Analyzing Human Performance
My group assignment and knowledge of this course would have been impossible if I
did not have a copy of the required text, Fundamentals of performance improvement:
Optimizing results through people, process, and organizations written by Darlene Van Tiem,
James L. Moseley, Joan C. Dessinger. In an effort to familiarize myself with the necessary
material I used Balabolka software to convert the main areas of focus into audio files for
ease of access .The information was equally overwhelming and intriguing . My group shared
the synopsis of the individual assignments with each other via WhatsApp, Whats App Web
and Google Docs . This proved to have been an excellent activity as we proposed reasons and
justifications for using the respective interventions in our projects before a consensus was
met. This in fact was much of the analytical aspects of HPI. I must confess to being a bit
biased on my choice of project. Ayana and Terrercere are not in the educational sector and for
this reason I was eager to complete our group project in either of their related fields. Our
group Systemic Performance Solutions went the extra mile to complete each task according
to scheduled deadlines. We communicated at least four times per week and shared ideas to
get the best result for the group project. I am now able to see clearly on an organizational
perspective that as a future Instructional Designer, there are several ways to address
performance issues within an organization. Training is important, but there are other
procedures and strategies for solving problems and realizing opportunities related to
performance of people in an organization. One notable takeaway about Human Performance
Technology observed by myself and my teammates was the awareness of systems and design
thinking philosophies.
Programme Evaluation
According to Mathison (2005) Naturalistic evaluation combines the assumptions and methods of naturalistic inquiry with various approaches that attempt to blend evaluation into the cultures and lives of the people involved. This formative approach to evaluation can be beneficial to many companies in many ways . In my present work environment , I often marvel at the programmes implemented by senior management and wonder about the motivation behind some programs which are shy of being schemes. In many ways persons have good intentions however the execution skills to reach a desired outcome are dreadfully flawed .This course helped me to apply some theory and science behind a successful evaluation and assessment programme.
According to Herman (1987) “programmes are designed to achieve a specific set of goals and objectives, and the goal-oriented programme evaluation model uses these goals and objectives as the criteria for determining whether the programme was successful or not.” Sucessful implementation of the goal-orientated evaluation model often reveals whether the participants are performing in alignment with the standard ofoutlined objectives of the program. Most notably both evaluation model requirethat all participants involved in the programme have an acute awareness of its intended goals and objectives. This is helps and compounds “buy in” from participants.
Guba (1981) suggests that the naturalistic evaluation model is designed to provide informal, continuous comments and feedbacks that would be beneficial to the participant’s development (pp. 27-33). Frequent feedback is always welcome “Feedback is a gift”. Such feedback helps to shape the growth (however minimal ) of any programme . Naturalistic evaluation model approach is flexible ;it promotes the observation of the person’s authentic behavior and responses while the goal-oriented model focuses on satisfying only the objectives that were formulated. Marsh (1978) stated that once the program goals have been outlined and accepted that the correlation of these objectives and goals must be expressed clearly to the stakeholders and participants of the programme. The group assignment provided my team and myself (Inspire to Learn) with the opportunity to examine these influences on our collaborative work to achieve our desired outcomes. This process required lots of “unpacking’ among us as we justified and validated our positions for our respective frameworks. This activity was the best form of apprenticeship for us as we aimed to merge ideas to achieve measurable and realistic goals within an attainable timeline. The knowledge seemed overwhelming initially but it is pertinent to the successful implementation or assessment of a programme. The discussions have provided many opportunities for reflection and deeper analysis of how other teammates applied the same knowledge in a variety of ways to great effect.
Developing Instructional Media
The programme was relatively simple to use after a bit of navigation, with the menu functions easily accessible. The features of annotations, transitions and adding music and images could be easily found and used. The template was well laid out to ensure easy altering of your information, either from the screen display or from the tabular option at the right of the screen.
The rendering of the video was completed relatively quickly compared to another video editor used previously during the semester. The video was exported directly via YouTube having signed in through Camtasia. The quality of the video exported was good and the audio was clear. There are no options for resolution and size, however the scale within the recorded screenshot can be scaled to size so that it maintains visibility when exported.
There is a cost attached to purchase the full version of the programme. Camtasia (2021) notes that the onetime fee ranges from US$249.99 to US$274.99. It comes with a host of tools and effects. These consist of screen recording options, PowerPoint integration, media importing, interactive quizzes, the use of annotations, transitions, animations, closed captions and import and export functions (Camtasia, 2021).
Designing Performance Solutions
presented many learning opportunities for me and I was happy to practice and learn. Our government here on island has a few of us educators enrolled in a professional development program hosted by Tampere University in Finland, I echo the sentiments of one of the facilitators Mr Jiri Vilppola who stated then the best way to learn and master technology was to play, play, play. This was my approach. At times it was a challenging experience but overall, I enjoyed the journey. I also felt that it took a long time to reach this stage in the programme where we apply practical skills. This may have been due in part to the urgency to learn new skills quickly in order to effectively deliver instruction to students.
This experience allowed me to quickly observe that the conditions for learning are highly overlooked by many institutions. Both practical observation and experimental evidence suggest that in the case of many skills “the amount of transfer of learning is proportional to the amount of initial practice” (Gagne, 1954). According to Tiem, Moseley & Dessinger (2012), Job analysis and work design work well in tandem in interventions to garner organizational efficiency and employee fulfillment. The process uses a detailed and systematic process of breaking down the tasks performed into a few simpler separate tasks for maximum productivity within the working environment. This helps to create an excellent working culture and promotes high levels of morale among staff. This information has helped me to assist my work colleagues and students when developing instructional media.
I now have a better understanding and appreciation on which digital software is worth my investment going forward. After this course I can cancel a few subscriptions and invest in more valuable and better suited resources for developing instructional media that caters to my professional needs. Evaluating instructional design is imperative when assessing the effectiveness of the lesson delivered; one needs to measure what works to facilitate achievement of learning objectives and what needs to be revised in order to improve the learning experience (Gagne, Wager, Goals, Keller, & Russell, 2005).
Using the layering techniques was also another favorite activity after being exposed to it. That is going to be very useful in my day to day working life. I must confess to having an appreciation for the features offered by Camtasia, in terms of the audio and video and the capabilities that it allows. The programme was relatively simple to use after a bit of practice. The menu functions easily accessible and it even offers templates to choose from. The rendering of video content finishes up rather fast and may be exported with ease. The quality of videos exported maintain good quality and clear audio. Camtasia (2021) is available at a onetime fee from US$249.99 to US$274.99. I am convinced that it is a worthwhile investment. I still believe that should offer a reduced rate for schools and educators. Another notable take away was the information learned under Copyright and Creative Commons. We learn to appreciate that there is truly “nothing new under the sun” and that as we navigate in the world of technology to remember to acknowledge that we “stand on the shoulders of giants” (Willis, 2017). Nonetheless originality and creativity in the development and delivered of shared materials can still be effectively observed without violating anyone’s rights.
Learning &Management Knowledge Systems
Mithas & McFarlan (2017) along with Johnson (2016) adopt the position that digital intelligence; among other things embraces the ability to understand and utilize the benefits and advantages of information technology to improve the quality of our lives and the ways in which we exist and function.We have observed many changes and developments since the nineties with relation to trends , issues and innovations with the integration of technology and the rapid iterations that have come to be the norm and the standard for the way that we conduct our daily living.The EDID 6510 course has developed and enhanced both my digital intelligence and my application of knowledge in relation to the design of learning management systems. It has heightened a keen awareness in terms of my appreciation and observation of specific target areas such as continuous online support for the user , modes of delivery of content, competence of learning management system in relation to the desired goals and topic along with accessibility. Accessibility issues were of great concern to me as I work with learners of mixed abilities often and can be often asked to deliver course content without much information on the trainees beyond their initial interest in a given subject area. As such I am now ever mindful of the end user experience in every aspect - Those with obvious disabilities and those who are functional with other idiosyncrasies.
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