SWOT Training - Yujin Yangyujinyang.weebly.com/uploads/3/7/3/2/37329707/swot... · SWOT ANALYSIS...
Transcript of SWOT Training - Yujin Yangyujinyang.weebly.com/uploads/3/7/3/2/37329707/swot... · SWOT ANALYSIS...
SWOT Training Instruction
1
SWOT Training
Design Document
Spring 2013
Yujin Yang
April 8, 2013
The University of Oklahoma
SWOT Training Instruction
2
Table of Contents SWOT ANALYSIS TRAINING ......................................................................................................... 3
Background ............................................................................................................................................ 3 Needs Analysis .......................................................................................................................................... 5
Problem Statement ............................................................................................................................... 5 Learner Analysis ....................................................................................................................................... 7 Context Analysis ....................................................................................................................................... 9
Orienting Context................................................................................................................................. 9 Instructional Context ........................................................................................................................ 10 Transfer Context ................................................................................................................................ 10
Task Analysis .......................................................................................................................................... 12 Goal ....................................................................................................................................................... 12 Learning objectives .......................................................................................................................... 12 Prerequisite Knowledge and Skills .............................................................................................. 13 Information Analysis ....................................................................................................................... 14 A Big Picture of Assessment for this instruction ..................................................................... 17
Instructional Design Plan .................................................................................................................... 18 Theoretical Perspective ................................................................................................................... 18 Instructional Design Model ............................................................................................................ 21 Design Specification ........................................................................................................................ 27 Instructional Design Process .......................................................................................................... 31
Activity1. Try and Reflect a Personal SWOT Analysis .................................................... 33 Activity 2. Generating Ideas and Information about SWOT analysis .......................... 37 Activity3. Application: Group SWOT analysis................................................................... 41
Evaluation Plan....................................................................................................................................... 46 Formative Evaluation ....................................................................................................................... 46 Summative Evaluation..................................................................................................................... 48
Design Implementation ........................................................................................................................ 50 Resources Management .................................................................................................................. 50 Timeline and Budget ........................................................................................................................ 51 Risk Analysis and Management Plan .......................................................................................... 53
References ................................................................................................................................................ 57
SWOT Training Instruction
3
SWOT ANALYSIS TRAINING
Background
Eighty percent of college-bound students start programs without knowing their
goal. Therefore, some students go to college knowing what they want to do exactly, but
most students do not know. According to the report from the New York Times. 80% of
freshman in Penn State University are uncertain about their major. NBC NEWS reported
that over 50% of students change after they decide their major more than once.
In addition, many students stop their studies and fail in their first year at colleges
and universities because they do not have clear goals or objectives. Even though many
colleges and universities have been providing counseling services, the rate of changing
major has not been decreased for a decade. These facts show that an instruction needs to
be action for improving students’ success in studying as well as their future carrier.
Failure is not only for college students. According to a research, approximately
50 percent of business failed in the fist year, and this number increase dramatically in the
first five years of running business as high as 90 to 95 percent. The most top cause of
business failure is because of a weak strategic plan. For continuous success, the owner
may keep thinking and learning from their mistakes.
Those examples indicate the needs of teaching strategic skills to help them
successfully finish their degree and run their business. Various types of strategic
management tools are exist and have been used for business purpose in many business
companies. However, they are not commonly used for the people, who run a small
SWOT Training Instruction
4
business or for personal purpose, because of the hardship to master the skill by oneself.
So in this paper, I will develop a strategic management instruction to apply any situations.
SWOT Training Instruction
5
Needs Analysis
Needs analysis is a systematic process used to determine goals, identify
discrepancies between goals, and establish action priorities (Morrison, Ross, &Kemp,
2004; Smith, & Ragan, 1999; Gagne, Briggs, & Wager, 1992). The information from a
needs analysis will be used to help the instructional designer to define program goals, and
state specific teaching objectives.
Problem Statement
Personal or organizational strategies are means through how they accomplish their
goals and missions. In order to determine the direction of the organization, many
organizations use different types of strategic planning; strategic planning is an
organization’s process of defining its strategy, or direction, and making decision on
allocating its resources to pursue this strategy.
As a part of strategic planning, many people have used SWOT analysis, an analytical
method to identify and categories significant internal factor and external factor. It is a
general tool designed to be used in the preliminary stages of decision-making and as a
precursor to strategic planning in various kinds of applications (Johnson et al., 1989;
Bartol et al., 1991). In other words, a SWOT analysis can be carried out not only for
business, but also for many other areas including production industry or personal use.
Through a SWOT analysis, an organization or person determine later steps in planning to
the objectives. Also for individuals, he or she can develop his or her careers in a way that
takes best advantage of their talents, abilities and opportunities.
There are a number of sources online that may help people to understand what
SWOT analysis is. However, constructive feedback is crucial in order to improve the
SWOT Training Instruction
6
business performance and to reach the goals and objectives. Most of SWOT instructions
these days are conducted in face-to-face workshop by a special origination only for
business purpose.
Conclusion
In order for commercialize SWOT instruction that positive impact on the path of
organization and individuals future, I will design an online learning instruction
combining computer-mediated activities through a website that people can participate
through online rather than attending a face-to-face workshop.
SWOT Training Instruction
7
Learner Analysis
As I mentioned before, a SWOT analysis can be carried out in various fields not
only for business companies, but also for individuals. So, the target learners in this
SWOT instruction will be adults. And the range of learners will vary on types of
organizations and companies. Andragogy model has five assumptions in adult learning
environment (Merriam & Caffarella, 1999).
First, adult learners have independent self-concept and ability to direct their own
learning (Knowsles, 1989). They are self-directed and autonomous, so they prefer to
work at their own pace. Individuals learn best when they have identified their learning
needs. Learners need to have a high level of self-direction to succeed in online learning
environment (Shapley, 2000). Vonderwell and Tuuner (2005) found that online learning
context enhanced the adult learners’ responsibility and initiative toward the learning in a
technology application online course.
Second assumption is an adult accumulates a growing reservoir of experience,
which is a reach resource for learning (Merriam & Cafferalla, 1999). Some learners may
have experience in a SWOT analysis, but some may do not. When learners are asked to
engage in activities that build on their previous knowledge with complex task, they are
more to see the utility of being reflective and strategic learners. No matter if the learner
has experienced in a SWOT analysis or not, relevant case studies and appropriate
direction depending on the group of learners help them performed better in this
instruction.
Third, adult learners are more problem-centered than subject-centered in learning
(Merriam & Caffarella, 1999). They are more impatient in the pursuit of learning
SWOT Training Instruction
8
objectives. The student-centered learning instruction, in which the learners have chances
to discover knowledge in a meaningful and applicable way, facilitates the exploration of
meaningful learning for the adult learners. Discussion forum promote meaningful
participation. In a SWOT analysis, each person or group offers a different perspective
and experience on analyzing their strengths and weakness. Therefore, SWOT analyses
usually benefit from group discussion to get other people’s perspectives. Therefore I will
open a discussion forum to facilitate learning.
Forth, adult learners are goal-oriented. Adult learners mean to a current need, so
the more immediate the need, the greater motivation to learn (Paul, 2008). The target
learners who are considering performance measurement for their business success or
improvement of their study are likely to be motivated in learning a SWOT analysis. It
means that they have clear expectations about the training.
Fifth, adults are motivated to learn by internal factors such as the increased job
satisfaction or quality of life. Self-reflection is important for them, so that feedback and
guidance should be provided by peers or the instructor while learning.
Adult learners in the 21st century are used to work on a computer, a tablet PC, or a
smart phone, such that the instructor may not have to be concerned about learners’
computer skills, such as how to access a certain website, how to download a video or
manual, or how to post to the discussion board.
SWOT Training Instruction
9
Context Analysis
Three types of contexts are defined by Tessmer & Richey (1997) including
orienting context, instructional context, and transfer context. Orienting context is to
identify a learner’s perception of the training. Instructional context is to analyze
instructional environment factors to be considered. And transfer context is to determine
the ways for transferring the training to real world context.
Orienting Context
Orienting context is determined by learners’ goal, the perceived utility of the
instruction, and the learners’ perceptions of accountability. As we mentioned above in
learner analysis, learners’ prior knowledge and their perception will affect learning.
Many people often confuse the difference between strategic planning and a SWOT
analysis. Therefore, an instructor needs to provide an opportunity for learners to
distinguish these two different terms.
Overall, the content indicates basic strategies of a SWOT analysis and its
application into various areas in order to help learners to assess themselves about their
personal or for their organization. The benefit of this instruction is applying any
companies and organizations including business and industry, government, and non-
profit organization worldwide to align business activities to the strategies of the
organization.
Therefore, we should consider general characteristic of adult learners in this
instruction. Considering the characteristics of adult learners, a problem based-learning or
goal-based instruction may fit to develop the SWOT instruction.
SWOT Training Instruction
10
Instructional Context
Instructional context considers the environmental factors that can facilitate
instruction like technology accessibility and tools, place, equipment, or scheduling.
Considering the variety of learners, organization, and wide range of schedule for the
training, I propose a computer-mediated instruction.
A group SWOT analysis involves the collaborative development of a story of the
strategy of the company, and identifies the connection between creative capacity,
efficient product development processes, and improved customer and stakeholder value
and financial outcome. Innovative culture in which new ideas and collaborative thinking
is considered important among employees is important to generate a framework in a
SWOT analysis. In order to promote learners’ problem solving and collaboration skills, I
propose to open an online forum.
Online agenda supports each learner’s rationale, as well as making him or her
participate actively. Through it, the learners are able to communicate content information,
interact with instructors, receive feedback from instructor or peers, and share his or her
thought with others. It also uses the strength of a social relationship to bring about
cultural shifts in learners’ perceptions of the value of learning (Yarnit, 2000).
Transfer Context
Transfer context is determined by promoting application of the gained skills or
knowledge to various situations, and by giving learners opportunities to use the skill
along with supporting them during their own implementation phases (Morrison et al,
SWOT Training Instruction
11
2011). Even though some learners have worked an organization for years or decades,
they know their needs. In fact, with their different experiences learners will have a
different perception of a SWOT analysis. Agendas or a discussion forum is great tools
that people can modify their perception and learn a SWOT analysis.
Also, the instructor applies different questions and problem-solving activities
depending on the type of organization or group of learners. It could be a case study or
scenario based learning activity.
SWOT Training Instruction
12
Task Analysis
Task analysis is the most important component process in the instructional design
process (Jonassen, Tessmer, & Hannum, 1999). Task analysis describes how learners
should perform at the end of instruction and provides blueprint of how to accomplish the
tasks. Well-organized task analysis indicate clear goals for designing instructional
strategies, producing proper media and evaluations (Morrison et al., 2011).
Goal
Since the purpose of this instruction is for commercialize SWOT instruction that
positive impact the path of organization and personal future, the overall goal of this
instruction is the learners will be able to identify and qualify strategic goals by doing
SWOT analysis.
Learning objectives
Learning objectives are statements that describe what learners will be able to do after
learning through the instruction. Through the SWOT analysis instruction:
- With the first-hand experience, learners will recognize the benefits of SWOT
analysis by assessing their internal and external aspects.
- Through research and discussion, learnerw will identify the SWOT matrix and its
application depending on the type of organization and the purpose of use.
- Learners will create a group SWOT analysis matrix through the SWOT
collaborative tool.
SWOT Training Instruction
13
Prerequisite Knowledge and Skills
Identifying prerequisite knowledge and skills is needed to succeed in a course. It
is the one more way to define clear course expectations. If learners are deficient in
prerequisite skills, there is often no good way to help them remediate these deficiencies
while taking a course.
This instruction is to provide direction how to use a SWOT analysis for one’s
business or personal life. Therefore, there is no prerequisite knowledge needed before the
start of the program. Since this instruction will conduct through online, learners might
need to have how to use a computer and access the site.
1) Skills for computer operation
a. Turn on/off computer
b. Function of mouse
i. Right click
ii. Left click
2) Knowledge to access the Internet
a. How to search the information
b. How to type Uniform Resource Locator (URL)
c. How to join a site
i. Create an account
d. How to upload and compose a file
SWOT Training Instruction
14
Information Analysis
Information analysis is to determine whether information is valuable to the
instructional process. The chart below describes the information processing steps of the
SWOT analysis instruction.
Figure 1. Task Analysis of SWOT Training
Objective 1: With the first-hand experience, learners will recognize the benefits of
SWOT analysis by assessing their internal and external aspects.
A. Recognize the benefit of a personal SWOT analysis
a. Demonstrate a personal SWOT analysis
i. Identify two key factors and each components
1. Internal
a. Strengths
b. Weaknesses
2. External
a. Opportunities
SWOT Training Instruction
15
b. Threats
b. Recall personal experience
i. Determine one’s strengths
ii. Determine one’s weaknesses
iii. Determine one’s opportunities
iv. Determine one’s threats
c. Recognize the needs for future plan
i. Recognize weak points
ii. Identify the future goals
Objective2: Through research and discussion, learnerw will identify the SWOT matrix
and its application depending on the type of organization and the purpose of use.
A. Recognize the principle of SWOT analysis
a. Identify the application of SWOT analysis
i. Identify why SWOT analysis need to be used
1. To aware the current situation
2. To record effectiveness
ii. Identify when SWOT analysis can be used
1. To explore possibilities for new efforts or solution to
problems
2. To make decisions about the best path
3. To identify opportunities
4. To determine where change is possible
5. To adjust and refine plans
SWOT Training Instruction
16
iii. Identify where SWOT analysis can be used
1. Profit
2. Not-profit
3. Government
4. Personal purpose
Objective 3: Learners will create a group SWOT analysis matrix through the SWOT
collaborative tool.
A. Recognize the principles of a group SWOT analysis
a. Identify the procedure of a group SWOT analysis
i. Set objectives
ii. Analysis of existing strategies
iii. Strategic issues
iv. Develop
v. Establish
b. Identify the requisite resources
i. Surveys
ii. Observations
iii. Interview
iv. Experience
v. Etc. (Depending on types of organization)
SWOT Training Instruction
17
A Big Picture of Assessment for this instruction
Since the SWOT instruction focuses on a meaningful learning experience for
learners by providing authentic learning experience, active participation is the key of
succeeds in this instruction. Therefore, the instructor will carefully observe individuals
participants in both an individual personal SWOT activity and a collaborative group
activity. Also, to determine the learners’ satisfaction in this course, survey will be
conducted at the end of the course.
SWOT Training Instruction
18
Instructional Design Plan
SWOT analysis is a business strategic tool that helps people to forecast and
determine an important decision not only to their business, but also for their goals. The
benefit of learning SWOT analysis are 1) costless, and 2) it can apply any organization to
formulate new strategies in order to ensure their business or personal goal or objectives.
Due to this benefit, SWOT analysis has been used in many organizations over
years. Scott (1982) notes that people who use SWOT might conclude that they have done
an adequate job of planning and ignores such sensible things as defining the firm’s
objectives. Despite its popularity, most users have little knowledge of SWOT analysis.
Even though some may know about SWOT analysis, they still have little opportunities of
getting feedback from the experts and of doing hands-on practices themselves. In order to
facilitate to use SWOT analysis skills in individuals’ personal purpose or for their
business, I propose an online forum where people can have great opportunities for join
problem solving, regardless time and distance barriers through collaborative learning.
Collaborative learning can be more effective than individualistic efforts in promoting
cognitive development using variety activities to master a task with guiding by an
instructor. For effective collaborative work, this SWOT instruction will conduct regular
according to the number of application or the type of organization.
Theoretical Perspective
Analysis result shows that adult learners prefer to work at their own pace due to
their work and personal schedule. This indicates the need of student-centered approach,
in which learners utilize a variety of instructional resources for learning contents and less
control by the teacher. The learner centered-approach is under the constructivist learning
SWOT Training Instruction
19
theory that learning is a process that individuals create from his or her experience. It is
focused on how individual interact with the environment developing its own meaning
(Ertner & Newby, 1993).
Online computer-mediated environment, such as online learning communities
allows learning to be place and time independent (Vrasidas & McIassac, 2000). For
SWOT training, I propose a virtual Community of Practice (CoP), a network that
individuals share a domain interests. This online learning environment help learners to
articulate what they know; to reflect on what they have learned; to support the internal
negotiation of meaning making; to construct personal representations of meaning, and to
support intentional thinking (Jonassen, 2000). Vygotsky (1978) also presented that a
person’s learning may be enhanced through engagement with other people that enables
the extension of that person’s capability to a higher level. Informal learning occurs within
a CoP, and it involves learners in a sociocultural practice (Lave & Wenger, 1991).
Through interaction, learners are engaged more meaningfully, which encourages learners
to perform self-analysis while learning. Furthermore, participants, who share the
problems or passion about a same topic, feel connection by interacting on an ongoing
basis (Wenger et al, 2002).
Designing learning experience in Zone Proximal Development (ZPD) theory
shift the teacher’s role from a content provider to a facilitator who engager learners in the
construction of their own learning, which is more student-centered learning environment.
ZPD facilitates for incorporating the use of information and communications
technologies into learning experience (Borthick, Johes, & Wakai, 2003). ZPDs are a
function of the interactive context and learners’ capabilities. The design approach attends
SWOT Training Instruction
20
to individual learner’s capabilities and to the interaction among individual learners, the
facilitator, and the tools and other resources that are involved in the common activity
(Bonk & Cunningham, 1998).
Peer interaction provides many learning opportunities to see different strategies
and perspectives in a SWOT analysis. In social cognitive theory, learning from the effects
of actions is a special case of observational learning (Bandura, 2011). In this SWOT
analysis, learners will construct a concept of SWOT analysis from observing the structure
of others and using expert guidance. The posts by the people who have similar
backgrounds and interest with the learner make learning the learner’s learning experience
more effective and increase the probability of the knowledge putting into practice. Also,
people give direction to their pursuit and create self-incentives to sustain their efforts for
goal attainment by making self-evaluation conditional on matching personal standards
(Bandura, 2001).
Since traditionally there is no single correct answer in developing a SWOT
analysis, case-based reasoning is appropriate for learning to problem solve in SWOT
analysis. Case-based learning (CBL) stimulates discussion and collaborative analysis,
which is a student-centered exploration of realistic and specific situation (Jonassen &
Julian, 2002). Intellectual development is achieve when learner are involved in learning
activities that they interact with others (Vygotsky et al., 1978). According to Kolodner
(1993) case-based reason is both the ways people use cases to solve problems as well as
to use them. Case studies through online forum discussion can assist learners with
implementing situated learning. Situated learning presents that learning cannot be
understood in isolated practices, and knowledge cannot be separated from learning. In
SWOT Training Instruction
21
other words, knowledge is an integral part of what is learned (Brown et al, 1989). Based
on learner analysis, adult learners are motivated when they can see the value and
perspective. Therefore providing relative materials with a realistic situation are required
for them in this instruction.
Through the authentic experience, the learners attempt to deal with questions of
meaningful learning rather than rote learning. According to Slavin (1998), humans
receive incoming information and organize it around their pervious developed schemata.
Schema theory holds long-tern memory when information fits into an existing knowledge
(Piaget, 1978). Without well-developed schemata, the learner may be involved in
meaningless learning. With experiential activities such as creating a SWOT matrix
oneself or analyzing a real scenario or data for SWOT analysis, learners will acquire
concepts, not unrelated facts. Therefore, they can transfer the knowledge into a real
problem-solving situation.
Instructional Design Model
Kolb (1984) describes that learning is the process where knowledge is created
through the transformation of experience, and he provides a framework for designing
active, collaborative and interactive learning experience that support this transformation
process, which is called the Experiential model. He states that effective learning is
observed when a learner progresses through four steps beginning with 1) having a
concrete experience followed by 2) observation and reflection on that experience. Those
lead to 3) the formation of analysis and generalizations, then 4) learners use the
knowledge to test hypothesis in future situation. This model is used for improving a
particular performance in higher education.
SWOT Training Instruction
22
I believe that opportunities of reflection do not always occur after activities. It
can be occurred before, during, and after activities. Through learning by doing, people
also learn by thinking about activities and experiences. Therefore, experience and
reflection should be combined together into each step of learning. Caine and Caine (1991)
also presents that experience and reflection are parallel processing, which makes it
difficult to extract one from the other.
The Learning by Reflection(LR) model (see figure1) is derived based on Kolb’s
experiential model, and it consists five elements: reflecting, trying, conceptualizing,
applying, and guiding. Learning revolves around “Reflection” as the name of this model.
According to Dewey (1933), people learn by reflecting on such experience. In other
words, people learn by linking recent experience to prior knowledge in order to promote
a more interrelated mental schema. The SWOT analysis instruction emphasizes more on
interaction among participants through a constant reflection based on a case in order to
develop learners’ higher order thinking skill. With an authentic problem solving practice,
learners increase their ability to transfer acquired skills to a real situation (Glover,
Ronning, & Bruning, 1990). The instructor guides learners as they approach problems,
and encourage them to work in groups to think about questions while training.
SWOT Training Instruction
23
Figure 2. LR Model
Reflecting. Reflection is to review individuals’ experience before, during or after
learning. Pawan (2003) describes that reflection is a technique for reinforcing
learning in professional development (Moon, 2001). Learning refers to
construction of learning in some practical situations, so reflection is a key role in
this model. Asynchronous discussion boards facilitate reflection in action while
learning. In this instruction, learner will focus on changing the quality of the
outcome of a SWOT analysis rather than on the basis of logical reasoning.
Multidimensional sharing among peers provides learners the opportunity to view
each other in a situation that exposes their needs in learning. It is more practical
than reading a chapter or listening a lecture.
SWOT Training Instruction
24
Bigg (1999) points out that reflection in professional practice does not
necessarily give back as what it is, but what might be an improvement from the
original situation. I believe that an ongoing process of reflection enhances learners’
communication with a better understanding of completing a SWOT activity, so
that learners can improve project effectiveness in a case study, as well as their
learning. Reflection is also a form of problem solving, in which several ideas are
chained with each other. This helps students to compare their problem solving
process with others while learning (Collins, Brown, & Newman, 1989). Through
reflection, learners will be aware of their own knowledge and their ability to
understand and manipulate their cognitive process.
Trying. This phase focused on an immediate experience of a learner where
individuals try their task connecting with their prior knowledge. The learner
generates ideas applying their prior knowledge to solve problems. People learn
through experience in which they make a connection between what they do and
what happens to them in consequence (Dewey, 1933). According to Nelson
(1996), learner can better understand the learning process themselves when they
apply appropriate learning strategies to build the learning task and environment.
Trying a SWOT analysis is good at measuring the learner’s own concrete
knowledge about SWOT analysis. In this phase, learners need to do reflective
thinking for analyzing and making judgment on what they have done during the
activity. It helps to bridge the gap between the learner’s current ability and the
instructional goal, so that learner can identify their needs and weakness.
SWOT Training Instruction
25
Conceptualizing. In this phase, learners generalize a set of concepts, and define
the situation, such as “how” to apply SWOT analysis to “which” organization,
and “when” can use for “what” purpose. Some experiential program often left at
this stage. In order to gain the maximum benefits from a SWOT analysis problem,
however, learner should like their learning experience with concepts. Therefore,
instructor will foster discussion forum to enhance content understanding. By
articulating personal ideas with others, learners do conceptualize about SWOT
analysis and its matrix.
Applying. It requires times to acquire the skill in order to analyze significant
resources of an organization meaningfully. A person cannot make an effective
SWOT analysis individually as it requires team effort. In this instruction, learners
will work on a case study in teams in groups. They will brainstorm solutions and
share the workload with others to generate the best solution for the case study.
Based on what they have learned in the previous phases, learners will discuss how
the knowledge can be applied to a new situation within a case study. Since SWOT
analysis can be applied for any type of organizations: profit, non-profit, or
governments, the instruction should consider the organization types and their
goals before assigning a case study for a group activity.
Guiding. Problem solving skills are developed through a combined focus on
using effective learning strategies (Taconis et al, 2005). In order to reduce the
cognitive load, novice learners need guidance to acquire problem-solving skills
and schemas (Kirschner et al, 2006). Therefore, in SWOT analysis instruction, the
instructor will provide external supports while learning. External supports can aid
SWOT Training Instruction
26
the development of knowledge construction including modeling, peer questioning,
and question prompts (King, 1991: Scardamalia et al, 1984). A combination of
questions prompts, expert guidance, and peer feedback can improve the learners’
problem solving skills in this instruction (Ge et al, 2005).
The table below shows outline of the activities of the SWOT analysis instruction
Table 1. SWOT Analysis Instruction
Objectives LR Model Learning activities Examples/ resources
Activity1: To have
first-hand
experience, learners
will recognize the
usefulness of SWOT
analysis by
assessing their
internal and external
aspects.
Trying,
Reflecting &
Guiding
Experiencing a SWOT
analysis
Comparing individuals
SWOT analysis with
others
Commenting each other
A personal SWOT
matrix
Discussion board
Activity2: Through
research and
discussion, learnerw
will identify the
SWOT matrix and
its application
depending on the
type of organization
and the purpose of
use.
Conceptualizing,
Reflecting &
Guiding
Researching the guiding
questions
Commenting and
exchanging feedback
each other
Writing a short
reflective essay
Discussion board
Activity3: Learners
will create a group
SWOT analysis
matrix through the
SWOT collaborative
tool.
Applying,
Reflecting &
Guiding
Creating a group SWOT
matrix
Discussion board
The collaborative
SWOT analysis tool
SWOT Training Instruction
27
Design Specification
Due to having feedback and collaborative learning are the key pieces of the
SWOT analysis instruction, the design of this instruction focused on facilitating remote
collaboration through a collaborative tool that combined with an information
infrastructure format where supports the creating, use, transport, storage of information
among the participants (Pironti, 2006).
Psychology research has demonstrated that computer-mediated groups are better
at generating arranging ideas than face-to face group performance at the tasks that require
problem-solving (Deal, 2009). Also, Finholt and Teasley (1998) found that computer-
mediated group tends to be more equally distributed to group work than face-to face
group their research. Technology allows reducing the social loafing; individuals put less
effort toward meeting a goal when working in a group rather than alone; by monitoring
individuals or group performance because computer-mediate applications provide
information through different types of media (Grabinger & Dunlap, 1996).
Through the SWOT instruction participants will learn a personal SWOT analysis
and group SWOT analysis. Personal SWOT analysis helps the learner have a big picture
of SWOT analysis components and concepts. Through doing the given, the learner will
assess oneself, such as one’s strength and weakness. After having conceptual
understanding and relation of SWOT the learner will apply his or her knowledge to a
group SWOT analysis. Learners will apply their understanding to a group SWOT
analysis activity. Through this activity, learner will develop skills in analytical thinking
and reflective judgment.
SWOT Training Instruction
28
Online Collaborative Tools. Online collaborate tools faciltate group discussion.
Discussion forums are integrated within a computer mediated communication. It
promotes collaborative learning through peer interaction. Peer facilitation allows
the more knowledable learners to scaffold and enhance the learners’ own
understanding (Gilbert & Dabbagh, 2005). Many researches have presented that
online discussion promotes collaborative problem solving and discovery oriented
activities (Scadamalia & Bareiter, 1996), but some researches show that existing
online discussion system cannot always be effective to promote learning when
hundreds of students are enrolled in a course.
In order to faciltate collaborative learning, Jive, a collaborative online tool
is used for the prototype of the SWOT isntruction. It consists of the functions,
which are the basic requirements of the SWOT instruction: 1) document and
resources sharing 2) self-group managing, 3) group chatting, and 4) feedbacks and
comments exchaning.
SWOT Training Instruction
29
Figure 3. Jive for SWOT Training
Jive involves small group interaction discovering their department
strengths and weaknesses, and then identifying opportunities and threats. For each
SWOT analysis, performances are reviewed by peers with their objective eyes.
Therefore, the learner will be able to improve their SWOT matrix based on the
feedback they recieve. This asynchronous participation allows the learner time to
reflect, as well as to construct their view points.
Also, Jive offers sharing document services that a group creates a
document only for the group members, so that the learners can avoid unnecessary
steps such as creating a Google doc or scheduling a meeting through Skype or
other tools. This tool helps learners to increase efficiency in collaborative learning.
However, using Jive is not mandatory for this SWOT training. This instruction
can be applied to any other platform like D2L or Wikispace.
SWOT Training Instruction
30
Scenario. An authentic scenario makes learners learn by doing while dealing with
the situation. Through analyzing a scenario as an activity, the learner will be
aware of gaps in learning. It helps learners to practice making decisions that they
need to make on a SWOT analysis. Learners may recall their experience on the
job from the scenario. Therefore, they can apply the skills that they learnt to the
real life. A scenario will be developed considering the interests of the group of
learners (see Appendix C).
Concept Mapping. Concept mapping is a cognitive tool which helps learners to
achieve some aspects of the all the stages of learning. Learners create a concept
map using keywords oneself or with more participants. Visual learning makes
learners to reach a better understanding of certain information (Downing &
Morris, 1984). According to Ausubel (1968) meaningful learning involves
personal recognition of links between concepts or the assimilation of new conceps
into existing cognitive framework held by the learner. With concept mapping,
new concepts and information are more easily understood when learners make
linkes to their understanding during the case study. Group concept mapping
allows learners to more clearly communicate his or her ideas, thoughts and
information. In addition, it enables the learners to gain enhanced knowledge of the
topic and evaluation of the information with other participants.
Video. Video encourages learerns to relate visual information to other
instructional materials, or arrange video sequences for futrher group discussion
and reflection (Pea et al., 2004). In this instruction, three videos will be used for
guiding learners not only to motivate them into learning, but also to develop
SWOT Training Instruction
31
coherent communication about each activity. To promote the instruction,
promotion video will be distributed through the Internet (see the deliverable
document). Audio with dynamic visuals of video can assist learners to encode the
verbal materials and focus their attention to the direction of the instruction.
Instructional Design Process
Considering task analysis and instructional specification, the SWOT analysis
instruction will be conducted through an online forum. Based on task analysis and the LR
instructional design model, this instruction will focus more on authentic learning by
applying interaction to meet interpersonal needs.
The instruction consists three main activites: 1) doing a personal SWOT analysis
matrix, 2) researching about SWOT analysis, and 3) creating a group SWOT analysis
matrix based on a given case study.
Figure 4. The SWOT Activity Flow
While learning learners consistently exchange feedback from other participants or
the experts, as well as provides comments from their own reflection of knowledge in
SWOT analysis based on their observation and research.
Online environement is different than face-to-face meetings, in which people read
and see reaction or listen to other people, a special set of rules should be formed for
Activity1.
Trying
•Personal SWOT analysis
Activity2.
Conceptualizing
•Researching SWOT analysis
Activity3.
Applying
•Analzing a case study in a group
SWOT Training Instruction
32
online communication environment. For smooth operation of the instruction and
netiquette, several rules are proposed below for the participants:
Do not give your ID and password to others
Use your real name
Before posting to a discussion board, read prior message to get the sense of the flow
of the discussion
Keep your questions and comments relevant to the topic of the discussion. Do not
make off-subject comments.
Comment and posting should reflect your knowledge. Please provide rationales for
your opinion.
Cite all quoets and sources
Treat the other participants in a polite and respectful manner.
Be fure to post the task in time. Your late response may delay the next process of
learning.
Based on the rule, learners will participate in three activities to learn about SWOT
analysis.
SWOT Training Instruction
33
Activity1. Try and Reflect a Personal SWOT Analysis
Learners will apply their prior knowledge and experience in a blindly
situation. By doing a SWOT analysis themselves, leaners may feel the usefulness
of SWOT analysis.
Objectivies. With the first-hand experience, learners will recognize the usefulness
of SWOT analysis by assessing their internal and external aspects.
Figure 5. Activity 1: Self-development Plan
Activity Procedure.
Step1: Watching the video, “self-assessment”
Through watching the video, individual learners will recognize the
importance of assessment and will be motivated to participate the
activity1.
SWOT Training Instruction
34
Figure 6. Video1
Step2: Doing and reflecting a personal SWOT analysis
Individuals will try a personal SWOT analysis without any guidance.
The instrutor will provede a personal SWOT materix without any reference
(see appendix B). Some may know, but some may do know. In step one,
individuals will create several questions relating to each part: strengths,
weaknesses, opportunities, and threats, and then answering the one’s own
answer. Learners should post their personal SWOT analysis to the board in
order to have feedback and comments from others.
SWOT Training Instruction
35
Figure 7. A Sample tool for Self-assessment
Step3: Comparing Invidiaul SWOT analysis with others, and then
commenting each other.
Some may have an experience in SWOT analysis and some may not.
For the people who experienced in SWOT analysis they will be able to see
multidirectional perspectives of others, and for the people who never
experienced before, they will understand how to write SWOT analysis by
observation.
Learners need feedback on their performance to feel motivated to move
toward the goal. Both positive and negative or non-judgmental comments and
feedback influence motivation. Instructor and participants will exchange ideas
and feedback about each person’s SWOT analysis, as well as find their own
SWOT Training Instruction
36
strengths and weaknesses in SWOT analysis. It provides a direction that what
the learners need to research and study.
Figure 8. Commenting Function
Step4: Self-reflection
Self reflection makes individuals estabilish a step-by-step map to his or
her goals. By taking time to reflect their activity, the learner will reinforce his
or her commitment to make decisions that are consistant his or her personal
value in learning.
Figure 9. Self-assessment Activity Reflection
SWOT Training Instruction
37
Activity 2. Generating Ideas and Information about SWOT analysis
From the activity 1 learner have a general idea or get some senses of
SWOT analysis. In Activity 2, learners will research and study about SWOT
analysis, and then write a short reflective essays.
Figure 10. Activity2: What is SWOT?
Objectives. Through research and discussion, learnerw will identify the SWOT
matrix and its application depending on the type of organization and the purpose
of use.
Activity Procedure.
Step1. Watching the introduction of SWOT analysis
Through the video, the learner will reflect the activity1 and find the
relationship between the activity1 and the SWOT analysis. It will lead
them to conceptualize about SWOT analysis via research.
SWOT Training Instruction
38
Figure 11. Video2
Step2. Researching the guiding questions
Research provides opportunities to develop higher cognitive
capabilities and foster creativity. Learners transfer their learning process
into new situation, so that they can develop as an expert rather then as a
practitioner. Through research learners will define the procedures and
concepts of SWOT analysis. To focus on the topic, instructor will provide
guiding questions such as:
o Define SWOT analysis
o Define How, when, who, and why use SWOT analysis
o Provide examples that how to apply a SWOT analysis in your
field
SWOT Training Instruction
39
o Define differences between business management tools and
the SWOY analysis
Figure 12. Research Guide Questions
Step3. Commenting and exchanging feedback each other
As I mentioned above, comments and feedback motivates learner in
learning. Discussion fosters critical analysis, reflection, and comparison
and contrast (Bonk & Zhang, 2008). Through discussion board, learner
will exchange feedback and will make up for the weak points of their
understanding.
Step4. Writing a short reflective essay
Through writing a reflective essay, learners will be able to have self-
development and critical review of what they research and learnt from
SWOT Training Instruction
40
themselves or from other participants.
Figure 13. The Guidance of a Reflective Essay
SWOT Training Instruction
41
Activity3. Application: Group SWOT analysis
“Knowing” is different from “doing.” Case studies encourage immediate
use of their acquired skills they got from Activity 1 and 2. Case studies focus on
applying skills or concept rather them remembering facts and details. It provides
learner a practical experience with building problem solving skills and
communication skills. Instructor will choose a case considering the interests of a
group of learners in this activity. For the group activity, instructor will manage
groups in a small size. Too many members in a group increase the potential for
group members to feel overwhelmed or disconnected (Owen, 2011). There is no
set of ideal number of small group activity, but the size of a group should not be
over four in this instruction for active participation among the members.
Figure 14. Activity3: Case-study
Objectives. Learners will create a group SWOT analysis matrix through the
SWOT collaborative tool.
SWOT Training Instruction
42
Activity Procedures.
Step1. Watching “the overview of a case study”
Visualizing data help to get attention from the learners, as well as to
engage them into the story.
Figure 15. Video3
Step2. Forming a group.
I propose that group size should not over four. When groups larger
then this, participants will have difficulty coordinating their activities and
communicating. For a case study, the instructor may need to consider how
to grouping the participants. The instructor manage groups if participants
are not familiar each other, but mostly, the instructor will let them form a
group by themselves to facilitate active participation.
SWOT Training Instruction
43
Step3. Reading the case, researching relate data, and analyzing the
case
A case will be chosen considering learners’ interests and field. It is
not only because of learner’s motivation, but also because of the purpose
to provide an authentic practice to them.
Figure 16. Sample Case Study
Step4. Generating a group SWOT matrix
Each learner can create drag and draw their group SWOT matrix.
Visual images and charts help learner communicate both abstract and
concrete ideas easily. The group members can make a feedback under the
chart to modify their ideas.
Step5. Posting to the discussion forum
SWOT Training Instruction
44
The purpose of posting is to exchange feedback each other.
Step6. Exchanging Feedback
Participants and experts provide comments of each group SWOT
analysis. If there are some mistakes or weaknesses, they will revise it in
Step5.
Figure 17. Comparison Function
The comparison tool helps learner to chase the changes that the group
has made.
Step7. Revising the SWOT analysis
The groups will revise their weakness and mistakes.
Since audult learners tend to preper to take a short course to increase their
carrer opportunity and broaden their knowledge in a particual area, the course will
not take over a week. The detail course flow is decribed in the table below:
SWOT Training Instruction
45
Figure 18. The Time Management of the Activities
Through the group time management tool in Jive, the learners keep their track
during the group activity.
Figure 19. Time Management Function
SWOT Training Instruction
46
Evaluation Plan
The dictionary definition of evaluation is the systemic assessment of the worth or
merits about some objects. In instructional design, however, the purpose of evaluation is
not to determine the value or worth of the texts, but rather to determine how instruction
could be improved before being released (Dick & Johnson, 2002).
To examine the effectiveness of the SWOT analysis instruction and determine
weak areas, I will conduct formative and summative evaluation in this section.
Formative Evaluation
Formative evaluation takes place during the development of the SWOT analysis
instruction. During the process of instructional development, the instructional designer
evaluates materials to determine weaknesses in the instruction, so that they can make
revision (Smith & Ragan, 1999). To evaluate the materials and determine the
effectiveness of the activities, which required collaborative work among participants,
Subject Matter Expert (SME) review and small group evaluation will be conducted for
formative evaluation.
Subject Matter Experts (SMEs) Review. Subject Matter Experts (SMEs)
include content experts, instructional design experts, contents-specific education
specialists, or teacher (Smith & Raga, 1999). Expert review is important to check
the content’s accuracy and completeness. They will provide insights, thoughts,
and SME review prior to learners’ interaction with instructional materials in order
to facilitate better instruction. The SME comments should be carefully considered
SWOT Training Instruction
47
and implemented immediately. Check list (see Appendix A) will be used for this
SMEs review.
Small Group Evaluation. Since the SWOT analysis instruction emphasizes
learners’ interactions and group works, I will conduct a small group evaluation
rather than one-on-one evaluation. The purpose of this small group evaluation is
to check the efficacy of the revisions base on SMEs review, to ascertain how well
the instruction works with varied learners, and to see how well the instruction
flows (Smith & Ragan, 1999). At the end of small group trial, I will survey
leaners through email to get feedback on how well the instruction accomplished
the learning objectives and on how well the tool accomplished the learning
activities (see Appendix B). The size of group will not be over than 20 learners
(Smith & Ragan, 1999). The table below indicates the assessment plan for each
outcome of the SWOT analysis instruction.
Table 2 Instructional Strategies and Assessment Plan
Task1: Personal SWOT
Analysis
Task2: Conceptualize
the SWOT analysis
Task3: Generate a
group SWOT analysis
Objectives To have first-hand
experience, learners will
recognize the usefulness
of SWOT analysis by
assessing their internal
and external aspects.
Through research and
discussion, learners
will identify the
SWOT matrix and its
application depending
on the type of
organization and the
purpose of use.
Learners will create a
group SWOT analysis
matrix through the
SWOT collaborative
tool.
Instructional
Strategies
A video guide will
motivate learners into a
new activity.
Learning contents will
connect educational
A video will help
learners reflect the
past activity, and
motivate them into a
new activity.
A video will help
learners reflect the past
activity, and motivate
them into a new
activity.
SWOT Training Instruction
48
needs to individuals’
needs. Experiencing a
personal SWOT
analysis, learners will
get involved in planning
Analysis contents
through group
discussion will
encourage active and
participatory learning
for the learners.
A case study will
engage learners in
hand-on practices.
Assessment
Technique
The instructor will
observe learners’
performance, and
provide feedback on
learners’ performance.
The instructor and the
learners will provide
ongoing feedback.
The group members
will report their ideas
derived from
discussion.
Sample
Assessment
Items
The SWOT analysis
rubric (see Appendix C)
Peer evaluation
(see Appendix B)
The SWOT analysis
rubric (see Appendix C)
Through the formative evaluations, the contents will be evaluated to determine
how this training can be made more effective, such as how the participants will construct
knowledge through the virtual learning community.
Summative Evaluation
Summative evaluation makes judgments about the efficacy of the program at its
conclusion. The focus is on the outcome of the instruction. In other words, summative
evaluation determines the ultimate effectiveness of the overall training that is carried out.
Since the instruction is aligned to social-constructivist approach that focuses on the effect
of social interaction (Vygotsky, 1978), evaluation focuses improvement of students’
works rather the measuring specific outcomes objectively. Therefore, SWOT training
assessment considers that how learners actually have benefited and improved from the
SWOT analysis instruction by conducting a process analysis of the SWOT analysis
activities, and an instructional quality survey.
SWOT Training Instruction
49
Process Analysis. To check the improvement of learners through the SWOT
instruction, the instructor will assess a learner’s understanding by analyzing the
process that he or she takes to solve a problem during learning. Since
constructivism emphasized the ability to apply learning that a learner understands
the content to a deeper extent, the instructor will compare the learner’s first
attempt in a personal SWOT analysis to the Group SWOT analysis that how the
learner attributes own knowledge into the group work by using a rubric (See
Appendix C)
Instructional Quality Survey. Course evaluation survey functions to assess the
learners’ perception of effectiveness of the SWOT instruction including training
goals and objectives, participant involvement, and feedback. The purpose of the
questionnaire is for quality improvement in future (see Appendix D).
SWOT Training Instruction
50
Design Implementation
The implementation phase is to consider how to deliver the instruction or training
to the leaners in reality. It involves successfully applying designs into use in the context
for the actual aim of the instruction (Smith & Ragan, 1999). It is not just “starting the
training”, but starts with creating the course management plan, which is the outline of the
steps and resources to implement to the learning platform. Through the implementation,
the instructional designer can meet the real business needs and solve problems before
launching the instruction.
Resources Management
In order for effective employing of the SWOT training, resource management is
necessary. As I have mentioned above, feedback and interaction are the key elements of
this instruction. Therefore, both human and technology are two main resources in this
training.
People are the most significant resources as the current information focuses more
on providing conceptual information rather than constructive feedback. Feedback plays
an important role for clarification on each segment to reach one’s goals whether it is
personal or business purpose in learning SWOT analysis. To deliver proper case studies,
SME and technical writer will be involved during the development stage. The technical
writer will design case studies depending on the needs of concerned learners. The SME
will check domain accuracy before disseminating the contents, and then the instructor
will manage activities and their schedule, as well as guide learners to engage them into
the activities.
SWOT Training Instruction
51
Second resource is technology. The SWOT instruction is designed for individuals’
improvement in business and their self-development through group collaborative
activities in an online forum for exchanging feedbacks among the participants under the
guidance of the experts in SWOT analysis. Therefore, technology resource can be used as
collaborative tool, such as Jive, Wikispace, or D2L. In order to make group collaboration
effective, learners can use a collaborative concept-mapping tool like C-map or document
sharing tool like Google doc.
Those resources support to deliver required management plan for the instruction.
Timeline and Budget
Learners will take a short-term training of SWOT analysis for seven days. The
instruction is a gradual process of learning in which individuals experience a SWOT
analysis, conceptualize the concepts and rationales, and then practice a group SWOT
analysis applying their understanding. Therefore, setting up proper time is crucial for
effective group work in the SWOT instruction. Also depending on the organization or
groups of learners, the instructor should provide appropriate story for the group study
activity. For example, a story about how to expend its production capacity is not suitable
for the learners who are running a restaurant. To fulfill these fundamental requirements,
therefore, the instructional designer needs to identify the critical path of dependencies
and track the relative materials. The figure20 provides the timeline to represent the
various phasees of the implementation of SWOT training.
SWOT Training Instruction
52
Figure 20. Timeline
For the special purpose of SWOT training for an organization, the instructor
identifies the organization fields to create a description of an actual administrative
situation. It makes learners involved in a problem-solving situation. If there are
differences between the new task and the existing case studies, the instructor creates
revision plan focusing on how story will be changed and what data will be used for the
new case study. Based on the plan, instructor will ask additional data from the company
to write a case study. During the process of writing, SMEs will review the case study
whether it motivates learners or fits to the demand of the customer. After completion of
all revisions, the case study will be distributed for the group activity.
There are many free social tools, such as Wiki, Weebly, or Google drive.
Therefore, cost does not matter to develop and operate the online learning community.
However, when the number of participants in the SWOT instruction is increasing or a
special learning need arises for organizational strategic improvement, financial support
may be required to hire technical writers, instructors, and SMEs. If there is no volunteer
for this SWOT, applying for grant is one way to get funding from the government. US
government currently grants for higher education for adult job training. Hal Plotkin
(2011), a senior policy advisor in the secretary of education office, stated that US
SWOT Training Instruction
53
government grants $2 billion to support the development and improvement for successful
career and for expanding industries. United States Department of Agriculture also offers
the distance learning and telemedicine grant to meet the educational needs of rural
America. However, the fundamental aim of this instruction is to provide an opportunity
to understand the weaknesses of one’s business or goal for his or her talents, abilities, and
opportunities. Thus, the financial risk is less rather than that of human resource. Further
explanation of risk is described in the following section.
Risk Analysis and Management Plan
Unexpected events can cause problems while conducting the instruction. The
purpose of risk analysis is to think all possible risks before they occurred and to set up
plans for avoiding the risk. Two main sections of risks should be concerned for risk
management: internal factors and external factors.
Internal Factors. Internal factors occur from how well this instruction meets its
objectives which is controlled by the instructors or developers for developing the
SWOT instruction. Baccarini et al (2004) identified 27 key risks for IT project,
and the top three risks of e-learning project are insufficient human resources,
unrealistic schedule and budget, and incomplete requirements. Since the goal of
the training is to engage learners to improve their performance through SWOT
analysis by interaction with others in a virtual learning community, these three
risks should be carefully managed before, during, and after learning process. It is
because the goal of the SWOT instruction is very clear. Table3 below shows the
detailed internal risk management plans for the three risks.
Risk1. Insufficient Human Resource
SWOT Training Instruction
54
Table 3. Risk1- Insufficient Human Resource
Risk Description Lack of human resource management is the profound
problem in every project. Like other project, SWOT
instruction involves human resource related activities, such
as developing case studies, and guiding and facilitating
learners. Misunderstanding domain knowledge in
developing a case study will lead to a big risk in delivering
the SWOT instruction to an organization.
Alternative solution The instructional designer will develop the report stating the
communication among the members including the SME, the
technical writer, and the instructional designer.
Roles and responsibilities The instructional designer and technical writer.
Budgeting Extra cost will be considerable for the content delay.
Risk Impact Critical
Likelihood of Risk High
In fact, poor communication leads to poor productivity and additional
employment costs. Summarizing the meeting note helps the members to keep up
on the track, as well as to meet the customer requirements.
Risk2. Unrealistic Schedule and Budget
Table 4. Risk2- Unrealistic Schedule and Budget
Risk Description The instructor might make mistakes in controlling time and
budget to deliver to customer. Learners will build the
knowledge of SWOT through collaborative learning in an
online learning community, which takes the form of
discussion within smaller groups. Attending many
participants in the community means that instructor requires
managing group for effectiveness of group activity.
Therefore, it might lead insufficient human resource
management in SWOT training.
Alternative solution Each activity should start by appointing a learner for each
small group under the instructor’s guidance. Leaders in each
group provide specific tasks or duties to distribute among
the members to ensure smooth running of the group activity.
The instructor will support the group leader during the
group activity.
SWOT Training Instruction
55
Roles and responsibilities The instructor
Budgeting N/A
Risk Impact Critical
Likelihood of Risk Low
The rules need to be fluid to provide some boundaries around interaction,
as well as to manage group schedule. Communicating interactively needs
processes and roles to synthesize a variety of opinions and seek out the silent
participants. The instructor will set up the timeline and rules for spontaneous
learning of the instruction.
Risk3. Incomplete Requirements
Table 5. Risk3- Incomplete Requirement
Risk Description SWOT analysis training has clear aims and expectations
regarding the personal or business improvement through
training. In order to motivate learners, the instructor should
consider the domain of target audiences to deliver a proper
case study. Improper contents and delayed activities may
decrease the learners’ participation in learning. Therefore,
the completion of revision before conduct the training is
significant to lead the success of the training.
Alternative solution The instructor should analyze learners’ domain knowledge
in order to engage them into the activities.
Roles and responsibilities The instructional designer, the technical writer and the SME
Budgeting N/A
Risk Impact Critical
Likelihood of Risk Low
The SME will act as a consultant to the instructional designer to publish
training materials. With available resources and materials from the SME, the
instructional designer will create proper questions and case studies for
collaborative learning.
SWOT Training Instruction
56
External Risk. Outside influences impact the instruction to achieve the goals and
objectives. It might include competition and learners’ preference in the SWOT
instruction.
According to Hilz and Wellman (1997), 52% of learners who attend online
learning class likely to stop participating in classes for their business. The lack of
scheduled classes made learners postpone their studies, so setting up strict
deadlines in the online learning environment is necessary.
Risk4. Lack of Attendee
Table 6. Risk5- Lack of Attendee
Risk Description Without strict rules and deadlines, learners may hold off
until the last moment or quit the program.
Alternative solution The instructional designer creates a clear rule and netiquette.
Roles and responsibilities The instructional designer, the instructor, and participants
Budgeting N/A
Risk Impact Critical
Likelihood of Risk High
Following the netiquette and rule of the online learning community, the
instructor will be able to facilitate learning with careful coaching in self-directed
learning and online collaboration, which is essential for the success of the learners.
SWOT Training Instruction
57
References
Armstrong, J. S. (1982). The value of formal planning for strategic decisions. Strategic
Management Journal, 3(3), 197-211.
Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. New York: Holt,
Rinehart and Winston
Baccarini, D., Salm, G., & Love, P. E. D. (2004). Management of risks in information
technology project. Industrial Management & Data Systems, 104(4), 286-295.
Bandura A. (2001) Social Cognitive Theory: An Argentic Perspective, 52:1-26
Bartol, K. M., & Martin, D. C. (1991). Management. New York: McGraw Hill, Inc.
Bonk, C. J., & D. J. Cunningham (1998), searching for learner-centered, constructivist,
and sociocultural components of collaborative educational learning tools. In
Electronic Collaborators: Learner-centered Technologies for Literacy, Apprentice,
and Discourse, edited by C. J. Bonk, and K. S. King, 25-50. Mahwah NJ:Eribaum.
Bonk, C. J., & Zhang, K. (2008). Chapter 1: The R2D2 Model: Read, Reflect, Display,
and Do (pages 1-14). Empowering Online Learning: 100+ Activities for Reading,
Reflecting, Displaying, and Doing. San Francisco, CA: Jossey-Bass.
Borthick, A. F., D. R. Jones, & Wakai S. (2003). Designing learning experiences within
learners' zones of proximal development (ZPDs): Enabling collaborative learning
on-site and on-line. Journal of Information Systems 17(1): 107-134.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of
Learning. Educational Researcher, 18(1), 32-42.
Biggs, J. (1999). Teaching for quality learning at university, Buckingham: Open
University Press.
Caine, R. & Caine, G. (1991). Making Connections, 29. Menlo Part, CA: Addison-
Wesley/ Innovative Learning Publications
Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching
the craft of reading, writing and mathematics. In L.B. Resnick (Ed.), Knowing,
learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ:
Erlbaum.
SWOT Training Instruction
58
Dewey, J. (1933). How We Think: A Restatement of the Relations of Reflective Thinking
to the Educative Process. Boston: D.C. Heath & Co.
Deal A. (2009). Collaboration Tools.
http://www.cmu.edu/teaching/technology/whitepapers/CollaborationTools_Jan09.
Downing, J. & Morris, B. (1984) An Australian program for improving high school
reading in content areas. Journal of Reading. 28(3), 237-243.
Dick, W., & Johnson, R. B. (2002). Evaluation in instructional design: The impact of
Kirkpatrick’s four-level model. Trends and issues in instructional design and
technology, 145-153.
Ertmer, P. & Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing
critical features from an instructional design perspective. Performance
Improvement Quarterly, 6 (4), 50-72.
Finholt T. A, & Teasley S.D. (1998) “Psychology: The Need for Psychology in Research
on Computer-Supported Cooperative Work.” Social Science Computer
Review,16: 40-52.
Gagne, R., Briggs, L., & Wager, W. (1992). Principles of instructional design (4th ed.).
Fort Worth, TX: Harcourt Brace Jovanovich.
Ge, X., Chen, C., & Davis, K. A. (2005). Scaffolding novice instructional designers’
problem-solving processes using question prompts in a web-based learning
environment. Journal of Educational Computing Research, 33, 219-248.
Gilbert, P. K. & Dabbagh, N. (2005). How to structure online discussions for meaningful
discourse: a case study. British Journal of Educational Technology, 36(1), 5-18.
Glover, J.A., Ronning, R. R., and Bruning, R. J. (1990). Cognitive psychology for
teachers. New York: Macmillan.
Grabinger, R.S. (1996), 'Rich environments for active learning' in (no editor), Handbook
for Research in Instructional Technology, New York: Macmillan.
Hiltz, S. R. and Wellman, B. 1997. Asynchronous learning networks as a virtual
classroom. Communications of the ACM, Vol. 40, N. 9, September, pp. 44-49.
SWOT Training Instruction
59
Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey.
San Francisco: Jossey-Bass.
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and
development. Upper Saddle River, NJ: Prentice-Hall.
Kolodner, J.L. (Ed.), (1993). Case-Based Learning. Kluwer Academic Publishers,
Dordrecht, Netherlands.
King, A. (1991). Effects of training in strategic questioning on children's problem solving
performance. Journal of Educational Psychology, 83, 307-317
Kirschner, P. A., Sweller, J., & Clark, R. (2006). Why minimal guidance during
instruction does not work: An analysis of the failure of constructivist, discovery,
problem-based, experiential, and inquiry-based learning. Educational
Psychologist, 41(2), 75-86
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation.
Cambridge: Cambridge University Press. ISBN 0-521-42374-0.; first published in
1990 as Institute for Research on Learning report 90-0013
Merriam, S. & Caffarella, R. (1991). Learning in Adulthood. San Francisco: Jossey-Bass,
159-180.
Moon, J. (1999) Reflection in Learning and Professional Development. London: Kogan
Page.
Morrison, G., Ross, S., & Kemp, J. (2004). Designing effective instruction. Hoboken, NJ:
Wiley Jossey-Bass.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective
instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Nelson, T. O. (1996). Consciousness and metacognition. American Psychologist, 51,102–
116
Owen, H. (2011). Skilled Interpersonal Interaction: Research, Theory, and Practice5thed.
London: Routledge, 452-53.
Pawan, F. (2003). Reflective teaching online. TechTrends, 47(4), 30-35.
SWOT Training Instruction
60
Pea, R. D., Mills, M. I., Rosen, J., Dauber, K., Effelsberg, W., & Hoffert, E. (2004). The
DIVER™ Project: Interactive Digital Video Repurposing. IEEE Multimedia, 11,
54-61.
Piaget, J. (1978). Success and understanding. London: Routledge & Kegan Paul.
Pironti, J. P. (2006). Key Elements of a Threat and Vulnerability Management
Program. Information Systems Audit and Control Association. Vol. 3. 52–56.
Scardamalia, M., Bereiter, C., & Steinbach, R. (1984). Teachability of reflective
processes in written composition. Cognitive Science, 8, 173-190
Scardamalia, M.,& Bereiter, C.(1996). Adaptation and understanding: A case for new
culture of schooling. In S. Vosniadou, E. DeCorte, R. Glaser, & H. Mandl (Eds.),
International perspectives on the design of technology-supported learning
environments. Mahwah, NJ: Erlbaum.
Shapley, P. (2000). Online education to develop complex reasoning skills in organic
chemistry. Journal of Asynchronous Learning Networks, 4(2), 55-65.
Slavin, R. E. (1988). Educational psychology: Theory into practice. Englewood Cliffs:
Prentice Hall.
Smith, P. & Ragan, T. (1999). Instructional design (2nd ed.). New York: John Wiley &
Sons, Inc.
Taconis, R., Ferguson-Hessler, M. G. M., & Broekkamp, H. (2001). Teaching science
problem solving: An overview of experimental work. Journal of Research in
Science Teaching, 4, 442-468.
Johnson, G., Scholes, K., & Sexty, R. W. (1989). Exploring strategic management.
Scarborough, Ontario: Prentice Hall.
Jonassen, D.H. (2000). Computers as mindtools for schools: Engaging critical
thinking.Upper Saddle River, NJ: Merrill/Prentice Hall.
Jonassen, D. H. & Julian H. (2002). Case-Based Reasoning and Instructional Design:
Using Stories to Support Problem Solving ETR&D, 50(2),. 65-77 ISSN 1042-
1629.
Tessmer, M., & Richey, R.C. (1997). The role of context in learning and instructional
design. Educational Technology, Research, and Development, 45, 85-111.
SWOT Training Instruction
61
Vonderwell, S., & Turner, S. (2005). Active learning and preservice teachers’
experiences in an online course: A case study [Electronic version], Journal of
Technology and Teacher Education, 13(1), 65-85.
Vrasidas, C., & McIsaac, M. (2000). Principles of pedagogy and evaluation of Web-
based learning, Educational Media International, 37(2), 105-111.
Vygotsky, L. S., Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (1978). Mind
in society. Cambridge, MA: Harvard University Press.
Wenger, E., McDermott, R. & Snyder, W. M., (2002). Cultivating Communities of
Practice, Harvard Business School Press, Boston, MA.
Yarnit, M (2000). Towns, cities, and regions in the learning age: A survey of learning
communities, Retrieved April 2, 2013, from
http://www.ala.asn.au/learningcities/LGALearningLayout.pdf