Career Seeker's Bootcamp Design Project, Report 1.

1. Introduction to Instructional Design
Design Project, Report 1
BARB DEBORD
FEBRUARY 22, 2015

2. Design Project, Report 1 Contents
Project Overview
Needs Assessment or Goal Analysis?
Goal Analysis – Final Ranking of Goals
Learner Characteristics
Learning Site Characteristics
Project Example
◦ Portal Page with Sections Listing
References
Barb DeBord February 22, 2015

3. Project Overview
Project Title:
Career Seeker’s Bootcamp
Project Description:
Career Seeker’s Bootcamp will be designed to address the needs of jobseekers in the Sarasota-
Manatee Suncoast region of Florida. Jobseekers need to obtain information and resources to
assist them in a successful job search and many reach out to our organization for these.
Jobseekers generally have one or more areas of need during a search for employment. Some
jobseekers will need all of the program information and some will need only portions.
Requests for assistance include determining career direction(s) and creating an action plan,
resume development, information on how to conduct a successful job search and how to
appropriately prepare for an interview, and guidance on how to retain employment and
maintain relevancy in an ever-changing marketplace.
Barb DeBord February 22, 2015

4. The Career Seeker’s Bootcamp program will consist of five main sections,
one hour per section. Each section will be broken down into smaller areas
of focus relative to the subject matter. The five main sections will be:
1) Career Action Plan
2) Resume Basics
3) Job Search Techniques & Networking
4) Preparing for the Interview & Follow-up
5) Job Retention & More

5. Needs Assessment or Goal Analysis?
A goal analysis serves the project better than a needs assessment plan as it is
more timely, cost effective and practical. It is evident that a need exists for
jobseekers to find employment.
The aim of the training is to provide relevant information and resources to a
wide variety of jobseekers so they can conduct a successful job search.
The primary audience for the program consists of jobseekers who need the
Career Seeker’s Bootcamp content in its entirety, and the secondary audience is
the jobseeker who will utilize only portions of the program.(Morrison, G., Ross,
S., Kalman, H., & Kemp, J., 2013).
Barb DeBord February 22, 2015

6. Goal Analysis
Final Ranking of Goals:
1. Identify the needs to be addressed at beginning stages of job search, such as career
exploration, self-inventory and creating an action plan to secure employment; provide access
to resources for these.
2. Provide examples of basic resume formats with explanations for effective use that the
jobseeker can download for customization.
3. Determine the most effective information needed to conduct a successful job search,
including connection to additional resources.
4. Identify the most relevant interview-related information that can assist the jobseeker in a
successful interview.
5. Provide guidance on job retention strategies and career development.
Barb DeBord February 22, 2015

7. Learner Characteristics
Variable levels of education, from no GED/High School diploma to graduate degree
Diverse age groups (from 18-80+), genders, religions, cultures, socio-economic situations
Variable prior employment levels from blue collar to new college grad, to mid-professional, to C-Level
Some have just relocated to the area
Some speak/read little or no English
Some have physical and mental disabilities
Some have gaps in employment for various reasons
Some have a criminal background
Some have technology barriers (are not computer literate; have difficulty searching and applying
online, etc.)
Barb DeBord February 22, 2015

8. Learning Site Characteristics
The program will be made available online for individual access 24/7. In addition
to self-service access, customers who need guidance accessing and navigating
the training materials can request staff assistance in our Resource Rooms on-
site.
Orienting context can have a significant impact on outcome. The learner brings
attitudes and expectations into the learning experience in this first stage before
instruction begins. The border between the orienting and instructional context
stages seems an ideal time to guide the learner in a goal-setting activity, laying
out the strategic steps to success for the learning program and its knowledge
transfer into the real world (Tessmer and Richey, 1997). With this thought in
mind, the first session of Career Seeker’s Bootcamp involves having the learner
create a Career Action Plan.
Barb DeBord February 22, 2015

9. Learning Site Characteristics
Orienting Context:
Most want quick, accurate and easily
accessible information that will help them get
a job asap
Most feel pressured to find a job immediately
Many don’t know where to start with a job
search
 Have never job searched or last job search
was more than 10 years ago
 Have real or perceived barriers to
employment and feel hopeless
Many anticipate they will not find employment
with an adequate salary
Many anticipate difficulty finding employment
due to their advanced age
Many are not aware of our resources or think
we are the “unemployment office”
Some want someone else to do all of the work
involved in a job search for them
Most are not aware of the job search and labor
market tools on the state website, Employ
Florida Marketplace (EFM)
Most spend a majority of their time in online
search and application, using only a few job
search sites
Most do not have a job search strategy or plan
and have not thought about creating one
Barb DeBord February 22, 2015

10. Learning Site Characteristics
Taking into consideration
that staff will need to be
knowledgeable enough to
assist customers with
navigating the training
program and with
answering content-related
questions, a staff
orientation of the program
should be planned.
Instructional Context:
Off-site environmental factors will be impacted by:
Problems connecting to the Internet or to our site and with
downloading the training content
Issues accessing materials on our website through Google
Chrome
On-site environmental factors will include:
Availability of a computer in our Resource Rooms
Computer network or website issues that may occur
The level of noise from other customers and staff
Knowledge level of staff providing assistance
Barb DeBord February 22, 2015

11. Learning Site Characteristics
Transfer Context:
Learners will have access to resources for review at any time
Interactive resume templates will be available for download to apply the
knowledge gained in the Resume Basics section of the training
Opportunities to apply the knowledge in job application, interviews and in
networking events, including Suncoast Professional Network (SPN) meetings,
will support continual application and transfer of the training
Barb DeBord February 22, 2015

12. Barb DeBord February 22, 2015

13. REFERENCES
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective instruction (7th ed.).
Hoboken, NJ: John H. Wiley & Sons, Inc.
Tessmer, M., Richey, R.C. (1997). The role of context in learning and instructional design.
Educational Technology Research and Development. Volume 45, Issue 2, pp 85-115.
Barb DeBord February 22, 2015