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Running head: RECRUITMENT TRAINING PROGRAM

CALIFORNIA STATE UNIVERSITY

MONTEREY BAY
Cooperative Brew Pub Recruitment Training Program
CAPSTONE PROPOSAL
Submitted in partial satisfaction of requirements of the
degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Nikki Marcel
September 22, 2015
Capstone Approvals: (At least one advisor and capstone instructor should
approve)
_________________________ __________________________ _____________
Advisor Name
Signature
Date
_________________________ __________________________ _____________
Capstone Instructor Name
Signature
Date

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Table of Contents
Page
EXECUTIVE SUMMARY.

INTRODUCTION...

Project Background.

Problem Description

Target Audience..

Literature Review

Sales Strategies

Far Transfer Skills...

Self-paced, Online Instruction.

Feedback and Support.

10

SOLUTION DESCRIPTION..

12

Project Goals 12
Learning Objectives. 12
Proposed Solution 13
Theories and Strategies.... 14
Gagnes Events of Instruction. 14
Cognitive Load Theory 15
Social Cognitive Theory.. 16
Media Components.. 17
Anticipated Challenges 17
METHODS AND PROCEDURE 19
Product Design and Development 19
Completing the Project. 20
RESOURCES... 22
Time. 22
External Expertise 22

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Hardware and Software Costs.. 22

Required Technical Skills 22
TIMELINE AND PROGRESS REPORT 23
Milestones Checklist 23
Major Deliverables.. 23
EVALUATION PLAN 24
Formative Evaluation.. 24
Summative Evaluation 24
CONCLUSION... 26
REFERENCES 27
APPENDICES. 29
A. New Member Analysis.. 29
B. Member-owner Survey.. 30

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Executive Summary
As a cooperative business venture still in its early stages, the San Jose
Cooperative Brewery and Pub (the Co-op) has had increasing membership
numbers as one of its top priorities in order to achieve their main goal of opening
the brew pub. Yet, membership numbers have not been increasing at the
necessary rate for over a year. With recruiting efforts being one of the main
strategies for increasing new membership, and member-owners stating they do
not have the resources or knowledge for proper recruiting strategies making their
efforts ineffective, this training program is being developed with the goal of
equipping member-owners with strategies and techniques in order to recruit more
effectively and confidently.
With the needs analysis and literature review completed, designing the
program is currently underway with detailed outlines, storyboards, and video
scripts. Next, the first two modules will be developed as prototypes, to be tested
for usability with a small group of Co-op member-owners. After receiving
feedback from the usability testing, revisions will be made to those modules and
the remaining four modules will be developed accordingly. Summative
evaluations will be completed by December with the board members as
participants. The program is expected to be completed by the end of December.
Member-owners are not required to participate in any function of the Coop outside of the small, initial investment to become a member-owner. Because
of this, any efforts to move the Co-op forward are on a strict volunteer effort.
This program is being developed as an optional training for member-owners and
will be presented in an interesting, interactive, fully-online, and self-paced format
through interactive learning modules in order to appeal to and motivate the
highest number of member-owners possible to participate.

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Introduction
Project Background
Cooperative business ventures are not a new concept, and in fact have
been around formally since the Rochdale Society of Equitable Pioneers -- the first
successful cooperative enterprise founded in 1844 (Encyclopedia Britannica,
2014) -- and informally since human beings have been organizing for mutual
benefit. In effect, rather than having a small number of parties that control
various numbers of shares of a company, cooperatives are set up so that there are
a large number of members, each investing a small amount of money and
controlling only one share and one vote. In this way, the business is run as a truly
democratic operation, and the business is geared towards the mutual benefit of all
of the membersand often non-member employeesrather than simply the
financial benefit of a few large investors.
Recently there has been a huge rise in the craft beer industry, and in the
past five years a few breweries have been founded and are operating using the
cooperative model, the first of which was Black Star Cooperative Pub and
Brewery in Austin, Texas. San Jose Cooperative Brewery and Pub is the first
such cooperative brewery in California. Incorporated in 2013, they are still in the
early stages; they are mostly in the member-owner recruiting stage, looking for a
location to use for the business, and planning all of the details. Currently the Coop has approximately 330 member-owners, and the main goal is increasing that
number in order to raise the capital necessary to move forward with the next
phase of operation, opening the doors.

Problem Description
Through a short survey of the member-owners (Appendix B), one concern
has been recurring predominantly: hesitation in actively initiating a conversation
with strangers, and sometimes friends and family, with the sole purpose of

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recruiting new members into the Co-op. Although some have shared they are
comfortable discussing the Co-op with family and close friends, 64% have stated
they are not. Still, almost all member-owners, 88%, who have responded to the
survey have expressed that they are not comfortable approaching strangers, even
at public beer events, to discuss the possibility of joining the Co-op. Through an
open-ended survey question, the overwhelming responses for why current
member-owners are not actively recruiting new members are a) they feel they are
not equipped with enough detailed information to discuss the Co-op and answer
questions potential recruits may have; b) they are not confident in their recruiting
skills to be able to effectively recruit new members; and c) they are not able to
overcome the most common response to their attempts, which amount to
declining to join for whatever reason stated. When asked if they would
participate in a program developed to teach effective and efficient recruiting
strategies, 74% of the member-owners surveyed answered yes.

Target Audience
The member-owners of the Co-op are an eclectic mix of individuals, most
from around the Bay Area, but several from the wider California area as well.
The range of ages is ever changing as new member-owners join the Co-op,
however they can range from twenty-onethe minimum age required for
membershipand higher. Only a small percentage of member-owners are active
in recruiting new members at this point, and an even smaller percentage of those
actually have a background in recruiting, marketing, or sales.
The training program can benefit and will be available to any memberowner wishing to enhance their recruiting skills, however the focus of the
program will be targeting those member-owners who have little to no recruiting
experience and need skills to effectively recruit while building their confidence in
the process. As the majority of member-owners are adults in the Bay Area of

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California, it is assumed they will have access to and the basic knowledge of
using a computer and internet to be able to access and participate fully in the
program, although additional support can be provided by the Subject Matter
Expert (SME) and other member-owners should the need arise.

Literature Review
Sales Strategies. The focus of this training program is to equip memberowners with easy to use strategies to recruit new members into the Co-op, thus
bringing the membership closer to the goal of being able to open the doors of a
physical brew pub. The desired outcome of recruiting efforts is that potential
members will be buying a share of the Co-op, therefore, recruiting efforts will
follow a process similar to selling a product, which in this case is part ownership
of the future brew pub.
According to Moncrief & Marshall (2005), salespeople have historically
followed what has been called the seven steps of selling (p. 13) which includes
the following steps, completed in the order listed: (1) prospecting, (2)
preapproach, (3) approach, (4) presentation, (5) overcoming objections, (6) close,
and (7) follow-up. The authors go on to discuss how, although these steps have in
the past proven to be effective in selling products and services, times and
technology are now changing and therefore sales strategies must also adapt to
focus more on customer relations and needs as well as becoming more flexible in
their implementation, thus presenting their evolved selling process (p. 18).
Adaptive selling, according to Weitz, Sujan, and Sujan (1986), is the
practice of altering sales behaviors during customer interactions based on
perceived information about the nature of the selling situation (p. 175). That is,
the salesperson will adjust their behavior and the conversation based on how the
customer is responding. By doing so, the salesperson can change the
communication to fit the needs and perceptions of the potential buyer (Rocco &

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Whalen, 2014), with the goal of making the potential buyer more receptive to
closing the deal.
Given that recruiting efforts for the Co-op will be less formal than those of
professional salespeople, as member-owners are volunteering their time and
consider their efforts more closely to a hobby, the designer and SME will present
a recruiting technique that will give member-owners strategies to help them
recruit more effectively and confidently. The recruiting technique will loosely
follow the seven steps of selling as discussed by Moncrief & Marshall (2005),
while teaching member-owners how to be flexible in their recruiting efforts, by
using adaptive selling techniques, and focus on customer relations and keeping
the conversation friendly. Additionally, as most recruiting efforts will be in social
settings, such as community beer events, the recruiting technique will focus on
strategies to put the potential member at ease during the conversation so they are
more responsive to the idea of becoming a part of the growing Co-op community,
not just buying a share of the brew-pub.
Far Transfer Skills. Since no two recruiting situations will be exactly
alike, the content within the training program will focus on far transfer skills, that
is, skills that will require the worker to use judgement in order to adapt strategies
to new work situations (Clark & Mayer, 2008). According to Clark & Mayer,
when teaching far transfer skills, it is important to focus on teaching strategies
rather than a set of steps to be followed for a procedure. In this way, the training
program being designed will focus on teaching a number of recruiting strategies,
presented in a way that shows the learners how to use those strategies to adapt to
many different situations.
Once such adaptive selling strategy that utilizes far transfer skills is Yes,
And, a technique commonly used in Improvisational (Improv) Comedy.
According to a study done by Rocco and Whalen (2014), students in a sales
course who received training in the Yes, And strategy in addition to the standard

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sales trainings of the course were more effective salespeople and had more
successful sales on average than their classmates who did not receive the Yes,
And portion of the course. Rocco and Whalen assert that, the technique works in
sales by enhancing the psychological phenomenon of consensus (p. 200), that is,
people want to agree more than they want to disagree, and they seek consensus
when possible.
The Yes, And strategy works in the following way: (1) the salesperson
hears the concerns or goals of the customer, (2) the salesperson agrees with the
customer (Yes) and restates the concern or goal of the customer, showing
understanding, and (3) the salesperson then adds their own point of view (And)
and expands on this new idea. The customer is receptive to this strategy because
the salesperson is showing agreement first, therefore the customer feels the added
idea (And) is more closely in agreement than in disagreement. Sherif et al. (1965)
called this attitude assimilation, which describes the phenomenon of assimilating
someone elses opinion into our own if it seems close enough to our own opinion,
even if it is not identical, in order to avoid disagreement which causes
psychological discomfort (as cited in Rocco & Whalen, 2014, p. 201).
Adaptive selling strategies, including the Yes, And strategy will be taught
in this training program in order to teach the member-owners how to address
potential member concerns in a way that makes them more receptive to agreeing
with the idea of becoming a member-owner themselves. Additionally,
demonstration videos will show examples of the flexibility of the strategies and
the interactive practice exercises will allow the learner to practice determining
which strategies will be most effective in different scenarios, allowing the learners
to practice those far transfer skills.
Self-paced, Online Instruction. Self-paced, online instruction is still a
new method used to instruct learners. It appeals to adult learners because it
allows learners who are normally not able to attend face-to-face instruction the

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ability to gain the desired knowledge at their convenience. Learners are able to
work at their own pace and on their own schedule, with the ability to expedite
their learning, if desired (Rhode & Krishnamurthi, 2015, p. 377). As the learners
targeted for the instruction being designed are mostly busy, working adults,
delivering the instruction as self-paced online instruction will allow learners the
flexibility of accessing and participating in the instruction as their schedules
permit, thus motivating some learners who normally would not participate in this
type of instruction.
When designing multimedia instruction, one must follow some basic
guidelines in order for the instruction to be effective. Huang (2005) suggests that
multimedia instruction that is designed well will allow students to (1) visualize
difficult and naturally dynamic concepts, (2) promote active learning, problemsolving, and critical thinking with interactive simulations and virtual
environments, (3) interact with the content with self-quizzes, and (4) access
content anytime, anywhere, at any pace (p. 224). With this in mind, the lessons
will be designed with many opportunities for learners to interact with the
program, with real-life scenarios and choices the learner must make based on the
instruction. The scenarios will be in the format of videos that learners will watch
rather than text passages to read so learners will be able to more easily relate to
the concepts. Practice exercises and quizzes will relate to situations the learners
will encounter when out recruiting in the community.
Feedback and Support. Although the training is self-paced and
conducted completely online, some constructivist strategies can still be utilized to
increase the effectiveness of the training. According to research done by Shieh
Ruey (2010), adult learners completing optional education online appreciate
interaction and feedback with peers and find they benefit more from the learning
when the interaction is present. Ruey recommends that online education
incorporates some type of learner interaction and instructor feedback, as feedback

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is an important step in the learning process. Though this training will be optional
for the member-owners, and those who participate in the training will be on
various timelines while learning at their own pace, a social media group or forum
will be set up as well as monthly in-person meetings for learners to interact with
the SME and each other to discuss their takeaways from the training and receive
feedback and support.
Feedback is also important in order to provide effective interactions and
practice exercises within the interactive learning modules, since learners benefit
more when they are able to self-assess or self-correct as they are participating in
the instruction (Dobrovolny, 2006, p. 166). To be effective, each question,
practice exercise, or simulation must provide correct or incorrect feedback and
information about the correct answer for those who answered the question
incorrectly (Bangert-Drowns, Kulik, Kulik, & Morgan, 1991; Dempsey,
Driscoll, & Swindell, 1993; Schwier & Misanchuk, 1993, as cited in Dobrovolny,
2006, p.166). Feedback will be provided for both correct and incorrect answers
for each question and practice interaction within the learning modules, as well as
explanations for each to further support the learner in their understanding of the
strategies being taught in the instruction.

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Solution Description
Project Goals
Most member-owners do not have any basic training in recruiting or
marketing, making it difficult for many to effectively recruit new members into
the Co-op. Since the member base has not been increasing at the initially
anticipated rate, the growth of the Co-op has been at a virtual standstill (Appendix
A) despite efforts and intentions to the contrary. The recruitment training
program discussed here is intended to address the following goals:

allow the member-owners to recruit effectively;

increase the rate of membership recruitment from its current rate; and

aid the Co-op in reaching their goal of opening the doors to the Brew Pub
on an accelerated timeline.
Once the training program is deployed, newly recruited member-owners

should be able to implement the program themselves, largely without assistance,

which will create an ever increasing number of effective recruiters and
exponentially increase the rate of membership recruitment.

Learning Objectives
The four learning objectives of the training program are the following:
Given a recruiting scenario, learners will be able to identify the
components of proper recruitment technique with 85% accuracy in fill-inthe-blank quiz questions.
Learners will be able to determine if given examples in true/false quiz
questions meet the criteria for effective techniques with 85% accuracy.
Learners will be able to demonstrate at least 1 appropriate response when
given a common objection in each corresponding fill-in-the-blank quiz
question.

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After completing the training program, learners will be able to describe in

a final reflection journal entry, at least 3 modifications that will be made to
their previous recruiting strategy to make future recruiting efforts more
effective.

Proposed Solution
The proposed solution is to create a comprehensive marketing and
recruitment training and support program in order to send member-owners out
into the world with the tools they need to efficiently convert interested parties into
paying members.
The main component of the training program will focus on a recruiting
technique developed from research on sales strategies and the experience of the
SME. The entire recruiting technique will be covered in the training program,
broken down into each component through a series of interactive learning
modules, with each module covering one strategy from the recruiting technique.
These modules will include explicit instruction on the targeted strategy for the
recruiting process, demonstration videos, examples of real-life situations memberowners may encounter, and methods to avoid. Learners will have a number of
opportunities to apply what they learn throughout the lessons through interactive
practice activities and scenarios. Additionally, learners will have an opportunity
at the end of each module to reflect on their learning and how they will apply that
strategy in their future recruiting attempts.
In addition to the interactive learning modules, a number of tools and
supplementary materials will be developed to further aid the member-owners
while out actively recruiting and to further entice potential members into joining.
These materials will include the following: a) effective marketing fliers to hand
out to potential members if they are not willing to sign up on the spot; b) job aids
for recruiters as a quick reference of proper recruitment techniques, and c) an

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effective FAQ to be provided as a job aid and listed on the Co-op website to
answer additional questions potential members may have.

Theories and Strategies

Gagnes Events of Instruction. The framework of the training program
will follow as closely as possible to Robert M. Gagnes Events of Instruction.
Some of the nine events may not be as explicit as the instructional theory is
designed to be implemented, though, as the instruction for the training program is
completed entirely online, outside of a traditional classroom instructional
environment as the theory was originally intended.
Gagnes Events of Instruction are used when planning the instruction. The
purpose is to support the learners cognitive process during learning (Gredler,
2009, p. 164). Gagnes instructional design plan includes three categories:
preparation for learning, acquisition and performance, and transfer of learning. In
order for effective learning to occur, all three categories of the design must be
available to the learners during instruction.
Following Gagnes Events of Instruction, each module of the training
program will follow the same structure. First, to prepare the learner for the
instruction, the module will begin with an introduction clip of the instructor
greeting the learner and discussing the goal of the lesson. This will serve to gain
the learners attention and informing the learner of the lesson objectives. The
instructor will prompt students to recall prior learning by reviewing any previous
skills that apply to the current lesson.
Information acquisition will be provided through instructional clips and
demonstration videos. The instructor will present the stimulus through
instructions and strategies using narration and visuals, then the learner will view a
short demonstration video as guidance for each skill. After each demonstration,
the learner will participate in a short interactive activity to reinforce the new

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learning. Finally, the learner will be prompted to reflect on how they can
implement the strategies from the lesson to make their recruiting attempts more
effective.
Transfer of learning will need to be determined by the learner as the
instructor will not be physically present to assess this. At the end of the module,
the learner will take a simulated quiz consisting of questions and videos showing
both correct and incorrect strategies for the lesson topic. Learners will be
encouraged to review any portions of the lesson they deem necessary based on the
results of the quiz. Should learners desire more feedback, a monthly meeting and
social media group for discussions will be set up and moderated by the SME for
additional support.
Cognitive load theory. Cognitive load is the amount of information a
person is working to process at a specific time (Soloman, 2013). According to
Sweller, van Merrienboer, and their colleagues, cognitive load theory suggests
that a high cognitive load is put on learners when they do not have appropriate or
automated schemas to access, or when the learning task imposes a heavy demand
on working memory process (Reiser & Dempsey, 2012, p. 38). So, when new
information is being presented to learners and forcing them to exert more energy
on working memory, learning needs to be organized and broken up into more
manageable amounts of information. This will reduce the cognitive load on the
learners, thus allowing them to fully understand the new information in each task
before moving on to the next.
The training program has been designed with John Swellers Cognitive
Load Theory in mind, by breaking the entire recruiting system into smaller, more
manageable lesson modules, each focusing on a single aspect of the larger
recruiting technique. In this way, learners can focus on understanding one piece
of the recruiting technique at a time, being able to fully understand that piece
before moving on to the next module. At the end of the training, learners will see

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all of the pieces come together in a final learning module focusing on how the
recruiting technique works as a whole.
Additionally, the information in the training program will be presented as
simply as possible. In order to reduce the load on the working memory of the
learners, visuals, narration, and on-screen text will be used effectively to convey
the necessary information, without creating redundancy by including all of them
at one time.
Social Cognitive Theory. According to Albert Banduras Social
Cognitive Theory, learning occurs from observing the modeling of others.
Additionally, the theory recognizes the role of internal mental processing and
thought in influencing behavior (Morrison, Ross, Kalman, and Kemp, 2013, p.
356). Simply, people model their behavior after that of another as they decide the
behavior is one they are capable of doing, thus practicing the behavior and
therefore learning it.
Strategies from Albert Banduras Social Cognitive Theory will be
implemented throughout the training program. For the training program to be
effective, the learners must develop a sense of self-efficacy in the learning
outcomes, that is, believing they are capable of achieving the outcome of
performing effective recruiting strategies. In order to achieve this, learners must
have an effective modelone they will attend toand view desired
consequences from the behavior of the model.
For the training program, the SME, an active and influential memberowner of the Co-op, the recruitment subcommittee chair, and one of the top
recruiters for the Co-op, will serve as the behavior model by demonstrating the
strategies in each of the demonstration videos. Learners will view the SME
modeling each of the strategies correctly and effectively, thus prompting the
learners to believe they are also capable of achieving the desired results (selfefficacy) when they model their own behavior after the behavior of the SME. The

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overall desired result of the training program is for the member-owners to display
self-regulation behaviors of the recruiting strategies by frequently practicing the
strategies and turning them into their natural recruiting behavior.

Media Components
The project will consist of lessons containing instructional videos,
interactive activities and quizzes, and supplemental resources in PDF form, linked
within the lesson. The project will be accessible to the learners via the internet as
well as hard copies available on CD-ROM and flash drives for users who may not
be able to access an internet connection. Additionally, a discussion forum will be
set up on the social media site Basecamp.com for users to interact with each other
to share ideas, experiences, and ask questions, as well as receive feedback and
help from the SME or other qualified member-owners.

Anticipated Challenges
One anticipated challenge for this project is that the software being used to
create the interactive lessons, Articulate Storyline 2, is still being learned by the
developer. Therefore, creating design elements for the project will be a challenge
when they have not been used by the developer previously. This challenge will
be overcome by using a number of resources for information about the software,
such as tutorial videos on YouTube and Lynda.com, as well as available users
manuals and Articulates community help website, E-learning Heroes.
Another challenge will be designing the instruction to appeal to a variety
of individuals. Motivating learners to participate in the lessons is important for
this project because this program will be optional for the member-owners of the
Co-op and the success of the program will be determined not only by the amount
of participation, but also an increase in successful membership recruitment. The
design is created with the member-owners in mind and will focus on delivering
the content in a fun yet succinct way. The design will focus on keeping the

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lessons short so the learners are willing to use their personal time to complete the
lessons, while making the content enjoyable and memorable. The lessons will
also present the content in a way that is easy to understand so the strategies
presented in the lessons will feel achievable by the learners by the end of the
program. Since this is an optional training, the overall hope is that early adopters
will feel it was enjoyable and worth their time, and will share this feeling with
others, motivating those who initially hesitated to also participate in the program.

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Methods and Procedure

Product Design and Development
This project will be designed and developed while working closely with
the SME at each stage. The process began with a needs assessment to determine
what the current Co-op member-owners need to effectively recruit new members
into the Co-op. This assessment was based on a careful analysis of trends in the
membership numbers for the two years the Co-op has been established (Appendix
A), as well as an analysis of member-owner responses to a brief online survey
(Appendix B).
After determining the need for a training program instructing memberowners of strategies they can use to effectively recruit new members, the SME
and designer determined the program learning objectives and began researching
recruiting and sales strategies, as well as strategies that can be used to teach far
transfer skills. A list of the major strategies of the recruiting technique and a
lesson outline was created with this research in mind.
This recruiting training program will consist of six individual lessons,
developed as interactive learning modules, each addressing one component of the
overall recruiting technique. The lesson topics are as follows:
Lesson 1: Introduction
Lesson 2: Starting the Conversation
Lesson 3: The Pitch
Lesson 4: Response Cycle
Lesson 5: Putting it All Together
Lesson 6: Tips and Tricks
The lessons will teach the strategies of the recruiting technique in
chronological order, thus each lesson will be building on the previous lesson
content until lesson five, which brings the pieces together into the larger overall

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technique. Each of the lessons in the training program will follow the same basic
format of:
1. Introduction and lesson objectives
2. Instruction / Description
3. Demonstration / Examples
4. Practice / Reflection
5. Quiz
6. Results / Wrap-up / Achievement

Completing the Project

The designer is currently finalizing the detailed outlines for each of the
lessons in the program. Once completed, the designer will work with the SME to
create storyboards and scripts for each of the six lessons. A basic prototype of
each lesson will then be created based on the storyboards.
Beginning in September, the developer and SME will film and edit each of
the demonstration and instructional videos to be used in the lessons. The SME
will be the instructor throughout the program and will therefore be involved in all
video filming. Video recording and editing is scheduled to be completed by the
end of September.
With lesson prototypes completed prior, October will be used to complete
the interactive learning modules for the program. Interactions will be tested by
both the developer and the SME to ensure the product is ready for formative
evaluation beginning in mid-October. Once ready, the project will be uploaded to
the CSUMB server, ITCDLAND, where it will be accessible to formative
evaluation participants. Participants will be instructed to complete the first two
lessons of the program, then complete the usability survey. The developer and the
SME will observe and record information from as many of the participants as
possible while they complete the lessons.

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Data from the formative evaluation will be analyzed by the end of October
and all changes deemed necessary based on those results will be completed by the
middle of November so that the entire project can be ready for summative
evaluation at the end of November.
Once the project has been evaluated for effectiveness from the summative
evaluation results, the final project can be deployed to the entire Co-op
membership for immediate implementation. A final report on the project will be
compiled and submitted by the end of December.

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Resources
Time
The project is currently in progress, with much of the design and planning
completed since beginning in January 2015. The entire project, including all
formative and summative assessments, is expected to be completed and ready for
full implementation for the Co-op by the end of December 2015,

External Expertise
The designer/developer will work closely with the SME throughout the
process to ensure the content is correct and delivered in an appropriate way.
Additionally, the SME will be the subject in the instructional videos.

Hardware and Software Costs

Product

Purpose

Cost

Articulate Storyline 2

Lesson development software

$726

Camtasia Studio 8

Video editing software

$0

Google Forms

Surveys

$0

Google Docs & Drawings

Job aids and design plans

$0

Microsoft Word

Development plans and reports

$0

iPhone, iPad

Video production

$0

Lavalier microphones

Audio recording

$20

Required Technical Skills

The technical skills required to complete this project include, using the
appropriate editing and development software as well as video production. These
are skills the developer has acquired through previous courses. If additional
assistance is needed, resources such as Lynda.com and YouTube will be used.

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Timeline and Progress Report

Milestones Checklist
Needs analysis completed
Learning objectives stated
Lesson storyboards and scripts completed
Instructional videos filmed and edited
ILMs completed
Resources (job aids, etc.) completed
Formative assessment completed
Revisions completed
Summative assessment completed

Major Deliverables
Deliverable

Date to be Completed

Needs Analysis

March 2015

Storyboards and Scripts

July 2015

Instructional Videos (filmed and edited)

September 2015

Lesson Modules

October 2015

Supplemental Resources (job aids, etc.)

October 2015

Formative Assessment Data Analysis

October 2015

Lesson Revisions

November 2015

Summative Assessment Data Analysis

December 2015

Final Project Report

December 2015

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Evaluation Plan
Formative Evaluation
The formative evaluation is designed to test the usability of the lessons as
well as the participants reaction to the content and format of the lessons. This
evaluation is planned to be administered in October using two of the completed
lessons from the training. The participants of the formative evaluation will be the
members of the Membership Recruitment Subcommittee, none of whom will take
part in the design or development of this project outside of the formative
evaluation.
Participants of the formative evaluation will proceed through the first two
lessons from the training, viewing all demonstration and instructional videos, as
well as completing all interactive activities and quizzes within the lessons. After
completing the lessons, participants will complete a brief online survey consisting
of questions pertaining to the lesson content, usability of the lesson, and the
lesson format. Additionally, the designer may conduct interviews with the
participants to obtain more detailed feedback as deemed necessary.
The data retrieved from the formative evaluation will consist of notes from
tryout observations, participant surveys, and participant interviews. This data will
be analyzed to determine the overall usability of the lessons and any changes to
content or format that may be necessary before final implementation of the entire
program.

Summative Evaluation
The summative evaluation will be administered after all revisions have
been completed as a result of the analysis of the formative evaluation data. The
summative evaluation participants will be the elected Members of the Board of
the San Jose Cooperative Brewery and Pub, which consists of seven individuals.

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The participants will begin the process by completing a short pre-test to

assess their prior knowledge of the recruiting strategies presented in the lesson
modules. Next, the participants will complete all lessons within the training
program including all interactive practice activities, scenarios, and quizzes.
Finally, the participants will complete a short post-test similar to the pre-test taken
at the beginning of the evaluation, in order to measure the participants
knowledge gain. Participants will be given two weeks to complete the entire
summative evaluation process including the pre-test, lesson modules, and the
post-test. The pre- and post-test results will be analyzed to determine the learning
effectiveness of the training program.

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Conclusion
Without any background or knowledge of effective recruiting strategies,
and despite all efforts and intentions, most member-owners of the San Jose
Cooperative Brewery and Pub have been unable to effectively recruit and increase
the number of new memberships at the originally anticipated rate. This has
caused the Co-op to lose momentum and further slow the forward progress of the
Co-op development.
The purpose of this training program discussed here is to equip memberowners of the San Jose Cooperative Brewery and Pub with the necessary tools to
effectively recruit new members, increasing the rate of membership recruitment,
and move the Co-op closer to its goal of opening the doors of the brew pub. By
providing accessible and interactive learning modules containing clear, usable
strategies, and structured from sound learning and instructional theories, learners
will be able to easily and effectively learn the necessary information to quickly
put those new skills into practice.

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Rossiter, M., & ERIC Clearinghouse on Adult, C.O. (2002). Narrative and stories

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in adult teaching and learning. Eric Digest.

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Appendix A

New Member Count: First 27 Months

Month #

New Members

Month #

New Members

Month #

New Members

17

10

19

117

11

20

12

23

12

21

47

13

22

21

14

10

23

14

15

24

11

16

25

20

17

26

18

27

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Appendix B

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RECRUITMENT TRAINING PROGRAM