SWOT Training - Yujin Yangyujinyang.weebly.com/uploads/3/7/3/2/37329707/swot... · SWOT ANALYSIS TRAINING Background Eighty percent of college-bound students start programs without

SWOT Training Instruction

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SWOT Training

Design Document

Spring 2013

Yujin Yang

April 8, 2013

The University of Oklahoma


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Table of Contents SWOT ANALYSIS TRAINING ......................................................................................................... 3

Background ............................................................................................................................................ 3 Needs Analysis .......................................................................................................................................... 5

Problem Statement ............................................................................................................................... 5 Learner Analysis ....................................................................................................................................... 7 Context Analysis ....................................................................................................................................... 9

Orienting Context................................................................................................................................. 9 Instructional Context ........................................................................................................................ 10 Transfer Context ................................................................................................................................ 10

Task Analysis .......................................................................................................................................... 12 Goal ....................................................................................................................................................... 12 Learning objectives .......................................................................................................................... 12 Prerequisite Knowledge and Skills .............................................................................................. 13 Information Analysis ....................................................................................................................... 14 A Big Picture of Assessment for this instruction ..................................................................... 17

Instructional Design Plan .................................................................................................................... 18 Theoretical Perspective ................................................................................................................... 18 Instructional Design Model ............................................................................................................ 21 Design Specification ........................................................................................................................ 27 Instructional Design Process .......................................................................................................... 31

Activity1. Try and Reflect a Personal SWOT Analysis .................................................... 33 Activity 2. Generating Ideas and Information about SWOT analysis .......................... 37 Activity3. Application: Group SWOT analysis................................................................... 41

Evaluation Plan....................................................................................................................................... 46 Formative Evaluation ....................................................................................................................... 46 Summative Evaluation..................................................................................................................... 48

Design Implementation ........................................................................................................................ 50 Resources Management .................................................................................................................. 50 Timeline and Budget ........................................................................................................................ 51 Risk Analysis and Management Plan .......................................................................................... 53

References ................................................................................................................................................ 57


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SWOT ANALYSIS TRAINING

Background

Eighty percent of college-bound students start programs without knowing their

goal. Therefore, some students go to college knowing what they want to do exactly, but

most students do not know. According to the report from the New York Times. 80% of

freshman in Penn State University are uncertain about their major. NBC NEWS reported

that over 50% of students change after they decide their major more than once.

In addition, many students stop their studies and fail in their first year at colleges

and universities because they do not have clear goals or objectives. Even though many

colleges and universities have been providing counseling services, the rate of changing

major has not been decreased for a decade. These facts show that an instruction needs to

be action for improving students’ success in studying as well as their future carrier.

Failure is not only for college students. According to a research, approximately

50 percent of business failed in the fist year, and this number increase dramatically in the

first five years of running business as high as 90 to 95 percent. The most top cause of

business failure is because of a weak strategic plan. For continuous success, the owner

may keep thinking and learning from their mistakes.

Those examples indicate the needs of teaching strategic skills to help them

successfully finish their degree and run their business. Various types of strategic

management tools are exist and have been used for business purpose in many business

companies. However, they are not commonly used for the people, who run a small


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business or for personal purpose, because of the hardship to master the skill by oneself.

So in this paper, I will develop a strategic management instruction to apply any situations.


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Needs Analysis

Needs analysis is a systematic process used to determine goals, identify

discrepancies between goals, and establish action priorities (Morrison, Ross, &Kemp,

2004; Smith, & Ragan, 1999; Gagne, Briggs, & Wager, 1992). The information from a

needs analysis will be used to help the instructional designer to define program goals, and

state specific teaching objectives.

Problem Statement

Personal or organizational strategies are means through how they accomplish their

goals and missions. In order to determine the direction of the organization, many

organizations use different types of strategic planning; strategic planning is an

organization’s process of defining its strategy, or direction, and making decision on

allocating its resources to pursue this strategy.

As a part of strategic planning, many people have used SWOT analysis, an analytical

method to identify and categories significant internal factor and external factor. It is a

general tool designed to be used in the preliminary stages of decision-making and as a

precursor to strategic planning in various kinds of applications (Johnson et al., 1989;

Bartol et al., 1991). In other words, a SWOT analysis can be carried out not only for

business, but also for many other areas including production industry or personal use.

Through a SWOT analysis, an organization or person determine later steps in planning to

the objectives. Also for individuals, he or she can develop his or her careers in a way that

takes best advantage of their talents, abilities and opportunities.

There are a number of sources online that may help people to understand what

SWOT analysis is. However, constructive feedback is crucial in order to improve the


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business performance and to reach the goals and objectives. Most of SWOT instructions

these days are conducted in face-to-face workshop by a special origination only for

business purpose.

Conclusion

In order for commercialize SWOT instruction that positive impact on the path of

organization and individuals future, I will design an online learning instruction

combining computer-mediated activities through a website that people can participate

through online rather than attending a face-to-face workshop.


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Learner Analysis

As I mentioned before, a SWOT analysis can be carried out in various fields not

only for business companies, but also for individuals. So, the target learners in this

SWOT instruction will be adults. And the range of learners will vary on types of

organizations and companies. Andragogy model has five assumptions in adult learning

environment (Merriam & Caffarella, 1999).

First, adult learners have independent self-concept and ability to direct their own

learning (Knowsles, 1989). They are self-directed and autonomous, so they prefer to

work at their own pace. Individuals learn best when they have identified their learning

needs. Learners need to have a high level of self-direction to succeed in online learning

environment (Shapley, 2000). Vonderwell and Tuuner (2005) found that online learning

context enhanced the adult learners’ responsibility and initiative toward the learning in a

technology application online course.

Second assumption is an adult accumulates a growing reservoir of experience,

which is a reach resource for learning (Merriam & Cafferalla, 1999). Some learners may

have experience in a SWOT analysis, but some may do not. When learners are asked to

engage in activities that build on their previous knowledge with complex task, they are

more to see the utility of being reflective and strategic learners. No matter if the learner

has experienced in a SWOT analysis or not, relevant case studies and appropriate

direction depending on the group of learners help them performed better in this

instruction.

Third, adult learners are more problem-centered than subject-centered in learning

(Merriam & Caffarella, 1999). They are more impatient in the pursuit of learning


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objectives. The student-centered learning instruction, in which the learners have chances

to discover knowledge in a meaningful and applicable way, facilitates the exploration of

meaningful learning for the adult learners. Discussion forum promote meaningful

participation. In a SWOT analysis, each person or group offers a different perspective

and experience on analyzing their strengths and weakness. Therefore, SWOT analyses

usually benefit from group discussion to get other people’s perspectives. Therefore I will

open a discussion forum to facilitate learning.

Forth, adult learners are goal-oriented. Adult learners mean to a current need, so

the more immediate the need, the greater motivation to learn (Paul, 2008). The target

learners who are considering performance measurement for their business success or

improvement of their study are likely to be motivated in learning a SWOT analysis. It

means that they have clear expectations about the training.

Fifth, adults are motivated to learn by internal factors such as the increased job

satisfaction or quality of life. Self-reflection is important for them, so that feedback and

guidance should be provided by peers or the instructor while learning.

Adult learners in the 21st century are used to work on a computer, a tablet PC, or a

smart phone, such that the instructor may not have to be concerned about learners’

computer skills, such as how to access a certain website, how to download a video or

manual, or how to post to the discussion board.


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Context Analysis

Three types of contexts are defined by Tessmer & Richey (1997) including

orienting context, instructional context, and transfer context. Orienting context is to

identify a learner’s perception of the training. Instructional context is to analyze

instructional environment factors to be considered. And transfer context is to determine

the ways for transferring the training to real world context.

Orienting Context

Orienting context is determined by learners’ goal, the perceived utility of the

instruction, and the learners’ perceptions of accountability. As we mentioned above in

learner analysis, learners’ prior knowledge and their perception will affect learning.

Many people often confuse the difference between strategic planning and a SWOT

analysis. Therefore, an instructor needs to provide an opportunity for learners to

distinguish these two different terms.

Overall, the content indicates basic strategies of a SWOT analysis and its

application into various areas in order to help learners to assess themselves about their

personal or for their organization. The benefit of this instruction is applying any

companies and organizations including business and industry, government, and non-

profit organization worldwide to align business activities to the strategies of the

organization.

Therefore, we should consider general characteristic of adult learners in this

instruction. Considering the characteristics of adult learners, a problem based-learning or

goal-based instruction may fit to develop the SWOT instruction.


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Instructional Context

Instructional context considers the environmental factors that can facilitate

instruction like technology accessibility and tools, place, equipment, or scheduling.

Considering the variety of learners, organization, and wide range of schedule for the

training, I propose a computer-mediated instruction.

A group SWOT analysis involves the collaborative development of a story of the

strategy of the company, and identifies the connection between creative capacity,

efficient product development processes, and improved customer and stakeholder value

and financial outcome. Innovative culture in which new ideas and collaborative thinking

is considered important among employees is important to generate a framework in a

SWOT analysis. In order to promote learners’ problem solving and collaboration skills, I

propose to open an online forum.

Online agenda supports each learner’s rationale, as well as making him or her

participate actively. Through it, the learners are able to communicate content information,

interact with instructors, receive feedback from instructor or peers, and share his or her

thought with others. It also uses the strength of a social relationship to bring about

cultural shifts in learners’ perceptions of the value of learning (Yarnit, 2000).

Transfer Context

Transfer context is determined by promoting application of the gained skills or

knowledge to various situations, and by giving learners opportunities to use the skill

along with supporting them during their own implementation phases (Morrison et al,


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2011). Even though some learners have worked an organization for years or decades,

they know their needs. In fact, with their different experiences learners will have a

different perception of a SWOT analysis. Agendas or a discussion forum is great tools

that people can modify their perception and learn a SWOT analysis.

Also, the instructor applies different questions and problem-solving activities

depending on the type of organization or group of learners. It could be a case study or

scenario based learning activity.


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Task Analysis

Task analysis is the most important component process in the instructional design

process (Jonassen, Tessmer, & Hannum, 1999). Task analysis describes how learners

should perform at the end of instruction and provides blueprint of how to accomplish the

tasks. Well-organized task analysis indicate clear goals for designing instructional

strategies, producing proper media and evaluations (Morrison et al., 2011).

Goal

Since the purpose of this instruction is for commercialize SWOT instruction that

positive impact the path of organization and personal future, the overall goal of this

instruction is the learners will be able to identify and qualify strategic goals by doing

SWOT analysis.

Learning objectives

Learning objectives are statements that describe what learners will be able to do after

learning through the instruction. Through the SWOT analysis instruction:

- With the first-hand experience, learners will recognize the benefits of SWOT

analysis by assessing their internal and external aspects.

- Through research and discussion, learnerw will identify the SWOT matrix and its

application depending on the type of organization and the purpose of use.

- Learners will create a group SWOT analysis matrix through the SWOT

collaborative tool.


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Prerequisite Knowledge and Skills

Identifying prerequisite knowledge and skills is needed to succeed in a course. It

is the one more way to define clear course expectations. If learners are deficient in

prerequisite skills, there is often no good way to help them remediate these deficiencies

while taking a course.

This instruction is to provide direction how to use a SWOT analysis for one’s

business or personal life. Therefore, there is no prerequisite knowledge needed before the

start of the program. Since this instruction will conduct through online, learners might

need to have how to use a computer and access the site.

1) Skills for computer operation

a. Turn on/off computer

b. Function of mouse

i. Right click

ii. Left click

2) Knowledge to access the Internet

a. How to search the information

b. How to type Uniform Resource Locator (URL)

c. How to join a site

i. Create an account

d. How to upload and compose a file


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Information Analysis

Information analysis is to determine whether information is valuable to the

instructional process. The chart below describes the information processing steps of the

SWOT analysis instruction.

Figure 1. Task Analysis of SWOT Training

Objective 1: With the first-hand experience, learners will recognize the benefits of

SWOT analysis by assessing their internal and external aspects.

A. Recognize the benefit of a personal SWOT analysis

a. Demonstrate a personal SWOT analysis

i. Identify two key factors and each components

1. Internal

a. Strengths

b. Weaknesses

2. External

a. Opportunities


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b. Threats

b. Recall personal experience

i. Determine one’s strengths

ii. Determine one’s weaknesses

iii. Determine one’s opportunities

iv. Determine one’s threats

c. Recognize the needs for future plan

i. Recognize weak points

ii. Identify the future goals

Objective2: Through research and discussion, learnerw will identify the SWOT matrix

and its application depending on the type of organization and the purpose of use.

A. Recognize the principle of SWOT analysis

a. Identify the application of SWOT analysis

i. Identify why SWOT analysis need to be used

1. To aware the current situation

2. To record effectiveness

ii. Identify when SWOT analysis can be used

1. To explore possibilities for new efforts or solution to

problems

2. To make decisions about the best path

3. To identify opportunities

4. To determine where change is possible

5. To adjust and refine plans


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iii. Identify where SWOT analysis can be used

1. Profit

2. Not-profit

3. Government

4. Personal purpose

Objective 3: Learners will create a group SWOT analysis matrix through the SWOT

collaborative tool.

A. Recognize the principles of a group SWOT analysis

a. Identify the procedure of a group SWOT analysis

i. Set objectives

ii. Analysis of existing strategies

iii. Strategic issues

iv. Develop

v. Establish

b. Identify the requisite resources

i. Surveys

ii. Observations

iii. Interview

iv. Experience

v. Etc. (Depending on types of organization)


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A Big Picture of Assessment for this instruction

Since the SWOT instruction focuses on a meaningful learning experience for

learners by providing authentic learning experience, active participation is the key of

succeeds in this instruction. Therefore, the instructor will carefully observe individuals

participants in both an individual personal SWOT activity and a collaborative group

activity. Also, to determine the learners’ satisfaction in this course, survey will be

conducted at the end of the course.


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Instructional Design Plan

SWOT analysis is a business strategic tool that helps people to forecast and

determine an important decision not only to their business, but also for their goals. The

benefit of learning SWOT analysis are 1) costless, and 2) it can apply any organization to

formulate new strategies in order to ensure their business or personal goal or objectives.

Due to this benefit, SWOT analysis has been used in many organizations over

years. Scott (1982) notes that people who use SWOT might conclude that they have done

an adequate job of planning and ignores such sensible things as defining the firm’s

objectives. Despite its popularity, most users have little knowledge of SWOT analysis.

Even though some may know about SWOT analysis, they still have little opportunities of

getting feedback from the experts and of doing hands-on practices themselves. In order to

facilitate to use SWOT analysis skills in individuals’ personal purpose or for their

business, I propose an online forum where people can have great opportunities for join

problem solving, regardless time and distance barriers through collaborative learning.

Collaborative learning can be more effective than individualistic efforts in promoting

cognitive development using variety activities to master a task with guiding by an

instructor. For effective collaborative work, this SWOT instruction will conduct regular

according to the number of application or the type of organization.

Theoretical Perspective

Analysis result shows that adult learners prefer to work at their own pace due to

their work and personal schedule. This indicates the need of student-centered approach,

in which learners utilize a variety of instructional resources for learning contents and less

control by the teacher. The learner centered-approach is under the constructivist learning


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theory that learning is a process that individuals create from his or her experience. It is

focused on how individual interact with the environment developing its own meaning

(Ertner & Newby, 1993).

Online computer-mediated environment, such as online learning communities

allows learning to be place and time independent (Vrasidas & McIassac, 2000). For

SWOT training, I propose a virtual Community of Practice (CoP), a network that

individuals share a domain interests. This online learning environment help learners to

articulate what they know; to reflect on what they have learned; to support the internal

negotiation of meaning making; to construct personal representations of meaning, and to

support intentional thinking (Jonassen, 2000). Vygotsky (1978) also presented that a

person’s learning may be enhanced through engagement with other people that enables

the extension of that person’s capability to a higher level. Informal learning occurs within

a CoP, and it involves learners in a sociocultural practice (Lave & Wenger, 1991).

Through interaction, learners are engaged more meaningfully, which encourages learners

to perform self-analysis while learning. Furthermore, participants, who share the

problems or passion about a same topic, feel connection by interacting on an ongoing

basis (Wenger et al, 2002).

Designing learning experience in Zone Proximal Development (ZPD) theory

shift the teacher’s role from a content provider to a facilitator who engager learners in the

construction of their own learning, which is more student-centered learning environment.

ZPD facilitates for incorporating the use of information and communications

technologies into learning experience (Borthick, Johes, & Wakai, 2003). ZPDs are a

function of the interactive context and learners’ capabilities. The design approach attends


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to individual learner’s capabilities and to the interaction among individual learners, the

facilitator, and the tools and other resources that are involved in the common activity

(Bonk & Cunningham, 1998).

Peer interaction provides many learning opportunities to see different strategies

and perspectives in a SWOT analysis. In social cognitive theory, learning from the effects

of actions is a special case of observational learning (Bandura, 2011). In this SWOT

analysis, learners will construct a concept of SWOT analysis from observing the structure

of others and using expert guidance. The posts by the people who have similar

backgrounds and interest with the learner make learning the learner’s learning experience

more effective and increase the probability of the knowledge putting into practice. Also,

people give direction to their pursuit and create self-incentives to sustain their efforts for

goal attainment by making self-evaluation conditional on matching personal standards

(Bandura, 2001).

Since traditionally there is no single correct answer in developing a SWOT

analysis, case-based reasoning is appropriate for learning to problem solve in SWOT

analysis. Case-based learning (CBL) stimulates discussion and collaborative analysis,

which is a student-centered exploration of realistic and specific situation (Jonassen &

Julian, 2002). Intellectual development is achieve when learner are involved in learning

activities that they interact with others (Vygotsky et al., 1978). According to Kolodner

(1993) case-based reason is both the ways people use cases to solve problems as well as

to use them. Case studies through online forum discussion can assist learners with

implementing situated learning. Situated learning presents that learning cannot be

understood in isolated practices, and knowledge cannot be separated from learning. In


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other words, knowledge is an integral part of what is learned (Brown et al, 1989). Based

on learner analysis, adult learners are motivated when they can see the value and

perspective. Therefore providing relative materials with a realistic situation are required

for them in this instruction.

Through the authentic experience, the learners attempt to deal with questions of

meaningful learning rather than rote learning. According to Slavin (1998), humans

receive incoming information and organize it around their pervious developed schemata.

Schema theory holds long-tern memory when information fits into an existing knowledge

(Piaget, 1978). Without well-developed schemata, the learner may be involved in

meaningless learning. With experiential activities such as creating a SWOT matrix

oneself or analyzing a real scenario or data for SWOT analysis, learners will acquire

concepts, not unrelated facts. Therefore, they can transfer the knowledge into a real

problem-solving situation.

Instructional Design Model

Kolb (1984) describes that learning is the process where knowledge is created

through the transformation of experience, and he provides a framework for designing

active, collaborative and interactive learning experience that support this transformation

process, which is called the Experiential model. He states that effective learning is

observed when a learner progresses through four steps beginning with 1) having a

concrete experience followed by 2) observation and reflection on that experience. Those

lead to 3) the formation of analysis and generalizations, then 4) learners use the

knowledge to test hypothesis in future situation. This model is used for improving a

particular performance in higher education.


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I believe that opportunities of reflection do not always occur after activities. It

can be occurred before, during, and after activities. Through learning by doing, people

also learn by thinking about activities and experiences. Therefore, experience and

reflection should be combined together into each step of learning. Caine and Caine (1991)

also presents that experience and reflection are parallel processing, which makes it

difficult to extract one from the other.

The Learning by Reflection(LR) model (see figure1) is derived based on Kolb’s

experiential model, and it consists five elements: reflecting, trying, conceptualizing,

applying, and guiding. Learning revolves around “Reflection” as the name of this model.

According to Dewey (1933), people learn by reflecting on such experience. In other

words, people learn by linking recent experience to prior knowledge in order to promote

a more interrelated mental schema. The SWOT analysis instruction emphasizes more on

interaction among participants through a constant reflection based on a case in order to

develop learners’ higher order thinking skill. With an authentic problem solving practice,

learners increase their ability to transfer acquired skills to a real situation (Glover,

Ronning, & Bruning, 1990). The instructor guides learners as they approach problems,

and encourage them to work in groups to think about questions while training.


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Figure 2. LR Model

Reflecting. Reflection is to review individuals’ experience before, during or after

learning. Pawan (2003) describes that reflection is a technique for reinforcing

learning in professional development (Moon, 2001). Learning refers to

construction of learning in some practical situations, so reflection is a key role in

this model. Asynchronous discussion boards facilitate reflection in action while

learning. In this instruction, learner will focus on changing the quality of the

outcome of a SWOT analysis rather than on the basis of logical reasoning.

Multidimensional sharing among peers provides learners the opportunity to view

each other in a situation that exposes their needs in learning. It is more practical

than reading a chapter or listening a lecture.


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Bigg (1999) points out that reflection in professional practice does not

necessarily give back as what it is, but what might be an improvement from the

original situation. I believe that an ongoing process of reflection enhances learners’

communication with a better understanding of completing a SWOT activity, so

that learners can improve project effectiveness in a case study, as well as their

learning. Reflection is also a form of problem solving, in which several ideas are

chained with each other. This helps students to compare their problem solving

process with others while learning (Collins, Brown, & Newman, 1989). Through

reflection, learners will be aware of their own knowledge and their ability to

understand and manipulate their cognitive process.

Trying. This phase focused on an immediate experience of a learner where

individuals try their task connecting with their prior knowledge. The learner

generates ideas applying their prior knowledge to solve problems. People learn

through experience in which they make a connection between what they do and

what happens to them in consequence (Dewey, 1933). According to Nelson

(1996), learner can better understand the learning process themselves when they

apply appropriate learning strategies to build the learning task and environment.

Trying a SWOT analysis is good at measuring the learner’s own concrete

knowledge about SWOT analysis. In this phase, learners need to do reflective

thinking for analyzing and making judgment on what they have done during the

activity. It helps to bridge the gap between the learner’s current ability and the

instructional goal, so that learner can identify their needs and weakness.


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Conceptualizing. In this phase, learners generalize a set of concepts, and define

the situation, such as “how” to apply SWOT analysis to “which” organization,

and “when” can use for “what” purpose. Some experiential program often left at

this stage. In order to gain the maximum benefits from a SWOT analysis problem,

however, learner should like their learning experience with concepts. Therefore,

instructor will foster discussion forum to enhance content understanding. By

articulating personal ideas with others, learners do conceptualize about SWOT

analysis and its matrix.

Applying. It requires times to acquire the skill in order to analyze significant

resources of an organization meaningfully. A person cannot make an effective

SWOT analysis individually as it requires team effort. In this instruction, learners

will work on a case study in teams in groups. They will brainstorm solutions and

share the workload with others to generate the best solution for the case study.

Based on what they have learned in the previous phases, learners will discuss how

the knowledge can be applied to a new situation within a case study. Since SWOT

analysis can be applied for any type of organizations: profit, non-profit, or

governments, the instruction should consider the organization types and their

goals before assigning a case study for a group activity.

Guiding. Problem solving skills are developed through a combined focus on

using effective learning strategies (Taconis et al, 2005). In order to reduce the

cognitive load, novice learners need guidance to acquire problem-solving skills

and schemas (Kirschner et al, 2006). Therefore, in SWOT analysis instruction, the

instructor will provide external supports while learning. External supports can aid


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the development of knowledge construction including modeling, peer questioning,

and question prompts (King, 1991: Scardamalia et al, 1984). A combination of

questions prompts, expert guidance, and peer feedback can improve the learners’

problem solving skills in this instruction (Ge et al, 2005).

The table below shows outline of the activities of the SWOT analysis instruction

Table 1. SWOT Analysis Instruction

Objectives LR Model Learning activities Examples/ resources

Activity1: To have

first-hand

experience, learners

will recognize the

usefulness of SWOT

analysis by

assessing their

internal and external

aspects.

Trying,

Reflecting &

Guiding

Experiencing a SWOT

analysis

Comparing individuals

SWOT analysis with

others

Commenting each other

A personal SWOT

matrix

Discussion board

Activity2: Through

research and

discussion, learnerw

will identify the

SWOT matrix and

its application

depending on the

type of organization

and the purpose of

use.

Conceptualizing,

Reflecting &

Guiding

Researching the guiding

questions

Commenting and

exchanging feedback

each other

Writing a short

reflective essay

Discussion board

Activity3: Learners

will create a group

SWOT analysis

matrix through the

SWOT collaborative

tool.

Applying,

Reflecting &

Guiding

Creating a group SWOT

matrix

Discussion board

The collaborative

SWOT analysis tool


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Design Specification

Due to having feedback and collaborative learning are the key pieces of the

SWOT analysis instruction, the design of this instruction focused on facilitating remote

collaboration through a collaborative tool that combined with an information

infrastructure format where supports the creating, use, transport, storage of information

among the participants (Pironti, 2006).

Psychology research has demonstrated that computer-mediated groups are better

at generating arranging ideas than face-to face group performance at the tasks that require

problem-solving (Deal, 2009). Also, Finholt and Teasley (1998) found that computer-

mediated group tends to be more equally distributed to group work than face-to face

group their research. Technology allows reducing the social loafing; individuals put less

effort toward meeting a goal when working in a group rather than alone; by monitoring

individuals or group performance because computer-mediate applications provide

information through different types of media (Grabinger & Dunlap, 1996).

Through the SWOT instruction participants will learn a personal SWOT analysis

and group SWOT analysis. Personal SWOT analysis helps the learner have a big picture

of SWOT analysis components and concepts. Through doing the given, the learner will

assess oneself, such as one’s strength and weakness. After having conceptual

understanding and relation of SWOT the learner will apply his or her knowledge to a

group SWOT analysis. Learners will apply their understanding to a group SWOT

analysis activity. Through this activity, learner will develop skills in analytical thinking

and reflective judgment.


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Online Collaborative Tools. Online collaborate tools faciltate group discussion.

Discussion forums are integrated within a computer mediated communication. It

promotes collaborative learning through peer interaction. Peer facilitation allows

the more knowledable learners to scaffold and enhance the learners’ own

understanding (Gilbert & Dabbagh, 2005). Many researches have presented that

online discussion promotes collaborative problem solving and discovery oriented

activities (Scadamalia & Bareiter, 1996), but some researches show that existing

online discussion system cannot always be effective to promote learning when

hundreds of students are enrolled in a course.

In order to faciltate collaborative learning, Jive, a collaborative online tool

is used for the prototype of the SWOT isntruction. It consists of the functions,

which are the basic requirements of the SWOT instruction: 1) document and

resources sharing 2) self-group managing, 3) group chatting, and 4) feedbacks and

comments exchaning.


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Figure 3. Jive for SWOT Training

Jive involves small group interaction discovering their department

strengths and weaknesses, and then identifying opportunities and threats. For each

SWOT analysis, performances are reviewed by peers with their objective eyes.

Therefore, the learner will be able to improve their SWOT matrix based on the

feedback they recieve. This asynchronous participation allows the learner time to

reflect, as well as to construct their view points.

Also, Jive offers sharing document services that a group creates a

document only for the group members, so that the learners can avoid unnecessary

steps such as creating a Google doc or scheduling a meeting through Skype or

other tools. This tool helps learners to increase efficiency in collaborative learning.

However, using Jive is not mandatory for this SWOT training. This instruction

can be applied to any other platform like D2L or Wikispace.


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Scenario. An authentic scenario makes learners learn by doing while dealing with

the situation. Through analyzing a scenario as an activity, the learner will be

aware of gaps in learning. It helps learners to practice making decisions that they

need to make on a SWOT analysis. Learners may recall their experience on the

job from the scenario. Therefore, they can apply the skills that they learnt to the

real life. A scenario will be developed considering the interests of the group of

learners (see Appendix C).

Concept Mapping. Concept mapping is a cognitive tool which helps learners to

achieve some aspects of the all the stages of learning. Learners create a concept

map using keywords oneself or with more participants. Visual learning makes

learners to reach a better understanding of certain information (Downing &

Morris, 1984). According to Ausubel (1968) meaningful learning involves

personal recognition of links between concepts or the assimilation of new conceps

into existing cognitive framework held by the learner. With concept mapping,

new concepts and information are more easily understood when learners make

linkes to their understanding during the case study. Group concept mapping

allows learners to more clearly communicate his or her ideas, thoughts and

information. In addition, it enables the learners to gain enhanced knowledge of the

topic and evaluation of the information with other participants.

Video. Video encourages learerns to relate visual information to other

instructional materials, or arrange video sequences for futrher group discussion

and reflection (Pea et al., 2004). In this instruction, three videos will be used for

guiding learners not only to motivate them into learning, but also to develop


31

coherent communication about each activity. To promote the instruction,

promotion video will be distributed through the Internet (see the deliverable

document). Audio with dynamic visuals of video can assist learners to encode the

verbal materials and focus their attention to the direction of the instruction.

Instructional Design Process

Considering task analysis and instructional specification, the SWOT analysis

instruction will be conducted through an online forum. Based on task analysis and the LR

instructional design model, this instruction will focus more on authentic learning by

applying interaction to meet interpersonal needs.

The instruction consists three main activites: 1) doing a personal SWOT analysis

matrix, 2) researching about SWOT analysis, and 3) creating a group SWOT analysis

matrix based on a given case study.

Figure 4. The SWOT Activity Flow

While learning learners consistently exchange feedback from other participants or

the experts, as well as provides comments from their own reflection of knowledge in

SWOT analysis based on their observation and research.

Online environement is different than face-to-face meetings, in which people read

and see reaction or listen to other people, a special set of rules should be formed for

Activity1.

Trying

•Personal SWOT analysis

Activity2.

Conceptualizing

•Researching SWOT analysis

Activity3.

Applying

•Analzing a case study in a group


32

online communication environment. For smooth operation of the instruction and

netiquette, several rules are proposed below for the participants:

Do not give your ID and password to others

Use your real name

Before posting to a discussion board, read prior message to get the sense of the flow

of the discussion

Keep your questions and comments relevant to the topic of the discussion. Do not

make off-subject comments.

Comment and posting should reflect your knowledge. Please provide rationales for

your opinion.

Cite all quoets and sources

Treat the other participants in a polite and respectful manner.

Be fure to post the task in time. Your late response may delay the next process of

learning.

Based on the rule, learners will participate in three activities to learn about SWOT

analysis.


33

Activity1. Try and Reflect a Personal SWOT Analysis

Learners will apply their prior knowledge and experience in a blindly

situation. By doing a SWOT analysis themselves, leaners may feel the usefulness

of SWOT analysis.

Objectivies. With the first-hand experience, learners will recognize the usefulness

of SWOT analysis by assessing their internal and external aspects.

Figure 5. Activity 1: Self-development Plan

Activity Procedure.

Step1: Watching the video, “self-assessment”

Through watching the video, individual learners will recognize the

importance of assessment and will be motivated to participate the

activity1.


34

Figure 6. Video1

Step2: Doing and reflecting a personal SWOT analysis

Individuals will try a personal SWOT analysis without any guidance.

The instrutor will provede a personal SWOT materix without any reference

(see appendix B). Some may know, but some may do know. In step one,

individuals will create several questions relating to each part: strengths,

weaknesses, opportunities, and threats, and then answering the one’s own

answer. Learners should post their personal SWOT analysis to the board in

order to have feedback and comments from others.


35

Figure 7. A Sample tool for Self-assessment

Step3: Comparing Invidiaul SWOT analysis with others, and then

commenting each other.

Some may have an experience in SWOT analysis and some may not.

For the people who experienced in SWOT analysis they will be able to see

multidirectional perspectives of others, and for the people who never

experienced before, they will understand how to write SWOT analysis by

observation.

Learners need feedback on their performance to feel motivated to move

toward the goal. Both positive and negative or non-judgmental comments and

feedback influence motivation. Instructor and participants will exchange ideas

and feedback about each person’s SWOT analysis, as well as find their own


36

strengths and weaknesses in SWOT analysis. It provides a direction that what

the learners need to research and study.

Figure 8. Commenting Function

Step4: Self-reflection

Self reflection makes individuals estabilish a step-by-step map to his or

her goals. By taking time to reflect their activity, the learner will reinforce his

or her commitment to make decisions that are consistant his or her personal

value in learning.

Figure 9. Self-assessment Activity Reflection


37

Activity 2. Generating Ideas and Information about SWOT analysis

From the activity 1 learner have a general idea or get some senses of

SWOT analysis. In Activity 2, learners will research and study about SWOT

analysis, and then write a short reflective essays.

Figure 10. Activity2: What is SWOT?

Objectives. Through research and discussion, learnerw will identify the SWOT

matrix and its application depending on the type of organization and the purpose

of use.

Activity Procedure.

Step1. Watching the introduction of SWOT analysis

Through the video, the learner will reflect the activity1 and find the

relationship between the activity1 and the SWOT analysis. It will lead

them to conceptualize about SWOT analysis via research.


38

Figure 11. Video2

Step2. Researching the guiding questions

Research provides opportunities to develop higher cognitive

capabilities and foster creativity. Learners transfer their learning process

into new situation, so that they can develop as an expert rather then as a

practitioner. Through research learners will define the procedures and

concepts of SWOT analysis. To focus on the topic, instructor will provide

guiding questions such as:

o Define SWOT analysis

o Define How, when, who, and why use SWOT analysis

o Provide examples that how to apply a SWOT analysis in your

field


39

o Define differences between business management tools and

the SWOY analysis

Figure 12. Research Guide Questions

Step3. Commenting and exchanging feedback each other

As I mentioned above, comments and feedback motivates learner in

learning. Discussion fosters critical analysis, reflection, and comparison

and contrast (Bonk & Zhang, 2008). Through discussion board, learner

will exchange feedback and will make up for the weak points of their

understanding.

Step4. Writing a short reflective essay

Through writing a reflective essay, learners will be able to have self-

development and critical review of what they research and learnt from


40

themselves or from other participants.

Figure 13. The Guidance of a Reflective Essay


41

Activity3. Application: Group SWOT analysis

“Knowing” is different from “doing.” Case studies encourage immediate

use of their acquired skills they got from Activity 1 and 2. Case studies focus on

applying skills or concept rather them remembering facts and details. It provides

learner a practical experience with building problem solving skills and

communication skills. Instructor will choose a case considering the interests of a

group of learners in this activity. For the group activity, instructor will manage

groups in a small size. Too many members in a group increase the potential for

group members to feel overwhelmed or disconnected (Owen, 2011). There is no

set of ideal number of small group activity, but the size of a group should not be

over four in this instruction for active participation among the members.

Figure 14. Activity3: Case-study

Objectives. Learners will create a group SWOT analysis matrix through the

SWOT collaborative tool.


42

Activity Procedures.

Step1. Watching “the overview of a case study”

Visualizing data help to get attention from the learners, as well as to

engage them into the story.

Figure 15. Video3

Step2. Forming a group.

I propose that group size should not over four. When groups larger

then this, participants will have difficulty coordinating their activities and

communicating. For a case study, the instructor may need to consider how

to grouping the participants. The instructor manage groups if participants

are not familiar each other, but mostly, the instructor will let them form a

group by themselves to facilitate active participation.


43

Step3. Reading the case, researching relate data, and analyzing the

case

A case will be chosen considering learners’ interests and field. It is

not only because of learner’s motivation, but also because of the purpose

to provide an authentic practice to them.

Figure 16. Sample Case Study

Step4. Generating a group SWOT matrix

Each learner can create drag and draw their group SWOT matrix.

Visual images and charts help learner communicate both abstract and

concrete ideas easily. The group members can make a feedback under the

chart to modify their ideas.

Step5. Posting to the discussion forum


44

The purpose of posting is to exchange feedback each other.

Step6. Exchanging Feedback

Participants and experts provide comments of each group SWOT

analysis. If there are some mistakes or weaknesses, they will revise it in

Step5.

Figure 17. Comparison Function

The comparison tool helps learner to chase the changes that the group

has made.

Step7. Revising the SWOT analysis

The groups will revise their weakness and mistakes.

Since audult learners tend to preper to take a short course to increase their

carrer opportunity and broaden their knowledge in a particual area, the course will

not take over a week. The detail course flow is decribed in the table below:


45

Figure 18. The Time Management of the Activities

Through the group time management tool in Jive, the learners keep their track

during the group activity.

Figure 19. Time Management Function


46

Evaluation Plan

The dictionary definition of evaluation is the systemic assessment of the worth or

merits about some objects. In instructional design, however, the purpose of evaluation is

not to determine the value or worth of the texts, but rather to determine how instruction

could be improved before being released (Dick & Johnson, 2002).

To examine the effectiveness of the SWOT analysis instruction and determine

weak areas, I will conduct formative and summative evaluation in this section.

Formative Evaluation

Formative evaluation takes place during the development of the SWOT analysis

instruction. During the process of instructional development, the instructional designer

evaluates materials to determine weaknesses in the instruction, so that they can make

revision (Smith & Ragan, 1999). To evaluate the materials and determine the

effectiveness of the activities, which required collaborative work among participants,

Subject Matter Expert (SME) review and small group evaluation will be conducted for

formative evaluation.

Subject Matter Experts (SMEs) Review. Subject Matter Experts (SMEs)

include content experts, instructional design experts, contents-specific education

specialists, or teacher (Smith & Raga, 1999). Expert review is important to check

the content’s accuracy and completeness. They will provide insights, thoughts,

and SME review prior to learners’ interaction with instructional materials in order

to facilitate better instruction. The SME comments should be carefully considered


47

and implemented immediately. Check list (see Appendix A) will be used for this

SMEs review.

Small Group Evaluation. Since the SWOT analysis instruction emphasizes

learners’ interactions and group works, I will conduct a small group evaluation

rather than one-on-one evaluation. The purpose of this small group evaluation is

to check the efficacy of the revisions base on SMEs review, to ascertain how well

the instruction works with varied learners, and to see how well the instruction

flows (Smith & Ragan, 1999). At the end of small group trial, I will survey

leaners through email to get feedback on how well the instruction accomplished

the learning objectives and on how well the tool accomplished the learning

activities (see Appendix B). The size of group will not be over than 20 learners

(Smith & Ragan, 1999). The table below indicates the assessment plan for each

outcome of the SWOT analysis instruction.

Table 2 Instructional Strategies and Assessment Plan

Task1: Personal SWOT

Analysis

Task2: Conceptualize

the SWOT analysis

Task3: Generate a

group SWOT analysis

Objectives To have first-hand

experience, learners will

recognize the usefulness

of SWOT analysis by

assessing their internal

and external aspects.

Through research and

discussion, learners

will identify the

SWOT matrix and its

application depending

on the type of

organization and the

purpose of use.

Learners will create a

group SWOT analysis

matrix through the

SWOT collaborative

tool.

Instructional

Strategies

A video guide will

motivate learners into a

new activity.

Learning contents will

connect educational

A video will help

learners reflect the

past activity, and

motivate them into a

new activity.

A video will help

learners reflect the past

activity, and motivate

them into a new

activity.


48

needs to individuals’

needs. Experiencing a

personal SWOT

analysis, learners will

get involved in planning

Analysis contents

through group

discussion will

encourage active and

participatory learning

for the learners.

A case study will

engage learners in

hand-on practices.

Assessment

Technique

The instructor will

observe learners’

performance, and

provide feedback on

learners’ performance.

The instructor and the

learners will provide

ongoing feedback.

The group members

will report their ideas

derived from

discussion.

Sample

Assessment

Items

The SWOT analysis

rubric (see Appendix C)

Peer evaluation

(see Appendix B)

The SWOT analysis

rubric (see Appendix C)

Through the formative evaluations, the contents will be evaluated to determine

how this training can be made more effective, such as how the participants will construct

knowledge through the virtual learning community.

Summative Evaluation

Summative evaluation makes judgments about the efficacy of the program at its

conclusion. The focus is on the outcome of the instruction. In other words, summative

evaluation determines the ultimate effectiveness of the overall training that is carried out.

Since the instruction is aligned to social-constructivist approach that focuses on the effect

of social interaction (Vygotsky, 1978), evaluation focuses improvement of students’

works rather the measuring specific outcomes objectively. Therefore, SWOT training

assessment considers that how learners actually have benefited and improved from the

SWOT analysis instruction by conducting a process analysis of the SWOT analysis

activities, and an instructional quality survey.


49

Process Analysis. To check the improvement of learners through the SWOT

instruction, the instructor will assess a learner’s understanding by analyzing the

process that he or she takes to solve a problem during learning. Since

constructivism emphasized the ability to apply learning that a learner understands

the content to a deeper extent, the instructor will compare the learner’s first

attempt in a personal SWOT analysis to the Group SWOT analysis that how the

learner attributes own knowledge into the group work by using a rubric (See

Appendix C)

Instructional Quality Survey. Course evaluation survey functions to assess the

learners’ perception of effectiveness of the SWOT instruction including training

goals and objectives, participant involvement, and feedback. The purpose of the

questionnaire is for quality improvement in future (see Appendix D).


50

Design Implementation

The implementation phase is to consider how to deliver the instruction or training

to the leaners in reality. It involves successfully applying designs into use in the context

for the actual aim of the instruction (Smith & Ragan, 1999). It is not just “starting the

training”, but starts with creating the course management plan, which is the outline of the

steps and resources to implement to the learning platform. Through the implementation,

the instructional designer can meet the real business needs and solve problems before

launching the instruction.

Resources Management

In order for effective employing of the SWOT training, resource management is

necessary. As I have mentioned above, feedback and interaction are the key elements of

this instruction. Therefore, both human and technology are two main resources in this

training.

People are the most significant resources as the current information focuses more

on providing conceptual information rather than constructive feedback. Feedback plays

an important role for clarification on each segment to reach one’s goals whether it is

personal or business purpose in learning SWOT analysis. To deliver proper case studies,

SME and technical writer will be involved during the development stage. The technical

writer will design case studies depending on the needs of concerned learners. The SME

will check domain accuracy before disseminating the contents, and then the instructor

will manage activities and their schedule, as well as guide learners to engage them into

the activities.


51

Second resource is technology. The SWOT instruction is designed for individuals’

improvement in business and their self-development through group collaborative

activities in an online forum for exchanging feedbacks among the participants under the

guidance of the experts in SWOT analysis. Therefore, technology resource can be used as

collaborative tool, such as Jive, Wikispace, or D2L. In order to make group collaboration

effective, learners can use a collaborative concept-mapping tool like C-map or document

sharing tool like Google doc.

Those resources support to deliver required management plan for the instruction.

Timeline and Budget

Learners will take a short-term training of SWOT analysis for seven days. The

instruction is a gradual process of learning in which individuals experience a SWOT

analysis, conceptualize the concepts and rationales, and then practice a group SWOT

analysis applying their understanding. Therefore, setting up proper time is crucial for

effective group work in the SWOT instruction. Also depending on the organization or

groups of learners, the instructor should provide appropriate story for the group study

activity. For example, a story about how to expend its production capacity is not suitable

for the learners who are running a restaurant. To fulfill these fundamental requirements,

therefore, the instructional designer needs to identify the critical path of dependencies

and track the relative materials. The figure20 provides the timeline to represent the

various phasees of the implementation of SWOT training.


52

Figure 20. Timeline

For the special purpose of SWOT training for an organization, the instructor

identifies the organization fields to create a description of an actual administrative

situation. It makes learners involved in a problem-solving situation. If there are

differences between the new task and the existing case studies, the instructor creates

revision plan focusing on how story will be changed and what data will be used for the

new case study. Based on the plan, instructor will ask additional data from the company

to write a case study. During the process of writing, SMEs will review the case study

whether it motivates learners or fits to the demand of the customer. After completion of

all revisions, the case study will be distributed for the group activity.

There are many free social tools, such as Wiki, Weebly, or Google drive.

Therefore, cost does not matter to develop and operate the online learning community.

However, when the number of participants in the SWOT instruction is increasing or a

special learning need arises for organizational strategic improvement, financial support

may be required to hire technical writers, instructors, and SMEs. If there is no volunteer

for this SWOT, applying for grant is one way to get funding from the government. US

government currently grants for higher education for adult job training. Hal Plotkin

(2011), a senior policy advisor in the secretary of education office, stated that US


53

government grants $2 billion to support the development and improvement for successful

career and for expanding industries. United States Department of Agriculture also offers

the distance learning and telemedicine grant to meet the educational needs of rural

America. However, the fundamental aim of this instruction is to provide an opportunity

to understand the weaknesses of one’s business or goal for his or her talents, abilities, and

opportunities. Thus, the financial risk is less rather than that of human resource. Further

explanation of risk is described in the following section.

Risk Analysis and Management Plan

Unexpected events can cause problems while conducting the instruction. The

purpose of risk analysis is to think all possible risks before they occurred and to set up

plans for avoiding the risk. Two main sections of risks should be concerned for risk

management: internal factors and external factors.

Internal Factors. Internal factors occur from how well this instruction meets its

objectives which is controlled by the instructors or developers for developing the

SWOT instruction. Baccarini et al (2004) identified 27 key risks for IT project,

and the top three risks of e-learning project are insufficient human resources,

unrealistic schedule and budget, and incomplete requirements. Since the goal of

the training is to engage learners to improve their performance through SWOT

analysis by interaction with others in a virtual learning community, these three

risks should be carefully managed before, during, and after learning process. It is

because the goal of the SWOT instruction is very clear. Table3 below shows the

detailed internal risk management plans for the three risks.

Risk1. Insufficient Human Resource


54

Table 3. Risk1- Insufficient Human Resource

Risk Description Lack of human resource management is the profound

problem in every project. Like other project, SWOT

instruction involves human resource related activities, such

as developing case studies, and guiding and facilitating

learners. Misunderstanding domain knowledge in

developing a case study will lead to a big risk in delivering

the SWOT instruction to an organization.

Alternative solution The instructional designer will develop the report stating the

communication among the members including the SME, the

technical writer, and the instructional designer.

Roles and responsibilities The instructional designer and technical writer.

Budgeting Extra cost will be considerable for the content delay.

Risk Impact Critical

Likelihood of Risk High

In fact, poor communication leads to poor productivity and additional

employment costs. Summarizing the meeting note helps the members to keep up

on the track, as well as to meet the customer requirements.

Risk2. Unrealistic Schedule and Budget

Table 4. Risk2- Unrealistic Schedule and Budget

Risk Description The instructor might make mistakes in controlling time and

budget to deliver to customer. Learners will build the

knowledge of SWOT through collaborative learning in an

online learning community, which takes the form of

discussion within smaller groups. Attending many

participants in the community means that instructor requires

managing group for effectiveness of group activity.

Therefore, it might lead insufficient human resource

management in SWOT training.

Alternative solution Each activity should start by appointing a learner for each

small group under the instructor’s guidance. Leaders in each

group provide specific tasks or duties to distribute among

the members to ensure smooth running of the group activity.

The instructor will support the group leader during the

group activity.


55

Roles and responsibilities The instructor

Budgeting N/A


Likelihood of Risk Low

The rules need to be fluid to provide some boundaries around interaction,

as well as to manage group schedule. Communicating interactively needs

processes and roles to synthesize a variety of opinions and seek out the silent

participants. The instructor will set up the timeline and rules for spontaneous

learning of the instruction.

Risk3. Incomplete Requirements

Table 5. Risk3- Incomplete Requirement

Risk Description SWOT analysis training has clear aims and expectations

regarding the personal or business improvement through

training. In order to motivate learners, the instructor should

consider the domain of target audiences to deliver a proper

case study. Improper contents and delayed activities may

decrease the learners’ participation in learning. Therefore,

the completion of revision before conduct the training is

significant to lead the success of the training.

Alternative solution The instructor should analyze learners’ domain knowledge

in order to engage them into the activities.

Roles and responsibilities The instructional designer, the technical writer and the SME

Budgeting N/A


Likelihood of Risk Low

The SME will act as a consultant to the instructional designer to publish

training materials. With available resources and materials from the SME, the

instructional designer will create proper questions and case studies for

collaborative learning.


56

External Risk. Outside influences impact the instruction to achieve the goals and

objectives. It might include competition and learners’ preference in the SWOT

instruction.

According to Hilz and Wellman (1997), 52% of learners who attend online

learning class likely to stop participating in classes for their business. The lack of

scheduled classes made learners postpone their studies, so setting up strict

deadlines in the online learning environment is necessary.

Risk4. Lack of Attendee

Table 6. Risk5- Lack of Attendee

Risk Description Without strict rules and deadlines, learners may hold off

until the last moment or quit the program.

Alternative solution The instructional designer creates a clear rule and netiquette.

Roles and responsibilities The instructional designer, the instructor, and participants

Budgeting N/A


Likelihood of Risk High

Following the netiquette and rule of the online learning community, the

instructor will be able to facilitate learning with careful coaching in self-directed

learning and online collaboration, which is essential for the success of the learners.


57

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