The difficult part of this project has not been meeting with the service learning partner or getting the information we need, it has been the deciding on what content is good or bad, correct or incorrect for charting in the goal analysis. At the start, everyone except James wanted to jump into reorganizing the Hospice orientation as we thought it should be, however the assignment called for drawing how the system is currently implemented.

As I sketched out the process of HR orientation with Michelle, we created skill boxes and verbs for what the client wanted to accomplish. Note, what the client wants to accomplish is different from what they are currently presenting, so the charting came to a halt as our group members debated four different interpretations of the assignment. Michelle interpreted the assignment to mean it was possible we were supposed to be sketching how Hospice actually does orientation, now. Since my verbs matched more of an ideal implementation of Hospice, it would have involved a total re-think of the goal analysis. Three of us turned out to be correct anyway, but only in parts. In retrospect, it might have been helpful to have just asked our questions earlier instead of debating our interpretations of the assignment requirements.

One of the most useful things I used during the assignments was the Gagne's list of verbs. I had trouble with adding verbs to the goal analysis because I imagined the verbs had to be some physical action I could observe. I hadn't considered the verb could just as easily been someone speaking a one-word answer to a question. As I started connecting verbal arrows to other boxes in the Visio file I created, I realized I have only a vague understanding of how to create the flow of connections for verbal information. I will need to re-read that section of Dick, Carey, and Carey to properly contribute my input to the team version of the analysis.

In a few partial group discussions, we played with alternative ideas methods for presenting the orientation content in the current program. For example, I think all of my group members believe most, if not all of the paperwork signed during orientation can be done individually, without consuming HR's staff time. By downloading the forms online, receiving them by mail, or coming in to review the current packet on their own shouldn't require as significant amount of time as HR is putting in now. If HR allowed employees alternative methods or opportunities to file personnel paperwork, they could use more orientation time to orient the new employees to the culture of the client's organization.

After reading draft assignments from other students in class, I had a new appreciation for following the flow of charts. Creating the proper breaks in flow for pagination, drawing arrows in the right direction, and picking the best verbs makes a big difference in what information a chart conveys. Even though 2c said the goal statement in the draft I presented in class was acceptable, I believe after re-reading Unit 1 Supplement, it can be improved to better clarify the learner, the real-life context, and the available tools for accomplishing goals. Right now, the goal I stated feels very heavy in what learners will be able to do.
Michelle and James far exceeded my expectations of time commitments to this group project, and I have met with them in person and by phone on several occasions outside regularly scheduled face-to-face class meetings. I will be meeting again with James on Monday to clarify terms in the team learner and context analysis.

The attached assignment includes a goal and subskills analysis, and learner and context analysis of a non-profit.