New-Engineer Employee 1

New-Engineer Empoyee OSHA & Safety Training Module

Lilly Cline

EDU 433

Ryan Hickman

03/05/2014

New-Engineer Employee 2

New-Engineer Empoyee OSHA & Safety Training Module

Course Design Document

Executive Summary

Learning Need Opportunity: The target learner audience does not have a training module that addresses departmental required knowledge and skills for OSHA and PPE specific to their daily job. Each new engineering employee is required by OSHA law and regulations and employer requirements to have the related knowledge and skills to maintain employment status and be safe in an industrial environment. The instructional goals will give the learners a newly found and usable knowledge of OSHA and ability to successfully enter into work related situational environments and know how to select proper PPE’s to protect themselves and others from harm. The defined learner is twenty five to thirty years of age, male dominant, and has an academic Bachelor’s degree in mechanical engineering which entails CAD (computer aided drafting) training, knowledge assessments, and having no relative topic experience. The learners are a “captive” audience and are “extrinsically” motivated. The delivery environment is a “directed” one with technology-based training within the environment as a learning tool. The technology-based training has multi-functional usability. Through verbal, demonstration, and interactive training learners will learn about OSHA and industrial corporate laws and regulations. Assessments include observable verbal, demonstration, and written strategies. Content sources will be credible text, video shorts, and verbal materials that are provided and approved by the client. The deliverables will be tested and evaluated through test pilot classes and written surveys given by volunteer and/or assigned test pilot learners and the pilot course trainer(s) before project closure. This executive summary is subject to change to meet the requirements, expectations, and goals of the client.

Version Control

This document is subject to change until it has been approved. The version control table would include the document name, the document stage, the revision summary, the date, and who submitted the information.

Course Details

The Course Details Section is a copy of the Course Overview Document.

Course Name(s)

New-Engineer Employee OSHA & Safety Training Module

IDT

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Curriculum

OSHA and PPE Safety

Course Description

Each learner will know who, what, and why OSHA is important to them. Each learner will obtain the knowledge and skill sets to know which PPE(s) are appropriate for each scenario that he and/or she may encounter as an engineer in the John Deere work environment. Each learner will understand that he and/or she must maintain, dispose, acquire, and appropriately use PPE’s daily as required by OSHA law and client standards and regulations to maintain safety in the work environment and maintain employment status. Each learner will be able to enter data, interact, and complete training within the LMS computer-based system. Sou

Student Learning Materials

Texts

Shortened hand-outs from approved and credible resources.

DVD

The DVD will contain a full-version of the related training information for this course, relative video scenarios that contain explanations of scenarios, things to observe to determine proper PPE’s for the relative scenarios, visuals to observe to identify PPE’s that could cause harm, accidents (may contain sensitive material to express validity), warnings of sensitive material, demonstration of the use of the computer-based learning interface, and appropriate references and legal information.

PPE’s

A complete set of new PPE’s relative to the engineering department for each learner.

Physical set of PPE’s to use for demonstration and assessment activities.

Written Assessments

Pre-Assessment

Intermediate Assessment

Post-Assessment

Post-training survey

Instructor Teaching Materials

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Texts

Complete instructions to produce this course consistently and effectively.

Master-Hand-Out’s

Master Assessment Answers

Master Lecture/Demonstration/Game materials

Master DVD

Duplicated as needed for learners.

Points of Interest to add to authenticity of course.

Possible uses for the DVD in course training.

Electronic Media

Video Shorts with complete instructions of when and how to use them effectively.

Course Content

This section of the document is dedicated to the details of the course content.

Course Objectives

The course objectives section of the document for the course is a copy of the Course Requirements Document.

SCANS Objectives

The SCANS objectives for the course refer to the Instructional Design Job Aid for guidance in writing SCANS objectives.

Special Instructions to the Course Writer

This section would include specific details to the course writer for every written portion of the course project.

Objectives and Course Outline

The objective and course outline table would include information such as the LSN (Lesson Number), lesson title, reading, course objectives, lesson objectives, graded activities, and computer-based activity ideas.

Assigned Activity Matrix

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The assigned activity matrix is a table that gives the details of the LSN, activity number, activity type, activity description, the related deliverable, due dates, time on task hours, and the grading criteria and considerations.

Time on Task Grid

The grid below is an estimation of the amount of time required to complete each component of the course. Remember to allow for adult learner to leave class for bathroom breaks.

Lesson Estimated Reading(hours)

Estimated On-screen

time (hours)

Estimated Class

Activities (hours)

Evaluations

(hours)

Course Project

(hours)

Lesson Total

(hours)

Pre-Test .15 .5 .45

Humorous Lecture

.30 1 1.5

Assessment .15 .45 1

Computer Activity

.5 2 .45 2.45

Lecture .5 1 2.45 .5 4.45

Video Short .5 .5 1

Assessment .15 1 1.15

Computer Activity

.5 2 .5 2.5

Map & Acquire Game

2.5 2.5

Computer Lesson

.5 2 .5 2.5

Post-Test .15 .45 1

Demonstration Assessment

.35 .45 .45

Post-Course Survey

.15 .15

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Total (hours) 21

There are no Credit Hours for this Training. It is based on a PASS/FAIL ASSESSMENT

Total time is comprised of:

1) Time spent “in class”2) Time spent in demonstration of knowledge and skills learned, game, group interactivities.3) Time spent reading, studying, problem solving, writing, or other activity.4) Morning break, lunch break, afternoon break.5) Being assessed by trainer and assessing the course after completion.6) Computer-based learning

The total time of this course is three eight-hour days. Time on task for computer-based learning must be timed and completed within a total of four hours over the three eight-hour days. If a learner is lagging behind he and/or she may request additional time at the end of the day to complete the activity.

Grading Criteria

Grading

Conversion Table

Each learner must pass this course to maintain his and/or employment status. In the event the learner fails this course he and/or she may attempt it one more time only before being dismissed by the employer. The learner may observe letter grades on activities but, not in the grade book. At the end of the course each learner will be given only a pass/fail slip. The end of course slip must include a space for trainer comment to the learner as end of course feedback.

Activity Types Weights (%)

Pre- Assessment 5%

Demonstration of Knowledge and Skills 20%

Group Activity (Map, Acquisition, and Explanation Game)

20%

Demonstration of Knowledge and Skills 30%

Post-Assessment 20%

Post-Training Survey 5%

Total: 100%

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Letter Grade Percentage Grade Point

A 90 - 100% 4.0

B+ 85 - 89% 3.5

B 80 - 84% 3.0

C+ 75 - 79% 2.5

C 70 - 74% 2.0

D 65 - 69% 1.5

D 60 - 64% 1.0

Fail <60% 0.0

Course Project

This specific training module is designed around interactivity with OSHA and PPE’s. This training module will instruct all new-hire engineers in what OSHA is, how it relates to them as employees in an industrial environment, how to report injuries, and explains, in detail, the PPE’s they need for safety in all of the departments that he and/or she will enter when working on engineering projects. All projects will create situational needs for different PPE’s than he and/or she will need in the engineering department. This training module will teach these adult learners how to identify situational circumstances, how to obtain proper PPE’ for the situation, prepare to enter situational environments with safety in mind, and assist in preventing engineer related injuries.

Project Name

New-Hire Engineering OSHA and PPE Training

Project Description

This specific training module is designed around interactivity with OSHA and PPE’s. This training module will instruct all new-hire engineers in what OSHA is, how it relates to them as employees in an industrial environment, how to report injuries, and explains, in detail, the PPE’s they need for safety in all of the departments that he and/or she will enter when working on engineering projects. All projects will create situational needs for different PPE’s than he and/or she will need in the engineering department. This training module will teach these adult learners how to identify situational circumstances, how to obtain proper PPE’ for the situation, prepare to enter situational environments with safety in mind, and assist in preventing engineer related injuries.

Project Objectives

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In summary of Cennamo and Kalk (2005) intellectual skills would be required to differentiate, classify, and solve the issue on their own in his and/or her given work environment within ABC’s work site. In a directed learning environment a possible assessment for this scenario is learner “demonstrations” of his and/or her learned knowledge and skill sets as the class progresses and as a part of the final assessment.At the completion of this project, the student will be able to:

Demonstrate knowledge of OSHA and explain its importance and value to the learner.

Identify the proper PPE’s to use in the related scenario and appropriately apply the use of PPE’s.

Identify damaged PPE’s

Dispose of PPE’s appropriately.

Acquire new PPE’s in accordance to client rules for acquisition.

Project Deliverables

Complete course instructions for trainer(s) to produce consistent results for this training course (lesson plans). Include instructions for a failed learner.

Grade book with complete instructions for grading activities with assessment values and how to calculate the score(s).

Hand-Outs that are complete, informative, relative, accurate, and serve as an in-class and after-class resource.

Video shorts relative to the lesson they are applied to.

PPE’s for entering the engineering department.

Written Assessments to be completed by learner and assessed by the trainer(s).

Game map, intrinsic feedback ideas (for trainer), and physical PPE’s for the activity. Sign-off sheets for activity will be collected by learners from the acquisition employee for this activity.

LMS for computer-based learning.

Project Details

This specific training module is designed around interactivity with OSHA and PPE’s. This training module will instruct all new-hire engineers in what OSHA is, how it relates to them as employees in an industrial environment, how to report injuries, and explains, in detail, the PPE’s they need for safety in all of the departments that he and/or she will enter when working on engineering projects. All projects will create situational needs for different PPE’s than he and/or she will need in

New-Engineer Employee 9

the engineering department. This training module will teach these adult learners how to identify situational circumstances, how to obtain proper PPE’ for the situation, prepare to enter situational environments with safety in mind, and assist in preventing engineer related injuries.

After this table I would include a table that gave lesson details for each part of the course project. This would complete the design document.

In my scenario, entry-level engineers, the learner environment will primarily be a directed environment. In summary of Hannafin, Land, and Oliver (1999, as cited in Brown & Green, 2011) this scenario fits the “directed environment” because the instructional designer has mapped specific instructional objectives, activities, and assessments.

When communicating to your design team the learner objectives and client expectations, I believe, it is important to note how verbal and pictorial ideas can be interpreted and/or misinterpreted based on an individual’s experiences, knowledge, skill sets, etc. (Jonassen & Henning, 1999 as cited in Cennamo and Kalk, 2005) states, “The structural nature of mental models, their components and relationships, can be represented by maps (Jonassen & Henning, 1999). These maps are multimodal and may include metaphoric images that help the individual to connect a complex phenomenon with a familiar system. Mental model maps are also multidimensional and contain structural, declarative, procedural, and executive knowledge. Mental models can also be represented as images or metaphors that enable the individual to connect the complex phenomenon with an image or system that is familiar (p. 84).

Instructional strategies and design team standards are best summed up as a means to communicate an exact set of guidelines that are allowed to be used for the project. These ideas are presented in a format. Whether in black and white print or in media presentation format each member of the team will understand what the boundaries of the project are without confusion. It is also a point of reference as each member works on their project assignments.

The basic format and expectations of the interface and navigation of the online training can be obtained by observing the other courses available in the client’s mainframe. Development tools for this course will have options for the trainer to change up or down a lesson to meet the needs of each learner and still create students that can successfully retain, synthesize, and pass this necessary course for maintenance of employment status. A secondary computer-based LMS for OSHA and PPE’s for engineers will also be designed to keep employees informed and up-to-date on new and relative changes. The objective is to keep the layout as simple as possible, to use the same style to create familiarity and performance consistency, and use some of the strategies already proven successful in other courses provided by the client.

Developmental tools such as the Pre-Assessment helps to meet the goal which is start all learners with an equal base knowledge before the training kicks into the meat of the learner objectives. This tool is easily adapted to the directed learner environment with computer-based training as a secondary environment to deliver the content and make use of various tools for assessment. The pilot program is also a developmental tool, that will help the trainer and the learners participate in the creation of the

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project. The pilot assessment or evaluation is critical to every project. The client can randomly choose or request (experienced) volunteer employees to take the course. This method of by-chance learner groups can really give some great insight into the project before the initial roll-out through post-course surveys. The trainer(s) can have opportunities to practice run the training course and add much appreciated feedback to the design team. Though this is a short list of tools that can be used in this training course, each one can be used multi-functionally and create assessment opportunities.

This training module is two-fold. A portion of the training is done on John Deere’s computer system. Each learner will learn dual knowledge and skills related to entering personal codes to enter the system, use email to contact the trainer and other classmates, use the LMS application within the system to take some of this course training, and how to interact with it on his and/or her own to access information and interact with other employees. The secondary application will be used the duration of his and/or her employment with John Deere to access answers to immediate questions after the course is over, gain updated knowledge and skills outside of the morning safety meetings, and use the system to take other courses.

The assessment structure is designed to not just test “on paper” but, to engage students cognitively to verbally and demonstratively “show the trainer” the knowledge has been retained and synthesized. The learner must be able to recall information and apply it accurately to situations to pass the training course. With this in mind, assessment strategies such as demonstration, verbal explanations, and problem-solving (computer-based scenario select and placement) evaluation methods can give a more accurate assessment of the learner’s progressive learning and ability to synthesize the content. In summary of Cennamo and Kalk (2005) content organization includes the target audience, the learner/delivery environment, and assessment.

Deci and Ryan (1987) states, when learners, whether adults or children perceive that they have control over their own learning they achieve more positive outcomes, greater interest, more trust, higher self-esteem and greater persistence. As instructional designers we can create this in technology based training (p. 1026). All learners do not learn alike. With this in mind we, as instructional designers, must take the time necessary to analyze our content to make sure it is accurate, to-the-point, instructive, creates knowledge, and the required skills the project is to solve.

In conclusion, every part of the design project that makes the whole is to be accurate, solve the learner and/or training problem, be consistent so that it can be reproduced, and meets the requirements of the client that decide what he/she/they want their learners to retain and apply in real-life situations.

References

Brown, A., & Green, T. (2011). The essentials of instructional designer: Connecting fundamental

principles with process and practice. Boston, MA: Pearson.

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Cennamo, K. & Kalk, D. (2005). Real world instructional design. Florence, KY: Thomas Wadsworth

Publishers.

Deci, E. L. and Ryan, R. M. (1987). The support of autonomy and the control of behaviour,

Journal of Personality and Social Psychology , Vol. 53, No. 6, pp. 1024-1037.