Formative Evaluation
In this section, I'd like to share some of the revisions that have been made to this instruction during the design process. These adjustments were made as a result of:
- input from stakeholders regarding organizational needs;
- information gained through analysis of learners and their needs;
- questions, feedback, and comments from others who've reviewed the content at each step in the design process.
Throughout
this process, the content of this workshop has been refined for clarity
and focused toward key areas that are expected to have the most impact. Changes
include:
- During early discussions with stakeholders, it became apparent that while there is recognition and support that this instruction is needed, it is a sensitive topic. Acknowledging any lack of confidence is difficult, particularly for those in a leadership role. As a result, the workshop uses activities that encourage discovery, so that each learner can approach the topic in the way that it is most personally meaningful. The Story Cube Activity and use of scenarios are examples of this approach.
- Responses, including comments, that learners provided in the audience analysis survey were used in developing scenarios that would be relevant and address situations similar to what learners are likely to encounter in their work environments.
- The target audience was clarified from the broader "new and aspiring leaders" to "new (within one year) and aspiring front-line supervisors within a corporate environment" based on peer-review feedback and audience analysis.
- Because of questions that others had about the meaning of "self-talk," I recognized that there are considerable variations in how people understand or interpret that term. This showed the need to develop a common understanding of the terms "self-talk" and "self-efficacy" within the workshop. As a result, portions of the instruction are directed specifically at defining and applying those terms.
- Learning goals and outcomes were modified based on feedback that most outcomes as originally stated were at the lower levels of Bloom's Taxonomy. My intent was for the outcomes to increase in complexity over the course of the workshop and changes were made to better reflect that.
- An area of concern that was brought up in a peer-discussion was the lack of support in the work environment that learners sometimes encounter. As a result, an activity was specifically included in this instruction to encourage peer-support and follow-up for learners.
A field test is being planned to test this instruction through small-group evaluation. Three to six learners who are representative of the target audience will be invited to participate. Feedback from these learners will help determine whether the instruction works as intended and what additional adjustments may be needed.
Questions participants will be asked following the workshop:
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