

b. Inserting the initials and post of requesting officer in the designated space

provided

c. Inserting the date file is forwarded to requesting officer in the designated

space provided

Identify and correct any conflicts between index card and register by

a. Synchronize all information contained on index card and register



Unacceptable

performance

(0-1 points)

Acceptable

performance

(2-3 points)

Good performance

(4 points)

Superior

performance

(5 points)

Illustrate the process

of updating index

cards and registers

with a minimum of

1 error in each

instance

Participant is unable

to use index cards

and registers, and

makes two or more

mistakes in each

instance.


use index cards and

registers making

only two mistakes in

each instance.


use index cards and

registers making

only one mistake in

each instance.


use index cards and

registers without

making any

mistakes, in each

instance.


Enabling Objective 3- Explain the purpose for a file inventory by making reference to the

functioning RMR standards and listing at least one way it contributes to the efficiency of the

organisation. Activity 3 in Workbook.

After PowerPoint presentation and discussion, participants will be asked to:

1. Clearly state what is a file inventory

2. List the major difference between an inventory and a list

3. State at least one reason why an inventory is required in the organisation.

4. State at least two reasons why it contributes to the effective functioning of the RMR.

a. Relate these to the proposed scenario involving Mr. Clarke.


Unacceptable

performance

(0-1 points)

Acceptable

performance

(2-3 points)

Good performance

(4 points)

Superior

performance

(5 points)

Explain the

purpose for a file

inventory by

making reference

to the functioning

Records

Management

Room standards

and listing at least

one way it

contributes to the

efficiency of the

organisation.

Participant is

unable to state what

is a file inventory

and why it is

required in the

organization.

Unable to list any

reasons why it

contributes to the

effective

functioning of the

records

management room.


state what is a file

inventory, the

difference between a

file inventory and file

listing, and why it is

required in the

organization. Unable

to list any reasons

why it contributes to

the effective

functioning of the

records management

room.



inventory, the


file inventory and

file listing, and why

it is required in the

organization. Able

to list 1 reason why

it contributes to the

effective functioning

of the records

management room.



inventory, the


file inventory and file

listing, why it is

required in the

organization. Able to

list two or more

reasons why it

contributes to the

effective functioning

of the records

management room.


Enabling Objective 4- Demonstrate the movement of files in accordance with RMR standards.

Activity 4 in Workbook.

Learners will be asked to get into four (4) groups of two (2).

One participant in each pair will assume the role of an officer that is requesting a file, the other participant

will assume the role of an officer in the records management room who has to provide the requesting

officer with the file.

This exercise requires the physical representation of the factors identified in enabling objective 1


Unacceptable

performance

(0-1 points)

Acceptable

performance

(2-3 points)

Good performance

(4 points)

Superior

performance

(5 points)

Demonstrate the

movement of files

in accordance with

Records

Management

Room standards.

Participant is

unable to execute

most steps required

for moving files

without assistance.


execute most steps

for moving files with

minimal assistance


execute most steps

for moving files

without any

assistance


execute all steps

required for moving

files without any

assistance


Instructional Strategies

Gropper 1974 refers to Instructional strategies as “prescriptive rules for designing instructional

events which create appropriate learning experiences required for the mastery of each of the

various types of behavioural objectives”(Gropper, 1974, p.vii). Likewise, learning styles where

also taken into consideration in the development of the intervention, “the term learning style

refers to individuals’ characteristics and preferred ways of gathering, interpreting, organizing,

and thinking about information” (Davis, 1993, p.785). As a result of these considerations, I

decided to use the following instructional methods in the learning intervention.

Instructional Method Learning Style Type of Instruction

PowerPoint Presentation Visual Direct Instruction

Use of Flip Chart./Sample

Materials

Kinesthetic Experiential

Discussion Aural Interactive Instruction

Workbook Reading Direct Instruction

A contextual analysis is used to obtain data that could prove crucial to the success or failure of a

learning intervention. According to Kemp et. al(2010), instruction and learning do not take place

in a vacuum and context influences every aspect of the learning experience, they proceed to state

that context are viewed as “a collection of factors that can inhibit or facilitate instruction and

learning” Kemp et al, 2010, p.65). The contextual analysis at Appendix V was completed to

enhance the chances of achieving success with this intervention.

The use of analogies (Appendix III) and advance organizers (Appendix IV) were also included

the learning intervention to aid with the understanding and assimilation of knowledge. An

advance organizer is a “delivery strategy that is used to introduce a concept or material. It serves

to orient students to the topic using key concepts or ideas they already know to link the new


information. It is “a verbal or visual guiding framework for the new material to be learned

(March &Peters p.246). Analogies were used because of their easily identifiable association with

day to day activities, items or events, relatable too by learners. An analogy can be defined “as a

set of relationships between two things that identify a parallel relationship between two other and

usually unrelated things” (March, Peters p.200). If one said oil is to a car’s engine as blood is to a

human, it is quite easy for anyone to understand how vital oil is to a car’s engine, regardless of if

they possess any knowledge about engines. It is for these reasons advance organizers and

analogies where utilized.

Reflection

In reflecting on the creation of the project, what most stands out with me, is the amount of

importance placed on the non-academic components that are so relevant and vital to the design

of a programme. The learner and contextual analysis for instance, were totally unknown to me,

but they have allowed me to grasp the concept that some things no matter how benign or

seemingly insignificant can have a detrimental effect on the success of a learning intervention.

This particular part of the project brought back memories of attending various training sessions

where for example the facilitator turned up with equipment that was incompatible with the

peripherals available at the facility or having a PowerPoint Presentation and no adequate area to

project.

I included lots of areas for discussion in the learning intervention, this was purposely done to

involve the learners in the session, allowing them to make a contribution in the session. As adults


they would have attended the session with ideas and opinions which they might wish to share, or

have clarified.

An invaluable lesson also learned in the process was that presenting what the learners need to

know was inadequate to ensure that learning had taken place. One therefore has to take steps to

foster assimilation, understanding and application of knowledge gained, and this was brought

about with the application of Merrill’s First Principles of Instruction to the design of the learning

intervention. In designing the instruction, a quote I had previously heard that sort of encapsulates

the essence of what leaning is all about came to mind, it goes; I Hear and I Forget, I See and I

Remember, I Do and I Understand, it had similarities to Merrill’s principles and could also be

used as a guide to designing the lesson with reference to learning styles. These were also taken

into consideration as they can also have a dramatic effect on the success of a learning

intervention and, instructional methods that would at least compliment either the visual, aural,

reading or kinesthetic learning styles were used.


Appendix I

Table 1. Information sought in needs assessment

Kinds of

Information

Sought

Necessary

to Know -

Method/s Target (Who) Meaningfulness

Actuals Yes Interviews –

Method chosen

Manager/

Select Staff

Members/

Records

Management

Room Staff

To examine the current

process.

Collect and analyze problem

indicators. Rossett (p.15)

Problems/Causes Yes Interviews

Focus Group

Discussions

Records

Management

Room Staff

/Select Staff

Members

Check for employees Skills

and Knowledge of

performing assigned task.

Environmental problems.

Can be used to identify

Motivational/Incentive

problems (Rossett p.16)

Feelings Yes Interviews Records

Management

Room Staff

/Select Staff

Members

Determine the role emotion is

playing –. Do they like what

they are doing, are they

confident in performing

assigned task (Rossett p.16)

Optimals Yes Review of

organizational

documents and

materials as well

as observation.

Records

Management

Room Staff

Desired performance


Appendix II – Task Selection Worksheet

Criteria for Task Selection

Worksheet

Criticality

40 pts

Universality

10 pts

Frequency

10 pts

Standardization

10 pts

Difficulty

30 pts

Total

100 pts

Notes Priority

TASKS #1 #2 #3 #4 #5 #6 #7 #8

Create and maintain Files 35 2 7 10 5 59

4

Move and track Files in accordance

with Records management Room

procedures (requires use of registers,

index cards and transit notes)

40 7 10 10 6 73 1

Maintain essential registers and index

cards

40 2 10 10 10 72 2

Conduct a file inventory 30 2 3 10 12 57 5

Close files 30 1 2 10 3 46 6

Safeguard and protect all files from

damage

35 10 10 10 1 66 3


Appendix III – Advance Organizers

Narrative Organizer

I am sure many of you can relate to a person being asked to get someone a cold beverage, we’ll

use coke as an example. Our session today mirrors that in many ways. If you look at the request

for the coke, there is a clear delineation of steps that can be followed to accomplish the task.

Which starts with remembering the location of where the cokes are kept and how to get there, but

not just knowing the location of the coke can lead to completion of the task. You have to proceed

to the cupboard and select a coke as opposed to some other drink that is stored in the same

location. Likewise a request for a file would certainly require ascertain its location and as one of

the very first steps in its retrieval. But guess what, the coke is not cold so you can’t give the

person; neither is the file suitable to be delivered to the officer once you have located it. So what

do you do, a logical answer would be to get a glass form the cupboard, then visit the fridge for

some ice and put the ice into the glass. In the same way then, you would write an appropriate

reference minute in the file to the officer, add all relevant information to the index card and file

register. So are we ready to deliver our cold coke or the file? No we are not. The request was for

a cold coke, not a warm coke and a cup of ice! We must therefore open the coke and pour it into

the glass of ice, at this stage, the same way we add the coke to the glass of ice, we will add all

relevant information to the file ladder. Now both our coke and file are ready to be delivered to

the individuals who requested them. So what about the empty bottle? We don’t just leave it lying

around we put it away! Our index card and file register must also be put away safely at the end of


the process


Appendix IV - Analogies

Analogy 1

Crossing a wide fast flowing stream on stepping stones to simplify the process of routing files to

officers in procedural order.

Once a request for a file has been received, you are placed on the bank of one side of the stream,

the opposing bank represents when you deliver the file to the requesting officer, so how do you

get there. It’s impossible to jump to the other side and you can’t swim, but there is a row of

stepping stones across the stream, they are spaced in such a way that there is enough distance

that you can jump from one to the other but too far apart to skip any. So unless you wish to be

swept away by a raging torrent, one would utilize these steps in the order they are positioned.

CROSSING RIVER ANALOGY ROUTING FILES

Starting Point Bank Request for file

Means to cross the river Stepping stones Procedural steps for routing file

Starting point, sets foundation

for a safe crossing

Initial Stepping stone First step in sequence of

procedures.

Facilitates continued journey

across

Subsequent stepping stones Required to effectively complete

task

Represents the dangers that

can be encountered should the

stepping stones be ignored.

Drowning, bitten by a

crocodile

Water Errors that can occur in the

process if steps are ignored such

as the inability to track the file, or

creating future difficulties in

locating the file

Completion of journey Opposing bank Submission of file to officer


Each of these stones then represent a step that has to be carried out in correctly routing a file to

an officer.

The first step is very important in crossing the stream, so much depends on that first step, good

judgment in how to step on it, in order to maintain balance, positioning oneself to be in a position

to safely take the next step sets the rhythm for the rest of the journey. Our first step in the routing

process is also very important, it is here we obtain invaluable information about the file and its

location, without which we are unable to proceed. All subsequent steps facilitate the crossing of

the stream likewise the submission of the file to the requesting officer.

Analogy 2

Likening the file routing process to a Wicket Keeper preparing for a match.

Each step of the process of routing a file to an officer can be compared to a wicket keeper

preparing to take the field in a cricket game. Certainly the wicket would take certain measures to

protect himself as well as ensure he is able to perform at optimal capacity during the game in

order to aid his team to victory. So before each game he ensures that these measures are taken,

likewise upon request for a file, the relevant steps have to be taken by individuals in the records

management room to aid in the successful running of the organization.

Use of the equipment by the cricketer must also be executed in the correct way, incorrect use

could lead to injury, and likewise incorrect use of index card can lead to problems in the file

routing process. So as the cricketer puts on a piece of gear, it’s comparable to you the officer

taking a step in the process.


CRICKETER puts on… OFFICER…

Cricket shoes Retrieves Index card/File register

Cricket pads Retrieves file from location

Helmet File prepared for routing

Wicket keeping gloves File delivered


Appendix V - Learning-Contextual Analysis

Learner Analysis

Age- Range Number of Employees Gender

Male Female

25 – 35 4 1 3

35 – 45 3 3

45 – 60 1 1

Academic Background

Qualifications required for the post of targeted training intervention are four subjects at CXC

General Proficiency level, including English Language.

Officers who meet qualification requirements = 6

Officers who do not meet qualification requirement = 2

* Those two officers who do not meet the qualification order were employed before the

establishment of a qualifications order in 2001.

Experience

Due to a recent restructuring process conducted throughout the Public Service, all officers

assigned to the Records Management Room are new to the organization.

Two (2) officers have previously worked in environments in which they performed similar

Records Management functions. They pose individual institutional knowledge based on

experience and have never been exposed to any formal training in Records Management Room

procedures.


Six (6) officers have no previous exposure or formal training in Records Management Room

procedures, of these one (1) officer is new to the Public Service.

Rating Scale:

Orienting Context

Learner Factors Rating

The learners are diverse in age (ranging from 26 to 59) -1

Highly biased ration of 1:4 in favour of women -1

Relevant experience in Records Management Room procedures as part of their existing

knowledge base can contribute to their ability to positively receive and use instruction.

+2

Learners are receptive to training intervention and are willing participants (Intrinsic

motivation)

+2

Learners are informed that they will be awarded a certification of participation or some

other form of acknowledgment on completion of programme (Extrinsic motivation).

+1

Immediate Environment Factors: Access Rating

Positive feedback from staff members on selection to attend training intervention +2

Pre-training discussion and agreement with supervisor of what is expected to be

learned at training

+2

Organizational Factors Rating

Learners will be given the (day) off from work to attend the training sessions +2

Training is funded by the organization. +2

Training is mandatory for all Records Management room staff +2

Provide learner with a schedule/timetable stating session names and times +1

+2 Greatly facilitates -2 Greatly impedes

+1 Slightly facilitates -1 Slightly impedes


Instructional Context


Learners are confident in the capabilities and professionalism of the instructor +2

Learners are assured of confidentiality of activities conducted in the training room +2

Close proximity of areas to access lunch; coffee break is provided. +2

Immediate Environment Factors Rating

Training Room is adequate with reference to factors such as having an appropriate

temperature, lighting, comfortable furniture, and adequate space for easy movement of

participants and conducting of activities.

+2

Brain stimulating or calming music can be played prior to the start of the training

session, to help relax or put learners in the right frame of mind to before the learning

activity begins.

+1

Exclusion of any of the above factors, e.g. room too cold -2

Establish of ground rules for participation, e.g. cell phones should be placed on silent. +1

Trainer creates an environment conducive to learning e.g. Explaining objectives of

each session, allowing participants to ask questions; and provide information that

contributes to the learning sessions.

+2

Collaboration between participants is used to encourage experiential learning +2

Trainer caters to different learning styles by using PowerPoint presentations, handouts,

etc.

+2

Optimal functioning audio and visual equipment +2

Provision of instructional tools, e.g. flipchart paper, markers etc. +2


Provision of appropriate and adequate amounts of training resources, e.g. sample index

cards, stationery, handouts.

+2

Contacting participants about work-related matters -2


Transfer Context


Relevance of material covered in the training to job duties. +2

Report to be submitted to supervisor after training intervention +2

Willingness to utilize knowledge and skills gained in performance of duties +2

Immediate Environment Factors: Rating

Adequate time is spent on review of topics covered during training intervention +2

Provision of information resources +2


Organization receptive to new skills and ideas of thinking +2

Encouragement by supervisors and peers (use of non-tangible rewards) +2

Post-training discussion on if agreed training expectations were met, and next step to be

taken.

+2


Appendix VI - PowerPoint Presentation





Appendix VII - Workbook



References

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Press

Davis, B. (1993). Tools for teaching. SF: Jossey-Bass

Fenrich, P. (2005). Creating Instructional Multimedia Solutions: Practical Guidelines for the

Real World. CA: Informing Science Press

Gabriel, K.F., (2008). Teaching Unprepared Students: Strategies for Promoting Success and

Retention in Higher Education. VA: Stylus Publishing LLC

Gropper, G.L., (1974). Instructional Strategies. NJ: Educational Technology Publications

Hennink, M.M, (2013). Understanding Focus Group Discussions. NY: Oxford University Press

Hodell, C. (2011). ISD From the Ground Up (3rd Edition). VA: ASTD Press

March, J.K., Peters, K.H. (2008). Designing Instruction: Making Best Practices Work in

Standards-Based Classrooms. CA: Corwin Press

Morrison, G.R., Ross, S.M., Kemp, J.E., Kalman, H. (2010). Designing Effective Instruction. NJ:

John Wiley & Sons

Reigeluth, C.M., Carr-Chellman, A.A. (2009) Instructional-Design Theories and Models,

Volume III: Building a Common Knowledge Base. NY:Routledge

Rossett. Training needs assessment. Retrieved from:

http://2015.tle.courses.open.uwi.edu/pluginfile.php/85030/mod_resource/content/1/Rossett.pdf

http://2015.tle.courses.open.uwi.edu/pluginfile.php/85030/mod_resource/content/1/Rossett.pdf


http://2015.tle.courses.open.uwi.edu/pluginfile.php/85046/mod_resource/content/1/Chapter2_Ta

skSelection.pdf

http://2015.tle.courses.open.uwi.edu/pluginfile.php/85049/mod_resource/content/1/ProceduralAn

alysis.pdf

http://2015.tle.courses.open.uwi.edu/pluginfile.php/85046/mod_resource/content/1/Chapter2_TaskSelection.pdf

http://2015.tle.courses.open.uwi.edu/pluginfile.php/85046/mod_resource/content/1/Chapter2_TaskSelection.pdf

http://2015.tle.courses.open.uwi.edu/pluginfile.php/85049/mod_resource/content/1/ProceduralAnalysis.pdf

http://2015.tle.courses.open.uwi.edu/pluginfile.php/85049/mod_resource/content/1/ProceduralAnalysis.pdf

Documents

EDID 6505 Systems Approach to Designing Instructional ...michaelclarke504.weebly.com/.../mini_project.pdf · Mini Project Professional Development Workshop for Records Management