Harrisonburg and Rockingham Thermal Shelter Instructional Manual

Otterbein United Methodist Church

Janet Childs and Kristen Hill
LTLE 385, James Madison University

Overview of Instructional Manual

Client: Brooke Rodgers, HARTS, hartsexecutivedirector@gmail.com
Stakeholders: Otterbein UMC Lead Volunteer Linda Conrad, lst62conrad@yahoo.com, Otterbein
UMC Volunteers
Location of Instruction: Otterbein UMC
The purpose of this manual is to provide instruction for the HARTS volunteers at Otterbein
United Methodist Church. There will be a hard copy of the manual on-site at Otterbein United
Methodist Church. In addition, there will be a .pdf version available online. The stakeholders of
this manual include the lead volunteer, Linda Conrad, as well as other volunteers at Otterbein
UMC. The volunteers are to use this manual to gain the knowledge required in order to
effectively run the HARTS program.
Problem Statement
Otterbein UMC has run HARTS for several years, and their volunteers have the necessary
knowledge and skill set in order to efficiently execute the program. However, new volunteers
and new churches unfamiliar with Otterbein UMC need access to a uniform document which
details the layout, procedures, and equipment of the site. This manual will ensure that the
volunteers have consistent information in case of the absence of the lead volunteer, so that
HARTS can operate effectively and smoothly.
If implemented successfully, this manual will become a central element in the execution of
HARTS at Otterbein UMC. A standard document which can be easily accessed by the volunteers
will ensure the success of the program. The main purpose of HARTS is to provide food and
shelter to the homeless. This manual will have an important role in achieving this objective.
Needs Analysis
I. Background Information
HARTS at a Glance
HARTS or the Harrisonburg and Rockingham Thermal Shelter was started in December
2007. Each year the shelter is open from November to April for twenty two weeks,
operating seven days a week and hosting 45-50 guests. The shelter is moved each
Monday to a new hosting church location. The serve not only as an overnight shelter but
provide a hot dinner and light breakfast daily. They are reality new to the community but
are gaining community support and esteem. Currently HARTS operates on local and
regional donations and grants.

Their vision statement is A Shelter of Last Resort for People who have nowhere else to
stay.
HARTS Guests at a Glance
The only requirement of guests at the shelter is that they must be at least 18 years old. A
majority of guests are men that are chronically homeless. Many have been diagnosed or
undiagnosed with mental illnesses, chronic illnesses, and/or drug/alcohol abuse. Some are
employed either part or full time but most of those employed are working a minimum
wage and unable to successfully provide housing for their selves. During non-shelter
months many of the HARTS guests live in tents around the Harrisonburg area.
HARTS Volunteers at a Glance
Volunteers working for the HARTS organization have three essential roles. First they are
there to assist in preparing meals for the guests staying overnight. This includes dinner,
breakfast, and coffee. Second, they provide overnight supervision alongside one of the
HARTS paid Night Superintendents. However, their most vital role is to socialize with
the guests. Many of the HARTS guests are individuals that are shunned by society and
thus have a deep need to connect with others.
Every week HARTS is in a new location with a new group of volunteers, often different
volunteers daily. The only consistent volunteers are the Lead Volunteers. In total over
1,000 volunteers will assist during the twenty two weeks HARTS operates.
Otterbein United Methodist Church at a Glance
Otterbein has been involved with the HARTS program from the very beginning hosting
and providing volunteers for two weeks each winter. This year, they will be opening their
doors for a third week as a host church where they will provide their facilities to be used
by another volunteer church. Their Lead Volunteer is Linda Conrad who has been with
the program for many years. In addition to participating with the HARTS organization,
they offer outreach through a weekly Soup Kitchen and Clothes Closet.
II. Purpose of the Needs Analysis
Early in the instructional design process it is important to identify the change that is
requested and the different variables surrounding this change. Variables include
indentifying the desired change that needs to occur, who wants the change to occur, and
in what environment this change should occur.

We chose the Rossett Approach for the Needs Analysis for Otterbein United Methodist
Church. It is flexible enough to meet our clients needs while adaptable and thorough
enough to allow the instructional design team to collect any and all information that was
pertinent to uncovering the needs for this project.
III. Using the Rossett Approach
The Rossett Approach created by Allison Rossett in 1995, gives us a framework for
gathering information regarding optimal performance, actual performance, feelings,
causes, and solutions. We found the step by step process of the Rossett Approach very
systematic and comprehensive.
Determine Purposes Based on Initiators
After conducting a face to face interview with the Lead Volunteer, Linda Conrad, we
have ruled out a problem in performance as our purpose for being there. It is quite clear
that Linda Conrad and her veteran staff are very organized and quite proficient. It more
ideally follows that our presence was initiated by a mandate requested by HARTS to have
Instructional Manuals available at all hosting churches. Seeing that a performance
problem was not identified, our investigation turned to determining how to achieve
optimal performance should Ms. Conrad not be available on the site, identify any
potential areas of confusion in teaching/learning to operate the appliances at the facilities,
as well as, note any potential feelings about training that may help or hinder our efforts.
Identify Sources
Needed information was obtained from:
Brooke Rodgers, Executive Director, HARTS - hartsexecutivedirector@gmail.com
HARTS website (Harrisonburg and Rockingham Thermal Shelter) - www.hartsshelter.org
Linda Conrad, Lead Volunteer @ Otterbein United Methodist Church
lst62conrad@yahoo.com
Location:
Otterbein United Methodist Church, 176 West Market Street, Harrisonburg, VA 22801,
540-434-7747
Located at the corner of West Market Street (Route 33) and North High Street (Route 42)
www.otterbeinharrisonburg.org
Site visit and interview was scheduled with our contact Linda Conrad for 3:30pm on
Thursday, September 20, 2012 during church office hours (MON-THUR: 9am to 3pm /
FRI: 9am to Noon). We were introduced to Custodian, Judy Falls.
Select Tools

Prior to meeting with Linda Conrad, we developed a thorough list of interview questions
that would allow us to determine what volunteer training was currently taking place at
Otterbein United Methodist Church. We also wanted to identify what training was
available for incoming churches using Otterbeins facilities. During our interview with
Ms. Conrad, we requested copies of site maps and took photos of pertinent locations and
appliances. We also visited both the HARTS and Otterbein UMC websites for additional
information.
Conduct the Needs Assessment in Stages
We have attached all of our supporting data to this document. It was collected in the
following stages:
1. Prior to visiting Otterbein United Methodist Church via the HARTS and Otterbein
UMC web sites.
2. During on-site walk through of Otterbein United Methodist Church with Linda
Conrad and Judy Falls, the church custodian.
3. During our in-depth interview with Linda Conrad.
4. Through follow-up questions via direct emails with Linda Conrad.
Use Findings for Decision Making
See attached data collected, questions and reflections on what we found, as well as
solution strategies.
IV. Common Questions Addressed in Needs Analysis
What problem exists or what change is being requested?
Currently the veteran volunteer staff is very well organized by Lead Volunteer, Linda
Conrad. Although there were no specific problems occurring or changes being requested
by Otterbein United Methodist Church, we did uncover a couple of possible needs in our
interview with Ms. Conrad.
In previous years, Otterbein has always played both the role of host and participating
church simultaneously. Even when the Mormon Church uses the facilities, Otterbein has
shared responsibilities evenly, working together with the Mormon volunteers throughout
their two week terms. For the first time since Otterbein has been participating in HARTS,
they will be acting as a host church only, in which the local Mennonite Church will
perform all of the HARTS duties without the assistance of the Otterbein volunteers. The
new incoming church will need stand alone instructions on layout and equipment of the
host church.
It was noted that Otterbein is an older congregation, with upward of 80% seniors, most of
which have been volunteering for several years. Very little training is needed each year
with these experienced, veteran volunteers. It is Linda Conrad's hope to recruit new

volunteers, especially ones that will be willing to stay overnight. This means that these
new volunteers will bring no carry over experience and need to be properly trained.
Further needs include possible confusion in using certain appliances in the kitchen such
as the dishwasher, the warming oven, and the coffee maker. In addition, uses may occur
with clogged toilets as a result of weak plumbing. Providing instructions on how to use
these appliances and noting the poor plumbing will be important.
Who is being asked to change?
Linda Conrad will be required to be less hands-on with the incoming participating
church, which will be a change for her. Likewise, Ms. Conrad understands the need for
training materials and onsite instructions that do not necessarily require her presences.
What is currently taking place with the individual or individuals being asked to
change?
The Lead Volunteer, Linda Conrad, is very organized and takes on the responsibility of
making sure everything runs smoothly. It would be beneficial to have her extensive
experience documented in a way that would benefit volunteers even in her absence. There
is also room for improvement in the use of certain appliances by the volunteers.
Who identified the problem or is requesting the change?
Brooke Rodgers identified the need for unified educational materials through the HARTS
hosting churches and has requested manuals to be available at all locations.
Where will the solution or change take place?
Most of our continual research will take place at the site. Likewise, implementing much
of the education material and signage will take place at the site. Developing the material
will take place at JMU by Kristen Hill and Janet Childs.
Is instruction the most appropriate means for solving the problem or bringing about
the desired change?
Yes, instruction is an appropriate means for bringing the desired change.
What is the solution to be developed and implemented?
We recommend that pertinent how to information and any necessary step-by-step
processes be documented and assembled into a cohesive resource and training manual.
This stand alone resource would instruct both volunteers working with Ms. Conrad and
assist participating churches using the facilities at Otterbein United Methodist Church.
IV. Data Collected: Interview with Linda Conrad

1. Can you tell us more about HARTS at Otterbein UMC?

Minister was one of the founding members. Otterbein has been participating since the
beginning. They also regularly host for other churches, however normally they split time
during the week instead being in charge for a whole week.
2. When is HARTS at Otterbein UMC?
Three weeks this year November 5-11, November 26-December 2, April 1-8. They
usually take the first and last weeks of the season.
3. Do other churches use Otterbein UMC?
Yes. Mormon Church has been co-hosting with Otterbein for several years. With the
growing number of clients and with HARTS raising the number of beds from 25 to 40,
several of the previous hosting churches were unable to accommodate the growth. This
year Otterbein will be hosting HARTS for an additional third week. The local Mennonite
Church will be responsible for this week.
4. How many years have you been the Lead Volunteer at this site?
She didnt give an exact date, but it has been several years.
5. What would you say are the biggest areas of confusion for volunteers?
Overall Otterbein has a group of veteran volunteers. The only things Ms. Conrad could
think of where possibly using the dishwasher, the warming oven, and dealing with
clogged toilets.
6. Are there areas you would like to see run smoother?
Seems very organized and very exact in how she wants things to be run. Tried to get what
would need to be done if Ms. Conrad was not there hard to pin point as most of this
comes second nature to her after so many years as Lead Volunteer.
7. Can you tell us more about the volunteers?
Otterbein has an older congregation. 75-80% are seniors, most are repeat volunteers. Ms.
Conrad has no trouble getting volunteers for cooking and socializing. But she has trouble
getting volunteers to spend the night.
8. How many volunteers? Are there new ones every night?

25-30 volunteers for set-up, cooking, socializing, and assisting with client laundry at the
laundry mat on the corner of the street. Usually the same few people staying overnight
this is their hardest area to find volunteers. Two volunteers stay overnight and get
breakfast ready. Plus two HARTS night shift volunteers on duty 6pm-11:30pm and
11:00pm-7:00am.
9. Time schedule?
See attached HARTS manual. Otterbein volunteers really rely on night super to
coordinate client schedule.
10. Meals? Set-up?
Plan meals and coordinate food ahead of time. They serve supper at 7:00pm and a light
breakfast at 6:00am. Dinner is full meal on china. Breakfast is coffee, cereal, milk, juice,
fruit on paper plates/bowls.
11. Is there a site map?
Yes. See attached.
12. Location Details

Kitchen Details
o Where appliances are located
Large roomy kitchen; main appliances include dishwasher, warming oven,
coffee makers, stove, convection oven.
o How to use them
Need to recreate better signage/instructions for dishwasher, coffee maker. No
aluminum foil in convection oven. Water must be placed in the bottom of the
food warmer before use.
o How to clean them
Need better signage/instructions for dishwasher. Morning breakfast served on
paper products.
o How to make coffee
Bunn coffee maker/need specific instructions. Must turn on maker 30 minutes
before making coffee. Basic instructions are on cabinet door above the coffee
maker.
o Trash cans and trash bags
Trash cans in kitchen and dining area Trash is kept in area near fire door
closest to Market and High St. No liquids allowed in the trash cans.
o Where does trash get emptied?
Trash collected and kept in area near fire door closest to Market and High St.
Trash is emptied by the volunteers.

Fire Exits
o Extinguishers
1 in kitchen below fire alarm / 1 in area between main door and dining area
o Fire escape plans
See attached

Breaker Box locations

In room off of kitchen / well labeled / 1 for dishwasher 1 for other?? (ask Kristen)

Cleaning Supplies
Minor supplies left out in kitchen / Mop, etc are in bathroom

Security System- how to turn off alarms

Too complicated / Is left off for the week

Contact Information of who to call 24/7 ( 2 minimum)

Linda Conrad - 540.289.9212 / 911 in Emergency / Night Super has necessary
numbers

Where are bathrooms located? Plungers?

Down the hall / All client areas on basement level. Volunteers are allowed to use
bathroom on basement floor or upstairs.

How to lock and unlock doors

Door uses an Allen wrench / Leave open for now

Where should visitors enter and exit building

Main entrance for HARTS is downstairs door facing Elizabeth. HARTS use to have
signage, but havent used it in a couple of years.

Office Hours of the church

Mon-Thur 9-3 / Fri 9-12

Where will guest be sleeping

Guest will be sleeping in main downstairs parish hall (Memorial Hall) / Over flow for
female guest in room right off parish hall

Where will volunteers be sleeping

Overnight church volunteers sleep upstairs in separate bible study rooms (rooms 204
and 205) / Segregated by male-female / Also use bathrooms upstairs at night

Church Staff
Lead Volunteer Linda Conrad

Custodian - Judy

What areas are off limits

No one needs to be upstairs / Havent had problems with this in the past / Not really
an off limits area / Guest have been very respectful

How to control the heat and air. Are their restrictions for temperature
Heat located on pillar in parish hall / AC override on wall (Market St) side /
Sometimes use AC when it gets stuffy from so many people / Be sure to turn off heat
first!

Where can extra linens be stored (20 rubber maids)

Night Super in charge of extra linens / Storage area right inside main door hallway

Any special things about the church? Quirks?

Old plumbing / Really need to be careful of putting too much toilet paper in toilet.

Phones- can they be used? Are long distance calls blocked?

On wall in hallway / Local calls only / Long distance is blocked

Where should smoke breaks be taken?

Night Super dictates smoke breaks / Volunteer goes with them / Normally a smoke
break every hour until 10:00 p.m.

TV /DVD?
Make movies available at night / A few TV channels / Movies approved and provided
by Lead Volunteer

Parking?
Parking off Elizabeth Street / Near main entrance / Entrance bottom right of parking

V. Data Collected: Site Maps

HARTS Map of Facilities

Otterbein United Methodist Church Downstairs

Otterbein United Methodist Church Upstairs

Google Map of Site Location

VI. Data Collected: Site Photos

Breaker Boxes

Left: Convection Oven / Right: Stove Tops

Left: Warming Oven / Right: Fire Extinguisher, Fire Alarm, Plug for Warming Oven

Dishes in Cabinet under Counter and Pass-Through

(2) Bunn Coffee Makers & Warming Plates

Current Coffee Instructions

Commercial Dishwasher and Current Instructions

VII. Data Collected: Host/Partner Church Plan provided by Linda Conrad

EVENING SHELTER SCHEDULE
HOST will see that doors are open before 6 pm.
HARTS Night Shelter Manager arrives at 6:00 p.m. Before guests are allowed in the
shelter to register for the evening the Night Shelter Manager must complete the following
activities:
1.
2.
3.
4.

Review shelter notes from the night before

Posts the rules for guests
Set-up registration table
Introduce himself to the Lead Volunteer and meets with evening volunteers to go
over the evening and morning schedule & procedures, notes any concerns &
answer questions
5. Registration of guests starting at 6:30 p.m.
PARTNER
1. Dinner servers need to arrive by 6 pm, so Lead volunteer can talk with them.
Organize volunteers to prepare a hot nutritious evening meal and eat dinner with
your guests. Sharing a dinner together is a great time for guests and volunteers to
become acquainted with each other. The menu is up to you but please remember

that some guests work physically demanding jobs during the day, some work on
night shifts, and most homeless guests health is compromised by the stress of
being homeless. Nutritious meals containing low sugar/fat, whole grains, fresh
fruit and vegetables are some ideas.
When greeting guests as they check-in it is nice to have coffee, tea and small
snack until the dinner hour arrives. With cold weather it feels good and is a good
icebreaker for volunteers and guests to introduce themselves.
2. Dinner is served approximately 7:00-7:15 p.m. guests and congregation
volunteers eat dinner together.
3. Ask someone to offer a prayer before dinner.
4. Volunteers organize guests and everyone cleans up after dinner.
We encourage congregations to think and act GREEN this year. To accomplish
this goal we suggest you use plates, silverware, glasses and cups that can be
washed. HOST does have dishwasher that can be used. This act will eliminate
the incredible amount of paper products that are thrown out each day for 19
weeks. Guests are willing to volunteer their time in cleaning up with volunteers!!!
They can wash dishes, empty trash, clean up after dinner all you have to do is
ask and organize the work---they are grateful for what you have given them and
like the opportunity to give back.
5. If a TV / VCR is available guests enjoy watching a movie in the evening. HOST
will provide TV/DVD. PARTNER will need to provide the DVDs
Many guests are tired, some like lay down and read and others sleep. Lights are
out at 10:30 p.m. Exceptions may be made on special occasions such as holidays
and special sporting events, but please consult with the HARTS Staff first.
6. PARTNER The overnight volunteers should arrive between 7:30-8:00 p.m. to
allow for overlap of the dinner volunteers.
Recruit 1-2 volunteers to stay with the HARTS Night Shelter Manager each
evening to help insure safety in the shelter. Overnight volunteers are responsible
for bringing their own bedding for the night. HOST will provide separate room to
sleep. The Night Shelter Manger stays up all night while overnight volunteers can
sleep after lights are out at 10:30 PM.
MORNING SHELTER SCHEDULE
PARTNER The overnight volunteers are responsible for getting the breakfast out before
guests are up and organizing the clean-up of breakfast and the shelter space prior to the
7:00 a.m. departure time
1. Set out coffee, hot water, breakfast items no later than 6:00 AM.
Provide a self-serve breakfast consisting of hot/cold cereal, fruit, muffins, a boiled
egg, coffee, milk, juice, cocoa. (Once again, nutritious low fat/sugar food and

2.
3.
4.

5.

whole grains) Some volunteers enjoy fixing hot breakfasts one or more mornings
for guests. This is left up to the volunteers at each Host site. PLEASE NOTE:
Because many guests have dental problems, bananas are the fruit that guests tend
to eat. No bag breakfasts no one takes them.
Breakfast at 6:30 a.m.
Guests leave at 7:00 a.m.
When every guest has left, volunteers should assist the HARTS Staff in checking
the sleeping area and restrooms for anyone left behind. No guest should ever be
left in the shelter. The check-in log should be used to be sure all guests have left
the building each morning.
Guests can leave possessions at shelter during the week OR they take possessions
with them

PARTNER Please keep a record of the number of volunteers and the total hours worked
while planning and working at the shelter. Volunteer hours include: planning meetings,
phone calls, preparing meals at home or at church, delivering meals, time spent at the
shelter. Give to Brooke. At the end of the season it is important for HARTS to have a
clear understanding of how many people it took to provide this community shelter this
information is a critical component when writing local, state and federal grants, reporting
to funders and showing the community the number of people who are responding to the
needs of the homeless in our community.
VIII. Data Collected: Information Collected from Previous JMU Students
Staff Members:
Pastor- Jim Grogan
Rachel Hundley- Coordinator of Church Ministries
Melissa Miller- Administrative Assistant
Judy Falls- Custodian
24-Hour Emergency Contacts:
Rachel Hundley: 540-383-5480
Church Website: http://www.otterbeinharrisonburg.org/
Other Ministries Using Building:
Soup Kitchen Outreach Every Monday 4:30pm
Clothes Closet Outreach Every Monday 5:00pm
Sleeping Quarters
Volunteers will sleep in either the Library (Room 202) or the Apostles room
(Room 204).

Guests will sleep in Memorial Hall downstairs.

Appliances
There is an instruction book on how to use the appliances in the bottom right
drawer of the smaller island in the kitchen.
Oven, Grill and Stove
If the oven, grill or stove is used the fan switch and the light switch to the right of
the stove must be turned on. The fan on the window in the kitchen must also be
turned on. The switch is below the fan and to the right.
In the box underneath the oven there are white sheets of paper if needed to cook
certain foods on in order for them to not dry out.
In order to turn on the stove, grill, or oven flip the breaker switches in the
electrical room in the kitchen. The breaker box to use for these is on the right side
of the room. Instructions are also on the oven
Coffee Maker
Located in the back of the kitchen on the left side.
All of the coffee supplies are in the cabinets above the coffee maker. Turn on
coffee maker to heat water 15 minutes prior to use
Warming Drawer
The warming drawer is located in the kitchen in the electrical room. It is the big
see-through item with racks inside.
To use, take out of electrical room and place in front of fridge in the kitchen. The
plug is right beside the fridge.
There is plastic covering to put over food in the warming drawer above the sink.
Refrigerator
Use the refrigerator that is located in the electrical room.
Do NOT use the two located in the hallway
Dishwasher
Instructions for how to use the dishwasher are taped on the front of the
dishwasher.
The breaker on the left side of the electrical room must be turned on before the
dishwasher is used (#s 5,7,9 and 11).
The dish holders for the washer are located below and to the left of the washer.
There is phone number on the dishwasher to call if needed, that number is valid.
Can Opener

Located on the end of the table.

Plugs into the outlet hanging from the ceiling above the table.

Paper Dish Supplies

If needed the paper supplies are in the hospitality room across from the kitchen
entrance. The key for the cabinet is in the top third drawer down from the coffee
maker. It is in a zip-lock bag and says KC.
China Dish Supplies
Plates and bowls are located in the bottom cabinets along the left wall. Cups are
located in the top cabinets in the back of the kitchen. All other serving supplies
and kitchen supplies are labeled on the drawers and cabinets.
Trash
There are two trash cans. One is located in the kitchen, the other is in the main
room, Memorial Hall.
The trash goes through the accordion doors in the back of Memorial Hall to the
right.
After emptying trash after breakfast replace the liners which are located on top of
the soda machine outside of the kitchen.
The trash needs to be changed every morning.
Fire Exits
The fire exit is the outside entrance doors in memorial hall. If that entrance is
blocked for any reason there is another exit through the accordion doors where the
trash goes.
Emergency exit plans are posted near doorways
Extinguishers
The fire extinguisher is located next to the exit doors. There is also one in the
kitchen.
Breaker Boxes
located in the electrical room in the kitchen
outlet and appliances are labeled with corresponding breakers
Alarm System
Located in the breezeway upstairs.
If it is beeping the reason could be because of low batteries.
If need help with the system call the emergency contact.

Locking/Unlocking Door
To lock and unlock the door put the key in the door, hold down and twist until it
unlocks/locks. Push open.
Entrance
Visitors enter through wooden double doors into Memorial Hall.
Smoking Area
Guests can smoke right outside of Memorial Hall. The light switch is right beside
the exit door.
Parking
Guests can park anywhere in the parking lot that isnt otherwise marked.
Permitted Areas for Guests
Guests sleep in Memorial Hall.
Other than the restroom everywhere but Memorial Hall is off limits for guests.
Miscellaneous
Restrooms
The restrooms are located to the left of the stairs behind Memorial Hall. Once
you turn left you keep walking to the left around a corner. There are signs
pointing to the restrooms as well.
Elevator
Volunteers are the only ones who may use the elevator. If needed it is located by
the restrooms.
Light Switches
Located around Memorial Hall in multiple locations.
Phone
The phone may only be used by volunteers. It is located at the bottom of the
stairs right outside of Memorial Hall. Long-distance is blocked.

Task Analysis
Common Questions Addressed in Tasks Analysis
What are the tasks that individuals need to be able to accomplish or perform?
Reviewing our general outline for the instructional manual, we narrowed our list of tasks
to be accomplished or performed by the volunteers to the following:

Setting up, properly operating, and shutting down the Coffee Maker
Properly operating the Commercial Dishwasher
Setting up and properly operating the Warming Oven
How to properly use and clean the Convection Oven and Commercial Stove Top
Locating and returning China Dishes to appropriate storage locations
How to properly adjust the Air Conditioning and Heating Thermostats
Understanding the appropriate protocol and use of Church Telephone
How to use a Plunger in the event that the toilets get clogged
How to use a Fire Extinguisher in the event of an emergency

What prerequisite skills and knowledge are necessary for novice learns (HARTS
residents and/or volunteers) to complete these tasks?
It is our goal to create step-by-step written guidelines and possible pictorials of the above
tasks. The only prerequisite skills necessary will be the ability to read and follow
directions.
Which learning domains (affective, behavioral, cognitive) are addressed? How so?
Most of the learning by our volunteers will be cognitive. As our volunteers go through
their training we will be expecting them to remember progressive steps for each task,
understanding the next step in the directions, applying the instruction they receive,
understanding each component in the process, possible creating new steps that assist
them in accomplishing the goal, and have the ability to judge the value of the material in
accomplishing the given purpose.
You could also argue that those who do not like to read directions but get ultimately get
frustrated when unable to properly operate the appliances may employ the behavioral
domain. It may be only due to their frustration that they will seek out step-by-step
instructions.
Given the prerequisite and task requirements, write specific goals and objectives to
be reached. Sequence the given tasks to help learners accomplish each goal. Report
this as one or more flowcharts or outlines.

1. At the end of this section, the volunteer will be able to use the coffee maker in the
Otterbein UMC kitchen without assistance.
1.1. The volunteer will be able to prepare the coffee maker for use.
1.1.1.
Plug in the coffee maker into the outlet behind the maker approximately
15 minutes before intended use.
1.1.2.
Turn on the left switch located on the bottom of the maker.
1.1.3.
Open drawer to the left of the coffee maker and gather coffee filters.
1.1.4.
Gather coffee pots located to the right of the maker.
1.1.5.
Place filter in basket.
1.1.6.
Put coffee into filter.
1.1.7.
Put basket in coffee maker.
1.1.8.
Place coffee pot under basket and pour clear water in fill hole (top right of
coffee maker)
1.2. The volunteer will be able to shut down coffee maker.
1.2.1.
Remove coffee grounds from basket.
1.2.2.
Rinse out coffee pot and basket.
1.2.3.
Shut off all switches and unplug electric cord from wall.
Note: Electric cord must be disconnected from wall when not in use. If left plugged in maker
will boil dry and ruin coffee maker.
2. At the end of this section, the volunteer will be able to use the commercial dishwasher
in the Otterbein UMC kitchen without assistance.
2.1. The volunteer will be able to locate and turn on electricity to dishwasher.
2.1.1.
Turn on breakers for the dishwasher in the Room 118 off the kitchen.
2.1.2.
In electrical box marked B (on left) flip switches 5, 7, 9, and 11 to the ON
position.
2.2. The volunteer will be able to prepare dishwasher to be run.
2.2.1.
Open doors on both sides of dishwasher.
2.2.2.
Make sure the stopper is securely in hole located on front of dishwasher,
waist high.
2.2.3.
Push and hold the black FILL button near the top right of the dishwasher
until the water reaches the fill line.
2.2.4.
The fill line is marked on the dishwasher. You can also fill to the bottom
edge of the silver metal of the dishwasher itself.
2.2.5.
Monitor the water level and use the FILL button to add water when
needed.
2.3. The volunteer will be able to wash dishes in dishwasher.
2.3.1.
To wash and rinse a load of dishes, use the racks that are stored under the
counter to the left of the dishwasher.

2.3.2.
Silverware is to be placed in blue rack which sits in a flat rack with glasses
or mugs.
2.3.3.
Fill the racks with dirty dishes on the left side of the dishwasher.
2.3.4.
Turn on the hot water at the sink. Be sure to turn off when done.
2.3.5.
Rinse dishes with hot water using the sprayer located to the left.
2.3.6.
Slide the rack of dirty dishes into the dishwasher and using one of the
handles gently lower both doors.
2.3.7.
It will wash and rinse and then stop.
2.3.8.
When the red light near the FILL button goes off, it is finished.
2.4. The volunteer will be able to unload dishes from dishwasher.
2.4.1.
Using one of the handles gently raise both doors.
2.4.2.
Slide the rack out on the right side of the dishwasher and allow the dishes
to air-dry for 5 minutes.
2.4.3.
Return dishes to appropriate cabinets. (According to the Health
Department, dishes must air dry and are not to be towel dried.)
2.4.4.
Silverware does need to be hand-dried with a tea towel before putting it
back in the drawer to prevent rusting.
2.4.5.
After all dishes have been washed, put the racks back in the cabinet on the
left side of the dishwasher.
2.5. The volunteer will be able to properly clean dishwasher.
2.5.1.
Turn the 2 racks in the sink with the sprayer upside down together in the
dishwasher.
2.5.2.
Run them through one wash/rinse cycle.
2.5.3.
Using the sprayer, remove any food left in the sink and drain below
dishwasher.
2.5.4.
The drain pan can be tricky to remove. Lift PVC pipe up to get the pan in
and out.
2.5.5.
Pull the stopper up, propping it to the side, to let the water out of the
dishwasher.
2.5.6.
Use the sprayer to thoroughly clean out dishwasher.
2.5.7.
Replace stopper.
2.5.8.
Leave the doors UP so it can dry out in there.
2.6. The volunteer will be able to properly shut down dishwasher.
2.6.1.
Turn off the hot water to sprayer at sink.
2.6.2.
Turn off breakers 5, 7, 9, and 11 in electric box marked B.
3. At the end of this section, the volunteer will be able to use the warming oven in the
Otterbein UMC kitchen without assistance.
3.1. The volunteer will be able to prepare the warming oven for use.
3.1.1.
Locate the warming oven in room 118.
3.1.2.
Roll out the warming oven into the kitchen.

3.1.3.
3.1.4.
3.1.5.
3.1.6.

Plug in the warming oven into the outlet below the fire extinguisher.
Fill the trays at the bottom of the warming oven halfway with water.
Turn on the warming oven by flipping the red switch to ON.
Choose appropriate temperature by turning the knob.

Image 1: Photo of the bottom of the Warming Oven

3.2. The volunteer will be able to shut down the warming oven.
3.2.1.
Flip red switch off.
3.2.2.
Unplug warming oven.
3.2.3.
Return warming oven into room 118.
3.2.4.
Wipe off trays.
4. At the end of this section, the volunteer will be able to use the convection oven in the
Otterbein UMC kitchen without assistance.
4.1. The volunteer will be able to prepare the convection oven for use.
4.1.1.
Go to breaker box C in room 118.
4.1.2.
The switches for the oven are on the left of the box.
4.1.3.
Flip the three labeled switches on.
4.1.4.
On the oven, flip the master switch to turn it on.
4.1.5.
The aluminum trays used with the oven are stored on the top of the oven.
4.2. The volunteer will be able to clean the convection oven.
4.2.1.
Make sure the oven is turned off.
4.2.2.
Wipe down the oven.
Note: May use aluminum trays but DO NOT use aluminum foil in the convection oven.

5. At the end of this section, the volunteer will be able to use the commercial stove top in
the Otterbein UMC kitchen without assistance.
5.1. The volunteer will be able to prepare the stove top for use.
5.1.1.
Go to breaker box C in room 118.
5.1.2.
Flip the labeled switch for the stove top.
5.1.3.
Flip the master switch on the stove top.
5.1.4.
Use the dials to adjust temperature.
5.2. The volunteer will be able to clean the stove top.
5.2.1.
Use scraper blade hanging at the back of the stove top.
5.2.2.
Scrape down stove top.
5.3. The volunteer will be able to turn on the exhaust fan for the stove top.
5.3.1.
The exhaust fan is located to the right of the stove top.
5.3.2.
Only use the fan when grilling and frying.
6. At the end of this section, the volunteer will be able to use the kitchen exhaust fan for
the Otterbein UMC kitchen without assistance.

6.1. The volunteer will be able to locate and turn on the kitchen exhaust fan.
6.1.1.
The exhaust fan is located above the sink.
6.1.2.
Go outside to the window and open shutters.
6.1.3.
Turn on fan in the window.
Note: Opening the shutters may be a two person job.

Image 2: Layout of Appliances in Kitchen

7. At the end of this section, the volunteer will be able to locate where all serving dishes
and utensils are stored in the Otterbein UMC kitchen.
7.1. The volunteer will be able to locate all serving dishes.
7.1.1.
Glasses and coffee mugs are stored in upper cabinets to the left of
dishwasher; glasses to the left, coffee mugs to the right.
7.1.2.
China is stored in lower cabinets below pass through windows from left
to right big plates, saucers, soup bowls, coffee saucers, bread plates.
7.1.3.
Serving bowls and platters are in cabinets to the right of stove top.
7.1.4.
Serving trays, measuring cups, funnels, scoops, and pans are located in
the cabinets of the center island.
7.2. The volunteer will be able to locate utensils.
7.2.1.
Silverware is in the drawers to the left of the glasses.

7.2.2.
Cooking and serving utensils are to the right of stove top in a marked
drawer.
7.3. The volunteer will be able to locate miscellaneous supplies.
7.3.1.
Sugar, sugar substitutes, salt and pepper are in the cabinets above the
coffee maker.

Image 3: China Dishes in Cabinets

8. At the end of this section the volunteer will be able to locate and properly adjust the air
conditioning and heating thermostats at Otterbein UMC.
8.1. The volunteer will be able to locate and adjust the air conditioning.
8.1.1.
The air conditioning thermostat is on the exterior wall in the south east
corner of Memorial Hall.
8.1.2.
To turn on, open at the bottom left side, hit the override button and use
arrows to increase or decrease the temperature.
8.1.3.
Vents circulate cold air all year, it cannot be turned off.
8.2. The volunteer will be able to locate and adjust the heating thermostat.
8.2.1.
The heat thermostat is located on the pillar closest to the air conditioning
thermostat.
8.2.2.
The heat can be adjust up by turning the dial clockwise and down by
turning the dial counter clockwise.

Image 4: Controls for Air Conditioning Thermostat

9. At the end of this section the volunteer will be able to locate and properly call out using
the Otterbein UMC telephone.
9.1. The volunteer will be able to locate the telephone.
9.1.1.
The telephone is located in the hallway right outside of Memorial Hall at
the bottom of the stairs.
9.2. The volunteer will be able to properly operate the telephone.
9.2.1.
To use phone, press top button, labeled 434-7747 to get an outside line.
9.2.2.
You do not need to dial a 9 or any number before dialing.
9.2.3.
Only local calls can be placed.

Image 5: Church Telephone

10. At the end of this section the volunteer will be able to properly use a plunger should a
toilet get clogged at Otterbein UMC.
10.1. The volunteer will be able to properly use a plunger.
10.1.1. Cover the drain hole with the plunger.
10.1.2. Make sure there is enough water to come halfway up the rubber section of
the plunger.
10.1.3. If there is not enough water, add water to toilet bowl.
10.1.4. Push the plunger up and down without breaking the seal.
10.1.5. Push the plunger up and down once more pulling up sharply to break seal.
11. At the end of this section the volunteers will be able to properly use a fire extinguisher
in the event of a small kitchen fire at Otterbein UMC.
11.1. The volunteer will be able to properly use a fire extinguisher.
11.1.1. Always remember P-A-S-S which stands for Pull Aim Squeeze Sweep

Image 6: Operating a Fire Extinguisher

Leaner Analysis
I. Purpose of the Learner Analysis
An important part of instructional design is determining the learners approach to
instruction. This includes previous -- as well as prerequisite -- knowledge, skills, and
attitudes toward the tasks at hand. In this section we will develop an overview of our
learners to insure that we are effective in our design and development of the instruction
material.
Our instructional design team chose the Dick, Carey, and Carey Approach for the
Learners Analysis for Otterbein United Methodist Church. We felt it gave us the best
overview of our learners and was yet still universal enough to accommodate the addition
of new and individually unique volunteers in the future.

II. Using the Dick, Carey, and Carey Approach

The Dick, Carey, and Carey Approach, created in 2009, calls for the instructional design
team to consider the following useful information about the target learner population.
Entry skills
The prerequisite skills necessary for learning to operate the kitchen appliances at
Otterbein United Methodist Church include being able to read instructions, physically
reach and turn appropriate knobs and controls on appliances, and following sequential
instruction.
We know from several discussions with Linda Conrad, the Lead Volunteer at Otterbein
United Methodist Church, that her average volunteer has been volunteering with the
HARTS program for approximately four years. The skill sets that these specific
volunteers bring are strong as they can draw from previous experience and on the job
volunteer training.
Prior knowledge of topic areas
In addition, we know that all of the volunteers at Otterbein United Methodist Church are
adults, most of which are senior citizens between the ages of 60-65. Many of the tasks
required are tasks that they would have likely encountered in life such as plunging a
clogged toilet, making coffee, and using kitchen appliances. Although the appliances at
the church are commercial grade and therefore require specialized knowledge for
operating, the volunteers still bring with them a general knowledge to build upon.
Attitudes toward content and potential delivery system
As mentioned, most of the volunteers at Otterbein United Methodist Church are senior
citizens and all are active members of the church. Their main purpose for volunteering at
this stage of their lives is to help others and for self fulfillment. This means that they are
willing volunteers (as opposed to being a captive audience) and that most of their
motivation is intrinsic. It is possible that some will see instruction as an unpleasant but
necessary means to their end goal, but that should only create limited instructional
challenges.
Given their willingness and Ms. Conrads reports of positive and receptive attitudes from
previous training seasons, we can be almost certain that they will continue to have a
positive attitude towards the content of the instructional material.
Educational and ability levels
The volunteer learners at Otterbein United Methodist Church represent a fairly wide
range of educational and vocational backgrounds, from high school graduates to college

educated professionals. From our discussions with Ms. Conrad, all learners should be
able to digest educational material delivered at a society acceptable grade level. It must
also be considered that given the average age of our learners, some may be more
physically capable of performing some tasks than others.
Also given the age of our learners, it should be assumed that some may have limited
technological or digital knowledge. Therefore, it is our recommendation that if
educational material is to be provided online, a non-digital, offline educational format be
available as well.
General learning preferences
Without questioning our learners, it can be assumed that there is a diverse preference in
how to best connect to their individual learning styles. Studies show that adult learners
are more self-directed, goal/relevance oriented and more likely to take ownership in their
own learning experiences. From previous training, Ms. Conrad indicated that most prefer
demonstration of tasks versus written instructions.
Attitudes toward the training organization
We know that with few exceptions the volunteers at Otterbein United Methodist Church
are committed to helping others, specifically the homeless, through the HARTS program.
Given this insight we feel that they will be very receptive to the instruction provided by
HARTS.
The only possible roadblock will be in their support of the role JMU students played in
constructing the instructional material. From all volunteers that we have spoken with, Ms.
Brooke Rodgers, the Executive Director of HARTS, is held in high esteem and her
endorsement of the JMU students involvement will go a long way to negating this
possible roadblock.
Group characteristics
Overall the volunteers at Otterbein United Methodist Church share a lot of similarities
with a few differences. They are mostly represented by senior church members, ages 6065, eager to help others in their community and thus open to any instruction that will
further this cause. They bring a wealth of previous life experience to the tasks needed.
However it should not be overlooked that they are each unique individuals with
differences in intellect, education, prior knowledge, skill sets, and learning styles.
Although most share similar cultural backgrounds, they vary in socioeconomic status.

III.

Common Questions Addressed in Learner Analysis

Who is the intended audience for the instruction?
The HARTS volunteers at Otterbein United Methodist Church are our intended audience
of learners.
What common traits do members of the learning group have?
Most of the Otterbein United Methodist Church volunteers have been assisting with the
HARTS program for one to five years with majority averaging four years of service. All
are white Anglo Saxon adults, ages 35 to 75 years old. A large percentage of them are
between the ages of 60 to 65 and are dedicated church members and long term citizens of
the community. All of the volunteers bring a rich resource of varied life experiences. As
willing adult learners they are more likely to be self directed, accepting responsibility for
their own learning.
What are the differences among learners within the group?
Our learners vary in economic status and educational background. 75% are women, 25%
men. Volunteers represent the working middle class, retired adults on pension, and those
living on social security alone. Several are on fixed incomes and therefore have a deep
understand the challenges of our current economy. Furthermore, 90% of the volunteers
feel comfortable with computers, while others are less confident with technology. It is
also well established that adult learners tend to have a wider range of learning styles the
older they get.
What is the range of ability among learners?
Educationally, our learners range from high school graduates to college educated
professionals. Because most of our learners are seniors, all bring rich life experiences
with which to draw from, yet each is uniquely different. It is also highly likely that the
volunteer learners will have a wide range of physical abilities in hearing, eyesight,
stamina, and physical capabilities.
What is the motivation for participating in the instructional event?
At this stage in their lives, the volunteers are committing their time and energy to the
HARTS program because they are dedicated to serving and helping the less fortunate.
Thus, we know that they are motivated intrinsically. Most will view the instructional
component of their volunteer work as a way to improve their service to others. They all
view this as a worthy cause in which they are proud to be a part of.
Do the learners have non-instructional needs (e.g. rest, food, safety) that must be
met so that they may focus on the instructional activity?

No. They are all self sufficient and can provide food and shelter for themselves. The
majority of the volunteers are elderly, so the environment must be accommodating to
seniors.
It should be noted that all persons, whether they have experienced a challenging day or
frustrating time constraints, can begin the learning process with unseen non-instructional
needs. A brief preamble to allow everyone to unwind and refocus before starting
instruction can be beneficial.
What will make the instructional effective, efficient, and appealing for the target
audience of learners?
Because the volunteers are adult learners it will be important to realize that they come
into the educational process with experiences from which to draw. Some will be
audio/visual learners while others may be more kinesthetic, preferring to learn by
watching and imitating the steps as they are being performed. Some may wish to have the
instruction presented in a straightforward approach while others may prefer to have a bit
more hand-holding. The most effective instruction will appeal to a diverse group of
learners.
In general, we have been told that the target audience prefers demonstrative instruction
versus printed instructions. We recommend that hands-on demonstrations and training be
used in addition to an online and/or printed educational material.
How have you planned for the accommodation of culturally and physically diverse
learners?
For the most part the volunteers share culturally similar backgrounds. However, given the
volunteer age group, it is highly likely that they represent a group of physically diverse
learners. Failing eye sight, hearing, and physical strength could all be issues encountered
in our learners. To accommodate these needs, we recommend that the instructional
material be printed in a larger, easier to read print and all online reference material be
kept simple and easy to access without the need for advanced technological knowledge.
What evaluation strategies will you use to determine the success of the learner
analysis? How would you refine the learner analysis process in the future, if you had
the opportunity to do that?
Because of our limited ability to collect formative and summative evaluations we will
rely heavily on the feedback we receive from Brooke Rodgers, the Executive Director of
HARTS and Linda Conrad, the Lead Volunteer at Otterbein United Methodist Church. If
given the opportunity it would be beneficial to both observe initial trainings for verbal

and non-verbal feedback as well as question volunteers directly on the instruction they
received.
It should also be noted that the instructional material will be available and used by other
churches volunteering for the HARTS program while using the facilities at Otterbein
United Methodist Church. Given this information, all instructional materials should be as
universal as possible in that other churches may have significantly different volunteer
learners.
The manual should be easy to change and update in coming years. In the future, it may be
beneficial to re-evaluate the lowest level learner, and fit the educational material to their
needs. Currently the learners at Otterbein United Methodist Church are within the same
range of learning ability, this may not be the case in the future and the manual must be
able to adjust to changing circumstances.
IV. Data Collected: Interview with Linda Conrad
1. What is the age range of volunteers at Otterbein UMC?
35 to 75 years old
2. What is the average age of volunteers at Otterbein UMC?
60 to 65 years old
3. Can you give an estimated percentage of the gender distribution?
75% male / 25% female
4. On average, how many years have volunteers at Otterbein UMC being volunteering with
HARTS?
4 years
5. What is the range in volunteering years of volunteers for HARTS?
1 to 5 years
6. What is the educational background of your volunteers?
Most have college experience.
7. Do any volunteers have physical or learning disabilities?

No.
8. Can you elaborate on the social and economic status of your volunteers? (Ranges and
averages would be helpful.)
25% working middle class / 70% retired with pension and social security / 5% living on
social security only
9. What are the cultural difference and similarities of volunteers at Otterbein UMC?
All white Anglo Saxon
10. What would you say is the comfort level with technology of your volunteers?
10% use computers very little / 65% moderately comfortable / 25% very computer savvy
11. What has been the general attitude toward past training? Are they eager to participate to
feel ready to go or do they view it as a necessary evil?
Open to training
12. Have you noticed any general learning preferences in the past with your group of
volunteers? Such as do they prefer to watch someone perform a task or prefer to have
printed material/handouts available as resources?
Like demonstrating rather than simply reading

V. Learner Ability Chart

Data Type
Age
Gender
Educational Level

Reading Level

Prerequisite
Knowledge

Challenged
35-75, most 60-65
75% female/ 25%
male
Never finished high
school
Below society
averages (below 8th
grade level)
Has limited reading
ability, limited eye
sight, and/or has no

Learners
Average
35-75, most 60-65
75% female/ 25%
male
High school graduate
with some college
experience
Equal to society
averages (8th to 9th
grade level)
Has some experience
with kitchen
appliances, as well as

Gifted & Talented

35-75, most 60-65
75% female/ 25%
male
College graduate

Above society
averages (above 9th
grade level)
Has experience with
commercial grade
kitchen appliances,

experience (or is
intimidated by)
kitchen appliances.
Has no idea how to
even turn on
computer.

reading and following

sequential
instructions.
Feels comfortable
using computer.

Familiarity with the

Web

Has no experience or
has never used the
internet.

Access to Web

None.

Feels comfortable
checking emails, stays
in touch with
family/friends with
social media, or
checks weather/news
online.
Home and/or Public
Library access.

Physical Abilities

Has limited eye sight,

hearing, physical
strength and stamina.

Time Availability

Very limited.

Knowledge of
Computer

Limited loss of eye

sight, hearing,
physical strength and
stamina.
Can make time for
necessary training.

and/or previous
volunteer experience
in HARTS program.
Has experience with a
computer in a
professional /
vocational setting and
would consider
themselves computer
savvy.
Has used internet
regularly for business
and/or employment.

Multi-faceted access
through desktop,
laptop, tablet,
smartphone.
Has no loss of eye
sight, hearing,
physical strength and
stamina.
Unlimited.

VI. Fictitious Profile of Average Learner

Nancy is a 63 year old church member that has been married for forty five years to a supportive
husband with three children and 5 grandchildren. She has a high school degree and attended
classes at the local university. She is by no means computer savvy but enjoys spending time on
her home computer video chatting with her grandchildren.
She has been assisting Linda Conrad, the Lead Volunteer at Otterbein United Methodist Church
for three years. Although she does not wish to stay overnight, she looks forward to cooking and
serving meals to client of HARTS each winter. At first the commercial grade appliances in the
church kitchen were a little intimidating, but now that she has seen them in action, she realizes
they just a step above her home appliances.

Nancy loves to volunteer as she gets a lot of self satisfaction from helping others. In addition to
HARTS she helps out at the Soup Kitchen hosted by Otterbein United Methodist Church year
round.
Context Analysis
I.

Common Questions Addressed in Learner Analysis

1. Where will learning take place for your HARTS project?
The learning for our HARTs project has the possibility of occurring in two locations. Our
manual is designed to act as a guide that the volunteers can use as a training tool or an
immediately reference while on the job at Otterbein. Thus, the majority of the learning
will take place directly at the site. However, in addition to the printed manual located at
the site, the training materials will also be made readily available online. Therefore
learners have the opportunity to review the material on their own before reporting to the
Otterbein site for the HARTS program.
2. Will the learning environment be open-ended or directed? How so?
Open-ended learning is mainly defined by the learners. The learners determine when and
how they will learn the material presented to them, and they do not often have specific
objectives or tasks to complete. A directed learning environment is one where the
instructor has provided the learners with specific learning objectives.
The learning environment created at HARTS is directed. The volunteers are given
specific tasks to complete, such as preparing dinner, cleaning the oven, and washing
dishes. Often these tasks are step by step where content is broken down and taught in
increments. The learners must be able to accurately complete or correctly respond to
these tasks in order to be successful.
3. Will the learning environment be oriented toward the learner, knowledge,
assessment, community, or some combination of these four?
As previously stated, the manual is to serve as both a teaching tool and reference guide
for on-site inquiries while working at Otterbein. Therefore, the majority of the learning
will take place in an assessment-centered environment, as learners will be able to receive
feedback from the other volunteers while performing their required tasks and
responsibilities.
With that being said, the environment is also community-centered. There will be
approximately twenty five volunteers working together to achieve a common goal. They
will be able to help one another in learning and completing vital tasks. In this

environment, the volunteers act as a larger entity working towards a specific purpose,
which is to successfully run the HARTS program.
4. What instructional activities do you feel should be employed for HARTS volunteer
training?
One set of instructional activities for the HARTS volunteer training should be problembased learning. Problem-based learning is an open-ended environment in which learners
solve problems by using the resources given to them. In addition to being able to
complete important tasks, HARTS volunteers must be able to solve any problems that
arise. For example, a guest may act up and be disruptive to other clients. It would be
helpful to give volunteers a scenario such as this during their training and evaluate how
effectively they handle the situation.
In addition, the lead volunteers may provide just-in-time teaching during training. This is
when instructors provide information to the learners depending on their specific needs at
the time. At the training, if the volunteers were to run into an issue, the lead volunteers
will be able to offer them this last minute assistance.
Learners will also employ cooperative learning at HARTS training. New volunteers may
vary in education levels, so the act of working together will help both the higher and
lower learners comprehend the information more proficiently. The volunteers will
improve communication and conflict resolution through cooperative learning.
5. What will the volunteers do during the instruction that will help them learn the
content?
During instruction, the lead volunteers will inform the learners of various procedures and
processes that must be completed in order to ensure that everything runs smoothly. They
will facilitate discussion between them and the new volunteers and will be able to answer
any possible questions. Since past volunteers have reported a learning preference
through demonstrations, it will be most effective to walk through the site and physically
show new learners what they must know to perform tasks, such as how to use each
essential kitchen appliance.
6. Submit at least 3 good pictures of the inside of your HARTS location where
volunteers will work.

Downstairs Floor Plan / Room 101 Kitchen / Room 103 Memorial Hall

The stove and oven will be where key volunteers cook for HARTS clients.

An example of how HARTS will set up sleeping for clients.

(photo compliments of HARTS)
Intervention Proposal
The existing problem at Otterbein UMC is the lack of a standard manual which can be accessed
by current and future volunteers. We recommend that the manual will be made available in a
direct email to the volunteers, online, and as a hard copy at the site. We recommend that the
volunteers have unrestricted access to the manual before, during, and after the program. This
will allow the volunteers to familiarize themselves with the proper use of the equipment at their
own pace and at their own schedule. The manual should be used as a reference guide during the
week HARTS is being hosted.
Goals and Objectives
2. At the end of this section, the volunteer will be able to use the coffee maker in the
Otterbein UMC kitchen without assistance.
2.1. The volunteer will be able to prepare the coffee maker for use.
2.1.1.
Plug in the coffee maker into the outlet behind the maker approximately
15 minutes before intended use.
2.1.2.
Turn on the left switch located on the bottom of the maker.
2.1.3.
Open drawer to the left of the coffee maker and gather coffee filters.
2.1.4.
Gather coffee pots located to the right of the maker.
2.1.5.
Place filter in basket.
2.1.6.
Put coffee into filter.
2.1.7.
Put basket in coffee maker.
2.1.8.
Place coffee pot under basket and pour clear water in fill hole (top right of
coffee maker)
2.2. The volunteer will be able to shut down coffee maker.
2.2.1.
Remove coffee grounds from basket.
2.2.2.
Rinse out coffee pot and basket.
2.2.3.
Shut off all switches and unplug electric cord from wall.
Note: Electric cord must be disconnected from wall when not in use. If left plugged in maker
will boil dry and ruin coffee maker.

12. At the end of this section, the volunteer will be able to use the commercial dishwasher
in the Otterbein UMC kitchen without assistance.
12.1. The volunteer will be able to locate and turn on electricity to dishwasher.
12.1.1.
Turn on breakers for the dishwasher in the Room 118 off the kitchen.

12.1.2.
In electrical box marked B (on left) flip switches 5, 7, 9, and 11 to the ON
position.
12.2. The volunteer will be able to prepare dishwasher to be run.
12.2.1.
Open doors on both sides of dishwasher.
12.2.2.
Make sure the stopper is securely in hole located on front of dishwasher,
waist high.
12.2.3.
Push and hold the black FILL button near the top right of the dishwasher
until the water reaches the fill line.
12.2.4.
The fill line is marked on the dishwasher. You can also fill to the bottom
edge of the silver metal of the dishwasher itself.
12.2.5.
Monitor the water level and use the FILL button to add water when
needed.
12.3. The volunteer will be able to wash dishes in dishwasher.
12.3.1.
To wash and rinse a load of dishes, use the racks that are stored under the
counter to the left of the dishwasher.
12.3.2.
Silverware is to be placed in blue rack which sits in a flat rack with glasses
or mugs.
12.3.3.
Fill the racks with dirty dishes on the left side of the dishwasher.
12.3.4.
Turn on the hot water at the sink. Be sure to turn off when done.
12.3.5.
Rinse dishes with hot water using the sprayer located to the left.
12.3.6.
Slide the rack of dirty dishes into the dishwasher and using one of the
handles gently lower both doors.
12.3.7.
It will wash and rinse and then stop.
12.3.8.
When the red light near the FILL button goes off, it is finished.
12.4. The volunteer will be able to unload dishes from dishwasher.
12.4.1.
Using one of the handles gently raise both doors.
12.4.2.
Slide the rack out on the right side of the dishwasher and allow the dishes
to air-dry for 5 minutes.
12.4.3.
Return dishes to appropriate cabinets. (According to the Health
Department, dishes must air dry and are not to be towel dried.)
12.4.4.
Silverware does need to be hand-dried with a tea towel before putting it
back in the drawer to prevent rusting.
12.4.5.
After all dishes have been washed, put the racks back in the cabinet on the
left side of the dishwasher.
12.5. The volunteer will be able to properly clean dishwasher.
12.5.1.
Turn the 2 racks in the sink with the sprayer upside down together in the
dishwasher.
12.5.2.
Run them through one wash/rinse cycle.
12.5.3.
Using the sprayer, remove any food left in the sink and drain below
dishwasher.

12.5.4.
The drain pan can be tricky to remove. Lift PVC pipe up to get the pan in
and out.
12.5.5.
Pull the stopper up, propping it to the side, to let the water out of the
dishwasher.
12.5.6.
Use the sprayer to thoroughly clean out dishwasher.
12.5.7.
Replace stopper.
12.5.8.
Leave the doors UP so it can dry out in there.
12.6. The volunteer will be able to properly shut down dishwasher.
12.6.1.
Turn off the hot water to sprayer at sink.
12.6.2.
Turn off breakers 5, 7, 9, and 11 in electric box marked B.
13. At the end of this section, the volunteer will be able to use the warming oven in the
Otterbein UMC kitchen without assistance.
13.1. The volunteer will be able to prepare the warming oven for use.
13.1.1.
Locate the warming oven in room 118.
13.1.2.
Roll out the warming oven into the kitchen.
13.1.3.
Plug in the warming oven into the outlet below the fire extinguisher.
13.1.4.
Fill the trays at the bottom of the warming oven halfway with water.
13.1.5.
Turn on the warming oven by flipping the red switch to ON.
13.1.6.
Choose appropriate temperature by turning the knob.

13.2. The volunteer will be able to shut down the warming oven.
13.2.1.
Flip red switch off.
13.2.2.
Unplug warming oven.
13.2.3.
Return warming oven into room 118.
13.2.4.
Wipe off trays.
14. At the end of this section, the volunteer will be able to use the convection oven in the
Otterbein UMC kitchen without assistance.
14.1. The volunteer will be able to prepare the convection oven for use.
14.1.1.
Go to breaker box C in room 118.
14.1.2.
The switches for the oven are on the left of the box.
14.1.3.
Flip the three labeled switches on.
14.1.4.
On the oven, flip the master switch to turn it on.
14.1.5.
The aluminum trays used with the oven are stored on the top of the oven.
14.2. The volunteer will be able to clean the convection oven.
14.2.1.
Make sure the oven is turned off.
14.2.2.
Wipe down the oven.

Note: May use aluminum trays but DO NOT use aluminum foil in the convection oven.

15. At the end of this section, the volunteer will be able to use the commercial stove top in
the Otterbein UMC kitchen without assistance.
15.1. The volunteer will be able to prepare the stove top for use.
15.1.1.
Go to breaker box C in room 118.
15.1.2.
Flip the labeled switch for the stove top.
15.1.3.
Flip the master switch on the stove top.
15.1.4.
Use the dials to adjust temperature.
15.2. The volunteer will be able to clean the stove top.
15.2.1.
Use scraper blade hanging at the back of the stove top.
15.2.2.
Scrape down stove top.
15.3. The volunteer will be able to turn on the exhaust fan for the stove top.
15.3.1.
The exhaust fan is located to the right of the stove top.
15.3.2.
Only use the fan when grilling and frying.
16. At the end of this section, the volunteer will be able to use the kitchen exhaust fan for
the Otterbein UMC kitchen without assistance.
16.1. The volunteer will be able to locate and turn on the kitchen exhaust fan.
16.1.1.
The exhaust fan is located above the sink.
16.1.2.
Go outside to the window and open shutters.
16.1.3.
Turn on fan in the window.
Note: Opening the shutters may be a two person job.
17. At the end of this section, the volunteer will be able to locate where all serving dishes and
utensils are stored in the Otterbein UMC kitchen.
17.1. The volunteer will be able to locate all serving dishes.
17.1.1.
Glasses and coffee mugs are stored in upper cabinets to the left of
dishwasher; glasses to the left, coffee mugs to the right.
17.1.2.
China is stored in lower cabinets below pass through windows from left
to right big plates, saucers, soup bowls, coffee saucers, bread plates.
17.1.3.
Serving bowls and platters are in cabinets to the right of stove top.
17.1.4.
Serving trays, measuring cups, funnels, scoops, and pans are located in
the cabinets of the center island.
17.2. The volunteer will be able to locate utensils.
17.2.1.
Silverware is in the drawers to the left of the glasses.

17.2.2.
Cooking and serving utensils are to the right of stove top in a marked
drawer.
17.3. The volunteer will be able to locate miscellaneous supplies.
17.3.1.
Sugar, sugar substitutes, salt and pepper are in the cabinets above the
coffee maker.
18. At the end of this section the volunteer will be able to locate and properly adjust the air
conditioning and heating thermostats at Otterbein UMC.
18.1. The volunteer will be able to locate and adjust the air conditioning.
18.1.1.
The air conditioning thermostat is on the exterior wall in the south east
corner of Memorial Hall.
18.1.2.
To turn on, open at the bottom left side, hit the override button and use
arrows to increase or decrease the temperature.
18.1.3.
Vents circulate cold air all year, it cannot be turned off.
18.2. The volunteer will be able to locate and adjust the heating thermostat.
18.2.1.
The heat thermostat is located on the pillar closest to the air conditioning
thermostat.
18.2.2.
The heat can be adjust up by turning the dial clockwise and down by
turning the dial counter clockwise.

19. At the end of this section the volunteer will be able to locate and properly call out using
the Otterbein UMC telephone.
19.1. The volunteer will be able to locate the telephone.
19.1.1.
The telephone is located in the hallway right outside of Memorial Hall at
the bottom of the stairs.
19.2. The volunteer will be able to properly operate the telephone.
19.2.1.
To use phone, press top button, labeled 434-7747 to get an outside line.
19.2.2.
You do not need to dial a 9 or any number before dialing.
19.2.3.
Only local calls can be placed.
20. At the end of this section the volunteer will be able to properly use a plunger should a
toilet get clogged at Otterbein UMC.
20.1. The volunteer will be able to properly use a plunger.
20.1.1. Cover the drain hole with the plunger.
20.1.2. Make sure there is enough water to come halfway up the rubber section of
the plunger.
20.1.3. If there is not enough water, add water to toilet bowl.

20.1.4. Push the plunger up and down without breaking the seal.
20.1.5. Push the plunger up and down once more pulling up sharply to break seal.
21. At the end of this section the volunteers will be able to properly use a fire extinguisher
in the event of a small kitchen fire at Otterbein UMC.
21.1. The volunteer will be able to properly use a fire extinguisher.
21.1.1. Always remember P-A-S-S which stands for Pull Aim Squeeze Sweep
Implementation
We recommend that HARTS provides all volunteer staff with access to the instructional manual
both online and on-site. We recommend that volunteers will be able to access and review the
online version before, during, and after the program on their own schedule and at their own pace.
We also recommend that the printed copy of the manual be easily accessible and kept on the
HARTS site to act as a reference guide during the program. The purpose of the instruction
manual is to provide information to the volunteers regarding the layout, equipment, and
procedures at the site. The volunteers are to use the manual in order to effectively execute the
HARTS program without assistance from and/or in the absence of the Lead Volunteer.

Evaluation
It is our recommendation that HARTS and/or the Lead Volunteer observe volunteers during the
host week and in the setting in which the skill will be used. A comprehensive Observation
Checklist is provided to determine if volunteers learned the material outlined. To minimize
subjectivity, the observer should report only on what he/she sees, staying away from
interpretation until after the observation has been complete. Once observations have been
completed, the observer should reflect and note how well the volunteer performed overall.

In determining the effectiveness of the training manual specifically, we recommend that

volunteers be given a Volunteer Questionnaire. This should be completed immediately following
their volunteer work for the most complete and accurate information. In addition, the Lead
Volunteer should answer questions outlined in the Summative Evaluation. These questions are
designed to determine how successful the training manual is in meeting training objectives as
well as identify any necessary changes or additions needed.

Timeline

Observation Checklist

Volunteer Name: ___________________________

Coffee Maker
Volunteer is able to properly set up coffee maker and prepare coffee.
Volunteer is able to properly clean and shut down coffee maker.
Volunteer remembered to disconnect electric cord from wall.
Commercial Dishwasher
Volunteer is able to locate and turn on electricity to dishwasher.
Volunteer is able to prepare, load, and unload dishwasher correctly.
Volunteer is able to properly shut down dishwasher.
Warming Oven
Volunteer knows where to set up and plug in warming oven.
Volunteer is able to prepare and use warming oven.
Volunteer is able to shut down, clean, and return warming oven to proper place.
Convection Oven
Volunteer is able to locate and turn on electricity to convection oven.

 Volunteer is able to prepare and use convection oven.

Volunteer is able to clean convection oven.
Volunteer knows NOT to use aluminum foil in convection oven.
Commercial Stove

Volunteer is able to locate and turn on electricity to stove.

Volunteer is able to prepare and use stove top.
Volunteer is able to properly clean stove top.
Volunteer is able to turn on and off exhaust fan for stove top.

Kitchen Exhaust Fan

Volunteer is able to locate and turn on and off the kitchen exhaust fan.
Serving Dishes and Utensils
Volunteer is able to locate all serving dishes, utensils, and miscellaneous
supplies.
Air Conditioning and Heating Thermostats
Volunteer is able to locate and adjust air conditioning.
Volunteer is able to locate and adjust heating thermostat.
Volunteer knows that heat must be turned off if air conditioning is used.
Telephone
Volunteer is able to locate and properly use telephone.
Volunteer knows protocol for phone use by HARTS clients.
Plunger
Volunteer is aware of potential plumbing issues and precautions.
Volunteer is able to locate and properly use plunger.
Fire Extinguisher
Volunteer is able to locate fire extinguisher.
Volunteer understands how to operate fire extinguisher in an emergency.

Volunteer Questionnaire

1. Did you refer to and/or read the online training manual?

YES

2.

NO

How much time did you spend viewing the online training manual?

I spent a considerable amount of time reviewing the online manual

I read the online manual
I casually flipped through the online manual
I briefly saw the online manual
I did not view the online manual

3. Did you refer to the on-site training manual?

YES

NO

4. Where was the on-site training manual located on site?

5. On a scale of 1-10, with 10 being very easy to find, were you able to locate the information
you were looking for in the on-site training manual?

10

6. On a scale of 1-10, with 10 being the most comprehensive, how easy was the training manual
to understand?
1

7. Was there information you could not find in the training manual?

8. Is there anything you would like to see changed/added to the training manual?

10

Summative Evaluation by Lead Volunteer

1. Were there any re-occurring training objectives or activities that volunteers were unable to
perform? Were these clearly outlined in the training manual?

2. Did any issues arise with the online training manual? If so, were they taken care of?

3. Did volunteers refer to the on-site training manual while you were on-site?
YES

NO

4. Where they able to find need information without your assistance?

YES

NO

5. Was there needed information that could not find in the training manual?

6. Is there anything you would like to see changed/added to the training manual?