1. Work Philosophy T.Jacques
Value of Learning
I have always placed a high value on learning, whether my own or that of others, and consider it a critical
aspect of the human condition. It is empowering, as it enables one to better understand, control and
adapt to variables, challenges and the overall direction of one’s life and work. When employees realize
their potential and master skills necessary for success, it improves morale and productivity. There is
always a ripple effect, benefitting those around a learner. I believe universally accessible learning is
essential to a vibrant, innovative society and the businesses within it.
Additionally, education enables businesses to adapt to changes in the marketplace, better utilize
technology and ensure compliance, as well as institute internal improvements. In so doing, they are able
to manage change and ensure viability, which then impacts their ability to retain and create jobs.
The Instructional Technology Field
I love that instructional technology is continuously changing, with a steady stream of new ideas,
techniques, technologies and design models. Since the ID process is predicated on iterative evaluation
and refinement, it stands to reason that this field is similarly geared toward continuous improvement.
This is exciting because it enables me to infuse variety into instruction. Businesses and people are
diverse, with different needs, resources and limitations. I feel it is important to think on multiple levels and
consider a variety of options for designing, developing and delivering content. There are so many ways to
take in information and practice skills, it makes sense to use a variety of techniques to make instruction
interesting and help learners comprehend and retain the content. Using multiple approaches within a
single design can increase accessibility without compromising the majority of learners.
Additionally, we are increasingly a connected, mobile-centered and cloud-based society, which provides
even more instructional opportunities and challenges. These developments have all but eliminated space
and time limitations, a reality that should be considered when designing.
What I find most interesting is that, beneath the systematic models and methodology, technological tools
and the overarching business need lies the most essential element—people. When instruction is
warranted, the only road to the client’s goal is through the learner. The ID process itself relies on people,
from interactions with the client, to working with SMEs, to collaborating with a design team.
Learner-Centered Instruction
Learning is a human endeavor, which is why I place the learner front and center throughout the ID
process. My strengths are in the assessment and design portions of the ADDIE model, although I am
capable of every step. These align with skills I possessed prior to entering the field: 1) analytical thinking,
2) interpersonal and written communication and 3) diversity awareness. I tend to think expansively,
seeing interconnections, and then proceed logically. This has served me well in all three areas.
I have an affinity for placing myself in the learners’ shoes, using this to guide me through the needs
analysis. My background working with diverse populations, serving as a diversity trainer, and living and
traveling abroad has made me sensitive to perspectives and contexts beyond my own. I do not make
assumptions, but I consider possible attitudes and value systems when determining information to be
gathered. I also consider how the learning environment, company background/culture and tasks might
impact learners’ attitudes, motivation and comprehension levels, and access to content.
In addition to what is generally considered a culture, I believe each profession has a distinct culture, with
its own value system and means of measuring success, as well as associated education and socio-
economic characteristics. I try to tap into these when designing instruction.
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2. Work Philosophy T.Jacques
Even with learner diversity, I firmly believe that people have more in common than not and try to apply the
principles of andragogy. When possible, I like to include choices; opportunities to pull information; content
that is challenging without being overwhelming; and opportunities to interact or actively participate.
I see learning not as a single event, but an experience that can extend beyond a single sitting and can be
reinforced in multiple ways. This experience should be engaging, interesting and/or entertaining. I like
Gagne’s Nine Events of Learning and the ARCS model for structuring content in a way that will grab
attention; create relevance; encourage, support and motivate the learner through the experience, provide
helpful feedback; and facilitate skill transfer. In particular, I like to use framing metaphors or include
analogies that relate directly to the learner. When appropriate, I also like storytelling, branching scenarios
or gamification, depending on the topic, type of learning and learner characteristics.
Communication
Every interaction reflects my professional integrity, as well as that of the company I represent. I believe it
is important to communicate honestly, ethically and with diplomacy. Toward that end, I try to gauge whom
I am communicating with--their personality, interests, needs and position relative to my own—as well as
the outcome I hope to achieve. I fell that respect is essential, regardless of the person or his/her position.
Overall, I like to keep open lines of communication with the client, SMEs and members of the ID team to
ensure a shared goal and clear, mutually-agreed-upon steps and deliverables, and accurate content. This
requires vigilance such that others are up to date and can respond with information, ideas or concerns, as
well as have advanced notice of upcoming tasks. I find that consistent, clear communication improves the
work flow and reduces the risk of surprises, as well as benefitting the final product.
I try to encourage dialogue and ask questions to elicit more information. I feel it is important to meet
others where they are and to help them understand my recommendations. While I am comfortable
advocating for what I think is the best course of action, I respect a client’s, employer’s or design team’s
ultimate decision.
Collaboration
Instructional design is by nature collaborative, with a strong, parallel element of individualized, self-
directed effort. I believe that collaboration enhances individual work by broadening perspectives,
multiplying ideas and options, and bringing to the surface potential problems and solutions. Every person
has a unique point of view, background, ideas and skill set that positively contribute to the overall project.
I have always enjoyed collaborating, whether in past jobs, in community work or on the majority of ID
projects I have undertaken. In every instance, it has bred enthusiasm and laid a strong foundation upon
which to think and act creatively. To accomplish this, it is important to respect and value the contributions
of others, and to remain flexible, as these can impact the direction or tasks within one’s individualized
work. I try to listen actively, remain open to others’ ideas while contributing those of my own, and work
toward resolution and consensus. I consider others’ input and feedback as gifts that can save me time
and effort as I proceed. When working on a team project, I hold myself accountable for completing my
share of the work in a timely and effective manner. I think this is essential, as others may need my work to
complete theirs.
Conclusion
Overall, I am a creative and conscientious person, qualities that I believe benefit the learner, the client ant
the people I work with and lend well to the work of instructional design.
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