Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

In searching for evaluation models I came across two that I would use to evaluate a instructional design for my class. The Judicial/Adversary Evaluation and Goals-Oriented/Objective-Based models were the two that stuck out when searching, this seem like the more nature approach in trying to evaluate and determine if my instruction will have any value to the success of my students’ education growth.

The Judicial/Adversary Evaluation is based on comparing both positive and negative sides of any innovation because having both sides evaluated rules out any potential bias from a single evaluation. This sets up a system of checks and balances, which allows each side to be heard and by showing the positive and negative facets of a instructional design your able the examine the strengths and weaknesses of that design.

A Goals-Oriented/Objectives-Based (Tyler, 1949) describes whether or not students have met their goals, with the results informing how to handle a new instructional strategy (i.e., revise, adopt, reject). One weakness is the evaluator may overlook unexpected outcomes or benefits of instruction beyond original goals (Virginia Tech, Learning Technology (2011). Evaluation Models. Retrieved Sept. 14, 2013, from http://www.edtech.vt.edu/edtech/id/eval/eval_models.html).

When reflecting on what other questions an evaluation model should address, I would think that it depends on what model is being used and each can bring about questions that another model has answered in its own particular evaluation. So to say what will be useful to know can only be answered with knowing the type of instructional design that you are going to delivery to your learners. Using more then one evaluation model could help narrow down or eliminate questions outside of the instructional design capability of effective learning and learner satisfaction. Every evaluation model will have outliers but to successful utilizes an evaluation it will need to be paired closely to an instructional design to delivery validity and value.

Situational Leadership evolves four-phase comprehensive models to help develop leadership skills and the ability to influence individuals on a project team. I will use each phase as a guideline to develop myself in facilitating the project and manage scarce resources. My first responsibility will be in learning my team and knowing how to motivate and direct each individual to get a level of commitment that they will be willing to give. With commitment, trust and involvement falls in place with each of my team members having a sense of belonging to the team. This allows me to give them understanding of their roles and the placement of each within our organization. I understand that we are people of different walks of life and the ability to adapt my leadership style is vital in responding to different situations correctly that may arise within the team. This falls back on the communication that my team and I give to one another to ensure situations are handled quickly and that communicating any concerns is open for listening. Lastly, for everything we do there is a guide or process that needs to be followed and with any team this process needs to be established so that everyone is headed in the same direction. Now with having my team 100% behind me the resources that is available will be use to its extent to develop the best professional development sessions that we can with what we were able to use. Through this process evaluation tools will be used to determine the each resource that we find can and we delivery the results that we were looking for.