Needs Analysis Design Brief (Municipal Complaint)

Executive summary (half to one page):

A recent increase in negative comment cards and distribution of courtesy passes at a Centre
was flagged during an internal audit by the Municipality. With further investigation, the
recreation services team identified areas of improvement for their Program Leaders that provide
frontline service to the general public. After conducting a thorough needs analysis,
recommendations for instructional and non-instructional training solutions were brought to the
table. The details of the training program will be outlined in this design document. The training
program serves as an instructional intervention to help Program Leaders improve their skills
and knowledge within their services, succed in reaching Key Performance Indicators (KPIs)
and upkeep of their learning and development through ongoing training.

This training program will be provided in a blended format, to be delivered over the course of 1
week (2 half days of instruction followed by asynchronous training). Interspersed with in-person
learning will be job shadowing opportunities and online modules which will be conducted within
a 2-week time frame. Upon completion, Program Leaders will be expected to demonstrate an
understanding of their daily roles and responsibilities, conduct and evaluate a variety of
programs, and demonstrate appropriate customer service skills. In addition, Program Leaders
will be expected to assess and reflect on different case scenarios and differentiate situations
where they’re required to address negative comment cards or refer to the recreation services
team when necessary. The instructional strategy of the training program will be modeled after
Dick & Carey’s Five Learning Components. To achieve the instructional goals, the training
program will offer a variety of learning which include on-site training, eLearning and on-going
support. During instructional time, Program Leaders will be participating in training related to
on-boarding which directly teaches staff about roles and responsibilities while delivering a clear
understanding of their job description. This will be completed through presentations, Q&As and
reference of pre-made documentation such as policies and procedure manuals. Instructional
time will be followed up with a variety of activities which include group discussions, role-playing,
asynchronous eLearning modules, demonstrations, quizzes and observations. To ensure
success of the initial training program, there will also be the inclusion of follow-through activities
which include staff reflect and share, annual in-service programs, and application of job aids.
Assessment of learning will be evaluated by criterion-referenced tests. These assessments
include both formative and summative evaluation with objective-based quizzes, demonstration
with critical feedback and skill-based design evaluation charts. The training program will be
created by the training & development team in consultation with the recreation services team.
With approval, the training & development team will begin to prepare the instructional solutions
listed in this report.

Provide a summary of the highlights in the report and an overview of the project context/background and
purpose of the design document.

Purpose statement and instructional goals:

Purpose Statement:

The purpose of this training program is to provide a foundation of training procedures that will
assist staff in achieving desired performance standards in order to reduce the amount of
negative comment cards received and courtesy passes given out.
Instructional Goals:
1. Program Leaders will adhere to standard operating procedures to provide high
level programs and follow appropriate customer service protocol when
addressing patrons with a negative experience.
2. Program Leaders will reflect upon negative comment cards and refer to the
recreation services team if there is a dispute that they cannot solve within their
own program.
3. Program Leaders will process courtesy passess to the appropriate customers only when
determined to be eligible by standard operating protocols or to refer to the recreation
services team for further assistance

Include your purpose statement and instructional goals from the instructional analysis.

Design strategy overview (including a rationale for how your proposed design
will resolve the need):

The needs analysis determined that there was a performance gap for a specific role, Program
Leaders, in that they needed to reduce their negative comment cards received and distribution
of courtesy passes. The performance gap was a multi-layered problem, determined by a lack
of resources, motivation, knowledge and skill. In order to provide an instructional solution to
solve this performance gap, there were 3 recommendations for training interventions.

1. On-boarding and training

2. On-site training
3. On-going support

This training program was proposed with Dick & Carey’s Five Learning Components model as
its design base. It is a blended learning program with 12 hours of direct instructional delivery
over the course of 2 days. The program also includes a job shadow portion which is to be
scheduled by the recreation services team over the week following the participation in the
program. Asynchronous eLearning modules will also be part of the presentation to be
completed during job shadow shifts when away from observation. The program will be broken
down as follows:

1. Module 1: On-boarding and On-site (Day 1)

- Learners will be given direct presentations on roles and responsibilities
- Learners will be provided clear expectations of their job description
- Learners will be trained on how to apply policies and procedures to their work situation

2. Module 2: Interactivity (Day 2)

- Learners will be discuss and reflect on case studies
- Learners will analyze scenarios and seek appropriate response
- Learners will participate in role-playing activities to practice a variety of scenarios

3. Module 3: Asynchronous and Observations (3 days throughout the week)

- Learners will be provided opportunities to shadow senior employees
- Learners will complete eLearning modules that validate instructional goals
- Learners will be expected to complete all on-boarding modules (10-15 minutes each)
prior to their first independent shift
This design strategy combines cognitive and constructivist approaches with direct instruction
to set a foundation of knowledge and facilitation to validate skills and instructional goals. Dick
& Carey’s instructional strategy model incorporates the promotion of pre-requisite skill with
learning content which is covered during instructional time. The shift to interactive participation
will access a new format of learning which will encourage development of new skills and allow
learners to synthesize their knowledge through participation and feedback. Program Leaders
will also be provided access to eLearning modules as they are familiar with LMS based delivery
from their initial hiring training via the Municipality. The asynchronous nautre of self-paced
eLearning modules provides familiarity and relieves stress towards competitive race for
mastery. Overall, the training program is expected to be completed over 1 week (5 business
days). Direct instruction will take place over 2 days while job shadowing and eLearning modules
will be completed over 3 days. If a learner is behind, they will be provided the opportunity to
continue completing the eLearning modules at their own pace but cannot work an independent
shift until they have been completed. The design strategy expects to remedy the performance
gap through standardized training for a foundation of knowledge, experience provided through
analysis and practice and on-going support through job aids (checklist and reference guides).

Include a program description, high level topics, high level outline of the solution, length of program,
delivery strategies (i.e. self-study, online, in-class, etc.).

Learner audience:

Program Leaders are the focal point of this training program as they are the main contact for a majority
of the programs conducted at the Centre. In the context of this specific training initative, we will
be focusing on the Program Leaders that conduct programs for gymnasium sport as that was
the main source of discrepancy when determining need. Program Leaders report directly to
Recreation Leaders whom in-turn report to the Complex Manager and Program Coordinator.

Program Leaders range from age 18-28 with the mean age of 21. They are typically the least
experienced working group in the Centre. A majority of them are recent high school graduates or
current university students. Often, Program Leaders are former participants or volunteers in programs
at the Municipality.

Program Leaders are hired based on a seasonal need such as Summer Camps, change in
season sports (Summer to Fall sports, for example) and after school programming. This causes
a huge influx in new personnel during these hiring seasons with inadequate resources such as
time and space to properly train each cohort. Program Leaders then are interspersed to
different departments such as gymnasium sport, fine arts and youth groups. Program Leaders
are also often transferred to other facilities depending on need.

Program Leaders working at the Centre will now be required to complete this training initiative before
conducting any programs. This will ensure all Program Leaders have the necessary entry skills before
being asked to work on their own. This training will also facilitate a standardization of knowledge and
skill between Program Leaders as each cohort has a variety of previous experience and prior training
from internal or external sources. All Program Leaders will have partaken in an initial hiring training
by the Municipality before they are assigned to Centres. This initial hiring training requires that
Program Leaders understand how to conduct themselves as professionals and representatives of the
Municipality. All Program Leader staff will have this prerequisite knowledge and will be entering this
training initative to explicity improve direct job performance in their respective role. At the time of
initial hiring training, all Program Leaders would have been set-up with credentials for an LMS login.

Include a brief summary statement from your learner analysis to describe the learner characteristics,
performance context, and any entry skills/prerequisite knowledge.

Instructional strategy (including learning objectives, etc.):

The instructional strategy for this training intervention follows Dick & Carey’s Model of
Instructional Strategy. In this model, there are five learning components.

1. Pre-Instructional Activities
2. Content Presentation
3. Learner Participation
4. Assessment
5. Follow-through activities

As indicated in Appendix A, B and C, there is a variety of instructional and assessment methods

provided for this training intervention. Module 1 focuses on providing direct instructions on non-
negotiable procedures, policies and protocols. The instructional strategy (Appendix A) behind
Module 1 serves to engage the learner in an otherwise routine process. There are activities and
assessments designed to help a learner analyze multiple scenarios and apply their learning to
them. In addition, pre-instructional activities are conducted to improve team morale and to
encourage and motivate staff to perform at the best of their abilities with the idea that there is
job advancement opportunities within the Centre. Follow-through activities include checklists
and other job aids to enhance performance for Program Leaders once the training intervention
has taken place.

Module 2 (Appendix B and C) is set for high levels of interactivity. It takes the learning from
Module 1 and provides a setting where the learning can be applied. Content focuses on role-
playing, case analysis and scenariobased discussions and feedback. Further asynchronous
learning is also conducted and assessed through eLearning modules.

Describe a high-level strategy for the entire solution. Use the Design Evaluation Chart as a start for this
section.

Assessment strategy:

The training uses a variety of criterion-referenced assessments and include formative and
summative assessment strategies with relation to instructional goals and learning objectives.
Learners will be given a chance to complete same-day quizzes, group discussions, case
analysis, and receive critical feedback. There will also be eLearning modules that can be
completed asynchronously with graded quizzes by the LMS. The macrostrategy for assessment
involves a variety of different formats to cater to all leaners and ensure the experience has an
overall decreased level of stress when referring to evaluation for learners. A summary of
assessments is as follows:

1. True/False LMS Graded Quizzes

2. Yes/No LMS Graded Quizzes
 3. Multiple Choice LMS Graded Quizzes
4. Short answer LMS Questions – Graded by Recreation Services Team
5. Feedback during role-play scenarios
6. Feedback during group discussions
7. Feedback during group activities and presentations
8. Job Shadow Q&A opportunities

Describe the overall evaluation methodology.

Implementation Plan:

The training program is to be conducted by the Recreation Services Team for cohorts of
Program Leaders determined by their hiring schedule. For current Program Leaders, the
training program is to be implemented in an in-service scheduled by the Recreation Services
Team. Senior program leaders will pilot the in-service first, as they are determined to have the
highest outcomes of success upon completing the program. The program will be deployed over
the course of 1 week which includes 2 full days of instruction. Upon completing the 2 days of
instruction, Program Leaders will be provided the opportunity to job shadow senior Program
Leaders over the course of 3 separate shifts. During these job shadow shifts, Program Leaders
will be provided down time to complete eLearning modules prior to working their own
independent shifts. The training program will be delivered face-to-face for the 2 instructional
days which will include technology integrated delivery (presentations, online quizzes, etc.,) and
the eLearning modules will be conducted through a LMS that all Program Leaders will have
access to. The external learning & development team will develop the content with consultation
from the recreation services team. Upon completion of the training program, the external
trainers will facilitate their use with the recreation services team. The recreation services team
will then manage their implementation with Program Leaders and dictate the logistics required
to conduct the program (access to technology, scheduleding etc.,). The training program is
estimated to have its first draft of content for review within 2 weeks. If the Centre determines it
would like to proceed with the contents developed, then the project will be finalized at that point.
Otherwise, further delays may be caused due to design updates and development. Once the
program has been finalized, there is an expectation of deployment for the pilot in-service will
begin immediately. Out-of-scope context for implementation will be updated questions and
scenarios for subsequent years of Centre mandated annual in-service.

Outline any requirements for the deployment of the solution, general delivery methods, and
implementation plans (when it will launch, expected delivery and completion dates, including pilot,
communications strategy).

Appendix A – Dick & Carey’s Instructional Strategy

MODULE 1
Learning Contents/Topics Activities Time Resources
Objectives Frame
1. Given the - Roles and Preinstructional Activity: 2 - Handouts on
handouts and responsibilities of - Present background of hours roles and
presentation a general training team leads responsibilities
slides for roles Program Leader
and - Explicitly represent how - PowerPoint
responsibilities, - Roles and proper training can lead to Presentation
identify the responsibilities of successful work outcomes
scope of roles a Program and assist in advancing - Kahoot/Other
and Leader in a career online game
responsibilities specific platform
of a Program department Content Presentation and
Leader with (Gymnasium Learner Participation: - LMS Platform
80% accuracy Sports, Fine Arts, - Assess prior knowledge for quizzes
Camps and of learner understanding of
Special Events) roles and responsibilities of - Mobile
Program Leaders and devices/laptops
- Roles and Recreation Services Team
responsibilities of with an anonymous - Projector
the Recreation “Kahoot” type game
Services Team - Internet
- Trainer will pick out a few access
of the majority incorrect
answers and explain the
correct answer

- Present roles and

responsibilities of Program
Leaders and Recreation
Services Team

- Ask each learner to write

down a sample role and/or
responsibility and the
cohort will discuss as a
group

Assessment:
- Online quiz about roles
and responsibilities
- Split the cohort in 2
groups. One group is roles,
other group is
responsibilities. Create
visual aids for respective
groups.

Followthrough:
- Create a visual aid to
display information (Venn
Diagram for example)

2. Given the - Expectations of Preinstructional Activity: 2 - Handouts on

handouts and a Program - Discussion on positive hours job description
presentation Leader and negative customer
slides for job experiences with learners. - PowerPoint
descriptions, - Expectations Highlight Presentation
explain the of the Recreation memorable/positive
expectations of Services Team experiences. - Kahoot/Other
conduct for a - Discussion on positive online game
Program Leader - Safety of work culture platform
with 90% employee and
accuracy what they are not Content Presentation and - LMS Platform
expected to do Learner Participation: for quizzes
- Presentation on job
description and - Mobile
expectations of Program devices/laptops
Leaders and Recreation
Services Team - Projector

- Identify why achieving - Internet

expectations will relate to access
positive customer
experiences

- Identify why achieving

expectations will relate to a
good work culture

- Identify why achieving

expectations will relate to
safe work environment

- Discussions to relate
expectations to positive
customer experiences,
good work culture and safe
work environment

Assessment:
- Online quizzes about job
description
- Create a column for
expectations of Program
Leaders and another
column for Recreation
Services team. Ask
learners to write examples
under each

Followthrough:
- Create checklist for
expectations
3. Provided the - Policies and Preinstructional Activity: 2 - Handouts on
policies and procedures - Discussion on how hours policies and
procedures manual policies and procedures procedures
manual, apply protect staff (legally) and
the policies and - How to read make it easier for them to - Policies and
procedures to and apply each do their jobs procedures
varied contexts policy and manual
and situations procedure Content Presentation and
with 90% Learner Participation: - PowerPoint
accuracy - Factors that - Presentation on policies Presentation
may require and procedures with
additional reference to manual - Worksheets
assistance from with case
Recreation - Q&A about grey areas of studies
Services Team policies and procedures
- Kahoot/Other
- Present case studies online game
where policies and platform
procedures need to be - LMS Platform
applied for quizzes

- Discussion with group on - Mobile

application of policies and devices/laptops
procedures
- Projector
Assessment:
- Online quizzes about job - Internet
description access
- Split cohort in half. One
cohort creates scenarios,
other half will apply policies
and procedures to those
scenarios. Switch.

Followthrough:
- Make policies and
procedures manual
available
- Job-aid with most
commonly applied policies
and procedures
Appendix B – Task Analysis
Entry Skills for all Instructional Goals
- Learner has completed initial hiring training by the Municipality and understands their
representation of the Municipality
- Learner has accessed and completed initial hiring training eLearning modules from the
Municipality
- Learner has participated in Module 1 training and has completed the associated assessments

Instructional Goal #1 with Steps:

Program Leaders will adhere to standard operating procedures to provide high

level programs and follow appropriate customer service protocol when addressing patrons
with a negative experience.

Step 1: Partake in Module 1 training for policies, procedures, job expectations, roles and
responsbilities
Step 2: Conduct programs with learning provided in Step 1
Step 3: Analyze patron experience at the conclusion of each program
Step 4: Follow protocol learned in Step 1 to address negative experiences with patrons

Instructional Goal #2 with Steps:

Program Leaders will reflect upon negative comment cards and refer to the
recreation services team if there is a dispute that they cannot solve within their
own program.

Step 1: Read and reflect upon receiving any negative comment cards
Step 2: Analyze the patron experience and determine the next course of action
Step 3: Follow-up with patron through conversation and determine validity of complaint
Step 4: Refer to recreation services team if the complaint cannot be solved

Instructional Goal #3 with Steps:

Program Leaders will process courtesy passess to the appropriate customers only when
determined to be eligible by standard operating protocols or to refer to the recreation
services team for further assistance.

Step 1: Analyze the negative experience for eligibility of courtesy pass distribution as per
training received in Module 1
Step 2: Inform patron and distribute courtesy passes as determined by eligibility
Sub-Step 2: Refer to recreation services team if patron is determined ineligible for courtesy
passes and the problem cannot be resolved
Appendix C – Design Evaluation Chart
Module Skill Learning Objective Sample Assessment
A Instructional Goal #1: Terminal Objective #1: Circle True or False to
Program Leaders will Given training with statements of operating
adhere to standard operating procedures, procedures (Assessed
operating procedures to conduct programs in through eLearning
provide high accordance to the modules)
level programs and training and follow
follow appropriate protocol for addressing 1. A program leader is
customer service negative patron expected to lead the
protocol when experience program as described
addressing patrons with in the course
a negative experience. description (T/F)

2. A program leader is
Step 3 and 4: Performance Objective expected to have their
#1: After conducting materials, equipment
analysis of patron and other necessary
experience, follow items prepared before
protocol in addressing the start of a class (T/F)
patrons that have
received a negative 3. A program leader is
experience paid by the hour and is
expected to clock out at
the end of a program
even if participants
have not been picked
up (T/F)

4. A program leader is
meant to lead a
program for its
participants and should
not engage with
parents or contacts
outside of the class
(T/F)

5. A program leader is
never in the wrong so
defend yourself through
argument if receiving a
complaint (T/F)

6. A program leader
should attempt to
resolve a dispute if a
patron has identified a
negative experience
(T/F)
 7. A program leader
should defer to
documented protocols
when explaining
policies and procedures
to patrons (T/F)

Assessment will be
conducted in the form
of critical feedback
during role-play
scenarios

Assessment will be
conducted through
group discussions

B Instructional Goal #2: Terminal Objective #2: Case studies will be

Program Leaders will Given feedback from distributed on an
reflect upon negative patrons whom have eLearning module for
comment cards and refer written a negative analysis. Learners will
to the recreation services comment card, address answer assessment
team if there is a dispute and follow-up with through short-
that they cannot solve patrons to resolve answer/short-
within their dispute paragraph explaining
own program. their analysis of the
situation. Assessment
will be rubric based and
seeks to find specific
answers related to
policies and
procedures.

Step 3 and 4: Performance Objective 1. A patron was held up

#2: After reflecting upon in a traffic jam on their
negative comment cards, way to pick up their
follow-up with patrons child from your
through conversation to gymnasium sport
resolve dispute or refer program. They called a
to recreation services friend of theirs to go
team pick up their child for
them since they
wouldn’t be able to
come to the Centre for
another hour and the
child had a piano
lesson shortly after.
When the patron’s
friend arrived to pick up
the child, the program
leader did not release
the child into their
custody because the
friend was not listed as
an authorized guardian.
The friend called the
child’s parent to
validate their claim of
assisting in picking-up
the child. The program
leader refused to
acknowledge the call
and did not release the
child until their parent
came to pick them up.
The parent filled out a
comment card and
explained their
experience, indicating
the program leader was
being unreasonable,
did not know the
procedures of child-pick
up, indicated they have
validated a pick-up via
phone before and that
the program leader
caused them a loss of a
piano lesson. Please
pick all policies and
procedures that apply
to this scenario and
indicate them where
appropriate. Explain the
validity of the complaint
from both the Program
Leader’s perspective
and the parent’s
perspective. Make
suggestions for
improvement of
conduct for Program
Leader if applicable.
Provide a short
transcript of how to
approach the situation
with this parent.

C Instructional Goal #3: Terminal Objective #3:
Program Leaders will Given a negative
process courtesy comment
passess to the card/experience
appropriate customers feedback from a patron,
only when assess the validity of
determined to be eligible complaint and distribute
by standard operating courtesy passes if
protocols or to refer to eligible as per protocols
the recreation
services team for further
assistance
Step 2:
Performance Objective
#3: After addressing
negative comment cards,
distribute courtesy
passes to patrons whom
have been deemed
eligible
Sub-Step 2:
Performance Objective
#4: Given a dispute due
to informing patron of
ineligibiltity of receiving
courtesy passes, refer
patron to recreation
services team to resolve
their complaint
Assessment will be
conducted through role
playing scenarios.
Circle Yes or No if a
courtesy pass should
be issued in various
contexts of negative
patron experience.
(Assessed through
eLearning modules)
1. Patron forgot they
had signed up for a
sport program for their
child and missed the
first 2 weeks. (Y/N)
2. A program had to be
cancelled due to an
unforseen maintenance
issue in the building. All
patrons were sent
home that day (Y/N)
3. The patron claims
the program is not what
she signed up for and
that it isn’t fair to them
(Y/N)
Multiple choice with
scenario based
questions
1. A patron is told their
child is not welcome
back to a program
because of repeated
aggressive behavior
towards other children
and there has been no
improvement after
several interventions.
A) Give them courtesy
passes for the
remainder of their pre-
paid sessions
B) Deny any courtesy
pass distribution
because the problem is
the patrons fault

C) Refer to recreation
services team

D) Give them one

courtesy pass just for
the day