BSU Case Study Analysis

Wolverine Team: Mary Lisa Lee, Iris Carter, William Griffin, Kerry Troester

● Individual team members review case study

● Split up case study questions

● Use Google Documents to collect comments, research and add additional suggestions for each item

● Multiple team calls to collaborate and debate approach

● Each team member creates slides - edits and reviews other team input

Team Process

Overall Tonya has created a nice framework and completed appropriate steps

Some suggestions for additional steps:1. Use ADDIE as a reference

a. Analysis: learn more about what the training will entailb. Design and Development: consider the learner context of coaches c. Implementation: use CLER and Project management strategies2. Consider additional possible stakeholders3. Increase communication with ALL stakeholders.

a. Share the goals of the trainingb. Share the value and benefits

Analysis of Tonya’s Steps

● Details about Red Cross training

● Available instructors at BSU campus

● Example cases

● Determine additional stakeholders and gather data about their beliefs

● Information about the medical community and emergency medical technicians

Additional Information Needed

Tonya’s interview questions are well constructed and satisfactory.

Some additional questions should address:● The health of student athletes● How injuries have been handled in the past● What happens if multiple players are injured at one

time?

Analysis of Interview Questions

● Use Qualtrics to gather data from students and parents.

● Stress importance of a fully certified coaching staff and trainers available to handle multiple injuries on the field.

● Investigate if ambulance/rescue squads are stationed with two trained EMT personnel at all games

Additional Recommendations

● The survey could be enhanced to assemble better information for analysis and needs evaluation.

● Add questions in alleviate Dr. Morgan’s fears of injuries going unnoticed.

● No questions addressing the type of CPR/First Aid equipment on-hand during practice/games

● Survey didn’t address barriers to coaches and trainers not attending future training.

Analysis of Survey Questions

● Ask about the medical equipment that is on-hand.

● What other medical conditions have the potential to need first aid or CPR?

● On average, how often has CPR needed to be performed at a

practice/game?

● Ask how confident personnel are at recognizing common medical events.

● Rephrase question 8 to ask about any possible schedule conflicts.

● Add questions asking about players returning after practice with new

injuries.

● Create a survey for the additional stakeholders (parents of athletes and

student athletes)

Additional Survey Questions

How to analyze:● Calculate % response for each question● Take note of individual narrative comments

Important Survey Takeaways:● Only 28% of the respondents have CPR certification● Only 29% of the respondents have first aid certification● But 56% of respondents believe they would be extremely

effective in administering medical assistance● Serious injuries are already occurring - 72% head injuries and

72% sneck and back injuries ● Comments also show attitude issues and lack of time for training

Analysis and Meaning of Survey

● Staff time constraints for training

● Negative attitudes and perceptions of training

● Overconfidence in own ability to administer medical assistance

● Potential for student injury or legal issues

● Misinformation on promptness of emergency service

Key Issues in the Case

Addressing the Key Issues● Educate importance of proper CPR and first aid

certification○ potential legal implications○ history of student injuries

● Integrate emotionally-driven content to engage learner

● Ensure training is relevant to current roles ● Create multiple training slots that can fit different

schedules● Pay coaches for time in training● Get coaches to recruit other coaches

● Attitudes of the participants will be a heavy drive in the success or failure of the training program.

● Poor solution to make the training mandatory.

● Ample motivation for coaches and trainers to participate created by the instructional designer of the training program.

● Strategy to increase the probability of achievement and effectiveness of the program.

○ Target their previous knowledge and experience and use it within the training material. Coaches can provide previous examples of injuries and experts can use these as training simulations for discussion

● Simulations and other types of interaction can be used as marketing tools.

Impact of Participant Attitude

● Highlight the positive benefits of the training and the direct impact it will have on the sports program.

● Include medical injury prevention statistics from the success of other CPR/first-aid programs.

● Training could be made into a competition between the coaches.

● Figure out which coach is the most respected and motivate him/her to participate

Steps to Minimize Participant Resistance

1. Finalize Important Project Decisions

2. Communicate the WHY for the traininga. What is the need?b. What is the value or benefit?

3. Communicate the Scope, Schedule, Resources, and Budget to all stakeholders

4. Use the CLER Model to promote and implement the training

Steps to Implement the Training

● Working with adult learners who will resist participation in programs that are required.

● Administration and Individuals may have a different idea about what knowledge or skills are needed.

● Mandated training can cause fear and mistrust among employees.

Issues with Mandated Training

1. Consider Adult Learners when mandating instruction.a. Clarify the expectations

b. Communicate the value and benefit

2. Help Administration and individuals communicate about their needs.

3. Establish and maintain a supportive environment.

Addressing Mandated Training Issues

● Participants’ attitudes play a key role in the success of an instructional design project

● Tonya was using ADDIE as a framework to guide her process, but not following it in a linear fashion.

● It is important to know the background of the participants, especially those whom you plan to meet with or interview.

● To help get buy-in find the linkages within the program to identify people of influence who strongly support the cause. Working the social system is key to promoting the program.

Key Impressions and Lessons Learned

The Case Study helped tie all of the elements of the course in one. It encouraged our group to look back at previous modules, readings, and texts to really analyze the case. Having the components broken down in the case module also encouraged stopping points and reflection about the process, prior to looking at Tonya’s next steps.

Case Study Value

Be the one who makes a difference: Get your CPR, First Aid, and AED certification. (2015).

Retrieved

June 17, 2015, from American Red Cross website: http://www.redcross.org/lp/cpr-first-

aid-aed-

certification-hero?

utm=a&device=d&scode=PSG00000E017&gclid=CNXAsoGrlcYCFdgBgQodIWkA-A

Bowman, J. & Wilson, J.P. (2008).

Different roles, different perspectives: perceptions about the

purpose of training needs analysis. Industrial and Commercial Training, 40 (1), 38 – 41.

Caudron, Shari (April, 2000). Learners Speak Out. ASTD Virtual Community. Training &

Development, 52 - 57.

Clarke, N. (2003). The Politics of Training Needs Analysis. Journal of Workplace

Learning, 15(4),

141-153.

References

EAC 580 (601) Summer I 2015 designing instructional systems in training and

development.(n.d.).Retrieved June 1, 2015, from Moodle website:

https://moodle1516courses. wolfware.ncsu.edu/mod/imscp/view.php?id=19478

Flint, L. S., Billi, J. E., Kelly, K., Mandel, L., Newell, L., & Stapleton, E. R. (1993).

Education in

adult basic life support training programs. Annals of emergency medicine,

22(2),468-474.

Könings, K. D., Seidel, T., & van Merriënboer, J. J. (2014). Participatory design of learning

environments: integrating perspectives of students, teachers, and designers.

Instructional Science, 42(1), 1-9.

References Continued

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective

instruction(6th ed.). John Wiley & Sons, Inc.

Pappas, Christopher (2014). Eleven Tips to Engage and Inspire Adult Learners.

eLearning

Industry. Retrieved from http://elearningindustry.com/11-tips-engage-inspire-adult-

learners.

Ruyle, Kim E. (1999). Analyzing Tasks to Improve Performance. Technical Training,

March-April 1999

v10 i2 p24.

References Continued