Section 3 - Evaluating, Implementing and Managing Instructional Programs and Projects

1.   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 model I reviewed is Robert Stake’s Countenance model  that was created in 1967.  Stake is quoted as saying “Formal evaluation of education is recognized by its dependence on checklists, structured visitation by peers, controlled comparisons, and standardized testing of students. Some of these techniques have long histories of successful use. Unfortunately, when planning an evaluation, few educators consider even these four. The more common notion is to evaluate informally: to ask the opinion of the instructor, to ponder the logic of the program, or to consider the reputation of the advocates."  Stake’s model utilizes description and judgment to evaluate curriculum, with the emphasis being on the description and judgment is based upon data collection.  The data collected into 2 matrices that look at antecedents (prior knowledge), transactions (interactions), and contingencies (results).  When Stake wrote is model, he pointed out that “little attempt has been made to measure the match between what an educator intends to do and what he does do.”  I would use stakes model and the matrices to evaluate the success of my curriculum or personal ability.  What I like about this theory is you can see where the students begin, what was actually done, and what the students actually achieved/learned.

The model second model I reviewed is Ralph Tyler’s classical model from 1949.  Tyler’s model is a 4 question model.  Tyler believed that these 4 questions must be answered in order to develop a successful curriculum.  These questions are:
     1. What educational purposes should the school seek to attain?
     2. What educational experiences can be provided that are likely to attain these purposes?
     3. How can these educational experiences be effectively organized?
     4. How can we determine whether these purposes are being attained?
I would use this model in during the planning of a lesson or curriculum to ensure that the desired result is achieved through the exercise(s) created.

2.   Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

A new system of record was adopted by the department in order for all sites to be on the same system of record.  From a management stand point, the system was selected as the system of record because many it was the system of record that the decision making management was familiar with.  It was also a newer than one of the 3 currently used systems of record and cheaper than the last system.  (Probably one of the greatest factors in the decision).  From a user stand point, no body likes change.  Those users that were used to the older system did not want to have to bother with learning a new, more complicated system which hindered the implementation at that site.  The site with the other newer, but more expensive to maintain system were upset because they were having to go to an inferior system with much less functionality.  And since both systems worked like night and day, there was quite a bit of difficulty grasping how to use the new system.  I think the use of any new technology is going to have pros and cons.

3.   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.  How will you use Situational Leadership to facilitate this project?

  Once I have conducted a needs analysis and defined the scope of the project with the client, I would be able to determine the necessary personnel needs for the project.  Once I have made my initial personnel choices for the project I would evaluate each individual to determine the development level of the person on their portion of the project.  (D1 thru D4).  In doing so, I can pair the correct leadership style (S1 thru S4) for each individual. 

Many people would assume that the project as a whole would need a high direction in the beginning and more delegation in the end.  But, that is not necessarily the case.  Some of the people may be D4 - Self-Reliant Achiever’s at the start of the project, but could slip to a D2 - Disillusioned Learners if their part of the project veers into unknown areas.  At that point, I would need to utilize an S2 - High Directive and High Supportive leadership style.  Project managers need to remember that it is not the project that they are leading, but the people.