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

role stressors;role ambiguity;role clarification;role analysis technique;instructional design teams;online education;not listed

Radhakrishnan, VeenaDrexler, Wendy ;

Johns Hopkins University

关键词: role stressors;    role ambiguity;    role clarification;    role analysis technique;    instructional design teams;    online education;    not listed;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/60116/RADHAKRISHNAN-DISSERTATION-2018.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

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.