Bev Garcia, Manatts Inc., Brooklyn, Iowa.

Michael Lachance, Extension Agent, Virginia Cooperative Extension

Paul Longo, Applied Cultural Anthropologist, Rural Health Outreach Project

Dr. Glenda Rose Scales, Educational Technology Specialist, Virginia Tech

>Expert Perspective from Bev Garcia, Instructional Designer and Computer Applications Consultant/WWW Designer for Manatts Inc., Highway and Airport Construction, in Brooklyn, Iowa. She helped to collaboratively design and teach Design and Production of Media: Computer-Assisted Instruction graduate courses in the College of Education at The University of Iowa for three years. She's taught students in secondary schools for nearly 20 years and 15 years ago wrote two instructional textbooks that are still in use today. She can be reached at: bev@netins.net

First, the most obvious problem seems to be unrealistic expectations on the part of Stewart. Typically, I find this response from SMEs who are unfamiliar with the time-laden effort and often tripled expenses required for multimedia production. Examine Stewart's "we want the moon" response to Julie:

Julie,

"The meeting went well don't you think?. A lot of good ideas were presented I liked Sam's thoughts about the workshops. We need to get some product out there and this might be the right opportunity. Billie wants the Ag school to establish a high profile, and she's determined to get outside funding for this for this project, I bet a CD-ROM will get some attention. We could produce a CD-ROM and include all 20 years worth of Joes radio programs! It's a great storage technology for interactive development (we'll need to add pictures) Would you send Darlene a note and ask her to set up the majordomo you suggested? I'm meeting with the Provost this afternoon (she'll LOVE THis project), Let's talk when I get back.'

Stewart

Second, needs assessments typically seem to be viewed as wasted time by SMEs. Julie found the same type of response. The "just-do-it! We've-already-decided-it's-needed" attitude precludes the need for a needs assessment according to those who allocate the funds. When they hired Julie, she was seen as the "fix-it-and-we're-done" queen, not one who would raise what they perceive as unnecessary issues.

Julie seems overwhelmed, and rightfully so. Setting clear and healthy boundaries as an Instructional Designer helps SMEs and Instructional Designers. Limitations and realistic deadlines are essential to avoiding misunderstandings and workaholism lifestyles of designers to meet superhuman demands.

In addition, Stewart seems to think that CD-ROM is the magic wand for mentoring and spews the latest technology terms: "Now look at what you can have: Toolbook, Authorware, Director, Premiere, VMRL, Java script! " --unexperienced and unaware of what he is requesting. The means to the end that he lists doesn't seem to match the goal of mentoring youth. Technology can't bridge that gap. The real needs assessment seems to focus on the individual emotional human interaction with youth, not necessarily learning by means of another costly tech creation.

As a result, (1) unrealistic expectations and (2) lack of clear boundaries create more problems. These two factors tend to complicate the communication channels for Instructional Designers in realistic, sticky situations when on the job.

Third, Julie may have to reconsider her role as an ID. Her perception is "I was beginning to realize that much of the job involved steering strong personalities through a design process." Trying to control or manipulate behavior here tends to be a negative focus. Julie may also need to rid herself of ID terminology "intended audience," "objectives," "target population," etc. since ID talk is rarely understood by SMEs. Using their frame of reference may facilitate communication also. Treat SMEs as respected colleagues rather than subjects to be "steered," Julie.

"If I could get everyone to agree on the primary needs, I could move on to the design phase of the project." Again, Julie's perception of ID may be too rigid. Most of the ADDIE phases overlap. One doesn't stop and another then begin. For example, Design, Development, and Formative Evaluation tend to occur simultaneously in creation, especially in computer-type projects, ESPECIALLY in rapid prototyping projects. If Julie is able to recognize the flexibility needed to "be a good designer" rather than stumble over the "rigid ID" ropes as a novice ID, she will save herself and her colleagues much stress. (Computer ID doesn't neatly fit the linear Dick and Carey models, nor do any ID projects, where human interaction is the goal.)

Finally, finding a common ground for collaboratively working on a integrated pest management project while mentoring youth in the process may be the most realistic way to meet the expectations of a distance education course with the latest WWW technology. The solution seems to gel as members in the project were willing to be flexible rather than force their own agendas.

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Expert Perspective from Michael Lachance, Extension Agent, Commercial Fruits and Vegetables, Virginia Cooperative Extension, Nelson County, VA

I have a strong interest in the delivery of distant learning to agricultural audiences and was pleased to be a part of the case study and to read the responses made by various teams and other students. In Nelson County we are faced with a need to provide extensive educational programs in both farm management and integrated pest management to land owners and their employees. The median age of our farming population is advancing above 55 years of age, and many of their offspring are choosing non farm occupations. This creates opportunities for people without land tenure to assume land manager roles through either employment or by leasing arrangements. Producers across the country are increasingly using an Hispanic farm work force because of the high quality of output these workers provide. Contrary to popular belief many of these workers command good wages and it is a question of cultural aptitude for agricultural work, and not economics which is causing farms to select Hispanics over local whites and blacks for labor. There needed to be greater attention to the student selection process. By requiring the students to produce references, they gain an important job skill as well as it facilitating the eventual placement of students in important positions within the agricultural sector. Coupled with the nuts and bolts of educational program development there also needs to be an effort to create a network of educators, students, producers, and professional mentors to make the program a success. The omission of the latter two groups in the planning process will scuttle any effort for real impacts.

The minimum subject matter competencies for farm management and integrated pestmanagement are so extensive that it would be naive to think that any real education could occur within a short time span. It would require a solid mentoring component, a full year of weekly instruction, frequent evaluations, and a full season or more of field practicums to produce graduates that would have any credibility among agricultural employers. A strong program would require the exposure of students to a wide range of farm enterprises and decision making situations. It would require them to demonstrate accuracy in field observations and proficiency in economic and pest pressure analysis. Incentives should include assistance with job placement, and the opportunity to acquire further knowledge by an exchange program where they might gain valuable work experiences in other regions.

The radio programs in the case study were something of an albatross, technologically speaking. Students could learn a great deal more from these if they were charged with reproduction of pertinent pieces, perhaps in a digital format in Spanish so they could eventually be used with a broader audience through existing and yet to be developed media.

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Expert Perspective from Paul Longo, Applied Cultural Anthropologist, Rural Health Outreach Project.

Julie Tatano does not possess all of the knowledge and experience she needs in order to fashion singlehandedly an instructional design that is - in this complicated yet realistic situation - technically, politically, and culturally appropriate. Fortunately, she is not only well aware of this, but her training and professional commitments remind her that, in her brokerage role, she must rely on the countervailing, solicited and unsolicited viewpoints that she must consider.

Clearly, Julie's strongest suit is her technical understanding of the instructional design process. She has begun to develop some political competencies by recognizing that her technical authority does not automatically translate into political power. As time goes on, she wil need to assert herself more directly and more frequently in organizational/interpersonal matters, more actively converting her technical expertise into instrumental action, especially when there is a need for bold technical leadership. Julie will have to find a way, for example, to confront Stewart and his ambitious inclination to make use of CD-ROM-related technology since this option is evidently so problematic.

Similarly, Julie is only beginning to acquire the necessary cultural competencies required to become an effective broker. She is, therefore, wise to rely on Jorge Recinos. However, there are risks associated with putting all of one's eggs in a single basket. Julie senses the risks. She admits to herself:

"...after reading Jorge's project proposal I was both relieved and worried. Relieved that I was getting a focus on the learning population and worried because nobody else - save Jorge - saw any need to consider the learning population. And a bit worried that no one else had brought this document to my attention. I also wondered about Jorge's pitch for distance education and whether he really knew the potential strengths and weaknesses. I wondered if it was Sam Kellerman talking in that document."

Julie is ambivalent about Jorge. Since he is bicultural and she isn't, he represents - in Julie's mind - her most credible link with the learners. Unfortunately, Jorge comes with an agenda that Julie, again, is reluctant to confront directly.

Julie should keep in mind that, while Jorge is bicultural, his own unique "Hispanic" heritage may have little to do with that of his youth group. In fact, it is likely that these young adults themselves do not share a common Hispanic "culture." Linguistically, there is no reason to doubt Jorge's ability to communicate with them. However, Jorge may only be able to claim limited accessibility to this group when other socio-cultural variables, such as age, social class, lifestyle, etc., are factored into this equation. To further complicate this, the youth group may be composed of young adults whose families originate from and maintain some contact with a wide variety of distinct, ethnolinguistic regions of North and Central America. Julie would be in error to presume that a single ethnic homogeneity exists among the individuals in the youth group. For this reason it would be erroneous for her to consider Jorge the sole spokesperson for the group.

So, what can Julie do? Julie may need to convene another focus group and, this time, assume a more active role. She can look back on the first focus group an "ice breaker," but she needs to reconvene the group and start asking some questions that will help her craft an instructional design that is anchored in the realities of the youth group. Jorge can be invited to the focus group, but Julie will have to moderate this one herself. This will help Julie's ambivalence toward Jorge dissipate. More importantly, by establishing a rapport with the learner population, Julie will develop a familiarity with a set of cultural variables different from those found within her own culture. In this way, she can broaden the scope of instructional possibilities beyond those currently identified within the cultural context that is familiar to her.

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Expert Perspective from Dr. Glenda Rose Scales, Educational Technology Specialist, Virginia Tech, Blacksburg, VA. Dr. Scales is responsible for developing and implementing a state-wide technology training program for extension agents and specialist in an effort to provide learning experiences for the agents, and to provide examples of how to incorporate the technology into their jobs.

After reading the Harvesting Corporation case, two main issues relating to organizational politics and instructional design emerge. In addition to the two issues, I view Julie Tatano, the senior instructional designer for the Technology Resource Learning Center (TRLC), as an internal consultant.

Organizational Politics
A quick way to "project failure" is to not identify the formal and informal sponsors of your project. Stewart Washington, the director of TRLC, is one of the formal sponsors of this project. He is the person, ultimately, that will determine whether or not the project is a success. From Stewart's perspective the project is successful if it incorporates the usage of CD-ROM technology. Julie tries to steer Stewart away from selecting the media first, however he has a one track mind. Julie faces an ethical question- do I give the sponsor what he wants, even though this is not what the learner or client necessarily wants or needs? If Julie does not resolve this issue, regardless of how useful and appropriate the instructional design and materials, the project will fail in Stewart's eyes. Stewart made a formal commitment, at the university level, to use CD-ROM technology. His statement in the Keystone Alumni article says it all: "Franklin State will build a reputation as a leader in innovative courseware on CD-ROM."

In addition, because Stewart is seeking funding from the provost he includes Sam and Joe on the project. Stewart made the decision to include Sam and Joe primarily because of their connection with various funding sources. Julie needs to recognize this and receive clarification from Stewart on their actual role (formal and informal) on the project.

One of the driving forces behind this project is the political usage of CD-ROM technology. Therefore the needs of the learner or the needs of the client, Billie Redmond, is not the focus of this project. When you are working with a sponsor who does not view learning or the learners as a priority, it is challenging to follow a structured instructional design process. One approach Julie can take is to recognize the political issues and negotiate with Stewart on the boundaries of the project. More specifically, the role of Sam and Joe on the project and the pros and cons (if any, from Stewart's perspective) of using CD-ROM technology on this project.

Because of the multiple and competing goals for this project, it is extremely important for the sponsors and stakeholders to express their expectations for the project. A key question for Julie to ask the stakeholders and sponsors is: What will have to happen in order for this project to be successful? By not asking this question and addressing the answers, Julie will always design the learning experiences for a moving target. For example having Stewart answer the following questions will give Julie a better understanding of Stewart's position and a place to start re-negotiating the project.

First, will the project be successful to Stewart if we do not use CD-ROM technology and second is the TRLC obligated to use Joe's radio broadcasts?

Stewart's answers may or may not be consistent with the reality of what Julie is experiencing in trying to complete the project. In any event, on the basis of this information Julie can decide what compromises she is willing to make or if she needs to be re-negotiating her involvement with the project.

A good consultant (internal or external) must realize when he or she is getting into a bad contract. When Julie attempts to clarify her position on the project the following dialogue occurs with Stewart:.

"Stewart Wait. We can't make decisions about media selection when we haven't yet focused on the goals, objectives, the learning population, the instructional message, I could go on and on! I realize that producing a CD-ROM is important to you, but how do you know this is the right project? What if it fails?"

"Hey how can it fail? You're working on it!" Stewart grinned. "That's why I hired you!"

It is at this time that Julie needs to be re-negotiating her role on the project and express what her expectations are for the project. If Stewart wants to use CD-ROM technology at any cost, the success or failure of the project does not have anything to do with Julie's expertise as an instructional designer but with Stewart's expertise as the director of TRLC.

To ignore Stewart's pressures to use CD-ROM technology inappropriately, is a sure way towards implementing an unsuccessful project- regardless of the design.

Instructional Design
The next issue of importance to me is Julie's role as the instructional designer and her response to designing instruction for a specific learning population.

On the basis of Julie's responses in the case study, she is aware and is an advocate for designing this project specifically for Hispanic youths. On the other hand, statements made by Sam and Joe leads the reader to believe that they do not see the need for designing instruction specifically for the Hispanic youths. Sam addresses the Hispanic youths as Spanish kids- they are not from Spain. Julie does correct Sam. In short, Sam and Joe are not aware or sensitive to the need for designing learning experiences that are culturally relevant. If Stewart does not back Julie in the scope of the project and in the importance of creating culturally relevant experiences for the Hispanic youths, the project will be a waste of time at the expense of the learners.

In summary the major issues in this project surround organizational politics and cultural awareness. These types of issues are rarely above the surface. Many times they are hidden and not clearly expressed by the sponsor. In relating these issues to an iceberg, from the surface you can see clearly some of the instructional design issues. However, the issues that are below the surface are the ones that can potentially destroy the project or make it extremely ineffective. Without identifying and addressing those deeper issues Julie will never be able to establish clear measurable goals. She may be able to design and implement a program for the Hispanic youths in the Franklin Area Youth Action Project, but what is left to chance is whether or not the program will meet the needs of the learners.

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