SELECT MATERIALS

Using an in-depth analysis, I selected pliable guidance, a framework for leadership training on giving feedback to creative teams. The instructional strategies required for this training involved a specific approach to feedback delivery that facilitates effective practices for a specific audience: creatives.

Instructional strategies are just that - they are plans designed to reach an overall goal. Without appropriate planning and implementation, they will not achieve the desired goal. Instructional designers need to carefully consider the materials they use that will complement and enhance the instructional goal. Often, these materials exist and do not need to be created from scratch. In this design for a leadership training, I pulled the framework from Harrison and Dossinger’s 2017 study exploring a concept they call “pliable guidance.” This approach to feedback aligned with the needs expressed by learners in the learner analysis, which is located on pages 4-6 in the design document. The original concept for this training module did not specifically address creative groups. However, most of my learners work in creative fields and expressed concern that they might stifle teammates’ creativity, so I felt it was necessary to employ an approach that would foster curiosity and exploration. Balancing direction with autonomy and flexibility, the pliable guidance framework was able to address creative leaders’ specific needs.

My time in the classroom as an English teacher provided me with ample opportunities to experiment with selecting instructional materials. While I enjoyed creating my own materials and felt they gave my lessons more authenticity, the reality was that many materials already existed that were better executed and user-tested by previous educators. It not only saved me time, it was well-designed and aligned with the instructional objectives. Similar to the experience designing this artifact, I had to analyze the needs of my learners to ensure the materials were suitable for my audience. 

This evidence demonstrates I am able to select existing instructional purposes to meet specific design needs. In the future, I will continue using the analysis phase to determine the needs that will guide the design and guide the selection of the best instructional materials.