LKR, Inc. Design Plan
Kitzzy Aviles, Jennifer Forsyth, Ryan Leitch
Project Background and Goal
- LKR, Inc. will create five hours of Web-based Leadership Skills Training for Wallington Bank within an eight month period of performance.
Project Summary
- 5 hours of self-paced, non-facilitated instruction
- Web-based interface
- Languages: English and Spanish
Target Audience
- Management personnel of Wallington bank worldwide.
- 35,000 management employees
- Basic computer skills (MS Office)
Course Objectives
- Course Objective: Wallington Bank management personnel will identify and demonstrate Leadership skills.
- Module 1 Objective: Identify leadership concepts
- Module 2 Objective: Analyze scenarios
- Module 3 Objective: Conduct case studies
- Module 4 Objective: Describe personal leadership style
- Module 5 Objective: Identify leadership resources
Presenter Notes:
- Module 1 - Overview of basic leadership concepts and terms.
- Module 2 - Videos of good and bad examples of leadership with explanations to emphasize concepts and terms introduced in Module 1.
- Module 3 - Various leadership problems will be presented for learner to analyze and determine how they would use their leadership skills to solve it.
- Module 4 - A series of worksheets to help the learner determine their own leadership style and reflect on it. Completed case studies and worksheets will be compiled into a portfolio.
- Module 5 - Supplemental materials to serve as reference for further knowledge or job aids.
Instructional Strategies
- Direct Instruction Model
- (Joyce, Weil, & Showers, 1992) Based on behaviorist theories of human learning, this model is designed to facilitate learning through stimulus-response conditioning and is said to generate and sustain motivation through pacing and reinforcement.
- Problem-based Learning
- (Barrows, 1985) Disenchanted with medical students’ ability to apply information learned from lectures, Barrow’s developed this model for instruction which focuses on the problem-solving process.
Direct Instruction Model
- Module 1: Concepts - Orientation & Presentation
- Module 2: Scenarios - Structured Practice using problem-based instruction
- Module 3: Case Studies - Guided Practice using problem-based instruction
- Module 4: Your Leadership Style - Independent Practice using portfolio assessment
- Module 5: Resources - Independent Practice
Presenter Notes:
Direct Instruction Model details:
- Orientation
- Establish lesson content
- Review previous learning
- Establish lesson objectives
- Establish lesson procedures
- Presentation
- Explain/demonstrate new concept or skill
- Provide visual representation of task
- Check for understanding
- Structured Practice
- Lead group through practice example in lock step
- Students respond to questions
- Provide corrective feedback for errors and reinforce correct practice
- Guided Practice
- Students practice semi-independently
- Circulate, monitor student practice
- Provide feedback through praise, prompt, and leave
- Independent Practice
- Students practice independently at home or in class
- Provide delayed feedback
Problem-Based Learning
- Start New Problem: Present scenario or case study
- Problem Follow-Up: Explanation of good and bad practices of leadership
- Performance Presentation(s): Complete worksheets under "Your Leadership Style"
- After Conclusion of Problem: Compile worksheets into portfolio
Presenter Notes:
Problem-based Learning Strategy details:
- Start New Class
- Introductions
- Climate Setting (including teacher/tutor role)
- New Problem
- Set problem and bring problem home
- Describe the product/performance required
- Assign tasks
- Reason through the problem (i.e., ideas/hypotheses, facts, learning issues and action plan).
- Commitment as to probable outcome
- Learning issues shaping/assignment
- Resource identification
- Schedule follow-up
- Problem Follow-Up
- Resources used and their critique
- Reassess the problem (i.e., ideas/hypotheses, facts, learning issues and action plan).
- Performance Presentation(s)
- After Conclusion of Problem
- Knowledge abstraction and summary
- Self-evaluation
Level 3 Interaction
- problem-solving activities such as simulations or scenarios.
- decision points from which multiple branching will occur.
- learner must study, interpret, and use information to provide correct responses which correspond to lesson objective cues.
Presenter's Notes: Since this training is aimed at adult learners, we want to allow them to work at their own pace and have flexibility to go back and forth from one section to another instead of forcing them on a given path.
Portfolio Assessment
- Individual responses to case studies
- Completed worksheets to determine personal leadership style
- Reflective narrative of personal leadership style
Presenter's Notes: Everything the learner creates will be compiled into a portfolio, a copy of which will be placed in their personnel file.
Design Considerations
- Re-purposing of Video and audio for "Leadership Scenarios"
- Printable PDF Documents for "Case Studies"
- Printable PDF Worksheets for "Your Leadership Style" which will be compiled into the portfolio
- Spanish translation
Static Prototype: Main
Presenter Notes: Right-click or middle-click on map to open a bigger version in a new window/tab.
Static Prototype: Secondary
Presenter Notes: Right-click or middle-click on map to open a bigger version in a new window/tab.
