An artifact that demonstrates my competency in the ability to create knowledge is my final paper for EDCI-513 Foundations of Learning Design and Technology. In this paper, I describe the results typical training sessions have and the barriers to training and relate these results and barriers specifically to teacher training.
Competency Artifact
- Artifact for Competency 2 Create Knowledge_ EDCI 51300 Foundations of Learning Design and Technology
This narrative explains how my artifact (my final paper) demonstrates the following three characteristics of creating knowledge in Educational Technology.
Characteristic 1: describe common research methods
Common research methods used are observation, analysis, comparison, and experimentation with control groups to gather data and determine results. These two examples from page 6 and 7 of my final paper support my ability to read and interpret common research methods:
Brinkerhoff and Montesino (1995) report on an experiment exploring the impact on the transfer of manager pre-and post-training dialogues with trainees in a large corporate training center. A randomly assigned group of managers were asked to conduct a brief pre- and post-training dialogue with their employees before-and-after training to build a mutual expectation for applying the training and were trained in how to conduct these dialogues. A control group of randomly assigned managers received no such direction, only a reminder of the time and place of the training to provide to their employees (Brinkerhoff & Montesino, 1995).
Another study examined barriers in the transfer of training in schools in Saudi Arabia. This study revealed the barriers prohibiting the transfer of training were from minimal administrative support in creating environments that enabled transfer (Almanie, 2015).
Characteristic 2: read and evaluate research
The concluding sentence in the section on page 9 and the concluding paragraph on page 9 of my final paper demonstrate my ability to read and evaluate research. Both these examples exhibit that I have read the research and evaluated it to conclude what the research represented.
Page 9 concluding sentence:
The primary advantage of using performance frameworks in addition to a performance improvement model is that barriers are immediately identified and taken into account (Schaffer, 2008). As a result, barriers to the transfer of teacher training would be identified using a performance framework. These barriers would then be addressed in the implementation phase, using a performance improvement model. Another advantage of using the two congruently is that the whole organization is taken into account (Schaffer, 2008, p. 234). It is impossible to have high percentages of transfer that are sustained if the interdependence of barriers (time, costs, support, and collaboration), along with the ideal conditions, are not taken into consideration.
Page 9 concluding paragraph:
Considering the barriers to transfer of training, a school would get more value for their money by hiring an HPI specialist do an evaluation using performance frameworks and process models versus a school hiring a field expert to host professional development workshops.
Characteristic 3: Apply research to the solution of common problems
The conclusion to my final paper supports the ability to apply research to the solution of a problem. In the conclusion of my paper, I emphasize overcoming training barriers and using an HPI framework to support effective teacher professional development (TPD), which all of the research supported.
Conclusion:
The current way TPD occurs is ineffective because it does not adequately transfer into teachers’ classroom application. As a result, a new approach to training must occur for training’s ultimate goal of the application of learning to take place. Relevant content, clear purpose and learning objectives, active teacher and principal engagement, best instructional practices, feedback, positive reinforcement, goal setting, learning communities and coaches, partner teachers, teacher accountability, and evaluation have all been identified as conditions that enable the successful transfer of training. Despite the knowledge of what conditions need to exist, three major barriers (time, budget and administration support) stand in the way from establishing these conditions of transfer. Various studies have successfully used HPI frameworks to positively impact the transfer of training. As a result, the paper recommends HPI models and frameworks as a solution to promoting the transfer of TPD training. Other studies suggest improved social capital increases collaboration, and as a result, also improves the transfer of TPD training. This paper recommends using both HPI methods and frameworks in addition to improving collaboration. Further research needs to be conducted on which specific HPI models and frameworks are most appropriate and best in increasing the transfer of TPD training. As well as what other specific instructional methods trainers should use during the training process.
References
Almannie, M. (2015). Barriers encountered in the transfer of educational training to workplace practice in Saudia Arabia. Journal of Education and Training Studies, 2(5). doi:10.11114/jets.v3i5.905
Brinkerhoff, R. O., & Montesino, M. U. (1995). Partnerships for training transfer: Lessons from a corporate study. Human Resource Development Quarterly, 6(3), 263-274. doi:10.1002/hrdq.3920060305
Schaffer, S. P. (2008). A review of organizational and human performance frameworks. Performance Improvement Quarterly, 12(3), 220-243. doi:10.1111/j.1937-8327.2000.tb00183
Allison Brinkerhoff 