RunningHead:LANDINGTHEJOB


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Table of Contents

Part1:Topic
.3
Part1a:LearningGoal......3
Part1b:AudienceDescription.....3
Part2:Analysis
...3
Part2a:NeedsAssessmentSurvey..3
Part2b:NeedsAssessmentData..3
Part2c:AnalysisofLearners..6
Part2d:LearningContext....7
Part2e:PerformanceContext.8
Part2d:ContentAnalysis..10
Part3:Planning
...
12
Part3a:Rationale.12
Part3b:LearningObjectives...14
Part3c:MatrixofObjectives...16
Part3d:ARCSTable17
Part3e:InstructorGuide.20
Part3f:LearnerContent..26
Part3f.1:LearningMaterials..26
Part3f.2:AssessmentMaterials...27
Part3g:TechnologyTools..28
Part4:Evaluation
....
29
Part4a:EvaluationPlan.29
Part4b:ExpertReview....33
Part4c:EvaluationSurvey....34
Part4d:ResultsofExpertReview.34
Part4e:CommentsonChange..36
Part4f:ReflectiveSynthesis..37

References.40
Appendix.41
AppendixA.42
AppendixB.47
AppendixC.48
AppendixD.49
AppendixE.50
AppendixF.53
AppendixG.54
AppendixH.57
AppendixI..58


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Part 1: Topic

Part 1a: Learning Goal

Learnerswillinvestigateaspectsofinterviews,applyinterviewtechniquesandstrategiestoa
mockpanelinterviewviaGoogleHangoutsvideochats,andassessinterviewperformance
usingselfandpeerevaluationrubrics.

Part 1b: Audience Description

Thetargetaudienceforthismoduleisadultlearners18yearsandolderseekingtogainthe
skillsnecessarytosuccessfullyperformduringajobinterview.Learnerscomefromahuman
serviceorganizationandhadsignedupforaprofessionaldevelopmentopportunitybeing
offeredbyacareerdevelopmentorganization.Eachoftheselearnersseektoacquirethese
skillsinanattempttogainemploymentorprepareforfutureemploymentopportunities.

Part 2: Analysis Report

Part 2a: Needs Assessment Survey

Toassessneeds,the

CareerDevelopmentNeedsAssessment
surveywascreatedtolookat
afewspecificthings.Firstthelearnersknowledgeofvariousaspectsofinterviewingwas
assessed.Fortheinterviewknowledgeportionofthesurvey,learnerswereaskedtoanswer
questionsaboutspecificsaboutinterviewssuchasproperquestionstoaskemployersand
proceduresthatshouldbetakenfollowinganinterview.Thissectionalsoallowedthemto
offeranopinionwithopportunitiestorankinterviewpreparationstepsinorderofimportance
tothemandassessthemselvesbylookingattheirconfidencelevelsdealingwithconflictsor
gettingthrownintoaninterviewtoday.Second,thesurveylookedatlearningandtechnology
use.Withregardstolearning,itemsthatwerecoveredwerelearningstyles,feelingstowards
collaboration,andpreviousclassroomexperience.Technologyitemsthatwereaddressed
rangedfromcomfortlevelwithusingtechnologytorankingonlinetoolsbasedoninterest.The
surveywasdeliveredonlineto23individualswith14completingthesurvey.

Part 2b: Needs Assessment Data

Datafromtheneedsanalysissurveyrevealedavarietyofresults.Forthemostpart,
participantspossessafairamountofknowledgeregardinginterviewbasicsparticularlywhen
itcomestounderstandingquestionstoaskemployersandfollowingupafteraninterview.
Thiswasassessedbyhavingparticipantscheckoffquestionsthataregoodtoaskemployers


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duringaninterviewandenhanceyourinterviewpotential.Fiveofthequestions(1,3,4,5,8)
wereappropriatetoaskwithquestion#2Canyoutellmemoreaboutyourcompany,#6
CanIworkfromhome,and#7Whosyourcompanyscompetitionbeingquestionsthat
couldjeopardizeaninterview.

Lookingatthedata,youcanseethatasidefromtheobviousquestionnottoaskCanIwork
fromhome?,afewoftheparticipantsdidchosequestionsthatcouldcausethemtolose
pointsinaninterview.SixchosethequestionCanyoutellmemoreaboutyourcompanyas
anappropriatequestion.Whenfollowingstepstointerviewpreparation,thisisoneofthe
majorthingstodo.Ifoneneedstoaskthepotentialemployertoexplainmoreaboutthe
companythismayconveyanegativemessagethatanintervieweelacksinitiativeorisnot
realmotivatedtobetterunderstandthecompanytheyaretryingtoworkfor.Havingalmost
50%oftheparticipantschoosingthistobeagoodquestionshowsthatalthoughtheyfeel
confident(42.9%)orsomewhatconfident(42.9%)goingintoaninterviewtherearestillthings
thatneedtobelearnedtomaximizetheirchances.

Whenanalyzingthetypesofinterviews,(facetoface/traditional,phone,video,orpanel),
participantswouldfeelleastcomfortablewith71.4%chosepanel.Withariseintheuseof
videointerviews,aspecificquestionwasaskedregardingparticipantsexperienceusingvideo
chatsusingSkypeasanexample.Forthisquestionparticipantswereaskedtochoosetheir
levelofvideochatexperienceafterreadingthehypothetical,Youreceiveacallfromthe
recruiter,theystatethattheinterviewwillbecompletedviavideochatusingSkype?Noneof
theparticipantshadexperiencewiththistypeofinterview.Theuseofvideochatsto
communicateinformallyandhavinglittletonoexperiencewerealmostsplitdownthemiddle
withinformalvideochatuseedgingoutnotexperiencebyasmallportion.


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Withregardstolearning,thingsthatwerediscussedinthesurveyrevolvedaround
participantspreferredlearningstyle,projectpreferences,andinterestintechnologiesthat
enhancelearning.Participantswereaskedtorankdifferentlearningstylesfrommost
preferredtoleastpreferred.Fromthisdata,themostpreferredwasvisual/spatialat46%,
withverbal/linguistic(2),social/interpersonal(3),andphysical/kinesthetic(4).Theleast
preferredlearningstylewasauditorywhichwasrankedlast46%ofthetime.Solitarylearning
th
th
th th
wasranked5
(30.7%)and6
(38.5%)inpreferencewithlogicalbeingsplitbetween4
,6,
th
and7eachbeingchosen23%ofthetime.Whenassignedaproject,theparticipantswere
splitbetweenindividualandpartner.

Whenlookingattechnologiesthatareoftenusedtoenhancelearning,participantsseemed
mostlyinterestedinpresentationsoftware/tools,collaborationtools,andcontentsharing.
Videochatsrankedlowformanyparticipantsandwouldbeexpectedseeingpreviouslythat
43%oftheparticipantshadlittletonoexperiencewiththistypeoftechnologysoonewould


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assumeinterestwouldbeimpactedbythisinexperience.Whenbeingintroducedtoanew
computerapplication,42.9%likedhavinganopportunitytoexploreontheirownwhile35.7%
oftheparticipantsenjoyedalivedemonstrationoftheapplicationinuse.Thiswillbehelpful
whenintegratingtechnologyintothedesignoftheinterviewmodule.Overall,thesurveyyield
resultsthatwillbeusefulindesigninganinterviewmodulethatwillaccommodatethelearners
aswellaschallengethemtogoalittleoutsidetheircomfortzoneparticularlywiththeuseof
technologytoenhancetheirlearning.

2c. Analysis of the Learners

Thelearners,9femalesand5malesparticipatingininstructionareCaucasian,middleclass,
adultsages18to49.Lookingatthelearnerseducationalbackground,manyofthemhave
hadsomehighereducationorhavingobtainedadegree.Muchoftheireducationwas
traditionalfacetofaceclassroom.Oneparticipantdidindicateontheneedsassessmentthat
mostoftheirlearningwasvianontraditionalonlinelearningformats.Integrationintothe
module,whichforthemostpartistraditionalfacetofaceinstruction,willbefairlyseamlessfor
theparticipantsduetothemajorityalreadyexperiencingthistypeofinstruction.

Amajorityoftheparticipants,workinwhitecollarsettingswithinofficesinavarietyof
positions.Alllearnersarecurrentlyemployedwith78.5%currentlyworkingbutwantingto
prepareforfutureinterviewpossibilitiesand14.3%searchingforanewjobsimilartotheir
currentemployment.Oneindividualisworkingandparticipatinginhighereducation.


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Duetolearnersalreadybeingemployedandlookingmoreintopreparingthemselvesfor
futureinterviewopportunities,theymayexperiencethemoduledifferentlythanonehasbeen
unemployedforyearsorenteringtheworkforceforthefirsttime.Sincelearnersarealready
employed,theyhavehadexposuretotheinterviewingprocessatsomepointintheirlives.
Thispriorknowledgewillallowlearnerstobemorefamiliarwiththecontentwhichwillallow
themtofocuslessonlearningnewcontentandmoreonbuildingconnectionsthrough
supportiveactivities.

Withregardstotechnologyusage,participantsindicatedthattheyareatleastsomewhator
verycomfortablewiththeuseoftechnologyandonlinetools.Mostoftheparticipants,11out
of14areverycomfortablewithtechnologyanduseitonadailybasis.Consistenttechnology
usagewillallowlearnerstoengageinvarioustechnologybasedactivitieswithlessfrustration
andwillbeabletoconnecttheirtechnologyexperienceswithonesusedduringinstruction.
Thistechnologyexperiencewillhelpthelearnerstostayfocusedonthecontentandlearning
insteadofthetechnologybeingused.Asindicatedbythegraphbelow,participantsuse
technologyforavarietyofpurposeswithallofthemusingitforemailingandperforming
internetsearchesandlookingupinformation.Thisvarietywillhelplearnerssupporteach
otherandworkthroughactivitiesusingtechnologiesthatareunfamiliar.


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Beforeparticipatingintheinterviewmodule,participantshavecreatedorenhanced
professionaldocumentstohelpthemcommunicatetofutureemployers.Participantswillalso
berequiredtocreateaGoogleaccountiftheydonotalreadypossessforuseduringthemock
interview.

2d. Learning Context

LearnerswillbeworkinginatrainingroomandcomputerlablocatedatCentervilleCareer
DevelopmentCenter.Thetrainingroomisaspaciousareasetupwith86fttableseachwith
4chairs.Theroomisoutfittedwithalaptop,LCDprojector,3dryerasewhiteboards,
televisionwithVHSandDVDplayers,camcorder,speakerphone,andprometheanboard.
Thecomputerlabisequippedwith20HewlettPackarddesktopcomputers12ofthemfitted
withwebcamerasallrunningWindows8software.Participantsalsohaveaccessto10
laptopsthatmaybeborrowedandusedonsite.BothroomsarelinkedwithLocalArea
Networking(LAN)andfiberopticinternetservice.TherearevarioussecureWiFipoints
throughoutthebuildingforguests.

Theinterviewmoduleisapartofacareerdevelopmentseriesthatwillrunfor4weekswith
theinterviewmodulebeingpresentedonthethirdweek.Eachweekconsistsofone3hour
instructorledclassfollowedbyanoptional1hourcomputerlabdaythatisreservedonlyfor
participantsoftheclass.Duringthe1hourcomputerlab,participantscanworkindividually
andcollaborativelyonprojectswhilehavingaccesstoatechnicalsupportspecialistaswellas
theinstructorwhowilllendsupportandassistancetotheparticipants.


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TheinstructorisanEmploymentCounselorwith15yearsexperiencerelatedtocareer
counseling,jobdevelopment,humanresources,andrecruiting.Understandingthatfor
individualstobenefitfromdevelopingskillsnecessarytobesuccessfulwiththeircareergoals,
sheapproacheslearningfromaninstructivistapproach.Thisinstructorfindsitimportantfor
participantstonotonlygainknowledgefromthecontentpresentedbutbeablepracticethe
newknowledgewhilebeingguidedalongthewayandreceivingfeedbackfromexpertsand
theirpeers.

Duringthethreehourinterviewmodule,learnerswillfollowaninstructivistapproachby
learningthecontentandpracticingtheskillsusingaconstructivistapproachworking
collaborativelyingroups.Developmentofkeyinterpersonalskillssuchasverbaland
nonverballanguage,listening,questioning,andsocialawarenesswillbeheavilyfocusedon
throughoutthelectures,discussions,roleplays,andvirtualactivitieslearnerswillengagein.

Ablendedapproachwillbeusedpromotelearning.Theprimarymodeofinstructionwillbe
facetofacewithlearnershavingtheopportunitytoengageintheuseofvariousvirtualtools
suchasgoogledocs,YouTube,andSkype.Participantswillengageinfacetofacesessions
aswellasonlineactivities.Synchronoustoolsusedduringinstructionwillconsistofvideo
chats,instantmessaging,andapplicationsharing.Learnerswillnotreceiveagradeupon
completionofthisworkshop.Theprimarypurposeofthisworkshopistohelpindividuals
developtheirprofessionalskillswiththeinterviewmoduleallowinglearnerstolearn,apply,
andimprovetheirinterviewingskills.Learningwillbeassessedbytheinstructor,peers,and
selfthroughtheuseoflivefeedbackaswellasrubrics.

2e. Performance Context

Uponcompletionoftheinterviewmodule,participantswilllearnvariousskills.Throughoutthe
interviewmodule,participantswillgainskillsthatatfirstglanceseemonlyisolatedtousein
environmentsrelatingtoobtainingemployment.Butwhenyoutakealookatthebigger
picture,manyoftheskillstheywillenhanceornewlyacquirecanbecategorizedintopersonal
development.
PersonalDevelopmentistheconsciouspursuitofpersonalgrowthby
expandingselfawarenessandknowledgeandimprovingpersonalskills
(Thum,2014).Themainfocusoftheinterviewmoduleistoincreasetheparticipants
performancepotentialwiththegoalofhelpingthemtoobtainemployment.Bothofwhichare
apartofparticipantspersonaldevelopmentandgrowth.

Skillslearnedduringtheinterviewmodule,canbetransferredintootherenvironmentsand
aspectsoftheparticipantslivesbeyondtheinterview.Forinstance,interpersonalskillssuch


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ascommunicatingandlisteningandcollaborativelyworkingonprojectswithpeersarethings
participantswilluseintheirdailylives.Theseskillscanbetransferredintopersonaland
professionalenvironmentssuchameetingroom,theirchildsschool,home,office,jobsite,
etc.Grouplearning,whichisonepartofthismoduleandisusedduringclassroominstruction
andpeerprojects,canimpactparticipantsbothpositivelyandnegatively.Participants
willingnessandabilitytogainthemostofthemodulecanbestifledbythistypeoflearning.
Thoughbeingabletoworkandspeakinfrontofagroupisimportant,thiscanalsocause
anxietyandfearinparticipantswhichcoulddecreasetheirmotivationtoparticipatefullyand
putforththeirbesteffort.Thiscouldthentransferovertohowwelltheywouldperformduring
aninterview.Thiswasindicatedinresultsseenfromthesurvey.Withregardstotypesof
interviews,participantsindicatedthattheywouldstrugglethemostwithapanelinterview.
Thisindicatesthatitissomethingparticipantsneedtopracticesothattheywillsuccessfully
transferskillslearnedintothistypeofperformancecontext.

Overall,theimmediategoalifforparticipantstotransferskillslearnedthroughengagementin
thismoduleintoaninterviewsituation.Takingamuchwiderviewskillsparticipantswill
obtain,theperformancecontextinwhichtheseskillswillbeusedgoesbeyondtheinterview
intootherenvironmentsthatparticipantswillfindthemselvesin.


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Part 2e: Content Analysis


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Part 3: Planning

Part 3a: Rationale

Throughouttheinterviewmodule,learnersaretogainknowledgeandexperiencethat
ispreparingthemwithskillsthataretransferabletoreallife.Theoveralllearninggoal
notonlyfocusesonhavinglearnersobtainknowledgeandapplyinterviewingskillsbut
seekstohavelearnersmeasureinterviewperformancethroughselfandpeer
evaluations.Lookingataninstructivistapproachtoinstruction,outcomesare
characterizedasbeingSMART:Specific,Measurable,Actionoriented,Realistic,and
Timely(LarsonandLockee,2014p.118).Asseenbelow,anInstructivistapproach
iswidelyusedfrombeginningtoendoftheinterviewmodule.

Contentpresentedtolearnersspecificallyfocusesonpreparingthemtobeableto
performsuccessfullyduringaninterviewthroughprovidingabackgroundknowledge
ofdifferenttypesofinterviews,preparationforinterviews,aswellasaddressingverbal
andnonverbalcommunication.Learnerswillberequiredtosuccessfullyapplythese
specificinterviewingskillsduringamockinterview.Measurableinterviewskillssuch
aslistening,bodylanguage,spokenlanguage,etc.willbeassessedusingarubric
usedbyboththelearnersandtheirpeers.Groupactivitiessuchascompiling
documentsdiscussingpreparationfordifferenttypesofinterviewsandcreatingan
analysisofbodylanguageafterviewingashortvideoaretwowayslearners
knowledgeofthecontentwillbemeasured.Engaginginamockinterview,willprovide
learnerstheopportunitytoapplylearnedskillsdirectlyafterlearningthemallowingfor
transferringofknowledgetoaninterviewsituationwhileachievinglearningobjectives
bytheendofinstruction.Thisissomethingthatmightnotbefeasiblewhenlearners
aregiveninformationandsentoutthedoor.Duetothefactinterviewsarenotalways
immediatelyengagedinafteramodulesuchasthisone,itisimportanttogive
learnerstheopportunitytouseskillsassoonaspossible.

Tofacilitateandsupportlearning,supplantivestrategieswillbeprimarilyappliedtothe
interviewmodule.Learnerswillbeguidedthroughvariousactivitiesinwhichtheywill
applywhattheyhavelearned.Theinstructorwillprovideinformationtolearners
wheretheywillthenusetothinkaboutandstructureresponsestotheactivities
provided.Duringthistimetheinstructorwillmonitor,elaborate,andmake
suggestionsregardingmakingconnectionsbetweenthecontentandtheactivities.
Thereisnottoomanyopportunitiesforlearnerstodefinetheirownlearninggoalsas
wouldoccurusinggenerativestrategies(LarsonandLockee,2014p.162).Although


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learnerswillnothavethisopportunitytoprimarilyusethisstrategytheywilluseitin
somecapacityduringthemockinterview.Heretheinstructorwillnotbeinvolvedin
helpinglearnersmakeconnectionswiththecontentandtransferthisintoasuccessful
interview.Duringtheinterview,learnerswillbedirectlyinvolvedinengagingand
practicingskillspresentedtothem(SmithandRagan,2005p.142).

Interviewingwasthetopicchosenforthisprojectforavarietyofreasonspreparation
andadvancement.Unfortunatelyalltoooftensomeonecanbewellqualifiedforajob
butfailmiserablyduringaninterview.Stressoranxietycancontributetothisbutso
canbeingunprepared.Unpreparednesscancomeintheformoflackofknowledgeor
practice.Sopreparingindividualswiththenecessaryknowledgeandskillstoprepare
foraninterviewcanhelptoalleviatethestressandhelpindividualscompetewith
othercandidates.Theendresultofasuccessfulinterviewismostofthetime
employment.

Themainfocusoftheinterviewmoduleistoincreasetheparticipantsperformance
potentialwiththegoalofhelpingthemtoobtainemploymentinthepresentorfuture.
Sowhatneeddoesthismeet?Theneedthisgoalmeetsistheneedtoimprove
personal/professionalskillsandenhanceone'squalityoflifethrough
increased
employability
toprovideforoneselforfamily.Interviewskillssuchascommunication
areimportantinallaspectsofindividualslives.Beingabletoclearlyandeffectively
communicateamessageisnotonlybeneficialtoaninterviewsessionbutcanbe
usedacrossavarietyofprofessionalandsocialsituations.Alongwithcommunication
isanotherlifeskillthatistargetedthroughthisinterviewmodule:interpersonal
communication.Interpersonalcommunicationisthewaywesendmessagesintended
toinitiate,define,maintain,orfurtherarelationship(Bambacas&Patrickson,2008
p.52).Whenlookingatinterviewingthemaingoalmaybetoobtainemploymentbut
anunderlyinggoalistryingtoinitiatearelationshipwiththeinterviewer.During
interviews,anintervieweeusesvariouswaystocommunicatehowonecanfitintothe
companyandcreateprofessionalrelationshipswithemployees.Thistypeof
communicationisthewayinwhichwedeliverourmessagethroughmeansotherthan
spokenwords.Thingssuchasgestures,bodylanguage,listening,andresponding
arejustsomeoftheinterpersonalcommunicationskillsthatarecoveredwithinthis
interviewmodule.


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Part 3b: Learning Objectives

1.

Usinginformationprovidedbyinstructorthroughlectureandvideos,learners
willidentifyinterviewingtipsbasedonimportance.

1.1.

2.

Insmallgroups,learnerswillchoosetipsbasedonimportanceand
usefulness.
1.2.
Learnerswillformulatealistofimportanttipsandtheiropinionsof
usefulnessforinterviewing.

Instructorwillleadlearnersinadiscussionwherelearnerswillexplaintheir
rationalesoftheimportanceofchoseninterviewingtips.

.
2.1.
2.2.

3.

Learnerswillexplainand/ordefendtheusefulnessoftheirchosen
preparationtips.
Learnerswillexaminetheirpeergroupsdocumentsandprovideverbal
feedbacktothegroup.

Usingsuppliedbehavioralinterviewquestion,learnerswilldemonstratethe
componentsthatcompriseasuccessfulanswerbyachieving2of3foruseof
STARformatanddemonstrating3of5problemsolvingskills.

3.1.

3.2.

UsinginformationaboutfivetypesofinterviewquestionsandSTAR
technique,learnerswillcreateananswertoabehavioralinterview
questionandsharewithpeerpartner.
Usingsuppliedcriteria,learnerswillassesspeersbehavioralinterview
answer.

4.

Learnerswilldemonstrateanunderstandingofreflectiveandactivelistening
basedoninstructorprovidedinformation.

4.1.

Learnerswillapplyreflectiveandactivelisteningtechniquesduringa
roleplay.

4.2.

Learnerswilldiscussexamplesoftheiruseofactivelisteningduringa
personalandprofessionalconversation.


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4.2.1.

5.

Learnerswillrecallinstanceswhennotdemonstrating
reflective/activelisteningcauseddifficultiesduringaconversation.
4.2.2.
Learnerswillindicatetechniquesthatcouldhaveovercomeor
avoidedthosechallenges.
Learners,duringaninstructorledvideoquiz,willdistinguishmessages
conveyedbyindividualsnonverbalbodylanguage.

5.1.

6.

Learnerswillchooseananswerfor6differentbodylanguageanalyses
fromamultiplechoicelistprovidedverballythroughthevideoandwill
castvoteviaanonlinepoll.

Afterbeingprovidedwith1of3jobandcompanydescriptions,learnerswill
reviewcontentinpreparationformockinterviews.

6.1.
6.2.

7.

Learnerswilloutlineinformationimportanttoimprovingtheirsuccess
duringmockinterview.
Learnerswillgenerate2openendedquestionstobeusedwhenplaying
theroleofinterviewerand2interviewerquestionsbasedonthejoband
companydescriptionsprovided.

Learnerswilldemonstrateinterviewtechniquesandskillsbyengagingina
mockpanelinterviewviaGoogleHangoutsvideochat.

7.1.

8.

Learnerswillemploytipstosuccessfulvideoandpanelinterviews
7.1.1.
Learners,asinterviewee,willapplyappropriatevideoandpanel
interviewtipsandtechniques.
7.2.
Learnerswillillustratereflective/activelistening.
7.2.1.
Learnerswillformulateanswersthatreflectaclearunderstanding
andarerelevanttothequestion.
7.2.2.
Learnerswilluseproperbodylanguagesuchaseyecontact,
bodymovements,smiling,posture,etc.
7.3.
LearnerswilloperateGoogleHangoutsvideochat.

Learnerswillevaluateinterviewskillsuponcompletionofthemockinterview.


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8.1.

Learnerswilluseamockinterviewrubrictoassessinterviewskillsof
bothpeersandself.

8.1.1.
8.1.2.

Learnerswillassesspeersinterviewsdirectlyafterinterviewing
peers.
LearnerswillevaluateselfusingtheirrecordedGoogle
Hangountsinterviewandemailtoinstructorforfeedback.

Part 3c: Objectives Matrix

Objective
Number

BloomsTaxonomy
Classification

Scaffolding
Strategy

TypeofAssessment

1.0

Application

Supplantive

Discussion

1.1

Application

Supplantive

Discussion

1.2

Creating

Generative

PerformanceTask

2.0

Understanding

Supplantive

Discussion

2.1

Evaluation

Supplantive

Discussion

2.2

Evaluation

Generative

PeerAssessment

3.0

Understanding

Supplantive

PerformanceTask

3.1

Creating

Generative

PerformanceTask

3.2

Evaluation

Supplantive

PeerAssessment

4.0

Application

Supplantive

Discussion/PerformanceTask

4.1

Application

Supplantive

PerformanceTask

4.2

Understanding

Generative

Discussion

4.2.1

Remembering

Generative

Discussion

4.2.2

Understanding

Supplantive

SelfAssessment

5.0

Understanding

Supplantive

PerformanceTask

5.1

Evaluation

Supplantive

PerformanceTask


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6.0

Understanding

Supplanative

SelfAssessment/Discussion

6.1

Remembering

Supplantive

PerformanceTask

6.2

Creating

Supplantive

PerformanceTask

7.0

Application

Supplantive

PerformanceTask

7.1

Application

Supplantive

PerformanceTask

7.1.1

Application

Supplantive

PerformanceTask

7.2

Application

Supplantive

PerformanceTask

7.2.1

Creating

Generative

PerformanceTask

7.2.2

Application

Supplantive

PerformanceTask

7.3

Application

Supplantive

PerformanceTask

8.0

Evaluation

Supplantive

PerformanceTask

8.1

Evaluation

Supplantive

SummativeEvaluation

8.1.1

Evaluation

Supplantive

SummativeEvaluation

8.1.2

Evaluation

Supplantive

SummativeEvaluation

Part 3d: ARCS Table

ARCSMotivationalStrategiesTable
Attention
A1:PerceptualArousal
Ashortpresentationwithvariouscomicstripsofinterviewsgonewrongwillbe
showntotheparticipants.
Participantswillbegivenanopportunitytosharestories
regardinginterviewmishapsforthemselves,others,asinterviewer,etc.
A2:InquiryArousal
Instructor,aftermorningbreak,willstimulatecuriositybyengaginginasimulation


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displayingcommonthingsnottodoforaninterview
Walkingintotheclassroomfiveminuteslate,theinstructorwillproceedtothe
frontoftheclassroom,makeexcusesandnegativeremarksabouttheir
employer,andintroducethenexttopic.
Theinstructorwillbeginthetopicslouchedinachairperiodicallycheckinga
cellphone.

Instructorwillexplainthedemonstrationandengagetheparticipantsinadiscussion
regardinginterviewdosanddonts.

Throughoutinstruction,participantswillviewYouTubevideostobeintroducedto
contentaswellasapplyknowledge.
A3:Variability
Inanattempttomaintainparticipantsattention,participantswillengageinavariety
ofinstructionmethodssuchaslecture,groupdiscussions,smallgroupwork,role
plays,imagery,andvideoviewing.

Relevance
R1:GoalOrientation
Atthebeginningofinstruction,theinstructorwillaskparticipantstosharetheir
opinionsonwhattheywanttogetoutoftheinterviewmodule,behaviorsthey
possesstheyfeelwillcompromiseaninterview,andareastheyneedimprovement.
Thiswillhelpboththeparticipantandinstructorinthefollowingways:
Instructorwillbeabletoguideparticipantsinconnectingtheirshared
informationwiththecontentandbeingsuretomeetparticipantsneeds.
Participantswillconsistentlyberemindedofsharedinformationbytheirown
thoughtsaswellaspeersandinstructorfeedback.
R2:MotiveMatching
Instructorwilldiscusstheimportanceofpreparingforinterviewsbygaining
knowledgeoftips,techniques,verbalandnonverbalcommunication,andcommon
questionsaskedduringinterviews.

Instructorwillpromotethenecessityofinterviewpracticeandwillallowparticipants
toengageinroleplaysandmocksituations.
Participantshaveachancetoassesstheircurrentlevelofinterviewing
behaviorthrougharoleplayconductedbeforeadiscussionaboutverbaland
nonverbalcommunication
Attheendofinstruction,participantswillbeabletousewhattheyhave
learnedthroughoutlectureanddiscussionstopracticeduringamock


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interview

R3Familiarity
Participantswillhavenumerousopportunitiestotakecontentandrelatethe
informationtopreviousexperiencesaswellastofutureuse.Completedmostlyin
smallgroupsparticipantswill:
Chooseinterviewtipsandassesshowthesetipscanassistthemduring
varioustypesofinterviews
Discusstheirexperienceswithafewoftheinterviewingtopicslike
communicationandinterviewingsuccesses/failures
Shareopinionsthroughoutthemodulethroughpeercritiques,defendingof
opinions,andselfevaluations.

Confidence
C1:LearningRequirements
Instructorwillclearlystatethelearningobjectiveoftheinterviewmoduleand
willcontinuetorefertoitthroughoutinstruction.
Participantswillbeprovidedthemockinterviewrubrictobeusedforboth
peerandselfevaluationbeforeparticipatinginthemockinterview.Havinga
chancetolookovertherubricwillhelpparticipantsprioritizetheneedtoknow
andnicetoknowinformationlearnedthroughoutthemodule.
C2:SuccessOpportunities
Participantsthroughdiscussion,instructormodelingandguidance,and
informationwillbeprovidedthecorrectresponsesduringgroupwork
reflectionsandroleplays.

Providingparticipantswiththeevaluationrubricbeforemockinterviewswill
allowparticipantstounderstandwhatwillbeevaluatedduringtheinterviewso
thattheycanreallyfocusonusingpropertechniques/skillsduringthe
interviewinturnincreasingthechancestheyperformsuccessfully.
C3:PersonalControl
Throughoutthemodule,theinstructorwillgiveparticipantscorrectiveand
informativefeedbackforgroupwork,discussions,andmockinterview.Duringgroup
workanddiscussions,participantswillhaveanopportunityhavesomedegreeof
controlovertheirlearning.
Instructorwillintroducetopicandtaskwithparticipantsbeingallowedto
formulatetheirownopinions,defendthoseopinions,andtiecontenttotheir


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20

life.

Satisfaction
S1:NaturalConsequences
Participantswillapplylearningtotwodifferentsimulatedinterviewcontexts.
Verbalandnonverbalcommunicationtechniqueswillbedirectlyappliedto
thesesimulationsandwillbetransferrabletodailyinteractions.
Participantswillbeprovidedreallifeexamplesofinterviewtips,techniques,
andcommunication.
S2:PositiveConsequences
Instructorwillprovideconstructivefeedbacktoparticipantsthroughoutthe
moduleduringdiscussions,groupwork,andsimulations.
Specificanalysesandcorrectivesuggestionswillbeprovidedbyinstructor
andpeersduringsimulationsandgroupwork.
Mockevaluationrubricwillhaveanareaforpeersandselftoincludepositive
commentsandsuggestionsforimprovement.
S3:Equity
Themockinterviewrubricusedforbothpeerandselfevaluationsprovides
participantswithclearexpectations.Therubricisbasedonascoringsystemlooking
at5specificbehaviorsexhibitedduringaninterview.Eachbehaviorhasvery
specificanddetailedcriteriaforparticipantstolookforwhenassessingtheirpeers
andthemselves.Therubricalsoalsoprovidesparticipantswithanideaofbehaviors
thatwillhelpthemperformsuccessfullyandearnmaximumpointsduringthemock
interview.

Part 3e: Instructor Guide

Theinterviewmoduleisbrokenintothreesections.Section1(InterviewingBasics)and
section2(VerbalandNonverbalCommunication)willrunfor45minuteswithSection3
(MockInterviews)runningfor1hour30minutes.

Introduction:

1. Toprovokeinterestofparticipants,Instructorwillopenuptheinterviewmodulewith
theshorthumorousPrezipresentation
Interviewing:WheredidTheyGoWrong?
interviewmistakes.Thisisintendedtointroduceparticipantstothetopicina
lightheartedmanner.


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21

a. Participantswillthenbegivenanopportunitytosharestoriesregarding
interviewmishapsforthemselves,others,asinterviewer,etc.
2. Themainlearningobjectivewhichisforlearnerstoinvestigateaspectsof
interviewsandapplyinterviewtechniquesandstrategiestoamockpanelinterview
willbepresentedtoparticipants.
a. Presentationofcontentwillbeintheformoflecturesanddiscussions.
b. Participantswillgetanopportunitytoshareandengagewiththematerials
throughgroupwork,videos,androleplays.
3. Activitiestheparticipantsengageinduringthemodulewillbediscussedbythe
instructor.
a. Instructorwillusepresentationsoftware,websites,andYouTubevideosto
discusscontentandengageparticipantsindiscussionandgroupactivities.
b. ParticipantswillengageinamockpanelinterviewusingGoogleHangouts.
i. Peerandselfassessmentswillbeusedforthemockinterviewwitha
peerassessmentbeingusedfortheinterviewroleplay.
4. Beforegettingintothecontentofthemodule,theinstructorwillposethethe
followingquestionstoparticipants.
a. Whatdoyouwanttogetoutoftheinterviewmodule?
i. Participantswillverballysharetheanswerwhiletheinstructorwrites
theirideasonaflipchart.
ii.
Instructorwillreflectonparticipantsideastyingthemtocontentand
activitiesengagedinthroughthemoduleaswellasreassuringthat
ideasnotcoveredbythecontentwilltrytobeincorporated.
b. Whatbehaviorsdoyoupossessthatyoufeelwillcompromiseaninterview
andwhatareasdoyouneedimprovement/practice?
i. Participantswillwritetheseideasonapostitnotesandsendthemto
theinstructor.
ii.
Theinstructorwillsharesomeofthebehaviorsandareasofneeded
improvementandreflectonparticipantsideas.
c. Responsesforbothquestionswillbedisplayedonthewallforreflectionat
endofthemodule.

Body:

1. Instructorwillarousecuriositybyengaginginasimulationdisplayingcommon
thingsnottodoforaninterview.
a. Walkingintotheclassroomfiveminutespasttimetobebackafterthebreak,
theinstructorwillproceedtothefrontoftheclassroom,makeexcusesand
negativeremarksabouttheiremployer,andintroducethenexttopic.


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22

b. Theinstructorwillbeginthetopicslouchedinachairperiodicallycheckinga
cellphone.
c. Instructorwillexplainthatthebehaviorsexhibitedintheshortsimulation
contributetoanunsuccessfulinterviewinthelongruncostingsomeonea
chanceatgettingthejob.
2. InstructorwillusethePrezipresentation
JourneytoSuccess
topresentcontentto
participants.
a. Abriefoverviewoftopicstobediscussedwillopenthepresentation.
b. Theinstructorwillintroducethetopicofdifferenttypesofinterviewsaside
fromtraditionalfacetoface(phone,video,panel,andgroup):
i. Covergeneralinterviewpreparationaswellasspecifictips,dosand
dontsforeachtypeofinterviewthroughprovidedtextinformationon
presentationandvideos.
1. YouTubevideosoneachtypewillbepresentedtoparticipants
asalargegroup.
a. Phone
b. Video
c. Panel
d. Group
ii.
Participants,insmallgroupswillhaveanopportunitytoanalyzethe
informationpresented.
1. Participantswillworktogetherandchoosetipsbasedon
importanceandusefulness.
2. Theywillformulatealistofimportanttipsandtheiropinionsof
usefulnessforinterviewingandhanglistonawall.
iii.
Instructorwillleadlearnersinadiscussionwherelearnerswillexplain
theirrationales.
1. Learnerswillexplainand/ordefendtheusefulnessoftheir
chosenpreparationtips.
2. Learnerswillexaminetheirpeergroupsdocumentsand
providefeedbacktothegroup.
c. Movingontothetopicoftypesofinterviewquestions,theinstructorwill
presenttheinformationusing
JourneytoSuccess
.
i. Thefourtypestobediscussedarestraightforward,behavioral,
situational,andskills.
1. Instructorwillaskparticipants:Whattypeofinterviewquestion
doyoulikemostandleast?Why?
a. Havethemelaborateonexperiencestheymayhave
hadwiththesetypesofquestions.
2. Instructorwillreviewpositiveindicatorsofagoodinterview
answers.


RunningHead:LANDINGTHEJOB
23

a. Participantswillbeprovidedwithaquestion
Appendix
A
andgiventimetocomposeananswer.
b. Inpeerpartnergroups,theinstructorwillsupply
participantswithachecklist
AppendixB
touseforthe
evaluationofanswers.
i. Peerswillswitchanswersandpeerpartnerswill
analyzetheanswersbasedonpositiveindicators
listedonthechecklist.
c. Instructorwillgotoeachpeergroupandprovide
feedbackontheiranswersandanalyses.
d. Instructorwillstimulateinterestforthetopicofverbalandnonverbal
communicationbyshowingashortYouTubevideofromthetelevisionshow
TheBigBangTheory
.
i. ThisYouTubeclipisusedasahumorouswaytoengageparticipants
inadiscussionabouttheeffectsofpoorcommunication.
ii.
Instructorwillaskparticipantsthefollowingquestionsandprovide
feedbackandguidancewhennecessary.
1. WhatweresomethingsthatSheldondidduringthethatwere
negativelyimpactingtheconversation?
2. HowdidLeonardsdemeanorchangeastheconversation
progressed?
3. WhataresomewaysthatSheldoncanpositivelycommunicate
withLeonard?
e. Toinformparticipants,theinstructorwilluse
JourneytoSuccess
totalkin
moredetailabouttipstopositivelycommunicateverbally.
i. Topicsdiscussedwillbereflecting,activelistening,andarticulation.
ii.
Instructorwilldemonstratehowtoproperlyreflectandactivelylisten
duringaconversationwhileengagingparticipantsinaroleplay.
1. Participantswillutilizeprovidedcommunicationtipsand
techniqueswhiletheinstructorprovideslivefeedback.
iii.
Instructorwillencouragerecollectionofpriorknowledgethrough
engagementofparticipantsinagroupdiscussionabouttheir
experienceswithreflectiveandactivelistening.
1. Participantswilldiscussexamplesoftheiruseofactive
listeningduringpastexperienceswithpersonaland
professionalconversations.


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24

f.

g.
h.
i.

2. Participantswillrecallinstanceswhennotdemonstrating
reflective/activelisteningcauseddifficultiesduringa
conversation.
a. Learnerswillindicatetechniquesthatcouldhave
overcomeoravoidedthosechallenges.
Instructorwilluse
JourneytoSuccess
totransitiontothetopicofnonverbal
communicationandbodylanguage.
i. InstructorwillusetheYouTubevideo
CanYouReadBody
Language?
toleadparticipantsthroughavisualquizonnonverbal
bodylanguage.
1. Duringthevideo,theinstructorwillpauseaftereachimageon
thequiz,allowparticipantsindicatetheirmultiplechoice
answerviaanonlinepoll.
2. InstructorwilluseGoogleslidepresentation
CanYouRead
BodyLanguagepoll
(AppendixC)toaccessparticipants
choicesanddisplayresults.
3. Participantswillutilizepersonalorprovidedmobiledevicesto
gainaccesstotheslidepresentationandlinkstopolling
questions.
4. Afterparticipantsvote,allowthemtosharebrieflywhythey
chosetheanswerthenplaythevideoscorrectanswerand
rationale.
5. Followsteps1thru3foreachofthesixbodylanguage
analyses.
Instructorwilltieupthecontentportionofthemodulebyaskingparticipants
iftheyhaveanyquestionsregardingthecontentpresented.
Instructorwillsupplyparticipantswithmockinterviewdirections
AppendixD
,
reviewmockinterviewinstructions,andanswerparticipantsquestions.
Instructorwillsupplyparticipantswith1of3job
AppendixE
,company
descriptions
AppendixF
,mockinterviewrubric
AppendixI
,andplace
participantsingroupsof3.
i. Afterbeingprovidedwith1of3jobandcompanydescriptions,
participantswillreviewcontentinpreparationformockinterviews.
ii.
Tomaximizesuccessandtransferlearning,participantswillcomplete
theworksheetsUnderstandYourself
AppendixG
andUnderstand
theOrganization
AppendixH

forreviewanduseduringthemock
interview.


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25

iii.

Participantswillgenerate2openendedquestionstobeusedwhen
playingtheroleofinterviewerand2interviewerquestionsbasedon
thejobandcompanydescriptionsprovided.
j. Peergroupswillengageinan8minutemockvideopanelinterviewusing
GoogleHangoutsvideochat.
i. Panelinterviewswillbeconductedinthetrainingroomandcomputer
lab.
ii.
Twogroupswillengageintheinterviewssimultaneouslyinseparate
areasoftrainingroomandcomputerlabtodecreasedistraction.
1. Interviewerswillbeinthetrainingroomwithalaptopand
intervieweewillbeincomputerlab.
iii.
Otherpeergroupswillwatchtheinterviewsinprogress.
iv. Instructorwillassistparticipantswhenneededwithregardstousing
GoogleHangoutsvideochatandtapingoftheinterview.
v.
Instructorwillmonitorandguidetheinterviewsasneeded.
vi. Duringtheinterview,interviewerswillevaluatetheintervieweeand
uponcompletionoftheinterview,have2minutestocompletethe
mockinterviewevaluationrubric
AppendixI
.
vii.
Afterevaluation,groupmemberswillswitchrolesandconductmock
interviewsuntileachparticipanthadachancetoplayintervieweerole.

Conclusion:
1. Attheendoftheentiremockinterview,participantswillusecomputerlabtoview
theirinterviewvideosandassesslearningbycompletingaselfevaluation.
a. Selfevaluationsandinterviewvideoswillbeemailedtotheinstructorforfinal
feedback.
2. Onceparticipantsarefinishedviewingtheirvideoandcompletingtheself
evaluationusingthemockinterviewevaluationrubric
AppendixI
,theywillreturnto
trainingroom.
3. Instructorandparticipantswillassesstheeffectivenessoftraininginmeetingthe
needsofthegroupbyreviewingsharedcommentstoquestionsaskedofinthe
beginningofthemodule.
a. Whatdoyouwanttogetoutoftheinterviewmodule?
b. Whatbehaviorsdoyoupossessthatyoufeelwillcompromiseaninterview
andwhatareasdoyouneedimprovement/practice?
4. Withinaweek,theinstructorwillemailparticipantswithfeedbackregardingtheir
performanceonthemockinterview.


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26

a. Instructorswillmakewrittencommentsonboththeinterviewandtheself
evaluations.

Part 3f: Learner Content

The materials provided below will enhance participants learning during instruction.
3f.1 Learning Materials

LearningMaterials

Purpose

Timing

PreziPresentation:

JourneytoSuccess

Thispresentationwillbeus
ed
topresentcontenttothe
participants.Thepurposeis
toprovideparticipantswitha
visualaidtomaintainattention
andassistwith
comprehensionofthecontent.
Thispresentationwillalso
keeptheinstructororganized
byprovidingatimelineon
whentopicsshouldbe
introduced.

Instructorwillbeginthe
presentationupon
completionofasimulation
usedtoarousecuriosity
andintroducethetopicof
interviewing.ThePrezi
willbeusedthroughoutthe
moduleatvarioustimes.
Theinstructorwill
intermittentlymove
betweenthepresentation,
discussions,andactivities.

JobDescriptions
(
AppendixE
)

CompanyDescriptions
(
AppendixF
)

Thepurposeofthese
descriptionsistosupply
participantswiththe
necessarymaterialsto
preparefortheirmock
interview.Information
providedbythejob
descriptionwillhelp
participantsgetintotheroleof
intervieweewhilethe
companydescriptionallows
themtolearnmoreaboutthe
companytheyarebeing
interviewedby.

Uponcompletionof
instruction,theinstructor
willsupplyparticipantswith
mockinterviewdirections
andprovideparticipants
with1of3joband
companydescriptions.


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27

UnderstandYourself
(
AppendixG
)

Understandthe
Organization
(
AppendixH
)

Theseworksheetsare
providedtoassistparticipants
inpreparationfortheirmock
interview.Theywillalsobe
usedasanaidforparticipants
duringtheirmockinterviewin
anattempttomaximize
successandtransferlearning.

Afterbeingprovidedwith1
of3jobandcompany
descriptions,participants
willreviewcontentin
preparationformock
interviewsandfilloutthe
twoworksheets
UnderstandYourselfand
Understandthe
Organization.

3f.2 Formative and/or Summative Assessment Materials

Assessment Tool

Type

Purpose

BehavioralInterview
Questions(
AppendixA
)

Summative

Thisactivityhelpstheinstructorto
assesswhetherparticipantsare
abletoapplytheSTARtechnique
successfullywhenanswering
behavioralinterviewquestions.
SuccessfuluseofSTARwillhelp
participantstoapplythistechnique
acrossavarietyofinterviewing
questions.

AnswerChecklist(
Appendix Summative
B
)

Uponcompletionofbehavioral
interviewquestions,peerswill
analyzepeersanswersbasedon
positiveindicatorslistedonthe
checklist.Throughthischecklist,
participantswillbeabletoindicate
areastheymayneedtoworkonas
wellastheirstrengths.

CanYouReadBody
Language
VideowithQuiz

CanYouReadBody
Languagepoll
(AppendixC)

Thisinformalquizwillbeused
duringlargegroupdiscussion.The
videoallowsparticipantstosee
howwelltheycananalyzebody
languagebygivingthemthe
opportunitytoviewanimageand
choosefrommultiplechoice

Formative


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28

MockInterviewEvaluation
Rubric
(
AppendixI
)

options.Aftereachimage,
participantswillbegiventhe
correctansweraswellasfeedback
throughexplanationbyvideoand
instructor.Instructorwillbeableto
assesslearningbyseeing
participantsresponses.
Formative(Peer
Evaluation)

Summative
(SelfEvaluation)

Thisevaluationwillbeusedasa
peerandselfevaluation.During
theinterview,interviewerswill
evaluatetheintervieweeandupon
completionoftheinterview,will
have2minutestocompletethe
mockinterviewevaluationrubric.At
theendoftheentiremock
interview,participantswilluse
computerlabtoviewtheirinterview
videosandassesslearningby
completingtherubric.

Part 3g: Technology Tools

Withthemanytechnologicaloptionsofferedforeducation,itishardtokeepfromchoosing
basedonexcitementandthewowfactorcreatedbythetechnology.Whenusingtechnology
toeducateweneedtorememberthattechnologyshouldalwaysbeusedtomeetaspecific
instructionalneed(LarsonandLockee,2014p.184).Withthatbeingsaid,itisalso
importanttokeepinmindthenecessityoftechnologyuseforinstruction.LarsonandLockee
(2014),listavarietyofwaysthattechnologycanfosterlearning.Withregardstothe
interviewmodule,technologieswerechosentoprovideaccesstocontentandsupport
learningbydoingthroughenablingparticipantstosimulatemeaningfulrealworldsituationsin
whichtheycanconnecttothecontentandtransferlearning(LarsonandLockee,2014p.
184).

LarsonandLockee(2014),alsotalkedaboutfoureducationalpurposesoftechnologywhich
arelearningwith,learningfrom,learningabout,andusingtechnologyforproductivity(p.
184).Theinterviewingmodulefocusesonlearningwithandlearningfromtechnology.
Computerswillbeusedbyboththeinstructorandparticipants.Theinstructorwillprimarily
usethecomputertopresentcontentandaccesstheinternetasawaytopromotelearning
fromtechnology.ContentwillbedisplayedviaaPrezipresentation.Thiswaschosendueto


RunningHead:LANDINGTHEJOB
29

easeofaccessibilityforparticipantsandasawaytoprovideaccesstomaterialsafter
completingthemodule.ThePrezialsoallowsfororganizationoftextinformation,
supplementalvideos,andlinkstowebsitesintoonecompleteresource.
Asjuststated,videosarealsobeingutilizedasawaytofosterlearning.Allofthevideos
presentedtoparticipantswillbethroughYouTubeandareintendedtosupportlearningby
providingparticipantswithsupplementalinformationandpracticeassessingrealworld
scenarios.Afewofthevideosofferparticipantsachancetoanalyzevideosandlink
contentthroughdiscussion.UsedinconjunctionwiththeYouTubevideo
CanYouRead
BodyLanguage
,theGoogleSlidepresentation
CanYouReadBodyLanguagepoll
(AppendixC)willbepresentedtoparticipants.Participantswillutilizepersonalorprovided
mobiledevicestogainaccesstotheslidepresentationandlinkstopollingquestions.
Onlinepollingofanswerswasusedtoallowinstructortopresentparticipantschoiceslive
forreflectionanddiscussion.Thiswillalsohelpparticipantstohaveimmediateaccessthe
entiregroupsanswersandseeresultsvisuallythroughchartsandfigures.Forthemost
part,thevideosandPrezipresentationareintendedtopromptparticipantstolearnfrom
technology.The
VirginiaTechDivisionofStudentAffairs
websiteisusedduringthePrezi
presentationafterlearningtipsandtricksforvarioustypesofinterviewsasawayto
discussinterviewDOsandDON'Tsnotaddressedbythevideos.

Tosupportlearningandallowparticipantstolearnwithtechnology,theyhavetheopportunity
tousecomputersduringtheirmockinterview.Becausethefocusofthemockinterviewisfor
participantstoengageinapanelvideointerview,GoogleHangoutsvideochatwasthe
chosentechnology.GoogleHangoutswaspickedoverothervideochatssuchasSkypedue
toitseaseofuseandbeingfreeofexpense.Theuseofvideochatswaschosentoallow
participantstolearnwithtechnologywhileexposingthemtoasimulatedrealworldsituations
theymayencounterandgivingthemanopportunitytopracticeinterviewingthrougha
methodthatisunfamiliar.

Part 4: Evaluation

Part 4a: Evaluation Plan

Whenseekingtodeterminewhetheraninstructionaldesignprojectiseffectiveinmeeting
goalsoftheprojectwhilemakinganimpactonparticipants,itisessentialtoevaluatethe
programatmanydifferentlevels.Bothformativeandsummativeevaluationsareequally
importanttotheimprovementofaninstructionaldesignproject.Throughoutthecreation
oftheinterviewmodule,formativepeerassessmentswerecompletedtoprovide
continuousfeedbackduringthedevelopmentprocessandallowedforchangestobe
madetofurtherimprovetheproject.LookingattheADDIEmodel,thewordevaluateis
placedinthebackgroundtoemphasizeitsongoingnaturethroughtheprocess(Larson&


RunningHead:LANDINGTHEJOB
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Lockee,2014p.10).Althoughformativeevaluationsprovidethisconstantassessment
duringdevelopment,itisalsoimportanttoremembertousesummativeevaluations
completedattheendofinstruction.Summativeassessmentsdoesnotnormallyhave
immediateimpactonlearning,althoughitofteninfluencesdecisionswhichmayhave
profoundeducationalandpersonalconsequencesforthestudent(Sadler,1989p.120).
Thesedecisionshelpinstructionaldesignersmakeadaptationstoaninstructionaldesign
projectthatwillmoveclosertoimpactingstudentlearningduringalesson,training,
module,etc.

Thepurposeofthissectionistofocusonsummativeevaluationoftheinterviewmodule
basedonKirkpatrick'sFourLevelEvaluationModel.Thisisintendedtoseewhere
improvementscanbemadebasedonlearnersreaction,learning,behavior,andresultsof
participatinginthemodule.Kirkpatricksmodelhelpstoanalyzetheeffectivenessof
instructionsothatfutureimprovementscanbemadetoincreasetheimpactonfuture
participants.Thisalsoallowsinstructionaldesignerstodeterminewhetherthetrainingis
meetingtheneedsspecifiedbystakeholdersandlearninggoalsoftheproject.To
evaluatetheinterviewmodule,variousquestionswereformulatedineachofthefour
levelspresentedbyKirkpatricksevaluationmodel.

Level
I
:LearnerReaction

Whenevaluatingtheeffectivenessofinstruction,gainingparticipantinsightthroughtheir
reactionsandsatisfactionwiththeinstructionimpactsfuturechangestoaninstructional
designproject.Apositivereactioncanenhancelearning,andmayindicatethat
instructionsuccessfullyaddressedlearnerinterests,attention,andmotivation(Larson&
Lockee,2014p.11).Fortheinterviewmodule,focusonlearnerreactionrevolvesaround
participantsopinionsonactivitiesusedthroughoutinstruction.Thefollowingquestions
seektogainabetterunderstandingofparticipantssatisfactionwithlearningactivities.

Lookingatthepresentationsusedthroughoutthemodule,whichpresentation
peakedyourinterestinthetopicofinterviewing?Why?
Doyoufeelthatactivitiesusedhelpedyoutogainabetterunderstandingofthe
informationpresented?
Ifso,canyougiveanexampleofanactivitythatenhancedyour
understanding.
Ifnot,canyougiveanexampleofmaterialyoufeelneededadifferent
activitytohelpyoucomprehendtheinformation.
Whatwasyourfavoriteactivity?Why?
Whatdidyoulikeleastabouttheinterviewmodule?Why?
Whatsuggestionwouldyoumaketoimprovethisaspectofthemodule?
Whichactivityormaterialdoyoufeelhelpedtoprepareyouforthemockinterview?
Why?
Turningyourfocustotheformatofthemockinterview,doyoufeelthatpracticing
interviewingskillsviaapanelvideointerviewwasbeneficial?WhyorWhynot?


RunningHead:LANDINGTHEJOB
31

Doyoufeelthatadifferentinterviewtypewouldhavebeenmoreimportantto
practice?ifsowhichoneandwhy?
Wasthemockinterviewrubricunderstandableandeasytouse?
Whatdidyoulikeabouttherubric?
Whatwouldyouchangeabouttherubric?
Whattopicdoyoufeelwasmissinginthisinterviewmodulethatwouldbebeneficial
topreparingoneforaninterview?
Wouldyousuggestthismoduletoothers?WhyorWhynot?

Level
II
:Learning

Increasingknowledgeofaparticulartopicisultimatelywhyindividualschoosetoattend
andparticipateinalesson,module,training,etc.Sowhenevaluatinganinstructional
designproject,itisimportanttoassessnotonlywhetherparticipantsgainedthe
knowledgebuttowhatextenttheydidso.Thiscanbeintheformofaposttest,quiz,
presentation,etc.Theinterviewmoduleisdesignedtoprovideparticipantswithtipsand
techniquesforinterviewing.Afewkeyareasareimportanttoassessthelevelofacquired
knowledge.Thisisbasedonthefactthattheseareasareessentialtoparticipants
meetingthelearningobjectiveofapplyinginterviewtechniquesandskillstointerview
situations.

Twoactivitiesthatevaluateparticipantslevelofskillandknowledgeacquisitionarethe
behavioralinterviewanswercomposition(
AppendixA
)andacommunicationroleplay.
Thecompositionofananswerforabehavioralinterviewquestionrequiresparticipantsto
usetheSTARtechniqueaswellaspositiveindicatorsofagoodinterviewresponseto
formulatetheiranswer.Thedirectassessmentoftheanswerbyapeerfollowing
compositionmeasuresparticipantsskilllevelwiththisparticularaspectofinterviewing.
Thisactivityseekstoanswerthefollowingquestionsandareintendedtodeterminewhat
theylearnedfrommaterialspresented:
Doestheparticipantunderstandwhatcomponentsgointoasuccessfulinterview
answer?
DoestheparticipantunderstandhowtousetheSTARtechniquetoformulatea
successfulanswer?
Cantheparticipantintegratewelldefinedproblemsolvingskillsintotheiranswer?

Thesecondactivitythatevaluatesparticipantsknowledgeisaroleplayactivityinwhich
participantsdemonstratevariousinterpersonalandverbalcommunicationskills.
Participantsalsoengageinaconversationprovidingexamplesoftheiruseofactiveand
reflectivecommunicationskills.Questionsaboutparticipantslearningfromthetopicof
verbalandinterpersonalcommunicationthroughthisactivityanddiscussionare:


RunningHead:LANDINGTHEJOB
32

Canparticipantsrecognizethecorrectwaytodisplayactivelisteningduringa
conversation?
Doparticipantsunderstandhowtousereflectivelisteningwhenengagingintherole
play?
Uponreflection,wereparticipantsabletocorrectlyprovidereallifeexamplesof
reflectiveandactivecommunication?
Areparticipantsabletoindicatetechniquesthatcouldhelpthemtoovercomeand
avoidinstanceswhennotdemonstratingreflective/activelisteningcaused
difficultiesduringasituation?

Level
III
:Behavior

Thebehaviorlevelevaluatestowhatdegreethelearnerapplieswhatwaslearnedinthe
finalworkcontext(Larson&Lockee,2014p.11).Fortheinterviewmodule,applicationof
learningwillbedemonstratedbyparticipantsduringthemockinterviewroleplay.This
culminatingactivityiswhereparticipantswillbeassessedbasedonwhethertheyare
usingwhattheyhavelearned.Theroleplaycreatesanenvironmentinwhichparticipants
willberequiredtouselearnedskillswhileallowingforanopportunitytoassesstransferof
learningthatotherwisemightnotbeseenduringapplicationintoanauthenticsetting.
Themockinterviewevaluationrubricusedbybothpeersandselfaswellasinstructor
feedbackwillbeusedtoassessthelevelinwhichknowledgewastransferredintothejob
interviewenvironment.Questionsregardingbehaviortoanswerare:
Haveparticipantsgainedtheskillsnecessarytoperformsuccessfullyduringajob
interview?
Canparticipantsproperlyuseverbal/interpersonaltechniquesandskillslearned?
CanparticipantsproficientlyincorporatetheSTARtechniquetoanswerinterview
questions?
Whennecessary,canparticipantsrecognizeandcorrectimproperbodylanguage?
Canparticipantsapplytipstoperformingsuccessfullyduringavideoandpanel
interview?

Level
IV
:Results

Inbroadterms,thislevelseekstoanswerthequestionhoweffectivewastheinstruction?
Whenobtaininganswerstoquestionsatthislevel,resultsshouldclearlyillustratethe
impactoftheinstructionontheorganizationalgoalsitwasdesignedtoachieve(Larson
&Lockee,2014p.11).Withregardstotheinterviewmodule,thereisnotanorganizational
goalthatistobeachieved.Theoverallobjectivefocusesmoreontheimpactthe


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interviewmodulehadonparticipants.Thegoalisforparticipantstoinvestigateaspectsof
interviewsandapplyinterviewtechniquesandstrategiestoaninterview.Forthisreason,
questionsrevolvearoundtryingtounderstandhowthemoduleimpactedeachparticipant
andwaseffectiveinpreparingthemforfutureinterviews.

Toanswerthis,participantswouldfilloutthe
CareerDevelopmentPostSurvey
.This
surveycontainstwoquestionstakenfromtheinterviewknowledgeandopinionsectionof
the
CareerDevelopmentNeedsAssessment
surveywhichwasusedtounderstandthe
needsofparticipantspriortodesignofthemodule.Answerstothesequestions,helpsto
gaugechangeinparticipantsattitudesregardinginterviewpreparednesspriortoandupon
completionofinstruction.Datafromthesequestionsprovidesabaselinethatcanbeused
tocomparetothepostsurveyresults.Threeotherquestionsonthesurveyseekopinions
aboutpreparednessaswellasknowledgeregardingspecificinterviewtopics.

Twoopenendedquestions,listedbelow,willbepresentedtoparticipantsvia
Landingthe
Job:InterviewModuleFollowUp
survey.Thissurveywouldbeadministeredto
participants2monthspostinstructiontoallowforuseoftheskillslearnedduringan
interviewand/orintheirpersonalandprofessionallives.
1. Haveyouhadaninterviewexperienceafterinstruction?
Ifso,didtechniquestaughtinthemodulehelpyoutofeelthatyouwere
successfulduringtheinterview?Pleaseprovideanexample.
Ifnot,didyouusetechniqueswithinanotheraspectofyourprofessional
and/orpersonallife?Pleaseprovideanexample.
2. Pleaseprovideanexampleofaninstancewhereskillsandtechniqueslearnedin
theinterviewmodulehelpedyoutosucceedpersonallyorprofessionally?

Question2allowsparticipantstheopportunitytousetheSTARmethodthatwas
presentedandusedduringtheBehavioralInterviewQuestions(
AppendixA
)activity.
Thiswillhelptoprovideevidenceofapplicationofknowledgetoeverydaylifeaswellas
theimpactthismethodmayormaynothaveonimprovingparticipantsskillsregarding
answeringquestions.

Part 4b: Expert Review

EvaluationofthecurrentInstructionalDesignprojectwasplacedinthecapablehandsof
theSubjectMatterExpert(SME),ConnieLucas,whowillingingagreedtolendher
expertise.ConnieisaHumanResource/PayrollSpecialistinthetransportation
departmentattheNorthernAreaMultiServicesCenter(NAMS)basedinAllegheny


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34

County.Overthe20yearsshehasbeenwithNAMS,herrolehaschangedfrom
providingsecretarialsupporttoperforminginterviewsforpositionsofferedthroughher
department.Ontopofhermanyotherduties,Conniehasbeenperformingemployment
interviewsforthepast3years.The8questionevaluationsurveyandInstructionalDesign
projectwassubmittedtoConnieDecember3,2014andcompletedDecember7,2014.

Part 4c: Evaluation Survey

The
InterviewModuleEvaluationSurvey
wascreatedusingQuestionProandsubmittedto
theSMEforcomments.Thesurveyconsistsof8questionslistedbelow.

1. Lookingatthelearningobjectives,doyoufeelthattheywillassistparticipantsin
achievingtheoveralllearninggoal?WhyorWhynot?Aretherelearningobjectives
thatneedclarification?Ifso,whatsuggestionscanyoumake?
2. Theinstructorguideisbrokenintothreesections,whichsectiondoyoufeelis
coveredthoroughlyandwhichdoyoufeelneedsmoredetail?Pleaseprovide
suggestionsonhowtoimprovethedeficientsection.
3. Isthereagoodbalancebetweentheamountinstructionandactivities?WhyorWhy
not?Whatwouldyouliketoseeadded?
4. Doyoufeelthataninstructorwithminimumknowledgeofinterviewingisbeing
suppliedwiththenecessarymaterialsandactivitiestosufficientlyrunthemodule?
WhyorWhynot?
5. Whatisyouroverallopinionoftheactivitiesusedthroughoutthemodule?Which
activitydidyoulikethemostandleast?Why?Whatareyoursuggestionsfor
improvementontheseactivities?
6. Apanelvideointerviewwaschosenforthemockinterview.Doyoufeelthatthis
wasanappropriatetypeofinterviewtopractice?WhyorWhynot?
7. Themockinterviewevaluationrubriccovers5differentareastoevaluate
participantsinterviewperformance.Dotheseareascovercriteriayouwouldlook
forduringaninterview?Whatelsedoyoufeelcouldbeaddedtotherubric?
8. Whatwouldyouliketobeseenaddedorremovedfromtheinterviewmoduleto
betterprepareparticipantsforinterviewsandmeettheprimarylearninggoal?

Part 4d: Results of SME Evaluation Survey

ResultsoffromtheSubjectExpertreviewwerefavorable.Therewereareasindicated
thatneededsomeimprovementwhileotherareasweregoodasis.Whenaskedabout
thelearningobjectives,Conniefeltthatobjectivescoveredavarietyofinterviewmaterial


RunningHead:LANDINGTHEJOB
35

andhadagoodbalancebetweenlectureandactivities.Therewerethreeobjectivesthat
shefoundveryusefultohelpingparticipantsachievethelearninggoal.Conniedidfind
oneobjectivethatneededarevisionwhichshegladlymadesuggestionsonhowtodoso.

Turningattentiontotheinstructorguide,Connieindicatedthattheguidewaseasyto
follow.Shealsorepliedthatthisguidewouldassistinstructorswithminimalknowledgeof
interviewingduetothevariouswebsites,videos,worksheets,andpresentationssupplied
tothemthroughthisguide.Conniedidsuggestasupplementallistofotherresourcesnot
usedinthemodulethatcouldhelpinstructorsincreasetheirknowledgeandpreparefor
presentationofthematerialsusedwithintheguide.Whenaskedaboutwhichsectionof
theinstructorguidewasthemostcomprehensive,sherepliedthatthemockinterview
sectionwasthemostthorough.Theverbalcommunicationsectionwassufficientbutthe
nonverbalcommunicationinformationandactivitiesneededsomework.Thoughthe
informationcoveredtheimportanceofunderstandingnonverbalcommunicationitdidmiss
themarkwithregardstodiscussingtipsandtricksthatcouldhelpparticipantsduring
interviews.Thesectionthatlackedthemostandneededimprovementswasthebasicsof
interviews.BeneficialtopicssuggestedbytheSMEtoaddtothissectionwere
discussionsaboutproperinterviewattireandwhattobringtoaninterview.Activitiesused
withinthissectionofthemodulewereconsideredasbeneficialtopreparingparticipants
forinterviews.

Withregardstotheamountofinstructionandactivities,Conniefeltthattherewasagood
balanceandthatactivitiesusedsupportedthematerialpresentedtoparticipants.Connie
alsopointedoutthatatnopointdidshefeelthatmotivationwouldbelost.Thiswas
primarilyduetothemodulenotbeingtooinstructionbasedandparticipantsbeingableto
engageinavarietyofactivities.Whenaskedspecificquestionsregardingtheactivities,
Conniefavoredthemockinterviewbutdidenjoytheuseofavideocliptohighlightverbal
communicationandgenerateparticipantdiscussion.Shestruggledalittlewiththeactivity
usedfornonverbalbodylanguage.Thiswasinpartduetothefactthattheactivity
doesntdiscusswaysnonverbalcommunicationcanimpactaninterview.Conniedid
commentthatshewouldnotremovethisactivitybecauseitwasagoodwaytoengage
participantsinandshowtheimportanceofreadingothersnonverbalcommunication.

Thefinalfewquestionsfocusedonthemockinterviewactivityandrubricusedforselfand
peerevaluations.Connieindicatedthatalthoughshemostlyperformsindividualfaceto
faceinterviews,theuseofapanelvideointerviewisagoodchoiceforparticipantsto
practice.Shefeltthatwithcontinueduseofpanelinterviewsandariseinvideointerviews
itwasgoodtoexposeparticipantstothesetypesofinterviews.Therubricusedtoassess


RunningHead:LANDINGTHEJOB
36

participantsperformanceduringthemockinterviewcoveredfivedifferentareaslistening,
integration,spokenlanguage,bodylanguage,delivery.Conniebelievedthatthesewere
greatcriteriatoassess.Sheparticularlylikedthefocusondeliverysinceinher
experiencemanypeoplehaveproblemswiththisduringinterviews.Overall,Conniefelt
thatthemodulecoveredthetopicofinterviewingwellandwillprepareparticipants
increasingtheirconfidenceinsucceedingduringajobinterview.

Click
HERE
toaccessresponsestotheSMEEvaluationSurvey

Part 4e: Comments on Change

TheSMEprovidedhermuchappreciatedinsightandmadeavarietyofsuggestionsto
helpimprovetheinterviewmodule.Onesuggestionthatwaseasilycorrectedwas
rewordingoflearningobjective3.Itwasindicatedthatobjective3seemedconfusingbut
reallyonlyneededswitchingaroundofsomewordsandphrasesamongtheobjectiveand
subobjectives.Asidefromthisimmediatecorrectiontolearningobjective3,manyofthe
suggestionsarethingsthatcannotcurrentlybeaddedtotheinstructionaldesignproject
duetotimeconstraints.AlthoughtimeconstraintsplayintothereasonSMEideascannot
becurrentlyaddedtotheprojectitisimportanttodiscusschangesthatcanbemadein
thefuture.

Thefocusoffuturechangeslieintheadditionoftopicsandbeefingupthesectionon
nonverballanguage.Thesuggestiontoaddthetopicsofproperattireandgroomingas
wellaswhattobringtoaninterviewareagreatwaytoenhancethismodule.Theaddition
ofthesetwotopicswouldbeextremelybeneficialandreallyfitintothemodule.Withthe
waythemoduleissetupnow,runningasa3hrtraining,itwouldbehardtoaddmaterial
onthesetopicsandtothelistofcriteriaintherubric.Iseethefutureofthismodule
hopefullyturningintoatwodaythreehourseachtraining.Thefirstdayrunningasthe
moduledoeswiththeadditionofthetopicsmentionedandremovingthemockinterviewto
becompletedthesecondday.ThisideaspawnedfromacommentmadebyConnie,
whichIamincompleteagreementwith,statingthatshefelttheparticipantsmightbe
rushedthroughtheinterviewexperience.

Splittingthemoduleintotwodayswouldhelptoalleviatethetimeconstraintaswellas
allowforadditionofmorematerialandassessmentofparticipantsunderstandingof
properattireandwhattobringtoaninterview.Assessmentofparticipantsunderstanding
oftheadditionaltopicscouldbedonebyrequiringthem,forthemockinterview,todressin
appropriateinterviewattireandapplytechniquesdiscussedaboutwhatshouldbebrought


RunningHead:LANDINGTHEJOB
37

ordonepriortoaninterview.Furtherdiscussionandinformationonnonverballanguage
duringinterviewswouldalsobeimportanttoaddtothemodule.Togetamore
comprehensiveassessment,itwouldbegoodtoaddaseparateevaluationofmore
specificnonverbalbehaviorssuchashandgestures,facialexpressions,badhabitsand
inappropriatebodylanguage,etc.

Part 4f: Reflective Synthesis

InstructionaldesignremindsmeoftheiconicconstructiontoyLEGO.LEGOs
consistofinterlockingbricksthatcanbeconnectedinmanywaystoconstructavarietyof
objectswhilealsobeingabletobetakenapartandusedagain.Aninstructionaldesign
projectalsoconsistsofinstructionalitemsbricksthatarecombinedtocreatean
educationalexperience.Forthisreason,LEGOsandtheinstructionaldesignprocesscan
beidentifiedasasystemwhichisaninterdependentsetofitemsthatformaunified
whole(Larson&Lockee,2014p.8).BuildingwithLEGOsalsogivesonethefreedomto
becreativeanduseanimaginationtobuildorelaborateonaspecificsetofbuilding
instructions.Thesameistrueforinstructionaldesignwhichemploysasystematicprocess
totranslatelearningandinstructionintotheplanningofinstructionalmaterials(Larson&
Lockee,2014p.8).ForbothinstructionaldesignandLEGOsonehastobewiseinthe
piecestheychooseandalthoughapiecemayseemlikeagoodfititcouldcompromisethe
integrityofthestructureordesignasawhole.WhenconstructingwithLEGOs,blocks
needtobechosensothattheyfitproperlyandcreateastrongbondortheobjectrunsthe
riskofbeingweakinaspotandbreakingapart.Intermsofinstructionaldesignthis
particularlytruewhenchoosingtechnologytointegrateintoinstruction.Whenusing
technologytoeducateweneedtorememberthattechnologyshouldalwaysbeusedto
meetaspecificinstructionalneed(LarsonandLockee,2014p.184).Ifinstructional
designers(ID)chooseatechnologicalobjectwithoutapurpose,itcancreatethatweak
spotintheinstructionaldesignprojectbynotenhancinginstructionandimpedingits
effectiveness.
WhenattemptingtobuildanintricatedesignwithLEGObricks,onemaygetstuck
onastepandneedassistancefromanoutsidesource.Callinginanextrasetofeyescan
helptoovercometheobstaclehitduringthedesignprocess.Thesameistrueforan
instructionaldesignproject.Duringthecreationofaninstructionaldesignprojectitiswise
toconsultwithSubjectMatterExperts(SMEs)throughouttheentireproject.SMEslend
theirexpertiseatdifferentpointsoftheinstructionaldesignprocesstocontributecontent
information,providesuggestions,andmostimportantlyreviewwhatanIDhascreated.
InstructionaldesignislikeconstructingwithLEGOs,whenpiecesarethoughtfullychosen,
putinplace,andfitproperlyitcancreateanobjectthatisstrongandsound.


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Inmycurrentposition,Iuseavarietyofcurriculumstotrainparents,earlychildhood
staff,headstartteachers,familyadvocates,etc.Ihavethefreedomtoadaptanduse
supplementalactivitiestoenhanceinstruction.Withregardstocurriculumsusedwith
parents,thisiswhereIfindthatthereisnothoughtintowhattheirneedsare.Mostoften
weareinvitedtopresentourcurriculumswithoutanyoneaskingparentswhattheywant.
Attimesthiscreatesalotofnonparticipationandresistancetothematerialswepresent.
Whendesigningtheinterviewmodule,assessingtheneedsofparticipantswasoneofthe
firstthingsthatwascompleted.Creatingandusingthe

CareerDevelopmentNeeds
Assessment
surveyhelpedtoobtaininformationonlearnersknowledge,opinions,
learningstyle,andtechnologyuse.Gaininganunderstandingofparticipantslearning
styleandtechnologyusewasimportanttoidentifyinglearnerscharacteristicsbecauseitis
thesecharacteristicsthatimpacttheeffectivenessofinstruction(Larson&Lockee,2014
p.45).Thisisonethingthatwillalwaysbeinmymindwhendesigningfuturetrainings.If
youwantyourdesigntohaveanimpactthenyoumustalwaysrememberwhoyouare
designingfor.
Datafromtheneedsanalysissurveyrevealedavarietyofresultsthathelpedme
betterunderstandmyparticipantsandguidethedesignofmyproject.Themostfunpart
ofcreatingthisinstructionaldesignprojectwasdesigningtheinstructormanual,creating
activities,andchoosingtechnologies.Priortoparticipatinginthiscourseanddeveloping
thisproject,Ihadatendencytochooseactivitiesandtechnologysupplementsbasedon
howcooltheywereneverreallyputtingthoughtintowhethertheyservedapurpose.Inow
understandthattechnologyshouldalwaysbeusedtomeetaspecificinstructionalneed
(LarsonandLockee,2014p.184).Theareaoftheinstructionaldesignprojectthat
helpedtoanalyzethiswassection3gTechnologyTools.Inthissection,wenotonlyhad
totalkaboutthetechnologyusedbuthadtoreallythinkabouttheinstructionalneeditmet.
Idefinitelyfeelthatthisimpactedmethemostwithregardstodesigning.Itisonethingto
addtechnologytoinstruction,buttoreallythinkaboutandjustifyitsuseisanother.People
useelectronicpresentationseverydaytopresentmaterials.Toactuallythinkaboutthe
purposeitservesasidefrombeingavisualwaytopresentinformationwasthechallenge
section3gpresented.Forexample,contentforthisprojectwillbedisplayedviaaPrezi
presentation.Thiselectronicformofpresentationwaschosennotonlyforvisual
purposes,butalsoitseaseofaccessibilityandorganizationoftextinformation,
supplementalvideos,andlinkstowebsitesintoonecompleteresource.Icandefinitely
saythatIneverthoughtthisdeeplyintoaspectsoftechnologicalbasedtoolsandthe
instructionalneedtheycanmeet.
Inthepast,Iwouldtakeatopic,startcreating,withthegoalofassembling
informationandmakingitinteractive.Assessingtheneedsoflearnersandbeing
challengedtodefendmychoiceoftechnologyuseinthedesignproject,hasreally


RunningHead:LANDINGTHEJOB
39

changedhowIwillcreatetrainingsandchoosesupplementalactivitiesinthefuture.Iplan
tomakeaconsciousefforttotakeparticipantsneedsintoconsiderationandnotmyneed
tocreatesomethingbasedonmyopinionsofwhatIthinkparticipantsneed.TheADDIE
modelhasalsoplayedahugeroleinmakingmemoreconsciousofthedetails.Ihave
usedavarietyofcurriculumsbutneverreallyunderstoodthemagnitudeofwhatadesign
projectentails.Theamountoftime,detail,andenergythatgoesintodesignsusingthe
ADDIEprocessissomethingthatIfeelwouldnotbeabletobeimplementedinmycurrent
position.Withthatbeingsaid,IplantoatleastthinkaboutaspectsofeachphasewhenI
createtrainingsandlessonsinthefuturewhilealsoappreciatingcurriculumsIuse.Future
positionsIintendtoholdineducationaltechnologywillbemoreindesignand
developmentwiththegoalofcreatingcourseware.Iwillmostlikelynotbeapartofthe
analysis,implementation,andevaluationphasesoftheADDIEmodelthoughtheywill
certainlyimpactmydesignintermsofchoicesImakeduringdevelopmentandchanges
needingtobemadeafterevaluation.IwillalsoberemindedofwhoIamdesigningfor
andwhethermydesignchoicesareservingapurposeforallstakeholdersinvoled.


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References

Bambacas,M.,&Patrickson,M.(2008).Interpersonalcommunicationskillsthatenhance
organisationalcommitment.
JournalofCommunicationManagement,12(1),
5172.

Larson,M.B,&Lockee,B.B.(2014).
StreamlinedID:Apracticalguidetoinstructional
design.
NewYork:Routledge.

Sadler,D.R.(1989).Formativeassessmentandthedesignofinstructionalsystems.
InstructionalScience,18,
119144.

Smith,P.L.,&Ragan,T.J.(2005).
InstructionalDesign
(3rded.).Hoboken,NJ:John
Wiley&Sons.

Thum,Myrko(2014,November2).Letsgetclearonwhatpersonaldevelopmentreallyis:
Whatispersonaldevelopment?[Weblogcomment].Retrievedfrom
http://www.myrkothum.com/whatispersonaldevelopment/


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Appendix


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AppendixA


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AppendixB


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AppendixC


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AppendixD


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AppendixE


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AppendixF


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AppendixG


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AppendixH


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AppendixI