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MIT 510: A Macro-Level Design Plan
Context & Conditions:
“Tech Town: Strengthening employee skill level and knowledge of the online ordering in-store pickup system,” a front-end analysis and training plan, was completed in the spring of 2006 in partial fulfillment of a course entitled: MIT 510: Design and Development of Instructional Technology. Under the guidance of Dr. Mahnaz Moallem this analysis was conducted in response to customer dissatisfaction. Customers at Tech Town, an electronics retailer, were ordering products from the company’s web site, selecting the in-store pickup delivery option, and having to wait longer than the advertised thirty minutes to pick up their order.
Scope:
The front-end analysis report consisted of a needs analysis, problem analysis, cause analysis, and summary of proposed solutions. Information was gathered through an analysis of the operating system, interviews with stakeholders, and an extent data analysis. Extant data revealed that 40% of orders placed online for in-store pickup took longer than 30 minutes to fill, while interviews revealed the optimal performance to be 90% of orders filled within 30 minutes.
The implementation plan included the problem statement, proposed solution and rationale, deliverables (products), and phases of development. Training was identified as the proposed solution. The implementation plan outlined the design, development, and delivery of the training. Microsoft Project was used to manage the project by setting a timeline, budget, and the allocation of resources.
Role:
I worked with two other graduate students to conduct the analysis, as well as write the front-end analysis report and implementation plan. We all served as both systems analysts and project managers. As system analysts we analyzed the operating system, identified gaps, proposed a solution, and explained what products and phases of development for a successful training implementation. As project managers we defined the scope, deliverables, and budget for the project.
Reflection:
This project allowed me to think of instructional systems design on a macro-level. I quickly realized that you can have a sound instructionally designed product but if you fail to consider the operating system, the stakeholders, and the existing policies your project is not going to be successful. The knowledge I gained working on this project combined with MIT 500, Instructional Systems Design: Theory and Research, I gained a much better idea of what is necessary to successfully analyze, design, develop, and deliver a high quality program that will solve performance problems.
If I were to conduct this project again I would add to the formative and summative evaluation pieces to ensure the project was meeting the needs established in the front-end analysis.
Domains/MIT Competencies/Job Qualifications/Artifacts
Design . Development . Utilization . Management . Evaluation
Domain of Instructional Design |
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Artifacts |
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Conduct performance analysis and determine the appropriateness of instructional solutions for the problem. |
Collaborate with faculty and other clients to determine complex objectives, learning activities and materials, and assessment strategies.
Demonstrate experience writing project, strategic and operational plans.
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MIT 510
-Macro-Level Design Plan |
These artifacts were included because they show examples of the various performance analysis I have conducted.
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Plan and conduct needs assessment. |
Conduct applied research and evaluation
Conduct needs analysis
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MIT 510-
Macro-Level Design Plan
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These artifacts demonstrate my ability to successfully identify the gap between the current situation and the ideal situation.
Once this gap is identified it is time to determine what factors are causing the deficiency.
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Analyze the characteristics of a setting (learning environment). |
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MIT 510
-Contextual Analysis
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The contextual analysis assesses the environment where the learning is to occur. |
Conduct analysis of jobs/tasks and content.
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Write learning objectives |
MIT 510
-Macro-Level Design Plan |
The task analysis explains how the learner gets from their current situation to the optimal task performance. |
Domain of Instructional Development |
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Artifacts |
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Develop curriculum and apply instructional technology to the curriculum at the systems level, the macro level and the micro level. |
Experience developing curriculum both system-wide and for individual courses |
MIT 510
-Macro Level Plan
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The MIT 510 project is a good example of a macro system wide plan. |
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Artifacts |
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Apply leadership techniques with individuals and groups (interpersonal skills, group dynamics, team building and diffusion of innovations). |
Excellent written and verbal communication skills
Ability to mange projects within deadlines and budgets
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MIT 510
-Macro-Level Design project
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The Macro-Level Design project demonstrates how I incorporate team building into my design.
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Artifacts |
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Plan, create, monitor, and facilitate instructional design projects.
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Translate a broad project scope into detailed work plan with tasks, accountabilities, dependencies, milestones and deadlines
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MIT 510
-Macro-Level Design Plan
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This project required organization, interpersonal skills and the ability to facilitate the project. |
Organize the instructional project or service unit to operate effectively and efficiently.
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Successfully manage an instructional design and development team
Demonstrated ability to be a team player
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MIT 510
-Macro-Level Design Plan
-Gantt Chart
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The MIT 510 course project demonstrates my ability plan the implementation (in both narrative and chart form) as well as formulate a budget. The products were developed by myself and two other team members. |
Manage personnel and facilities. |
Successfully manage an instructional design and development team
Work effectively with multiple co-workers, faculty and other contacts
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MIT 510
-Gantt Chart
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This Gantt chart demonstrates my ability to allocate resources and define a timeline.
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Plan and implement organizational change.
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Create solutions and policies which address gaps and needs |
MIT 510
-Macro-Level Design Project |
This product demonstrates my ability to manage stakeholder perceptions and change.
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Design instructional management systems.
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Strong management and communications skills |
MIT 510
-Macro-Level Design Project
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These projects demonstrate my ability to manage and plan instructional design projects. |
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Artifacts |
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Plan and conduct needs assessment. |
Demonstrated background and experience in selecting appropriate assessment strategies for different levels or types of courses in a variety of areas |
MIT 510
-Macro-Level Design Project
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This project demonstrates my understanding of the assessment process from the planning stage through the evaluation stage. |
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