Let us now look at the challenges that Beth Owens' faces as an Instructional Designer.
I see the main challenge as the
conflicting ideological theories between Chef Reiner and Berth, the
instructional designer. From the case study, it is very clear that Berth favors
the constructivist approach while Chef Reiner prefers more
traditional behaviorist approach e.g. in his statement ‘’Kitchens require a
distinct chain of authority and rules’’(Ertmer, Quinn, & Glzewski,
2014).
The other challenge is Berth is
a novice instructional designer. She has little experience in performing needs
analysis and hence her reliance on theoretical ways to apply her preferences. A
thorough analysis on needs, students’ opinions and evaluations would provide
her with information that she could use to advise
Chef Reiner regardless of her beliefs, in that way she will provide
solutions objectively. Being bias can be detrimental in making design
decisions. Another challenge would be in determining the approach to obtain data
(from needs, learner and context analysis) that will help Berth make objective
decisions.
As the Project Manager in this
case study, what specific actions should Dean Jacobs have taken to improve
the chef’s’s communication with stakeholders (students)?
It is critical to have everyone
on board. There are many people who play a role in a project success, such
as drivers and supporters. In this case, the Chef is among the drivers and the
students are among key stakeholders. I would suggest that Dean Jacobs organize
a meeting with the Chef and Beth to:
Make the purpose of the project
clear, the roles of every member, his critical role (ensuring that he knows he
is playing a critical role) and deliverables. As each is being taken through
the deliverables, it should be made clear that the stakeholders’ needs must be
addressed. I would recommend that all stakeholders are identified, their
expectations and concerns made clear and then together work on how the
expectations and concerns are met or addressed. The students’ feedback must be
shared respectfully and candidly while assuring the Chef that the projects’
planned results still address the needs of having a quality program in place. I
recommend that such feedback be given individually and then formally documented.
A specific plan to involve stakeholders throughout the project could be useful
where a small group of graduates and existing students take part in a focus
group during the project to provide input and insights.
As the Instructional Designer,
what should Beth have done differently to ensure that the final training
product that was produced truly met the needs of all of the stakeholders
(students)?
In depth analysis is key.
Understanding the existing program and its challenges, feedback from learners
and having an understanding of what is actually being solved or addressed could
help Beth enormously.
Avoiding biasness and being
open minded. Designing and developing a program while you have already decided
on the method to be used can be tricky. It does not give you an opportunity to
listen and view the situation in a holistic way.
Understand her role and that of
others within the team such as the Chef. While the chef is experienced in
delivering the program and seem intimidating, Beth should have confidence,
demonstrate her expertise knowledge to provide support, options and
constructive feedback. She should also be able to communicate well. In this
case I would say communication should be formal based on communication plan.
Reference
Ertmer, P., Quinn, J. (Eds.) & Glazewski,
K. (2014). The ID casebook: Case studies in instructional design (4th ed.).
Upper Saddle River, NJ: Pearson Education, Inc.
Portny, S. E., Kramer, B. E., Mantel, S. J., Meredith, J. R., &
Shafer, S. M. (2007). Project management. Chichester,
United Kingdom: John Wiley & Sons.
