interpersonal

Interact effectively with others as peers, subordinates and leaders to accomplish goals.

Reflection

I worked as a consultant for SPAWAR Systems San Diego Employee Resource Planning (ERP) Department as part of my ED 795A seminar course. Assistance was requested with improving the instruction of a forthcoming Train-the-Trainer project that focused on teaching Subject Matter Experts (SMEs) to become effective part-time trainers for a new ERP software rollout. After completing my needs assessment (data-based decision making artifact) my client and I evaluated solution systems to improve the hands-on interactivity of the instructor led training. We worked closely on several ideas and eventually focused on a small prototype pre-class student self-assessment and survey for the last 35 hours of of the client-consultant contract. The self-assessment exercise exposed the learners to the training material by way of short scenarios and reflective questions. The survey also provided information to the instructors for tailoring the training. Overall, my artifact shows the creative and effective results of my collaborative consultant work in advancing from concept to prototype. Interestingly enough, I worked closer with my client on this project than I did with my classmates on team assignments.

Acting as a consultant with only three courses under my belt was challenging. I was fortunate to work with a client who acted as much as a mentor than as my client. The reward at the end of the semester of designing a ready to use concept training module that extended the learning environment and provided student information was even more exciting than my other EDTEC assignments.

The main problem I experienced with my client was my own limited EDTEC confidence since I had only taken three courses so far. My role was to provide technical support and advise training solutions. My confidence in my abilities grew as the needs assessment identified a wide range of value enhancing strategies to the former eight hour instructor led Train-the-Trainer. Early on, my client wanted me to focus on development rather than starting with analysis. I insisted on a needs assessment before jumping into delivering solutions.

I also experienced the value of good communication skills. Although I did not have the well-rounded EDTEC experience yet after only one summer semester, I was able to openly communicate, ask the right questions and understand my client's concerns from the beginning. The result was effective meetings that allowed us to equally work together on developing an agreeable small project. Our open and respectful relationship helped communicate our needs. For example, I had a small issue with getting my client to schedule audience analysis interviews. My client was busy, but my persistence, enthusiasm, and explanation of the different Prism of Perspective ideas made sure I got my interviews completed in a reasonable manner. For future projects, I will take the advice of guest speaker Marguritte Foxon who reminded us as a guest speaker in our ED 795A class that we should always be confident in our work, despite knowledge of the subject or performing a new role. The reason being is as she explained was that most times the client does not know your overall background or knowledge of the project and second good communication will increase confidence.

The self-assessment was an opportunity to apply concepts from class. I was influenced from reading The Six Disciplines of Breakthrough Learning (2006) on implementing ways to improve the former heavily instructor led lecture styled Train-the-Trainer. I developed four short scenarios that would increase interactivity and extend the learning environment. Through our bi-weekly collaborative meetings at Starbucks, we both wanted to focus on increasing interactive opportunities and designing the complete experience by extending the learning environment.

I expected a different relationship with my client. I heard from my ED 795A classmates tales of clients that could not be reached or had little time to devote to the project. I was fortunate that my client and I collaborated and communicated effectively from the beginning. The results were a self-assessment that began as a short rank yourself trainer quiz to scenario based relevant SPAWAR Systems storylines, effective brief questions, and meaningful survey questions at the end. Case-based scenarios were inspired from reading our Ertmer and Quinn text book. I also used the Personalization Principle from Clark and Mayer E-Learning instruction to make the short stories more authentic and relevant, and conversational in tone. The final product developed nicely from my initial concept. Dr. Diane Gayeski in her article on rapid and effective Instructional Design echoed that design should be a collaborative process.

Ultimately, the success of my project was due to an effective consultant client relationship that I nurtured from the first meeting, consistent communication via email and meeting minutes, and subsequent project status updates. The value I added was noted when after my presentation we compared my first draft to the end prototype. The progression was noticeable. Value was even more increased when we both realized we could incorporate the pre-class self-assessment into the opening classroom training discussion and ice breaker. Overall, I learned the value of maintaining communication by consistency, providing minutes of all meetings to ensure were on the same page, and focusing on collaboration.

References

Clark, R. C., & Mayer, R. E. (2003). E-Learning and the science of instruction: Proven guidelines for consumers and designers for multimedia learning. San Francisco, CA: Pfeiffer.

Ertmer, P. A., & Quinn, J. (2007). The ID casebook: Case studies in instructional design. 3rd. Ed. Columbus, OH: Pearson.

Gayeski, D. (1999, March). Out-of-the-box instructional design. Training & Development Magazine, 53, 3, 44-50.

Schafer, Lisa (2006). Consulting for Results. Retrieved February 1, 2007, from http://edweb.sdsu.edu/Courses/ED795A/

Wick, C., Pollock, R., Jefferson, A., & Flanagan, R. (2006). The six disciplines of breakthrough learning. San Francisco: Pfeiffer.

Secondary Artifact

HazScan briefing deck (EDTEC 700 Business and Learning). A team presentation "pitch" for investment funding for a company that will provide tailored training and data on hazardous material shipping.

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