Taylor Professional Development Workshop For Registry Personnel

Taylor_Professional Development Workshop
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The University of the West Indies Open Campus

A Paper Presented in Partial Fulfillment Of the Requirements of
EDID6505 - Systems Approach to Designing Instructional Materials
Trimester 2 2013-2014

Assignment: Mini-Project
Professional Development Workshop for Registry Personnel

Course Coordinator/Facilitator: Dr. Dickson-Deane
Course Facilitator: Dr. Leroy Hill

Submitted by Laura Taylor
Student ID# 406002917

Date Submitted: July 29, 2014
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Needs Assessment
Topic of Instruction: Professional Development Workshop for Registry Personnel
Overall Course Goal: To equip Registry personnel with the knowledge and skills necessary for
efficiently performing registry tasks.

Objectives:
By the end of the workshop, participants should be able to:
Describe the role of the Registry in relation to the core functions and duties of the
organisation.
Effectively perform the duties of the Registry.
Deliver an efficient service to the internal customers of the organisation.

Target Audience
Registry personnel and those persons who are required to function periodically in the Registry
are eligible to participate in the workshop.

Demographics and Background Information
Seven (7) persons comprising six junior clerks and one senior clerk who supervises the
operations of the Registry, will be exposed to this training workshop.
The work experience of the group is varied. Two of the clerks are assigned to Registry and
joined the organisation within the last year. The remaining four clerks work in various sections
of the organisation, with two of them having previously worked in the Registry and have been
with the organisation for between eight to eleven years. The remaining two clerks have a
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minimal experience working in a registry but have been with the organisation for at least five
years.
The selected participants range in age from 25 to 60 years and possess the required academic
qualifications of five passes, inclusive of Mathematics and English Language, at CXC level.

The Formats (The Mode, media and format)
The two-day workshop will be conducted in the departmental training room, allocating time and
space for participants to develop and/or enhance their knowledge and skills.

Designers aim to promote a learner-centred training environment where participants will be
comfortable, both psychologically and physically, to engage in the tasks. Course instruction
entails face-to-face lecture/discussions facilitated by a qualified and experienced trainer of the
organisation. Instruction will be aided by PowerPoint presentations, peer-to-peer engagement,
coaching and guided practice. Class discussion is expected to promote learning and team
building. Participants will also be provided with handouts about material covered.

Optimals, Actuals, Feelings, Causes and Solutions
Optimals (Required Standards for performing job tasks in the Registry)
Registry personnel are expected to promote and foster certain behaviours to demonstrate task
efficiency and to ensure that standards for registry procedures are maintained. This information
can be gathered from job descriptions, registry procedures manuals and subject matter experts.
They are required to:
Uphold the current standards in recording, filing, retrieving information and indexing as
follows:
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o Keep an up-to-date record of all files and correspondence to facilitate effective
record keeping.
o Record, sort and classify correspondence to facilitate a timely retrieval of
information

Perform duties with accuracy and efficiency as follows:
o File urgent correspondence within the 24 hours of which it was received.
o File non-urgent correspondence within 48 hours of which it was received
o Record and transfer information with high degree of accuracy

Foster the attitudes that facilitate an efficient Registry. For example:
o Attitudes of helpfulness, diligence and perseverance and team-spiritedness

Actuals
Actuals identify the extent to which Registry personnel demonstrate the required knowledge,
skills and attitudes in relation to those identified as optimals. Information will be gathered from
Registry personnel, other employees, the supervisor of the Registry and/or management.
How does the service offered by the Registry impact the internal customers?
o Employees indicate the inability to access information in a timely manner
o Registry personnel continually report an inability to locate information received
or requested
o Correspondence for the continuation of matters being placed on incorrect files,
even though similar items were already received in the organisation.
o Employees are unable to adequately respond to queries and requests for
information from internal and external customers.
How does the service level contribute to the overall efficiency of the Registry?
o Registry is bombarded with requests for files and information.
o Performance reviews for personnel are poor or on the decline.

How does the service contribute to the efficiency of the organisation? Organisation is:
o Constantly apologizing for loss of information, late notice of information or late
response to requests.
o Unable to produce records and statistics as supporting evidence of performance.
o Unable to reach the objectives mandated by their policies.

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Feelings
This section describes how employees feel about the level of service produced by the Registry
and the reviews, comments and criticisms reported by staff, management and Registry personnel.
This information is collected through personal interviews and answers the following questions:
How does the Registry personnel view their role in the organization and their
performance level? How do other employees view the Registry and its performance
record? What support systems are in place to support the Registry and its functions?

Results reveal that new personnel are not confident in performing registry duties; Registry
personnel frustrated with constant criticisms in spite of their efforts at improvement; and
employees are frustrated due to the inability to carry out their tasks efficiently or effectively.

Causes
The lack of adequate training in Registry procedures and lack of knowledge about the functions
and operations of organisation may be contributing to the problem.
The needs assessment may also include answering the following questions to ascertain other
contributory factors:
Does registry personnel have the necessary resources to function effectively?
Does the organisation provide support for staff in their activities?
What rewards or incentives are provided for their performance?
Does the registry personnel function as team/unit as a type of peer support?

Solutions
The suggested solutions include the following measures:
Assist registry personnel in understanding their role in the organisation.
Provide training that focuses on promoting best practices for performing duties.
Equip registry personnel with the knowledge and skills for filing, indexing and retrieving
information in a timely manner.
Assist registry personnel in adopting the attitudes to adequately service their internal
customers and support each other in their tasks.
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Why you need to know it?
The aim of the training is to improve operations of the Registry. An understanding of the role of
the Registry in relation to the functioning of the organisation can assist the registry personnel in
understanding the expectations of their colleagues/internal customers. Additionally, enhancing
and refreshing the knowledge, skills and attitudes of the registry personnel can improve the
overall performance of the Registry.Training can also encourage buy-in by Registry personnel as
they recognize their value to the organisation and promote a team-spirited and supportive job
environment. It may further lend to improved organisational performance.

Who knows that (who has that information)?
The Registry personnel, supervisors of the registry, staff members and subject matter experts will
be approached to gather information about the problem and possible solutions, the actual
performance and the optimal requirements for operations of the Registry.

How will you get that information?
Information will be collected by conducting personal interviews, document reviews manuals,
job descriptions, and reviewing work samples. This assists with objectively identifying the areas
for instruction and builds the foundation for the design of the workshop.

These data collection methods were chosen based on the adequacy, reliability, objectivity of
information gathered via these methods. It is imperative that the information be valid to justify
the need for instruction. Their low cost and feasibility will encourage buy-in by management
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who may agree that the low cost will outweigh the high cost of problems associated with
inefficiency and effectiveness.
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Data Collection
Method
Document Reviews
Manuals, Job
Descriptions
Work Samples Personal Interviews
Information
Sought
Optimals Actuals Optimals, Actuals, Feelings,
Causes and possible Solutions
Group Size Individual/Group Individual and
Group
Groups of four can be selected;
one-on-one can be performed
Anonymity/
Confidentiality
Yes Yes Anonymity of information is
guaranteed
Development
Cost/Ease
None No cost or
difficulty;
No Cost or difficulty
Administration
Cost/Ease
Documents are easily
accessed.
Samples are
readily available
Time consuming
Scoring/Analysis
Cost/Ease
Low Low Moderate: Time consuming;
scoring is easy
Probable
Response Rate
N/A High Moderate
Risks Low Low Low
Buy
In/Persuasion
Potential
Low Low Moderate Difficulty may be in
encouraging open discussion
Diversity of
Opinions Sought
Low Low Low
Problem/
Situation
Complexity
Not complex Not complex Not complex: interviewer can
provide clarification
Product/Results Standards for
procedures and
performance
Quality of work
outputs is
established
Interview summary; Data
analysed by assessor
Objectivity of
Data
High High Very objective
Advantages Objective and easily
attainable
information;
Unobtrusive;

Unobtrusive

Inexpensive
Variety of perspectives
Facilitates probing and
clarification of issues
Non-verbal cues inform about
interviewees attitudes, interests
and understanding
Disadvantages May be outdated;
vague and or not
properly structured or
organised
Time-
consuming
Samples may
contain little or
no relevant
information
Time-consuming
Data collected must be validated
Huge quantity of information
may be collected
Assessor biases can hinder
objective data collection
(McCawley, 2014).
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Document reviews (job descriptions and manuals) outline the desired performance of an
employee and define those abilities preferred by managers (Swist & Jeannette, 2001). They are
non-obtrusive and do not invade the privacy or breach confidentiality of employee records.
Additionally, the use of manuals and job descriptions can be compared to information obtained
in work samples. Document reviews will also help to structure the course design and objectives
by providing a direct link of objectives to standard operating procedures and required knowledge
and skills of registry personnel.

Work samples through a file/document review are low-cost and provide physical evidence of the
quality of work being performed. Files notes, comments, dates and signatures provide a paper
trail of task performance and allow assessors to gauge the cost (e.g. time, resources) to the
organisation for correcting and managing performance. Information gathered here can be
compared with the standards as established by procedural manuals and job descriptions. Again
this task is non-obtrusive and assessors are knowledgeable about the organisation and basic
registry procedures but they run the risk of producing negative attitudes towards training, if
registry employees are aware that they were being assessed. To counter the risk of negative
attitudes, all employees should be made aware that the assessments being conducted are aimed at
enhancing the operations of the entire department through the development of a professional
training workshop. Work samples may also provide clues to areas that need improvement
(American Society for Training and Development (ASTD), 2014) or generate authentic
scenarios, ideas and exercises for participant practice and assessments. They also assist with
mapping procedures and prerequisites for tasks aimed at facilitating the overall course
development.
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Personal interviews are low cost and provide information about the actual performance of
registry personnel. It allows consultation with a variety of stakeholders to gather information
about who the problem affects, how long it was occurring, the trainee expectations, and how
costly is the problem to the organisation (Swist & Jeannette, 2001). Assessors can also gauge if
staff are knowledgeable about roles and required competencies. Additionally, staff can
collectively identify possible causes and solutions to the problems providing the assessors with a
big picture about the barriers to performance and expectations of management and staff, among
other issues. The information will also assist with structuring objectives and lesson development.

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Performance Objectives and Task Analysis
Objectives
Overall Course Goal
To equip Registry personnel with the knowledge and skills necessary for performing job tasks.

Terminal Objective
After attending a two-day training workshop and participating in the lecture/discussion and
activities, Registry personnel should be able to describe and demonstrate best practices for filing,
indexing and retrieval of information.

Enabling Objectives
After a short lecture/discussion on the core functions of a registry, registry personnel
should be able to clearly describe three (3) main functions of their Registry. The learner
should be able to link standard registry procedures to potential situations in the Registry.
(Cognitive Comprehension).

After participating in lecture/discussions about standard public service procedures for
filing and information retrieval, describe the procedures for file/information retrieval and
filing correspondence with at least 75% degree of accuracy. The learner should be able to
identify the steps involved in the processes in a sequential and meaningful
manner (Cognitive Comprehension).

After participating in a lecture/discussion and guided activities on indexing
correspondence, demonstrate how to use a manual file classification system to index
correspondence with at least 75% degree of accuracy. The learners should demonstrate
how to identify appropriate information for indexing, select indexing subjects and
conduct a search using the manual file classification system (Cognitive Application;
Psychomotor).

The timetable below illustrates the components and the timelines for the 2-day workshop.
Time Day One Day Two
8:45a.m. to 9:00a.m. Course Opening

Review of Day 1
9:00a.m. to 10:30a.m. Functions of the Registry

Review of Day 1
10:30a.m. to 10:45a.m. BREAK BREAK
10:45a.m. to 12:15p.m. Registry Procedures - Filing

Mini-Project
Presentations/Discussions
12:15p.m. to 1:45p.m. LUNCH LUNCH
1:45p.m. to 3:15p.m. Recording and Indexing Correspondence Wrap Up Discussion
3:15 to 4:15p.m. Recording and Indexing Correspondence Wrap Up Discussion
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Task Analysis Task Selection Worksheet

Criteria for
Task
Selection
Worksheet
Criticality

40 pts
Universality
10 pts
Frequency
10 pts
Standardization

10 pts
Difficulty

30 pts
Total

100
pts
Notes Priority
TASKS #1 #2 #3 #4 #5 #6 #7 #8
Recording
and
Indexing
mail

40 7 10 10 10 77 1
Filing 35 10 10 10 0 65 2
Information
retrieval
35 8 10 5 0 58 4
Fostering
the right
attitude
20 10 10 3 0 43 5
Table 1 Task Selection Worksheet

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Procedural Analysis
Task Recording and Indexing Correspondence
Each step comprise a set of smaller steps in the process. The main steps are labelled as Step 1, 2
and 3 and illustrate the sequence for completing the task.

Figure 1 Procedural Analysis for Recording and Indexing Correspondence

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Prerequisites Analysis
Task: Recording and Indexing Incoming Correspondence
The prerequisite analysis reveals a hierarchy of knowledge and skills required for completing the
captioned task. Persons who are required to perform this task with a high degree of accuracy
should have an understanding of the organisation, its core functions and operations as well as the
functions of the different sections, including the Registry. Foremost, they must demonstrate the
ability to perform basic registry tasks that lead to the accurate performance of duties. These
behaviours demonstrate an understanding of the importance of accurate record keeping and filing
procedures to the effectiveness of the organisation.

Figure 2 Prerequisites Analysis for Recording and Indexing Correspondence

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Assessment
Application Assessment
Assessing Application Skills - Using the Enabling Objectives
The following scenario is a guide for understanding and answering the assessment items below.
It represents a work situation in the Training Unit.
Scenario
Organisations in the public service of Barbados have been mandated to use a standard appraisal
system to assess employee work performance, behaviour and attitudes. This appraisal system
will officially be in effect from January 2015 and all ministries and departments are expected to
be trained and equipped with knowledge and skills to conduct these assessments in their
respective departments.
The Training Unit has designed a set of training workshops in Performance Appraisal for
Supervisors, the first of which will be commence in the following week. The Training Unit is
currently selecting a limited number of persons to participate in this workshop. A caller to the
department indicated that his department had sent hand-delivered correspondence to the
Training Unit four (4) days ago, requesting training for their staff in using the performance
appraisal system.

The employee of the Training Unit immediately goes to a Registry clerk who is in the process of
filing two invoices for payment. She inquires about the correspondence and communicates the
name of the department from which the correspondence should have been sent. She adds that the
workshop would be conducted in the following week and persons are currently being selected to
attend. How does the Registry personnel handle this situation?
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Enabling Objective#1
After a short lecture/discussion on the core functions of a registry, registry personnel should be
able to clearly describe three (3) main functions of their Registry. The learner should be able to
link standard registry procedures to specific situations. (Cognitive Comprehension).

Question 1:
Which item most adequately describes the functions of the Registry in the public service:
a) To record and file invoices for payment.
b) To receive, record, file, and retrieve correspondence received to the organisation. (Correct)
c) To file and retrieve correspondence.
d) To respond to queries from internal customers.

Question 2.
In keeping with standard registry practices, how should the clerk handle this situation to ensure
that the Registry functions are carried out AND the internal customer is satisfied?
a) The clerk listens to the query and indicates that it was probably filed.
b) The clerk listens, writes the details of the query and then continues her present task.
c) The clerk immediately conducts a physical search for the correspondence to see if it was
received, recorded and/or filed. (correct)
d) The clerk writes the details of the request and in a pleasant manner, indicates that shes busy
with another task, after which, she is going to lunch.

Enabling Objective #2
After participating in lecture/discussions about standard public service procedures for filing and
information retrieval, describe the procedures for file/information retrieval and filing
correspondence with at least 75% degree of accuracy. The learner should be able to identify the
steps involved in the processes in a sequential and meaningful manner (Cognitive
Comprehension).

Question 1:
Using the scenario above as a guide, identify the most logical set of steps for determining the
status of the correspondence AND satisfying the internal customer who has requested the said
correspondence.
a) Check mail register to see if the correspondence was received.
b) Locate an apt file to see if the correspondence was correctly filed.
c) Check the mail register to see if correspondence was received and filed/still in the registry;
do a physical search using the manual indexing system to locate the file or the document; try
to locate the most apt file for filing such correspondence; and then deliver the file to the
internal customer. (correct)
d) Conduct a physical search for the document and then take the document to the internal
customer.

Enabling Objective #3
After participating in a lecture/discussion and guided activities on indexing correspondence,
demonstrate how to use a manual file classification system to index correspondence with at least
75% degree of accuracy. The learners should demonstrate how to identify appropriate
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information for indexing, select indexing subjects and conduct a search using the manual file
classification system (Cognitive Application; Psychomotor).

Question 1:
Using the scenario above, suppose the correspondence had been received in the Registry on that
same day. Which of the following CLEARLY describes the next set of steps in the process for
managing received correspondence?
a) Record the item in the mail register and assign a file number.
b) Record correspondence in the mail register and then file it.
c) File the correspondence on a suitable file and send file to the internal customer who is
responsible for the matter.
d) Record the correspondence in mail register, use the appropriate set of alphabetical index
cards to classify the correspondence and then choose a suitable file number for the item.
(correct)

Question 2:
Using the scenario above, list three classifying subjects by which the received correspondence
may be indexed.
Answer: Correspondence may be indexed using:
1. The name of the department from which it was sent.
2. The title of the training workshop.
3. The person(s) who will be attending the course.

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Performance Rubrics

Terminal Objective
After attending a two-day training workshop and participating in the lecture/discussion and activities, participants should be able to describe and
demonstrate best practices for filing, indexing and retrieval of information.

1 point is assigned for each criteria achieved. Score
Task Inadequate Adequate Excellent
Filing Participant must place correspondence on
the file, number each item, cross-reference when
necessary, and route the file appropriately.

Learners must proceed through steps in a
meaningful sequence.

Participant explanation should be clear. (6 points)
2 points or less
Participant is unable to recall or
outline the steps for filing.
Participant does not progress through
the needed steps.
Participant does not organize steps in
a meaningful sequence.
3 to 4 points
Participant is able to recall and
describe the procedures for filing
with at least a 50% degree of
accuracy.
Participant goes through some of the
steps; organisation is not sequential
nor meaningful.
5 to 6 points
Participant is able to recall, the
procedure for filing.
Participant goes through most or
all of the required steps.
Organisation is done in a
meaningful sequence.

Indexing Participant should select appropriate
correspondence for indexing and select apt
categories for classification.

Information should be accurately recorded.

Process should be carried out and described in
meaningful steps. (5 points)
Less than 2 points
Participant is unable to describe the
procedures for indexing
correspondence.
Participant is unable to select apt
correspondence for indexing or select
apt categories for classification.
Organisation of steps is not
sequential or meaningful.
Information is recorded with less than
50% accuracy.
3 to 4 points
Participant recalls and outlines the
various steps for breaking down
information into meaningful
categories for indexing.
Participant progresses through some
of the steps.
Organisation of steps is not
sequential but meaningful.
Information is recorded with 75%
accuracy.
5 points
Participant independently
recalls, outlines and employs the
various steps for indexing.
Steps are organised and described
in a meaningful sequence.
Information is accurately
recorded.

Participant describes how to retrieve information
using the mail register and using the manual
indexing system.

Using the manual index system, select appropriate
search categories and identify the file number for
the required information.(4 points)
1 point
Participant is unable to describe how
to locate information in the registry.
Participant is unable to identify
appropriate search categories using
the manual index system.
Participant is unable to conduct a
physical search for information using
the manual index system.
2 to 3 points
Participant can outline how to
retrieve information using one of the
methods.
Participant is able to identify file
number for information required.
4 points
Participant is able to accurately
and independently describe the
procedures for information
retrieval.
Participant selects appropriate file
categories for locating
information using the manual
indexing system. Participant
identifies the file number for
information required.

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Contextual Analysis Worksheet

Directions: Identify relevant factors in categories (only where and when appropriate) and
indicate the effect they will have by circling appropriate number.

-2 Greatly impedes
-1 Slightly impedes
+1 Slightly facilitates
+2 Greatly facilitates

Orienting Context
Learner Factors
Attitude - Learners demonstrate a willingness to participate in workshop -2 -1 +1 +2
Perceived Accountability Learners expect formal and informal post-
training performance assessments by co-workers and supervisors
-2 -1 +1 +2
Experiential Background Previous experience working in a Registry -2 -1 +1 +2
Prior knowledge of the organisation and its functions, registry procedures
or both facilitate the integration of new knowledge and skills

-2 -1 +1 +2

Immediate Environment Factors
Co-Worker support and encouragement -2 -1 +1 +2

Organizational Factors
Generally supportive learning culture in the organisation for personal and
professional development.
-2 -1 +1 +2
Organisational support of training as continuous learning and
development .
-2 -1 +1 +2

Instructional Context
Learner Factors
Learners are familiar with layout of departmental training rooms -2 -1 +1 +2
Learners are assured that all tasks are achievable -2 -1 +1 +2
Learners are assured of instructor guidance and coaching -2 -1 +1 +2

Comfortable, spacious, and private training facilities -2 -1 +1 +2
Instructors competence in using equipment -2 -1 +1 +2
Learning Schedules - Sufficient time allocated for learning -2 -1 +1 +2
Constant distractions or interruptions by co-workers as training will be
conducted using on-site departmental training rooms
-2 -1 +1 +2
Instructor is flexible with learning approaches, knowledgeable about
subject areas and experienced in delivering instruction
-2 -1 +1 +2
Seating arrangement encourages collaboration -2 -1 +1 +2

Sufficient time allowances for presentations, demonstrations and
practice
-2 -1 +1 +2
Adequate facilities, teaching materials and appropriate equipment -2 -1 +1 +2
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Transfer Context
Learner Factors
Displays of confidence about on-the-job utility of learning -2 -1 +1 +2
Positive perceptions of on-the-job applicability of strategies learned -2 -1 +1 +2
Belief that resources will be made available to support tasks -2 -1 +1 +2
Experiential Background in the field will support the utilization and
demonstration of new knowledge and skills
-2 -1 +1 +2
Some apprehension about post-training tests by staff and supervisors -2 -1 +1 +2

Instruction allows for adequate practice using authentic situations and
materials
-2 -1 +1 +2
Difficult/critical tasks are emphasized -2 -1 +1 +2
Instructors promote a positive learning environment with constructive
feedback among peers
-2 -1 +1 +2
Instructors as change agents, encourage supervisors to provide post-
training support and motivation to transfer knowledge and skills.
-2 -1 +1 +2

Learning Culture supportive of continuous/innovative learning -2 -1 +1 +2
Adequate Supervisor Support system -2 -1 +1 +2
Rewards - Positive reinforcement system -2 -1 +1 +2

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Instructional Strategies and Lesson

Objective #3 - After participating in a lecture/discussion/guided activities on indexing (eg.
the type of information to index, selecting indexing subjects, and conducting a search) using
a manual file classification system, demonstrate how to use a manual file classification
system to index correspondence with at least 50% degree of accuracy.

Instructional Strategies
The following instructional strategies were incorporated into the lesson design:
Face to Face Instruction utilized throughout the programme to deliver topics
Discussion and collaboration encouraged before, during and after face-to-face
instruction and during practice activities and mini-project to create a positive,
supportive learning environment among participants.
Guided Practice instructor-led during practice activities.
Handouts of course and practice materials supporting material to be used during
course and for guidance on return to the work environment.
PowerPoint Presentation visual aid (see attached)
Advance Organisers Graphic and Comparative (See explanation below)
Analogies (See explanation below)
Peer reviews This was incorporated as part of the mini-project which was problem-
centred and structured to allow participants to critique their peers and provide
constructive feedback to encourage further development and reinforce learning.

Advance Organisers
Comparative Organisers
The two figures below show the common elements between a typical story and
correspondence received in the organisation. The story of Little Red Riding Hood was
selected since it is a common and familiar story recognised by many persons as a favourite
childhood fairy tale. Any other familiar story can be replaced as a familiar example, but the
main idea is for participants to understand the common linkages between a story and a piece
of correspondence. They both have very similar elements and as such, the story is used to
assist with simplifying and breaking down a piece of correspondence to facilitate
understanding and to prepare for indexing.

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The Story/Fairytale

Figure 3 Illustrates the storyline of a familiar fairy tale - Little Red Riding Hood

The Correspondence

Figure 4 Illustrates the "storyline" behind a typical piece of correspondence

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Graphic Organiser
This advance organizer outlines the steps involved in indexing correspondence. It provides a
visual for the process and helps participants to link each step to the correspondence.

Figure 5 Graphic Organiser Showing the Outline of Indexing Procedures

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Analogies
Two analogies were chosen to assist students with the requirements for enabling objective #3:
1) Extracting relevant points from the correspondence
a) This task is similar to discussing a familiar childhood story.
i) Learners may be familiar with only the main points/characters of the story and this
is sufficient to facilitate thinking about extracting salient points form a piece of
correspondence.

2) Selecting indexing categories.
a) This task is similar to identifying the specific items on a plate of food

These two aspects were chosen as learners may find it challenging to pull the salient points
from the correspondence and to reduce it into specific categories.

Analogy #1 Using A Familiar Childhood Story
Students will be asked to recall a familiar or popular story from their childhood and briefly
describe it. The salient points of their story will be likened to those in a piece of
correspondence. The example for Little Red Riding Hood is exemplified below:
The Story Elements/Attributes The Correspondence
Student Analogue Summary Instructor Target
Main Characters Who Sender; and Subject
Woods; Grandmas House Location Venue; Place of Event;
University etc.
Girl met Wolf; Wolf went to
Grandmas House
Situation/event Request for Information;
Study/Training Leave;
Invoice for Payment
Before Dark Timeline Due Dates; Deadline Dates;
Travel Dates; Meeting Dates

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Analogy #2 Using a meal or a plate of food
Selecting indexing categories is like breaking down a meal into its specific food items.
Students will view a simple picture of a plate of food and will be asked to identify the
specific items that they can see.

Explanation:
You have a plate of food with specific food items. Participants may identify with the protein,
the starches, and the vegetables; or simply the rice, chicken and vegetables. If this plate of
food was further broken down into sections, you may see brown rice, jerk chicken, steamed
vegetables.
Similarly, you have a piece of correspondence that initially is a page or several pages, full of
words. This correspondence can be broken down into several bits of information.
Specifically, you can identify several different sections/categories namely, the sender, the
subject (person of reference), any dates or timelines, any venues/locations/destinations. This
process prepares the learner for simplifying correspondence into several categories, in
preparation for indexing.

Correspondence
Category
Specific Element Meal
Category
Meal Item
Sender Ministry of Education Starch Rice/Bread/Potato
Subject/Person in
reference
Tom Jones Protein Chicken/Fish/Peas
Dates (Due Dates;
Received Date)
September 2014 to May
2015
Fruit Lime; Mango
Location/Venue/Institution UWI Cave Hill Vegetables Pumpkin; Beans
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Reflections
General Discussion
The systematic approach to designing instruction can be summed up as a tedious, time-
consuming, rigourous but fulfilling area of study. The approach should be systematic to avoid
being overwhelmed by the huge amount of information, research, discussions, data
collection, analysis, reflection and revision that the process entails. The information load is a
necessary burden as it ensures a thorough assessment of learning needs, learners
characteristics and the design of a well-structured and potentially effective course of
instruction. The topic and design for this mini-project Professional Development Workshop
for Registry Personnel - was based on my work department which is a training institution in
the Public Service of Barbados.

The assignment was cognitively taxing in two areas: (1) the knowledge and skills in the
subject area; and (2) in understanding, learning and reflecting about the actual course design.
The idea and information for course design was relatively simple as I am familiar with the
organisation, its functions, operations and culture. However, in spite of my familiarity with
that aspect of the course design, the procedure was still fairly rigourous and required me
having to test and re-test my knowledge and understanding of the familiar tasks to ensure that
they matched and supported the objectives chosen and workshop design and vice versa.

As I attempted the assignment, it felt as though the individual sections (e.g. needs analysis,
enabling objectives, procedural, prerequisite or task analysis) were all non-connected. The
process was initially frustrating due to the lack of cohesiveness of research information and
components of course design. The set of consolidated documents brought about some
semblance of a course design as at July 01, 2014. Later, a better understanding of the design,
27
the assessment rubrics, worksheets, guides and resources were helpful for constructing and
facilitating my knowledge and skills.

Instructional Strategies
Getting the material to be learned into a structured, organized manner is the responsibility of
the instructor who supports, plans and organises information that it is received in a
meaningful manner to facilitate stability in the learners cognitive structure and hence,
learning (Hawk, McLeod, & Jonassen, 1985).

The instructional strategies chosen facilitate participant learning and development.
Participant learning styles, experiential background, age and educational history were
considered prior to design of identified strategies.

A number of strategies were incorporated to ensure that a variety of learning styles were
maximized using visuals (PowerPoint, graphic and comparative organizers), comparisons,
analogies and guided practice. The instructor is also encouraged to provide coaching and
facilitate discussion and encourage collaboration to counterbalance the humdrum but
informative face-to-face type of instruction. Collaboration also facilitates a supportive
learning environment that can be transferred back to the work environment.

Specifically, the Powerpoint presentation, analogies and advance organizers were used to
assist with the conceptualization of those topic areas of Enabling Objective #3 that were
abstract, vague and maybe slightly ambiguous. This objective can be cognitively taxing and
as such required a more delicate and detailed approach to facilitate understanding. It was
deliberate that sufficient time was also allocated to the practice, application and assessment
of this task, as seen in the proposed timetable.

28
Assessments were conducted after the completion of each topic of instruction to ensure that
students were able to practice and apply the new information being taught. This would also
facilitate integration and reflection about the new knowledge, learning experience and
possibilities for transfer to the workplace.

A problem-centred task was also used to encourage participants to integrate material learned
so that it can be easily transferred and related to the work environment.

Peer and Group Feedback
This strategy was essential to this programme as most students, including myself, felt lost and
confused and unsupported with activities. Peer feedback was helpful as we were able to help
each other weave through each learning activity until it made sense. Additionally, Skype was
an effective medium for discussions, collaborations, peer support and a general connection
with peers.

Feedback was critical in the initial stages of this course to avoid overwhelming and
frustrating the efforts of students. Even though at the end of it all, most of us were able to see
the overall benefit and strategies used to develop critical thinking about course design and
instruction.

29
References
American Society for Training and Development (ASTD). (2014). Instructional Design
Theory and Process. Retrieved June 12, 2014 from ASTD Learning System:
http://www.astd.org/Publications/Books/ASTD-Learning-
System/~/media/5C64A3AA39324394A318F42FC67F16F9.ashx
Hall, T., & Strangman, N. (2002). Graphic Organizers. Retrieved July 22, 2014 from
National Center on Accessing the General Curriculum:
http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizers#.U86k1
qjlees
Hawk, P., McLeod, N. P., & Jonassen, D. H. (1985). Graphic Organizers in Texts,
Courseware, and Supplemental Materials. In D. H. Jonassen (Ed.), The Technology
of Text: Principles for Structuring, Designing, and Displaying Text (pp. 158-185).
New Jersey, USA: Educational Technology Publications Inc.
McCawley, P. F. (2014). Methods for Conducting an Educational Needs Assessment:
Guidelines for Cooperative Extension System Professionals. CALS Educational
Communications . Moscow, Idaho, USA.
Swist, & Jeannette. (2001). Conducting a Training Needs Assessment. Minnesota College of
Business . Mankato, Minnesota, USA.
The Northest Texas Network Consortium. (2002). Advance Organizers. Retrieved July 22,
2014 from NETnet:
http://www.netnet.org/instructors/design/goalsobjectives/advance.htm

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