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Welcome to SuprasiteTM Methodology Introduction Analysis Design Development Project Management Analysis Procedure: ·        Ask the participants to read this page and provide the information requested, which you will discuss in the Session Overview activity. This workshop focuses on the first phase in the instructional design process where you examine the client’s problem or need, develop a clear understanding of the situation, and identify a viable solution. The information uncovered and documents produced during Analysis often reveal significant underlying issues, discrepancies in perception of the problem or need, and associated causes            — all of which contribute to defining the best solution for the client’s problem. Activities familiarize participants with the Training Guidelines and guide them through the phase tasks to produce the necessary deliverables. Session Purpose and Goals This session is designed to: ·        Familiarize participants with the Analysis Phase process, guidelines and tools/templates. ·        Enable participants to recognize how the Analysis Guidelines can help expedite the tasks of this first phase and effectively assess their clients’ performance needs. Participants’ Goals Ask participants to record their reasons for attending this workshop and what they hope to achieve or learn in the Analysis Phase session. Welcome Session Overview This portion of the workshop presents the session goals and scope and introduces the Analysis phase. Procedure ·        Have the participants turn to page B-2 of their participant guides. ·        Review the session goals. ·        Discuss participants’ goals that they specified on the first page.  ·        Explain the session goals. (see page B-1 in the facilitator guide) ·        Clarify misconceptions and discrepancies. ·        Present the scope of this session. ·        Distribute the process maps and refer to the large Training Guidelines map as you locate your current position and identify what’s next. ·        Review (briefly) the Analysis Phase tasks with the class. ·        Use designated overheads of the Analysis Phase Map. Materials ·        Process Map of  Training Guidelines Tasks and Steps ·        Overhead of Analysis Phase Transition ·        Ask if there are any questions, and proceed “enthusiastically” to the scenario introduction. Briefing Scenario Overview Activity Purpose The scenario overview is an orientation for the participants. It sets the atmosphere, defines the situation, and gets the participants “involved.” Procedure ·        Introduce the scenario. ·        Located in beautiful downtown Burbank, Mark and Bill’s Excellent University is a world renowned institution in the arts and entertainment industry. ·        It has produced such household names as George Frackus, Marty Spielberg (brother of Steven), Jean Luc Spicard and many others.  ·        And, such famous productions as Planet Wars and THX1538 were senior projects. ·        The luxurious MBEU campus boasts enviable facilities — the Griffin Bldg., Jeopardy Hall, Gladiators Theater. ·        Talk enthusiastically about their exceptional education programs. ·        Students in the MBEU game show producer certificate program are educated in the following subject areas: Financing and distribution of a TV show - Producing a TV show - Developing new ideas for game shows - Acting - Directing - Writing - Production - Production design - Cinematography - Post production ·        Explain the current situation. ·        Senior projects have been notoriously over budget. In fact, the university has even received industry feedback that indicates that their graduates are not able to financially manage game shows. So what’s the problem??? ·        There’s some aspect of the Game Show Producer Program that must be inadequate or missing. Or, for some reason, the students are not understanding the concepts. So what’s the problem??? ·        The University has known of this situation for some time, and has even made attempts to resolve it by having Budget Management Seminars. But, these have not had the desired impact either. So, what’s the problem??? ·        The University is especially famous for its Television Department.  And, it is critical that their fine reputation is maintained. (If not, there could be financial repercussions…lost grants and alumni support!!) ·        MBEU has contacted you to resolve the problem. They believe that a course is the answer, but they don’t really know what should be IN the course… or, really, what type of course they need. Therein lies the challenge! Transition Provide an orientation to the first task – Define the Problem – by explaining that before you can recommend a solution, you need to fully understand the problem(s). Task: Define the Problem Task Overview Activity Purpose This activity emphasizes the importance of fully understanding the client’s real problem(s) regarding the performance situation or, in this situation, the client’s real need(s) to support expected job performance.    Procedure                                              ·        Have the participants turn to page B-4 of their participant guides. ·        Ask participants what they typically do to define their client’s problem. ·        Record those answers on the board or blank overhead. A.     Develop a project profile B.     Develop a job profile C.     Develop a population profile D.     Conduct a gap analysis E.      Identify alternative solutions F.      Prepare a problem analysis report ·        Ask the participants to share their experiences in trying to perform these steps. (Note: the following questions appear in the participant guides.) ·        What is their understanding of these steps? ·        Do they typically perform the steps? To what level of detail? ·        What constraints have they had to deal with? ·        What was the impact of the constraints on being able to carry out the steps? Transition ·        Point out that: ·        You recognize they often have to deal with constraints and can’t do all of the steps.  ·        And, while the “high level” approach may be adequate and necessary sometimes, they will investigate all six steps here, starting with… developing a project profile. Step A:  Develop a Project Profile 20+ Questions Activity purpose  This activity is designed to emphasize the importance of asking the right questions to get the necessary information. Participants should be able to determine the kinds of questions which are appropriate for a given situation and understand how to ask questions to get needed information. Procedure ·        Have the participants turn to page B-6-9 of their participant guides. ·        Introduce this topic by asking participants to: ·        Define a project profile. ·        Explain why they’re valuable. ·        Identify when we should do them and the circumstances for skipping them. ·        Explain what they would do to develop a project profile. (Lead them to identify the importance of asking the right questions of the right people.) ·        Direct their attention to the blank project profile template on the following pages of their participant guides. ·        Inform participants that a blank template of this document will be found on the diskette included with this workshop. ·        Introduce 20+ questions. ·        Explain the purpose: to gather information about MBEU’s situation. ·        Explain how the game works. ·        A deck of cards with questions will be distributed to the class. ·        Each person will ask their questions to get information to build a project profile. ·        Explain that, throughout this exercise, the participants are to complete the templates as they gather and update basic information. ·        Explain that, after all of the questions have been asked, they can share their information in small groups to complete the project profiles. ·        Remind the participants that the client’s situation and problem are introduced on page B-3 in their guides. ·        They may want to make additional notes on the blank piece of paper provided at the back of their participant guides. ·        Play the Game ·        Introduce yourself as the client, specifically the President of MBEU. (If there are two facilitators, one person can be the president and the other the dean or dept. chairperson.) ·        Individually ask participants to ask the questions they were dealt. ·        Participants record the appropriate answers on the template. ·        Ask participants to form small groups and compile the information gathered. ·        Display an overhead of a completed Project Profile at the end of the activity and discuss. ·        Note they have a list of questions on page B-10 for future reference. Materials ·        Project Profile Template (blank and completed overhead) ·        Deck of cards with questions ·        MBEU hat for the “President” and “Dean” Deliverables ·        Completed Project Profile Template Transition Now that they have the key project information and understand what the client is looking for, they’ll need to gather information about the job itself. Project Profile: 20+ Questions 1.      Is there anyone else beside yourself whom we should speak with? Yes, there is an assistant project manager who can help you out when I’m busy, Dean Trebek, who is also on the board of supervisors. Is there any other project sponsor? No. Is there any other aspect of the curriculum that may affect this training? Well, you could use an overview of some of the information covered in many of our other courses. What do you hope your students will achieve after they have completed this program? They will be fully prepared to take over as the producer of any game show, or they will know how to develop and produce their own new programs. Who is affected by the incomplete program? And how? The entire university in theory, but particularly those students who really need these skills to graduate. Is there interest across the whole university for the courses or just one department? Well for right now, we just have one department asking for this information to be taught.  But who knows, the managerial skills learned in such a course could be valuable to just about anyone! Why aren’t your current classes sufficient? There are certain aspects of producing games shows that are not covered, specifically prizes, contestants, and other topics which are unique to the game show genre. What do people outside of the university say about your inadequate game show producer program? Recently they have been saying that our graduates have expensive taste in prizes!. Overall, how is the university viewed?  Has this view changed because you don’t offer the needed instruction? We are well respected by the entertainment community, but I gather it is seen as a rather large oversight to find our graduates so unprepared. Are you getting support from your board of supervisors for new classes? Professor Toddman is of course enthusiastic, but the others are undecided until they see a proposal. What is happening to your enrollment as a result of the lack of this training? I think our enrollment is stable for now... What do you hope will happen when theses new classes are added? We’ll get lots of new enthusiastic students! And hopefully we’ll get more financial support from our sponsors. How important is the new course? I would say it is paramount to the school’s public profile and internal development. Do you plan to devote sufficient resources to the project’s development? Well, that depends on what is proposed. Are you committed to fully support a reasonable solution? Absolutely! How soon before you want new classes implemented? We’d like to see it by next fall semester (spring-depending upon when this workshop is taken). What kind of budget are we working with? We have approximately $100,000 allocated to the development of a new class, although it will depend on the hardware, software and media incorporated. Are there any subject matter experts at your university who can assist in the development? Yes, you may want to talk with at some point.  Let’s see... there’s Prof. Jeff Backwards and Assoc. Prof. Gene Sideburn. What kind of team (personnel) do you need from us? We’ll need an instructional designer and developer.  And I guess we’ll need someone to produce the actual materials. What kind of equipment do you have available? We have the finest equipment available here at MBEU. Will there be rooms available to pilot and teach a new course? Yes, we have several vacant areas at your disposal. How long have you known about this need? The game show curriculum has been here since 1956, but the game show producer certificate was developed a little over four years ago.  We have become keenly aware of the need in the last six months... This is very embarrassing.  One of our graduate placements was fired from the cable show, Buy ‘Til You Die. Have you tried to teach any of this information before? Yes, we had one of the associate professors, a director, try to teach a one day workshop, but he couldn’t cover the wide range of activities and responsibilities that a producer handles. How difficult is it to develop and teach producing game shows? I think there will be a lot of analysis and research involved, but the material will be easily understood. Can you provide me with some training materials already in use? Sure I have a course catalog and there are instructional materials available from other courses.  Of course, we want you to show us something better than what we’ve done before. Can you tell me what a game show producer does? If I could, I would teach this course myself! What are the backgrounds and experience of your typical students who’d be taking this course? They are all young, energetic, and ranked in the top 5% of this country! Most come from entertainment families and have a good understanding of how the industry works.  They may have previous experience in the industry and have some college training. Is there any budget available for going ‘outside’ for expert input? Yes, I believe we can support that. Are you expecting any of the new courses to incorporate advanced computer technologies, such as interactive multimedia for simulations? We hadn’t thought about that, but if it seems appropriate add it to your proposal.  It would probably add incentive for students to take the course. Will the implementation budget be large enough for guest producers? Yes, we like that kind of thing here. Are there any red flags we should know about? Well, I don’t like to spread this around, but one of our board members, Ernie Copolla, thinks the game show program is frivolous and wants to sack the whole thing.  He prefers the serious dramatic work that comes out of the other university departments. Is there any opposition to expanding the curriculum? Will it be blocked? Well, there’s Ernie Copolla, and the children’s programming department is trying to divert more money to their program away from our game show program, but I don’t think they’ll be successful.  We have too many important sponsors who back our department for anyone to block us. Is Alex Trebek really that smart? Well, all I can say is that he was not on the dean’s list when he attended MBEU! Project Profile X Topics Information Collected x Name of client organization Mark and Bill’s Excellent University Burbank, CA Contacts NAME PAX# PROFS x Client manager President Monica Hall     x Assigned project manager Dean Trebek (on board)   x Project sponsor none     x Other key contacts Prof. Jeff Backwards         Assoc. Prof.  Gene Sideburn         Ernie Copolla (opposed to project) (on board)             Client’s Statement x Priority of problem/need high priority, high profile x Level of commitment high commitment (some reservations at first regarding budget) x Description of current Problem/need missing a class in their game show producer curriculum need to look and see what is needed             possibly a course on coordinating prizes students are graduating with insufficient skills to complete their jobs in the real world. x Description of those affected by the problem/need all those in the game show producer program   x Distribution of the problem department wide   x Description(s) of expected performance Students should be fully equipped to handle complete responsibilities of a game show producer, including creating a show, managing actual production, coordinating talent, contestants and prizes, handling final distribution.   x Project timeline three months to final delivery   x Budget estimate $100,000 to produce everything             course materials, (guest lecturers?)             instructional and participant guides Causes of the Problem (check off all that apply) x Lack of skills/knowledge   External factors   Attitude issues x Other: Insufficient scope of game show producer curriculum.   x Consequences or impact All of students’ senior projects were way over budget. Projects were not fiscally feasible. Feedback from industry - graduates are losing money for production companies. Prizes were too expensive! Resource Estimates x Client resources subject matter experts   x Instructional design team resources instructional designers (1) and instructional developers (1) OR instructional designers/developers (2) multimedia specialist (TBA)   Equipment and facilities rooms any equipment (as needed) to include: OH projector, computers, software Historical Information x Length of time problem/need has been known 4 years 6 months problem has been acute   x Previous attempts to resolve the situation periodic budget / management workshops   Additional Comments                                                   Step B:  Develop a Job Profile - Part One Pictogram Activity Purpose This two-part activity is designed to sharpen critical thinking skills. It challenges participants to expand their preconceived ideas about responsibilities of the job for which they are to develop a course. Participants will analyze a job as they identify the essential responsibilities (i.e., competencies), prioritize them and determine the level of performance (i.e., proficiency) needed by the person in that position. Procedure ·        Describe a job profile - competencies and levels of proficiency (prioritized). ·        Distribute a pictogram depicting the elements included in producing a game show. ·        Direct their attention to the instructions on page B-11 of their participant guides. ·        Explain that producers are responsible for everything depicted on the pictogram.  ·        Point out that a producer is pictured in 7 places in the illustration – one for each of a producer’s primary responsibilities. Ask participants to: ·        Identify the activities they see in the illustration. ·        They can check off the job activites on the Job List found on the following page. ·        Circle or color in the job activites that they think are most important. ·        When they are done, ask them to post their drawings around the room.  ·        Encourage participants to “discover” what others put on their pictogram.  Materials ·        Crayons and markers ·        Pictogram (11” x 17”) Deliverables ·        Completed Pictogram Transition Move directly to the next segment of the activity by explaining that they will now build on the information they’ve collected about the job’s scope and responsibilities. Job List Production Creator Producer Executive Producer Associate Producer Director Associate Director Production Staff Production Assistants Production Coordinator Production Manager Researchers Writers Script Coordinator Art Director Production Designer Office Staff Office Coordinator Office Scheduler Executive Assistants On Site Lighting Director Cameras Video Control Booth PA Recordist Stage Manager Property Mistress/Master Key Grip (Mr. Helper) Gaffers (wraps tape around cords) Video Tape Operator Technical Manager Electricians Utility Post Production Post Production Supervisor Electronic Graphics Music Editor Re-recording Mixers Audio Mixers Continuity Stunts (If Necessary) Stunt Producer Stunt Writer Stunt Designer Stunt Construction Foreman Talent Host Spokesmodels Announcer Contestant Coordinator Contestant Assistants Visuals Host Wardrobe Model’s Wardrobe Costume Designer Makeup Prizes/Sponsorship Prize Scheduler Prize Coordinator Other Audience/ticketing scheduler Distributor Step B:  Develop a Job Profile - Part Two Completing the Form Purpose of Activity This activity builds on the information learned in the previous one. It focuses on prioritizing job responsibilities and identifying expected levels of performance for a game show producer. At the end of this exercise, the participants should be able to explain the value and importance of prioritizing job responsibilities and identifying expected levels of performance for a job. They should also be able to create a proficiency-based job description. Point out that the Job Profile will form the core of the new course – it defines the baseline for the producer’s performance and it sets the framework for the course objectives and content. Procedure ·        Display the large pictogram ·        As you go over the pictogram, identify and prioritize the job responsibilities together. ·        Distribute completed Job Profiles and discuss the #1 priorities. ·        Ask participants turn to page B-13 of their participant guides. ·        Describe a Job Profile. ·        It lists the responsibilities — competencies — for a specific job. ·        It prioritizes them. ·        It lists levels of current and expected performance — proficiencies — for each competency. ·        It identifies the gap between current and expected performance. ·        Direct their attention to the blank Job Profile Template on the following pages in the participant guides. ·        Mention that a Job Profile template is on their workshop diskette. ·        Explain the proficiency scale. ·        Inform them that they are to complete the sections labeled Competency, Priority, and Expected Proficiency of the template based on the information on the large pictogram. ·        After they have finished, distribute a completed Job Profile Template. ·        Review and discuss the information on the template distributed. Discuss any discrepancies between their profiles and the sample. Make changes as appropriate. ·        Be sure to point out the importance of ranking (prioritizing) job responsibilities and assigning levels of expected performance (proficiencies) to each responsibility. ·        FYI… ·        Explain that the Job Profile information becomes input to the job and task analysis in the Design Phase. ·        Emphasize that in many situations this profile may be the only document they can realistically develop due to “constraints” (e.g., time, money, resources). Materials ·        Large Pictogram (completed) ·        Job Profile template (Completed overhead) ·        Job Profile template (Completed handouts) Deliverables ·        Completed Job Profile template Transition ·        Bring this activity to a close by emphasizing the importance of getting good information. ·        Now that they have a clearer picture of just what a game show producer does, it will be important to… ·        Take a close look at who may be taking the course. ·        What experience and knowledge they bring (to the table). ·        Identify any special issues or concerns about the target population. Job Profile X Competency Priority Proficiency (scale 0-4)   Job Title: Game Show Producer 1,2,3 Current Expected Gap x Find backer/sponsors             sell it to them   1   4   x Visualize production             basic design: sets/logos             props/gimmicks   1   4   x Determine viewing audience             ratings research             where and when air 1   4   x Oversee wardrobe             contestants             talent 2   3   x Oversee makeup             contestants             talent 3   1   x Select contestants             finding and selecting             preparing 2   4   x Research             content             questions 3   3   x Writing             scripts: questions/answers             misc. banter 1   4   x Directing             contestants             talent 2   4   x Manage talent             hiring hosts/announcers/spokesmodels             daily dealing with above 2   4   x Music             show theme             sound effects 3   3   x Electronic graphics             show openings/closings             special effects during show 2   3   x Cinematography (camera work)             video operation   2   4   x Oversee entire production & stage crew             grips / gaffers / electricians / technicians (techs)             sound / booth PA / video control 1   4   x Lighting             design             operation 2   3   x Post production             video editing             sound editing 2   3   x Prizes             acquiring / presenting             distributing 1   4   x Audience – studio             finding / ticketing             rewarding (gifts) 2   2                                             Performance Requirements x Skills people oriented - deal with variety of personnel 1   4       creative visualization 1   4       marketing/sales 1   4       financial management/budgeting 1   4   x Knowledge all aspects of video production 1   4       post production 2   4                               x Attitudes winning 1   4       risk taking 2   4       encouraging 2   4       enthusiastic 1   4   x Other organizational skills 1   4       coordination of activities 1   4       understand how to delegate and oversee 1   4       general management         x Hardware minimal basic computer knowledge 3   2                               x Software simple word processor 3   2       financial programs 1   4                               x Equipment video switchers 2   4       cameras 2   4       lighting 2   4                 x Other color theory 2   3       dealing with talent 1   3                               Environmental Considerations x People wide variety of personnel             ‘techs’             egocentric characters             nervous contestants             concerned sponsors 1   4   Additional Comments x Personal qualities would include             like challenging position             extremely creative personality             problem solver             coordination and delegation of tasks paramount 1   4     x Visualization of new and exciting gimmicks / prizes is most important to keep show fresh and viewers interested. This is probably the most important part of ongoing job after initial development is accomplished.   1   4                       Step C: Develop a Population Profile Collaborative Efforts/Brainstorm Activity Purpose This creative activity enables participants to use the Guidelines to develop a clear picture of the target audience in order to fully define the problem. Participants will be asked to “create” a profile of the population most likely to take the Game Show Producer Certificate Program. Procedure ·        Have the participants turn to page B-19 of their participant guides. ·        Direct participants to the blank Population Profile Template on the following pages.    This template reflects the information found on page 1-7.  ·        Mention that a Population Profile Template is on their workshop diskette. ·        Explain the activity ·        In small groups they will develop a Population Profile. ·        As a class they will create a composite Population Profile.  ·        Divide the class into small groups. ·        Direct the participants’ attention to the MBEU yearbook section after the Population Profile template. ·        Remind them that the yearbook is a tongue-in-cheek piece. ·        Let them know they will have to make certain assumptions based on the personality types found on these pages. ·        Urge participants to ask the President or Dean of MBEU to help them complete the Population Profile. ·        Direct them to fill out the forms as completely as they can, analyzing the profiles of the individuals who would take the course. ·        A group representative reports their answers.  ·        As a class, evaluate the answers, select the most appropriate, and develop a composite profile. ·        Record their answers on a template (overhead) based on the class input. Materials ·        Population Profile Template (blank overhead) Deliverables ·        Completed Population Profile Template Transition ·        With the three profiles complete — project, job, population — the participants have a clear idea on what needs to be taught.  Explain that a Gap Analysis may be needed to clarify the exact requirements. Population Profile       X Target Group Data Additional Comments x Number in target group 150 total enrolled in program   university has limit of 15 students per class x Current levels of proficiency (Composite) most students have basic production and business backgrounds   may need to have general producer/finance class as prerequisite to a new class Employee Experience x Length of service within organization minimum of 2 years spent in program     x Length of service in job N/A.     x Additional experience with current job function job internships are available and students with job experience have a broader knowledge base     x Experience prior to job entry have industry background through family ties     Learning Styles x How hands on - doers     x When used to long hours of work from early mornings to late evenings     x Where in class situation in working environment     x Other (constraints, issues)       Aptitude x Talents extremely gifted have vision     x Skills production     Knowledge x Education at least two years undergraduate work     x Basic skills see job profile     x Previous specialized training basic computer operation some production courses     Attitudes x About job interested enthusiastic     x About training/learning interested enthusiastic     x About problem/need concerned     x About organization admiration loyalty     x Motivators money respect     Environmental Considerations x Geographic west coast predominantly big cities     x Demographic well rounded racially 65% male 55% female   x Physiological NA     Additional Comments                                         Insert MBEU Yearbook Page 1 Step D: Conduct a Gap Analysis Collaborative Effort Activity Purpose Designing appropriate instruction depends on knowing exactly what the target audience needs to learn in order to meet the performance requirements of their job. It enables the participants to examine the Guidelines associated with performing a gap analysis, and to review the job profile and other documents as they finalize what will (probably) need to be taught. Procedure ·        Have the participants turn to page B-26 in their participant guides and take out the Job Profile they’ve partially completed. ·        Working in the same groups they’ve already formed, participants are to complete the current levels of proficiency for each of the competencies on the Job Profile. ·        Examine the existing curriculum (MBEU catalog) ONLY for #1 level priorities. ·        Determine the skills and levels of proficiency a ‘typical’ graduate of the Game Show Producer program is likely to have. ·        Record this information as current levels of proficiency on the Job Profile. ·        Review expected levels of proficiency a game show producer should have. ·        Next, record the discrepancies between the current and expected levels of proficiency.    Point out that guidelines for conducting a formal gap analysis are on page 1-8. Materials ·        Completed Job Profile ·        MBEU catalog Deliverables ·        Completed Job Profile with Gap Analysis Transition With the gap analysis complete, the participants should be able to document their findings and recommendations, which is the next step. Job Profile X Competency Priority Proficiency (scale 0-4)   Job Title: Game Show Producer 1,2,3 Current Expected Gap x Find backer/sponsors             sell it to them   1 4 4 0 x Visualize production             basic design: sets/logos             props/gimmicks   1 4 4 0 x Determine (home) viewing audience             ratings research             where and when air 1 3 4 -1 x Oversee wardrobe             contestants             talent 2 3 3 0 x Oversee makeup             contestants             talent 3 1 1 0 x Select contestants             finding and selecting             preparing 2 2 4 -2 x Research             content             questions 3 3 3 0 x Writing             scripts: questions/answers             misc. banter 1 4 4 0 x Directing             contestants             talent 2 4 4 0 x Manage talent             hiring hosts/announcers/spokesmodels             daily dealing with above 2 4 4 0 x Music             show theme             sound effects 3 3 3 0 x Electronic graphics             show openings/closings             special effects during show 2 3 3 0 x Cinematography (camera work)             video operation   2 4 4 0 x Oversee entire production & stage crew             grips / gaffers / electricians / technicians (techs)             sound / booth PA / video control 1 3 4 -1 x Lighting             design             operation 2 4 4 0 x Post production             video editing             sound editing 2 4 3 0 x Prizes             acquiring / presenting             distributing 1 0 4 -4 x Audience             finding / ticketing             rewarding (gifts) 2 0 2 -2                                           Performance Requirements x Skills people oriented - deal with variety of personnel 1 3 4 -1     creative visualization 1 4 4 0     marketing sales 1 2 4 -2     financial management 1 1 4 -3 x Knowledge all aspects of video production 1 4 4 0     post production 2 4 4 0                             x Attitudes winning 1 4 4 0     risk taking 2 4 4 0