SYSTEMS THINKING

The design document and presentation I created for in-person instructor-led training on giving feedback demonstrate that I can apply systems thinking using the Dick and Carey instructional design model to thoughtfully create a learning product that utilizes and relies upon each component in the process.

Designers use models as frameworks to ensure they intentionally develop learning products that address learning needs. Without these structures, learning products are likely ineffective, wasting an organization’s time and resources. Luckily, several models exist to help designers systematically approach the process. I used the Dick and Carey model for my EDCI 572 project, a leadership training on giving feedback. I chose this model for its in-depth, meticulous front-end analysis that carefully examines the learning gaps, the learner backgrounds, and the performance and learning contexts. Using these analyses, I tailored my module to a more specific learning audience and a precise learning objective. 

At the start of the process, I used a content outline approach to conduct a need analysis and establish a learning goal, which is the first step in the Dick and Carey model. I used a flow chart to break this instructional goal into main steps and substeps to map the path to achieve this goal. This helped me construct a Google form to survey my learning population on their entry skills and knowledge, attitudes, motivation, and learning preferences, which is part of steps two and three in the Dick and Carey model. These survey results gave me a complete picture of my target audience. At the beginning of my design process, my target audience was more general (leaders). However, after reviewing learner input, I revised the design to meet the needs of creative leaders, which was a more accurate definition of their demographic. As a result, when I began writing the objectives, step four of Dick and Carey, I included objectives that directly aligned with the learners’ feedback. From there, the subsequent steps depended on each previous stage. The assessments, instructional strategies, media selections, and evaluations relied on each component in the system. The result is a more refined, focused learning module. 

From the beginning of the process, I knew I wanted to create a leadership training experience based on my personal experience as a team leader. When I presented this idea to my professor and peer group, they quickly called attention to how broad that topic would be for one module. Fortunately, the Dick and Carey model was the perfect tool to help me figure out what aspect of leadership training I should explore in-depth because it scaffolded the analysis process, forcing me to slow down and carefully consider the many factors that influence learning. This specific model had me think closely about the best approach to meet my learners’ needs, which caused me to narrow the focus of my instructional goal. 

Designing and developing this learning experience was reminiscent of creating a unit plan when I was an English teacher. In my early years, a mentor teacher reminded me that it is not about the breadth of knowledge but the depth. This adage was the closest thing I had to a tool, however. I did not have any framework to help me make decisions and gather the information to help me break down and focus my curriculum. Any systems design model would have been beneficial to help me deliberate on the most effective and efficient way to meet instructional goals. 

The design document clearly outlines the Dick and Carey components and how I utilized each step to inform the next step. I learned that creating learning modules is more than just opening a presentation tool, inserting text onto a slide, and adding decorations and media. There is a requisite meticulous design process that precedes any development of instructional materials. A designer’s initial concept at the start of this process often evolves into something different. Although I would not change my approach to this design, I would like to further develop this competency by exploring another systems design approach, especially one that would function better in a fast-paced professional environment.