Experience Project

ANALYSIS PHASE

I firmly believe, the failure of the student, is the failure of the teacher. To carry the title teacher, you must be able to effectively transfer knowledge, and produce experts in your field. Therefore, the Analysis phase is a critical step in the process of identifying exactly WHAT needs to be improved, HOW it can be improved, and the best METHOD of improvement.

PROBLEM: Unrealized performance expectations on the job, in competition, and academically, contribute to low morale, lack of motivation, and overall dysfunction of the individual and the team. The critical need is not necessarily more resources, but optimizing the resources already available. We need to close the performance gap between the top performers and the average ones to maximize corporate success.

INSTRUCTIONAL GOALS: Upon completing the course the student should be aware of his/her inherent physical and mental potential including areas of unique talent. People cannot effectively utilize what they are unaware of. He/she will be equipped to identify and eliminate the most common barriers to maximum performance. By the end of the training, students have practiced proven strategies and actions leading to measurable improvement in their particular occupation.

LEARNING ENVIRONMENT: This eLearning module is designed to immerse the student in an environment of self paced transformation.

EXISTING KNOWLEDGE AND SKILLS: The learners are aware of the existence of a higher level of human performance, but reject the potential for themselves. This course is designed to close the gap between the “over achievers” and their “under performing” comrades. Exercises for systematically improving knowledge and skills are presented throughout the training.

DESIGN PHASE

DESIGN STRATEGY: Gagne’s Nine Events of Instruction remain a reliable guide for designing the learning experience from beginning to end; with the goal being transfer of knowledge and improved performance.

This course uses a scenario format, in which the goal of optimal performance is pictured as a geographic territory, or destination to be reached. The student is first introduced to the existence of the region through real life examples of extra-ordinary performance by average  and above average human beings. Commentary and personal testimony is presented via real-life video footage and animated characters. The true SME’s are the idolized “super human” performers, whose talents relate to the students weaknesses.

Graphics support the theme of the learner taking a road-trip toward the desirable geographic destination.

Well-written script created with SME’s input is used (along with graphic storyboard when needed.) This streamlines the design process, and assures the accurate transfer of knowledge is achieved. All graphics bring the core message (script) to life and avoids fancy or random visuals.

INSTRUCTIONAL STRATEGY: Students progress past the residents of the zone they met at the onset. They are then immersed in and quizzed on the physical, biological, and mental abilities they have in common with the super performers.
The most common obstacles to high performance, such as poor diet are studied – alternatives are discussed. Several “keys to the territory” are given via quiz to easily incorporate into the students daily routine.

Areas of special ability are identified using Gardner’s theory of Multiple Intelligences. This strategy will help stakeholders and students form realistic expectations, and set goals. Under-performance, and unrealized expectations, are very often due to placing a person in a position they are naturally unequipped for. On the other hand, wasting the talent of high performers in less challenging work is also a big mistake.

DEVELOPMENT PHASE

Mayer’s 12 Principles of Multimedia Learning are adhered to closely as a guide in this stage of the training development. For example: the principle of Redundancy (People learn better from graphics and narration, than from graphics, narration, and on-screen text.) is applied throughout.

The course was developed using Articulate Storyline, Adobe Premiere, Adobe Illustrator, Photoshop, vYond, and Audition.

IMPLEMENTATION PHASE

During the implementation phase, a procedure for training the facilitators and the learners is developed. Instructor Led facilitators’ training will cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners includes training them on tools, student registration, etc.

EVALUATION PHASE

Evaluating the training will focus on seeing if the performance measures outlined at the beginning have improved.