Training Budget Development Instructional Design Plan. Submitted To: Dr. Diane Johnson Graduate Studies in Education Saint Leo University

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1 Training Budget Development Instructional Design Plan Submitted To: Dr. Diane Johnson Graduate Studies in Education Saint Leo University Submitted By: Mike McKelvy October 24, 2009 McKelvy 0

2 1. FRONT-END ANALYSIS Performance Problem One issue our training specialists have is preparing and managing a training budget. Every year in about February, when it was time to submit projections for the next fiscal year, the whole process seemed to baffle our training specialists, particularly the inexperienced ones. Since many trainers lacked the confidence to do this systematically, they tended to just look at the previous year's projections and current year usage and just approximate the needs. Then, when money runs out or school seats were not available, training specialists were forced to beg, borrow, and steal so to speak. Of course, the same can be said with young adults going out on their own for the first time. Learning how to prepare a budget could be one of the most important things anyone could learn. Without a detailed and accurate budget, individuals and organizations alike are just spinning their wheels hoping they hit their targets. Needs Assessment Dick, Carey, and Carey (2009) describe the three parts of a needs assessment desired status, actual status, and gap between the two (need). When I received budget figures from the different departments, I could not help but wonder if the numbers were a result of any real logic or thought. I knew something needed to be done and it became clear the specialists just did not receive adequate training in budget preparation. What I wanted was an accurate, relevant, and justifiable budget on time and what I received was a budget that was on time, but lacked accuracy, relevance, and justifiability. Additionally, it seemed little discernible thought went into its creation. Possible Causes When objectively looking at possible causes of the inaccuracy, irrelevancy, and lack of justifiability of the submitted budgets, I had to look at inputs, the process, and outputs. With respect to the inputs, one cause could be unavailability of pertinent data, which includes employee data such as manning documents, inbound and outbound employee rosters, projected retirements, transfers and separations, and travel and lodging costs for employees to be sent to outside schools. Analysis revealed that the training specialists knew how to obtain these inputs and knew how to interpret the data. Analysis of the budget generation process used in our section revealed that there are milestones in place for budget submission and support is available should training specialists have questions or concerns. However, each specialist does it differently and possesses differing levels of competency pertaining to budget generation. Analysis of the outputs (department budget projections) revealed the other possible problem, many of the training specialists just do not know how to take the inputs and produce the output the budget. Instructional Goal According to Dick, et al., clear instructional goals should be developed describing who the learners are, in what context will the skill(s) be used, and what, if any, tools or aides will be McKelvy 1

3 available (2009). With this in mind, the following instructional goal will be the starting point for the rest of the instructional design process: Training specialists, given appropriate inputs and a standardized Excel spreadsheet, develop an accurate and justifiable basic training budget. 2. DOMAIN OF LEARNING CLASSIFICATION/GOAL ANALYSIS According to Dick, Carey, and Carey (2009), problem solving tasks are categorized in the intellectual skills domain. Creating a training budget is an exercise in problem solving (requesting money for future needs), manipulation of data (calculating), making discriminations, and applying rules. Creating a budget is not an exercise in recall because policies governing budget requests and assistance are available to the training specialists performing the task. Additionally, only a computer with internet access, Excel spreadsheet and input data are required for the task, so psychomotor skills are not required. Therefore, creating a budget falls primarily within the intellectual skills domain. With an instructional goal identified and its domain of learning determined, the next step is to break the goal down into the major steps needed for its successful accomplishment. This identification of an instructional goal s major steps is called goal analysis (Dick, Carey, and Carey, 2009). Creating a training budget is done in six major steps which are depicted in a flow diagram (Figure 2.1). Figure 2.1. Goal Analysis Flow Diagram Calculate offstation course costs 1 Calculate projected supply costs 2 Calculate projected equipment costs 3 Enter calculations in appropriate fields on standardized budget spreadsheet 4 Ensure figures are accurate 5 4 Submit budget spreadsheet to supervisor 6 3. INSTRUCTIONAL ANALYSIS Since the individual steps identified in the aforementioned goal analysis fall within the intellectual skills domain, a hierarchical analysis approach will be utilized to identify subordinate skills and entry skills (Dick, Carey, & Carey, 2009). Subordinate skills and entry behaviors will be analyzed by individual major step. As identified in the above flow diagram, these steps, from beginning to end are: 1. Calculate off-station course costs 2. Calculate projected supply costs McKelvy 2

4 3. Calculate projected equipment costs 4. Enter calculations in appropriate fields on standardized budget spreadsheet 5. Ensure figures are accurate 6. Submit budget spreadsheet to supervisor Entry skills are what students already need to be able to do or know prior to beginning instruction (Dick, Carey, & Carey, 2009). In order to perform the calculations and accuracy checks in steps 1, 2, 3 and 6, students must already have the ability to perform basic mathematical calculations. For step 1, the ability to read and interpret annual screening results is necessary in order to begin. Interpreting current year supply usage records is the skill needed before beginning step 2; and the ability to interpret manning documents is an entry level skill for steps 2 and 3. Rounding out the entry skills is the ability to perform basic Excel spreadsheet data entry, and is required before doing step 4. Subordinate skills for each major step are identified and illustrated on a hierarchical analysis diagram (separate attachment). The entry skills line (dotted) demarcates the skills that will not be taught from those that will be taught. 4. LEARNER ANALYSIS The next step in the instructional design process is to analyze the target learners. Dick, Carey and Carey (2009) describe learner analysis as identifying what instructional designers need to know about the target learners. Specifically, the instructional designer needs the following information about the targeted learners: 1. Entry skills 2. Prior knowledge of topic area 3. Attitudes toward content 4. Attitudes toward potential delivery systems 5. Academic motivation (MARCS) 6. Educational and ability levels 7. General learning preferences 8. Attitudes toward training organization 9. Group characteristics Upon interviewing and observing the learners, reviewing personnel files and training records, and performing a needs assessment, characteristics about the targeted learners were identified and are detailed in Table 4.1 on the next page. McKelvy 3

5 Table 4.1. Learner Analysis Chart Information Categories Data Sources Learner Characteristics 1. Entry skills Interviews and Observations: Performance Setting: Five current and two newly assigned training specialists Most learners have served as training specialists while some are fresh out of school, and none have experience or formal training in training budget preparation. 2. Prior knowledge of topic area 3. Attitudes toward content 4. Attitudes toward potential delivery system Interviews and Observations: Same as above Interviews and Observations: Same as above Interviews and Observations: Same as above Learning Setting: Learners have demonstrated ability to interpret annual screening results, supply usage records, manning documents, perform basic calculations and Excel spreadsheet data entry. Learners have general knowledge of training budget preparation as a whole, and basic knowledge of some of its components. Some have acquired spotty knowledge through informal training from resource advisors. Since training budget preparation is the sole responsibility of the training specialist within the aircraft maintenance community, learners are eager to acquire and master the skills necessary to successfully perform this mandated task. Learners have acquired other administrative skills through lectures, discussions, computer-assisted demonstration performance, and oneon-one instruction and believe either or a combination of these techniques would prove beneficial. McKelvy 4

6 5. Motivation for instruction (ARCS) 6. Educational and ability levels 7. General learning preferences Interviews and Observations: Same as above Interviews and Observations: Same as above Records: Personnel files and training records Interviews: Same as above Learners, knowing budget preparation is required of them, are convinced formal instruction is necessary for acquiring the necessary skills, and are confident that, upon receiving instruction, they will be able to successfully prepare a training budget. With this in mind, coupled with the fact that training specialists are rated, in part, by their ability to perform this task, learners are likely to remain attentive and motivated throughout instruction. Education Levels: All learners possess a high school diploma and have varying degrees of college education. Ability Levels: Learners vary in degree with which they can synthesize information and solve problems, but based on the fact that each has successfully learned a new career field, learners have the ability to process new information and procedures. Throughout their varying length respective Air Force careers, learners have experienced instruction in a multitude of formats ranging from one-on-one coaching to self-paced interactive instruction. For a task as critical as training budget preparation, learners prefer a workshop setting that will allow for a combination of lecture, demonstration-performance, group interaction, and individual practice followed by performance evaluation. McKelvy 5

7 8. Attitudes toward training organization 9. General group characteristics a. Heterogeneity b. Size c. Overall impressions Interviews: Same as above Interviews and Observations: Same as above Records: Personnel records, training records, needs assessment Learners are assigned to the very organization where the instructional materials will be developed, and take pride in the other types of instruction delivered within the aircraft maintenance training complex. Additionally, learners have full confidence in the instructional developer as he is also their supervisor. Heterogeneity: Learners retrained from varying career fields where each had differing levels of responsibility. They vary in gender, age and rank, and come from all over the United States. All learners are non-commissioned officers Size: There will be seven learners receiving instruction. Overall impressions: Instruction will need to be effective and on point or learners may get discouraged, lose interest, and leave the instructional setting without meeting the instructional goal. 5. PERFORMANCE AND LEARNING CONTEXT ANALYSES With target learners characteristics identified, the performance and learning contexts will be analyzed. Dick, Carey, and Carey (2009) describe performance context analysis as identifying the characteristics of the setting where the newly acquired skills will be performed. Specifically, the following information about the performance setting will be explored: 1. Managerial or supervisor support 2. Physical aspects of the site 3. Social aspects of the site 4. Relevance of skills to the workplace McKelvy 6

8 Learning context analysis involves both reviewing the site where the instruction will take place and identifying what facilities, equipment and resources are required to support the instruction. (Dick, Carey, & Carey 2009): Specifically, the following information about the learning setting will be detailed: 1. Compatibility of site with instructional requirements 2. Adaptability of site to workplace 3. Adaptability for delivery approaches 4. Learning site constraints affecting design and delivery Upon interviewing the learners, management, resource advisors and instructors, reviewing personnel records, and aircraft maintenance training policies and procedures, and visiting both the learners workplaces and the learning site, characteristics about the performance and learning contexts were identified and are detailed in Tables 5.1 and 5.2. Table 5.1. Performance Context Analysis Chart Information Categories 1. Managerial/supervisory support Data Sources Interviews: Maintenance training manager and training specialist supervisor Records: Change-of-Rater forms, personnel rater summaries, aircraft maintenance training policies and procedures Performance Site Characteristics Supervision of training specialists, while administratively direct, is primarily hands-off with respect to day-to-day tasks as training specialists work almost autonomously. Governance of aircraft maintenance training procedures is broad in scope allowing for autonomy when performing specific tasks. However, other training specialists, supervisors, resource advisors (for supply, equipment, travel expenditure, etc. utilization data), and human resources personnel (for manning documents, inbound/outbound rosters, etc.) are available for consultation as needed. Support for use of the new skills will be strong as learners will be able to successfully perform a required task. McKelvy 7

9 2. Physical aspects of site Interviews: Maintenance training manager, training specialist supervisor, resource advisor, and current instructors Site Visit: Facilities: The newly acquired skills will be used by learners at their respective offices where desktop computers with all required hardware and software are already provided. Resources: No additional resources are needed to use the new skills. Equipment: No new equipment is required for use of the new skills. 3. Social aspects of site Interviews: Maintenance training manager, training specialist supervisor, and resource advisor Site visit: Timing: Training budgets are created annually in February with modifications as warranted by new capabilities and/or equipment or unforeseen changes in manning levels and/or operations tempo. Supervision: Training specialists will have no direct supervision during budget development, but will submit completed budget to supervisor. Interaction: Training specialists, while working primarily alone when developing their respective budgets, coordinate with human resources, resource advisory and instructor staff for required inputs. Others effectively using skills: Resource advisors and managers of other operational areas develop budgets as well. However, managers create budgets specific to their respective operations within the aircraft maintenance complex and resource advisors oversee the overall budget for the entire aircraft maintenance complex, so no one else creates an aircraft maintenance training budget. McKelvy 8

10 4. Relevance of skills to workplace Interviews: Maintenance training manage, training specialist supervisor, and resource advisor Site visit: Meet identified needs: Development of aircraft maintenance training budgets are the sole responsibility of assigned training specialists and are approved by the operations director via his or her resource advisor. The budget development training will arm learners with the ability to create an accurate, relevant, and justifiable training budget, thus solving the problem identified. Table 5.3. Learning Context Analysis Chart Information Categories Data Sources Learning Site Characteristics 1. Number/nature of sites Interviews: Training specialist supervisor and instructors Site visit: Number: One site will be used. Facilities: The instructor-led computer-assisted instruction will take place in the multi-purpose classroom located in the aircraft maintenance training complex. Unless unforeseen events occur, the classroom will be available for the duration of instruction. Equipment: The classroom contains a Smart board with ceiling-mounted LCD projector wired to a wall-mounted computer tower with CD R/W drives and internet connectivity. Resources: Since the instructor and students are assigned to the unit developing the instruction, and no new supplies or equipment will need to be purchased, no additional funding will be required. Constraints: The classroom will be available barring any unforeseen scheduling conflicts driven by higher priority needs. Learners could also be tasked on the day of training to perform other duties should conditions warrant. McKelvy 9

11 2. Site compatibility with instructional needs 3. Site compatibility with learner needs Interviews: Training specialist supervisor and instructors Site visit: Interviews: Training specialist supervisor, instructors, and learners Site visit: Instructional strategies: A variety of strategies could be employed including instructor-led, computer-assisted presentation, demonstrationperformance, and group workshop in the classroom. Delivery approaches: Support is available for internet-, computer-based, and instructor-led training. Information systems support is available, and printed copies of required inputs are available upon request. Time: Instructional time available is flexible and can be adjusted to the training time requirement. Personnel: One instructor and technical and administrative support are available for the training. The instructor is also the subject matter expert. Location: The aircraft maintenance training complex is located within walking distance from some of the learners and in the same building as the others. Conveniences: There are restrooms and a stocked snack bar in the training building. Space: The classroom provides adequate space for the identified instructional strategies. Equipment: Seven laptop computers wired for internet access will be required and base communications have them available for lending for the duration of training. Information systems personnel from the aircraft maintenance complex are available for laptop setup. McKelvy 10

12 4. Feasibility for simulating workplace Interviews: Training specialist supervisor, instructors, and learners Site visit: Supervisory characteristics: The instructional designer is the instructor and the learners' supervisor so simulation capability is available. Physical characteristics: Even though learners' offices cannot be relocated to the classroom, the inputs and equipment used at their workstations will be adequately represented in the classroom. Social characteristics: Learners primarily work alone or in pairs with support from supervision and outside training specialists available by telephone or . The training, both instructor led and group interaction provide a face-to-face substitute for the telephone and interactions. 6. PERFORMANCE OBJECTIVES Dick, Carey, and Carey (2009) describe a terminal objective as an instructional goal stated as a performance objective, and is what a learner will be able to do upon completion of the instruction. Furthermore, when the major steps identified in the goal analysis are stated as performance objectives, they are referred to as subordinate objectives. Below are the terminal objective and three subordinate objectives for the instructional goal, Training specialists, given appropriate inputs and a standardized Excel spreadsheet, develop an accurate and justifiable basic training budget. Terminal Objective : Given annual screening results, current year supply usage records, manning documents, a computer with internet access and a calculator, and a standardized Excel spreadsheet, develop an accurate and justifiable training budget to the nearest whole dollar with no more than three instructor assists. Major Step 1: Calculate projected off-station course costs. Subordinate Objective: Given annual screening results and a computer with internet access and a calculator, calculate approximate projected off-station course costs to the nearest whole dollar amount with no more than one instructor assist. Major Step 2: Calculate projected supply costs. Subordinate Objective: Given current year supply usage records, projected office manning requirements, in-house course requirements, a computer with internet access and a calculator, and a supply catalog, calculate approximate projected supply costs to the nearest whole dollar with no more than one instructor assist. McKelvy 11

13 Major Step 4: Enter calculations in appropriate fields on standardized budget spreadsheet. Subordinate Objective: Given calculations for approximate projected off-station course costs, supply costs, and equipment costs, a computer with and a calculator, and a standardized Excel budget spreadsheet, enter calculations to the nearest whole dollar amount in appropriate fields on the spreadsheet without instructor assistance. 7. ASSESSMENT INSTRUMENTS With the instructional analysis, learner analysis, learning and performance context analyses, and performance objectives completed, assessment instruments will be developed. According to Dick, Carey, and Carey (2009), assessments are designed based on the function they will serve. For the purposes of creating a budget, assessment items for the identified objectives will be used on both practice tests and posttests. Due to time constraints and for simplification purposes, subordinate objectives 1.1 and 2.1 test items represent only a small portion of the items that would be used to assess mastery of these objectives, and the itemized cost list and Excel spreadsheet required for subordinate objective 4.1 and the terminal objective s test item have been simulated. Objective 1.1: Given current year supply usage records, current and projected office manning requirements, in-house course requirements, a computer with internet access and a calculator, and a supply catalog, calculate approximate projected supply costs to the nearest whole dollar with no more than one instructor assist. Test Item 1: Based on current manning levels and supply usage records, record the number of employees currently assigned, the amount of paper (in reams) used during the last 12 months, then calculate the paper usage ratio (reams of paper per employee) for the current year and enter your results in the spaces provided. (10 points) Employees assigned (2 points) Paper used (2 points) Paper usage ratio (6 points) Test Item 2: Based on the projected manning documents provided and your responses to test item 1, project the amount of printer paper required (in reams) for the next fiscal year and enter it in the space provided. (2 points) Test Item 3: Based on your answer to test item 2, use the supply catalog to calculate the cost of the projected printer paper requirement, then project next fiscal year s cost assuming a 3.5% price increase for the next fiscal year. Record your answers to the nearest whole dollar amount in the spaces provided. (6 points) Current cost (3 points) Projected cost (3 points) Objective 2.1: Given annual screening results and a computer with internet access and a calculator, calculate approximate projected off-station course costs to the nearest whole dollar amount with no more than one instructor assist. McKelvy 12

14 Test Item 1: From the annual screening results provided, determine the number of off-station trips to school to each of the bases listed below for FY Record your answers in the spaces next to each base (5 points, one for each base). Lackland Keesler McConnell Fairchild Sheppard Test Item 2: Using your answers from test item 1 and the government travel website, calculate to the nearest whole dollar amount the current and projected airline travel costs for each location and total for FY Assume airline travel costs will increase 2.7% in FY Record your answers in the spaces provided (24 points, 4 for each base and total). Lackland: Current Projected Keesler: Current Projected McConnell: Current Projected Fairchild: Current Projected Sheppard: Current Projected TOTAL: Current Projected Objective 4.1: Given calculations for approximate projected off-station course costs, supply costs, and equipment costs, a computer with and a calculator, and a standardized Excel budget spreadsheet, enter calculations to the nearest whole dollar amount in appropriate fields on the spreadsheet without instructor assistance. Test Item: On the standardized Excel spreadsheet provided, enter your calculations for projected off-station course costs, projected supply, and projected equipment costs in the correct fields. (25 points) Terminal Objective : Given annual screening results, current year supply usage records, manning documents, a computer with internet access and a calculator, and a standardized Excel spreadsheet, develop an accurate and justifiable training budget to the nearest whole dollar with no more than three instructor assists. Test Item: Based on the manning documents, annual screening reports, and current 12-month supply usage records provided, and utilizing a computer with internet access and a calculator, A) Calculate to the nearest whole dollar amount, projected off-station course, supply, and equipment costs for FY 2010, then B) Create a budget by recording the calculations in the correct fields on the standardized spreadsheet provided. Ensure all cost projections are accurate and justifiable. (200 points) A) (150 points) Itemized cost list provided here (simulated). B) (50 points) Spreadsheet provided here (simulated). McKelvy 13

15 8. INSTRUCTIONAL STRATEGY Next, a strategy for meeting the identified performance objectives will be accomplished. Dick, Carey, and Carey (2009) describe an instructional strategy as consisting of choosing a delivery system, sequencing and clustering content, and describing learning components that will be included in the instruction. Specifically, the instructional strategy consists of the following components: 1. Preinstructional activities 2. Content presentation 3. Learner participation 4. Assessment 5. Follow-through activities Upon reviewing the goal analysis, instructional analysis, learner analysis, learner and performance context analyses, performance objectives and assessment instruments, objectives were sequenced and clustered (Table 8.1), preinstructional, content presentation, and student participation learning components were identified (Table 8.2), and assessment and follow-through activities were described (Table 8.3). Table 8.1. Performance Objectives Sequenced and Clustered Clusters Instructional Goal Steps 1 Main step 1: Calculate projected off-station course costs Cluster 1 objective Main step 2: Calculate projected supply costs Cluster 2 objective Main step 3: Calculate projected equipment costs 4 Main step 4: Enter calculations in appropriate fields on standardized budget spreadsheet Cluster 4 objective Main step 5: Ensure figures are accurate 6 Main step 6: Submit budget spreadsheet to supervisor 7 Terminal objective McKelvy 14

16 Table 8.2. Preinstructional Activities, Content Presentation, and Student Participation Learning Components PREINSTRUCTIONAL ACTIVITIES MOTIVATION: Prior to main step 1, "Calculate off-station course costs," the instructor will introduce him/herself, welcome the attending training specialists, thank them for all of the hard work they do, then discuss the critical role training budgets play in the aircraft maintenance mission. The instructor will further explain how training specialists, via successful completion of sound training budgets, can positively impact how effectively and efficiently aircraft maintenance professionals across all of the assigned specialties do their respective jobs, thus enhancing organizational capabilities in both peace and wartime. The instructor will then inform the learners that a sound training budget is not only a vital document for organizational effectiveness, but also its development is a mandatory duty that rests solely on the training specialist's shoulder, and upon completion of instruction will have all of the tools necessary to confidently and successfully carry out this duty. OBJECTIVES: An overview of the steps taken to complete a training budget is described, and then an example of a completed one will be shown. At this point, the instructor will reassure the learners that they too, upon completion of the instruction will be able to successfully produce this very product. ENTRY SKILLS: While learners will be heterogeneous in their overall experience level within both the Air Force and the education and training career field, they will all possess and be able to interpret the annual screening results, current year supply usage records, and manning documents from their respective units. They will also be able to perform basic mathematical calculations and Excel spreadsheet data entry. STUDENT GROUPINGS AND MEDIA SELECTIONS: Instructor-led group discussions and work teams with PowerPoint slides and internet assistance. CONTENT PRESENTATION AND LEARNER PARTICIPATION FOR CLUSTERS 1, 2, 4, AND TERMINAL OBJECTIVE STUDENT GROUPING AND MEDIA SELECTION: Objective 1.1, 2.1, 4.1, and terminal, instructor-led student work teams (two teams of two and one team of three) based on unit of responsibility with practice and feedback. 1.1: Given annual screening results and a computer with internet access and a calculator, calculate approximate projected off-station course costs to the nearest whole dollar amount with no more than one instructor assist. CONTENT PRESENTATION CONTENT: Through work team interaction with the instructor, students will learn how key data found on the possessed annual screening documents are used to calculate off-station course costs. An example of an annual screening document will be displayed on a slide with its usable data described. Once the usable data from the document are identified and described, students will access the government travel website to obtain the unit costs per trip in order to calculate the total cost of off-station courses. EXAMPLES: 1. Sample annual screening document with identified usable data McKelvy 15

17 2. Sample determination of off-station course cost using usable annual screening data and government website 3. Sample worksheet with off-station course costs calculated STUDENT PARTICIPATION PRACTICE ITEMS AND ACTIVITIES: 1. Identify usable data from annual screening documents. 2. Utilize usable data to determine number of courses needed. 3. Utilize government travel website to determine per-course travel costs and calculate total course costs to nearest whole dollar. FEEDBACK: Instructor will review identified off-station course requirements, and review course cost calculations for accuracy. 2.1: Given current year supply usage records, projected office manning requirements, in-house course requirements, a computer with internet access and a calculator, and a supply catalog, calculate approximate projected supply costs to the nearest whole dollar with no more than one instructor assist. CONTENT PRESENTATION CONTENT: Through work team interaction with the instructor, students will learn how key data found on the given documents are used to calculate supply costs. An example of each document will be displayed one at a time on a slide with its usable data described. Once the usable data from each document are identified and described, students will access the online supply catalog to obtain the unit costs in order to calculate the cost of identified needed supplies EXAMPLES: 1. Sample projected office manning document with identified usable data 2. Sample current year supply usage record with usable data identified 3. Sample in-house course requirements document with usable data identified 4. Sample worksheet with supply costs calculated STUDENT PARTICIPATION PRACTICE ITEMS AND ACTIVITIES: 1. Identify usable data from manning documents, supply usage records, and in-house course requirement documents. 2. Utilize usable data to determine supply needs. 3. Utilize online catalog to determine unit costs of needed supplies and calculate supply costs to nearest whole dollar. FEEDBACK: Instructor will review identified supply needs and their basis for justification, and review calculations for accuracy. 4.1: Given calculations for approximate projected off-station course costs, supply costs, and equipment costs, a computer with and a calculator, and a standardized Excel budget spreadsheet, enter calculations to the nearest whole dollar amount in appropriate fields on the spreadsheet without instructor assistance. McKelvy 16

18 CONTENT PRESENTATION CONTENT: Through work team interaction with the instructor, students will learn how to correctly enter their previous calculations on a standardized Excel budget spreadsheet. A sample budget spreadsheet will be displayed on a slide for student viewing. EXAMPLES: 1. Sample calculations 2. Sample budget spreadsheet for calculation entry STUDENT PARTICIPATION PRACTICE ITEMS AND ACTIVITIES: 1. Double-check calculations and identify correct calculations for entry into specific spreadsheet fields. 2. Enter previous calculations to the nearest whole dollar into standardized Excel budget spreadsheet. FEEDBACK: Instructor will review calculations for accuracy and entry into correct fields. TERMINAL OBJECTIVE: Given annual screening results, current year supply usage records, manning documents, a computer with internet access and a calculator, and a standardized Excel spreadsheet, develop an accurate and justifiable training budget to the nearest whole dollar with no more than three instructor assists. CONTENT PRESENTATION CONTENT: Through work team interaction with the instructor, students will learn how to put the preceding three lessons together and develop the training budget as a whole. The instructor will conduct a review of the above-mentioned input documents and procedures and lead work team discussions in order to confirm students understanding of the preceding steps and how they are integrated to produce the final budget. EXAMPLES: In addition to the examples above, a sample standardized Excel budget spreadsheet will be utilized STUDENT PARTICIPATION PRACTICE ITEMS AND ACTIVITIES: 1. Identify usable data from annual screening documents. 2. Utilize usable data to determine number of courses needed. 3. Identify usable data from manning documents, supply usage records, and in-house course requirement documents. 4. Utilize usable data to determine supply needs. 5. Utilize online catalog to determine unit costs of needed supplies and calculate supply costs to nearest whole dollar. 6. Double-check calculations and identify correct calculations for entry into specific spreadsheet fields. 7. Enter previous calculations to the nearest whole dollar into standardized Excel budget spreadsheet. FEEDBACK: Instructor will review identified off-station course requirements, identified supply needs and their basis for justification, all calculations for accuracy, readiness of data for entry into spreadsheet fields, and the budget spreadsheet for completion and accuracy. McKelvy 17

19 ASSESSMENT PROGRESS CHECKS AND POST-TEST: With the exception of the terminal objective, after each cluster of instruction, a progress check will be administered utilizing the assessment instruments identified. After the terminal objective is taught, a final product test will be administered and evaluated using a product checklist. Instructors may use the progress check results to identify student strengths and weaknesses and parts of the instruction that are and are not working. Students will also be provided a copy of the final product checklist during the evaluation. STUDENT GROUPING AND MEDIA SELECTION: Throughout the duration of instruction on all four clusters, instructor assistance with on screen displays of sample documents and procedures will be available. During the final product evaluation, only the instructor will be available for assistance up to, but not to exceed the maximum number of assists allowed for passing the objectives. Students will work in assigned teams during the progress checks and alone during the final product evaluation. FOLLOW-THROUGH ACTIVITIES MEMORY AID: Since budgets are only created annually, a copy of the final product checklist along with step-by step instructions for budget completion will be made available to training specialists for use at their workstations. Additionally, a list of the required documents and necessary websites will be provided as a 'cheat sheet'. TRANSFER: Each December, the process of preparing a training budget is started in order to ensure its completion and finalization by the end of February. At that time, a quick reminder of the process will go out and since the instructor is also the supervisor, he or she will be available to assist training specialists as needed along with the availability of checklists and cheat sheets. Over time, some training specialists will become confident and proficient enough at budget development to be selected as instructors for future occurrences of this course. STUDENT GROUPING AND MEDIA SELECTION: Training specialists work in groups of two or three depending on which unit they are responsible for. Cheat sheets and checklists will be available at the workstations. Table 8.3. Assessment and Follow-Through Activities 9. INSTRUCTIONAL MATERIALS PLAN With the instructional strategy completed and used as a basis, an instructional materials plan will be developed. This section outlines the plan for instructional materials within the below five identified learning areas: 1. Preinstructional activities 2. Content presentation 3. Learner participation 4. Assessment McKelvy 18

20 5. Follow-through activities Preinstructional Activities The motivation portion will be done using a combination of aircraft mishap videos and a PowerPoint presentation. The videos will be used to describe what happens when improperly trained individuals work on aircraft and had they received budgeted training, these mishaps may have been avoided. The slideshow will need to be developed locally while mishap videos are available on the internet and can be used in their existing form should appropriate permissions be obtained from the content owners. The overview portion will be presented via a PowerPoint slide presentation outlining the four objectives. An electronic version of a completed budget spreadsheet will be needed for use as an example. The spreadsheet could be borrowed from a training department at another base which houses the same aircraft and the PowerPoint presentation will need to be developed in-house. No additional materials will be needed for entry skills reiteration as this can be done with a verbal Q&A session. Content Presentation Objective 1.1 The slideshow outlining the projected off-station course cost calculation process with a sample annual screening document attached will need to be developed in-house as no training specific to training budgets has been developed for aircraft maintenance. With this in mind, since off-station course costs are calculated similarly in other organizations, efforts should be made to determine if similar training is available for our use. The government travel website is available to all target students and instructors. Learner Participation Objective 1.1 Learners will bring their units annual screening documents for use during the learning of this objective, thus, they will not need to be developed. Additionally, calculators are available on each of the computers in the classroom for use. Content Presentation Objective 2.1 The slideshow outlining the projected supply cost calculation process with sample supply usage records, in-house course requirements, and a link to the on-line supply catalog attached will need to be developed in-house as no training specific to supply calculation has been developed for aircraft maintenance. With this in mind, since supply costs are calculated similarly in other organizations, efforts should be made to determine if similar training is available for our use. Learner Participation Objective 2.1 Learners will bring their units supply usage reports and in-house course requirements for use during the learning of this objective thus will not need to be developed. However, copies of our unit s projected manning documents highlighting the training department will need to be produced and provided to the learners. Calculators are available on each of the computers in the McKelvy 19

21 classroom for use. A shortcut icon to the on-line supply catalog will need to be added to student computer desktops. Content Presentation Objective 4.1 Calculations from one of the three units will be used for this objective. A blank copy of the Excel spreadsheet will be developed and placed on the screen for student visualization. Since calculations from prior objectives will be used, no additional materials will be needed. Learner Participation Objective 4.1 Learners will practice this process along with the instructor so a copy of a blank spreadsheet will need to be placed on each student s computer desktop. Calculators are available on each of the computers in the classroom for use during the double-check calculations exercise. Content Presentation Terminal Objective Slides reviewing the prior steps and their integration will need to be developed locally as no training specific to training budget preparation has been developed for aircraft maintenance. With this in mind, since budgets are calculated similarly in other aircraft maintenance organizations, efforts should be made to determine if similar training is available for our use. Learner Participation Terminal Objective Learners will practice this process along with the instructor and will utilize the documents they brought to class along with the provided projected manning documents and those found on their computer desktops. Calculators are available on each of the computers in the classroom for use during the final product production exercise. No additional materials are needed. Assessment Worksheets for the various calculations required during the progress checks will need to be developed locally and can be done on MS Word or Excel. The checklist for assessing the final product will need to be developed in-house and could be done on MS Word or Excel as well. Follow-Through Activities A cheat sheet containing a list of the required budget preparation documents, necessary websites, and final product checklist will need to be developed locally as it appears none exist elsewhere. With this in mind, since budgets are produced similarly in other aircraft maintenance organizations, efforts should be made to determine if similar cheat sheets are available for our use. These documents could be placed in document protectors or laminated. McKelvy 20

22 10. FORMATIVE EVALUATION PLAN Formative evaluations are necessary to identify areas of the instruction that need revision prior to its being in final form in order to improve effectiveness (Dick, Carey, & Carey, 2009). Given that the target learners initially total seven, and the budget development training will be conducted for real only once, one-on-one evaluations may prove to be impractical. Additionally, since this will be an instructor-led class, the designer will be the instructor, and the target learner group is small, field trials will probably not be feasible. As a result, the formative evaluation will be accomplished via a small group evaluation accompanied by a content expert review of the materials for accuracy, currency, and appropriateness. The small group evaluation will take place in the same classroom as the live training, the multipurpose classroom within the aircraft maintenance training complex. The learners will consist of six to eight training specialists from other organizations. Due to the bare bones nature of the instruction, and since training budget preparation is very similar across differing organizations, whether or not selected participants have aircraft maintenance training background will not be critical. Furthermore, the little maintenance training terminology embedded within the instructional materials was learned by all training specialists when they attended the initial education and training specialist course. The learners will; however, be diverse in experience levels as training specialists. According to Dick, Carey, and Carey (2009), the materials are presented to the learners as if they were in final form. Afterwards, an attitude questionnaire should be administered to determine whether or not the instruction kept learner interest, the materials and exercises were related to the objectives, the test(s) measured learner knowledge of the objectives, and the learners knew what they were supposed to learn, received good feedback, and felt confident during the final product evaluation. Data such as course time requirements and scores on progress checks and final product evaluation will be collected and analyzed. Cost projections should be minimal since the necessary materials are fairly cheap to produce and no equipment will need to be purchased. After all data is summarized and analyzed, it will be used for materials revision purposes in the following sequence according to Dick, et al: 1. Instructional analysis and entry skills 2. Objectives, pretests, and posttests 3. Learning components of instructional strategy and materials 4. Learning time 5. Media, materials, and instructional procedures Instructional Analysis and Entry Skills The main purpose here is to determine whether or not the participants possessed the identified entry skills, ability to interpret annual screening results, current year supply usage records and manning documents, as well as the ability to perform basic mathematical calculations and basic Excel spreadsheet data entry. If they did indeed possess these skills, were they then successful with the instructional objectives? McKelvy 21

23 Objectives, Pretests, and Posttests Data from progress checks and final product evaluation will be used to determine whether or not there is a decline in performance as learners proceeded through each objective. This may prove helpful in determining whether or not objectives were sequenced correctly. Additionally, if certain objectives were performed poorly, it may be necessary to review the objective for validity, wording and appropriateness. Learning Components of Instructional Strategy and Materials If learners struggled with any objectives, the instructional strategy associated with that objective will be examined to determine if it was the one actually used during the instruction. For example, if learners were struggling with off-station course cost calculations, were the PowerPoint slideshow accompanied by a sample annual screening document and the government travel website identified in the instructional strategy actually used, and what comments were made by the learners and content expert added? Both of these will be evaluated for possible materials revision. Learning Time The time it takes the selected learners to successfully complete the instruction will be noted, and every effort to keep the instruction as short as possible will be made. However, the actual length of the course will not be driven by imposed time constraints. However, materials that do not appear to be effective will be revised or removed to shorten the course. Additionally, if adding materials, thus lengthening the course potentially become necessary, then it will be seriously considered. Media, Materials, and Instructional Procedures All problems, controllable or uncontrollable, causing issues with respect to implementing the instruction will be noted and analyzed. Problems outside of our control such as fire drills, personnel recalls, etc. should not drive instructional materials revision. Problems within our control such as flow from objective to objective and perceived delays or problems within the instruction identified by learners on questionnaires will be considered and utilized for materials revision as necessary. 11. SUMMATIVE EVALUATION PLAN With formative evaluations completed and appropriate revisions made to the instruction, a summative evaluation is the next step, and will be accomplished to collect data so the effectiveness of training budget preparation instructional materials can be verified so a decision can be made to either adopt or scrap the training. In doing so, there are two phases of which one or both can be performed, expert judgment and/or field trial (Dick, Carey, & Carey, 2009). McKelvy 22

24 Since expert judgment evaluation is typically done to choose among competing sets of instruction to determine which will be recommended for field trial(s), and in this case, there is only one set of instruction to consider, only a field trial summative evaluation seems appropriate. The field trial summative evaluation of the training budget preparation instruction will consist of the following five parts: 1. Planning for the evaluation 2. Preparing for the implementation 3. Implementing instruction and collecting data 4. Summarizing and analyzing data 5. Reporting results Planning for the Evaluation This field trial will consist of one set of instructional materials using one group and questions will be developed to gain insight into learner entry skills, exact equipment required and pre- and post instruction performance of the identified budget development objectives. Additionally, questions will be designed to obtain follow-up data such as performance on the job and supervisory feedback of learner performance of the newly taught skills. The learners for the evaluation will be the actual seven identified in the learner analysis and all will possess the entry skills identified in the instructional analysis. The instructor for the field trial will be a content area expert who also happens to be the immediate trainer and supervisor of our assigned training specialists. Preparing for the Implementation The training session will be scheduled for approximately mid November so the skills will be fresh going into 2010 training budget cycle, and all seven assigned training specialists will be in attendance. Laptop computers for each student will be obtained from our information technology personnel and set up the day before the field trial and the remaining equipment in the classroom will be operations checked. The designer will observe. Implementing Instruction and Collecting Data During this part, data will be collected on progress checks, final product evaluation, and post course learner questionnaires. Approximately 30 days after the course, a follow-up evaluation of the newly acquired skills will be conducted at the learners work stations to see if the skills indeed transferred as outlined in the instructional strategy. The 30-day window was chosen so upon follow-up completion, there is still time for additional assistance, if necessary before the budget preparation cycle begins in mid January. Summarizing and Analyzing Data Data will be analyzed and summarized the same as prescribed for the formative evaluation. One difference though will be in addition to identifying parts of the instruction that are ineffective; parts of the instruction that are effective will be identified as well. McKelvy 23