By completing this case study you will encounter some of the issues that instructional designers face in their roles as performance consultants. You are asked to review all of the case materials and complete any exercises. Throughout the case you will be presented with information that may or may not be essential to completing the assignment. It will be up to you to distinguish between important information and information that has no bearing on solving the case dilemmas.
- Identify potential stakeholders and describe their roles and interests in outcomes.
- Identify some of the responsibilities of the instructional designer.
- Describe strategies for gaining support from stakeholders when implementing new training.
- List reasons that people resist training.
- Propose appropriate information gathering methods/techniques.
- Develop needs assessment survey questions.
- Analyze survey data (quantitative).
- Analyze interview data (qualitative).
- Develop ways to present data (qualitative and quantitative).
- Identify issues surrounding mandatory vs. voluntary training.
- List implementation strategies to minimize resistance to training.
- Develop strategies to build project commitment and facilitate communication.
- Analyze the situations from multiple perspectives.
-
Identify issues concerning certification training vs. non-certification
training.
BOWLING
STATE UNIVERSITY: Training for the Mudcats
CASE ABSTRACT
Instructional systems designers face many challenging situations in which they are asked to analyze and design training for a performance gap. One aspect of their work is navigating between the needs of administration and the needs of potential trainees. When there is a disconnect between the perceived needs of each group then there can be resistance when a training intervention is proposed. This case deals with a situation in which an ISD professional must identify strategies to obtain participant buy?in for a training program in which their administration wants them to participate, yet isn't willing to mandate. Students reviewing this case will consider questions about how to deal with negative participant attitudes, when it might be necessary to mandate training (if ever), and how to balance trainer and trainee needs.
Bowling State University's (BSU) Athletic Director, Dr. David Morgan has recently returned from an NCAA meeting where the committee discussed the growing number of student athletes that have collapsed or died during practices. Although there is no mandate from the NCAA, David wants to proactively address this issue with his athletic department by providing Cardiopulmonary Resuscitation (CPR) training and basic first aid training for all the coaches and assistant coaches to supplement the skills of the relatively few athletic trainers on his staff.
David hires Tonya Spelling, an alumnus from the Master's Training and Instructional Design program at BSU, to coordinate this training initiative. David fills her in on his reasons for wanting the athletic staff to be CPR certified, even though there have been no incidents among BSU's 500 athletes on 18 varsity teams. David's philosophy is that the safety and well being of the student athletes is first and foremost. He charges Ms. Spelling with creating a solution for providing this training that will meet the needs of the coaches and assistant coaches and the athletic trainers in the Sports Medicine Department who will actually execute the training.
As
Tonya begins the needs assessment process for the project she is confronted
with interest from coaches ranging from complete buy?in to strong opposition
to the idea. In addition she discovers that, given team competition seasons
and the coaching staff 's schedules, finding time for such training will
be a major issue.
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