DNP Project
Proposal Defense Template
1
Build the presentation
Use the information from your DPI Project Proposal Template document as the base.
Edit down your proposal presentation.
Summarize Chapters 1-3.
Include Appendix A.
Check…and Double Check
Timing: The Proposal Defense presentation should be no longer than 30 minutes.
Be sure you have the approval of your DPI Chairperson and Committee for everything in the presentation; if you are unsure of something, clarify it prior to your defense call.
Practice multiple times.
Format
DO:
Use this GCU slide layout.
Use an easy to read font size.
Use figures and tables.
DO NOT:
Do not add slide transitions, animation, or sounds that are distracting.
Do not crowd slides with excessive text.
Oral Presentation
Create notes in your presentation of the points you want to cover in your oral presentation of each slide.
Except for specific content, such as clinical questions, do not just read the slides. Paraphrase in a conversational, yet professional manner (the result of practice, as per the prior slide).
Your oral presentation should explain or expand upon what is on the slides; it should not reiterate the content.
Title Page
Start with a title page that uses the title of the DPI Project
Investigator's Background
What qualifies you to do this project?
Credentials
Experience
Etc.
BE VERY BRIEF.
Topic Background
Why this topic?
History
Need
What needs(s) in practice does the research identify? What need will your project address and implement?
You can use more than one slide to address each of the categories.
Problem Statement
Your problem statement should clearly and explicitly state the reasons you are doing your study.
The purpose of this study is to…
Importance of the project
How might your project impact the field of study or health care outcomes?
How could it impact your work as a professional?
What else is significant?
Theoretical Foundation
If it is discussed in your project, include a slide on the philosophical orientation.
For example: critical theory or social constructivism
clinical Questions
Number your questions to facilitate easy reference during discussions with the committee members.
Methodology
Define which major category of methodology you implemented for your project.
Include your rationale as to why your chosen methodology is appropriate to your clinical questions?
Cite relevant methodology literature in support of your choice of methodology.
Specifics on Methodology
Depending on your choice of methods, you may need
to outline specifics such as (including but not limited to):
Variables—PICOT
Participants—number, how selected, IRB considerations, demographics
Reliability and validity
Methods of data collection
Data analysis
Limitations
You may need multiple slides for these categories.
References
List only those cited in the DPI Project Proposal Defense presentation.
One slide should be sufficient ...
DNP Project
Proposal Defense Template
1
Build the presentation
Use the information from your DPI Project Proposal Template document as the base.
Edit down your proposal presentation.
Summarize Chapters 1-3.
Include Appendix A.
Check…and Double Check
Timing: The Proposal Defense presentation should be no longer than 30 minutes.
Be sure you have the approval of your DPI Chairperson and Committee for everything in the presentation; if you are unsure of something, clarify it prior to your defense call.
Practice multiple times.
Format
DO:
Use this GCU slide layout.
Use an easy to read font size.
Use figures and tables.
DO NOT:
Do not add slide transitions, animation, or sounds that are distracting.
Do not crowd slides with excessive text.
Oral Presentation
Create notes in your presentation of the points you want to cover in your oral presentation of each slide.
Except for specific content, such as clinical questions, do not just read the slides. Paraphrase in a conversational, yet professional manner (the result of practice, as per the prior slide).
Your oral presentation should explain or expand upon what is on the slides; it should not reiterate the content.
Title Page
Start with a title page that uses the title of the DPI Project
Investigator's Background
What qualifies you to do this project?
Credentials
Experience
Etc.
BE VERY BRIEF.
Topic Background
Why this topic?
History
Need
What needs(s) in practice does the research identify? What need will your project address and implement?
You can use more than one slide to address each of the categories.
Problem Statement
Your problem statement should clearly and explicitly state the reasons you are doing your study.
The purpose of this study is to…
Importance of the project
How might your project impact the field of study or health care outcomes?
How could it impact your work as a professional?
What else is significant?
Theoretical Foundation
If it is discussed in your project, include a slide on the philosophical orientation.
For example: critical theory or social constructivism
clinical Questions
Number your questions to facilitate easy reference during discussions with the committee members.
Methodology
Define which major category of methodology you implemented for your project.
Include your rationale as to why your chosen methodology is appropriate to your clinical questions?
Cite relevant methodology literature in support of your choice of methodology.
Specifics on Methodology
Depending on your choice of methods, you may need
to outline specifics such as (including but not limited to):
Variables—PICOT
Participants—number, how selected, IRB considerations, demographics
Reliability and validity
Methods of data collection
Data analysis
Limitations
You may need multiple slides for these categories.
References
List only those cited in the DPI Project Proposal Defense presentation.
One slide should be sufficient ...
At the end of the module, you should be able to:
1. Assess DE Stakeholder's needs and wants for technology
2. Develop a framework for assessing a DE stakeholder's needs and wants for technology
Running Head ADDIE Worksheet- HRMN 4061ADDIE Worksheet- HRMN 4daniatrappit
Running Head: ADDIE Worksheet- HRMN 406 1
ADDIE Worksheet- HRMN 406 2
ADDIE worksheet – HRMN 406
Student Name and Number
Institutional Affiliation
Course Name and Number
Instructor’s Name
Assignment Due Date
1. Analyze
What is the learning need? The main need for this learning is to subject employees to training on how to manage cyber threats within the organization. The rate of cyber threats has increased, and therefore it is important to develop proactive measures to protect the organization (Ross, 2019).
Who are your learners? What are their backgrounds? What do they already know? My learners are the organization’s employees. They understand their responsibilities within the organization. For instance, they know it is their duty to ensure they have achieved the organization's objectives.
What do the learners need to know? Summarize the content of your training program. Employees will get to know dozens of things at the end of this training. First, they will know the main cyber threats the organization is likely to face. Secondly, they will learn how to prevent these threats from occurring (Ross, 2019). For example, they will learn how to examine software and determine whether viruses infect them, install firewalls in the computer system, and store data in the cloud, among others.
Delivery/Resources/Timeline. What is the delivery method? What resources will you need? What is your timeline? There are two strategies I will use to deliver the training. The first method is a physical interview whereby I will interact with the trainees. Secondly, I will use virtual training for those who cannot attend a physical interview. In order to deliver the interview, resources such as internet connection, computers, and writing materials (Ross, 2019). The training program will run for one week.
2. Design
Outcomes. At the end of the training, the learners will be able to: 1) run antivirus software in the computer system to detect whether viruses have infected the system. 2) Develop antivirus software. 3) Install a firewall in the system in order to prevent unauthorized access. 4) Update computer software (Ross, 2019).
Instructional methods. Describe activities and how learners will engage with the material: learners will engage with training resources through practicing using computers. For example, they will use computers to develop firewall software which they will later install in the system to enhance the system's security.
Assessment: What can the learners do/show/present/submit to show they have learned the content? There are several things that learners will do to show they have learned the content. First, they will install software on the computer system 2) Install firewall 3) Penetration testing to determine whether the software developed has weaknesses or not 4) Run antivirus software in th ...
Introduction
Student Name
Your Name
School Name
School where you are completing your hours
Grade Level(s)
Grade level(s) in which you are completing your hours
Class Size
The number of students in the class where you are completing your hours
Subject Area(s)
Subject areas addressed through your lesson
Lesson Plan Title
The title of your lesson plan
Time Frame
The time that your lesson plan will be implemented
CT’s Name
The name of your cooperating teacher
Learner Profile (Describe the composition of the class to include general education, English Language Learners (ELL) and Exceptional Student Education (ESE) students. List unique characteristics of learners such as eligibilities, ability levels, etc.)
Include a narrative in paragraph form of the aforementioned information specific to the students you are implementing the lesson with.
Florida Standards and/or Next Generation Sunshine State Standards
(visit http://www.floridastandards.org/Standards/FLStandardSearch.aspx to select the appropriate standards for this lesson.)
WIDA Standards (visit https://www.wida.us/get.aspx?id=540; then see Page 3) Select all that apply
☐ WS1: For Social and Instructional purposes within the school setting.
☐ WS2: Information, ideas and concepts necessary for academic success in the content area of Language Arts.
☐ WS3: Information, ideas and concepts necessary for academic success in the content area of Mathematics.
☐ WS4: Information, ideas and concepts necessary for academic success in the content area of Science.
☐ WS5: Information, ideas and concepts necessary for academic success in the content area of Social Studies.
Learning Outcomes (State what the student will be able to do. Align outcomes with the standards identified above.)
Specifically state the ways in which your students will demonstrate mastery of the standards.
Instructional Materials and Technology (List everything needed in order to implement this lesson.)
Please complete this section using bullets. If I duplicate this lesson, what is everything I would need to do so? (Include links to websites when applicable)
Implementation
Entry Event (Describe your opening activity that will activate prior knowledge and engage students.)
Please provide a narrative of how you will introduce the lesson and activate prior knowledge.
Direct Instruction (Describe how will you present the concept/skill to students.)
Please number the steps and provide a description of each step.
Experiential Learning (Describe the activities the students will complete with teacher support and/or peer collaboration to reinforce concepts presented during direct instruction.)
Please number the steps and provide a description of each step.
Closure (Describe the reflection methods and reinforcement strategies you will use to conclude the lesson.)
Please provide a narrative of how you will conclude the lesson.
Evaluation and Monitoring
Accommodations and/or Modifications (Describe how you will accommo ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
At the end of the module, you should be able to:
1. Assess DE Stakeholder's needs and wants for technology
2. Develop a framework for assessing a DE stakeholder's needs and wants for technology
Running Head ADDIE Worksheet- HRMN 4061ADDIE Worksheet- HRMN 4daniatrappit
Running Head: ADDIE Worksheet- HRMN 406 1
ADDIE Worksheet- HRMN 406 2
ADDIE worksheet – HRMN 406
Student Name and Number
Institutional Affiliation
Course Name and Number
Instructor’s Name
Assignment Due Date
1. Analyze
What is the learning need? The main need for this learning is to subject employees to training on how to manage cyber threats within the organization. The rate of cyber threats has increased, and therefore it is important to develop proactive measures to protect the organization (Ross, 2019).
Who are your learners? What are their backgrounds? What do they already know? My learners are the organization’s employees. They understand their responsibilities within the organization. For instance, they know it is their duty to ensure they have achieved the organization's objectives.
What do the learners need to know? Summarize the content of your training program. Employees will get to know dozens of things at the end of this training. First, they will know the main cyber threats the organization is likely to face. Secondly, they will learn how to prevent these threats from occurring (Ross, 2019). For example, they will learn how to examine software and determine whether viruses infect them, install firewalls in the computer system, and store data in the cloud, among others.
Delivery/Resources/Timeline. What is the delivery method? What resources will you need? What is your timeline? There are two strategies I will use to deliver the training. The first method is a physical interview whereby I will interact with the trainees. Secondly, I will use virtual training for those who cannot attend a physical interview. In order to deliver the interview, resources such as internet connection, computers, and writing materials (Ross, 2019). The training program will run for one week.
2. Design
Outcomes. At the end of the training, the learners will be able to: 1) run antivirus software in the computer system to detect whether viruses have infected the system. 2) Develop antivirus software. 3) Install a firewall in the system in order to prevent unauthorized access. 4) Update computer software (Ross, 2019).
Instructional methods. Describe activities and how learners will engage with the material: learners will engage with training resources through practicing using computers. For example, they will use computers to develop firewall software which they will later install in the system to enhance the system's security.
Assessment: What can the learners do/show/present/submit to show they have learned the content? There are several things that learners will do to show they have learned the content. First, they will install software on the computer system 2) Install firewall 3) Penetration testing to determine whether the software developed has weaknesses or not 4) Run antivirus software in th ...
Introduction
Student Name
Your Name
School Name
School where you are completing your hours
Grade Level(s)
Grade level(s) in which you are completing your hours
Class Size
The number of students in the class where you are completing your hours
Subject Area(s)
Subject areas addressed through your lesson
Lesson Plan Title
The title of your lesson plan
Time Frame
The time that your lesson plan will be implemented
CT’s Name
The name of your cooperating teacher
Learner Profile (Describe the composition of the class to include general education, English Language Learners (ELL) and Exceptional Student Education (ESE) students. List unique characteristics of learners such as eligibilities, ability levels, etc.)
Include a narrative in paragraph form of the aforementioned information specific to the students you are implementing the lesson with.
Florida Standards and/or Next Generation Sunshine State Standards
(visit http://www.floridastandards.org/Standards/FLStandardSearch.aspx to select the appropriate standards for this lesson.)
WIDA Standards (visit https://www.wida.us/get.aspx?id=540; then see Page 3) Select all that apply
☐ WS1: For Social and Instructional purposes within the school setting.
☐ WS2: Information, ideas and concepts necessary for academic success in the content area of Language Arts.
☐ WS3: Information, ideas and concepts necessary for academic success in the content area of Mathematics.
☐ WS4: Information, ideas and concepts necessary for academic success in the content area of Science.
☐ WS5: Information, ideas and concepts necessary for academic success in the content area of Social Studies.
Learning Outcomes (State what the student will be able to do. Align outcomes with the standards identified above.)
Specifically state the ways in which your students will demonstrate mastery of the standards.
Instructional Materials and Technology (List everything needed in order to implement this lesson.)
Please complete this section using bullets. If I duplicate this lesson, what is everything I would need to do so? (Include links to websites when applicable)
Implementation
Entry Event (Describe your opening activity that will activate prior knowledge and engage students.)
Please provide a narrative of how you will introduce the lesson and activate prior knowledge.
Direct Instruction (Describe how will you present the concept/skill to students.)
Please number the steps and provide a description of each step.
Experiential Learning (Describe the activities the students will complete with teacher support and/or peer collaboration to reinforce concepts presented during direct instruction.)
Please number the steps and provide a description of each step.
Closure (Describe the reflection methods and reinforcement strategies you will use to conclude the lesson.)
Please provide a narrative of how you will conclude the lesson.
Evaluation and Monitoring
Accommodations and/or Modifications (Describe how you will accommo ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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2. Introduction
Discuss the need for safety training
Introduce the instructional plan
Detailed breakdown of each phase
(Ascension Group, 2013)
3. The Need for Safety Training
Injury prevention
Less insurance claims Saves money
Reputation
Employment growth
(Eye Comm, 2017)
4. Course Description
Structured around learning goals
Brief yet concise
Become familiar with equipment
Identify different parts and safe use
Awareness of potential hazards
Create a safe environment
(All Hands Volunteers, 2017)
5. Target Audience Needs Analysis
Newer to the field or transitioning to a new position
Successful completion of course required before working
Diverse culture
Offered in different language
Accommodate different learning styles, preferences, and needs
Provide all necessary safety gear and equipment
6. How Learning will be Delivered
Will occur over 3-day span with 6 hour days
Mix of formal and practical training
First half will take place in workshop
Other half onsite
Hands-on
(Canopy Climbers, 2017)
7. Learning Goals
Safely operate tree equipment
Chains saws, chipper, stump grinder, power pole saw, lift, blower, etc.
Understand and identify the uses and parts of the equipment.
Identify potential safety hazards with use of the equipment.
Be knowledgeable of creating a safe work environment.
8. Objectives
Understand and identify the uses and parts of the equipment.
Trainee will be able to name and label the parts on each piece of equipment.
Trainee will identify and discuss what each piece of equipment is used for and when.
Performance based
Be measured by demonstration of skill
Require physical and mental skills
Decision making skills
9. Instructional Strategies and Activities
Hands-on activities
Real use of equipment
Projected information with informational packet to follow along
Trainer demonstrations
Scenarios to be assessed
Performing tasks together (trainer and trainee)
Take down a tree
13. Needed Resources
Access federal standards for arboricultural safety and operations
Reliable and expert sources
OSHA, ANSI, and TICA
Experienced members in the field
Boss and crew supervisors
Informational Packet
Safety Videos
14. Measuring the Objectives: Types of
Assessments
Worksheets to be labeled
Verbal identification with trainer
State operational procedures
Presented with two scenarios for comparison
Complete safety checklist
Perform different tasks at worksite
(CarbonTV, 2016)
16. Evaluation Instruments
Testing
Performance assessments
Anonymous end of course survey (trainee)
Trainer feedback
Random “sit-in” observations
Boss or crew supervisor
Secret trainee
(GENROE, 2017)
17. Future Decisions
Monitor performance rates
Take advantage of student feedback
Negative feedback indicates needed changes
Aligning OSHA standards and regulations
Other courses
(Pro Climb, 2010)
18. In Conclusion
Questions?
Reinforce the need for safety training
A well thought out instructional plan
The Boss’s approval
(ClipartFest, 2016)
19. References
Ascension Group. (2013). Arborist safety training. Image retrieved from:
http://www.ascensiongroupnw.com/html/courses/arboriculture.html
All Hands Volunteers. (2017). Helping rebuild. Image retrieved from:
https://www.hands.org/innovative-detroit-program-gaining-momentum-and-
producing-results/
Brown, A. & Green, T. (2011). The essentials of instructional design: Connecting
fundamental principles with process and practice. Upper Saddle River, NJ: Pearson
Canopy Climbers. (2017). Training. Image retrieved from:
https://www.canopyclimbertreecare.com/
CarbonTV. (2016). Tough jobs. Image retrieved from:
http://www.carbontv.com/shows/tough-jobs/seasons/1/episodes/2/?
ClipartFest. (2016). Accident prevention clipart. Image retrieved from:
https://clipartfest.com/categories/view/d745a2aed4279f1d7badf9efb9718809a40
93952/accident-prevention-clipart.html
20. References
Eye Comm. (2017). Money saving ideas. Image retrieved from:
http://www.eyecomm.org/blog/direct-mail-money-saving-ideas
GENROE. (2017). Getting started: A customer feedback survey template. Image retrieved
from: https://www.genroe.com/blog/getting-started-a-customer-feedback-survey-template
Noria. (2017). Selling your project to upper management. Image retrieved from:
http://www.machinerylubrication.com/Read/29399/sell-management-project
OSHA. (2012). Injury and illness prevention programs. Retrieved from:
https://www.osha.gov/dsg/InjuryIllnessPreventionProgramsWhitePaper.html
Pro Climb. (2010). Arborist training for professionals. Image retrieved from:
http://www.proclimb.co.nz/arborist-training-and-workshops/
Pro Parts Direct. (2016). Safety apparel. Image retrieved from:
http://www.propartsdirect.net/elvex-safety-apparell.aspx
Technabob. (2016). Great projectors. Image retrieved from:
http://technabob.com/blog/2016/05/11/build-a-home-theater-with-these-3-best-home-
theater-projectors/
Editor's Notes
Today we are going to discuss the need for safety training in our line of work: the arboricultural world. I am going to introduce you to an instructional plan I created for a basic arborist safety training course with a detailed breakdown of each phase. By the end, you will see it all come together, and I hope to gain your support and approval for this course and others.
No business wants their employees to get hurt for several reasons. Employees play a major role in the success of a business especially when it comes to production. The loss of an employee can mean slowed production as well as increased cost with medical bills, insurance claims, and workman’s compensation. Most importantly though, the fact that we are human and do not wish that any person suffers a serious injury, is incapacitated, or even dies especially while they are out doing the right thing and representing our company. OSHA estimates that implementation of injury and illness prevention programs will reduce injuries by 15 percent to 35 percent for employers who do not now have safety and health programs (OSHA, 2012). Those are significant numbers especially when it comes to saving lives and the quality of life. This safety training course supports are values and the interest we have in our employees. It is our responsibility to provide a safe work environment and give them the skills and information needed to be safe, just as much as it is the employees’ responsibility to follow safety procedures. Plus, most of the information is required for effective and efficient job performance. Aside from the human factor we also need to consider the financial aspects which are quite desirable. By reducing work related injuries, we are also going to see a decline in insurance claims and other financial costs that come along with accidents. In the end the company will be save a lot of money. This is also a part of building, well maintaining our reputation, as it stands behind safety for the employees as an interest in the company which can be attractive to job seekers and tie into growing the company. There really is nothing to lose, and this is an opportunity to better ourselves and has the company’s best interest in mind. So now I will walk you through a detailed look at the instructional plan and the future of H&M Lawn Service and their safety training courses.
The course description is structured using the learning goals. It is rather brief, yet concise giving us an idea of what the trainees will be learn upon completion of the course. In this course, learners will become familiar with the equipment an arborist and anyone in the tree service business will encounter over a 3-day training period. Learners will identify the different parts and how to use the equipment safely. They will also become aware of potential hazards, along with how to reduce the risks by creating a safe environment.
The target audience doesn’t fit to a specific age group, although it will likely have participants that are newer to the field or those that are moving to a different position, such as a ground worker to a climber. Safety courses are required before any new employee will be permitted to be on the work site. Assessing the current employees and considering new employees there will be a diverse culture, where English may not be the first language. The course can be offered in different languages at different times, translated, or information provided in a different language. Each employee has their own learning style and preference, so information will need to be given using multiple learning methods, such as the use of visual aids, hands-on learning, and written information. This field demands hands-on learning as it is kind of hard to get a picture of the uses and performance needs without seeing it. The trainees will also need safety equipment, standard equipment such as ear plugs, safety vests, hats, and glasses will be provided. Additional gear may be brought or purchased separately. Anything needed for training purposes such as rope for learning how to knot will be provided. The trainees will need information detailing all of this. The course will be prepared as if the trainees have basic skills for the field, yet also for those who have experience and are looking to expand their knowledge for a new position.
Training will occur over a 3-day span with 6 hour days, and include a mix of formal and practical training. The first part of the learning will take place in the workshop. This is where the trainees will receive detailed information about the equipment from parts, to uses, and hazards in the forms of written information to aid a visual presentation that includes the trainer demonstrating how to use the equipment and videos to support safe use, what to do in an emergency (first aid), as well as “what NOT to do.” The other half of the training will be hands on, even going to a jobsite, where the trainer will demonstrate/perform a task and the trainee will have the opportunity to carry out the same task under the supervision of the trainer.
These are the learning goals for the safety training course and serve as the foundation in the course description and should give you an idea of what is to be accomplished by completion. There is no point in creating any form of instruction without first setting goals for that instruction as it has to be designed to “do” something—whether it causes change in skill, knowledge, or attitude (Brown & Green, 2011). These learning goals are rather general, yet focus on the intention of the training. The specifics will come with the objectives which we will discuss next.
Like goals, objectives are focused on what will be accomplished at the completion of learning. The objectives are a little more specific and tell us what and how the learner will be affected by the course. It is the proof of what trainees will be learning and is measurable by assessment. These objectives are the stepping stones to the goals that have been set for the course and have been written using taxonomy verbs, such as “discuss, demonstrate, identify,” all of which set up the assessment phase. A well written objective will be guided by the ABCD format, which stands for audience, behavior, conditions, and degree. It will tell us when the learner is to take action, under what conditions, and how well they should perform. On this slide, you will see two of the objectives for one of the learning goals for the course to get an idea of the structuring compared to the information just discussed about the format and taxonomy verbs. Each learning goal has two objectives which you will find in your informational packet that you are hopefully using to follow along. I will quickly state each goal followed by its objectives.
Safely operate tree equipment (chainsaws, chipper, stump grinder, power pole saw, lift, blower, etc.)
Trainee will discuss safe practices for running each piece of equipment which includes identifying safety equipment needed and safe handling with coworkers.
Trainee will demonstrate how to properly handle each piece of equipment and use it in a real work scenario. (For example, they will have the opportunity to run wood through the chipper, blow leaves, make a wedge in a tree)
Understand and identify the uses and parts of the equipment.
Trainee will be able to name and label the parts on each piece of equipment.
Trainee will identify and discuss what each piece of equipment is used for and when.
Identify potential safety hazards with use of the equipment.
Trainee will recognize safety hazards in presented scenarios.
Trainee will differentiate between safe and unsafe handling and operating of the equipment.
Be knowledgeable of creating a safe work environment.
Trainee will identify safe practices in the work environment which include wearing safety equipment.
Trainee will evaluate a work site using a safety checklist.
Now, the objectives in this course mostly align with performance based objectives as they support learning that will result and be measured by the demonstration of a skill. For example, the trainee will need to demonstrate how to use the equipment and show that they can identify and recognize potential safety hazards. The learning itself will be quite direct and simple when it comes to going over the parts, yet assessing and identifying hazards in the environment as well as creating a safe environment will draw in on critical thinking skills as the trainee must consider not only themselves but the safety of their coworkers while applying it to the bigger picture. This learning will also require physical and mental skills as the trainee will need to be coordinated in a sense that they must be able to physically lift/use/operate the equipment while thinking about the job at hand and safety measures. The training and objectives also support decision making skills as the trainee will be presented with scenarios and must decide whether there are safety issues or not and how they to proceed following an inspection.
This course will avoid and breakdown nonstop lecturing and the primary source of instructional learning will be developed mostly around hands on activities. The activities will vary throughout each day of training and will be dependent on the information being presented. To familiarize the trainee with the parts and uses of the equipment the trainer will have the equipment available, will go over the parts with the equipment in hand, and will also present the information on a projected screen with arrows pointing and indicating which part is what. The trainee will also have an informational packet to follow along with. The trainer will demonstrate the material such as how to use the equipment and properly put on safety gear and each trainee will have the opportunity to mimic and try out the equipment under the supervision of the trainer. The trainees will participate in scenarios where they will discuss and demonstrate proper safety procedures. They will also be given scenarios that have “faults” where they must identify the hazards and suggest the changes to create the safest environment. Toward the end of training the trainee will go to a job site where they get to perform different hands on tasks such as making a wedge in a tree, roping and knotting the line, and sending branches through the chipper. Together the trainees will take down a tree which would align with getting field experience.
At the shop, we will need a projector and screen to display the images listing the parts of the equipment. This can be linked (connected) to a laptop which can also display the scenarios to be reviewed which will be presented in still images and short videos. Most the learning, will just require the tree and safety equipment, the trainee, and the trainer.
The development of this course will be the result of collaboration between the instructional designer (myself), the boss (John), and all crew supervisors which should be among us today. Each one of you are highly experienced in the field and familiar with federal standards that are required in the work environment and are necessary in the development of proper safety course. Each of you will be a resource in yourself for the development of course material and content as well as drawing in on reliable sources such as Occupational Safety and Health Administration (OSHA), American National Standards for Arboricultural Operations (ANSI), and the Tree Care Industry Association (TICA).
The development of the course will take place over 8 weeks. This chart briefly touches base and breaks down each step in developing the course and the time allotted for each phase. It will start will analyzing the needs of the trainees which will be assumed to have basic skills in the field and being ideal for the experienced worker needing training for a new position such as the ground worker switching to a climber. With the skills in mind and the purpose of the course identified the instructional designer (myself) and management (yourselves) will meet to determine what topics are to be covered and how the information will be presented such as the hands-on activity of running through the parts of the equipment and getting to try it out. We will discuss the safety hazards and the most effective way to present the material to the audience which will be a combination of video and kinesthetic activities that appeal to the needs and preference of the learner. After drafting and planning, it is time to start putting things in place with the development of assignments to match the information that is intended to be delivered and received in the course. It is at this part that supportive resources will be used and intertwined into the development of course material and activities which include things like OSHA standards. Once everything is drafted, John (the boss) will get to review it and make suggestions which will be adjusted in the learning plan. Then the trainer will be trained and a dry run will be presented to everyone that is here today (the boss and crew supervisors). With your approval, John, the course will be finalized and ready to offer to new employees and those wishing to advance or acquire new skills within the company.
There will be a variety of resources needed for the development of this course. Access to the federal standards for arboricultural safety and operations will be gathered from reliable and expert sources that include OSHA, ANSI, and TICA. Each and everyone of you listening today, which include the boss and upper management such as the tree crew supervisor and head climber are also considered experts in the field as you all have gained years of experience, knowledge, and training. Your input and active involvement in the course development and revisions is encouraged and welcomed. This information will be used to develop informational packets that support the course content. Other resources will include videos that will become additional materials to the course, such as the safety videos, that align with the topics being covered.
Trainees will be evaluated over the course of the training and activities will present the information multiple ways supporting repetition with the hopes of retention. This will be measured through assessment that includes worksheets with blank spots to label the parts of the equipment. They will also verbally identify the parts of the equipment with the trainer. (Two forms of assessment that support repetition, retention, as well as the learning styles and preferences of each learner). Trainees will state/recite the operational procedures that include safety measures prior to using it. The trainees will also be presented with scenarios both on worksheets and those created in a physical environment presented side by side where they will identify the safety hazards circling them and then list the necessary changes. Trainees will complete a safety checklist. Trainees will complete different tasks at the jobsite which include knotting the ropes using the knots they are asked to tie, cutting a wedge, putting wood in the chipper and so on. These activities support performance assessment.
This map was created to show you how everything in the course aligns and support the learning outcomes. Looking at it this way we can see the connections between each part such as how the goal ties to the objectives and sets up and leads to the assessment. For example, the goal is to have the trainee safely operate training equipment. One objective is to demonstrate how to properly use each piece of equipment and use it in a real work scenario. That word demonstrate is a taxonomy verb which sets us up for the assessment phase. We know the assessment will involve “doing” something. In this course, the thing to be done may be performing a requested task such as running wood through the chipper or making a wedge in the tree. It is a way to visual the support system and evaluate the effectiveness of the course design. Mapping was done to include all the learning outcomes and goals. There are 3 other mappings which can be found in the informational packet provided at the beginning of the presentation. Please take time to look over them now before we proceed.
Evaluating and assessing the effectiveness of learning will be the result of testing discussed in the prior phase which include labeling worksheets, verbally identifying parts, uses, and hazards, as well as performance assessments that are hands-on where the training will have the opportunity to demonstrate the skills they learned such as how to tie a knot in the rope. The ability to do this will show skill competency which in return means the learning was effective. At the end of the course students will be asked to participate in an anonymous survey which will be used in hopes of determining the feelings and opinions about the course, whether they felt they learned what they needed to know, what they liked and what could be better. It is really to get a sense of the overall experience and a way to measure if the course is meeting the needs of the trainees. The feedback will be available for review by the trainer and instructional designer and they can use this information to tweak the course as needed. The trainer will have the opportunity to recommend adjustments such as with delivery methods that they will become aware of through the interactions and feedback from the trainees. To ensure the course is on point and covering all the objectives different employees such as a crew supervisor or the boss could randomly sit in and observe giving feedback, or a “secret” trainee may be asked to sit in and give a thorough assessment of what they thought of the course which may prove to be effective since they would serve as a fresh set of eyes/someone who was not a part of the original design of the course.
If the performance rates drop, such as seeing more failing than passing this would suggest failure in information delivery which would need to be assessed and adjusted as needed. Areas that raise a big concern for students such as negative feedback in the surveys will be thoroughly investigated and changes made if determined to be needed. This course is a basic course for entry level skill that will be the stepping stone to other courses that include tree climber specialist course, ideal for the worker who wants to be a climber or a safety course for working around electrical hazards such as power lines. These courses should all be separate as they are different areas of expertise and the information would be overwhelming all at once, even though some safety skills overlap. Courses will also need to be up to date and adjusted when federal safety and OSHA standards are changed to uphold these standards. Safety standards and regulations will continually be accessed and acknowledged so the course complies with mandatory regulations that are necessary for proper training and certification.
As we approach the end of this presentation, I hope I have peaked your interest and gained your support for offering this safety course, as well as others that can branch of this. Together and with such training we can make great employees who are safe, efficient, and productive and have the ideal work environment and tools needed to be successful. We can reduce the number of injuries and fatalities with just one mandatory course alone, and what is there really to argue about that? As you can see I have put a lot of thought into the design and structure of course and created many opportunities for each of you to participate in as your opinion, knowledge, and skills matter and have been recognized. Now I leave a time for you to ask questions, followed by my own question: “John (boss), do you approve?” (With the expected yes) Alright then let’s start training!