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McKelvy 0
Training Budget Development
Instructional Design Plan
Submitted To:
Dr. Diane Johnson
Graduate Studies in Education
Saint Leo University
Submitted By:
Mike McKelvy
October 24, 2009
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1. FRONT-END ANALYSIS
Performance Problem
One issue our training specialists have is preparing and managing a training budget.
Every year in about February, when it was time to submit projections for the next fiscal year, the
whole process seemed to baffle our training specialists, particularly the inexperienced ones.
Since many trainers lacked the confidence to do this systematically, they tended to just look at
the previous year's projections and current year usage and just approximate the needs. Then,
when money runs out or school seats were not available, training specialists were forced to beg,
borrow, and steal so to speak.
Of course, the same can be said with young adults going out on their own for the first
time. Learning how to prepare a budget could be one of the most important things anyone could
learn. Without a detailed and accurate budget, individuals and organizations alike are just
spinning their wheels hoping they hit their targets.
Needs Assessment
Dick, Carey, and Carey (2009) describe the three parts of a needs assessment – desired
status, actual status, and gap between the two (need). When I received budget figures from the
different departments, I could not help but wonder if the numbers were a result of any real logic
or thought. I knew something needed to be done and it became clear the specialists just did not
receive adequate training in budget preparation. What I wanted was an accurate, relevant, and
justifiable budget on time and what I received was a budget that was on time, but lacked
accuracy, relevance, and justifiability. Additionally, it seemed little discernible thought went into
its creation.
Possible Causes
When objectively looking at possible causes of the inaccuracy, irrelevancy, and lack of
justifiability of the submitted budgets, I had to look at inputs, the process, and outputs. With
respect to the inputs, one cause could be unavailability of pertinent data, which includes
employee data such as manning documents, inbound and outbound employee rosters, projected
retirements, transfers and separations, and travel and lodging costs for employees to be sent to
outside schools. Analysis revealed that the training specialists knew how to obtain these inputs
and knew how to interpret the data. Analysis of the budget generation process used in our section
revealed that there are milestones in place for budget submission and support is available should
training specialists have questions or concerns. However, each specialist does it differently and
possesses differing levels of competency pertaining to budget generation. Analysis of the outputs
(department budget projections) revealed the other possible problem, many of the training
specialists just do not know how to take the inputs and produce the output – the budget.
Instructional Goal
According to Dick, et al., clear instructional goals should be developed describing who
the learners are, in what context will the skill(s) be used, and what, if any, tools or aides will be
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available (2009). With this in mind, the following instructional goal will be the starting point for
the rest of the instructional design process:
Training specialists, given appropriate inputs and a standardized Excel spreadsheet, develop an
accurate and justifiable basic training budget.
2. DOMAIN OF LEARNING CLASSIFICATION/GOAL ANALYSIS
According to Dick, Carey, and Carey (2009), problem solving tasks are categorized in the
intellectual skills domain. Creating a training budget is an exercise in problem solving
(requesting money for future needs), manipulation of data (calculating), making discriminations,
and applying rules. Creating a budget is not an exercise in recall because policies governing
budget requests and assistance are available to the training specialists performing the task.
Additionally, only a computer with internet access, Excel spreadsheet and input data are required
for the task, so psychomotor skills are not required. Therefore, creating a budget falls primarily
within the intellectual skills domain.
With an instructional goal identified and its domain of learning determined, the next step
is to break the goal down into the major steps needed for its successful accomplishment. This
identification of an instructional goal’s major steps is called goal analysis (Dick, Carey, and
Carey, 2009). Creating a training budget is done in six major steps which are depicted in a flow
diagram (Figure 2.1).
Figure 2.1. Goal Analysis Flow Diagram
3. INSTRUCTIONAL ANALYSIS
Since the individual steps identified in the aforementioned goal analysis fall within the
intellectual skills domain, a hierarchical analysis approach will be utilized to identify subordinate
skills and entry skills (Dick, Carey, & Carey, 2009). Subordinate skills and entry behaviors will
be analyzed by individual major step. As identified in the above flow diagram, these steps, from
beginning to end are:
1. Calculate off-station course costs
2. Calculate projected supply costs
Calculate off-station course costs 1
Calculate projected equipment costs 3 4
Enter calculations in appropriate fields on standardized budget spreadsheet 4
Ensure figures are accurate 5
Calculate projected supply costs 2
Submit budget spreadsheet to supervisor 6
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3. Calculate projected equipment costs
4. Enter calculations in appropriate fields on standardized budget spreadsheet
5. Ensure figures are accurate
6. Submit budget spreadsheet to supervisor
Entry skills are what students already need to be able to do or know prior to beginning
instruction (Dick, Carey, & Carey, 2009). In order to perform the calculations and accuracy
checks in steps 1, 2, 3 and 6, students must already have the ability to perform basic
mathematical calculations. For step 1, the ability to read and interpret annual screening results is
necessary in order to begin. Interpreting current year supply usage records is the skill needed
before beginning step 2; and the ability to interpret manning documents is an entry level skill for
steps 2 and 3. Rounding out the entry skills is the ability to perform basic Excel spreadsheet data
entry, and is required before doing step 4. Subordinate skills for each major step are identified
and illustrated on a hierarchical analysis diagram (separate attachment). The entry skills line
(dotted) demarcates the skills that will not be taught from those that will be taught.
4. LEARNER ANALYSIS
The next step in the instructional design process is to analyze the target learners. Dick,
Carey and Carey (2009) describe learner analysis as identifying what instructional designers
need to know about the target learners. Specifically, the instructional designer needs the
following information about the targeted learners:
1. Entry skills
2. Prior knowledge of topic area
3. Attitudes toward content
4. Attitudes toward potential delivery systems
5. Academic motivation (MARCS)
6. Educational and ability levels
7. General learning preferences
8. Attitudes toward training organization
9. Group characteristics
Upon interviewing and observing the learners, reviewing personnel files and training
records, and performing a needs assessment, characteristics about the targeted learners were
identified and are detailed in Table 4.1 on the next page.
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Table 4.1. Learner Analysis Chart
Information
Categories Data Sources Learner Characteristics 1. Entry skills Interviews and Observations:
Five current and two newly
assigned training specialists
Performance Setting:
Most learners have served as training
specialists while some are fresh out
of school, and none have experience
or formal training in training budget
preparation.
Learning Setting:
Learners have demonstrated ability to
interpret annual screening results,
supply usage records, manning
documents, perform basic
calculations and Excel spreadsheet
data entry.
2. Prior knowledge
of topic area Interviews and Observations:
Same as above
Learners have general knowledge of
training budget preparation as a
whole, and basic knowledge of some
of its components. Some have
acquired spotty knowledge through
informal training from resource
advisors.
3. Attitudes toward
content Interviews and Observations:
Same as above
Since training budget preparation is
the sole responsibility of the training
specialist within the aircraft
maintenance community, learners are
eager to acquire and master the skills
necessary to successfully perform this
mandated task.
4. Attitudes toward
potential delivery
system
Interviews and Observations:
Same as above
Learners have acquired other
administrative skills through lectures,
discussions, computer-assisted
demonstration performance, and one-
on-one instruction and believe either
or a combination of these techniques
would prove beneficial.
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5. Motivation for
instruction
(ARCS)
Interviews and Observations:
Same as above
Learners, knowing budget
preparation is required of them, are
convinced formal instruction is
necessary for acquiring the necessary
skills, and are confident that, upon
receiving instruction, they will be
able to successfully prepare a training
budget. With this in mind, coupled
with the fact that training specialists
are rated, in part, by their ability to
perform this task, learners are likely
to remain attentive and motivated
throughout instruction.
6. Educational and
ability levels Interviews and Observations:
Same as above
Records:
Personnel files and training
records
Education Levels:
All learners possess a high school
diploma and have varying degrees of
college education.
Ability Levels:
Learners vary in degree with which
they can synthesize information and
solve problems, but based on the fact
that each has successfully learned a
new career field, learners have the
ability to process new information
and procedures.
7. General learning
preferences Interviews:
Same as above
Throughout their varying length
respective Air Force careers, learners
have experienced instruction in a
multitude of formats ranging from
one-on-one coaching to self-paced
interactive instruction. For a task as
critical as training budget
preparation, learners prefer a
workshop setting that will allow for a
combination of lecture,
demonstration-performance, group
interaction, and individual practice
followed by performance evaluation.
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8. Attitudes toward
training
organization
Interviews:
Same as above
Learners are assigned to the very
organization where the instructional
materials will be developed, and take
pride in the other types of instruction
delivered within the aircraft
maintenance training complex.
Additionally, learners have full
confidence in the instructional
developer as he is also their
supervisor.
9.
General group
characteristics
a. Heterogeneity
b. Size
c. Overall
impressions
Interviews and Observations:
Same as above
Records:
Personnel records, training
records, needs assessment
Heterogeneity:
Learners retrained from varying
career fields where each had differing
levels of responsibility. They vary in
gender, age and rank, and come from
all over the United States. All
learners are non-commissioned
officers
Size:
There will be seven learners
receiving instruction.
Overall impressions:
Instruction will need to be effective
and on point or learners may get
discouraged, lose interest, and leave
the instructional setting without
meeting the instructional goal.
5. PERFORMANCE AND LEARNING CONTEXT ANALYSES
With target learners’ characteristics identified, the performance and learning contexts will
be analyzed. Dick, Carey, and Carey (2009) describe performance context analysis as
identifying the characteristics of the setting where the newly acquired skills will be performed.
Specifically, the following information about the performance setting will be explored:
1. Managerial or supervisor support
2. Physical aspects of the site
3. Social aspects of the site
4. Relevance of skills to the workplace
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Learning context analysis involves both reviewing the site where the instruction will take
place and identifying what facilities, equipment and resources are required to support the
instruction. (Dick, Carey, & Carey 2009): Specifically, the following information about the
learning setting will be detailed:
1. Compatibility of site with instructional requirements
2. Adaptability of site to workplace
3. Adaptability for delivery approaches
4. Learning site constraints affecting design and delivery
Upon interviewing the learners, management, resource advisors and instructors,
reviewing personnel records, and aircraft maintenance training policies and procedures, and
visiting both the learners’ workplaces and the learning site, characteristics about the performance
and learning contexts were identified and are detailed in Tables 5.1 and 5.2.
Table 5.1. Performance Context Analysis Chart
Information
Categories Data Sources
Performance Site
Characteristics 1. Managerial/supervisory
support Interviews: Maintenance training
manager and training
specialist supervisor
Records:
Change-of-Rater forms,
personnel rater summaries,
aircraft maintenance
training policies and
procedures
Supervision of training specialists,
while administratively direct, is
primarily hands-off with respect to
day-to-day tasks as training
specialists work almost
autonomously. Governance of
aircraft maintenance training
procedures is broad in scope
allowing for autonomy when
performing specific tasks. However,
other training specialists,
supervisors, resource advisors (for
supply, equipment, travel
expenditure, etc. utilization data),
and human resources personnel (for
manning documents,
inbound/outbound rosters, etc.) are
available for consultation as needed.
Support for use of the new skills
will be strong as learners will be
able to successfully perform a
required task.
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2. Physical aspects of site Interviews: Maintenance training
manager, training specialist
supervisor, resource
advisor, and current
instructors
Site Visit:
Facilities: The newly acquired skills
will be used by learners at their
respective offices where desktop
computers with all required
hardware and software are already
provided.
Resources: No additional resources
are needed to use the new skills.
Equipment: No new equipment is
required for use of the new skills.
Timing: Training budgets are
created annually in February with
modifications as warranted by new
capabilities and/or equipment or
unforeseen changes in manning
levels and/or operations tempo.
3. Social aspects of site Interviews: Maintenance training
manager, training specialist
supervisor, and resource
advisor
Site visit:
Supervision: Training specialists
will have no direct supervision
during budget development, but will
submit completed budget to
supervisor.
Interaction: Training specialists,
while working primarily alone when
developing their respective budgets,
coordinate with human resources,
resource advisory and instructor
staff for required inputs.
Others effectively using skills: Resource advisors and managers of
other operational areas develop
budgets as well. However, managers
create budgets specific to their
respective operations within the
aircraft maintenance complex and
resource advisors oversee the
overall budget for the entire aircraft
maintenance complex, so no one
else creates an aircraft maintenance
training budget.
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4. Relevance of skills to
workplace Interviews: Maintenance training
manage, training specialist
supervisor, and resource
advisor
Site visit:
Meet identified needs:
Development of aircraft
maintenance training budgets are the
sole responsibility of assigned
training specialists and are approved
by the operations director via his or
her resource advisor. The budget
development training will arm
learners with the ability to create an
accurate, relevant, and justifiable
training budget, thus solving the
problem identified.
Table 5.3. Learning Context Analysis Chart
Information
Categories Data Sources Learning Site Characteristics 1. Number/nature of
sites Interviews: Training specialist
supervisor and instructors
Site visit:
Number: One site will be used.
Facilities: The instructor-led
computer-assisted instruction will take
place in the multi-purpose classroom
located in the aircraft maintenance
training complex. Unless unforeseen
events occur, the classroom will be
available for the duration of instruction.
Equipment: The classroom contains a
Smart board with ceiling-mounted
LCD projector wired to a wall-mounted
computer tower with CD R/W drives
and internet connectivity.
Resources: Since the instructor and
students are assigned to the unit
developing the instruction, and no new
supplies or equipment will need to be
purchased, no additional funding will
be required.
Constraints: The classroom will be
available barring any unforeseen
scheduling conflicts driven by higher
priority needs. Learners could also be
tasked on the day of training to perform
other duties should conditions warrant.
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2. Site compatibility
with instructional
needs
Interviews: Training specialist
supervisor and instructors
Site visit:
Instructional strategies: A variety of
strategies could be employed including
instructor-led, computer-assisted
presentation, demonstration-
performance, and group workshop in
the classroom.
Delivery approaches: Support is
available for internet-, computer-based,
and instructor-led training. Information
systems support is available, and
printed copies of required inputs are
available upon request.
Time: Instructional time available is
flexible and can be adjusted to the
training time requirement.
Personnel: One instructor and
technical and administrative support
are available for the training. The
instructor is also the subject matter
expert.
3. Site compatibility
with learner needs Interviews: Training specialist
supervisor, instructors,
and learners
Site visit:
Location: The aircraft maintenance
training complex is located within
walking distance from some of the
learners and in the same building as the
others.
Conveniences: There are restrooms
and a stocked snack bar in the training
building.
Space: The classroom provides
adequate space for the identified
instructional strategies.
Equipment: Seven laptop computers
wired for internet access will be
required and base communications
have them available for lending for the
duration of training. Information
systems personnel from the aircraft
maintenance complex are available for
laptop setup.
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4. Feasibility for
simulating workplace Interviews: Training specialist
supervisor, instructors,
and learners
Site visit:
Supervisory characteristics: The
instructional designer is the instructor
and the learners' supervisor so
simulation capability is available.
Physical characteristics: Even though
learners' offices cannot be relocated to
the classroom, the inputs and
equipment used at their workstations
will be adequately represented in the
classroom.
Social characteristics: Learners
primarily work alone or in pairs with
support from supervision and outside
training specialists available by
telephone or e-mail. The training, both
instructor led and group interaction
provide a face-to-face substitute for the
telephone and e-mail interactions.
6. PERFORMANCE OBJECTIVES
Dick, Carey, and Carey (2009) describe a terminal objective as an instructional goal
stated as a performance objective, and is what a learner will be able to do upon completion of the
instruction. Furthermore, when the major steps identified in the goal analysis are stated as
performance objectives, they are referred to as subordinate objectives. Below are the terminal
objective and three subordinate objectives for the instructional goal, “Training specialists, given
appropriate inputs and a standardized Excel spreadsheet, develop an accurate and justifiable
basic training budget”.
Terminal Objective : Given annual screening results, current year supply usage records,
manning documents, a computer with internet access and a calculator, and a standardized Excel
spreadsheet, develop an accurate and justifiable training budget to the nearest whole dollar with
no more than three instructor assists.
Major Step 1: Calculate projected off-station course costs.
Subordinate Objective: Given annual screening results and a computer with internet access and a
calculator, calculate approximate projected off-station course costs to the nearest whole dollar
amount with no more than one instructor assist.
Major Step 2: Calculate projected supply costs.
Subordinate Objective: Given current year supply usage records, projected office manning
requirements, in-house course requirements, a computer with internet access and a calculator,
and a supply catalog, calculate approximate projected supply costs to the nearest whole dollar
with no more than one instructor assist.
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Major Step 4: Enter calculations in appropriate fields on standardized budget spreadsheet.
Subordinate Objective: Given calculations for approximate projected off-station course costs,
supply costs, and equipment costs, a computer with and a calculator, and a standardized Excel
budget spreadsheet, enter calculations to the nearest whole dollar amount in appropriate fields on
the spreadsheet without instructor assistance.
7. ASSESSMENT INSTRUMENTS
With the instructional analysis, learner analysis, learning and performance context
analyses, and performance objectives completed, assessment instruments will be developed.
According to Dick, Carey, and Carey (2009), assessments are designed based on the function
they will serve. For the purposes of creating a budget, assessment items for the identified
objectives will be used on both practice tests and posttests. Due to time constraints and for
simplification purposes, subordinate objectives 1.1 and 2.1 test items represent only a small
portion of the items that would be used to assess mastery of these objectives, and the itemized
cost list and Excel spreadsheet required for subordinate objective 4.1 and the terminal objective’s
test item have been simulated.
Objective 1.1: Given current year supply usage records, current and projected office manning
requirements, in-house course requirements, a computer with internet access and a calculator,
and a supply catalog, calculate approximate projected supply costs to the nearest whole dollar
with no more than one instructor assist.
Test Item 1: Based on current manning levels and supply usage records, record the number of
employees currently assigned, the amount of paper (in reams) used during the last 12 months,
then calculate the paper usage ratio (reams of paper per employee) for the current year and enter
your results in the spaces provided. (10 points)
Employees assigned (2 points) ______ Paper used (2 points) _______
Paper usage ratio (6 points) _______
Test Item 2: Based on the projected manning documents provided and your responses to test
item 1, project the amount of printer paper required (in reams) for the next fiscal year and enter it
in the space provided. (2 points) ___________
Test Item 3: Based on your answer to test item 2, use the supply catalog to calculate the cost of
the projected printer paper requirement, then project next fiscal year’s cost assuming a 3.5%
price increase for the next fiscal year. Record your answers to the nearest whole dollar amount in
the spaces provided. (6 points)
Current cost (3 points) __________ Projected cost (3 points) __________
Objective 2.1: Given annual screening results and a computer with internet access and a
calculator, calculate approximate projected off-station course costs to the nearest whole dollar
amount with no more than one instructor assist.
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Test Item 1: From the annual screening results provided, determine the number of off-station
trips to school to each of the bases listed below for FY 2010. Record your answers in the spaces
next to each base (5 points, one for each base).
Lackland ____ Keesler ____ McConnell ____ Fairchild ____ Sheppard ____
Test Item 2: Using your answers from test item 1 and the government travel website, calculate to
the nearest whole dollar amount the current and projected airline travel costs for each location
and total for FY 2010. Assume airline travel costs will increase 2.7% in FY 2010. Record your
answers in the spaces provided (24 points, 4 for each base and total).
Lackland: Current _______ Projected ______
Keesler: Current _______ Projected ______
McConnell: Current _______ Projected ______
Fairchild: Current _______ Projected ______
Sheppard: Current _______ Projected ______
TOTAL: Current _______Projected ______
Objective 4.1: Given calculations for approximate projected off-station course costs, supply
costs, and equipment costs, a computer with and a calculator, and a standardized Excel budget
spreadsheet, enter calculations to the nearest whole dollar amount in appropriate fields on the
spreadsheet without instructor assistance.
Test Item: On the standardized Excel spreadsheet provided, enter your calculations for projected
off-station course costs, projected supply, and projected equipment costs in the correct fields. (25
points)
Terminal Objective : Given annual screening results, current year supply usage records,
manning documents, a computer with internet access and a calculator, and a standardized Excel
spreadsheet, develop an accurate and justifiable training budget to the nearest whole dollar with
no more than three instructor assists.
Test Item: Based on the manning documents, annual screening reports, and current 12-month
supply usage records provided, and utilizing a computer with internet access and a calculator, A)
Calculate to the nearest whole dollar amount, projected off-station course, supply, and equipment
costs for FY 2010, then B) Create a budget by recording the calculations in the correct fields on
the standardized spreadsheet provided. Ensure all cost projections are accurate and justifiable.
(200 points)
A) (150 points) Itemized cost list provided here (simulated).
B) (50 points) Spreadsheet provided here (simulated).
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8. INSTRUCTIONAL STRATEGY
Next, a strategy for meeting the identified performance objectives will be
accomplished. Dick, Carey, and Carey (2009) describe an instructional strategy as
consisting of choosing a delivery system, sequencing and clustering content, and describing
learning components that will be included in the instruction. Specifically, the instructional
strategy consists of the following components:
1. Preinstructional activities
2. Content presentation
3. Learner participation
4. Assessment
5. Follow-through activities
Upon reviewing the goal analysis, instructional analysis, learner analysis, learner
and performance context analyses, performance objectives and assessment instruments,
objectives were sequenced and clustered (Table 8.1), preinstructional, content presentation,
and student participation learning components were identified (Table 8.2), and assessment
and follow-through activities were described (Table 8.3).
Table 8.1. Performance Objectives Sequenced and Clustered
Clusters Instructional Goal Steps 1 Main step 1: Calculate projected off-station course costs
Cluster 1 objective
1.1
2 Main step 2: Calculate projected supply costs
Cluster 2 objective
2.1
3 Main step 3: Calculate projected equipment costs
4 Main step 4: Enter calculations in appropriate fields on standardized
budget spreadsheet
Cluster 4
objective
4.1
5
Main step 5: Ensure figures are
accurate
6 Main step 6: Submit budget spreadsheet to supervisor
7 Terminal
objective
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Table 8.2. Preinstructional Activities, Content Presentation, and Student
Participation Learning Components
PREINSTRUCTIONAL ACTIVITIES MOTIVATION: Prior to main step 1, "Calculate off-station course costs," the instructor will
introduce him/herself, welcome the attending training specialists, thank them for all of the hard
work they do, then discuss the critical role training budgets play in the aircraft maintenance
mission. The instructor will further explain how training specialists, via successful completion
of sound training budgets, can positively impact how effectively and efficiently aircraft
maintenance professionals across all of the assigned specialties do their respective jobs, thus
enhancing organizational capabilities in both peace and wartime. The instructor will then
inform the learners that a sound training budget is not only a vital document for organizational
effectiveness, but also its development is a mandatory duty that rests solely on the training
specialist's shoulder, and upon completion of instruction will have all of the tools necessary to
confidently and successfully carry out this duty.
OBJECTIVES: An overview of the steps taken to complete a training budget is described, and
then an example of a completed one will be shown. At this point, the instructor will reassure the
learners that they too, upon completion of the instruction will be able to successfully produce
this very product.
ENTRY SKILLS: While learners will be heterogeneous in their overall experience level within
both the Air Force and the education and training career field, they will all possess and be able
to interpret the annual screening results, current year supply usage records, and manning
documents from their respective units. They will also be able to perform basic mathematical
calculations and Excel spreadsheet data entry.
STUDENT GROUPINGS AND MEDIA SELECTIONS: Instructor-led group discussions and
work teams with PowerPoint slides and internet assistance.
CONTENT PRESENTATION AND LEARNER PARTICIPATION FOR
CLUSTERS 1, 2, 4, AND TERMINAL OBJECTIVE
STUDENT GROUPING AND MEDIA SELECTION: Objective 1.1, 2.1, 4.1, and terminal,
instructor-led student work teams (two teams of two and one team of three) based on unit of
responsibility with practice and feedback.
1.1: Given annual screening results and a computer with internet access and a calculator,
calculate approximate projected off-station course costs to the nearest whole dollar amount with
no more than one instructor assist.
CONTENT PRESENTATION
CONTENT: Through work team interaction with the instructor, students will learn how key
data found on the possessed annual screening documents are used to calculate off-station course
costs. An example of an annual screening document will be displayed on a slide with its usable
data described. Once the usable data from the document are identified and described, students
will access the government travel website to obtain the unit costs per trip in order to calculate
the total cost of off-station courses.
EXAMPLES:
1. Sample annual screening document with identified usable data
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2. Sample determination of off-station course cost using usable annual screening data and government
website
3. Sample worksheet with off-station course costs calculated
STUDENT PARTICIPATION
PRACTICE ITEMS AND ACTIVITIES:
1. Identify usable data from annual screening documents.
2. Utilize usable data to determine number of courses needed.
3. Utilize government travel website to determine per-course travel costs and calculate total course costs
to nearest whole dollar.
FEEDBACK: Instructor will review identified off-station course requirements, and review course cost
calculations for accuracy.
2.1: Given current year supply usage records, projected office manning requirements, in-house
course requirements, a computer with internet access and a calculator, and a supply catalog,
calculate approximate projected supply costs to the nearest whole dollar with no more than one
instructor assist.
CONTENT PRESENTATION
CONTENT: Through work team interaction with the instructor, students will learn how key
data found on the given documents are used to calculate supply costs. An example of each
document will be displayed one at a time on a slide with its usable data described. Once the
usable data from each document are identified and described, students will access the online
supply catalog to obtain the unit costs in order to calculate the cost of identified needed supplies
EXAMPLES:
1. Sample projected office manning document with identified usable data
2. Sample current year supply usage record with usable data identified
3. Sample in-house course requirements document with usable data identified
4. Sample worksheet with supply costs calculated
STUDENT PARTICIPATION
PRACTICE ITEMS AND ACTIVITIES:
1. Identify usable data from manning documents, supply usage records, and in-house course
requirement documents.
2. Utilize usable data to determine supply needs.
3. Utilize online catalog to determine unit costs of needed supplies and calculate supply costs to nearest
whole dollar.
FEEDBACK: Instructor will review identified supply needs and their basis for justification, and review
calculations for accuracy.
4.1: Given calculations for approximate projected off-station course costs, supply costs, and
equipment costs, a computer with and a calculator, and a standardized Excel budget
spreadsheet, enter calculations to the nearest whole dollar amount in appropriate fields on the
spreadsheet without instructor assistance.
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CONTENT PRESENTATION
CONTENT: Through work team interaction with the instructor, students will learn how to
correctly enter their previous calculations on a standardized Excel budget spreadsheet. A
sample budget spreadsheet will be displayed on a slide for student viewing.
EXAMPLES:
1. Sample calculations
2. Sample budget spreadsheet for calculation entry
STUDENT PARTICIPATION
PRACTICE ITEMS AND ACTIVITIES:
1. Double-check calculations and identify correct calculations for entry into specific spreadsheet fields.
2. Enter previous calculations to the nearest whole dollar into standardized Excel budget spreadsheet.
FEEDBACK: Instructor will review calculations for accuracy and entry into correct fields.
TERMINAL OBJECTIVE: Given annual screening results, current year supply usage
records, manning documents, a computer with internet access and a calculator, and a
standardized Excel spreadsheet, develop an accurate and justifiable training budget to the
nearest whole dollar with no more than three instructor assists.
CONTENT PRESENTATION
CONTENT: Through work team interaction with the instructor, students will learn how to put
the preceding three lessons together and develop the training budget as a whole. The instructor
will conduct a review of the above-mentioned input documents and procedures and lead work
team discussions in order to confirm students understanding of the preceding steps and how
they are integrated to produce the final budget. EXAMPLES: In addition to the examples above, a sample standardized Excel budget spreadsheet will
be utilized
STUDENT PARTICIPATION
PRACTICE ITEMS AND ACTIVITIES:
1. Identify usable data from annual screening documents.
2. Utilize usable data to determine number of courses needed.
3. Identify usable data from manning documents, supply usage records, and in-house course
requirement documents.
4. Utilize usable data to determine supply needs.
5. Utilize online catalog to determine unit costs of needed supplies and calculate supply costs to nearest
whole dollar.
6. Double-check calculations and identify correct calculations for entry into specific spreadsheet fields.
7. Enter previous calculations to the nearest whole dollar into standardized Excel budget spreadsheet.
FEEDBACK: Instructor will review identified off-station course requirements, identified supply needs
and their basis for justification, all calculations for accuracy, readiness of data for entry into spreadsheet
fields, and the budget spreadsheet for completion and accuracy.
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Table 8.3. Assessment and Follow-Through Activities
9. INSTRUCTIONAL MATERIALS PLAN
With the instructional strategy completed and used as a basis, an instructional materials
plan will be developed. This section outlines the plan for instructional materials within the
below five identified learning areas:
1. Preinstructional activities
2. Content presentation
3. Learner participation
4. Assessment
ASSESSMENT
PROGRESS CHECKS AND POST-TEST: With the exception of the terminal objective, after
each cluster of instruction, a progress check will be administered utilizing the assessment
instruments identified. After the terminal objective is taught, a final product test will be
administered and evaluated using a product checklist. Instructors may use the progress check
results to identify student strengths and weaknesses and parts of the instruction that are and are
not working. Students will also be provided a copy of the final product checklist during the
evaluation.
STUDENT GROUPING AND MEDIA SELECTION: Throughout the duration of
instruction on all four clusters, instructor assistance with on screen displays of sample
documents and procedures will be available. During the final product evaluation, only the
instructor will be available for assistance up to, but not to exceed the maximum number of
assists allowed for passing the objectives. Students will work in assigned teams during the
progress checks and alone during the final product evaluation.
FOLLOW-THROUGH ACTIVITIES
MEMORY AID: Since budgets are only created annually, a copy of the final product
checklist along with step-by step instructions for budget completion will be made available
to training specialists for use at their workstations. Additionally, a list of the required
documents and necessary websites will be provided as a 'cheat sheet'.
TRANSFER: Each December, the process of preparing a training budget is started in order
to ensure its completion and finalization by the end of February. At that time, a quick
reminder of the process will go out and since the instructor is also the supervisor, he or she
will be available to assist training specialists as needed along with the availability of
checklists and cheat sheets. Over time, some training specialists will become confident and
proficient enough at budget development to be selected as instructors for future occurrences
of this course.
STUDENT GROUPING AND MEDIA SELECTION: Training specialists work in groups
of two or three depending on which unit they are responsible for. Cheat sheets and checklists
will be available at the workstations.
McKelvy 19
5. Follow-through activities
Preinstructional Activities
The motivation portion will be done using a combination of aircraft mishap videos and a
PowerPoint presentation. The videos will be used to describe what happens when improperly
trained individuals work on aircraft and had they received budgeted training, these mishaps may
have been avoided. The slideshow will need to be developed locally while mishap videos are
available on the internet and can be used in their existing form should appropriate permissions be
obtained from the content owners. The overview portion will be presented via a PowerPoint slide
presentation outlining the four objectives. An electronic version of a completed budget
spreadsheet will be needed for use as an example. The spreadsheet could be borrowed from a
training department at another base which houses the same aircraft and the PowerPoint
presentation will need to be developed in-house. No additional materials will be needed for entry
skills reiteration as this can be done with a verbal Q&A session.
Content Presentation Objective 1.1
The slideshow outlining the projected off-station course cost calculation process with a
sample annual screening document attached will need to be developed in-house as no training
specific to training budgets has been developed for aircraft maintenance. With this in mind, since
off-station course costs are calculated similarly in other organizations, efforts should be made to
determine if similar training is available for our use. The government travel website is available
to all target students and instructors.
Learner Participation Objective 1.1
Learners will bring their units’ annual screening documents for use during the learning of
this objective, thus, they will not need to be developed. Additionally, calculators are available on
each of the computers in the classroom for use.
Content Presentation Objective 2.1
The slideshow outlining the projected supply cost calculation process with sample supply
usage records, in-house course requirements, and a link to the on-line supply catalog attached
will need to be developed in-house as no training specific to supply calculation has been
developed for aircraft maintenance. With this in mind, since supply costs are calculated similarly
in other organizations, efforts should be made to determine if similar training is available for our
use.
Learner Participation Objective 2.1
Learners will bring their units’ supply usage reports and in-house course requirements for
use during the learning of this objective thus will not need to be developed. However, copies of
our unit’s projected manning documents highlighting the training department will need to be
produced and provided to the learners. Calculators are available on each of the computers in the
McKelvy 20
classroom for use. A shortcut icon to the on-line supply catalog will need to be added to student
computer desktops.
Content Presentation Objective 4.1
Calculations from one of the three units will be used for this objective. A blank copy of
the Excel spreadsheet will be developed and placed on the screen for student visualization. Since
calculations from prior objectives will be used, no additional materials will be needed.
Learner Participation Objective 4.1
Learners will practice this process along with the instructor so a copy of a blank
spreadsheet will need to be placed on each student’s computer desktop. Calculators are available
on each of the computers in the classroom for use during the double-check calculations exercise.
Content Presentation Terminal Objective
Slides reviewing the prior steps and their integration will need to be developed locally as
no training specific to training budget preparation has been developed for aircraft maintenance.
With this in mind, since budgets are calculated similarly in other aircraft maintenance
organizations, efforts should be made to determine if similar training is available for our use.
Learner Participation Terminal Objective
Learners will practice this process along with the instructor and will utilize the
documents they brought to class along with the provided projected manning documents and
those found on their computer desktops. Calculators are available on each of the computers in the
classroom for use during the final product production exercise. No additional materials are
needed.
Assessment
Worksheets for the various calculations required during the progress checks will need to
be developed locally and can be done on MS Word or Excel. The checklist for assessing the final
product will need to be developed in-house and could be done on MS Word or Excel as well.
Follow-Through Activities
A cheat sheet containing a list of the required budget preparation documents, necessary
websites, and final product checklist will need to be developed locally as it appears none exist
elsewhere. With this in mind, since budgets are produced similarly in other aircraft maintenance
organizations, efforts should be made to determine if similar cheat sheets are available for our
use. These documents could be placed in document protectors or laminated.
McKelvy 21
10. FORMATIVE EVALUATION PLAN
Formative evaluations are necessary to identify areas of the instruction that need
revision prior to its being in final form in order to improve effectiveness (Dick, Carey, &
Carey, 2009). Given that the target learners initially total seven, and the budget
development training will be conducted for real only once, one-on-one evaluations may
prove to be impractical. Additionally, since this will be an instructor-led class, the designer
will be the instructor, and the target learner group is small, field trials will probably not be
feasible. As a result, the formative evaluation will be accomplished via a small group
evaluation accompanied by a content expert review of the materials for accuracy, currency,
and appropriateness.
The small group evaluation will take place in the same classroom as the live
training, the multipurpose classroom within the aircraft maintenance training complex. The
learners will consist of six to eight training specialists from other organizations. Due to the
bare bones nature of the instruction, and since training budget preparation is very similar
across differing organizations, whether or not selected participants have aircraft
maintenance training background will not be critical. Furthermore, the little maintenance
training terminology embedded within the instructional materials was learned by all
training specialists when they attended the initial education and training specialist course.
The learners will; however, be diverse in experience levels as training specialists.
According to Dick, Carey, and Carey (2009), the materials are presented to the learners
as if they were in final form. Afterwards, an attitude questionnaire should be administered
to determine whether or not the instruction kept learner interest, the materials and exercises
were related to the objectives, the test(s) measured learner knowledge of the objectives, and
the learners knew what they were supposed to learn, received good feedback, and felt
confident during the final product evaluation. Data such as course time requirements and
scores on progress checks and final product evaluation will be collected and analyzed. Cost
projections should be minimal since the necessary materials are fairly cheap to produce and
no equipment will need to be purchased. After all data is summarized and analyzed, it will
be used for materials revision purposes in the following sequence according to Dick, et al:
1. Instructional analysis and entry skills
2. Objectives, pretests, and posttests
3. Learning components of instructional strategy and materials
4. Learning time
5. Media, materials, and instructional procedures
Instructional Analysis and Entry Skills
The main purpose here is to determine whether or not the participants possessed the
identified entry skills, ability to interpret annual screening results, current year supply usage
records and manning documents, as well as the ability to perform basic mathematical
calculations and basic Excel spreadsheet data entry. If they did indeed possess these skills, were
they then successful with the instructional objectives?
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Objectives, Pretests, and Posttests
Data from progress checks and final product evaluation will be used to determine
whether or not there is a decline in performance as learners proceeded through each objective.
This may prove helpful in determining whether or not objectives were sequenced correctly.
Additionally, if certain objectives were performed poorly, it may be necessary to review the
objective for validity, wording and appropriateness.
Learning Components of Instructional Strategy and Materials
If learners struggled with any objectives, the instructional strategy associated with that
objective will be examined to determine if it was the one actually used during the instruction. For
example, if learners were struggling with off-station course cost calculations, were the
PowerPoint slideshow accompanied by a sample annual screening document and the government
travel website identified in the instructional strategy actually used, and what comments were
made by the learners and content expert added? Both of these will be evaluated for possible
materials revision.
Learning Time
The time it takes the selected learners to successfully complete the instruction will be
noted, and every effort to keep the instruction as short as possible will be made. However, the
actual length of the course will not be driven by imposed time constraints. However, materials
that do not appear to be effective will be revised or removed to shorten the course. Additionally,
if adding materials, thus lengthening the course potentially become necessary, then it will be
seriously considered.
Media, Materials, and Instructional Procedures
All problems, controllable or uncontrollable, causing issues with respect to implementing
the instruction will be noted and analyzed. Problems outside of our control such as fire drills,
personnel recalls, etc. should not drive instructional materials revision. Problems within our
control such as flow from objective to objective and perceived delays or problems within the
instruction identified by learners on questionnaires will be considered and utilized for materials
revision as necessary.
11. SUMMATIVE EVALUATION PLAN
With formative evaluations completed and appropriate revisions made to the
instruction, a summative evaluation is the next step, and will be accomplished to collect
data so the effectiveness of training budget preparation instructional materials can be
verified so a decision can be made to either adopt or scrap the training. In doing so, there
are two phases of which one or both can be performed, expert judgment and/or field trial
(Dick, Carey, & Carey, 2009).
McKelvy 23
Since expert judgment evaluation is typically done to choose among competing sets
of instruction to determine which will be recommended for field trial(s), and in this case,
there is only one set of instruction to consider, only a field trial summative evaluation
seems appropriate. The field trial summative evaluation of the training budget preparation
instruction will consist of the following five parts:
1. Planning for the evaluation
2. Preparing for the implementation
3. Implementing instruction and collecting data
4. Summarizing and analyzing data
5. Reporting results
Planning for the Evaluation
This field trial will consist of one set of instructional materials using one group and
questions will be developed to gain insight into learner entry skills, exact equipment required and
pre- and post instruction performance of the identified budget development objectives.
Additionally, questions will be designed to obtain follow-up data such as performance on the job
and supervisory feedback of learner performance of the newly taught skills. The learners for the
evaluation will be the actual seven identified in the learner analysis and all will possess the entry
skills identified in the instructional analysis. The instructor for the field trial will be a content
area expert who also happens to be the immediate trainer and supervisor of our assigned training
specialists.
Preparing for the Implementation
The training session will be scheduled for approximately mid November so the skills will
be fresh going into 2010 training budget cycle, and all seven assigned training specialists will be
in attendance. Laptop computers for each student will be obtained from our information
technology personnel and set up the day before the field trial and the remaining equipment in the
classroom will be operations checked. The designer will observe.
Implementing Instruction and Collecting Data
During this part, data will be collected on progress checks, final product evaluation, and
post course learner questionnaires. Approximately 30 days after the course, a follow-up
evaluation of the newly acquired skills will be conducted at the learners’ work stations to see if
the skills indeed transferred as outlined in the instructional strategy. The 30-day window was
chosen so upon follow-up completion, there is still time for additional assistance, if necessary
before the budget preparation cycle begins in mid January.
Summarizing and Analyzing Data
Data will be analyzed and summarized the same as prescribed for the formative
evaluation. One difference though will be in addition to identifying parts of the instruction that
are ineffective; parts of the instruction that are effective will be identified as well.
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Reporting Results
The report will contain the purpose of the evaluation, questions asked with answers,
evaluation results, and instructional designer recommendations and rationale. An executive
summary highlighting the designer recommendations will precede the body of the report. The
report will be submitted to the director of aircraft maintenance operations support for final
decision.
McKelvy 25
Reference
Dick, W., Carey, L., & Carey, J.O. (2009). The systematic design of instruction (7th
ed.). Upper Saddle River, NJ: Pearson Education, Inc.
