Here are my answers to the individual work questions:
What are your ID model’s goals/objectives? To create supervisory training programs that for various levels of management staff at Syracuse University. The goal of the supervisory training would be to develop managers who create work environments where employees are: continuously motivated to produce high quality work, authentically customer oriented, adaptable to change, and continuous learners.
What is/are the goal(s) of your supra-system? To educate undergraduates and graduate students in such a way that they will be successful in their career endeavors and to provide graduate learning experiences that inspire the development of future scholars. To operate the University in a fiscally prudent manner that is sustainable over time.
Do the goal/objectives of your ID model align with the mission and goals of the supra-system? Yes. Managers create work environments that have a direct effect on the productivity and output (quality and quantity) of their subordinates. Healthy work environments breed high quality work, little waste, high productivity, and low liability.
What will be your method of delivery – who & what provides instruction? Currently I see a blended learning approach. There may be some classroom but that could be supported by online learning as well. A learning management system will also play a role as a reference area for stored learning content.
What will be your method of instruction – instructional architecture? At this point, I would say that it will depend on what is being taught. But, I don't think I understand this concept well enough yet to say.
What will be your method of grouping for learning? This difficult to determine without any front-end analysis. But, off the top of my head, factual knowledge would be individualistic; communications skills, handling human resource issues, and leadership would be cooperative.
Other logistical / administrative issues or problems? Timing. I am very unsure of how much time will be supported for this endeavor. While many deans, directors and dept. heads applaud my ideas, we do not yet have full top level support for these programs. And, much up-front collaborative work needs to be done to analyze the work of managers here at SU.
What changes, clarifications, edits, etc. can you make to your model based on the feedback you are receiving? None yet.
How are you going to visually/graphically represent your model? In a graphic format in Powerpoint or in Visio. I have developed one that I like that has much emphasis on the front-end analysis that has many loops to show the fluid nature of one model component leading into the other.
Mickey -
ReplyDeleteHow would you describe the orientation of your model, in terms of input/process/output? From what I see here, it appears that you envision training as a professional development tool rather than necessarily a method of "closing gaps" in human performance. If you were to take Romi's systems model of the design cycle (p. 37-38, p. 41-42 Maps 2.1, 2.2), would your entry point be in the output, information or instructional methods? My guess it would be either output or information. If I were in your shoes, I might also add to the "administrative issues" that with higher certification skills may come issues about employee review and salary expectation. I suppose there should be some congruence to the tiers of training achieved and the pay scale criteria. Perhaps there are conflicting assessment criteria, or an absence of them altogether for these skills in particular? Also, since you have identified your clientele's performance in this program in terms of the performance of their employees, how might you evaluate the effectiveness of the training? By what instrument would you observe or measure the outcomes? Not to suggest that it cannot be done, but for the trainee, the "evaluation by proxy" lends itself to some personal risks which may affect the ability to make critical decisions involving employee discipline. Perhaps the goal could be restated as: "Supervisory training will develop the necessary skills needed to create and sustain work environments where employees have the resources to consistently perform high quality work, demonstrate authentic customer service orientation, adaptability to change, and maintain a continuous desire to improve knowledge and skills." This isn't much different than what you wrote, but it is focused more on the presence of resources rather than on evaluating the trainee's employees. You may define those resources in human, ICT or policy resources - a more controllable and measurable set of variables? - Steve
I would suggest using Vision (or Omnigraffle on the Mac) to construct your model's graphical representation.
ReplyDeleteFor your model - in terms of staff development does HR focus more on content knowledge or more on skills development?