EDUC 629

Imaginary Corporate Technical Training DepartmentEducational Technology Plan 2014-2017

Kirt Robinson

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Table of Contents

TIP 1: Vision, Mission, Goals and Strategies………………………………………………………………………………………… 1

TIP 2: Needs Assessment..……………………………………………………………………………………………………………….…… 3

TIP 3: The Planning Process..……………………………………………………………………………………………………………….. 4

State Goals and Objectives with Local Strategies and Measures …………….……………………………… 7

Environment ………………………………………………………………………………………………………………………….. 7

Engagement ………………………………………………………………………………………………………………………….… 8

Application …………………………………………………………………………………………………………………………….. 10

Tools ……………………………………………………………………………………………………………………………….……… 11

Results ………………………………………………………………………………………………………………………………….. 12

TIP 4: Implementation: Timetable and Budget for Goals, Objectives and Strategies………………………….. 13

TIP 5: Executive Summary…..……………………………………………………………………………………………………….………. 15

TIP 6: References..………….………………………………………………………………………………………………………………….. 16

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TIP 1: Vision, Mission, Goals and Strategies of Imaginary Corporate Technical Training Department

Mission

The Training Center of Excellence (TCOE) is tasked with delivering relevant and meaningful instruction to our customer in a measurable and cost effective manner. Instruction will be developed and delivered in a manner consistent with current corporate ethical standards in an environment that supports diversity across business lines and free of gender bias. Training will always be developed with cost savings and upgradeable content to meet the most current trends in instructional design.

Vision

In order to meet the dynamic and changing needs of the customer we are moving towards a larger digital footprint for training and record keeping. This transition will result in a cost savings for the customer and a more open and auditable environment will be produced.

Goals and Strategies

In order to meet our vision for the future of instruction and allow for a more student centered instructional environment the TCOE will implement these changes.

Goal 1: Convert all existing training records to a digital format

Strategy: This process will take place in two phases. The first phase will install an electronic data base to track each student’s qualifications, training attendance, certifications, and testing scores. The second phase will be to convert all current hard copies of student performance into PDF files to be kept for the life of the program.

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Goal 2: Modify all existing and future course material to a format that allows for electronic tracking and auditability.

Strategy: All course rosters will be kept in a digital format by class, attendee, and instructor. All certification and qualification testing will be delivered in a digital format proctored by TCOE with the examinations reviewed by the Subject Matter Expert (SME) on at least an annual bases. As many course completion exams as possible will be delivered in a digital format.

Goal 3: As far as practical course materials will be converted to digital media.

Strategy: Paper and printing costs are a large expense. To that end course materials will be offered to the students as digital media. In addition to a reduction in paper costs this will allow real time modification of course materials to ensure the student has the most current revisions of the course material.

Goal 4: Reduce instructor travel costs.

Strategy: Through the use of distance delivery equipment and web based training travel will be reduced. To the maximum extent possible training delivery will be modified to be delivered in a real time distance environment. In addition courses will be modified to support a web based environment to allow the students access to material in a just in time training environment.

Goal 5: Student access and performance.

Strategy: Through the use of digital delivery allow students access to training materials in a just in time format. This process will allow student’s access to all digitally delivered training material as it meets their schedule. To prevent a loss of rigor in the system students will have proctored exams in a controlled environment for critical training skills and paths.

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TIP 2: Needs Assessment

Strengths – What are the current strengths?

The TCOE has many strengths. The group contains 25 individuals of which half are instructors all with degrees in instruction design and at least 15 years of experience. We have six multimedia design engineers. The remainder are managers and support staff. Each individual has a laptop with 1 Gb internet and intranet access at his/her desk. The standard Microsoft office suite and adobe premiere is standard for all users. TCOE has seven dedicated classrooms with 70 inch HD monitors, two classified classrooms with 70 inch HD monitors, four distance delivery rooms in four US locations with real time communication and interactive smart boards, and two electronic classrooms with 12 workstations each. To support web based training and data we have a dedicated server connected to the intranet accessible by any student and we host a website that outlines all of our training opportunities and announcements.

Weaknesses – What are the current weaknesses?

Our biggest weakness is the environment we work in. Because we deal with classified information preventing data spills and intrusion to the network trumps all other actions. Most of the classrooms are self-contained and do not have internet or intranet access. Wireless communication of any type is not allowed in the building. Hardware with few exceptions is provided for us by the corporate IT group with standard software, non-standard software can be obtained but the vetting process makes it almost unattainable. Long lead times for infrastructure change tend to discourage innovation.

Opportunities – What are the future opportunities?

The environment is starting to change and we may have the opportunity to establish intranet and internet in a number of the classrooms. Multimedia staffing has increased and the ancillary work load on the individuals has been reduced. Simulators and the need for greater 3d modeling has been recognized by the corporation and our customer. The ongoing interactive components of Adobe and Microsoft allows for more work to be done at the desktop. We recently established a sound booth and video production area. This allows us to perform our own voice over productions along with green screen video. Tuition assistance allows all those who are willing to increase their level of knowledge in distance education, multimedia design, or instructional design. A budget increase for vendor training will allow us to have more train the trainer events at our site. We currently own student tracking software and web based development software, both of which can be expanded to meet the tracking needs and increase development processes of web deliverable content.

Threats – What threatens those future opportunities?

Time is the biggest threat to this project. The amount of free development time for the instructors is decreasing. While it is great to have a developed team it also means the average age of the workforce is near 55 with many of them contemplating retirement in the next five years. Reductions

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in support staff means that more non direct to training functions will be the responsibility of the instructors resulting in a threat to development time and the process of converting non-digital records to a digital format. Increased rigor in our testing format will require more time to proctor exams. The rapid expansion of mobile apps and cloud processes will place us at a distinct disadvantage relative to the environment we work in.

TIP 3: The Planning Process

State Goals and Objectives with Local Strategies and Measures

Goals Nets StrategiesConvert all existing training records to a digital format

Increases auditability and allows student to know their training path in an on demand environment

1. All active training will immediately shift to digital class rosters.

2. All training checklists will be converted to electronic format accessible by the student

3. Convert all hardcopy training records to PDF format as time allows with a completion goal of FY 2017.

Modify all existing and future course material to a format that allows for electronic tracking and auditability.

Allows the student to know exactly where he is in his training path.Student can access his qualifications and certifications for planning purposes.Increased rigor in exams by the use of a test generator.

1. Student will know what class he has attended, when, grade obtained, and if refresher training is required.

2. SME review insures validity of testing material in accordance with current standards.

3. Moving exams to a central location allows for a data base to be developed based on syllabus objectives. Reducing redundancy of exams and the creation of a random test generator.

As far as practical course materials will be converted to digital media.

Students are more likely to retain course materials for review at a later time.

1. Paper takes up space and is usually discarded following the course of

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Allows just in time revisions to training material to ensure most current information is available.Interactive media can be embedded in the course material for the students use.Increased student refection time.

instruction. Cd’s do not take up much space, hold more material, are inexpensive to produce.

2. Material in cd form is customizable for a given student population.

3. Digital formats allow for archiving of past lesson plans and syllabi. This is important in a long and changing program. It shows concrete evidence of how we got to where we are today.

Reduce instructor travel costs. More time to develop and modify training.Student is able to reach out to the instructor in real time.

1. Less travel time more development time.

2. Travel costs can be reallocated for hardware and software.

3. Improved instructor attitude.

4. Opens windows for train the trainer sessions.

5. Allows just in time training for the student.

Student access and performance Better trained students.Student centered instruction.On time and on demand centered instruction.Increased rigor.

1. Student receives training when they need it.

2. Student can progress through training material in a fashion that meets their needs.

3. Student drives their training requirements.

4. Testing rigor is increased through a proctored environment.

5. Supplemental information can be included for students that want a deeper training experience.

6. More modes of instruction can be used in a digital environment.

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Environment

The instructional environment will be driven by student needs and the scope of the instruction. While our stated goal is to reduce cost and make instruction more accessible the needs of the student will always be the driving force behind the type of instruction that will be delivered. Digital media will be used to the maximum extent possible in every training environment. Those materials that can be delivered in a blended face to face instructional design should be. Materials that do not lead to a critical skill and can be delivered in a 100 percent web accessible format should be delivered in that method to allow the student maximum access to the material. Material that is critical may be considered for a split delivery. The initial course will be thought face to face with an instructor and refresher training may be a candidate for web based instruction. In no instance where a critical skill must be demonstrated will it be taught without an instructor present, however records of the student performance will be captured in a digital median, up to and including video of the student’s processes.

Engagement

During New Employee Orientation (NEO) the employee will be shown the student tracking system, be given an access code to the system, and receive a tour of the facilities. When the student reports to their work area the local training coordinator will demonstrate for the employee how to access his/her training path, identify paths that require qualification or certification, and those which fall into the classification of critical skills. Upon his first visit to the TCOE the student will be introduced to the individual instructors, receive the instructors contact information, and be told the areas of instruction that each instructor is responsible for.

ApplicationTools

All of the hardware tools are in place for this transition at the moment. Modification of the tools may be required as the security protocols change. Each salary employee has a laptop or desktop computer at his or her workstation with internet and intranet access. All hourly employees have work stations available to them on a needs base which are equipped with the same hardware and software links as the salaried individuals. The information technology group will install additional hardware as required and resolve any communication issues between existing users and future users. Each employee will be given a unique corporate email address and individualized access to information data bases.

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Results

Students will have greater access to training resources. Structured instruction will be available to the student when and as often as they need it. Historical records of training received will allow for a greater auditability for outside inspectors and aide in root cause analysis when failures occur. By allowing the student more control of their training environment a higher quality of learning will take place. Up to date, interactive, culturally diverse, and divergent training will be the standard not the goal.

TIP 4: Implementation

Budget

Expense 20141st qtr.

2nd qtr.

3rd qtr.

4th qtr. 2015

1st qtr.

2nd qtr.

3rd qtr.

4th qtr.

Instructor Travel 15000 15000 10000 8000 6000 6000 6000 6000Vendor Training 6000 2000 2000 2000 2000 2000 2000TCOE Summit 3000 3000Office Supplies 5000 5000 4000 4000 2500 2500 2500 2500USB DVD players 2000Hard drives (portable) 1000 1000Tablets 2000 2000 2000 2000 2000Lan Wiring to classroom 3000 3000 3000 3000 3000 3000Upgrades/maint. 1000 1000 1000 1000 1000 1000Tech Support (on site) 1000 1000 1000 1000 1000 1000New Server 25000Software 1500 1500 1500 1500Scanner 850

Totals 28500 20000 24500 21850 17500 17500Yearly Totals 43700 35000

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Costs for this program are minimal. Instructor salaries and infrastructure are paid on a continuing basis and are not considered part of the budget. The software and servers to support the standup of the electronic technology have already been purchased. Distance delivery equipment has been purchased and established at the four primary sites on a previous contract. During the next technical refresh instructors will be supplied with laptops that no longer contain DVD writers, as a result of this refresh each instructor will need a portable drive. Portable hard drives will give efficient backup at a local area for each instructor. As they move from hard copies to digital interfaces backup space will come at a premium portable drives will ease the storage problem.

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Action 1st qtr. 2014 2nd qtr. 2014 3rd qtr. 2014 4th qtr. 2014

Convert all existing training records to a digital format

Create the first phase and install an electronic data base to track each student’s qualifications, training attendance, certifications, and testing scores.

Verify that first phase has installed and record student information to the data base while keeping manual copies as a backup to beta testing of the electronic data base.

Stand up first phase discontinue the use of hard copy records

Convert 20 percent of existing student records to a pdf format and upload into the archive portion of the electronic data base

Modify all existing and future course material to a format that allows for electronic tracking and auditability.

All course rosters will be kept in a digital format by class, attendee, and instructor.

All certification and qualification testing will be delivered in a digital format proctored by TCOE with the examinations reviewed by the Subject Matter Expert (SME). Complete first review.

As far as practical course materials will be converted to digital media.

Course materials will be offered to the students as digital media.

Establish electronic student feedback form. Modify training as required in accordance with student feedback.

Start real time modification of course materials

Reduce instructor travel costs

Identify the courses that can be delivered in a real time distance environment

Identify the courses that can be delivered in a web based environment

Modified instruction to be delivered in a real time distance environment

Modify the courses that can be delivered in a web based environment

Student access and performance.

Write procedures for and identify exams to be proctored

Establish proctoring schedule and collect performance digitally

Action 1st qtr. 2015 2nd qtr. 2015 3rd qtr. 2015 4th qtr. 2015

Convert all existing training records to a digital format

Convert 20 percent of existing student records to a pdf format and upload into the archive portion of the electronic data base

Convert 20 percent of existing student records to a pdf format and upload into the archive portion of the electronic data base

Convert 20 percent of existing student records to a pdf format and upload into the archive portion of the electronic data base

Convert 20 percent of existing student records to a pdf format and upload into the archive portion of the electronic data base. Audit program

Modify all existing and future course material to a format that allows for electronic tracking and auditability.

Examinations reviewed by the Subject Matter Expert (SME).

Audit program

As far as practical course materials will be converted to digital media.

Audit program

Reduce instructor travel costs

Start delivery of instruction to be delivered in a real time distance environment

Start delivery of the courses that will be delivered in a web based environment

Audit program

Student access and performance.

Review proctoring status and modify as required

Audit program

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TCOE owns a full multimedia production facility. The shift to more student centered instruction will require the multimedia group to expand their footprint. To support their expansion a new server will be brought online with intranet access improving student access time and more dynamic types of interaction. This will also require more software licenses for the instructor. The tools used to develop PowerPoint type lectures are fine for standup instruction, as we proceed down the interactive development road each instructor will have to become fluent in multimedia tools.

Currently only three of our nine classrooms are wired with intranet access. In order to promote student interactivity each of the remaining classrooms will need to be hardwired for Lan access. Currently wireless access points are forbidden in the building. We will ask for a local area exception to utilize the tablets scheduled for the next phase of development. If denied the instructors will preload the tablets with the required digital media to be used in the classroom, or docking stations will be purchased that allow the tablets to use a hard connection. In 2016 progress as addressed in the TCOE summit and student feedback will dictate the follow on budgets and resources will be allocated as necessary.

Timetable for Goals, Objectives, Strategies, and Measures

Professional Development Plan

During the first qtr. of 2014 instructors and administrative personnel will be given a two week course of instruction on the new data bases (ontrack and QCT). This course will train the instructors how to schedule courses, reserve rooms, identify equipment to be used in the room, notify students of upcoming classes. During the first week of this course instructors will utilize a sandbox mode of the database to become familiar with each of the functions of the program. The second week will be for instructors to upload their individual courses under the guidance of a course leader. They will continue to print rosters and keep hard copies of course material until 3rd qtr 2014.

Although each of the instructors is certified in instructional design a one week refresher course in assistive and adaptive teaching methods will be conducted by an outside vendor in a train the trainer session. After which each of the 320 courses taught at this facility will be evaluated for conversion to web based or distance delivery. Courses that can be an amalgamation of face to face and web based will also be identified. For example courses that may be identified as face to face for the initial instruction and web based for refresher training. In order to prevent instructor bias and improve the cohesiveness of the group this process will take place as a group one hour per day for the remaining 9 weeks of the first qtr. of 2014 and 12 weeks of the 2nd qtr. 2014.

Starting in the 3rd qtr. of 2014 instructors will start to receive train the trainer courses from an approved vendor. These classes will occur once per qtr. on a reoccurring basis. They will focus on educational technology to assist the instructor in the process of moving his course material to a digital media. Courses in Adobe, PowerPoint, Word, Smart board, Outlook, and Synchronous learning will be the first to be offered. After the first cycle of training has been completed the instructors will recommend the type of training most desired for the next cycle.

Once the first qtr. of 2015 arrives the instructors will have collected 24 weeks of student feedback from the course modifications and the digital network. At this time enough data will have been collected to start the shift from instructor based training to student centered training. One day per month the instructors will meet as a group with the multimedia group and discuss the feedback received from the students and produce storyboards that will change the delivery of the material to make it more

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student centered. 2015 will also mark the start of a TCOE summit. This summit will take place twice per year for one week. During the summit stakeholders and SME’s will be invited to address any shortfalls and gaps in the training being delivered, assess the training in terms of what and how the students are performing as a result of received training and recommend training development in relationship to the future needs of the organizations. 4th Qtr. 2015 audits will formally address the success or less than successful portions of the current modifications as outlined in parts 1 and 3 of this TIP.

Lesson Plan 1

Before the lesson:

Topic/Subject/Grade: No Sweat Blueprint Reading/Blueprint Reading/Adult

Six months prior to the class: Enter it in the ontract data management system to announce the class. Set the maximum class

size to 12 and select a room. Individual training coordinators will populate the class on a needs basis. Students may also enter themselves into the class if they desire until the class maximum has been met. Two weeks prior to the class:

Check class enrollment. Identify any self-identified special needs students. If class is full check the student request list and identify students with the highest priority rating and balance the roster on a needs basis. One week prior to the class:

Finalize the roster and send a welcome email to each student along with a link to the TCOE digital library that will allow them to download and print the worksheets for the course. At this time they can choose to bring the textbook to class in a digital format on their own device or print a hardcopy of the textbook. Stress that while they may use a digital copy of the text the worksheets must be printed.

Standards:

QCT checklist for engineers and mechanics

Objective: Students will understand the basic concepts related to blueprint reading. To include title blocks,

page groupings, and graphical representations as depicted on class three drawings.

Condition of the task: Given three pages of a standard class three blueprint students will have to identify selected

items on the drawing.Observable task:

Students will respond correctly to a 25 question exam related to the subject matter.

Measurable criterion: Correct responses to 20 of 25 questions on the exam will meet the minimum requirement to

complete this course of instruction.

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Classroom diversity:Cultural Diversity: This course is designed for engineers and is written in the language of

mathematics which is universal. Ethnical culture should not be an issue. The cultural diversity of past experience and level of training will have to be addressed. Students may come to the class and never seen a blueprint before class, some may work with them every day. This large disparity will have to be addressed in the course. The ability of the student to translate spatial concepts between 3d and 2d may cause issues during the interpretation process.

Special needs: Accommodations have been made in the course to address visual and auditory needs. If identified the room can be selected to accommodate wheelchairs and special seating as required. No activities will take place in an unregulated atmosphere and temperature and humidity can be controlled locally.

Socioeconomic Groups: All materials will be provided and no work will be required outside of the classroom.

Materials and equipment:Automated Student Response System (ARS), display screen, DVD player, laser pointer, laptop,

blueprints, block set, measuring devices, colored pencils, erasers, highlighters, speakers, cabling as required, and 12 copies of the textbook and worksheets for students that fail to bring the required material.

During the lesson:Prior to students arriving: Print a hardcopy of the students enrolled for their signature. Ontract

will does not have a mechanism to capture student attendance in a face to face instructional environment. Connect laptop, large display, DVD player, speakers, ARS system, place blueprints on the desks, place modeling blocks with measuring tools in a central location and adjust classroom environment controls. From laptop using media player play music softly in the background and use PowerPoint to display welcoming screen and digital picture frame application changing every 5 seconds in a loop. Setup donut and coffee station for student use.

Set: Great students at the door and introduce yourself. At the start of class verify all students have

the required materials if not supply them and have them sign the roster. Introduce yourself and have each of the students introduce themselves with a brief description of where they work, background in blueprint reading and what they expect to learn from the course. Make a mental note of the responses given by the students this will help you figure out the culture in the class and the diversity of material you will need to supplement the standard course of instruction. Hand out ARS clickers and give a brief explanation of how they will be used during the presentation.

Lesson:Open the developed PowerPoint presentation and cover the objectives of the class. This

presentation has embedded questions to check learning with the ARS system outside of the text and workbook. Have the students open their workbooks so they can follow along with the presentation video. Draw the student’s attention to the measuring tools and modeling blocks that accompany the video. Repeat process for each of the modules.

Instruction/modeling:After the video has completed return to the PowerPoint and cover the highlights of the video

and ask the ARS embedded questions to determine if they have captured the key concepts presented if

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they have missed a portion reinforce the concept and offer to take questions about the material. Direct them to the workbooks for practice. Repeat process for each of the modules.

Guided student practice:The work books are an essential part of the course. After each video and PowerPoint

presentation the student will apply what they have learned to the blueprint examples provided in the workbook. They will be required to draw lines, make annotations and define surfaces from one view to another as related to the drawings. Students that suffer from spatial reformulation may require demonstration with the modeling blocks or may self-discover if they work with them independently. Encourage the students to work as a group during this process and leverage the students with more experience to help those with less. This will make the students feel as if they are taking part in their own learning experience. After each student has completed the workbook return to PowerPoint and post the answers to the questions. Open the floor for discussion and address problems the students had with the project and what they found valuable in the lesson. Watch the clock on this exercise you can easily consume too much time and start to run behind. Repeat process for each of the modules.Independent practice: After the completion of all the models send the students back to their workplace with their worksheets and textbooks to review the material prior to the summative assessment.

Summative assessment:Within two weeks of the completion of class students will be required to return to TCOE for the

proctored summative assessment. The student will be required to login to the test bank and a random test from the bank will be generated linked to each of the objectives covered. The student will take the exam, if he scores the required 20 of 25 his completion will be recorded and the results entered into the QCT checklist. A course completion certificate will be generated and emailed to the student. If the student fails the assessment a notification will be sent to the student’s management and they will direct the student to more independent study with a follow on summative assessment or require him to repeat the course of instruction prior to taking the test again.

After the lesson:Six weeks after course completion an email will be sent to the student and the manager of the

student. This email will include a course critic and three open ended questions. In particular it will ask if they found value in the course, if they have used the material from the course in their job duties and what was not included that they have found they need to perform their job. The email to the manager will ask an additional question that asks if they have found earned value in the employee after the training was completed. These responses will be cataloged and stored for discussion at the semiannual TCOE summit.

TIP 5: Executive Summary

In this technology implementation plan a clear vision and goals for the advancement of the TCOE have been established. The mission of delivering relevant and meaningful instruction on a continuing basis lies before us. There are five concrete and measurable goals before us and a plan forward to execute these goals. The success of this TIP hinges on the accomplishment of each of the

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goals. There can be no partial success, each goal must be accomplished to achieve the objective. The strengths of this group are prevalent but we have weaknesses to address and challenges for the group as they try to master new skills and skill sets.

In a corporate environment of do more with less time is a constant threat to our ability to accomplish the things we need to accomplish in a timely manner. The implementation plan is aggressive, do not forget that time is a commodity just as important as the lesson plans being produced. Instructors should review the goals and objectives and align their courses with the goals and measures dictated in the plan. The student has been identified as the primary objective in all we accomplish. The diversity of each group must be addressed and the training needs of each student should be addressed in each lesson plan to the maximum extent possible. Strong ethical principles have been identified for embedment in each of the courses we deliver. If these principles are compromised then the entire program becomes suspect.

A strong structured audit program and a structured feedback loop have been incorporated into the system but these will not replace a constant vigilance required in the classroom to monitor student’s performance. The budget needs for the first two years have been accounted for and will be re-addressed at the first critical review of the implementation plan. A large focus and portion of this budget if for instructor professional development, both upfront and as a continuing resource. Capital investment in the instructors will always pay dividends in the future even though they are harder to calculate on a spread sheet.

This plan is a solid investment in projected student outcomes, instructor performance, and increased sustainability for the customer. Students will see greater access to training materials in a just in time format. A greater measurability of student performance. Access to materials from multiple sites that increases the number of students served in a given cycle. The material presented to the student will have greater flexibility of modification to ensure it is current with practices being observed and utilized in the work environment. By keeping the needs of the student first in all our processes the intrinsic desire of the student to excel beyond the basics becomes a reality achieved.

TIP 6: References:

Athanasou, J. A. (2012). Adult language, literacy, numeracy and problem-solving skills in the workplace. Australian Journal of Adult Learning, 52(1), 173-182.

Blair, E., & Seo, D. (2007). Safety training. Professional Safety, 52(10), 42-48. Retrieved from http://search.proquest.com/docview/200365362?accountid=12085

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Breda, B., & Michael, K. (2001) "Workplace learning and Generation X", Journal of Workplace Learning, Vol. 13 Iss: 2, pp.57 – 65

Council of Forest Industries (British Columbia); IWA – Canada (1991). A Preliminary Study of Job-Related Communications Skills in British Columbia Sawmills. National Literacy Secretariat, Ottawa (Ontario).

Mioduser, D., Nachmias, R., Lahav, O., Oren, A. (2000). Journal of Research on Computing in Education; Fall 2000; 33, 1; ProQuest pg. 55

Organization for Economic Cooperation and Development (OECD) (2012). Literacy, Numeracy and Problem Solving in Technology-Rich Environments: Framework for the OECD Survey of Adult Skills. OECD Publishing Paris, France.

Sergienko, Greg (Fall 2000). Skills Evaluation with Multiple-Choice Questions. The Law Teacher, Volume 8, number 1, p. 3-5.

Uriarte, J., Cummings, A., Lloyd, L. (2014). An Instructional Design Model for Culturally Competent Community Health Worker Training, Health Promot Pract March 2014 vol. 15 no. 1 suppl 56S-

Van, W. M. (2010). Routledge Studies in Human Resource Development: Workplace Learning: Concepts, Measurement and Application. Florence, KY, USA: Routledge. Retrieved from http://www.ebrary.com

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