Encuesta a Docentes después de las dos emisiones de La Emisora Web Escolar “Onda

A completed draft of the analysis thus far is included in Figure 4.8 to demon-strate the relationship among subtasks in the hierarchy. First, notice that the origi-nal seven steps provide an overview and step-by-step sequence for the instructioorigi-nal goal written at the top of the diagram. Second, notice the hierarchical substructure beneath step 6 that identifies the subordinate skills in the hierarchy for only step 6. Third, notice that the three group management steps have been arranged hori-zontally (subordinate skills 6.5, 6.10, and 6.15), implying that they are not hierar-chically related. To complete the instructional analysis for the instructional goal, identify the information to be included in the remaining verbal information tasks and the subordinate skills for the other major steps identified in the instructional goal. As you can see from this example, a thorough analysis of an intellectual skill can become quite elaborate.

Cluster Analysis for Verbal Information Subordinate Skills

Subordinate Skills Name member actions that facilitate cooperative interaction, and name member actions that block or hamper cooperative interaction.

Although some instructional goals are verbal information tasks, more often we must perform an analysis of verbal information subordinate skills that are embed-ded within an intellectual skills hierarchy. Table 4.1 contains a cluster analysis for two of the verbal information subordinate skills tasks in the managing cooperative group discussion analysis depicted in Figure 4.8 . Verbal information for subskill 6.1, name member actions that facilitate cooperative interaction, and subskill 6.6, name member actions that block or hamper cooperative interaction, are included.

Task 6.1 contains one cluster of information: spontaneous actions when introducing and reacting to new ideas. Task 6.6 contains two clusters of information: spontane-ous, unplanned actions and planned, purposeful actions. Each of the three clusters has its own column in Table 4.1 .

Identification of Entry Skills

Next, consider the hierarchical instructional analysis in leading group discussions in Figure 4.8 . Which tasks do you believe should be labeled entry skills for the masters’ level students? For this heterogeneous group, two skills in Figure 4.9 . Recall the target population has various undergraduate majors; most have only cursory training in group discussion skills, and few have experience serving as chairs for various committees at work and in the community. It is possible that all skills beneath 6.5, 6.10, and 6.15 could be classified as entry skills; however, the instructional designer should check this assumption carefully prior to proceeding to these higher-level skills. Should all skills beneath these three skills be classified

V

Lead Group Discussions Aimed at Solving Problems

Prepare

Hierarchical Analysis of Cooperative Interaction Portion of Group Discussion Goal

Case Study: Group Leadership Training 85

NAME MEMBER ACTIONS THAT FACILITATE COOPERATIVE INTERACTION 6.1

NAME MEMBER ACTIONS THAT BLOCK OR HAMPER COOPERATIVE INTERACTION 6.6

Spontaneous,

Unplanned Actions: Spontaneous,

Unplanned Actions: Planned, Purposeful Actions:

6.1.1 When

6.6.1 When introducing and reacting to new ideas:

6.6.3 Attempts to control others by building a personal image through:

1. adopting a sage role (“I’ve been here longer and I know”); remains quiet early, then saves the group with reasonable recommendations 2. dropping names, places, experiences 3. collusion (feeding cues to colleagues, opening opportunities for each other) 4. moving faster than others, suggests

solutions before others get started 5. taking extreme position, then moving

to center to appear cooperative 6. overresponding (listening and

responding to feint cooperativeness) 7. showing specious earnestness (“That’s

such a gooood idea yooou have!”) 8. using trendy language for popular appeal 6.6.4 Attempts to control others by in-ducing feelings of inadequacy in them through:

1. using technical language unnecessarily 2. demanding definitions repetitively 3. displaying studied disregard of

anoth-er’s comments (going back to previous speaker as though nothing was said) 4. usurping leader’s functions repeatedly 6.6.5 Attempts to control others by delaying work of group through:

1. summarizing unnecessarily at short intervals

2. cautioning against moving too fast 3. deceptively showing deliberation and

adjustment (posture/gestures)

6.6.6 Attempts to control others by putting them off balance through:

1. inappropriately changing pace, tone, volume

2. distorting another’s ideas to make them appear contradictory, extreme, unreasonable

3. abruptly switching from logic to sen-timentality

4. disparaging important matters with over casual reaction or verbal minimization

5. studied misrepresentation

t a b l e 4 . 1

Cluster Analysis of Verbal Information Tasks for Goal on Leading Group Discussion

V

V

V

V V

V

Lead Group Discussions Aimed at Solving Problems

Prepare for discussion

1

Set agenda

2

Convene group

3

Intro-duce task

4

Manage thought line

5 Manage cooperative group interaction

6

Summarize/

conclude discussion

7

6.5 6.10

6.14 6.13

6.12 6.11

6.3

6.1

6.4

6.2

6.9

6.7

Identify cooperative behaviors Entry Skills

Identify blocking behaviors

6.8

6.6 6.15

f i g u r e 4 . 9

Entry Skills Line Added to Instructional Analysis for Group Discussion Goal

Summary 87

as entry skills, then the instruction for this group could focus on practicing these leadership skills in interactive groups with detailed feedback on their verbal and nonverbal management actions during the meetings.

Readers interested in a school curriculum example should study the subor-dinate skills analysis and identification of entry skills contained in Appendix C .

S ^UMMARY

In order to begin a subordinate skills analysis, it is necessary to have a clear description of the main tasks learners must perform in order to accomplish the instructional goal. The derivation of these major steps was described in Chapter Three . To conduct a subordinate skills analysis, you must analyze each of the major steps in a goal. If a step is verbal information, a cluster analysis should be done.

Hierarchical analysis should be used with intellec-tual and psychomotor skills. Sometimes sequences of procedural steps are included in a hierarchical analysis.

Goal analysis of an attitude identifies the behav-iors exhibited if someone held that attitude. During

the subordinate skills analysis phase, each of the behaviors—intellectual skills, psychomotor skills, or both—must be analyzed. Verbal information re-quired to perform either the intellectual or psycho-motor skill should be placed within the framework to support the related steps in the hierarchy. This information could include what to expect and why a particular action should be performed.

For each of the skills identified during this subordinate skills analysis, the process is repeated;

that is, each of the identified subordinate skills is analyzed to identify its respective subordinate skills.

This step-down process is used until you believe that no further subordinate skills remain to be identified.

Step