POST 3: Section 3 Evaluating, Implementing and Managing Instructional Programs and Projects

Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

   The first evaluation model I want to touch on is the Rossi Five-Domain Evaluation Model. It is designed to fit local needs, resources and types of programs. This model is not a one-size-fits-all model but rather it can be tailor made to fit the local program in a more suited fashion. The five domains are: Needs Assessment-it addresses the question…Do we have a need for this program? Second is Theory Assessment- how does this program work and how do we get the most from it? Third is Implementation Assessment-  has our program been implemented properly and is it set up according to the programs plan? Fourth is Impact Assessment- Does this program have the impact on our specific target (students) that we want it to have? And Fifth is the Efficiency Assessment-  Is this program as efficient or cost effective as we need it to be?  

   The second model I will cover is the Brinkerhoff’s Success Case Model.  This particular model focuses on finding out what works in the training process by examining successful cases and comparing them to unsuccessful ones. The SCM follows five steps: First-Plan success case study, Second-Construct a visual impact model, Third- Conduct a survey that identifies the best and worst case scenarios, Fourth- Conduct in-depth interviews, and Fifth- Communicate evaluation findings. Brinkerhoff shows that organizational profits can definitely be increased when you take the time to learn from successful cases and apply what you learn from them.  

Reflect on what other questions that instructional design evaluation should address besides whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know?

   Instructional designers must incorporate training programs and the evaluation of them because they are an integral component for success. The data gathered during these evaluations provide essential information to trainers and organizations on which training programs to keep, discard, improve or modify. Other examples of useful questions from a summative evaluation perspective would be:

What did the program accomplish?

Did the program reach its goals and objectives?

What impact did the program have on its recipients?

What were the outcomes?

Who benefited from the program?

How much was the benefit?

Was the benefit greater with this program as compared with another program?

Did all types of students or clients benefit from the program?

What were the positive outcomes?

What were the negative outcomes?

What should be improved/changed in the program?

Does the benefit of the program warrant the cost?

Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic decline. How will you use Situational Leadership to facilitate this project and manage scarce resources?

   Since I am the team leader here and I prefer to work with a team, it is most suitable to recruit my team. I would ask folks to join and incorporate their knowledge, talents, and experiences as I developed my sessions for the task at hand. The project manager being a Director of Technology for Commerce ISD in this hypothetical situation would be me. Using the Situational Leadership Approach I would have four phases to accomplish as we focus on integrating technology use in the classrooms. Today, resources are very scarce and it is extremely important to make those technology dollars go as far as possible. So I believe it is very important to utilize the limited resources and design training to maximize human performance improvement.   

   Phase 1- I would develop an agenda that covered what the project is, how to do it, and who I will be doing what. There may have to be an interview session to make sure everyone can do what I need them to do or if they prefer to do something else. This is a process to make sure every team member is being utilized properly and most effectively. The main goal here is to have the Director explain how the technology can be best integrated into the classroom.   

   Phase 2- I would have teachers practice using the technology and I would give immediate feedback to praise or correct when needed. This would be the phase where any questions would be explained and how the technology is best used for the student’s improvement. I would be more like a coach in this leadership phase. There would still be planning, organizing, and implementation in this process of the professional development session.

   Phase 3- This stage of the process I will become the cheerleader. I will show support and encouragement for production and effort from my teammates. When improvements and results are produced it is my job to show total support to everyone involved.

   Phase 4- It is extremely crucial that my team feels secure working with each other. My role in this phase will be that of monitoring the project. Making sure everyone is meshing together and I can finally see the cohesiveness in the development. Ultimately, my team will have to problem-solve and make decisions to integrate this technology in their classrooms. So if I’ve done my job correctly, they will have the means and tools necessary to do just that.