Running Head: INSTRUCTIONAL DESIGN DOCUMENT 1

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1 Running Head: INSTRUCTIONAL DESIGN DOCUMENT 1 Instructional Design Document: Board Recruitment - CFMC Team JAMAS Susan Cotter, Adriana Diaz-Rocha, Michelle Drolet, John Harp California State University Monterey Bay IST626 Advanced Instructional Design Dr. Nancy Lockwood June 29, 2012

2 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 2 Table of Contents Executive Summary... 3 Background... 3 Purpose of Project... 3 Ethical Considerations... 4 Constraints... 4 Resources... 5 General Timeline and Costs for Development... 5 Analysis... 5 Needs Analysis... 5 Learner Analysis... 6 Workplace/Environmental/Setting Analysis... 7 Task Analysis... 8 Goals and Instructional Objectives Design Test Instruments Organizational, Delivery and Management Strategies Instruction Development Materials Time Cost Process Implementation Delivery Formative Evaluation Evaluation Summative Evaluation Appendices Appendix A Gantt Chart Appendix B Detailed Training Module Outline... 17

3 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 3 Background Executive Summary The mission of the Community Foundation of Monterey County (CFMC) is to improve the quality of life in Monterey County by raising, managing, and distributing charitable funds to qualified organizations by creating positive connections between donors, to inspire philanthropy, and be a catalyst for strengthening communities throughout Monterey County. Today, CFMC is the largest grant making foundation of any kind on California s Central Coast. As the steward of over 300 funds and total assets of more than $135 million at the end of 2011, the Community Foundation along with it partners grants over $7 million each year in the areas of community and social services, arts and culture, health, education, the environment, animal welfare, and historic preservation. The CFMC has identified a need to develop an instructional tool to assist nonprofit organizations in the recruitment and selection process of new board members. The CFMC would like to offer nonprofit organizations an interactive software tool that can be used outside the CFMC training facilities to assist in solving this need. Additionally, the CFMC would like the interactive software tool to be able to save and print specific selection criteria, including the CFMC Board Recruitment Handbook. Therefore, Team JAMAS will develop a four to five minute interactive training module for use by organizations working with the CFMC. Purpose of Project The purpose of the instruction is to meet the identified need to assist nonprofit organizations with board member recruitment and the selection process. The goal of the instruction is to provide an interactive software instruction tool that can be used by nonprofit organizations to

4 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 4 effectively recruit and select new board members in line with the skills required to meet identified goals. The main learning objectives of the training module include recognizing the importance of effective board recruitment; identifying characteristics of an effective board; arranging a list of characteristics that match particular organization s goals in order of importance; and, identifying strategies to reach out to people with those characteristics. Ethical Considerations In designing an interactive module, the JAMAS Team is mindful of the CFMC and its mission. All aspects of the CFMC integrate an approach of cultural competency and collaboration; working with people, special projects, and organizations from diverse cultures throughout the community. In addition, consideration will be made for both the special needs of the learners as well as the particular parameters of various locations for utilizing the interactive training module. Constraints Constraints identified with the project include, but are not limited to, a narrow overall time frame. The overall time frame from beginning, May 21 st, to the project completion date, July 31 st, is only 11 weeks. In addition to this limited time frame for overall design and development, the challenge exists in providing CFMC an opportunity for QA testing for both versions 1.0 and 2.0. Initial CFMC testing is not scheduled to start until the time period July 16 th to 19 th. Therefore, it will be critical that the QA testing take place as scheduled in order to meet the final due date of July 31 st while still supporting the needs of CFMC.

5 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 5 Resources Resources for the Board Recruitment elearning Module project include four graduate students (Team JAMAS) from the CSUMB MIST program including the project manager Michelle Drolet, Susan Cotter, Adriana Diaz, and John Harp; plus Professor Nancy Lockwood. Additional resources required for this project include laptop computers, webserver, software, hardware, and communications tools. General Timeline and Costs for Development The general timelines have been identified and listed on page four of this document as well as in the project management Gantt chart. Costs associated with the development of the project are minimal as all the labor for this project is volunteered. Furthermore, all hardware, software, and communications tools used in the design and development of the elearning module are provided at no cost to the CFMC. Analysis Needs Analysis At the present time, there is no official training program for recruiting board members via CFMC. Board members gain information regarding board recruitment through searches on the internet, which results in a haphazard supply of information and no consistent message regarding effective board recruitment techniques. Most board members recruit additional members by enlisting friends. In addition, during recruitment efforts, board members do not adhere to a consistent list of potential board member characteristics to support the goals of their organization.

6 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 6 Due to this lack of categorization, many board members recruit new members based solely on the potential board member s interest in the organization ( having a live body ) without focusing on the needs of their organization. Ideally, board members should be provided with an environment that helps them learn how to effectively recruit potential board members. In addition, the learning environment should assist board members in understanding the importance of choosing another member that is appropriate for their organization. CFMC recognizes the importance of providing a consistent message with regards to board recruitment. As such, this elearning module will provide a solution to this performance gap by creating a CFMC sanctioned training program to help all boards learn the skills necessary to recruit an effective board member keeping in mind the best interests of their organization. Through the use of this elearning module, boards supported by CFMC will engage in training to help recruit board members which will in turn, help their organizations be more effective and more efficient. Learner Analysis The demographics with regards to a typical learner for this elearning module are varied. According to CFMC, most existing board members are retired men and women that have an interest in supporting their communities and have the time and financial standing to participate in various boards. However, there are some younger board members that are actively participating in various boards at the present time, though they are still a minority. As such, due to the varied age groups, the elearning module must be designed to accommodate a variety of learning styles and life cycle stages of the learners. There is no specific information regarding the typical learner but it would seem appropriate to assume that a focus on technical skills (including technical software and hardware abilities),

7 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 7 time constraints and experience would play a large role in the analysis of a learner for this module. Therefore, this module must be designed in such a way as to be accessible by a non-tech savvy individual but must also be interesting to someone with more technical skills. In addition, the module will be designed to take between four to five minutes during a training session and will allow each individual member to think about how they can utilize their own unique life experiences in order to develop a deeper connection with the learning. In addition to the need to create an elearning module that supports a variety of ages, time constraints and technical skills, the module must also be created to be used in both an individual self-study setting as well as a group training environment. The single user will require ease of use and interesting interaction as mentioned above. However, the elearning module will also need to be designed based on the learning theories of group training and discussion. Each individual board will be able to access the module and interact with the training. As such, the module must engender a training environment open for rich discussion and learning amongst a group of members. These unique qualities of group learning expand the learner analysis to include not only an analysis of the individual members but the importance of group analysis for the learning process. While again, the demographics of the groups are varied, the module will require the use of open-ended questions in order to allow all members to participate in the training program. Workplace/Environmental/Setting Analysis This elearning module will be accessed in a variety of training environments. For the group training design, board members will meet in church basements, community centers and other unspecified locations. During the self-study mode, board members will access the module via their home computers. Therefore, CFMC does not have control over the learning environment and the technical and environmental settings that may impact the learning objectives. The main

8 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 8 constraint that can impact the development and delivery of this instruction is the varied ability to access internet either in a group setting or at home. This constraint will be addressed by designing the training program in HTML. Doing so will create a vehicle to gain access to the training via the internet. Opening up an internet browser and participating in the training program will be one way to interact with the elearning module. However, by using HTML programming, the module can be downloaded to a CD or DVD that can be sent to the various board members. Members will then be able to insert the disc into their computer, either in a group or individual setting, and interact with the training. The only caveat that can hinder this solution is if the computer does not have an internet browser pre-installed. However, most computers, even older models, have an existing internet browser program. Therefore, the computer will not need to be connected to the internet and the training program will still operate. This solution will help solve the main constraint with regards to the learning environment. However, attention will also be focused on designing a program that can be accessible to the hearing impaired or locations where computer speakers are not accessible. In addition, due to the unknown variable of lighting and the size of the computer display, the module will be designed to be seen from a close proximity or used in a large room. Minimally text, closed captioning and volume adjustments should be provided in order to create a module that can function properly even in an unknown setting. Task Analysis The content and tasks of the elearning module have been determined based on the results of the needs, learner and workplace analysis. Based on the needs analysis, a decision between CFMC and Team JAMAS was reached to create an elearning module to train how to effectively

9 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 9 recruit board members. By creating a module supported by CFMC, the training will provide a means to bridge the performance gap between what is happening now and what CFMC would like to have happen. In addition, due to the learner analysis and the wide disparity between demographic information as well as individual or group training environment, the module will be created to support a wide spectrum of learning and in both individual and group environments. Finally, due to the workplace analysis, the training will be designed to function in both internet connectivity environment as well as an environment without access to the internet. The main instructional goal for this elearning module will be to provide information to boards on how to effectively recruit new board members. This can be achieved through the task analysis below further outlined in the detailed training module format attached as Appendix B. I. Outline Importance of Effective Recruitment (map to Learning Objective 1 below) II. Outline Planning Efforts for both Candidates and Boards (map to Learning Objective 2 below) III. Outline 8 steps for Boards to get organized with relation to board recruitment (map to Learning Objective 3 below) 1. Appoint a Board Development or Governance Committee 2. Develop Recruitment Packet that includes (located in Handbook in Resources section) 3. Update Board Recruitment Grid (located in Resources section) 4. Assemble list of prospective Board Members 5. Identify, cultivate and recruit new Board Members (located in Strategies section) 6. Present findings to board for review and approval

10 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT Create an effective orientation to ensure members feel comfortable and well-informed in their role 8. Develop a Board continuing education plan IV. Scenario (Assessment) V. Identify strategies to effectively recruit new board members (map to Learning Objective 4 below) Goals and Instructional Objectives Goal of instruction - Provide information to boards on how to effectively recruit new board members. After completing this module, learners will be able to: Learning Objective Domain Level 1. Recognize the importance of effective board recruitment Cognitive Knowledge 2. Identify characteristics of an effective board Cognitive Analysis 3. Arranges a list of characteristics that match particular organization s goals in order of importance. Affective Organization 4. Identify strategies to reach out to people with those characteristics. Cognitive Comprehension Design Test Instruments Testing will be completed using HTML pages created on Adobe Dreamweaver. CFMC has requested an HTML based module which can be supported on their server without the need for additional software or downloads. The HTML pages are made to look similar to the CFMC s

11 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 11 website to minimize confusion and increase familiarity. Through these webpages, board members will be able to click through using directional buttons which will guide them through definitions, instructions, and examples. The vertical menu bar can also be used to aid in moving around the module to aid in discussion, review, or clarification. Organizational, Delivery and Management Strategies The module is designed with the CFMC website in mind. CFMC has requested an HTML format using a sophisticated scenario approach. Thinking of the CFMC request and the time limitations, the scenario approach seemed to be the best option. With the focus being on the selection of board members, the scenarios will be using a falsified non-profit and three potential members for comparison and discussion. Through providing definitions, suggestions, and the worksheets needed to guide the participating non-profit current board members into the knowledge on adding new members with the best potential, CFMC will be able to aid and contribute to the success of their many members. Instruction The module will focus instruction on effective recruitment and the selection of appropriate board members for participating non-profit organizations. This will help the board members to realize that selecting a friend to join a board may be fun, but it may not be the best choice for the non-profit. In addition, the instruction will utilize interactive worksheets to define the strengths and resources already available through current members. These interactive worksheets will allow recognition of missing resources and weakened areas which could be strengthened through the selection of appropriate board members. Once these areas are acknowledged, current boards can focus on methods of selection for new members and how to best fill the board with members of the

12 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 12 highest value of contribution. Further information on the steps of instruction and a detailed training format are outlined in Appendix B. Development Materials CFMC provided materials: Board Recruitment Process PowerPoint Presentation Board Recruitment for Nonprofit Organizations Handbook CFMC website access (including Center for Nonprofit Excellence) Existing elearning Modules Subject Matter Expert - Kaki Rusmore Team JAMAS provided materials: Statement of Work elearning Module template Instructional Design Document Dreamweaver HTML training program Time Deliverables Number of Days Due Date Statement of Work 19 June 4, 2012 Template of elearning Module 15 June 12, 2012 Instructional Design Document 27 June 26, 2012 elearning Module 48 July 31, 2012 The specific Gantt Chart is attached as Appendix A. Cost Hours of labor 120 Volunteer Hours

13 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 13 Software Programs (available at workplace) Hardware (available at workplace) Networking - Internet access (available at workplace) Microsoft PowerPoint Google Docs Adobe Dreamweaver Adobe Captivate Adobe Acrobat X Pro Personal Computers Individual Choice Process Task Name Start Date End Date Overall Project 05/21/12 07/31/12 Initial Steps Initial Client Contact 05/21/12 05/21/12 Determine Client Project 05/24/12 05/24/12 Request General Information 05/25/12 05/25/12 Statement of Work Discuss SOW with JAMAS 05/31/12 05/31/12 Edit SOW for client approval 05/31/12 06/04/12 Submit SOW to client 06/04/12 06/08/12 Edit SOW for Dr. L 06/05/12 06/13/12 Submit SOW to Dr. L 06/08/12 06/08/12 Project Template Discuss Template with JAMAS 05/31/12 05/31/12 Initial design of template 05/31/12 06/07/12 Edit template for client approval 06/07/12 06/10/12 Submit template to client 06/11/12 06/14/12 Update template based on feedback 06/14/12 06/14/12

14 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 14 IDD Work on IDD with JAMAS 06/14/12 06/14/12 Individual editing of IDD 06/14/12 06/26/12 Submit IDD to client 06/26/12 06/26/12 Edit IDD for Dr. L 06/26/12 07/03/12 Submit IDD to Dr. L 07/03/12 07/03/12 elearning Module Develop module 06/14/12 07/09/12 Internal QA 07/11/12 07/13/12 Update module based on Internal QA 07/13/12 07/16/12 Client QA - V1.0 07/16/12 07/19/12 Update module based on client QA 07/19/12 07/23/12 Internal QA V2.0 07/23/12 07/23/12 Client QA - V2.0 07/23/12 07/26/12 Update module - V3.0 07/26/12 07/29/12 Internal QA V3.0 07/29/12 07/29/12 Final Edits to module 07/30/12 07/31/12 Submit module to Dr. L 07/31/12 07/31/12 Implementation Delivery This module will be provided to Board of Directors in HTML format via the CFMC website and in the form of a CD to facilitate access to both less experienced computer users and locations without internet access. Learners may participate in groups during CFMC board meetings. Individual members may also review at home or work, as necessary.

15 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 15 Formative Evaluation Due to time constraints, a formative evaluation will not be possible for this training module. The training module will use a Problem Based Learning (PBL) case scenario. During the training, learners will be provided with an opportunity to explore options and the possible outcomes of their decisions. The PBL case scenario will have three possible options, two will be correct answers and one will be incorrect. After having made a selection, the learner will receive scaffolding feedback that illustrates the possible outcome of their selection. The option will be given to change an answer and see the outcome of the other scenario choices. If time allowed, a formative evaluation could be done using capture of screen clicks to assess if learner is choosing the correct board members for the scenario provided. In addition, a usability evaluation could be done with the aid of surveys to assess the learning achieved during the formative stage of the training module. Feedback based on this initial usability evaluation would be used to amend the training module to best meet the learning objectives. Evaluation Summative Evaluation Again, due to the limited time frame of this project, a summative evaluation will not be possible. However, if time allowed, Team JAMAS would use a pre-survey to assess learner attitudes and knowledge of board recruitment prior to the module. This would serve as a control sample of the learner population. Three months post training using this module, a post-survey would be assessed to measure the changes in their attitudes and knowledge. This would help to measure the module s success long term. However, it would not measure obstacles that the learner may encounter in the workplace, such as superior and peer resistance to apply learner s insights.

16 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 16 Appendices Appendix A Gantt Chart

17 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 17 Appendix B Detailed Training Module Outline CFMC - Board Recruitment elearning Module 1. Introduction 2. Learning Objectives (what learners will know at end of module) a. Recognize the importance of effective board recruitment b. Identify characteristics of an effective board c. Arranges a list of characteristics that match particular organization s goals in order of importance d. Identify strategies to reach out to people with those characteristics 3. Importance of Effective Recruitment (Learning Objective a) a. Essential for nonprofit meet legal requirements & achieve goals b. Has leadership it needs to fulfill mission c. Attract highly-skilled, committed and participative board members 4. Planning (Learning Objective b) a. Candidates should be i. Well-informed ii. Give considerable thought to their participation b. Board should be i. Clear about what is expected ii. Knowledgeable about characteristics that are needed on the board iii. Aware of the nature of the commitment by new board members 5. Getting Organized 8 steps (Learning Objective c) a. Appoint a Board Development or Governance Committee i. One purpose is to identify, recruit and orient potential new board members b. Develop Recruitment Packet that includes (located in Handbook in Resources section) i. Application (capture interests and commitment to board membership) ii. Organization s relevant info (history, services, etc.) iii. Board member s job description c. Update Board Recruitment Grid (located in Resources section) i. Evaluate skills and community representation of existing board members ii. Then, evaluate what areas are still needed 1. Focus on nature of issues and goals currently faced by organization 2. Use the direction set by the Strategic Plan 3. Focus on characteristics that match individual board needs d. Assemble list of prospective Board Members i. Focus on future not just present needs ii. Continually update adding possible prospects e. Identify, cultivate and recruit new Board Members (located in Strategies section) f. Present findings to board for review and approval

18 INSTRUCTIONAL DESIGN DOCUMENT: CFMC - BOARD RECRUITMENT 18 g. Create an effective orientation to ensure members feel comfortable and wellinformed in their role h. Develop a Board continuing education plan 6. Scenario (Assessment) a. Description of organization i. Potential Board Member 1 ii. Potential Board Member 2 iii. Potential Board Member 3 b. Include thought-provoking questions during the scenarios to help the boards better formulate their own theories about how each potential member could be helpful in the board 7. Identify strategies to effectively recruit new board members (Learning Objective d) a. Effective board recruitment is a continuous process to i. Inform, ii. Listen, and iii. Involve the community b. Maintain an up-to-date list of potential board members i. Use Prospective Board Member Information Sheet (in Handbook in Resources section) c. Recruitment (found in Handbook in Resources section) i. Create a packet of materials for potential board members ii. Send letters to potential Board Members with information about organization and a request an appointment for a meeting iii. Create an agenda for an individual meeting with a board candidate iv. Fill out an application for nomination to the Board of Directors d. Recruit outside the box i. Don t just look for a live body think about the needs of your organization ii. Brainstorm 1. Where to recruit 2. How to recruit 3. When to recruit 8. Resources a. Recruitment Grid (Adobe fill-in-form) b. CFMC Board Recruitment Handbook i. Individual forms will be Adobe fill-in-forms ii. Can print entire Handbook c. Strategic Board Recruitment link d. Board Source link e. Free Management Library link f. Center for Civic Partnerships link