|
Thread: Ron Dunker Part#2 Draft |
Posted Date: March 14, 2012 10:23 PM |
|
Ron, As I was reading,
I made notes. You will notice that anything I was referring to from your
writing is in green and all my comments are in red. I felt this was the
easiest way to do this…I’m lazy, what can I say? I posted a
question in Design part 2 asking about whether we should correct grammar or
not, but I guess Dave is actually spending time with his family! : - ) So,
I’ll just say, that you need to spend a little time re-reading and making
sure that your grammar, etc. meets expected levels according to the
rubric….although, I admit, I did comment on a good that should have been a
well – this is one of my pet peeves, sorry! Dave’s slide
show: You did a good job of showing how your thinking changed from part 1
to part 2. There was one place I thought you could have written a little
more. It’s clear
that you read the guidelines, “Peer Review of Part 2 of your Design
Project. You have hit all of Part 1 of that paper. However, I think you may
have forgotten about the rubric. In the rubric it clearly states that we
need to be using APA citations. I gave hints as to where I thought these
needed to be placed, and of course, you will need a reference page at the
end. In the
rubric, under “evidence of evolving design plan, practices, and/or beliefs
in Part 2 of the paper” I feel that you read the excellent part and tried
to achieve this objective. I felt that your changes were evident. I hope that
you feel what I have said is helpful. If I can clarify anything I’ve said,
please let me know. Rhonda Scope
(from part 1) My project is going to be titled
“Telephone Etiquette in a Business
Professionals (number agreement).” I
choose this project because it fits into a real concern at my company and
how people are providing customer service, or lack thereof, when answering
the phone. By choosing a project that has a ‘dual’ purpose for work and
school I feel that it would allow me to have resources available for data
collection and offer me a new perspective on how to apply new principles
and theories of training to modify employee behavior. Do you need to change the tense for you Part 2? Audience (from
part 1) My intended audience would be
paid employees of LSS and a volunteer force that range in age from 16 to 75
years of age. The background is complex and diverse, ranging from foreign
nationals speaking broken English to generational challenges working with
technology. The education level ranges from currently enrolled High School
student to Doctorates Degree graduates, to include no post high school or
GED education. Part 2 As I have been working on the
project and applying what we have learned in the course for part 2, I feel
this is a good place to talk about the ‘CONNECTS’
(I don’t remember this. Do you think it
should be summarized…or maybe you meant Carson’s CREATES brainsets?) model
(Inserting and author/creator here would be
helpful) as it has influenced my project as how to connect with the
audience and how I am going to shape the rest of the course differently. I am a visual person and I
feel that for design purposes that the model that I downloaded by Dr.
Shelley Carson was very good visual. Applying this model to my course
“Telephone Etiquette in a Business Professionals” will help me consider key
points to relate to my audience and to me being able to understand who my
audience is, what they are thinking and looking for is one of the most
important parts of designing a lesson plan. I broke down each point and
will give specifics as how it relates to my course and what I am looking to
have the learner take away. Connect – From the
very start of the project in part 1, I have known that I must ‘connect’
with the learner immediately. The learner must understand the importance of
having good telephone skills. So I am thinking video
Why would video be best? Would audio work
well too? – this may be a good way to bring in Kozma and Clark. Maybe you
addressed this later on in your paper. of some extreme ‘bad’
examples of customer service, this will get the student connected thinking
of an experience they had. This also ties directly in with what I have
learned in adult learning theories by Jannette Collins, MD, Med., when she
states in her table “Help learners see a reason for learning something by
making their work or other responsibilities of value to them.” (Insert APA citation here) I will also talk more
about this in the design portion of my paper. I am going to also mix in
some reflective activities tied to the video to help connect with my
audience. Although I absolutely
agree that the designer must build in a way for the audience to connect to
the instructor, I’m not exactly sure that this is the way that Carson
described the Connect Brainset. On page 123 of her book, she says, “The
connect brainset allows you to generate multiple ideas without concern
about how they will play out. When you access the connect brainset, one
idea leads to another and another. Your brain becomes an idea-generating
machine.” She goes on to say, “You’ll start thinking divergently rather
than convergently.” Reason –
I feel this really goes along with the ‘connect’ example I gave above. I
see these two being much intertwined especially when used in conjunction
with the adult learning theory example I gave. Envision – Again,
with the video I am going to get the learner envisioning their own skills
and how they answer the phone. How about
envisioning how a perfect call would go? Envisioning how to turn a “bad”
call into one that is satisfactory to the customer. This has really
changed since my part 1, I wasn’t really sure how I was going to get them
to envision themselves on the phone. The purpose of getting the learner to
envision themselves answer the phone is so they can also envision how the
caller is reacting to them on the other end of the phone. My thought at the
beginning was to use role play and I feel that as of now this is still the
best way to assist in this envision process for the learner.. Absorb – the leaner
must be able to absorb the information that I am going to give them on how
to make the phone call professional. In order to help the learner absorb
the information I will have them read some case studies and will provide
some lecture on telephone etiquette along with a professional PowerPoint
should assist the learners in absorbing the material. Transform – if the
information that I provided was really absorbed, then it should transform
the behavior of the learner. During part 1 I was not exactly sure how I
would see the transformation in the student, now however that
transformation of behavior will be measured in demonstration performance
pieces of the evaluation. I will discuss this in more detail at a later
point in the paper. Evaluate – The
learner will need to be evaluated to ensure the information was absorbed.
My original thoughts were very traditional based on what I have seen and
currently do at work. After our evaluation assignment I have really
modified my thinking on this evaluation of my audience to a more in-depth
type of assessment. I will discuss this later in the design section of the
paper. Stream – To me the
website provided little definition of their terms, so I am interpreting
Stream as the free flow of the information that was learned. The learner
will be able to apply this in an everyday application. As one of my
classmates (Dianne Ilberg) wrote in her discussion board, “I feel it will
be more of more as a summary at the end of the larger process.” This seems
to be the consensus of the rest of my classmates as well. After
reading your section on the CREATES brainsets, I see that most of what you
relate is how you will relate in those terms to your readers. I felt that
what we were supposed to be getting at with this was how we were going to
use these brainsets to help our learners be creative. (I’m really not
trying to be negative) I do agree that the website that was suggested to us
was VERY sparse in terms of information. I have borrowed the book from the
public library because I’ve become interested in it, so, I think it’s
helping me. (There are several available copies--Illinois Heartland Library
System--your library is probably part of this) Here are a couple of
websites I found that helped me understand some of these brainsets a little
better. The blog by Livia Blackburne has several different pages where she
talks about a number of the brainsets. She doesn’t go into all of them. .” http://blog.liviablackburne.com/2011/07/improving-creativity-connect-brainset.html
http://www.newfangled.com/prompting_creative_thinking
http://ttbook.org/book/creative-mind Goals (from part 1) My goals for the training are to
improve customer service for employees that answer the phone. I want to
modify behavior so that a “positive attitude” is received by the individual
placing the call to our company. I want the caller to be able to hear
enthusiasm and happiness in the voice of the person answering the call, not
‘o, the phone is interrupting my work, burden attitude.’ The next objective that I
would want to have for this course is a standardized format for the
greeting. Some people say LSS, some say thanks for calling, some just
simply say hello, may I help you. A standardized format would eliminate
confusion and provide for a uniform approach to phone calls. I also feel
that by scripting the way we answer will allow for rehearsing and greatest
success at behavior modification. I also need to work on the
process of message taking/message delivery. Messages are not always
delivered to the person in a timely manner within departments and
especially outside of a department. A standardized way or maybe a process
improvement step on how messages are currently delivered would help to
alleviate this concern. Looking at this process, it may need to be a
two-step objective. If the process is not broke, it may be that time
management of checking voicemails may need to be developed or at least
touched on. I personally feel time management would be a separate course,
not included in this training module any more than the extent it would need
to be at a very vague level. Have your goals
changed at all? What strengths are in these that you feel they should
remain as you originally had them? (I think they are fine, I’m just trying
to get more info for your paper!) Design (from part 1) For my project I am going to
have to take several steps to achieve my goals. First I am going to have to
do some research on what is good telephone etiquette in a business
environment. What does my company want as the standard? Secondly, I am will need to develop a solid lesson plan
based on their expectations of standards. The third step would be to
develop a timeline for production of video and video editing. Additionally
in this step I would want to look at developing the interactive element of
the project. I do not want it to be simply watch a video and walk away,
there has to be some sort of activity and interaction to ensure the
information has been processed. The last step would be to do some sort of
assessment of the training to review any modification/edits that need to be
made to ensure the material is accurate and is actually meeting the
objectives once it is being applied. Did the training affect and modify the
behavior that I intended it to shape? I want to design a
training that will really be a customer service module for how to properly
answer the telephone by standards that are put out by my company. This
training is not, phone rings, you hear it, pick up receive, say hello…
Rather it delivers on the soft skills of good customer service, which has
many meaning to many different people. I am thinking that this
would be best suited as some sort of interactive training using video and
then some sort of interaction to ensure the information was processed.
Ultimately I want the training to be something that employees would be able
to go back and review as a refresher at their convenience. To me the
interaction part is a critical part of the training due to the learner
being able to process the information. I am big on writing as a form of
process, due largely to how I learn and synthesis the information. Part 2 – Design Plan
(1a) Since my original plan was more
based along the lines of some role play and limited media, I would say that
originally it may have leaned more in support of Clark “media will not influence
learning in any situation.” My original opener was going to be a video just
to get learners to connect (Connect to what?) and
then focus heavily on my lecture. We than started exploring
and learning in this course, and I read some Kozma who basically feels that
learning from a ‘paper and pencil’ is ”cumbersome” and “media will present
the same information in a more engaging and convenient way to reach
learners on a deeper level.” (Insert APA citation
here) To me this was almost the complete opposite of Clark. My project design has been
shaped by Reiser and his argument the most and as I posted in the
discussion thread, I just can't stop coming back to
Reiser and his argument. "Reiser
(1994) revisits Clark's main point... concludes that 'if we don't have the
proper means of delivering the medication,' then the medication is
ineffective." Reiser agrees with Clark saying instructional techniques
are what create learning, but Reiser also agree with Kozma (1991) that
certain media attributes make certain methods possible. In fact, Reiser
also points out that some technique would not have been possible if it were
not for the capabilities of certain media." (The History of the Great
Media/Method Debate Pg3) This needs to be changed
to APA style (Reiser, 1994) Reiser defined my school of thought and understanding
that it really takes a combination of both strong instructional techniques
with the correct media to make learning effective. (Insert
APA citation here) As an ISD, (What’s this? I don’t do well with acronyms and I don’t
think it was defined earlier. Please forgive me if you did and I forgot)
I consider my audience (students), what I want them to learn (objectives)
and also my delivery (pen & paper/media) and I build the design of the
course considering all these factors. So this is why I feel that Reiser
really is the better choice for my project. Part 2 – Design Plan
(1b) (1c) I researched how different
theories would apply to my project that I outlined in part 1 of the
project. I feel that the best fit would be Adult Learning Theory, as Cross
defines it (Insert APA citation here) and
specifically the first principle as outlined on the website that Dave
provided. “Adult learning programs should capitalize on the experience of
participants.” (Insert APA citation here) This
really defines telephone etiquette and what I want to capitalize on. The
experiences of the learners both good and bad need to be the focal point,
in order to affect behavior modification in a positive manner. Additionally, I looked at
Cognitive Apprenticeships (situated learning) and how it would apply to my
project. In my opinion this would not work as good well as Adult Learning Theory, due to the
statement “unintentional not deliberate” learning. (Insert
APA citation here) I need the learners in this training to be there
focused on learning to correct the behavior that is not acceptable by
company standards. (And to learn the standardized
behavior or acceptable behavior?) As I was looking at how to
apply a learning theory, I also thought for a few minutes I would be able
to apply some sort of problem-based learning. So I looked at the general
problem solving and mathematical problem solving theories and felt after
reading about them and their application, they would not be a good fit for
this project. The last theory that I
explored was the anchored instruction and I felt this would be a possible
fit for my project. The website Dave provided for this assignment, defines
this theory as: “The initial focus of the work was on the development of
interactive videodisc tools that encouraged students and teachers to pose
and solve complex, realistic problems.” (Insert APA
citation here) The only problem that I could see with focusing
primarily with this theory is “The primary application of anchored
instruction has been to elementary reading, language arts and mathematics
skills.” (Insert APA citation here) In my
mind I just felt that this would not be the best theory to primarily focus
on, maybe to incorporate some of the videodisc tools discussed, but not to
design the entire course around a video or case study. I want the course to
be much more dynamic and diverse. Earlier in my paper I
pointed out in the CONNECTS portion I choose Adult Learning Theory for my
project. I reviewed an article fitting as to why I choose this theory over
the other theories. This article presents an argument of Adult verses Child
and goes into the points of “Malcolm Knowles, who is considered the father
of adult learning theory, coined the term andragogy to describe the study
of adult learning. He distinguished adult learning from pedagogy, the study
of how children learn.” (Insert APA citation here) The
article goes on to discuss how at one time these two theories were thought
to be very distinct theories but now they are seen as “two processes on a
continuum… quantity and quality of experiences the learners have when they
enter the learning experience and the amount of control that the learners
have over the learning process and environment” (Insert
APA citation here) being some of the key factors that distinguish
between which end of the spectrum they are on. The article list a table
of principles for adult learners and then more importantly to me the
application of those principles. I thought this was a very valuable table
for reference that I really wanted to include in part 2 of my project. We
read a lot of different principles and theories in our studies that help us
to build knowledge, however we don’t always get a clear definition of
application of that information.
|
||||||||||||
Tags: None