2. New-Engineer Employee 2
New-Engineer Empoyee OSHA & Safety Training Module
Course Design Document
Executive Summary
Learning Need Opportunity:
The target learner audience does not have a training module that addresses departmental
required knowledge and skills for OSHA and PPE specific to their daily job. Each new
engineering employee is required by OSHA law and regulations and employer requirements to
have the related knowledge and skills to maintain employment status and be safe in an
industrial environment. The instructional goals will give the learners a newly found and usable
knowledge of OSHA and ability to successfully enter into work related situational
environments and know how to select proper PPE’s to protect themselves and others from
harm. The defined learner is twenty five to thirty years of age, male dominant, and has an
academic Bachelor’s degree in mechanical engineering which entails CAD (computer aided
drafting) training, knowledge assessments, and having no relative topic experience. The
learners are a “captive” audience and are “extrinsically” motivated.
The delivery environment is a “directed” one with technology-based training within the
environment as a learning tool. The technology-based training has multi-functional usability.
Through verbal, demonstration, and interactive training learners will learn about OSHA and
industrial corporate laws and regulations. Assessments include observable verbal,
demonstration, and written strategies. Content sources will be credible text, video shorts, and
verbal materials that are provided and approved by the client. The deliverables will be tested
and evaluated through test pilot classes and written surveys given by volunteer and/or assigned
test pilot learners and the pilot course trainer(s) before project closure.
This executive summary is subject to change to meet the requirements, expectations, and
goals of the client.
Version Control
This document is subject to change until it has been approved. The version control table would
include the document name, the document stage, the revision summary, the date, and who submitted
the information.
Course Details
The Course Details Section is a copy of the Course Overview Document.
Course Name(s)
New-Engineer Employee OSHA & Safety Training Module
ID
T
3. New-Engineer Employee 3
Curriculum
OSHA and PPE Safety
Course Description
Each learner will know who, what, and why OSHA is important to them. Each learner will
obtain the knowledge and skill sets to know which PPE(s) are appropriate for each scenario that he
and/or she may encounter as an engineer in the John Deere work environment. Each learner will
understand that he and/or she must maintain, dispose, acquire, and appropriately use PPE’s daily as
required by OSHA law and client standards and regulations to maintain safety in the work
environment and maintain employment status. Each learner will be able to enter data, interact, and
complete training within the LMS computer-based system. Sou
Student Learning Materials
Texts
Shortened hand-outs from approved and credible resources.
DVD
The DVD will contain a full-version of the related training information for this course, relative
video scenarios that contain explanations of scenarios, things to observe to determine proper
PPE’s for the relative scenarios, visuals to observe to identify PPE’s that could cause harm,
accidents (may contain sensitive material to express validity), warnings of sensitive material,
demonstration of the use of the computer-based learning interface, and appropriate references
and legal information.
PPE’s
A complete set of new PPE’s relative to the engineering department for each learner.
Physical set of PPE’s to use for demonstration and assessment activities.
Written Assessments
Pre-Assessment
Intermediate Assessment
Post-Assessment
Post-training survey
4. New-Engineer Employee 4
Instructor Teaching Materials
Texts
Complete instructions to produce this course consistently and effectively.
Master-Hand-Out’s
Master Assessment Answers
Master Lecture/Demonstration/Game materials
MasterDVD
Duplicated as needed for learners.
Points of Interest to add to authenticity of course.
Possible uses for the DVD in course training.
Electronic Media
Video Shorts with complete instructions of when and how to use them effectively.
Course Content
This section of the document is dedicated to the details of the course content.
Course Objectives
The course objectives section of the document for the course is a copy of the Course
Requirements Document.
SCANS Objectives
The SCANS objectives for the course refer to the Instructional Design Job Aid for guidance in
writing SCANS objectives.
Special Instructions to the Course Writer
This section would include specific details to the course writer for every written portion of the
course project.
Objectives and Course Outline
The objective and course outline table would include information such as the LSN (Lesson
Number), lesson title, reading, course objectives, lesson objectives, graded activities, and computer-
based activity ideas.
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Assigned Activity Matrix
The assigned activity matrix is a table that gives the details of the LSN, activity number, activity
type, activity description, the related deliverable, due dates, time on task hours, and the grading
criteria and considerations.
Time on Task Grid
The grid below is an estimation of the amount of time required to complete each component of
the course. Remember to allow for adult learner to leave class for bathroom breaks.
Lesson Estimated
Reading
(hours)
Estimated
On-screen
time (hours)
Estimated
Class
Activities
(hours)
Evaluations
(hours)
Course
Project
(hours)
Lesson
Total
(hours)
Pre-Test .15 .5 .45
Humorous
Lecture
.30 1 1.5
Assessment .15 .45 1
Computer
Activity
.5 2 .45 2.45
Lecture .5 1 2.45 .5 4.45
Video Short .5 .5 1
Assessment .15 1 1.15
Computer
Activity
.5 2 .5 2.5
Map &
Acquire Game
2.5 2.5
Computer
Lesson
.5 2 .5 2.5
Post-Test .15 .45 1
Demonstration
Assessment
.35 .45 .45
6. New-Engineer Employee 6
Post-Course
Survey
.15 .15
Total (hours) 21
There are no Credit Hours for this Training. It is based on a PASS/FAIL ASSESSMENT
Total time is comprised of:
1) Time spent “in class”
2) Time spent in demonstration of knowledge and skills learned, game, group interactivities.
3) Time spent reading, studying, problem solving, writing, or other activity.
4) Morning break, lunch break, afternoon break.
5) Being assessed by trainer and assessing the course after completion.
6) Computer-based learning
The total time of this course is three eight-hour days. Time on task for computer-based learning must
be timed and completed within a total of four hours over the three eight-hour days. If a learner is
lagging behind he and/or she may request additional time at the end of the day to complete the
activity.
Grading Criteria
Grading Conversion Table
Each learner must pass this course to maintain his and/or employment status. In the event the
learner fails this course he and/or she may attempt it one more time only before being dismissed by the
Activity Types Weights (%)
Pre- Assessment 5%
Demonstration of Knowledge and Skills 20%
Group Activity (Map, Acquisition, and Explanation
Game)
20%
Demonstration of Knowledge and Skills 30%
Post-Assessment 20%
Post-Training Survey 5%
Total: 100%
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employer. The learner may observe letter grades on activities but, not in the grade book. At the end of
the course each learner will be given only a pass/fail slip. The end of course slip must include a space
for trainer comment to the learner as end of course feedback.
Letter Grade Percentage Grade Point
A 90 - 100% 4.0
B+ 85 - 89% 3.5
B 80 - 84% 3.0
C+ 75 - 79% 2.5
C 70 - 74% 2.0
D 65 - 69% 1.5
D 60 - 64% 1.0
Fail <60% 0.0
Course Project
This specific training module is designed around interactivity with OSHA and PPE’s. This
training module will instruct all new-hire engineers in what OSHA is, how it relates to them as
employees in an industrial environment, how to report injuries, and explains, in detail, the PPE’s they
need for safety in all of the departments that he and/or she will enter when working on engineering
projects. All projects will create situational needs for different PPE’s than he and/or she will need in the
engineering department. This training module will teach these adult learners how to identify situational
circumstances, how to obtain proper PPE’ for the situation, prepare to enter situational environments
with safety in mind, and assist in preventing engineer related injuries.
Project Name
New-Hire Engineering OSHA and PPE Training
Project Description
This specific training module is designed around interactivity with OSHA and PPE’s.
This training module will instruct all new-hire engineers in what OSHA is, how it relates to them as
employees in an industrial environment, how to report injuries, and explains, in detail, the PPE’s they
need for safety in all of the departments that he and/or she will enter when working on engineering
projects. All projects will create situational needs for different PPE’s than he and/or she will need in
the engineering department. This training module will teach these adult learners how to identify
8. New-Engineer Employee 8
situational circumstances, how to obtain proper PPE’ for the situation, prepare to enter situational
environments with safety in mind, and assist in preventing engineer related injuries.
Project Objectives
In summary of Cennamo and Kalk (2005) intellectual skills would be required to differentiate,
classify, and solve the issue on their own in his and/or her given work environment within ABC’s
work site. In a directed learning environment a possible assessment for this scenario is learner
“demonstrations” of his and/or her learned knowledge and skill sets as the class progresses and as a
part of the final assessment.
At the completion of this project, the student will be able to:
Demonstrate knowledge of OSHA and explain its importance and value to the learner.
Identify the proper PPE’s to use in the related scenario and appropriately apply the use of PPE’s.
Identify damaged PPE’s
Dispose of PPE’s appropriately.
Acquire new PPE’s in accordance to client rules for acquisition.
Project Deliverables
Complete course instructions for trainer(s) to produce consistent results for this training course
(lesson plans). Include instructions for a failed learner.
Grade book with complete instructions for grading activities with assessment values and how to
calculate the score(s).
Hand-Outs that are complete, informative, relative, accurate, and serve as an in-class and after-
class resource.
Video shorts relative to the lesson they are applied to.
PPE’s for entering the engineering department.
Written Assessments to be completed by learner and assessed by the trainer(s).
Game map, intrinsic feedback ideas (for trainer), and physical PPE’s for the activity. Sign-off
sheets for activity will be collected by learners from the acquisition employee for this activity.
LMS for computer-based learning.
Project Details
9. New-Engineer Employee 9
This specific training module is designed around interactivity with OSHA and PPE’s. This
training module will instruct all new-hire engineers in what OSHA is, how it relates to them as
employees in an industrial environment, how to report injuries, and explains, in detail, the PPE’s they
need for safety in all of the departments that he and/or she will enter when working on engineering
projects. All projects will create situational needs for different PPE’s than he and/or she will need in
the engineering department. This training module will teach these adult learners how to identify
situational circumstances, how to obtain proper PPE’ for the situation, prepare to enter situational
environments with safety in mind, and assist in preventing engineer related injuries.
After this table I would include a table that gave lesson details for each part of the course project.
This would complete the design document.
In my scenario, entry-level engineers, the learner environment will primarily be a directed
environment. In summary of Hannafin, Land, and Oliver (1999, as cited in Brown & Green, 2011)
this scenario fits the “directed environment” because the instructional designer has mapped specific
instructional objectives, activities, and assessments.
When communicating to your design team the learner objectives and client expectations, I
believe, it is important to note how verbal and pictorial ideas can be interpreted and/or misinterpreted
based on an individual’s experiences, knowledge, skill sets, etc. (Jonassen & Henning, 1999 as cited
in Cennamo and Kalk, 2005) states, “The structural nature of mental models, their components and
relationships, can be represented by maps (Jonassen & Henning, 1999). These maps are multimodal
and may include metaphoric images that help the individual to connect a complex phenomenon with a
familiar system. Mental model maps are also multidimensional and contain structural, declarative,
procedural, and executive knowledge. Mental models can also be represented as images or metaphors
that enable the individual to connect the complex phenomenon with an image or system that is
familiar (p. 84).
Instructional strategies and design team standards are best summed up as a means to
communicate an exact set of guidelines that are allowed to be used for the project. These ideas are
presented in a format. Whether in black and white print or in media presentation format each member
of the team will understand what the boundaries of the project are without confusion. It is also a point
of reference as each member works on their project assignments.
The basic format and expectations of the interface and navigation of the online training can be
obtained by observing the other courses available in the client’s mainframe. Development tools for
this course will have options for the trainer to change up or down a lesson to meet the needs of each
learner and still create students that can successfully retain, synthesize, and pass this necessary course
for maintenance of employment status. A secondary computer-based LMS for OSHA and PPE’s for
engineers will also be designed to keep employees informed and up-to-date on new and relative
changes. The objective is to keep the layout as simple as possible, to use the same style to create
familiarity and performance consistency, and use some of the strategies already proven successful in
other courses provided by the client.
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Developmental tools such as the Pre-Assessment helps to meet the goal which is start all learners
with an equal base knowledge before the training kicks into the meat of the learner objectives. This
tool is easily adapted to the directed learner environment with computer-based training as a secondary
environment to deliver the content and make use of various tools for assessment. The pilot program is
also a developmental tool, that will help the trainer and the learners participate in the creation of the
project. The pilot assessment or evaluation is critical to every project. The client can randomly choose
or request (experienced) volunteer employees to take the course. This method of by-chance learner
groups can really give some great insight into the project before the initial roll-out through post-
course surveys. The trainer(s) can have opportunities to practice run the training course and add much
appreciated feedback to the design team. Though this is a short list of tools that can be used in this
training course, each one can be used multi-functionally and create assessment opportunities.
This training module is two-fold. A portion of the training is done on John Deere’s computer
system. Each learner will learn dual knowledge and skills related to entering personal codes to enter
the system, use email to contact the trainer and other classmates, use the LMS application within the
system to take some of this course training, and how to interact with it on his and/or her own to
access information and interact with other employees. The secondary application will be used the
duration of his and/or her employment with John Deere to access answers to immediate questions
after the course is over, gain updated knowledge and skills outside of the morning safety meetings,
and use the system to take other courses.
The assessment structure is designed to not just test “on paper” but, to engage students
cognitively to verbally and demonstratively “show the trainer” the knowledge has been retained and
synthesized. The learner must be able to recall information and apply it accurately to situations to
pass the training course. With this in mind, assessment strategies such as demonstration, verbal
explanations, and problem-solving (computer-based scenario select and placement) evaluation
methods can give a more accurate assessment of the learner’s progressive learning and ability to
synthesize the content. In summary of Cennamo and Kalk (2005) content organization includes the
target audience, the learner/delivery environment, and assessment.
Deci and Ryan (1987) states, when learners, whether adults or children perceive that they have
control over their own learning they achieve more positive outcomes, greater interest, more trust,
higher self-esteem and greater persistence. As instructional designers we can create this in technology
based training (p. 1026). All learners do not learn alike. With this in mind we, as instructional
designers, must take the time necessary to analyze our content to make sure it is accurate, to-the-
point, instructive, creates knowledge, and the required skills the project is to solve.
In conclusion, every part of the design project that makes the whole is to be accurate, solve the
learner and/or training problem, be consistent so that it can be reproduced, and meets the
requirements of the client that decide what he/she/they want their learners to retain and apply in real-
life situations.
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References
Brown, A., & Green, T. (2011). The essentials of instructional designer: Connecting fundamental
principles with process and practice. Boston, MA: Pearson.
Cennamo, K. & Kalk, D. (2005). Real world instructional design. Florence, KY: Thomas Wadsworth
Publishers.
Deci, E. L. and Ryan, R. M. (1987). The support of autonomy and the control of behaviour,
Journal of Personality and Social Psychology , Vol. 53, No. 6, pp. 1024-1037.
