Sample Dissertation Format
Development and Implementation of an Instructional Design Model for The University of the West Indies, St. Augustine Campus
Author: Selris MahabirMarch 2014
Paper submitted in partial fulfilment for the degree of Graduate Diploma in Instructional Design
Open CampusUniversity of the West Indies
Abstract
1. Problem:
1.1. The Campus I. T. Services Department has always been involved in the implementation of upgrade or installation of existing or new I. T. systems.
2. Objectives:
2.1. Analyse the current model used to deliver services by the Campus I. T. Services.
2.2. Design, develop and implement: an Instructional Design Model
3. Methodology:
3.1. Used the Solution Execution Approach[footnoteRef:1] as the overseeing methodology which follow these steps: [1: (Manfred)]
i. Identify
ii. Understand
iii. Develop
iv. Implement
v. Evaluate
vi. Institutionalise
vii. Inform
3.2.
Attestation
I understand the nature of plagiarism, and I am aware of the University’s policy on this.
I certify that this dissertation reports original work by me during my University project except for the following:
I. Solution Execution Approach
II. Project Management Life Cycle
III. Systems Development Life Cycle
IV. Information Technology Infrastructure Library – Service Life Cycle
V. Control Objectives Information and Related Technology
VI. Kotter’s 8-Step Change Model
SignatureDate
Acknowledgements
I acknowledge the assistance of Campus I. T. Director – Mr. Nazir Alladin, Enterprise Application Support Manager – Mrs. Claire Craig, Service Delivery Manager – Mr. Glenwood Thomas for their opinions, view and insights into the development of this practicum.
Table of Contents
ContentsAbstract1Attestation2Acknowledgements3Table of Contents4List of Figures61Introduction71.1About The University of the West Indies71.2Background and Context81.3Scope and Objectives112Literature Review123Development of New Model244New Model: Business Support Learning Model265Methodology285.1Solution Execution Approach By Dr Manfred Jantzen285.1.1Identify285.1.2Understand295.1.3Develop295.1.4Implement295.1.5Evaluate295.1.6Institutionalise305.1.7Inform306Institutionalise316.1Kotter's 8-Step Change Model316.2ADKAR316.3Example of Training Video developed using Camtasia326.4Training Manual – Microsoft PowerPoint and Word336.5Training Evaluation Form357Inform378Reflection389Conclusion399.1Summary3910Bibliography40
List of Figures
Figure 1 Top Level Hierarchy for The University of the West Indies8
Figure 2 St. Augustine Campus Structure - CITS, IDU9
Figure 3 No. of Registered Students10
Figure 4 No. of Registered Undergraduate Students10
Figure 5 No. of Registered Undergraduate Students11
Figure 6 Michael Porter's Value Chain13
Figure 7 Service Life Cycle16
Figure 8 PMBOK's Process Groups17
Figure 9 Systems Development Life Cycle21
Figure 10 Systems Development Life Cycle21
Figure 11 Development process of Business Support Learning Model25
Figure 12 New Model: Business Support Learning Model27
Figure 13 Solution Execution Methodology28
Figure 14 Training Video of how to copy / import course content32
IntroductionAbout The University of the West Indies
The University of the West Indies comprises of four campuses that serve diverse communities across the Caribbean region. These campuses are:
· Cave Hill in Barbados
· St. Augustine in Trinidad and Tobago
· Mona in Jamaica and
· Open Campus
The Open Campus, a virtual campus with over 50 physical site locations across the region, serving over 20 countries in the English-speaking Caribbean.
They deliver high-quality education, research and services to all contributing countries that support the University. The University of the West Indies currently has a total enrolment of over 39,000 students and graduates annually approximately 5,800 students (at undergraduate, graduate and diploma levels).
The University of the West Indies is the largest and oldest tertiary level education provider in the English-speaking Caribbean. The University is an international university with faculty and students from over 40 countries and collaborative links with over 60 universities around the world. Through its seven Faculties, the university offers undergraduate and postgraduate degree options in Engineering, Humanities & Education, Law, Medical Sciences, Pure & Applied Sciences, Science and Agriculture, and Social Sciences.[footnoteRef:2] [2: (About UWI St. Augustine| Welcome to The University of the West Indies at St. Augustine, Trinidad, 2013)]
The University of the West Indies levels of hierarchy starts the Vice Chancellor. The Vice Chancellor overseas the four campuses. Each campus has as their head a Pro Vice Chancellor / Principal. Also at the top hierarchy is the University Registrar has as his/her subordinate the Campus Registrars. The University Registrar reports to the Chancellor. At the St. Augustine campus there is an Office of the Principal and under this office there exist a number of other departments and units. The focus of this practicum is the Campus I. T. Services department and the Instructional Development Unit.
Figure 1 Top Level Hierarchy for The University of the West Indies
Background and Context
The two departments/units (Campus I. T. Services department and the Instructional Development Unit) provide support services to the faculty and student population. One specific are of support is in the area of Teaching and Learning specifically in support of the Blended Learning[footnoteRef:3] strategy adopted by the University. The Blended learning strategy combines the face-to-face method of teaching and delivery with the virtual environment provided by a Learning Management System[footnoteRef:4]. The Learning Management System fully facilitates the needs by both the faculties and the students at the St. Augustine Campus. [3: (What is Blended Learning?, 2012)] [4: (Oak Tree Systems, 2013)]
The two departments differ in their responsibility in providing this service of the Learning Management System to the faculty and student population. The Instructional Development Unit objectives and responsibilities are paraphrased by the following taken from their website:
“The work of the Instructional Development Unit (IDU) aims to enhance the quality of teaching of the University’s lecturers, teaching assistants and tutors. The IDU engages in a range of professional development activities that seek to provide teaching staff with the requisite pedagogical skills to improve the learning that takes place in their classrooms, as well as strategies for gaining knowledge about trends and developments in learning and teaching in higher education. The Unit has conducted hundreds of interactive training workshops, and facilitated numerous workshops by foreign experts in the field of higher education.”[footnoteRef:5] [5: (Instructional Development Unit , 2012)]
The Campus Information Technology Department is responsible for providing:
· Secure reliable access to all authorised users e.g. faculty and staff
· Data, Information and content in the Learning Management System is backed up, achievable, searchable
· Provide data on usage, audit and accreditation purposes
The Campus Information Technology Department is therefore responsible for providing technical services for the faculties and students, while the Instructional Development Unit provides teaching and learning services to the faculty.
Within the Campus Information Technology Services department there exist several teams. The team that is directly responsible for the technical service delivery for the Learning Management System is the Learning Management Technical Team branded as the “Myelearning Team”.
In order to provide the context of the environment where and how the team operates the following diagram illustrates the positioning of the team with the St. Augustine Campus organisational hierarchy.
Figure 2 St. Augustine Campus Structure - CITS, IDU
The Campus I. T. Services support faculty and staff for all students. The student population have increased over the years as given by the chart below:
Figure 3 No. of Registered Students
Figure 4 No. of Registered Undergraduate Students
Figure 5 No. of Registered Undergraduate Students
Scope and Objectives
The scope of this new instructional design model is to support the technical service delivery operations and management of the Campus I. T. Services department specifically the Development and eLearning Team. Upon examination one has scrutinize the problems and opportunities that exist and have proposed, designed and developed a system to improve upon the technical services that are mandated by this department to provide and deliver.
Literature Review
Information system has been categorised as a support service for an organisation based on the Value Chain Analysis given by Michael Porter in his 1985 best-seller, Competitive Advantage: Creating and Sustaining Superior Performance. In his book he has separate and categorised the activities and services provided by internal units with an organization into Primary Activities and Support Activities. These activities are further broken-down into the following:
Primary Activities:
· Inbound logistics include the receiving, warehousing, and inventory control of input materials.
· Operations are the value-creating activities that transform the inputs into the final product.
· Outbound logistics are the activities required to get the finished product to the customer, including warehousing, order fulfilment, etc.
· Marketing & Sales are those activities associated with getting buyers to purchase the product, including channel selection, advertising, pricing, etc.
· Service activities are those that maintain and enhance the product's value including customer support, repair services, etc.
Support Activities
· Procurement - the function of purchasing the raw materials and other inputs used in the value-creating activities.
· Technology Development - includes research and development, process automation, and other technology development used to support the value-chain activities.
· Human Resource Management - the activities associated with recruiting, development, and compensation of employees.
· Firm Infrastructure - includes activities such as finance, legal, quality management, etc.[footnoteRef:6] [6: (The Value Chain, 2010)]
Figure 6 Michael Porter's Value Chain
In the category of Technology Development there are many internal processes that work together to deliver a functional, efficient and effective service that would provide benefits to the entire organisation. The provisioning of the service, and in this case technical services, one would use a combination of frameworks and methodologies that have been in use in the information technology service sector. Over the years a number of frameworks and methodologies have been tried and tested and are few had been recommended as best practice. These few have been also modified by various organisations that are comprised of technocrats in the various specialised fields to provide their knowledge of the benefits and shortcoming of various models, tools and techniques that are available.
One specific framework is one developed by the Office of Government Commerce (OGC) in the United Kingdom. The Office of Government Commerce has developed a framework called Information Technology Infrastructure Library (ITIL). The ITIL is in its 3rd version and therefore called ITILv3. ITILv3 has been adopted by a number of successful business in various fields e.g. banks, education, energy, medicine.
Adopting ITIL has claimed to offer users a huge range of benefits that include:
· Improved IT services
· Reduced costs
· Improved customer satisfaction through a more professional approach to service delivery
· Improved productivity
· Improved use of skills and experience
· Improved delivery of third party service[footnoteRef:7] [7: (ITIL® - What is ITIL?, 2013)]
ITIL has identified what is called a Service Life Cycle (SLC). This SLC was developed to manage services within the field of information technology. ITIL has defined service as the follows:
“A service is a means of delivering value to customers by facilitating outcomes customers want to achieve without the ownership of specific costs and risks.”[footnoteRef:8] [8: (IT Service Management Forum Limited, 2007)]
ITIL has also defined service management as:
“Service Management is a set of specialized organizational capabilities for providing value to customers in the form of services.”7
ITIL is a framework developed to provide best practice is the management of a service. The SLC consist of:
· Service Strategy
Definition: A stage in the lifecycle of a service. Service strategy defines the perspective, position, plans and patterns that a service provider needs to execute to meet an organization’s business outcomes. Service strategy includes the following processes: strategy management for IT services, service portfolio management, financial management for IT services, demand management, and business relationship management. Although these processes are associated with service strategy, most processes have activities that take place across multiple stages of the service lifecycle.[footnoteRef:9] [9: (ITIL, 2010)]
· Service Design
Definition: A stage in the lifecycle of a service. Service design includes the design of the services, governing practices, processes and policies required to realize the service provider’s strategy and to facilitate the introduction of services into supported environments. Service design includes the following processes: design coordination, service catalogue management, service level management, availability management, capacity management, IT service continuity management, information security management, and supplier management. Although these processes are associated with service design, most processes have activities that take place across multiple stages of the service lifecycle.[footnoteRef:10] [10: (ITIL, 2010)]
· Service Transition
Definition: A stage in the lifecycle of a service. Service transition ensures that new, modified or retired services meet the expectations of the business as documented in the service strategy and service design stages of the lifecycle. Service transition includes the following processes: transition planning and support, change management, service asset and configuration management, release and deployment management, service validation and testing, change evaluation, and knowledge management. Although these processes are associated with service transition, most processes have activities that take place across multiple stages of the service lifecycle.[footnoteRef:11] [11: (ITIL, 2010)]
· Service Operation
Definition: A stage in the lifecycle of a service. Service operation coordinates and carries out the activities and processes required to deliver and manage services at agreed levels to business users and customers. Service operation also manages the technology that is used to deliver and support services. Service operation includes the following processes: event management, incident management, request fulfilment, problem management, and access management. Service operation also includes the following functions: service desk, technical management, IT operations management, and application management. Although these processes and functions are associated with service operation, most processes and functions have activities that take place across multiple stages of the service lifecycle.[footnoteRef:12] [12: (ITIL, 2010)]
· Continual Service Improvement
Definition: A stage in the lifecycle of a service. Continual service improvement ensures that services are aligned with changing business needs by identifying and implementing improvements to IT services that support business processes. The performance of the IT service provider is continually measured and improvements are made to processes, IT services and IT infrastructure in order to increase efficiency, effectiveness and cost effectiveness. Continual service improvement includes the seven-step improvement process. Although this process is associated with continual service improvement, most processes have activities that take place across multiple stages of the service lifecycle.[footnoteRef:13] [13: (ITIL, 2010)]
The step/process in the life cycle is illustrated in the diagram below:
Figure 7 Service Life Cycle
The Service Life Cycle can be regarded as the parent of all lifecycles within the field of information technology. This Service Life Cycle is supported by and feeds into another life cycle called the Project Management Life Cycle (PMLC). The PMLC is identified in the Project Management Book of Knowledge (PMBOK) developed by the Project Management Institute (PMI).
“Project Management Institute (PMI) is one of the world's largest professional membership associations, with half a million members and credential holders in more than 185 countries. It is a not-for-profit organization that advances the project management profession through globally recognized standards and certifications, collaborative communities, an extensive research program, and professional development opportunities.”[footnoteRef:14] [14: (Project Management Institute, Inc., 2013)]
The PMI’s PMBOK has identified five process groups which are:
1. Initiating
The Initiating Process Group consists of those processes performed to define a new project or new phase of an existing project by obtaining authorisation to start the project or phase.[footnoteRef:15] [15: (Project Management Institute Inc., 2008)]
2. Planning
The Planning Process Group consists of those processes performed to establish the total scope of the effort, define and refine the objectives, and develop the course of action required to attain those objectives.[footnoteRef:16] [16: (Project Management Institute Inc., 2008)]
3. Executing
The Executing Process Group consists of those processes performed to complete the work defined in the project management plan to satisfy the project expectations.[footnoteRef:17] [17: (Project Management Institute Inc., 2008)]
4. Monitoring and Controlling
The Monitoring and Controlling Process Group consist of those processes required to track, review, and regulate the progress and performance of the project; identify any areas in which changes to the plan are required; and initiate the corresponding changes.[footnoteRef:18] [18: (Project Management Institute Inc., 2008)]
5. Closing
The Closing Process Group consists of those processes performed to finalise all activities across all Project Management Process Groups to formally complete the project, phase or contractual obligations.[footnoteRef:19] [19: (Project Management Institute Inc., 2008)]
These PMBOK’s process groups’ relationships are illustrated in the diagram below:
Figure 8 PMBOK's Process Groups
These process groups are generic steps in the management of any project. The PMBOK separates the management skill from the technical / engineering skills. The Service Strategy process in the SLC will initiate projects that would feed into the Initiating Process Group of the PMBOK. The Service Strategy will churn out numerous projects therefore creating many projects. These projects will be become part of the Project Portfolio. Each project will deliver one or more I. T. services which are part of the Support Activities within the Value Chain. These services are also part of the Service Pipeline and Service Portfolio that the I. T. Department offers to other activities in the Value Chain.
Most organisations find it beneficial to use a standard set of steps, called a systems development methodology, to develop and support their information systems. The technical areas of a project whose outcome is to produce a service will be covered in another life cycle called the Systems Development Life Cycle (SDLC). The SDLC is a common methodology for system development in many organisations. The several phases mark the progress of the systems analysis and design effort.
The SDLC phases are:
1. Planning
1.1. Project Identification and Selection
1.1.1. Identifying potential development projects
1.1.2. Classifying and ranking IS development projects
1.1.3. Selecting IS development projects
2. Project Initiation and Planning
3. Corporate Systems Plan
4. Information Systems Planning
4.1.1. Organizational Mission, Objectives and Strategy
4.1.2. Informational Inventory
4.1.3. Mission and Objectives of IS
4.2. Constraints on IS Development
4.3. Overall Systems Needs and Long-Range IS Strategies
4.4. The Short Term Plan
4.5. Conclusion
4.6. Elements of Project Initiation
4.6.1. Establish the Project Initiation Team
4.6.2. Establish a Relationship with the Customer
4.6.3. Establishing the Project Initiation Plan
4.6.4. Establish Management Procedures
4.6.5. Establishing the Project Management Environment and Project Workbook
4.6.6. Developing the Project Charter
4.7. Elements of Project Planning
4.7.1. Describing the Project Scope, Alternatives and Feasibility
4.7.2. Dividing the Project into Manageable Tasks
4.7.3. Estimating Resources and Creating a Resource Plan
4.7.4. Developing a Preliminary Schedule
4.7.5. Developing a Communication Plan
4.7.6. Determining Project Standards and Procedures
4.7.7. Identifying and Assessing Risk
4.7.8. Creating a Preliminary Budget
4.7.9. Developing a Scope Management Statement
4.7.10. Setting a Baseline Project Plan
5. Analysis
5.1. Determining System Requirements
5.1.1. Interviews
5.1.2. Observation
5.1.3. Analysing Procedures and other documents
5.2. Structuring system process requirements
5.2.1. Process Modelling
5.2.1.1. Use Case
5.2.1.2. Swim lane
5.2.1.3. Workflow Diagram
6. Design
6.1. Design Databases
6.2. Designing Forms and Reports
6.3. Designing Interfaces and Dialogues
6.4. Designing Distributed and Internet Systems
7. Implementation
7.1. System Implementation
7.2. Software Application Testing
7.3. Installation
7.4. Documenting the System
7.5. Training and Supporting Users
8. Maintenance
8.1. Obtaining Maintenance Requests
8.2. Transforming Requests into Changes
8.3. Designing Changes
8.4. Implementing Changes
These steps’ relationships are shown in the diagram below:
Figure 9 Systems Development Life Cycle
The three life cycles which are highlighted thus far are the Service Life Cycle, Project Management Life Cycle and the Systems Development Life Cycle. All of these life cycles are fundamental to Information Technology Service Delivery for the Support Activity called Technological Development in the Value Chain.
Figure 10 Systems Development Life Cycle
These life cycles must work together to provide a solution or take advantage of an opportunity in order to provide a better and improved service to their clients either internal or external to the organisation. Each process in all of the mention life cycles (Service Life Cycle, Project Management Life Cycle and the Systems Development Life Cycle) involves the use of various tool and techniques. Each process also has inputs created by other process or provide outputs used by other process.
Kotter's 8-Step Change Model
Based on this change model the organisation should follow the steps to implement change powerfully and successfully:
1. Create Urgency
2. Form a Powerful Coalition
3. Create a Vision for Change
4. Communicate the Vision
5. Remove Obstacles
6. Create Short-term Wins
7. Build on the Change
8. Anchor the Changes in Corporate Culture
Change Management - ADKAR
Awareness of the need to change
Desire to participate and support the change
Knowledge of how to change (and what the change looks like)
Ability to implement the change on a day-to-day basis
Reinforcement to keep the change in place
The service delivered by the I. T. Department can be seen as a service catalogue which is displayed to users, promotes/highlights services to user and inform users of all what the I. T. Department has to offer. The catalogue will also provide the Service Level Agreements (SLA) for each service. The SLA identifies the preconditions that must exist to consume the service and also informs the user or potential user of what should be expected from the service provider that being the I. T. Department.
Development of New Model
The service provided by the I. T. Department can be seen a model which exhibits certain characteristics. These are:
· Actuality
The Actuality of the system is the Real World of global change. It requires complex thinking to understand the dynamics of the one-world interdependent network of human relations and communities.
· Scan
Scanning involves finding regularity in information, which the system can use to activate the existing system to adjust its performance.
· Model
The model is the system’s perception of reality for the time being, but not necessarily, what actually is. The system’s model of behaviour and its perception of reality are not necessarily aligned with what actually occurs in its environment. In terms of business system, it is the ‘business model’.
· Action
The system action is its process activities, its operation. In terms of a business system, these internal processes create and maintain the system value production.
· Consequence
Operational actions have consequences in form of performance feedback loops.
· Adjustment
· Adjustment Loop it maintains the internal stability and order of the system by continuously looping, feeding back through the internal scan into the model.
· Alignment
· This Alignment Loop drives the systems growth but also creates continuous instability by scanning the external chaotic environment, the Actuality of the real world into the system.
Figure 11 Development process of Business Support Learning Model
New Model: Business Support Learning Model
i. Identify / Scan
a. SWOT Analysis
b. Environmental Scan
c. Identify problems and opportunities
ii. Understand / Comprehensive Analysis
a. GAP Analysis
b. Requirements Analysis
c. Stakeholder Analysis
d. Systems Analysis
e. Business Analysis
f. Current Process Modelling
g. Use Case Analysis
iii. Design and Develop
a. Plan
b. Analyze
c. Design - Service
d. Develop - Service Transition
iv. Transition and Implement
a. Service Operations / Implementation
b. Inform / Communicate
c. Institutionalize
d. ADKAR
i. Awareness of the need to change
ii. Desire to participate and support the change
iii. Knowledge of how to change (and what the change looks like)
iv. Ability to implement the change on a day-to-day basis
v. Reinforcement to keep change in place
v. Evaluate
a. Training Evaluation Form
b. Quality Assurance
c. Survey
Figure 12 New Model: Business Support Learning Model
MethodologySolution Execution Approach By Dr Manfred Jantzen
[footnoteRef:20] [20: (Manfred)]
Figure 13 Solution Execution Methodology
Identify, Understand, Develop, Implement, Evaluate, Institutionalise, Inform (IUDIEII)
Identify
This stage is the first step in developing and executing a solution. It involves the identification of the problem or the identification of an opportunity. At this stage problems or opportunities can present itself by stakeholder’s feedback. One of the main stakeholders will be the customer.
The customer must be identified and steps must be made to gain their feedback. This can be done via surveys, questionnaires, interviews and/or observation. This project the problem was presented by feedback via emails.
Emails were analysed and a root cause analysis was performed. Emails somewhat represented the number of request but also provided the complaints of the existing system which they made request to.
Queuing theory formulas was used to identify and corroborate the findings from the root cause analysis.
Understand
After the problem was identified then further analysis was required. A details stakeholder’s analysis was done using a tool and technique called the USE CASE diagram model. Each actor in the model was a stakeholder. Each stakeholder interacted with different processes with the system.
By examining the interaction of the different processes we were able to isolate and define the scope of our solution.
A swim lane diagram was also used to highlight the interaction and the lines of responsibility between the different stakeholders. This served well as it pointed out areas which could be improved.
Develop
After a thorough understanding of the problem and the system then a design and development stage began. At this stage another use case model was constructed which focused on Lecturers and Learning Management Technical Team interaction. In the development a conceptual design and physical design of the solution was born.
Implement
After design and development then one had to implement. A project management approach was adopted and project charter was developed. The project charted stated the purpose, objectives, assumptions, constraints, milestones and also stated the devoted/assigned human resources to the project.
Evaluate
The evaluation tools and techniques adopted are:
· Lecturers Customer Satisfaction Survey
· Service Desk Reports
· Training Evaluation Form
Evaluation is required for all systems to work efficient and effectively. It allows for users of the system to provide feedback and also allow performance measurement to take place. This evaluation or Gap analysis will determine whether alignment strategies or adjustment strategies are appropriate.
Alignment strategies are required if the evaluation came back with high levels of dissatisfaction and extremely low performance indexes.
Adjustment strategies are required if the dissatisfaction and performance indicators are not as bad and small, incremental changes can be made.
Institutionalise
All necessary steps involved in changing the culture would be addressed at this stage. Two change management approaches were adopted. They are:
· Kotter's 8-Step Change Model - Implementing change powerfully and successfully
· ADKAR: Awareness; Desire; Knowledge; Ability; Reinforcement.
Inform
All means of communicated the purpose of the new system was looked at and adopted in this stage
Institutionalise
In order to institutionalise this system there are a number of steps from sub models that must be followed. These steps are:
Kotter's 8-Step Change Model[footnoteRef:21] [21: (Mind Tools Ltd., 2013)]
Implementing change powerfully and successfully
· Create Urgency
· Form a Powerful Coalition
· Create a Vision for Change
· Communicate the Vision
· Remove Obstacles
· Create Short-term Wins
· Build on the Change
· Anchor the Changes in Corporate Culture
ADKAR[footnoteRef:22] [22: (Change Management Learning Center, 2007)]
· Awareness of the need to change
· Desire to participate and support the change
· Knowledge of how to change (and what the change looks like)
· Ability to implement the change on a day-to-day basis
· Reinforcement to keep the change in place
Example of Training Video developed using Camtasia
Figure 14 Training Video of how to copy / import course content
Training Manual – Microsoft PowerPoint and Word
Training Evaluation Form
-------------------------------------------BEGINNING OF FORM---------------------------------------------
(Corporate Services)
Training Effectiveness & Evaluation Form
Date:
Participant Name: Division/ Dept:
Training Title: Faculty Name:
Duration: Venue & Date of Training:
I . Please Read Carefully:
Ratings by Immediate Superior & Divisional Head on the scale of 10.
10
9
8
7
6
5
4
3
2
1
0
---------------------Tick mark in relevant boxes--------------------
Learning & Application from the Training Attended:
Whether the participant had learned something and applying on his routine activity.
Learning from
The TrainingTo Great Extent Somewhat Very Less Not al all
Programme
Application of the To Great Extent Somewhat Very Less Not at all
Learning
Change Factor:
Whether change has taken place with the participant in terms of :
1. Attitudinal Relevant Change Somewhat Change Less Changed No Change
Development
2. Knowledge Increased Somewhat Increased Less Increased Not at all
Development
3. Skill Increased Somewhat Increased Less Increased Not at all
Development
Your Suggestions /Comments for further improvements
Name & SignatureName & Signature Name & Signature(Immediate Superior ) Divisional Head (Training Coordinator)
--------------------------------------------------- END OF FORM ----------------------------------------------
Inform
The Marketing and Communication department has the responsibility to inform all staff on the implementation of the system. They can use the ability to email, flyers, brochures and also screens placed throughout campus.
Communication can be done via Myelearning which can send email to all users fo the Learning Management system.
The Campus I. T. Director can also use his office which has the ability to send mass emails to all Academic and Administrative staff on the new system.
A spotlight can be placed on the intranet site which is available to all staff .
Special attention should be given to Campus I.T. Services staff, Instructional Development Unit staff, Student Administrative Staff, Staff and Student Service Desk Technician.
Reflection
The process of developing the new model for the organisation was a very enlightening processs. It allowed me to step back and view the organisation in the context of other existing models and to incorporate, merge and combine methods used by other organisations. I was able to identify best practice in the area of information service delivery model, project management and change management models by leading institutions.
I am eager to use this new and current model in my organisation and to collaborate with me team members in modifying thee model to adapt to other environments.
ConclusionSummary
This Instructional Design model has succeeded in changing the way some information systems are deployed by the Campus I. T. Services department specifically the Development and Learning Management Technical Team.
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