MIT 502: The Systematic Approach to Performance Improvement

MIT 502. The Systematic Approach to Performance Improvement (3). Introduction to theories and techniques for solving training and non-training problems in business, industry, and other performance-oriented organizations. Projects include needs assessment, analysis, solution selection, and job and task analysis.

Product

• Program Evaluation for Brunswick Co schools Phase 1 - Problem Statement, Data Collection, and Analysis
• Program Evaluation for Brunswick Co schools Phase 2 - Evaluation Report
• Program Evaluation for Brunswick Co schools Phase 1 - Class Presentation slides

• Quality Improvement Presentation slides
• Quality Improvement Report

Context and Conditions

Brunswick County schools program evaluation was completed in partial fulfillment of a course entitled: MIT 502. The Systematic Approach to Performance Improvement. Dr. Florence Martin taught this course in the summer semester of 2008. The purpose of the project was to define the problem, collect and analyze data, determine possible causes, and make recommendations to the Brunswick County Technology Director concerning the performance of the '21st century classroom' teacher professional development program. The project team followed the processes of human performance improvement to evaluate an existing training system and develop a report summarizing our conclusions.

Scope

This project entailed several data collection methods, as well as analysis,and recommending solutions. Focus groups and surveys were conducted of primary stakeholders. Extent data was collected and analyzed. This project was completed during one semester and was submitted to the technical director of Brunswick County schools.

Role

I was a part of a three-person team (myself, Robin Brooks and Whitney McSwain). Each team member was a co-leader and we worked collaboratively on all phases of the project. One project member worked as a technology specialist in Brunswick County schools and served as the liaison with the client. We utilized Web 2.0 technology to improve the quality and efficiency of our collaboration. For example, we used Skype for both synchronous audio visual chat and asynchronous text discussion. In addition, we created a shared document that acted as our project whiteboard, a place to record notes and textual information.

Reflection

As the last course in my MIT program, I feel that it is exemplary in two areas. The first is in system analysis and stakeholder mapping. And, the second is in group work with distance team members. Working with a subject matter expert and a system with which I was unfamiliar, I was able to quickly determine stakeholders and devise an analysis plan. Working with a group in a completely online class posed some challenges. However, using Google docs and Skype, we were able to complete a high-quality project without ever meeting face-to-face. The experience and skills I gained in working with online groups is an unanticipated reward of the MIT program.