Edu576 - Applied Project - Final Draft - Bcoppola

Running head: EDU576 APPLED PROJECT BERNICE COPPOLA
Applied Project in Instructional Design
EDU 576
MEOL1 2014 FA 1
Saint Leo University
Dr. Diane Johnson
Bernice Coppola
December 11, 2014
EDU576 APPLED PROJECT BERNICE COPPOLA
FNS Staff Cross-Training Project

This applied project in instructional design (ID) is being completed for the
Manatee County School District Food and Nutrition Services Department (FNS). The
Manatee FNS department administration has detected an unacceptable issue of
inconsistently cross-trained kitchen staff throughout their 67 district school food service
sites (School District of Manatee County, 2014). The intention of this project was to
ascertain this need and if confirmed, develop a solution to remedy this performance gap.
The Dick and Carey ID Model (D&C Model) was utilized throughout this applied project
(Dick, Carey & Carey, 2009).
Front-End Analysis
A Front-End Analysis is the first step of the D&C Model and consists of stating
the perceived problem, conducting a Performance Analysis, a Needs Assessment, and a
Job Analysis in an effort to identify broad indications of a problem that can be solved by
providing instructionand to determine more specifically what performance deficiencies
will be addressed (Dick et al., 2009, p. 24).
The Problem
It has been discovered approximately 50% of the FNS Managers across the
Manatee County School District are not consistently cross-training their kitchen staff to
the level desired by the departments administration. This failure to adhere to FNS staff
cross-training protocol creates an inconsistency of operational efficiency across kitchens
throughout the district.
Needs Assessment
Desired performance status. Adherence by 100% of FNS Managers in
effectively applying FNS Staff Cross-Training protocol.
Current performance status. Approximately 50% of FNS Managers are
currently cross-training their kitchen staff to desired levels.
Performance gap status. Roughly 50% of FNS Managers are not cross-training
their kitchen staff to the desired levels.
Performance Analysis
What is the problem? The problem is there are inconsistencies across the school
district FNS kitchens in effectively cross-training kitchen staff. Some Managers are
doing a fine job of ensuring their staff is appropriately cross-trained across all food
service stations, while other Managers are not doing so.
Is the problem related to a core organizational outcome? Yes. This problem
is related to providing a highly effective and efficient food service operation. A core
organizational outcome is to provide highly nutritious, appealing, and affordable meals to
all county students in a professional, pleasant, and expeditious manner. Well crosstrained staff allows for not only adherence to federal school food service meal guidelines
and HACCP food safety regulations, but also to accepted meals per labor hour
productivity standards. Well cross-trained staff vastly enhances the opportunity for
success in this endeavor by providing a highly flexible workforce, able to absorb other
duties at the spur of the moment as unexpected staff shortages dictate, and relates directly
to the overall financial solvency of the department.
Are there established operational goals for this outcome? Yes. The newly
established operational goal for this outcome is to have all FNS Managers consistently
cross-train their kitchen staff by following desired departmental cross-training protocol.
The FNS department will disclose these new requirements to its FNS Managers, fully
expecting 100% compliance.
Is the operational goal being met? No. Roughly only 50% of FNS Managers
consistently cross-train their staff to desired levels.
Is there an operational need? Yes. In order to achieve operational efficiencies
and effectiveness, 100% of FNS Managers need to be knowledgeable of the numerous
benefits provided by cross-training and practice the desired protocol consistently across
all school district kitchens.
Have job performance standards been set for achieving the operational goal?
Job performance standards have not been specifically set for achieving this cross-training
goal. In the past, the desired job performance standards for cross-training staff were
communicated informally with cross-training information given to FNS Managers,
however no actual performance standards were outlined. It is the desire of the FNS
administration for job performance standards aligned with this specific operational goal
to be developed through newly developed instruction.
Are job performance standards being met? No. Approximately 50% of FNS
Managers are not cross-training their staff to desired levels.
Is there a job performance need? Yes. The other 50% of FNS Managers need
to be cross-training their staff to desired levels and the Managers who are already cross-
training their staff could also use additional knowledge and skill in this area to
successfully achieve the desired outcomes.
Are there external factors outside the control of local management that are
contributing to operational and job performance needs? Yes. Operational
effectiveness and efficiency is dictated by the overall strict budgetary constraints of
administering the National School Lunch Program, School Breakfast Program, AfterSchool Snack Program, Fresh Fruit and Vegetable Program, and Supper Program(s). The
need to adhere to cost containment measures and best practices is an ever-present element
of these government sponsored programs. These types of external factors are beyond the
control of the local management but greatly impact the operational and job performance
needs of the entire FNS Department by demanding a high level of operational efficiency
to remain within budget.
Are there internal factors within the control of local management that are
contributing to job performance needs? Yes. FNS Managers are frequently required
to complete an amount of work that is not achievable in an eight-hour work day. This
lack of adequate time to complete daily tasks does not leave time for appropriate crosstraining efforts. Due to these time constraints, many FNS Managers often must prioritize
tasks, unfortunately deciding to postpone or forego staff cross-training efforts, thereby
causing a performance gap and ultimately contributing to this job performance need.
FNS Managers may be somewhat tentative, ill-prepared, or unknowledgeable in
truly effective staff cross-training protocol; relying on a trial and error strategy to
accomplish this task without the support of defined departmental guidelines. Also, the
FNS department administration may have not adequately expressed the level of desired
cross-training to the FNS Managers, leaving this area open to personal interpretation and
preferences. These aforementioned issues, in combination, can be hypothesized as being
the central internal factors within the control of the local organization that are
contributing to this performance need.
Are there solutions for the performance needs? Yes. FNS Administration
could provide FNS Managers with the necessary knowledge on staff cross-training
protocol, sufficiently explain the desired level of performance achievement, and provide
adequate resources to achieve a solution to this performance need.
FNS Managers can take on the responsibility of cross-training their own
employees on-the-job, thus eliminating an additional expenditure for training. Crosstraining can be done on an ongoing manner, as the need arises. Cross-training will
ultimately make for more efficient, flexible, and knowledgeable staff, thus allowing for a
smooth transition of workers within the kitchen to effectively and efficiently cover an
empty station due to absences or when routine job rotation schedules dictate. This will
obviously require FNS Managers to plan, coordinate, implement, and revise staff crosstraining efforts while completing their other duties. Time will be a major constraint to
overcome, but dedication to this goal will be well worth the effort.
Job Analysis
FNS Managers work in a commercial kitchen setting, often in high humidity, high
heat, and less frequently, extreme cold conditions. They engage and operate heavy
commercial kitchen equipment routinely in the course of their duties. They plan, order,
receive, store, inventory, prepare, cook, move, lift, and serve food, beverages and other
food stock while utilizing relevant supply items. They also perform cleaning, cashiering,
accounting, and other mandated record documentation and retention duties.
FNS staff cross-training factors consist of both well-defined and ill-defined
problems that require FNS Managers to utilize a combination of declarative, intellectual,
and affective knowledge and skills.
Instructional Goal
Manatee County School District FNS Managers will be able to carry out
mandatory staff cross-training functions to desired levels.
What is the relationship between the goal and the needs assessment study?
The needs assessment study provided discovery of a performance gap, whereby 50% of
FNS Managers were not consistently cross-training their kitchen staff to desired levels
through the use of departmental cross-training protocol. The instructional goal was
developed to specifically remedy this performance gap by addressing FNS Managers
needs for additional knowledge, skills, and direction in successfully achieving the desired
FNS staff cross-training status.
Does instruction appear to be the most effective way to achieve the goal?
Yes. During front-end analysis interviews with FNS Managers, it was discovered the
interviewees desired increased knowledge of cross-training strategies, adult learning
theory, and motivation theory, in addition to procedural knowledge and authentic practice
opportunities.
Who are the learners? The learners are the Manatee County School District
FNS Managers and Manager Designees (Manager Interns).
In what context will the skills be used? These skills will be used by FNS
Managers during the completion of their typical workday duties within a school district
commercial kitchen setting.
What tools are available to aid learners performance in the actual context?
The tools available to aid FNS Managers while performing these duties in their kitchen
setting will be a printed copy of this cross-training protocol given at training, an
electronic version of all materials will also be posted to the intradepartmental sharing
portal for easy and immediate access. These materials will include a step-by-step
procedural job aid, a cross-training planning and tracking checklist template, and all
training materials and videos. Additionally, face-to-face administrative support is readily
available through an established request-for-help procedure.
Learners
Manatee County School District FNS Managers, to include FNS Manager
Designees (Manager Interns).
Context
FNS Managers will demonstrate the mandatory cross-training knowledge and
skill levels during their routine work day in a commercial kitchen setting. They will
perform on-the-job cross-training activities with all their kitchen staff members following
a job rotation strategy on a consistent basis, in an effort to achieve FNS departmental
kitchen staff cross-training consistency across all FNS kitchens within the school district.

Training Tools
FNS Cross-Training Protocol (Job Aid)
FNS Cross-Training Materials
FNS Cross-Training Planning/Tracking Sheet Template
FNS Staff Questionnaires
FNS Kitchen Staff List
Pencil
Eraser
Desk
Chair
Adequate lighting
FNS Managers
FNS Training Specialist
Stability of Content
The content of the desired information will be stable, as overall culinary staff
cross-training protocol changes infrequently within the industry. This training module
will also be used repeatedly over time for training new FNS Managers, FNS Manager
Designees, and to refresh the memories of seasoned FNS Managers as well, further
adding to the instructions stability of content.
Administration Acceptance
The instructional goal is readily acceptable and steadfastly encouraged by the
FNS administrative staff.
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Resources
There will be little additional financial resources required to implement this FNS
Manager training, as the materials will involve minimal printing costs, due to availability
of a district print shop. All materials needed for successful implementation of the
training module will be made readily available to each FNS Manager throughout the
district via print media and currently available MS Excel spreadsheet software. Initial
FNS Manager training will be conducted during a scheduled district-wide Professional
Day (considered a regular workday), eliminating the need for overtime pay for managers
and the training specialist in attendance. All module materials will be subsequently
posted to an intradepartmental sharing portal area for future reference and access.
Further, no over time pay will be required for FNS Managers or their kitchen staff
during implementation and delivery of their cross-training efforts at their assigned
kitchens, as all staff on-the-job cross-training and job rotation will occur during regular
business hours.
Constraints
Environmental constraints, such as time and support may not be of consequence
initially, as this cross-training module will originally be delivered to the FNS Managers
by the Training Specialist during a scheduled school district Professional Day. Once this
initial training is complete and follow-up inspection reveals the desired transfer of
working knowledge, this module could be implemented again in the future as a refresher
course, on an as-needed basis during regular business hours, or through individual access
to course materials posted on an intradepartmental sharing portal, with no additional cost.
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However, environmental time and support constraints may become a legitimate

issue upon FNS Manager implementation of the staff cross-training protocol back in their
FNS kitchens due to an already overscheduled workday. FNS administrative support
may be necessary during the implementation phase to effectively alleviate FNS Manager
workload, stress levels, and cognitive overload. This could also help achieve favorable
FNS Manager attitudes and satisfaction towards this endeavor, facilitating successful
change management through learner buy-in and feelings of self-efficacy (Dirksen, 2012,
pp. 218-224).
Union collective bargaining agreements should be of no consequence as a
potential constraint, as FNS kitchen staff positions are hired as generalists, not as
specialists assigned to specified job designations. This allows for FNS kitchen staff
rotation between various kitchen performance stations without violation of union
contract.
Feasibility
The feasibility of offering this training module in regards to adequate resources
and working within time constraints is acceptable. This training could be done with no
additional cost in labor if completed during a district mandated Professional Day, low
cost in training materials due to availability of a district print shop, and no cost in
development due to volunteer MSID Graduate Student instructional design efforts,
making it a viable opportunity for the department overall.
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Availability of Learners
The FNS department has approximately 53 Managers, with current FNS
Managers resigning or retiring from time to time, as new hires and Manager Designees
routinely arrive in their wake. There will be no ongoing shortage of learners.
Domains of Learning
Domains of learning are learning outcome categorization guidelines developed by
Gagne in 1985. Most learning objectives fall into one or more of the 5 categories of
learning domains; declarative knowledge (verbal information), intellectual skills,
cognitive strategies, affective domain (attitudes), and psychomotor skills. These learning
domains represent different levels of possible learning outcomes, the different levels of
cognition required to achieve the desired outcome, and the need for appropriate
instructional strategies to be aligned with each category (Smith & Ragan, 2005, pp. 7982).
Declarative knowledge (verbal information) domain. This instruction will
contain aspects of declarative knowledge, requiring the FNS Managers to possess basic
knowledge of adult learning and motivational theory, as well as cross-training protocol.
Intellectual skills domain. The FNS Managers will frequently encounter new
problems and must possess the concept knowledge and discrimination skills necessary to
know how to apply relational rules (principles) and procedures (protocol) to carry out
effective problem solving behavior.
Affective (attitude) domain. This training will require FNS Managers to acquire
not only new attitudes and behaviors closely aligned with the organizational goal of
achieving 100% kitchen staff cross-training consistency across all FNS kitchens
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throughout the school district, but also the motivation to complete the training and
ultimately implement the cross-training protocol in their kitchens.
Instructional Analysis
An instructional analysis is the process of identifying the underlying learning
domain and all necessary steps involved in accomplishing an instructional goal. This
analysis also includes identifying any lower level skills needed to achieve higher level
skills or learning outcomes. The purpose of an instructional analysis is to discover
exactly what skills and information should be included in an instructional program (Dick
et al., 2009, pp. 39-40).
Instructional Goal
Domain of Learning: Declarative Knowledge (Verbal)
Goal analysis.
1. Gain knowledge of mandatory FNS staff cross-training protocol/procedures
a. What is cross-training (include benefits of)
b. Why is this important
c. When to cross-train (rotate jobs once per month)
d. How do you cross-train staff (job rotation)
e. How to fill out staff cross-training planning and tracking sheets
-
Print sheet
Check planning box - add date range
Check tracking box - add as of date

-
Refer to staff listing
Fill in staff names along vertical axis
Fill in kitchen positions along horizontal axis
For planning function: Place X in box where name and job
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intersect for current months assignment

-
For tracking function: Place Xs in boxes where name and job

intersect for all jobs each staff member has been cross-trained on
(this will be an ongoing chart, added to each month)
f. Submit planning/tracking sheet(s) to Supervisor

2. Gain working knowledge of adult learning and motivation theory
a. What is adult learning theory
b. What is motivation/attitude
c. Why are these theories important
d. How are motivation/attitudes influenced
e. What motivates your staff
-
Have staff fill out staff survey information sheet
Later, use this information to help schedule staff development

and cross-training activities
f. Does any of your staff have handicaps/limitations (any legitimate handicap

should be disclosed to your Supervisor for approval of cross-training
exception)
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Domain of Learning: Intellectual Skills

Goal analysis.
1. Gather staff information on limitations and handicaps from staff questionnaires
2. Assess staff capabilities, limitations, and handicaps
a. Use results from staff information sheet to assess
capabilities/limitations/handicaps
3. Assess all potential job stations in your kitchen and compile a list of positions and
related responsibilities
4. Schedule mandatory cross-training efforts consistently
a. Use mandatory cross-training protocol to schedule staff cross-training
efforts in a consistent, ongoing manner
b. Develop a schedule to cross-train each employee in as many positions as
possible taking into consideration any legitimate
handicaps/limitations/desires (disclose legitimate handicaps/limitations to
Supervisor for approval of cross-training exception)
Domain of Learning: Attitude (Affective)
Goal analysis.
1. Must follow mandatory cross-training protocol
2. Support mandatory cross-training protocol
3. Influence positive staff attitudes towards cross-training
a. Explain benefits of cross-training
b. Encourage staff growth and professional development through crosstraining
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c. Reward/praise cross-training efforts

-
Use chart of completed staff cross-training efforts for recognition
Instructional Analysis Hierarchical Flowchart

The steps from the instructional analysis outlined above are graphically depicted
in the following hierarchical flowchart (Figure 1). Each step in the flowchart represents
skills or knowledge a learner would need to possess in order to accomplish the stated
goal. Each step should describe an observable behavior and an observable desired
outcome (Dick et al., 2009, pp. 39-89; Smith & Ragan, 2005, pp. 75-102).
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Performance Objectives
Performance objectives are detailed descriptions of the steps involved in an
instructional goal, or what a learner will be able to do after completion of the
corresponding instructional intervention. Objectives communicate not only to the
learners what they will learn from the instruction; they also serve as a guide for
instructional designers in developing the instructional materials and strategies.
Well written performance objectives (also known as behavioral objectives)
contain three key features; (1) conditions - describing any resources or tools that will be
available to the learner during the performance of the desired skill or knowledge, (2), a
behavior a description of the observable skill, action, or knowledge to be achieved, and
(3) the criteria a standard used to ascertain the learners performance is acceptable
(Dick et al., 2009, pp. 113-115).
Instructional Goal
Declarative Knowledge Domain
Performance objective 1. Given the mandatory FNS Staff Cross-Training
Protocol, FNS Managers will identify protocol procedures with 100% accuracy.
Performance objective 2. Given instruction of basic adult learning and
motivation strategies, FNS Managers will recall their knowledge of these theories with
80% accuracy.
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Intellectual Skills Domain

Performance objective 3. Given completed staff cross-training information
surveys, and the FNS Staff Cross-Training Planning/Tracking Sheet Template, FNS
Managers will demonstrate their ability to compile prior cross-training information, at a
100% completion level.
Performance objective 4. Given completed staff cross-training information
surveys, and the FNS Staff Cross-Training Planning/Tracking Sheet Template, FNS
Managers will demonstrate their ability to assess staff capabilities by identifying severe
limitations or legitimate handicaps of staff members, if applicable, with 100% accuracy.
Performance objective 5. Given their individual commercial school kitchen
environments, and the FNS Staff Cross-Training Planning/Tracking Sheet Template, FNS
Managers will demonstrate the ability to designate all job stations within their kitchen,
with a 100% completion level.
Performance objective 6. Given their list of staff members, their completed staff
cross-training information surveys, their list of kitchen job stations, and the FNS Staff
Cross-Training Planning/Tracking Sheet Template, FNS Managers will demonstrate the
ability to prioritize job station assignments for each staff member, with a 100%
completion level.
Performance objective 7. Given the FNS Staff Cross-Training Planning Sheet
Template, completed staff surveys, a list of staff members, a list of job stations, and a
predetermination of legitimate staff handicaps, FNS Managers will demonstrate their
ability to plan staff job-rotation assignments utilizing the FNS Staff Cross-Training
Protocol with 100% compliance.
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Performance objective 8. Given the FNS Staff Cross-Training Tracking Sheet

Template, a list of staff members, and a list of job stations, FNS Managers will
demonstrate their ability to track staff job-rotation activities utilizing the FNS Staff
Cross-Training Protocol with 100% compliance.
Attitude Domain
Performance objective 9. Given instruction on how to improve staff attitudes
towards a job-rotation strategy of cross-training, FNS Managers will identify possible
strategies for developing positive staff attitudes towards job-rotation with 80% accuracy.
Terminal Objective
Manatee County School District FNS Managers will independently maintain
100% compliance in performing mandatory staff cross-training by job rotation to achieve
a 100% level of procedural consistency across the district.
Assessment of Objectives
Assessments are designed to judge a learners status and level of instructional
progress. Well written assessment instruments align with each instructional objective and
describe an adequate performance level (Dick, et al., 2009, pp. 131-149). The Design
Evaluation Chart of Performance Objectives and Parallel Test Items (Figure 2), describes
how each instructional objective aligns with its correlating planned assessment
instrument (Dick, et al., 2009, pp. 154-155).
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Figure 2. Performance Objectives and Parallel Test Item Design Evaluation Chart
Performance Objectives and Parallel Test Item Design Evaluation Chart
Domains of Learning
Parallel Test Item
Declarative Knowledge
Entry Skills
No Entry Skills Test
Domain
Attitude Domain
Pre-Test
Pre-Test will be formatted
Domain
to include 25 multiple
choice, true/false, and
Attitude Domain
matching problems that will
replicate training program
quiz items.
Performance objective 1.
Quiz 1
Domain
Given the mandatory FNS
10 Questions in multiple
Staff Cross-Training
choice format:
Protocol, FNS Managers
1. The mandatory FNS
will identify protocol
staff cross-training protocol
procedures with 100%
uses ________to complete
accuracy.
kitchen staff cross-training.
a.
Domain
Given instruction of basic
adult
learning
and
motivation strategies, FNS
Managers will recall their
knowledge of these theories
with 80% accuracy.
Given completed staff
cross-training information
surveys, and the FNS Staff
Cross-Training
Planning/Tracking Sheet
Job
specialization
b.
Job rotation
c.
Job creation
d.
None of the
above
Quiz 2
10 Questions in multiple
choice format:
1. Adults typically like
learning things that are
relevant to them and their
________.
a. home life
b. family
c. work
d. church
Practice Performance
Assessment Product 1:
Learner will complete
Cross-Training
Planning/Tracking Template
Template, FNS Managers

will demonstrate their
ability to compile prior
cross-training information,
at a 100% completion level.
Given completed staff
cross-training information
surveys, and the FNS Staff
Cross-Training
will demonstrate their
ability to assess staff
capabilities by identifying
severe limitations or
legitimate handicaps of staff
members, if applicable,
with 100% accuracy.
Given their individual
commercial school kitchen
environments, and the FNS
Staff Cross-Training
will demonstrate the ability
to designate all job stations
within their kitchen, with a
100% completion level.
Given their list of staff
members, their completed
staff cross-training
information surveys, their
list of kitchen job stations,
and the FNS Staff CrossTraining Planning/Tracking
Sheet Template, FNS
Managers will demonstrate
the ability to prioritize job
station assignments for each
staff member, with a 100%
completion level.
Given the FNS Staff Cross-
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demonstrating ability to
compile pertinent staff prior
experience information
Cross-Training
assess staff capabilities and
limitations
Cross-Training
designate all job stations
within their kitchen
Cross-Training Planning
Template demonstrating
ability to prioritize job
rotation assignments due to
staff prior experience,
capabilities, and limitations
Attitude Domain
Domain
Attitude Domain
(Dick, et al., 2009, p. 154).
Training Planning Template,

completed staff surveys, a
list of staff members, a list
of job stations, and a
predetermination of
legitimate staff handicaps,
FNS Managers will
demonstrate their ability to
plan staff job-rotation
assignments utilizing the
FNS Staff Cross-Training
Protocol with 100%
compliance.
Given the FNS Staff CrossTraining Tracking Template,
a list of staff members, and
a list of job stations, FNS
Managers will demonstrate
their ability to track staff
job-rotation activities
utilizing the FNS Staff
Cross-Training Protocol
with 100% compliance.
Given instruction on how to
improve staff attitudes
towards a job-rotation
strategy of cross-training,
FNS Managers will identify
possible strategies for
developing positive staff
attitudes towards jobrotation with 80% accuracy.
Post-Test
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Cross-Training Planning
ability to assign job rotation
cross-training activities and
plan cross-training efforts
Cross-Training Tracking
ability to track completed
staff job rotations and crosstraining
Quiz 3
5 Questions in True/False
format:
1. Staff cross-training
efforts can be greatly
influenced by Managers
portraying a positive
outlook towards crosstraining and providing a
supportive environment for
their workers.
True
False
Post-Test will be formatted
to include 25 multiple
choice, true/false, and
matching problems that will
replicate training program
quiz items.
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There are four main types of assessments; entry skills tests, pretests, practice tests,
and posttests. Each FNS Manager must possess a certain level of entry skills to qualify
for their position, as follows:
1. Completion of FNS Manager Training Program or Manager Designee status
2. Fundamental knowledge of Federal School Meal Program Requirements
3. Basic knowledge of FNS Kitchen Training Programs
4. Basic knowledge of FNS HACCP/Food Safety Training Programs
5. Average reasoning and decision-making skills
6. Average English language speaking, reading, and writing ability
7. Basic Math skills
Consequently, an entry skills test will not be included in this training program, as those
prerequisite skill requirements are deemed to have been satisfied by virtue of
appointment to a manager position.
The FNS Staff Cross-Training Pre-Test (Appendix B1) and the FNS Staff CrossTraining Post-Test (Appendix B2) instruments will be designed to incorporate all training
information pertaining to achieving the performance objectives. Both instruments will be
essentially constructed as the same test, however composed with a different order of the
25 test items. FNS Cross-Training Quiz 1 and FNS Cross-Training Quiz 2 will be
developed as multiple choice instruments, with FNS Cross-Training Quiz 3 developed as
a true/false assessment. The authentic practice instruments, Practice Performance
Assessments 1-6, will utilize the newly developed planning and tracking sheet template
(Appendix C1) to assess learner knowledge, comprehension, and performance of the
cross-training protocol.
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Associated assessment grading keys, rubrics, and direct performance scoring

checklists, such as shown in Appendix C2, will be provided for ease of instrument
grading and recording purposes.
Pre-Test and Post-Test
The FNS Staff Cross-Training Pre-Test will be given at the beginning of this
training program. This will be done to obtain a score representing the pre-training level
of knowledge Learners possess. The scores from this assessment will be compared to the
culminating FNS Staff Cross-Training Post-Test scores, given at the end of the training
program, to ascertain the level of knowledge gain directly attributed to this training
program.
Instructional Strategies
Instructional strategies are defined as the overall activity plans incorporated into
an instructional intervention that are aimed specifically at achieving an instructional goal.
These activities often include the sequencing of learning objective; the grouping of
learners; the specification of materials and media; the choice of delivery system; the
planned pre-instructional activities; learner participation tactics; the intended
assessments; the presentation of chosen content; and any follow-through activities
directed at reinforcing the desired learning, skill development, or behavior change (Dick,
et al., 2009, p. 381).
Motivation
This training module will be delivered by a Subject Matter Expert (SME), Trainer,
and/or Facilitator, who has expert knowledge of school food service production kitchen
operations. The trainer will gain the attention of the Learners by welcoming them to the
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training event in a warm, enthusiastic, and non-threatening manner. The training will be
delivered in a well-lit, comfortable, and cheerful environment, located in a meeting room
at the Manatee County School District Professional Support Center.
The trainer will introduce the new training module and explain its purpose and
development. To maintain the attention of the Learners, extrinsic benefits of crosstraining, such as lower turn-over rates, less job boredom and burnout, and increased
efficiency will be fully explained. The intrinsic benefits to complying with the training
edict, such as increases in employee job satisfaction, self-worth, and perceived
departmental status, will be elaborated also.
Learners will be made to feel at ease by alleviating fears of failure and creating an
inclusive environment of successful learning by reviewing training site layout and rules,
location of restrooms, break schedules, and by providing an overview (advance
organizer) of the training program and its structure. A question and answer session will
follow to address any issues the participants may have. The intended instructional goal
and Learner needs will be kept first and foremost in the mind of the instructor throughout
the program.
Instructional Goal
Student Groupings and Media Selections
This training will take place in a traditional classroom setting and will include all
FNS Managers and Manager Designees (Interns), totaling approximately 63 participants.
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Break-out practice sessions will occur repeatedly during the training module, grouped by
assigned Area Supervisor, which creates practice groups containing 10-12 participants.
Printed handout materials, job aid(s), tests, quizzes, performance evaluations, and
a PowerPoint developed training module will be utilized throughout the training module.
Pre-instructional Activities
Pre-instructional activities for all learning objectives contained in this training
program will follow the format of gaining the Learners attention and motivating them by
stressing the importance and benefits of cross-training by job rotation through candid
real-world stories of staff cross-training efforts. Individual performance objectives will
be fully explained at the beginning of each corresponding segment of the program, with
prior knowledge also reviewed for recall of previous instruction (Dick, et al., 2009, p.
278).
Information Presentation and Learner Participation
Performance objective 1. Given the mandatory FNS Staff Cross-Training
Protocol, FNS Managers will identify protocol procedures with 100% accuracy.
Content presentation. The instructor will explain the new cross-training protocol
and provide printed copies of protocol information, planning/tracking template, and job
aid. Learners will be given ample time to review and discuss protocol steps. All
information will be introduced via the PowerPoint module, with predetermined pauses in
the instruction for discussions and practice opportunities.
Examples. Learners will be provided with examples of correctly filled out
planning and tracking templates in an effort to enhance comprehension of the required
protocol steps.
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Non-examples. Learners will also be shown non-examples of commonly made

mistakes by following along as instructor points out errors on template that has been
projected onto whiteboard at the front of the classroom.
Student participation. Learners will participate in spontaneous group discussion
of protocol steps. Instructor will allow ample time for Learners to form concrete
understanding of new protocol requirements.
Practice items. The instructor will facilitate practice by pointing out sections of
the templates and asking questions for the Learners to answer as a group. Learners will
then practice their new knowledge individually by participating in a multiple choice
assessment, FNS Cross-Training Quiz 1.
Feedback. Area Supervisors will immediately grade the quiz using an answer
key. The instructor will facilitate an open group discussion immediately following the
quiz in an effort to address any Learner questions or misunderstandings.
Performance objective 2. Given instruction of basic adult learning and
motivation strategies, FNS Managers will recall their knowledge of these theories with
80% accuracy.
Content presentation. Basic adult learning and motivation theory highlights will
be delivered by the instructor through use of the PowerPoint presentation. Predetermined
pauses in the instruction allows for discussions and practice opportunities.
Examples. Examples of positive adult learning and motivational strategies will be
related to through real-life scenario stories and embedded videos in the PowerPoint
module.
31
Non-examples. Non-examples of negative adult learning and motivational issues

will be shown in embedded videos in the PowerPoint module.
Student participation. The instructor will encourage Learner participation in a
group discussion following the videos by problem-solving ways the Learners can
influence positive adult learning and motivation in their employees.
Practice items. The Learners will participate in FNS Cross-Training Quiz 2 to
practice their understanding of basic adult learning and motivation theories.
Feedback. Immediately following the quiz, Area Supervisors will grade the quiz
using an answer key and the instructor will provide feedback and answer any questions or
misunderstandings Learners may have.
Performance objective 3. Given completed FNS Staff Questionnaires, and the FNS
Staff Cross-Training Planning/Tracking Sheet Template, FNS Managers will demonstrate
their ability to compile prior cross-training information, at a 100% completion level.
Content presentation. Prior to this training, all FNS kitchen staff will have been
asked to complete the FNS Staff Questionnaire and collected by their Area Supervisor.
These completed forms will be given to each staff members respective Manager
(Learner) for completion of this portion of the training. Learners will informally compile
prior training experience information for each of their staff members.
Examples. The instructor will provide working examples of how this compilation
of training experience information could be quickly done by highlighting helpful tips
projected on the whiteboard.
32
Non-examples. The instructor will also highlight non-examples in the same

manner, but in this case stress time-consuming or unnecessary steps to completing this
task.
Student participation. Learners will participate in this step by reviewing all their
staff members completed questionnaires and compiling a list of prior training experience
for each staff member.
Practice items. Each Learner will participate in FNS Staff Cross-Training Direct
Performance Assessment 1 (DPA1), by transferring the staff prior training information
gathered from the FNS Staff Questionnaire, to the FNS Staff Cross-Training
Planning/Tracking Sheet Template.
Feedback. Area Supervisors will immediately grade the DPA1 for their small
groups, utilizing a pass/fail checklist. The instructor and Area Supervisors will offer
Learners constructive feedback immediately following completion of the practice
assessment, answer Learner questions, and explain any misunderstood concepts.
Performance objective 4. Given completed FNS Staff Questionnaires, and the FNS
Staff Cross-Training Planning/Tracking Sheet Template, FNS Managers will demonstrate
their ability to assess staff capabilities by identifying severe limitations or legitimate
handicaps of staff members, if applicable, with 100% accuracy.
Content presentation. The instructor will explain the kitchen staff job
requirements and how those requirements directly relate to the physical and mental
aspects of the job. Legitimate staff physical and/or mental limitations will be discussed.
Examples. Examples of legitimate limitations will be given for this job context.
33
Non-examples. Examples of non-legitimate limitations will be given to highlight

the differences between real limitations and unacceptable, perceived limitations.
Student participation. Students will participate in a discussion of appropriate
examples of legitimate limitations and will be encouraged to share real-world staff
limitation examples, thereby aiding in the determination if any of their staff members
qualify for a cross-training exclusion.
Practice items. Learners will practice this staff assessment skill by participating
in the FNS Staff Cross-Training Direct Performance Assessment 2 (DPA2); filling out the
staff limitations section of their FNS Staff Cross-Training Planning Sheet Template with
information gathered from their FNS Staff Questionnaires.
groups, utilizing a pass/fail checklist. The instructor and Area Supervisors will offer
constructive feedback, further explanation, and expert guidance in assessing legitimate
staff limitations for those Learners who need additional assistance.
Performance objective 5. Given their individual commercial school kitchen
environments, and the FNS Staff Cross-Training Planning/Tracking Sheet Template, FNS
Managers will demonstrate the ability to designate all job stations within their kitchen,
with a 100% completion level.
Content presentation. The instructor will explain the purpose and process for
Learners to designate each job station available in their kitchen. Job stations may be
combined due to job type, for efficiency or due to lower staffing levels, if applicable.
34
Examples. The instructor will state examples of the most common job stations in
school kitchens. A correctly filled out planning sheet, indicating the available job
stations, will be projected to the whiteboard for display to the Learners.
Non-examples. The instructor will explain incorrect assumptions of job stations.
A planning sheet with commonly made mistakes in filling out the form, clearly focusing
on the job station section, will also be provided by projection to the whiteboard for
Learners to view.
Student participation. The Learners will participate in this section by
determining all job stations they have within their school kitchens. This list of stations
will then be transferred to the planning sheet.
Practice items. The Learners will participate in the FNS Staff Cross-Training
Direct Performance Assessment 3 (DPA3), by filling out the job station section of their
planning sheet with all the job stations they have designated in their kitchen.
groups, utilizing a pass/fail checklist. The trainer will encourage questions and will
answer them accordingly, providing constructive feedback and support. Area Supervisors
will provide individual constructive feedback to the Learners in their respective groups.
They will assist Learners with identifying job stations, correctly filling out the planning
sheet, and answering any further questions.
Performance objective 6. Given their list of staff members, their completed FNS Staff
Questionnaires, their list of kitchen job stations, and the FNS Staff Cross-Training
Planning/Tracking Sheet Template, FNS Managers will demonstrate the ability to
prioritize job station assignments for each staff member, with a 100% completion level.
35
Content presentation. The training instructor will give helpful job assignment
strategies to the Learners. Open group discussion of alternate strategies will be
encouraged.
Examples. The trainer will provide an example of a correctly filled out planning
sheet, indicating the assignment of a job station to each kitchen staff member. The trainer
will reiterate the prioritizing rationale used in determining how those assignments were
made. The trainer will further stress the possibility of alternative strategies being just as
effective. Group questions and discussion will be encouraged.
Non-examples. An incorrectly filled out planning sheet will be projected to the
whiteboard to visually display the incorrect assignment of job stations and an ineffective
strategy used to prioritize those assignments. Group questions and discussion will be
encouraged.
Student participation. Learners will participate in this step by formulating a
prioritizing strategy to use in assigning their staff to job stations. Group discussion and
Area Supervisor support will be encouraged.
Practice items. Learners will complete this section by participating in the FNS
Staff-Cross Training Performance Assessment 4 (DPA4), by assigning each of their staff
members a job station and filling this information in on their planning sheet.
groups, utilizing a pass/fail checklist. The training instructor and Area Supervisors will
provide immediate constructive feedback and support in assisting the Learners in
completing this section of the planning sheet. Questions and group discussion will be
encouraged.
36
Performance objective 7. Given the FNS Staff Cross-Training Planning Template,

completed staff surveys, a list of staff members, a list of job stations, and a
predetermination of legitimate staff handicaps, FNS Managers will demonstrate their
ability to plan staff job-rotation assignments utilizing the FNS Staff Cross-Training
Protocol with 100% compliance.
Content presentation. The trainer will review the job rotation requirements by
giving an overview of the process covered thus far. The trainer will stress that in this
section, Learners will produce a real working version of their job rotation assignment
planning sheet to be implemented immediately. Questions from Learners will be
encouraged with group discussion of any lingering issues to follow.
Examples. The trainer will review all previous examples of cross-training by job
rotation strategies and correctly filled out planning sheets.
Non-examples. The trainer will also refer to the previous non-examples;
reiterating faulty assumptions, strategies, and incorrectly filled out planning sheets.
Student participation. In this section, Learners will plan real-world job rotation
activities for their kitchen staff by fully completing the planning process from start to
finish.
Practice items. Learners will be required to produce a fully completed planning
sheet, assigning job rotation duties to their kitchen staff for immediate implementation by
following all steps in the job rotation planning process. This will be assessed using the
FNS Staff Cross-Training Direct Performance Assessment 5 (DPA5).
37
groups, utilizing a pass/fail checklist. Each Area Supervisor will provide their Managers
with immediate constructive and corrective feedback.
Performance objective 8. Given the FNS Staff Cross-Training Tracking Sheet Template,
a list of staff members, and a list of job stations, FNS Managers will demonstrate their
ability to track staff job-rotation activities utilizing the FNS Staff Cross-Training Protocol
with 100% compliance.
Content presentation. The trainer will present the instruction by explaining the
purpose and procedural steps in correctly tracking job rotation efforts. The trainer will
also explain the importance of keeping track of each staff members job rotation
experience. Strategies for compiling this information from the FNS Staff Questionnaires
will also be given. Questions and group discussion will be encouraged.
Examples. By PowerPoint projection to the whiteboard, the instructor will show
Learners the tracking sheet and explain its sections. A correctly filled out tracking sheet
will also be shown to emphasize its benefits and multipurpose capabilities.
Non-examples. The instructor will show an example of a tracking sheet that has
been filled out incorrectly. Further emphasis will be made to support the practicality of
this step in the new cross-training process by showing how incorrect or missing
information can be counterproductive; effectively decreasing operational efficiency.
Student participation. Learners will assess prior training experience information
received on their FNS Staff Information Questionnaires, to gain as much information as
they can about each of their staff members past job station training experiences.
38
Practice items. Learners will complete a job rotation tracking sheet, indicating as
much prior job station training experience they can for each staff member. This will
create an ongoing documentation of their cross-training efforts and be assessed using the
FNS Staff-Cross-Training Direct Performance Assessment 6 (DPA6).
groups, utilizing a pass/fail checklist. Area Supervisors will also offer immediate
assistance and constructive feedback to their FNS Managers. Group discussion of
procedural requirements and any remaining uncertainties will be encouraged.
Performance objective 9. Given instruction on how to improve staff attitudes towards a
job-rotation strategy of cross-training, FNS Managers will identify possible strategies for
developing positive staff attitudes towards job-rotation with 80% accuracy.
Content presentation. Instruction will be delivered via PowerPoint presentation
on strategies for FNS Managers to use to influence positive attitudes in their kitchen staff
members towards job rotation.
Examples. The instructor will provide ample examples of well-run, efficient, and
effective kitchens because of using a job rotation strategy of cross-training. The
instructor will further expound on strategies for positively influencing staff attitudes
towards this new training protocol by role playing a possible scenario.
Non-examples. The instructor will role play an inappropriate attitude influencing
scenario to highlight the differences between an acceptable, effective strategy and a poor,
unacceptable one.
39
Student participation. Learners will collaborate with their small group members
to discover additional strategies to positively influence staff attitudes towards job
rotation. Area Supervisors will facilitate this discussion in their small groups.
Practice items. A large group review of the material will be presented.
Additional strategies discovered in the small group settings will be presented to the large
group, with role playing scenarios presented if desired. Learners will then participate in
the FNS Cross-Training Quiz 3.
Feedback. Area Supervisors will immediately grade the quiz using an answer
key. Immediate and constructive feedback will be given by the instructor and Area
Supervisors in an ongoing manner, throughout this entire step. Open discussion will be
encouraged.
Course Materials
Once an appropriate instructional strategy is planned, the selection of course
materials may be considered. Hence, this process will include consideration of the
intended delivery system, media selection, components of the instructional package (i.e.:
instructional materials; assessments; and course management information, such as an
instructors manual), existing instructional materials, and any materials that must be
specifically custom developed for the program (Dick, et al., 2009, p. 224).
The course materials for this training module will contain a combination of
currently existing information and custom developed materials. A PowerPoint
presentation will be the main means of instructional delivery, with pauses conveniently
integrated into the program for ease of use by the instructor. This will allow for natural
stopping points to offer discussion opportunities, practice activities, and assessments.
40
All training materials, planning/tracking templates, job aids, and new protocol
procedural guidelines will be provided to the Learners in hard-copy printed format,
contained in a FNS Cross-Training for Managers Manual. An Instructors Guide and
Area Supervisor Manual will be furnished for the Training Supervisor and all Area
Supervisors. These manuals will additionally include all assessment instruments, grading
keys, and scoring checklists.
Subsequently, the PowerPoint presentation and all instructional materials
contained in the FNS Cross-Training for Managers Manual will be posted to the
intradepartmental sharing portal for online access.
Implementation Plan
An implementation plan is the intended process and projected timeline for
executing a training program. This plan will be designed to take into consideration the
availability of resources, possible organizational constraints, and adherence to
recommended instructional design protocol.
The implementation of this training program will consist of a field trail slated for
January, 2015, followed by revisions if necessary. Full implementation is scheduled for
August, 2015, at the Manatee County School Districts FNS 2015-2016 Back-to-School
departmental meeting. All FNS Managers and Manager Designees will take part in the
training program at that time as a mandatory edict.
Formative Evaluation
Formative evaluations are conducted in an iterative manner throughout
development of the training program to discovery necessary corrections and possible
improvement or revision opportunities (Dick, et al., 2009, p. 381). In order to complete a
41
truly comprehensive, effective, and satisfactory formative evaluation for this training
module, all phases of this formative evaluation plan will be recommended to be
completed.
Subject Matter Expert (SME) Review
The first step in the formative evaluation process will include a review of the
instructional materials with the Director of Food and Nutrition Services (FNS), and the
FNS departments Training Supervisor and 6 Area Supervisors (Staff Development
Team). Acting as the chosen subject matter experts (SMEs), they will assess all training
materials for correct grammar, content, validity, and instructional flow and pace (Dick, et
al., 2009, pp. 259-261).
The inclusion of the SMEs operational and industry-specific expertise will help
to ensure all aspects of the learner, the performance context, departmental restrictions,
and regulations are taken into account. Discovered mistakes, concerns, or suggested
changes will be thoroughly discussed immediately following the SME review (Dick, et
al., 2009, p. 261).
To assist SME efforts, this phase of the formative evaluation will be conducted
utilizing the Subject Matter Expert Questionnaire (Figure 3).
42
Figure 3. Subject Matter Expert Questionnaire

Subject Matter Expert Questionnaire
Please answer the following questions to the best of your knowledge.

Be as specific and candid as possible, as this will greatly enhance overall
improvement of the intended instruction.
Please feel free to mark directly on the instructional materials provided and/or use
back of page or additional paper, if needed, for your corrections and comments.
Thank you for your valuable time and expert advice.
Components of Materials
1. Do you feel the instructional materials are
clear and concise?
2. Do you feel the instructional content is
accurate?
3. Did you find any spelling, grammatical or
punctuation errors?
4. Do you feel the learners will be able to
transfer this knowledge to the actual
performance context?
5. Do you feel the instruction is congruent
with the intended instructional strategy?
6. Do you feel the instructional objectives will
all be met with this instruction?
7. Do you feel the subject matter is appropriate
for the target learners?
8. Do you feel the entry skill level is
appropriate for the target learners?
9. Do you feel the instruction is necessary for
the target learner?
10. Do you feel all learning types are
adequately addressed?
11. Do you feel the pacing of the instruction is
appropriate?
12. Do you feel the instructional segments are
of appropriate length for the intended target
learners?
Totals
Additional Comments:
(Dick, et al., 2009, p. 260).
Yes
No
Comments
43
One-to-One Evaluation with Learners

One-to-one evaluations will be held with up to 4 FNS Managers and 2 FMS
Manager Designees, who have been randomly chosen to possess varying degrees of
attitude, ability, and prior subject knowledge. This will enable the presentation of the
materials to a target learner in order to identify readily evident mistakes, test for clarity of
ideas, gauge the impact of the instruction upon achieving the stated goals and objectives,
and judge the feasibility of the instruction given the financial resources and time
constraints of the host organization (Dick, et al., 2009, pp. 261-266). Immediately
following evaluation, discussions with each participant will be done to gather further
details for possible revisions of the course materials, for clarification of comments, and to
address any other questions or concerns.
These learner evaluations will be completed by the Training Supervisor using the
One-to-One Learner Evaluation Rubric (Figure 4).
44
Figure 4. One-to-One Learner Evaluation Rubric

One-to-One Learner Evaluation Rubric
Read through the materials with each learner individually, explaining the
instructions, objectives, job aids and illustrations.
Answer any questions the learner might have and note any difficulties they may
experience with the instructional materials, being careful to keep your notes short
to facilitate learner concentration only on the materials presented.
Rate the learners overall apparent ease of understanding the instructions and
materials pertaining to the components listed on the following rubric, using the
scale below.
The learner found the following components ____________ to understand.

1 = Very Easy / 2 = Easy / 3 = Not Easy, Not Difficult / 4 = Difficult / 5 = Very Difficult
Learner
Materials
Learner 1
Learner 2
Learner 3
Learner 4
Learner 5
Learner 6
Totals
Comments:
(Dick, et al., 2009, p. 272).
Job aids
Illustrations,
Examples
Pretest
Posttest
45
Small-Group Evaluation
A small-group evaluation with 6 randomly chosen learners from within the ranks
of FNS Managers will be conducted to verify the effectiveness of any changes made
because of the previous SME and one-to-one evaluation outcomes (Dick, et al., 2009, pp.
266-268). The instructor is to explain that the training module is in its developmental
stage and all materials are rough drafts. The instructor will remain as unobtrusive as
possible throughout the evaluation, letting the learners progress at their own pace, making
helpful notations directly on the materials when needed. The instructor is in no way to
influence the evaluation results.
The Small-Group Evaluation Checklist (Figure 5), will be completed by each
small-group participant immediately following the conclusion of their review the training
materials. A discussion, bringing to light any problems found by the participants, will
ensue following the completion of this self-directed instruction. These qualitative data
will be the impetus for modifying the instructional material or the original instructional
strategy if needed (Dick, et al., 2009, pp. 266-268).
46
Figure 5. Small-Group Evaluation Checklist

Small-Group Evaluation Checklist
Please answer the questions by checking the box that corresponds to your opinion.
Please be as objective as possible.
Criteria
1. Are the directions for the instructional materials easy to follow?
2. Are the instructional materials easy to understand?
3. Are the examples easy to understand?
4. Are the PowerPoint slides meaningful?
5. Do you feel this instruction is useful?
6. Will you be able to use this knowledge on the job?
7. Do you feel the instructors demonstrations were helpful?
8. Were the materials free from spelling and punctuation errors?
9. Is the pace of the instruction good?
10. Does the instruction flow well from one section to the next?
11. Are the feedback discussions after each section helpful?
12. Are you confident you were successful completing this training?
13. Are the Pretest directions easy to understand?
14. Are the Posttest directions easy to understand?
15. Do you feel the Posttest is adequate in content?
16. Do you feel satisfied with this instruction?
17. Would you travel to a central location for this training?
18. Do you feel you would attend this training after work hours?
19. Do you feel you should be paid for attending this training?
20. Would you participate in this training if you were not paid to do so?
21. Do you feel you had enough time to finish the Pretest and Posttest?
22. Do you feel the equipment used in this training was adequate?
23. Do you feel this new knowledge will help you do your job well?
Totals
Comments:
(Dick, et al., 2009, pp. 266-268).
47
Field Trial
A field trial of 6-8 randomly chosen FNS Managers or Manager Designees from
across the school district will be conducted. All instructional materials will be developed
to represent the final training product as close as possible for this phase of the evaluation.
This field trial will take place in a traditional classroom environment, with the
instruction presented by the Training Supervisor as if it were a real training session. A
post Field Trial Questionnaire (Figure 6), will be distributed to the group immediately
following the instruction to gather data concerning the learners attitudes about the
overall training module. This feedback will help in final revisions of the instructional
materials and also help determine the likelihood of transfer of skills back to the work
environment (Dick, et al., pp. 268-270).
48
Figure 6. Field Trial Questionnaire

Field Trial Questionnaire
Please rate the criteria to the best of your ability.

Be as objective as possible.
Using the following scale, indicate your answer to the following question by
placing a check in the corresponding box on the chart below.
1 = Not at all / 2 = A little / 3 = Cant tell / 4 = Mostly / 5 = Very Much
How well do you feel the instructional materials presented in this training module
achieved their intended purpose?
Criteria
Pre-instructional Activities:
Initial Motivation - Gained the attention and motivated learners
Objectives - Fully described with criteria, conditions and behavior
Entry Skills Described and promoted recall of prerequisite skills
Content Presentation and Learning Guidance:
Sequence Contained a logical flow of instructional material
Size of Unit Contained instruction sections of appropriate length
Content Was appropriate, interesting, and useful
Examples Were appropriate, clear, and useful
Learner Participation:
Practice There were adequate practice opportunities
Feedback Immediate feedback with constructive corrections
Assessment Materials:
Pretest Adequate testing of prior knowledge
Post Test Adequate content and repetition of key components
Follow-through Activities:
Job Aids Key reference materials provided for on-the-job use
Transfer of skills to the job - Able to use these new skills at work
Comments:
(Dick, et al., 2009, p. 285).
5 T
49
Follow-Through Transfer to Performance Context

To ascertain the effectiveness of the training module and the transfer of the newly
gained skills back to the workplace, a Performance Context Formative Evaluation
Checklist will be conducted four weeks after the Field Trail is complete (Dick, et al.,
2009, p. 270). This evaluation form (Figure 7), will be filled out by the Field Trail
participants (FNS Managers or Manager Designees).
Figure 7. Performance Context Formative Evaluation Checklist
Performance Context Formative Evaluation Checklist
Please answer the following questions to the best of your knowledge.

Scan and email, or mail a copy of this completed form to the FNS Training
Supervisor.
Manager Name: ________________________________________________________

School: ______________________________________Date: _____________________
Training Module Title: FNS Staff Cross-Training Module
Date Training Completed: ___________
Do you
Yes
No
Comments
Use the new skills at work each day?
Have FNS support in using these new skills?
Have any factors inhibiting your use of these new skills?
Do you feel
Yes No
Comments
You use the new skills appropriately?
The training was successful based on your needs?
The training provided valuable knowledge for you?
This training resolved a lack of skills in this area?
There is something you wish to change in the training?
Comments:
We would appreciate any further comments, concerns, or questions you may have
regarding the effectiveness of this training module.
Please feel free to be very candid.
(Dick, et al., 2009, p. 270).
50
Revision Plan
A well designed revision plan includes examining gathered data in the
recommended sequence of (1) the instructional analysis and entry skills, (2) the
objectives, pre-tests, and post-tests, (3) the learning components of the instructional
strategy, and the associated instructional materials, (4) the learning time required by
learners, and (5) any media, materials, and instructional procedural issues relating to
actual implementation of the program. This process will be aided by including the use of
an information summary template to track necessary revisions and organize supporting
data (Dick, et al., 2009, pp. 302-303).
Iterative revisions to the original instructional materials will be performed after
the Subject Matter Expert phase, the one-to-one phase, the Small-Group evaluation
phase, and the Field Trial phase. Ongoing revisions will be carried out thereafter as
deemed necessary. Using the instructional strategies as a guide, changes will be carefully
made so as not alter the original intent of the instruction.
All handout copies of materials used in the evaluations, charts, rubrics, checklists,
and questionnaires will be studied to pinpoint areas of inconsistency, individual item
performance issues, obvious errors, unclear wording, awkward formatting, and practice
activity effectiveness.
Remediation Plan
A remediation plan is the intended process of ensuring Learners who do not meet
specified training program cut score requirements are reinstructed and/or reassessed to
achieve compliance with desired training outcomes.
51
Immediate remediation for Learners who have not successfully completed the
entire training module or who have not achieved passing scores will be provided by the
Training Supervisor and monitored by the assigned Area Supervisor. Remediation efforts
will continue until all Learners successfully meet or exceed the stated cut score/passing
criteria, as outlined in the performance objectives.
Summative Evaluation
Following the Formative Evaluation, the final step in the Instructional Design
Model is to plan and conduct a Summative Evaluation. Summative evaluation is the
process of cumulatively evaluating a training program to document its strengths,
weaknesses, and assess its overall effectiveness. This is done to ascertain the
appropriateness of the intended instructional materials in comparison to the needs, goals,
and resources of the potential customer and also in comparison amid other instructional
packages being offered; the needs and satisfaction of the target audience; anticipated
returns on investment; and/or organizational expectations. Summative Evaluation results
are delivered to the organization by formal report, including all substantiating evaluation
documentation (Dick, et al., 2009, pp. 339-340).
The Summative Evaluation consists of two phases; the Expert Judgment Phase
and the Field Trial Phase, the purpose of which is to present conclusions about the
worth of the program or product and make recommendations about its adoption or
retention (Dick, et al., 2009, p. 384). Each phase is equally important to complete, with
the Expert Judgment Phase done by an objective expert in the field represented by the
training module in question. The Field Trial is performed after the expert judge has
determined the training materials are congruent with the organizational needs; the
52
resources available; and the instructional content, design, utility, feasibility and
satisfaction levels of current users of the training program are acceptable (Dick, et al.,
2009, pp. 319-338; 384).
The FNS Staff Cross-Training Summative Evaluation will contain Expert
Judgment and Field Test components. In addition, evaluations will also be conducted
representing Kirkpatricks four levels of training program evaluation; reaction, learning,
behavior, and results (Kirkpatrick & Kirkpatrick, 2006). The comprehensive Summative
Evaluation will be conducted across a generous timeframe; August, 2015 through
February, 2016. To achieve compelling and trustworthy information regarding the
training programs true value, all components of this Summative Evaluation are
recommended to be completed.
Expert Judgment
Expert judgment enables pertinent expert review of the training program;
assessing the content, design, feasibility, and utility (Dick, et al., 2009, pp. 319-339).
This summative evaluation phase will be conducted utilizing two independent expert
judges from outside the organization. One expert judge will possess specialized
experience and knowledge levels in the hospitality industry, directly related to food
service management. The second expert judge will possess specialized experience and
knowledge levels in instructional design, adult learning theory, curriculum development,
and educational administrative experience. These Expert Judgments will be conducted
simultaneously, immediately preceding the Field Test, planned to occur in August, 2014.
53
During this phase of the Summative Evaluation, the chosen expert judge will be
asked the question: Do the instructional materials meet the needs of the organization?
(Dick, et al., 2009, pp. 322-324).
Congruence analysis. The expert judges will take into account the following
components while conducting the congruence analysis:
Organizational Needs
o Clear description of organizational needs
o Clear description of organizational goals
o Clear description of training objectives
o Accurate description of all entry skills
o Characteristics of target learners
Resources
o Costs associated with implementing the training
o Facilities availability
o Equipment availability
o Competing Materials
The FNS Congruence Analysis Summary Form (Figure 8) will assist in collecting and
categorizing the data from this analysis (Dick, et al., 2009, p. 322).
54
Figure 8. FNS Cross-Training Congruence Analysis Summary Form

FNS Congruence Analysis Summary Form
FNS Characteristics
Goals + Main Objectives
Adequately plan for job rotation activities
Accurately document job rotation activities
Entry Skills
Completion of FNS Manager Training Program or
Manager Designee status
Fundamental knowledge of Federal School Meal
Program Requirements
Basic knowledge of FNS Kitchen Training
Programs
Basic knowledge of FNS HACCP/Food Safety
Training Programs
Average reasoning and decision-making skills
Average English language speaking, reading, and
writing ability
Basic Math skills
Target Group
FNS Managers
Performance Context
FNS School Kitchen
Resources
Time
Money
Support
Facilities and Equipment
School Kitchen
Comments:
(Dick, et al., 2009, p. 330).
Candidate
Materials
Set 1
Candidate
Materials
Set 2
X
X
X
X
X
X
X
X
X
X
55
Content analysis. The expert judges will consult on the content of the presented
materials based on:
Completeness of content
Accuracy of content
Content Expert may be needed to judge materials
The expert judge or content area specialist may now compare various submitted
instructional materials in comparison to each other for completeness, accuracy and
validity of content. The FNS Staff Cross-Training for Managers Hierarchical Flowchart
(Figure 1) may serve as a diagrammatic representation of the objectives and subordinate
skills contained in the training materials and the Framework Chart for Material Content
Completeness (Figure 9), may be used as an aid by the evaluators to gather and record
data during this content analysis phase (Dick, et al., p. 323).
Figure 9. Framework Chart for Material Content Completeness
Framework Chart for Material Content Completeness
MAT = Materials
PRE = Pretest
Objectives and
Candidate 1
Subordinate Skills
MAT
PRE
POST
1.0
X
X
X
1.1
X
X
X
1.2
X
X
X
1.3
X
ect.
1.4
X
2.0
X
2.1
ect
2.2
2.3
2.4ect.
Totals
(Dick, et al., 2009, p. 334).
POST = Posttest
Candidate 2
MAT
PRE
X
etc.
POST
X
X
56
Design analysis. The expert judge will evaluate the proposed training materials
based on the following factors:
Components of the Instructional Strategies

o Pre-instructional Activities
Motivation
Gain and maintain learners attention
Objectives
Entry Skills
o Assessment
Pretest
Practice Tests/Quizzes
Posttest
o Follow-Through Activities
Memory Aids
Transfer
Student Grouping and Media Selections
Learning outcomes
The expert judges may use the ARCS Motivation Model Checklist (Figure 10) to tally
the number of occurrences the instructional materials contain or do not contain the listed
attributes. This will help in comparing competing materials and to allow for a visual
57
representation of the data collected for decision making purposes (Dick, et al., 2009, p.
332).
Figure 10. The ARCS Motivation Model Checklist
ARCS Motivation Model Checklist
Evaluator, please fill out the following form to the best of your ability.
Compare the competing materials, paying special attention the presence or
absence of the listed attributes.
Materials Materials
1
2
Attribute
Description
Yes No Yes No
Attention
Strategies to gain and maintain learners
attention?
Relevance
Relevant material to target learners?
Confidence
Are target learners confident they can succeed?
Satisfaction
Are target learners satisfied with this material?
(Dick, et al., 2009, p. 333).

The expert judges will evaluate the instructional materials of each candidate set of
materials submitted against the presence of the learning components and the level of
apparent engagement experienced by the learners. The data will be recorded on the
Instructional Materials Strategy Checklist (Figure 11) for ease of compilation and
summary (Dick, et al., 2009, pp. 323; 336).
58
Figure 11. Instructional Materials Strategy Checklist

Instructional Materials Strategy Checklist
Please complete the following table by comparing competing instructional

materials with each other.
Pay special attention to the presence or absence of the learning components
described below.
Place a check under the Engage column if you feel the instruction is engaging,
hold the attention of the learner and is motivating.
Learning Component
Pre-Instructional
Initial Motivation
Objectives
Entry Skills
o Described
o Sample Items
Information Presentation
Organizational Structures
o Headings
o Tables, Illustrations
Elaborations
o Analogies / Synonyms
o Prompts to consider
o Examples / Non-Examples
o Relevant Example
Characteristics
o Summaries / Reviews
Learner Participation
Relevant Practice
Feedback
o Answers
o Example solutions
o Common errors and
mistakes
Follow-thru Activities
Memory aids
Transfer Strategy
Totals
Materials Choice
Materials Choice
1
2
Present
Engage Present
Engage

(Dick, et al., 2009, p. 336).
59
60
Utility and feasibility analysis. The expert judges will investigate the
availability of the following items for inclusion in the instructional materials and in
comparison to included items in competing instructional materials. The questions of
what the materials are made of, how well they wear under normal use, and the intended
use of the product are also answered (Dick, et al., 2009, p. 323). The items and
information the expert judge will look for are:
Learners Guide/Syllabus
Instructors Manual
Durability of Materials
Equipment Required
Facilities Required
Pacing
o Individual study
o Group study
The expert judges may use the Instructional Materials Utility Checklist (Figure 12), for
ease of compilation and summary (Dick, et al., 2009, pp. 323; 337).

Figure 12. Instructional Materials Utility Checklist
Instructional Materials Utility Checklist
Materials 1
Materials 2
User
User
Characteristic Questions
Materials
Satisfy Materials Satisfy
Yes No Yes No Yes No Yes No
Materials contain:
Learner Guide
Syllabus
Instructors Manual
Test Items
Materials can be:
Used at individual pace
Used at group pace
Traditional classroom setting
Used in learning center setting
Used at home or at library
Materials require:
Special instructor capabilities
Special equipment
Special environment/facility
Time to complete:
One session
One Unit
Entire module
Pretest/Posttest
Practice tests
Users Opinions
Expected achievement
Expected attitude/motivation
Transfer of skills to job
Accomplish goals
Costs $
$
$
$
(Dick, et al, 2009, p. 337).
61
62
Current user analysis. The expert judges may feel the need to evaluate the
proposed training materials based on feedback from companies who are currently using
any of the existing instructional materials within their organization. Some vital
information the expert may gather include:
Target learner information and statistics
Pretest/Posttest results
Entry skill levels of participants
Attitudes of participants towards the training materials
Resources required to implement the training module
Length of time another organization has been using the product
How easy the training is to implement and use
The expert judges may use the Current User Analysis Results Chart (Figure 13) and the
Expert Judgment Stages of Analysis Flowchart (Figure 14) to follow the steps, enter the
collected data from this analysis, and help compare competing instructional materials
(Dick, et al., 2009, p. 324).
Figure 13. Current User Analysis Results Chart
Current User Analysis Results Chart
Candidate 1
Candidate 2
User 1/User 2 User 1/User 2
Materials used for instructional needs?
Entry skills of target learners?
Characteristics of target learners?
Achievement levels of Pretest?
Achievement levels of Posttest?
Achievement in Performance Context?
Attitudes of learners about materials?
Setting in which materials are used?
Current satisfaction with materials?
Candidate 3
User 1/User 2

Plans to continue use of materials?
(Dick, et al., 2009, p.337)
63
64
Figure 14. Expert Judgment Stages of Analysis Flowchart

Expert Judgment Stages of Analysis
Perform Congruence Analysis for Food and Nutrition
Services Department and proposed
FNS Staff Cross-Training Module
No
Satisfactory?
Eliminate from Consideration
Yes
Perform Content Analysis on congruent
FNS Staff Cross-Training Training Module
No
Satisfactory?
Yes
Perform Design Analysis on congruent, accurate and

complete FNS Staff Cross-Training Module
No
Satisfactory?
Yes
Perform Feasibility Analysis on implementation of

No
Satisfactory?
Yes
Perform Current User Analysis on companies currently

using components of FNS Staff Cross-Training Module
No
Satisfactory?
Yes
Conduct Field Trials of

(Dick, et al., 2009, p. 325)
65
Field Trail
The second phase of the summative evaluation is the Field Trial. The training
materials are tested by a group of target learners within the intended setting.
The learners for this field trial phase will be selected randomly from School Food and
Nutrition Managers in a neighboring school district. In this way, the evaluator will
objectively assess the materials for strengths and weaknesses within the instruction, and
document areas success, concern and attitudinal characteristics (Dick, et al., 2009, pp.
324-338).
The Field Trial will be conducted with the assistance of the Sarasota County
School Boards Food and Nutrition Services Department. It will be delivered during their
back-to-school meeting in August, 2015, as their entire Manager staff will be
conveniently present. This will allow for ample data regarding the training program to be
gathered from an outside source of an appropriately similar learner population (Dick, et
al., 2009, pp. 324-338).
The Field Trial evaluator will keep the following question in mind while
conducting the Field Trial: Are the instructional materials effective with transfer of the
learners newly gained skills to the actual performance context?
During this phase of the summative evaluation, the following planning and
preparing activities will take place at any given time, with some of the activities
occurring simultaneously. These activities include, but are not limited to:
Planning and preparing. During this step, the evaluator will need to obtain the
materials; set the instruction schedule; set the testing schedule; create and/or modify the
course syllabus; obtain the necessary resources; select, obtain, and/or schedule the
66
training facilities; obtain any necessary equipment; schedule the learners by selecting a
sample group and verifying their entry level skills; schedule the instructor and verify their
skills; and provide any necessary training for the instructor (Dick, et al., 2009, pp. 324338).
Outcomes analysis. During the outcome analysis, evaluators will assess the
impact the training program had upon learners and its direct impact on-the-job (behavior
transfer). They will also assess the training programs impact upon the entire
organization (Dick, et al., 2009, pp. 324-338).
Management analysis. During the management analysis step, evaluators will
assess the attitudes of the instructors and organizational administration towards the
instruction. They will also assess the feasibility of fully implementing the program and
the cost associated with the training program overall (Dick, et al., 2009, pp. 324-338).
Learner Reactions: Kirkpatricks Level 1 Measure of Attitudes
Level 1-Reaction results are typically not included in a Summative Evaluation,
however Learner reactions towards this training program are a key aspect in discovering
possible needs for program improvements. Due to this, Learner reactions towards the
training program will be included and assessed through use of the FNS Staff CrossTraining Reaction Survey (Appendix A). The learner-completed reaction survey will be
directly administered by the trainer at the end of the training program and completed
immediately by each participant (Hale & Astolfi, 2011, p. 354).
This pre-experimental One-Shot Case Study designed anonymous survey will be
developed utilizing a Likert 5-point rating scale, allowing researchers an opportunity to
measure reactions (dependent variable) from participants relating to appropriateness,
67
relevancy, and acceptance of the training program (independent variable) (Kirkpatrick &
Kirkpatrick, 2006). To achieve truly meaningful results, this survey will be learnerfocused; referencing learner perceptions of training content contained within the training
program, trainer prowess and expertise, relevant perceptions of maintaining learner
attention, motivation, satisfaction, and also important environmental aspects, such as
learner comfort, and accessibility (Kirkpatrick & Kirkpatrick, 2006).
Data gathered from this instrument will be interpreted by individual item mean
scores and the total scale mode, as the total scale mean may be adversely affected by high
or low outlier scores and the small data set. Therefore, in this situation, the total scale
mode would be more representative of true results (Hale & Astolfi, 2011, p. 410).
Learning Gains: Kirkpatricks Level 2 Measure of Knowledge and Skills
Learning gained due to participation in the training program will be assessed by
comparing the FNS Staff Cross Training Pre-Test (Appendix B1) and FNS Staff Cross
Training Post-Test scores (Appendix B2). This data is expected to provide empirical
evidence of a positive correlation of higher test scores following participation in the
training program (Hale & Astolfi, 2011, p. 62).
The FNS Staff Cross-Training Pre-Test/Post-Test combination assessment will be
developed following a criterion-referenced One-Group Pre-Test/Post-Test design strategy.
This design will be employed to assess the influence of the training program
(independent variable) directly upon the level of learning achieved by the Learners
(dependent variable) (Hale & Astolfi, 2011, p. 365).
The descriptive statistical measure that will be utilized to interpret this
assessments data set is the parametric dependent samples t-test. This strategy is used
68
when repeated measures are taken from the same individual, as in this pre-test/post-test
situation (Hale & Astolfi, 2011, p. 447).
Once the statistical variables are known, they may substituted into the Spatz
formulas (Hale & Astolfi, 2011, p. 447) to test a study hypothesis. A test hypothesis in
this case could be stated as: Does the FNS cross-training program increase FNS
Managers knowledge, as evidenced by higher scores on the post-test as compared to the
pre-test? Therefore, resulting higher scores on the post-test would then indicate a
successful training program outcome.
The validity of these test instruments will increased by strictly aligning course
content to the performance objectives and overall instructional goal, thereby measuring
common themes and constructs, ensuring the content learned is what is desired to be
learned (Hale & Astolfi, 2011, p. 62).
Behavior Change: Kirkpatricks Level 3 Measure of Behavior Transfer
This level of evaluation will be conducted to ascertain if the desired behavior
change of consistently performing cross-training through adherence to the new crosstraining protocol is actually occurring on-the-job. The evaluation will be conducted by
Area Supervisors and will consist of assessing Learner post-training performance in
completely filling out the required FNS Staff Cross-Training Planning/Tracking sheet
Template (Appendix C1) as mandated by the FNS Staff Cross-Training Protocol. The
assigned Area Supervisor will utilize the FNS Cross-Training Performance Assessment
Checklist (Appendix C2) to easily and efficiently score this assessment of desired
behavior transfer.
69
Data received from this criterion-referenced dichotomous (yes/no) assessment

will be interpreted by the total scale mean score and the required completion mastery
level score of 100% (Hale & Astolfi, 2011, p. 410, & 416). This would indicate training
program effectiveness in achieving the desired results of 100% compliance with the
cross-training protocol.
Program Results: Kirkpatricks Level 4 Measure of Results
The level 4 evaluation will be carried out to ascertain if the training program
achieved the ultimate goal of 100% organizational consistency across the district by
cross-training through job rotation activities.
The FNS Cross-Training Departmental Consistency Checklist (Appendix D) will
be dichotomously developed (a check mark equals compliant; no checkmark equals notcompliant), following a One-Shot Case study design (Hale & Astolfi, 2011, pp 363-364).
It will be used by the Training Supervisor to assess the level of consistency in crosstraining through job rotation activities across all school district kitchens by further
compiling the information gathered by Area Supervisors during their level 3 evaluations.
Desired level 4 results would equal 100% FNS staff cross-training by job rotation
consistency, as evidenced by 100% of FNS kitchens reported as compliant in crosstraining through job rotation by their Area Supervisors. Achievement of these desired
results would be indicated by every box corresponding to a school kitchen on the FNS
Cross-Training Departmental Consistency Checklist receiving a checkmark, representing
Compliance was accomplished.
Data from this evaluation will be interpreted by total scale mean, where the scale
mean will be 100% and the desired mastery level will also be 100%. The 100%
70
consistency score is required to indicate overall successful program results, as indicated

by the instructional goal and course objectives (Hale & Astolfi, 2011, p. 416).
Final Written Report
The final results from all levels of evaluation will be presented to the client in a
highly descriptive, deeply rich narrative report. This report will contain all relevant
quantitative and qualitative findings, enhancing the evaluation studys validity and
trustworthiness (Hale & Astolfi, 2011, pp. 372-373).
After data are collected and analyzed from the Field Trial, it would be optimal to
include an outcomes analysis in the final evaluation report written for the host
organization. Answers to the questions outlined in the Summative Evaluation Outcomes
Analysis (Figure 15), will help the expert judge confirm the instructions impact and
reveal possible training outcomes (Dick, et al., 2009, p. 339).
Figure 15. Summative Evaluation Outcomes Analysis
Summative Evaluation Outcomes Analysis
1.
2.
3.
4.
5.
6.
7.
8.
9.
Were resources provided to implement the training adequate?

Were the facilities utilized during the training adequate?
Was the equipment utilized during the training adequate?
Was the expected learner Posttest performance realized?
Were the learner attitudes regarding the relevance of the training impacted?
Post-training, was there a documented transfer of new skills back to workplace?
Are instructors needed and is instructor training required?
Are any new procedures needed to implement and deliver this training?
Were all data compiled into a written summary report for the host organization?
(Dick, et al., 2009, p. 339)
71
The Summative Evaluation Management Analysis chart (Figure 16), will help
expert judges consider items for inclusion in the final evaluation summary. Answering
the questions below will help ensure these issues have been adequately addressed within
the final summative evaluation report presented to the host organization (Dick, et al.,
2009, p. 339).
Figure 16. Summative Evaluation Management Analysis
Summative Evaluation Management Analysis
1.
2.
3.
4.
Do the reports contain descriptions of which evaluation procedures were used?

Do the reports contain clear summaries of all data collected?
Was an impact analysis completed?
Were conclusions included within the final report?
(Dick, et al., 2009, p. 339).

Including as much highly detailed information and evidence as possible within the
final summative evaluation report will greatly enhance the reports usefulness, validity
and credibility (Hale & Astolfi, 2011).
72
References
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction. (7th
ed.). Upper Saddle River, NJ: Pearson.
Dirksen, J. (2012). Design for how people learn. Berkeley, CA: New Riders.
Hale, C. D., & Astolfi, D. (2011). Evaluating education and training services: A
primer. (2nd ed.). Retrieved from http://www.CharlesDennisHale.org
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four
levels. (3rd ed.). San Francisco, CA: Berrett-Koehler Publishers, Inc.
School District of Manatee County. (2014). Manatee County Schools: Food and
nutrition services. Retrieved from
http://www.manateeschools.net/pages/SDMC/Departments/District_Support_Serv
ices/Food_Services
Smith, P. L., & Ragan, T. J. (2005). Instructional design. (3rd ed.). Hoboken, NJ: John
Wiley & Sons, Inc.
73
Appendix A: Level 1 Measure of Attitudes

FNS Training Participant Reaction Survey
Course: FNS Staff Cross-Training
Date:______________________
Your honest opinions about this course are important in helping us ensure our training
courses are meeting your needs.
Please rate your experience using the following 5 point rating scale
1 = highly disagree
2 = disagree
3 = neutral
4 = agree
5 = highly agree
Circle your rating choice next to each of the following questions:

1. My instructor was knowledgeable about the course content.
2. The course was paced just right for me (not too slow or too fast).
3. I was given enough breaks.
4. The breaks were long enough.
5. The training room was a comfortable space for learning.
6. I learned a lot of useful information from the course.
7. The information I learned in the course will help me do my job better.
8. I feel I have a good understanding of the material I learned.
9. I feel the course materials were easy to understand.
10. The course materials were interesting and kept my attention.
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
Please feel free to list any ideas or changes you feel will help improve this course:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Thank you for your responses!
v12.14
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4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
5
74
Appendix B1: Level 2 Measure of Knowledge and Skills

FNS Staff Cross-Training Pre-Test
Name:_________________________________________________Date:____________
Test Directions:
Please answer the following questions to the best of your knowledge. Do not be nervous
if you do not know an answer; you may guess if you wish. To achieve a passing score on
this test you must answer 80% or 24 out of the 30 questions correctly.
Please circle the letter next to the best answer.
1. The mandatory FNS staff cross-training protocol uses ________to complete
a.
b.
c.
d.
Job specialization
Job rotation
Job creation
None of the above
2. To plan monthly job rotation assignments, FNS Managers use the FNS
Cross-Training Planning/Tracking Template and check the _______ box.
a. Tracking
b. Exclusion
c. Planning
d. None of the above
3. To track the completion of monthly job rotation assignments, FNS Managers use
the FNS Cross-Training Planning/Tracking Template and check the _______box.
a.
b.
c.
d.
Tracking
Exclusion
Planning
None of the above
75
4. To create an ongoing record of completed staff job rotation assignments, the FNS
Cross-Training Tracking Template may be filled out once, with new information added
each _______.
a. day
b. week
c. month
d. year
5. The completed FNS Cross-Training Tracking Template could be used by FNS
Managers to________ additional cross-training of kitchen staff members.
a. Discourage
b. Prevent
c. Restrict
d. encourage
6. All planning/tracking templates must be forwarded to the appropriate Supervisor
by the _______ of each month.
a. 15th
b. 10th
c. 5th
d. 1st
7. All legitimate staff handicaps or limitations need to be __________by the
appropriate Supervisor for a job rotation exclusion.
a.
b.
c.
d.
approved
approved in advance
not approved
None of the above
8. Job rotation exclusions are indicated on the FNS Cross-Training

Planning/Tracking Template by placing _________immediately after the staff
members name.
a. an asterisk (*)
b. a dash (-)
c. a period (.)

9. Cross-training by job rotation is defined as __________.
a. cross-training an employee while on the job by rotating them through
different job stations
b. cross-training an employee to become more flexible and valuable
c. cross-training an employee to learn as many skills as possible
d. cross-training an employee to become aware of operational workflow
10. Some major benefits of cross-training employees through job rotation
are_________.
a.
b.
c.
d.
an employee becomes more flexible and valuable

an employee becomes aware of operational workflow
an employee may learn as many skills as possible
All of the above
11. Adults typically like learning things that are relevant to them and their
________.
a.
home life
b. family
c. work
d. church
12. Adult learners may lack motivation to learn because ________.
a. they are afraid they might fail
b. they are afraid of change
c. they dont see the big picture
d. All of the above
13. Motivation is the willingness or desire to ________ something.
a. Do
b. Stop
c. Refuse
14. Adults tend to learn best when they believe they can be successful, by feeling
capable of learning and having some level of ________ over their efforts.
a. payment
b. happiness
c. control
d. frustration
76
77
15. If a learner knows what to do, but decides not to do it, that is a lack of ________.
a.
b.
c.
d.
control
knowledge
skill
motivation
16. Adult learning is defined as the process of adults gaining knowledge and ________.
a.
b.
c.
d.
patience
motivation
control
expertise
17. Adult learning and motivation strategies are important to managers because it allows
them to ________.
a.
b.
c.
d.
understand their staffs behavior better

cross-train their staff more effectively
understand possible reasons for staff behavior
All of the above
18. Old information and procedures often get in the way of new ones because
previous learning is engrained in the brain ________.
a.
b.
c.
d.
over time
yesterday
for six hours
for an hour
19. The best ways to motivate staff towards cross-training compliance are ________.
a. rewards, praise, and recognition
b. praise, recognition, and encouragement
c. recognition, rewards, and encouragement
d. payment, praise, and rewards
20. It is always helpful to remember when adults are learning new information,
a.
b.
c.
d.
e.
change is not easy for most people

change is a process, not a single step
ample practice of new knowledge or skills will be necessary
backsliding, resistance, and grumpiness are inevitable
All of the above
78
Directions:
Circle the best answer below; True or False.
21. Staff cross-training efforts can be greatly influenced by Managers portraying a
positive outlook towards cross-training and providing a supportive environment
for their workers.
True
False
22. Positive attitudes towards mandatory staff cross-training by job rotation can be
developed through explanations of how the protocol will help make your kitchen
operation function more efficiently and effectively.
True
23.
False
Staff cross-training by job rotation allows workers to gain additional skills

and knowledge, leading to intrinsic rewards, such as feelings of accomplishment,
increased self-worth, and job satisfaction.
True
False
24. Positive attitudes towards a mandatory job rotation strategy of cross-training can
be reinforced through praise and recognition of a job well done.
True
False
25. Encouraging participation and highlighting the benefits of ongoing staff

professional development by using mandatory job rotation will help
improve worker attitudes towards the cross-training protocol.
True
False
79
Appendix B2: Level 2 Measure of Knowledge and Skills

FNS Staff Cross-Training Post-Test
Name:___________________________________________________Date:__________
Test Directions:
Please answer all questions to the best of your knowledge.
There is no time limit.
When you are finished, please hand this test in to the instructor and leave the
room quietly.
To achieve a passing score, you must answer 80% or 24 of the 30 questions
correctly.
Directions:
Circle the best answer below; True or False.
1.
Staff cross-training efforts can be greatly influenced by Managers portraying a

positive outlook towards cross-training and providing a supportive environment
for their workers.
True
2.
Positive attitudes towards mandatory staff cross-training by job rotation can be

developed through explanations of how the protocol will help make your
kitchen operation function more efficiently and effectively.
True
3.
False
Positive attitudes towards a mandatory job rotation strategy of cross-training

can be reinforced through praise and recognition of a job well done.
True
5. .
False
Staff cross-training by job rotation allows workers to gain additional skills and
knowledge, leading to intrinsic rewards, such as feelings of accomplishment,
increased self-worth, and job satisfaction.
True
4. .
False
False
Encouraging participation and highlighting the benefits of ongoing staff

professional development by using mandatory job rotation will help improve
worker attitudes towards the cross-training protocol.
True
False
80
Answer the following questions by circling the letter next to the best answer.
6. The mandatory FNS staff cross-training protocol uses ________to complete
a.
b.
c.
d.
Job specialization
Job rotation
Job creation
None of the above
7. To plan monthly job rotation assignments, FNS Managers use the FNS
Cross-Training Planning/Tracking Template and check the _______ box.
a.
b.
c.
d.
Tracking
Exclusion
Planning
None of the above
8. To track the completion of monthly job rotation assignments, FNS Managers use
the FNS Cross-Training Planning/Tracking Template and check the _______box.
a. Tracking
b. Exclusion
c. Planning
9. To create an ongoing record of completed staff job rotation assignments, the FNS
Cross-Training Tracking Template may be filled out once, with new information
added each _______.
a. day
b. week
c. month
d. year
10. Managers to________ additional cross-training of kitchen staff members.
e. discourage
f. prevent
g. restrict
h. encourage
11. All planning/tracking templates must be forwarded to the appropriate Supervisor
by the _______ of each month.
a. 15th
b. 10th
c. 5th
d. 1st
81
12. All legitimate staff handicaps or limitations need to be __________by the

appropriate Supervisor for a job rotation exclusion.
a.
b.
c.
d.
approved
approved in advance
not approved
None of the above
13. Job rotation exclusions are indicated on the FNS Cross-Training

Planning/Tracking Template by placing _________immediately after the staff
members name.
a. an asterisk (*)
b. a dash (-)
c. a period (.)
14. Cross-training by job rotation is defined as __________.
a. cross-training an employee while on the job by rotating them through
different job stations
b. cross-training an employee to become more flexible and valuable
c. cross-training an employee to learn as many skills as possible
d. cross-training an employee to become aware of operational workflow
15. Some major benefits of cross-training employees through job rotation
are_________.
a. an employee becomes more flexible and valuable
b. an employee becomes aware of operational workflow
c. an employee may learn as many skills as possible
d. All of the above
16. Adults typically like learning things that are relevant to them and their ________.
d. home life
e. family
f. work
g. church
17. Adult learners may lack motivation to learn because ________.
a. they are afraid they might fail
b. they are afraid of change
c. they dont see the big picture
d. All of the above
82
18. Motivation is the willingness or desire to ________ something.

a. do
b. stop
c. refuse
19. Adults tend to learn best when they believe they can be successful, by feeling
capable of learning and having some level of ________ over their efforts.
a.
Payment
b.
Happiness
c.
Control
d.
frustration
20. If a learner knows what to do, but decides not to do it, that is a lack of ________.
a.
b.
c.
d.
Control
Knowledge
Skill
motivation
21. Adult learning is defined as the process of adults gaining knowledge and ________.
a.
b.
c.
d.
patience
Motivation
Control
Expertise
22. Adult learning and motivation strategies are important to managers because
it allows them to ________.
a. understand their staffs behavior better
b. cross-train their staff more effectively
c. understand possible reasons for staff behavior
d. All of the above
23. Old information and procedures often get in the way of new ones because previous
learning is engrained in the brain ________.
a.
over time
b.
yesterday
c.
for six hours
d.
for an hour
83
24. The best ways to motivate staff towards cross-training compliance are________.
a. rewards, praise, and recognition
b. praise, recognition, and encouragement
c. recognition, rewards, and encouragement
d. payment, praise, and rewards
25. A useful point about changes due to learning new information is
a. change is not easy for most people
b. change is a process, not a single step
c. ample practice of new knowledge or skills will be necessary
d. backsliding, resistance, and grumpiness are inevitable
e. All of the above

Appendix C1: Level 3 Measure of Behavior Transfer
FNS Staff Cross-Training Planning/Tracking Sheet
84
85
Appendix C2: Level 3 Measure of Behavior Transfer

FNS Cross-Training Performance Assessment Checklist
Name:______________________________________________Date:_______________
Product: FNS Cross-Training Planning/Tracking Template
Passing Score: 100% Completion
Completed?
Yes
No
PO 3. Gathers information from staff surveys.
_____ _____
PO 4. Assesses staff capabilities and limitations. Designates exclusions. _____ _____
PO 5. Designates job stations.
_____
_____
PO 6. Decides who to assign to which job station.
_____ _____
Planning Function:
PO 7. Schedules cross-training
7.1 Used Planning Template
7.2 Printed sheet
7.3 Chose Planning function
7.4 Checked Planning Box
7.5 Added Date
7.6 Placed staff names on vertical axis
7.7 Placed job names on horizontal axis
7.8 Placed Xs in boxes where names and jobs intersect
7.9 Scheduled monthly cross-training activities
Sent to Supervisor
Tracking Function:
PO 8. Tracked cross-training assignments (ongoing)
8.1 Used Tracking Template
8.2 Printed sheet
8.3 Chose Tracking function
8.4 Checked Tracking Box
8.5 Added Date
8.6 Placed staff names on vertical axis
8.7 Placed job names on horizontal axis
8.8 Placed Xs in boxes for all trained jobs
8.9 Added new training details to sheet monthly
Sent to Supervisor
Evaluator Initials__________
Completed?
Yes
No
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
Completed?
Yes
No
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
Pass Assessment? _____ _____
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Appendix D Level 4 Measure of Results

FNS Staff Cross-Training Departmental Consistency Checklist
Area Supervisors
Schools
Compliance

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Running head: EDU576 APPLED PROJECT BERNICE COPPOLA

Applied Project in Instructional Design

EDU576 APPLED PROJECT BERNICE COPPOLA

FNS Staff Cross-Training Project

EDU576 APPLED PROJECT BERNICE COPPOLA

EDU576 APPLED PROJECT BERNICE COPPOLA

EDU576 APPLED PROJECT BERNICE COPPOLA

EDU576 APPLED PROJECT BERNICE COPPOLA

EDU576 APPLED PROJECT BERNICE COPPOLA

EDU576 APPLED PROJECT BERNICE COPPOLA

EDU576 APPLED PROJECT BERNICE COPPOLA

FNS Cross-Training Protocol (Job Aid)

FNS Cross-Training Materials

FNS Cross-Training Planning/Tracking Sheet Template

FNS Staff Questionnaires

FNS Kitchen Staff List

FNS Training Specialist

EDU576 APPLED PROJECT BERNICE COPPOLA

EDU576 APPLED PROJECT BERNICE COPPOLA

However, environmental time and support constraints may become a legitimate

EDU576 APPLED PROJECT BERNICE COPPOLA

EDU576 APPLED PROJECT BERNICE COPPOLA

Check planning box - add date range

Check tracking box - add as of date

EDU576 APPLED PROJECT BERNICE COPPOLA

Refer to staff listing

Fill in staff names along vertical axis

Fill in kitchen positions along horizontal axis

For planning function: Place X in box where name and job

intersect for current months assignment

For tracking function: Place Xs in boxes where name and job

f. Submit planning/tracking sheet(s) to Supervisor

Have staff fill out staff survey information sheet

Later, use this information to help schedule staff development

f. Does any of your staff have handicaps/limitations (any legitimate handicap

EDU576 APPLED PROJECT BERNICE COPPOLA

Domain of Learning: Intellectual Skills

EDU576 APPLED PROJECT BERNICE COPPOLA

c. Reward/praise cross-training efforts

Use chart of completed staff cross-training efforts for recognition

Instructional Analysis Hierarchical Flowchart

EDU576 APPLED PROJECT BERNICE COPPOLA

EDU576 APPLED PROJECT BERNICE COPPOLA

EDU576 APPLED PROJECT BERNICE COPPOLA

EDU576 APPLED PROJECT BERNICE COPPOLA

EDU576 APPLED PROJECT BERNICE COPPOLA

Intellectual Skills Domain

EDU576 APPLED PROJECT BERNICE COPPOLA

Performance objective 8. Given the FNS Staff Cross-Training Tracking Sheet

EDU576 APPLED PROJECT BERNICE COPPOLA

Intellectual Skills Domain

EDU576 APPLED PROJECT BERNICE COPPOLA

Intellectual Skills Domain

Intellectual Skills Domain

Intellectual Skills Domain

Intellectual Skills Domain

Template, FNS Managers

EDU576 APPLED PROJECT BERNICE COPPOLA

Intellectual Skills Domain

Training Planning Template,

Learner will complete

EDU576 APPLED PROJECT BERNICE COPPOLA