The TVS is defined as a systems-based model of evaluation, and this article relates it more with the CIPP model. The author calls systems models “more useful in terms of thinking about the overall context and situation, but they may not provide sufficient granularity.”
Step 1. Situation – This step involves assessing the current situation. At this level, you begin to collect data to evaluate the levels of performance within the organization and set the level for future performance. I would use this to step to review my input from my lead instructor and my student reviews to see their assessments and I would examine what goals I have for my teaching as I mature as an instructor.
Step 2. Intervention – During the step that is intervention, the evaluator must intervene to see why there is a gap between the current and desired levels of performance. You also must decide if training is the proper “intervention” for the problem. Since I am currently taking graduate courses, which cost a good deal in time, money and energy, I have to say that I believe that some training is the correct intervention to continue to improve my performance as an instructor.
Step 3. Impact – After training has been completed, this step measures the impact of the training by comparing the pre- and post-training data. I feel that I have a long way to go, but I am eager to see how well my students perform on this year’s final assessments. I have a feeling that more of the students in my current class will move on to the next level in their writing studies than the students who were in my first class. I know that the students themselves make a significant difference here, but I hope that I can take some “credit” for their achievements as well. If they are reaching their goals, I have to believe that I was able to help them in my class.
Step 4. Value – This model seems best suited to a business training model as it includes value as a monetary measure. The final step in determining the value is to measure the differences in services, sales, productivity and quality as it affects the bottom line in business. I don’t know how I can assess this as I have no idea how productive my students will be in the future. I will have the chance in the Spring to teach two courses, so I do believe that I have gotten better as a teacher, my supervisor is noticing this and is offering me more work therefore more pay?
It took a while to find a second model for evaluation. Every time I looked I kept getting the same models with Kirkpatrick and the CIPP. I did find the definition of a different kind of model, in that it is not a system or a process evaluation model. It is called a judicial model of evaluation, and it is described as being adversary-oriented. This model has essentially two “sides” were one finds all the good points and the other finds all the pieces that are bad. It is not really that simple but this model creates a system of checks and balances, but is arbitrated by some outside judge who examines the different sides of evidence to reach a decision. The notes that I found, listed the “blue-ribbon panel” as an example of this kind of evaluation at work.
In my own classroom, this kind of evaluation would be having visiting professors in my classroom for an extended period where one would focus on problems and the other would focus on the high points of my teaching. Both would then report to the dean who would then give the end judgment for improvements.
Adopting an Innovation
Innovation: I have to say that I have not had any new technological innovation introduced in quite some time. I’ve had upgrades to some of the programs that I use at work, but no real change or innovation in process or technology for several years. I’m going to describe the introduction of the trac system that we use now at my office though it has been some time since I was adopted.
Relative advantage: The trac system was innovated by one of our web developers in the office primarily because they preferred to have an online instead of a paper system that would track ongoing projects and offer a system for documentation at the same time. The advantage for other personnel was seen as limited as we already were working with paper copies that would not be able to completely disappear even with this new system of management. The new system would offer a way to see where all the office personnel were in working on a shared project.
Compatibility: Since we already used a “ticket” system for our workorders in the office, the online system that offered a way to create tickets for workorders was similar enough to fit easilyinto the current workflow.
Complexity: The system is relatively simple and straight-forward for building the tickets. A ticket is built in the system and the initials of the people who are working on the ticket are included. The primary person on the ticket can complete the web work, input the information about the work that they have done and then re-assign the ticket to the next person. An e-mail is sent to that person letting them know that the work is ready for their step in the process. There is a wiki that can be used for documentation as well. The wiki can be more complex, but it doesn’t have to be used by everyone, just those who wish to make use of this extra resource.
Trailability: Since the trac system is used in conjunction with the workorders that are currently used in the office, there is freedom to try out the system without the normal process being interrupted. It is used as a supplement instead of a replacement for the current system.
Observability: The automation of the system allowed us to more quickly and easily communicate about web jobs by e-mail. This limited confusion and interruptions when an item was ready for proofing or when some step was completed. It also allowed us to limit the number of web pages that had to be printed for proofing or reviewing.
Situational Leadership
Teaching teachers is a different kind of experience. I really believe this. I have been in training with teachers countless times and they almost always talk through the “lecture” then ask questions that were just answered in the discussion. If I had to develop professional development sessions about technology use in the classroom for teachers, I would lead the process by first working to find out what my client would want. If the college has specific technology they would like to have added into the classroom mix, I would need to start with finding an expert in that technology.
The college usually purchases a technology for use in the classroom, so that students have some consistency in the way that materials are presented. I would find out first how and where they would like to have technology increase used.
The Blackboard 9.0 has a system called Tegrity that does video or audio capture of lectures. Instructors can use this either in the classroom or for hybrid and online courses. There are content experts available from the company, so creative and content would be available from the company. Material would be available from the company, but it would have to be adopted to meet the needs of the college community, so I would have to build a team of trainers to spread the information about this new program capability. Most school districts have trainers. The team may be familiar with processes for training within the district, but in a situation leadership role, I would need to work to direct the team in becoming familiar with the new program. I would want to lead the team toward improving and updating the materials from the software company to fit the school specifically. I also would want to gain their buy-in as the first line of advocates for the software.
The main focus of my leadership for getting this kind of training program going would be in gaining advocates within the faculty to act as “leaders” within the faculty community. Adoption of the new technology would likely be the biggest challenge. I would start by building a group who are able to be thought leaders within the adoption groups as they will have an easier time getting the buy-in that is necessary within this group. I realize that this is more my marketing background coming to the fore, than my teaching as an instructional designer, but I trust that it would fit here as well.
