BSU Case Study Analysis
Wolverine Team: Mary Lisa Lee, Iris Carter,
William Griffin, Kerry Troester
Team Process
● Individual team members review case study
● Split up case study questions
● Use Google Documents to collect comments, research and add additional
suggestions for each item
● Multiple team calls to collaborate and debate approach
● Each team member creates slides - edits and reviews other team input
Analysis of Tonya’s Steps
Overall Tonya has created a nice framework and completed appropriate steps
Some suggestions for additional steps:
1. Use ADDIE as a reference
a. Analysis: learn more about what the training will entail
b. Design and Development: consider the learner context of coaches
c. Implementation: use CLER and Project management strategies
2. Consider additional possible stakeholders
3. Increase communication with ALL stakeholders.
a. Share the goals of the training
b. Share the value and benefits
Additional Information Needed
● Details about Red Cross training
● Available instructors at BSU campus
● Example cases
● Determine additional stakeholders and gather data
about their beliefs
● Information about the medical community and emergency medical
technicians
Analysis of Interview Questions
Tonya’s interview questions are well constructed and
satisfactory.
Some additional questions should address:
● The health of student athletes
● How injuries have been handled in the past
● What happens if multiple players are injured at one
time?
Additional Recommendations
● Use Qualtrics to gather data from students and parents.
● Stress importance of a fully certified coaching staff and
trainers available to handle multiple injuries on the field.
● Investigate if ambulance/rescue squads are stationed
with two trained EMT personnel at all games
Analysis of Survey Questions
● The survey could be enhanced to assemble better information for analysis
and needs evaluation.
● Add questions in alleviate Dr. Morgan’s fears of injuries going unnoticed.
● No questions addressing the type of CPR/First Aid equipment on-hand
during practice/games
●
Survey didn’t address barriers to coaches and trainers not attending future
training.
Additional Survey Questions
● Ask about the medical equipment that is on-hand.
● What other medical conditions have the potential to need first aid or CPR?
● On average, how often has CPR needed to be performed at a
practice/game?
● Ask how confident personnel are at recognizing common medical events.
● Rephrase question 8 to ask about any possible schedule conflicts.
● Add questions asking about players returning after practice with new
injuries.
● Create a survey for the additional stakeholders (parents of athletes and
student athletes)
Analysis and Meaning of Survey
How to analyze:
● Calculate % response for each question
● Take note of individual narrative comments
Important Survey Takeaways:
● Only 28% of the respondents have CPR certification
● Only 29% of the respondents have first aid certification
● But 56% of respondents believe they would be extremely effective in
administering medical assistance
● Serious injuries are already occurring - 72% head injuries and 72% sneck
and back injuries
● Comments also show attitude issues and lack of time for training
Key Issues in the Case
● Staff time constraints for training
● Negative attitudes and perceptions of training
● Overconfidence in own ability to administer medical
assistance
● Potential for student injury or legal issues
● Misinformation on promptness of emergency service
Addressing the Key Issues
●
Educate importance of proper CPR and first aid certification
○ potential legal implications
○ history of student injuries
●
●
●
●
●
Integrate emotionally-driven content to engage learner
Ensure training is relevant to current roles
Create multiple training slots that can fit different
schedules
Pay coaches for time in training
Get coaches to recruit other coaches
Impact of Participant Attitude
●
Attitudes of the participants will be a heavy drive in the success or failure of the
training program.
●
Poor solution to make the training mandatory.
●
Ample motivation for coaches and trainers to participate created by the instructional
designer of the training program.
●
Strategy to increase the probability of achievement and effectiveness of the
program.
○ Target their previous knowledge and experience and use it within the training
material. Coaches can provide previous examples of injuries and experts can
use these as training simulations for discussion
●
Simulations and other types of interaction can be used as marketing tools.
Steps to Minimize Participant
Resistance
●
Highlight the positive benefits of the training and the direct impact it will have on the
sports program.
●
Include medical injury prevention statistics from the success of other CPR/first-aid
programs.
●
Training could be made into a competition between the coaches.
●
Figure out which coach is the most respected and motivate him/her to participate
Steps to Implement the Training
1. Finalize Important Project Decisions
2. Communicate the WHY for the training
a. What is the need?
b. What is the value or benefit?
3. Communicate the Scope, Schedule, Resources, and Budget
to all stakeholders
4. Use the CLER Model to promote and implement the training
Issues with Mandated Training
● Working with adult learners who will resist participation in programs that
are required.
● Administration and Individuals may have a different idea about what
knowledge or skills are needed.
● Mandated training can cause fear and mistrust among employees.
Addressing Mandated Training Issues
1.
Consider Adult Learners when mandating instruction.
a. Clarify the expectations
b. Communicate the value and benefit
2.
Help Administration and individuals communicate about their needs.
3.
Establish and maintain a supportive environment.
Key Impressions and Lessons Learned
● Participants’ attitudes play a key role in the success of an instructional
design project
● Tonya was using ADDIE as a framework to guide her process, but not
following it in a linear fashion.
● It is important to know the background of the participants, especially
those whom you plan to meet with or interview.
● To help get buy-in find the linkages within the program to identify
people of influence who strongly support the cause. Working the social
system is key to promoting the program.
Case Study Value
The Case Study helped tie all of the elements of the course in one. It
encouraged our group to look back at previous modules, readings, and texts
to really analyze the case. Having the components broken down in the case
module also encouraged stopping points and reflection about the process,
prior to looking at Tonya’s next steps.
References
Be the one who makes a difference: Get your CPR, First Aid, and AED certification. (2015). Retrieved
June 17, 2015, from American Red Cross website: http://www.redcross.org/lp/cpr-first-aid-aedcertification-hero?utm=a&device=d&scode=PSG00000E017&gclid=CNXAsoGrlcYCFdgBgQodIWkA-A
Bowman, J. & Wilson, J.P. (2008). Different roles, different perspectives: perceptions about the
purpose of training needs analysis. Industrial and Commercial Training, 40 (1), 38 – 41.
Caudron, Shari (April, 2000). Learners Speak Out. ASTD Virtual Community. Training &
Development, 52 - 57.
Clarke, N. (2003). The Politics of Training Needs Analysis. Journal of Workplace Learning, 15(4),
141-153.
References Continued
EAC 580 (601) Summer I 2015 designing instructional systems in training and
development.(n.d.).Retrieved June 1, 2015, from Moodle website: https://moodle1516courses.
wolfware.ncsu.edu/mod/imscp/view.php?id=19478
Flint, L. S., Billi, J. E., Kelly, K., Mandel, L., Newell, L., & Stapleton, E. R. (1993). Education in
adult basic life support training programs. Annals of emergency medicine, 22(2),468-474.
Könings, K. D., Seidel, T., & van Merriënboer, J. J. (2014). Participatory design of learning
environments: integrating perspectives of students, teachers, and designers. Instructional
Science, 42(1), 1-9.
References Continued
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective
instruction(6th ed.). John Wiley & Sons, Inc.
Pappas, Christopher (2014). Eleven Tips to Engage and Inspire Adult Learners. eLearning
Industry. Retrieved from http://elearningindustry.com/11-tips-engage-inspire-adult-learners.
Ruyle, Kim E. (1999). Analyzing Tasks to Improve Performance. Technical Training, March-April 1999
v10 i2 p24.