Sade Ekulona
Learning Experience Designer
Audience:
The audience for this professional development are quality assurance engineers (QAEs), manual software testers, and quality specialists with varying levels of experience with technology but, in general, who are familiar with software development and software testing processes and lifecycles.
Problem and Goal:
QAEs, manual testers, and quality specialists join our organization with fundamental knowledge of software testing methodologies and tools required to perform their jobs. However, their proficiency in utilizing advanced technology for testing purposes varies, and their gaps in knowledge show when moving from project to project. Some may primarily rely on manual testing methods, while others primarily use automated testing tools. This becomes a problem when they have to join a new project or assist on a different project in order to help meet deadlines. Currently, my organization does not use any learning management system (the company does for general things like “what to do when there’s an emergency") to centralize learning; most “training” involves someone giving a brief presentation of the technology they use or a program that they are an expert in.
Short-term Goal:
Begin tracking the skills that current QAEs and manual testers have in order to spot gaps in knowledge and skills. Start using a learning management system (LMS) to help with tracking skills and centralize learning where QAEs and manual testers are introduced to or have the opportunity to review testing technologies and methodologies and how to apply them to various projects.
Long-term Goal:
​Consistently use learning management to centralize learning and monitor progress, which will eventually enhance the efficiency, accuracy, and timeliness of the software testing cycle for different projects.
Professional Development:
Using the data provided by the LMS, managers would be able to identify any gaps in knowledge or skills. They would then assign training to those employees on a quarterly basis, and the employees would have the opportunity to close their skill gaps using the instructional materials in the LMS. QAEs, manual testers, and quality specialists would complete assigned training that includes assignments that require them to apply their knowledge and skills to testing scenarios. Some of the assignments would include case studies and simulations that offer opportunities for employees to use different test environments, propose solutions, and demonstrate their understanding of different testing tools and methodologies. Employees would be given guidelines and expectations for assignments and would be evaluated based on the quality of their work and their ability to explain their results. To further enhance the learning process, employees would be encouraged to assess their own work along with the work of their peers. Assessing the work of their peers would foster a collaborative environment, which is extremely important when working in technology. The QAEs, manual testers, and quality specialists would also have the opportunity to give feedback on the training via surveys in order for managers to identify strengths and weaknesses for improvement in future training initiatives.
Technology Integration Matrix (TIMS)
The TIMS integration model best supports instructions for this change plan. It provides a framework that describes and targets technology-enhanced learning. The TIMS framework emphasizes that meaningful environments are active, collaborative, constructive, authentic, and goal-directed, all of which are linked to the technology integration levels of entry, adoption, adaptation, infusion, and transformation (The Technology Integration Matrix, 2023).
TIMS Level 1: Entry
Managers would upload basic tutorials or videos to the LMS. These materials would cover introductory topics such as the importance of testing tools and methodologies in the software development and software testing life cycles.
TIMS Level 2: Adoption
Here is where tutorials would be more interactive, engaging, and challenging. There would be quizzes at the end of each tutorial to gauge understanding. Employees would be able to use discussion forums within the LMS to encourage collaboration and problem-solving among learners.
TIMS Level 3: Adaptation
Tutorials and videos within the LMS will be tailored to the employees’ specific needs and preferences. Learning materials are separated based on skill level and relevance to the employees’ role or specific areas of interest within testing tools and methodologies. To further adapt at this level, the LMS could have interactive simulations or virtual labs to provide hands-on practice opportunities for the employees.
TIMS Level 4: Infusion
Employees would apply their knowledge of testing tools and methodologies to solve practical problems or address challenges encountered in their specific roles. They would also have opportunities for peer feedback from people on different projects.
TIMS Level 5: Transformation
This is where managers (with the help of an algorithm) have the opportunity to really personalize learning using the learning management system. Learning goals could change based on employee performance, and there could be opportunities to create immersive learning experiences that simulate real-world testing scenarios, providing learners with valuable practical insights and skills.
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References
The Technology Integration Matrix. (2023). Florida Center for Instructional Technology. Retrieved March 18, 2024, from https://fcit.usf.edu/matrix/matrix/
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https://sway.cloud.microsoft/ahdPMfiuKFmWSroW?ref=Link