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A Role Analysis Exercise to Minimize...

Radhakrishnan, Veena.

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A Role Analysis Exercise to Minimize Role Ambiguity and Promote Role Clarity in Instructional Design Teams.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Role Analysis Exercise to Minimize Role Ambiguity and Promote Role Clarity in Instructional Design Teams./
Author:	Radhakrishnan, Veena.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	195 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13890006
ISBN:	9781392067208

A Role Analysis Exercise to Minimize Role Ambiguity and Promote Role Clarity in Instructional Design Teams.
Radhakrishnan, Veena.

A Role Analysis Exercise to Minimize Role Ambiguity and Promote Role Clarity in Instructional Design Teams. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 195 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--The Johns Hopkins University, 2018.

This item must not be sold to any third party vendors.

This dissertation reports outcomes from a mixed methods study designed to decrease role ambiguity and clarify individual roles of members of instructional design teams (IDT) involved in online course development in higher education institutions. Based on the empirical evidence collected and a review of the literature, a role analysis intervention based on Dayal and Thomas's (1968) role-analysis technique (RAT) was implemented in three instructional design teams at a large private research university. While the pilot version of this intervention failed to elicit a statistically significant decrease in role ambiguity as measured by Pareek's Organizational Role Stress (ORS) scale, qualitative data revealed several important themes relevant to participants' perceptions of the value of the role analysis exercise in instructional design contexts. It highlighted the intervention's potential to: (a) promote collaboration between faculty and staff, (b) provide clarification of roles and expectations, (c) reveal different perspectives and expectations of roles, and (d) promote self-reflection and analysis of one's own roles. Further, it gave participants the opportunity to validate the presence of role stress in IDTs and underscored the ways in which role stressors exist within the online learning contexts. Finally, consistent with past findings, it confirmed the diverse and constantly evolving roles of individuals involved in online course development. While limited in sample size and scope, this study revealed meaningful results that can be applied to instructional design teams and higher education institutions involved in online course development.

ISBN: 9781392067208Subjects--Topical Terms:

2122799
Educational administration.

A Role Analysis Exercise to Minimize Role Ambiguity and Promote Role Clarity in Instructional Design Teams.
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500 $a Publisher info.: Dissertation/Thesis.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This dissertation reports outcomes from a mixed methods study designed to decrease role ambiguity and clarify individual roles of members of instructional design teams (IDT) involved in online course development in higher education institutions. Based on the empirical evidence collected and a review of the literature, a role analysis intervention based on Dayal and Thomas's (1968) role-analysis technique (RAT) was implemented in three instructional design teams at a large private research university. While the pilot version of this intervention failed to elicit a statistically significant decrease in role ambiguity as measured by Pareek's Organizational Role Stress (ORS) scale, qualitative data revealed several important themes relevant to participants' perceptions of the value of the role analysis exercise in instructional design contexts. It highlighted the intervention's potential to: (a) promote collaboration between faculty and staff, (b) provide clarification of roles and expectations, (c) reveal different perspectives and expectations of roles, and (d) promote self-reflection and analysis of one's own roles. Further, it gave participants the opportunity to validate the presence of role stress in IDTs and underscored the ways in which role stressors exist within the online learning contexts. Finally, consistent with past findings, it confirmed the diverse and constantly evolving roles of individuals involved in online course development. While limited in sample size and scope, this study revealed meaningful results that can be applied to instructional design teams and higher education institutions involved in online course development.
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