Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Naisa Thaker

Submitted June 25, 2016

PROJECT PROPOSAL MODULE 2

Project Title
Pollution Prevention Program for Businesses

Sponsoring Organization
Department of Environmental Protection
The Department of Environmental Protection (DEP) is the states official
environmental regulatory agency. It is responsible for protecting the states
air, water and land to ensure the highest quality of living for its citizens and
wildlife. It accomplishes this through a variety of ways, including helping
businesses in the state become better environmental stewards.

Project Description
This project is needed because businesses medium to large scale businesses
operating in the state are now required to have a pollution prevention plan to
help manage their waste. Many businesses do not have an in-house
environmental compliance officer or sustainability officer to help guide them
through this new requirement. Often times, a business may want to become
a good actor but may not know where to begin. Therefore, DEP will offer a
soup to nuts instructional resource to aid businesses in creating and
implementing a pollution prevention plan.

Aim
Engender a sense of environmental stewardship to a diverse array of
employees, including staff of all levels. Develop employees understanding of
pollution prevention.

Target Audience

Managerial staff (company president, executives, anyone in a

managerial role)
Non-managerial staff (interns, custodial staff, low and midlevel staff)

Delivery Options
Initial instruction will be face-to-face because it will include collaborative
activities. After face-to-face training is completed, DEP will provide links to
access the instruction electronically as an institutional resource for selfpaced learning.

FRONT-END ANALYSIS: INSTRUCTIONAL NEED MODULE 3

Instructional Need
The instructional need falls under three opportunities for identifying
performance problems:
1) Company compliance with the new mandate - A company must create and
implement a pollution prevention plan to comply with the new state
requirement.
2) Employee growth - Employees feel proud to be part of an organization that
is an ethical actor and environmental steward. Most employees like to
develop new areas of knowledge, especially if they pertain to current tasks.
3) Strategy development - a successful pollution prevention plan enables a
business to grow, have a competitive advantage over their industry rivals,
and maintain a triple bottom line.

FRONT-END ANALYSIS: LEARNER CHARACTERISTICS

MODULE 3
Learner Analysis
Primary Audience
Managers, executives, policy makers and implementers
Secondary Audience
Low and mid-level staff
General Learner Characteristics
Age
Cultural differences
Seniority (ability to influence business operations)
Entry Characteristics
Basic computer proficiency
Ability to move (for hands-on activities)
Ability to speak, listen, collaborate, discuss and present (for group
activities)

Contextual Analysis
Orienting Context
The learners goal is to help their organization be a better
environmental steward by reducing pollution through daily operations.
The perception of utility varies among the learners based on their
familiarity with the subject, their political inclinations, their academic
backgrounds and their desire to be environmental stewards of their
organization.
The training is mandated by the organization; therefore, the learners
see their accountability as high. They are accountable for applying the
knowledge learned through instruction in order to reduce pollution
from daily work operations.
Potential misconceptions may include:
o Implementing sustainable practices are resource intensive
(expensive, take up too much staff time)
o One organizations environmental stewardship is not enough to
change the quality of the environment
o Individuals cannot make a difference or impact
o The costs of environmental stewardship outweigh the benefits

o The benefits, if any, are not noticeable or quantifiable

Instructional Context
One (1) eight (8) hour day of instruction to be given 4-5 times to cover
all employees
Natural lighting preferred with ability to dim up or dim down
Low noise level during instructors talk, mid to high level expected
during activities
75 degrees room temperature, adequate air ventilation
Movable chairs and tables
Large conference room with tables and chairs conducive to movement
and group collaboration
Computer, projector, paper, pens, trash and trash bins for hands-on
activity
Location is within business location or at state DEP training center
Technology Inventory
Computer (for future self-paced learning)
Transfer Context
A diverse range of situations will be presented during the instruction to
cater to the unique roles and responsibilities of learners
Activities will be directly related to learners job requirements.
Learners opportunities will be assessed so that content relates directly
to their daily tasks.
Senior staff will be engaged early in the design process so that
management support is ensured.

INSTRUCTIONAL IMPACT BASED UPON LEARNER

CHARACTERISTICS
Application of Learning Theories
Multiple Intelligences: The final instruction will appeal mostly to visual and
auditory learners, but it will incorporate kinesthetic learning techniques to
some degree through hands-on activities.
Andragogy: The final instruction will hone in on several assumptions of the
Andragogy theory, namely readiness to learn (content has immediate impact
on their job operations) and relevance (content will include the importance of
environmental stewardship).
Constructivism: Assuming that individuals learn best when they construct
new interpretations of the social, cultural, physical settings in which they
work, the final instruction will utilize problem scenarios true to the learners
tasks so that the content directly relates to real-life situations.

Application of Motivational Theories

This instruction will apply Kellers ARC Model of Motivation. The instruction
will include active participation to encourage the target audience to be
engaged in the learning process. A variety of different media will be used to
present information in a more interesting way (i.e., video, audio clips,
handouts). The entire instruction will employ based on real-world examples
gleaned from individual learners every day office operations. To the furthest
extent possible, content will be linked to the learners previous experience.
Learners will conduct exercises where they have a choice about the pollution
prevention approach they want to take so they feel more invested in their
companys outlook and future.

Impact of a Diverse Audience on Instruction

The target audience is presumed to be made up of a diverse group of
individuals. They may be diverse in educational background, cultural
background, learning styles, life experience and job responsibilities. The level
of diversity will be fully assessed during the needs analysis phase through an
electronic survey. The final instruction will be designed to avoid jargon, tech
speak, cultural biases, and acronyms.

GOAL ANALYSIS MODULE 5

Goal Analysis
Instructional Need
A businesss operations contribute largely to air, water and land pollution. A
new state requirement mandates that companies with offices of a certain
size must adopt and implement pollution prevention strategies to curtail the
volume of pollution they are contributing to the natural environment. The
state Department of Environmental Protection (DEP) can simply provide a
boiler plate template with instructions on how to implement pollution
prevention methods. However, DEP believes this prescriptive approach will
not be conducive to changing the behavior and culture of organizations
operating within the state. In addition to ensuring compliance with the new
requirement, DEP wishes to engender a sense of environmental commitment
and consciousness and to directly link individual behavior with impacts to the
environment. It is not enough for a business to check the box for pollution
prevention, they must also understand the importance and benefits
associated with being an environmentally and socially responsible actor.
Goal Analysis
Learners will:
Understand the new requirement.
Understand why pollution prevention is important for their
organization, themselves and the planet.
Connect their daily behavior and tasks to negative and positive
impacts on the environment.
Feel heard and invested in their companies pollution prevention plan
because employee buy-in is crucial to the success of the plans
implementation.
Content Development:
I came away with a better understanding and appreciation for the
health and well-being of the environment.
I better understand the new state requirement and why my
organization must adhere to it.
The group discussion helped me better understand my own
perceptions and my colleagues perception of their immediate/local
and greater environment.
The content presented was well organized and easy for me to read.
The content matched the objectives at the beginning of the instruction.
I feel more involved and invested in my organizations pollution
prevention plan.

Content Development: Learners come away with a comprehensive

understanding of the benefits of a pollution prevention plan, and a better
appreciation of how individual and company-wide behaviors are linked to
environmental well-being.
INSTRUCTIONAL OBJECTIVES MODULE 5
Project (Instructional) Goal
Learners will understand the definition of pollution prevention, comprehend
the states new pollution prevention requirement, and understand its health,
environmental and fiscal benefits. Learners will come away with a better
understanding of their relationship with the environment and how their dayto-day behaviors and attitudes impact the environment. Learners will come
away with ideas on how to meet the state requirement and how to best
incorporate pollution prevention tactics in to their pollution prevention plan.
Terminal Objectives and Enabling Objectives
Terminal Objective 1: Learn the the basics of pollution prevention
(Cognitive Domain)
Enabling Objectives:
i.
ii.
iii.
iv.

Learners will define the meaning of the term pollution prevention

Learners will be able to summarize the financial, social, and
ecological benefits of pollution prevention
Learners will identify various types of pollution prevention tactics
(e.g., duplex printing, composting, recycling)
Learners will connect their individual behavior and daily
operations with environmental impacts

Terminal Objective 2: Define and Recall the states new pollution

prevention requirement (Cognitive Domain)
Enabling Objectives:
i. Learners will recall the criteria for meeting the new state
requirement
ii.
Learners will document best practices for meeting the new
requirement
iii.
Learners will brainstorm ways to meet the state criteria that work
best for their office atmosphere
Terminal Objective 3: Learners will develop insights into their personal
perceptions, individual behaviors and attitudes towards the environment
(Affective Domain)

Enabling Objectives:
i.

Group discussion and reflection about how their individual lives,

personal goals, values and career paths are linked to the
environment

ENABLING OBJECTIVES MATRIX & SUPPORTING CONTENT

MODULE 6
Enabling
Objective

Level on
Blooms
Taxonomy

Learner Activity

Learners will
define the
meaning of
the term
pollution
prevention

Knowledge

Define pollution
prevention for
themselves, then
read/listen to the
breakdown of the
definition.

Learners will
be able to
summarize
the financial,
social, and
ecological
benefits of
pollution
prevention

Comprehend

Learners will Knowledge

identify
various types
of pollution
prevention
tactics (e.g.,
duplex
printing,
composting,
recycling)

(What would learners do

to master this
objective?)

Delivery Method

(Group
presentation/lecture, selfpaced, or small group)

Question and
answer: The
instructor will prompt
the learners for a
definition by asking,
what do you think
pollution prevention
means? The
learners will briefly
consider this
question and then
call out their
answers. The
instructor will go
over the accepted
definition.
Learners will listen
Listening, reading.
to the benefits, then Small group
brainstorm the
discussion, then
other advantages of larger class-wide
pollution
discussion.
prevention.

Listen to the
different types of
tactics.

Lecture.

Learners will
connect their
individual
behavior and
daily
operations
with
environment
al impacts

Evaluation,
Application

Journaling, quiet
reflection.

Individual work
shared with small
group, and then
larger class.

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The purpose of this pre-training evaluation is for the instructor to gather as

much information about you, the learner, as possible prior to delivering
instruction. Your answers will help determine how to best tailor the
instruction for your needs. Please fill out the information below as best as
possible. You will not be graded and your answers will not be shared with
anyone outside of the instructor.
Name:
Role/Position:
Title:
Contact phone and email:
1. I am familiar with the term pollution prevention. (yes/no)
2. My company is currently taking measures to decrease the amount and
type of pollution. (yes/no)
3. I know of at least one way my company can prevent pollution. (yes/no)
4. I know of at least one way my individual behavior can prevent
pollution. (yes/no)
5. I am aware of the states new requirement for pollution prevention.
(yes/no)
6. Age group (optional)

7. Race

18-25
26-35
36-45
46-60
60+
prefer not to answer
circle all that apply (optional)
African-american/Black
Asian
Hispanic
Native American
Other
White (non-Hispanic)

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Prefer not to answer

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