Introduction to Instructional Design

Design Project, Report 1BARB DEBORDFEBRUARY 22, 2015

Design Project, Report 1 Contents

Project Overview

Needs Assessment or Goal Analysis?

Goal Analysis – Final Ranking of Goals

Learner Characteristics

Learning Site Characteristics

Project Example◦ Portal Page with Sections Listing

References

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Project Overview Project Title: Career Seeker’s Bootcamp

Project Description:

Career Seeker’s Bootcamp will be designed to address the needs of jobseekers in the Sarasota-Manatee Suncoast region of Florida. Jobseekers need to obtain information and resources to assist them in a successful job search and many reach out to our organization for these. Jobseekers generally have one or more areas of need during a search for employment. Some jobseekers will need all of the program information and some will need only portions.

Requests for assistance include determining career direction(s) and creating an action plan, resume development, information on how to conduct a successful job search and how to appropriately prepare for an interview, and guidance on how to retain employment and maintain relevancy in an ever-changing marketplace.

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The Career Seeker’s Bootcamp program will consist of five main sections, one hour per section. Each section will be broken down into smaller areas of focus relative to the subject matter. The five main sections will be:

1) Career Action Plan 2) Resume Basics 3) Job Search Techniques & Networking 4) Preparing for the Interview & Follow-up 5) Job Retention & More

Needs Assessment or Goal Analysis?

A goal analysis serves the project better than a needs assessment plan as it is more timely, cost effective and practical. It is evident that a need exists for jobseekers to find employment.

The aim of the training is to provide relevant information and resources to a wide variety of jobseekers so they can conduct a successful job search.

The primary audience for the program consists of jobseekers who need the Career Seeker’s Bootcamp content in its entirety, and the secondary audience is the jobseeker who will utilize only portions of the program.(Morrison, G., Ross, S., Kalman, H., & Kemp, J., 2013).

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Goal Analysis Final Ranking of Goals:

1. Identify the needs to be addressed at beginning stages of job search, such as career exploration, self-inventory and creating an action plan to secure employment; provide access to resources for these.

2. Provide examples of basic resume formats with explanations for effective use that the jobseeker can download for customization.

3. Determine the most effective information needed to conduct a successful job search, including connection to additional resources.

4. Identify the most relevant interview-related information that can assist the jobseeker in a successful interview.

5. Provide guidance on job retention strategies and career development.

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Learner CharacteristicsVariable levels of education, from no GED/High School diploma to graduate degree

Diverse age groups (from 18-80+), genders, religions, cultures, socio-economic situations

Variable prior employment levels from blue collar to new college grad, to mid-professional, to C-Level

Some have just relocated to the area

Some speak/read little or no English

Some have physical and mental disabilities

Some have gaps in employment for various reasons

Some have a criminal background

Some have technology barriers (are not computer literate; have difficulty searching and applying online, etc.)

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Learning Site Characteristics The program will be made available online for individual access 24/7. In addition to self-service access, customers who need guidance accessing and navigating the training materials can request staff assistance in our Resource Rooms on-site.

Orienting context can have a significant impact on outcome. The learner brings attitudes and expectations into the learning experience in this first stage before instruction begins. The border between the orienting and instructional context stages seems an ideal time to guide the learner in a goal-setting activity, laying out the strategic steps to success for the learning program and its knowledge transfer into the real world (Tessmer and Richey, 1997). With this thought in mind, the first session of Career Seeker’s Bootcamp involves having the learner create a Career Action Plan.

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Learning Site Characteristics Orienting Context:Most want quick, accurate and easily accessible information that will help them get a job asapMost feel pressured to find a job immediatelyMany don’t know where to start with a job search Have never job searched or last job search

was more than 10 years ago Have real or perceived barriers to

employment and feel hopeless

Many anticipate they will not find employment with an adequate salaryMany anticipate difficulty finding employment due to their advanced age

Many are not aware of our resources or think we are the “unemployment office”

Some want someone else to do all of the work involved in a job search for them

Most are not aware of the job search and labor market tools on the state website, Employ Florida Marketplace (EFM)

Most spend a majority of their time in online search and application, using only a few job search sites

Most do not have a job search strategy or plan and have not thought about creating one

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Learning Site Characteristics

Taking into consideration that staff will need to be knowledgeable enough to assist customers with navigating the training program and with answering content-related questions, a staff orientation of the program should be planned.

Instructional Context: Off-site environmental factors will be impacted by:Problems connecting to the Internet or to our site and with downloading the training contentIssues accessing materials on our website through Google Chrome

On-site environmental factors will include:Availability of a computer in our Resource RoomsComputer network or website issues that may occurThe level of noise from other customers and staff Knowledge level of staff providing assistance

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Learning Site Characteristics Transfer Context:Learners will have access to resources for review at any timeInteractive resume templates will be available for download to apply the knowledge gained in the Resume Basics section of the trainingOpportunities to apply the knowledge in job application, interviews and in networking events, including Suncoast Professional Network (SPN) meetings, will support continual application and transfer of the training

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Sample-Draft

REFERENCES Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective instruction (7th ed.). Hoboken, NJ: John H. Wiley & Sons, Inc.

Tessmer, M., Richey, R.C. (1997). The role of context in learning and instructional design. Educational Technology Research and Development. Volume 45, Issue 2, pp 85-115.

Barb DeBord February 22, 2015