Griselle Arrieta-Rose IST 522 Prof. Strong/ Prof. Lara Cultural Wisdom and Hindsig t !

illian"s diffi#ulties in#luded a #onte$t in % i# t e #om&onents for

instru#tional design %ere not organi'ed or #lear. (&on arri)al at t e site* !illian found t at t e S+stem Integrator and Customer %ere almost done %it ,usiness &ro#esses +et t e+ t e

ad not ,een trained on t e a&&li#ation of In addition* t e solutions* t at is* t e

Instru#tional Anal+sis and -esign.

out#omes to t e instru#tional design &ro#ess %ere not +et formulated. T erefore* t e end goal %as not defined* so t e training materials %ere not &ro&erl+ aligned to t e final out#omes. .oreo)er* !illian %as fa#ed %it t e la#/ of an aut enti# en)ironment from % i# to train t e #lient. S e also e$&erien#ed a la#/ of )ia,le #ommuni#ation ,et%een erself and er offi#e sin#e email and Internet %ere not a)aila,le e$#e&t from er otel room. !illian fa#ed a situation in % i# s e did not a)e t e su&&ort of e$&erien#ed

trainers or instru#tional designers. S e %as t e onl+ instru#tional designer in t is #onte$t sin#e er #olleague %as due to lea)e +et fa#ilitated a 0 ando)er1 of t e information ne#essar+ to #ontinue t e &ro2e#t. Her solution to t ese dilemmas in#luded %or/ing %it t e &erson %riting t e training materials and t e one %riting t e ,usiness &ro#esses in order to de)elo& a G antt # art. T roug t e de)elo&ment stage* !illian e$&erien#ed more set,a#/s sin#e t e a&&ro)al for t e de)elo&ment of t e training material is not #om&leted.

Ho%e)er* !illian no% ad an e$tra %ee/ added to t e s# edule and t e return of er &artner. S e also %on ground % en t e team allo%ed er to lea)e in er assessment e$er#ises. S e e$&erien#ed more # allenges % en anal+'ing t e training site* % i# did not &ro)ide ade3uate s&a#e for t e e)ent. T e room did not &ro)ide t e ade3uate te# nolog+ to &ro)ide t e training* for t e o)er ead s#reen %as dirt+ and #om&uters %ere non-fun#tioning. !illian des#ri,ed o)er#oming t ese # allenges t roug t e a&&li#ation of moti)ational s+stems t eor+ % i# allo%ed t e trainees to see t emsel)es as

s&e#ial 0# osen ones1 t at %ere #a&a,le of rising to t e # allenge and intera#ting &ositi)el+ %it t e en)ironment. T eir &ositi)e emotions translated o)er from !illian resol)ed t e # allenges ,+

t eir self-#on#e&ts to t eir en)ironment.

meeting t e diffi#ulties one ,+ one and ,asi#all+ ,+ demonstrating resilien#e and tena#it+. S e sta+ed %it t e &ro2e#t e)en t roug t e # allenging ste&s and engaged in t eir resolution as ea# one arose. I o&e to a)e andled t e #ase ,+ also dealing %it t e # allenges ste& ,+ ste&. As s e des#ri,es all t e

diffi#ulties t at o##urred* s e also des#ri,ed o% little ,+ little s e found solutions to t em as s e %ent along. I o&e to a)e rea#ted in t is %a+ and not allo%ed t e &ro#ess as % ole to o)er% elm me* t ere,+ &us ing me to gi)e u& on m+self and &ro2e#t #om&letel+.