Running head: ZOONOTIC DISEASES

Zoonotic Diseases Training

Brianne Fitzgerald
California State University - Monterey Bay

IST522 Instructional Design

Dr. Jeanne Farrington
December 13, 2016

Table of Contents

ZOONOTIC DISEASES
Introduction

2
4

Goals of Instruction

Project Constraints

Analysis
Needs Assessment

7
7

Clear Expectations

Attitudes

Desired Outcomes.

Learner Analysis

10

Background Knowledge/Demographics

10

Technology Skills

10

Workplace Analysis

11

Content Analysis

12

Design

13

Literature Review

13

Activity Theory

14

Affective Domain

16

Environmental Scan

17

Learning Objectives

17

Test Instruments

18

Delivery System/Media Decisions

19

Development & Implementation

21

Major Deliverables

21

Development Plan

22

Implementation Plan

23

Evaluation

24

Formative Evaluation

24

Summative Evaluation

24

References

25

Bibliography

26

Appendix A

28

ZOONOTIC DISEASES

Appendix B

29

Appendix C

30

ZOONOTIC DISEASES

Zoonotic Diseases Training

The national accreditation organization our facility is a member of, requires zoonotic
diseases training for employees and volunteers of the animal care department (Husbandry
Department). A zoonotic disease is a disease spread between animals and people. Zoonotic
diseases can be caused by viruses, bacteria, parasites, and fungi. They can be transmitted from
frozen food items offered to the animals or transmitted directly from the animals themselves.
Kumar, Lokesha, Madhavaprasad, Shilpa, Karabasanavar, and Kumar (2013) reported that there
are approximately 1,415 infectious agents causing diseases in humans, out of which 868 (61%)
are known to be zoonotic in nature. More than 70% of the emerging zoonotic diseases have wild
animals as reservoir hosts, meaning that employees and volunteers are particularly susceptible to
such diseases as they interact with wild animals. According our institutions veterinarian (name
withheld) This department includes members with the highest level of animal exposure at the
aquarium, and therefore, high zoonotic disease exposure risk. In addition to exhibit animals
(which include mammals, aquatic species, reptiles, and amphibians), members of the team are
also exposed to wild nuisance animals that arrive on site, such as raccoons and pigeons
(personal communication with the veterinarian, September 10, 2016).
The Husbandry Department, which is the department that curates, maintains, and
manages the live animal collection, has a total of 150 employees and volunteers collectively.
This combined group (referred to as workers, in the rest of the document) requires training on
zoonotic diseases every two years. The staff veterinarian is the only subject matter expert (SME)
and sole provider of training, and faces the challenge of delivering training in a consistent
manner to this large worker audience. A senior manager of the husbandry department questions
the efficacy of the existing training, as there has been a recent increase in animal-related injuries.

ZOONOTIC DISEASES

It is assumed that workers have also incurred injuries that go unreported. The management team
has requested a comprehensive, modular training course that will fit their departments needs in
an effort to reduce injuries. The veterinarian is requesting a revised, general training course that
would mitigate his delivery challenges, and that could be used by other accredited organizations.
Goals of Instruction
The training redesign includes two modules. The first module is designed as a general
overview of zoonotic diseases and can be used by any department to satisfy accreditation
compliance standards. The second module is customized for the Husbandry Department as a
means to reinforce performance standards and to walk people through the planning process for
animal moves to include protective safety equipment.
There are other departments within the aquarium that require zoonotic diseases training.
The veterinarian also requested new training modules to meet the needs of these other three
departments. Those modules are beyond the scope of this initial project and would be included as
subsequent course development after the implementation of this training course. This document
focuses on the general zoonotic disease training module and the Husbandry Department module.
The combined course will be delivered through the institutions learning management system and
include supportive job aids.
Project Constraints
There are several factors that will assist in the completion of this project. The SME is
onsite and enthusiastic about the project and has provided content and access to training
information from other institutions. Managers are supportive and have provided access to injury
reports, position descriptions, and are interesting in using this opportunity to set clear standards
of performance. Safety equipment is available and accessible, or easily purchased. The

ZOONOTIC DISEASES

organization has the technology infrastructure and administrative support in place with their
LMS and the majority of participants have become successful e-learners. Workers have
experienced the online format of instruction therefore, technology use does not pose a constraint.
Prior knowledge of zoonotic diseases does not pose a constraint to the general training module as
it is designed for the broad worker audience of varying backgrounds.
The main constraints of the project are posed by the safety culture of negative attitudes
toward the imposition of safety practices (these are discussed more in depth in the analysis
section). The Husbandry Department has several members who hold cavalier attitudes toward
engaging in preventative safety measures. This group views animal- related injuries as part of the
job and some even regale their injury stories as badges of honor (name withheld, personal
communication, October 16, 2016).
The list of environmental constraints includes:

Lack of set standards for safety equipment use and absence of

accountability systems.
Negative attitudes toward adopting safety practices.
Cultural constraints between the Husbandry and Safety Departments
which affect animal-related injury reporting.
Employees following injury-reporting guidelines can be viewed as
accident prone.
Managers do not necessarily recognize these constraints or how they pose barriers to
successful training outcomes. The revised training will need wide-ranging managerial support
and a broad implementation plan in order to succeed. Part of the development plan includes
meetings with the management team and veterinarian to align instructional goals with desired
outcomes. Course development can begin once the performance standards have been agreed
upon and will occur over a three-month period followed by a 30 day implementation period.

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Analysis

Needs Assessment
Personal interviews were conducted with Husbandry Department employees and
managers, the veterinarian, and two members of the Safety Department. Documents reviewed
included job descriptions, accreditation standards, worker onboarding checklists, and injury
reports.
Clear Expectations. The main performance issue is the employee's lack of adopting
expected safety measures. A gap exists between what the employees should know from
training, and the behaviors they are demonstrating. Department managers and the veterinarian
want workers to wear gloves in the food preparation room and anytime they are handling food
items, however, these expectations have not been set as mandatory performance standards. The
veterinarian views this as a managerial responsibility; he views his role as providing information
and suggestions for best practices. The training goal is to provide a greater understanding of the
risks inherent in working with wildlife and to provide the mechanisms to mitigate risk
(Veterinarian, personal communication, October 16, 2016). Managers expect employees to do the
right thing, this is an ill-defined expectation, which is supposedly achieved by workers using
their common sense and knowledge they have gained from the existing zoonotic training. They
expect employees to wear gloves when handling food and animals, with the addition of
protective gloves during certain animal-move situations. In addition to not receiving formalized
standards, the employees have not received training on how to evaluate different scenarios which
may require the use of protective gloves.
The course is designed to increase awareness of zoonotic diseases, reinforce clear
performance expectations, and outline general processes for evaluating and planning animal

ZOONOTIC DISEASES

moves. Manager involvement in the development and implementation phases is instrumental to

training success.
The volunteer training progression is of interest as it adds an additional follow-up
element to the existing training offering. They receive additional on-the-job (OTJ) prevention
reinforcement in the food preparation room. Initial observations were conducted as a survey of
glove-use in this area. All volunteers observed used nitrile gloves, whereas the personnel who did
not use gloves were all employees.
Attitudes. The lack of employees consistently adopting the desired safety practices can
be attributed to both internal and external factors. Employees view the wearing of safety gloves
as an impediment to conducting their daily activities in an efficient manner. Some employees feel
that they will earn the stigma of being a wimp amongst their peers for choosing to wear
protective gloves when handling animals. There are still others who dont consider wearing
gloves because they have not been injured in the past. The addition of managerial support
systems can engender positive safety culture and help to achieve the prescribed safety behaviors.
Animal handling procedures are not delivered through formal training. These skills are
attained through direct observation by new employees of veteran employees. Formal training of
proper animal handling and moves does not exist, and the sharing of this tacit knowledge does
not generally include safety parameters. Employees are moving animals on a daily basis. They
have learned methods from veteran employees (or from their prior place of employment) which
do not include preventative measures of zoonotic disease transmission. Granted, not all animalrelated injuries result in zoonotic disease infections, but the instances of injuries have compelled
the management team to include aspects of safe animal handling into the revised zoonotic
diseases training course.

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Of note, but not part of the information collected through interviews, employees are often
asked to take special guests into their work areas for private animal interactions (e.g. animal
meet and greets). Although this was not requested as an element of training, it would be
relevant to include in some format. The employee would need to guide the guest in proper handwashing after these events, and ensure that the resources are available.
Desired Outcomes. The course includes a task evaluation of the processes involved with
animal moves from a risk analysis standpoint. This course could close performance gaps by
increasing employee awareness of performance expectations and increasing situational task
awareness. Procedural job aids are included as quick checklists for planning animal moves, and
follow-up OTJ training will reinforce the learning objectives.
Side effects of the training may include individual resistance to changes in practices.
When any new requirement is set forth with the intention of ensuring compliance, there is often
resistance, complaints, and frustration. Implementing positive reinforcement and reward systems
as part of managerial support systems could also promote change.
As the organization has an LMS in place, development costs are minimal. Transitioning
the existing course into an online format reduces the costs of employees being away from their
duties, as they will be able to plan it into their schedule accordingly. Additionally, there will be a
decrease in costs incurred by the veterinary services team when the veterinarian no longer needs
to provide training. PPE purchases are already standardized for the organization. There remains a
need to purchase a variety of puncture-resistant gloves for husbandry team members.
Learner Analysis
The Husbandry Department is a homogenous team with similar backgrounds in biology
and marine science, most within the age range of 25-40. The husbandry volunteers are a more
diverse group who range in age from the 20-65 and are more ethnically diverse. Both employees
and volunteers represent a wide range of longevity at the aquarium and therefore different levels
of technical skills and historic, departmental knowledge.

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Background Knowledge/Demographics. Workers with more than five years at the

aquarium will have a higher likelihood of being exposed to zoonotic diseases training, however,
the delivery has been sporadic and undocumented. Prior training is not necessary for the general
zoonotic module. Every employee has a background in biological sciences with a minimum of
bachelors degrees. Through their coursework and prior work experience, they will have been
exposed to the foundational elements of animal handling. This prior experience serves as basic
entry knowledge for successfully completing the second module. Volunteers vary in their degree
of science knowledge and animal-related work experience and will only be assigned the second
module if their assigned duties necessitate training.
Technology Skills. Workers have varying degrees of comfort with technology which
does not necessarily impact their success with the online learning course but may necessitate
higher levels of support. The organization has shifted to more online training with the rollout of
the LMS and both employee and volunteer groups have slowly been exposed to eLearning as a
training method. (During the time taken to write this document, the zoonotic diseases training
was taken online within the LMS. The course consisted of an instructor-led presentation which
was recorded. The hour-long video presentation was broken into smaller learning chunks ending
with a quiz. All employees and volunteers successfully participated in the course. There is now a
baseline of exposure to the information and evidence that an online course can be a successful
delivery system for the revised training).
Employees are onsite in the main aquarium building and each has their own workstation
and computer. Three members and two volunteers on the Collections Team work in an off-site
building and also have dedicated computer access. Volunteers of each work group will need to
access the training from their personal computers, tablets or smartphones (One volunteer
successfully completed the new online training course from his smartphone).
Workplace Analysis
Interviews were conducted with Husbandry Department employees and managers.
Additional interviews were conducted with the manager of the Safety Department. In addition
to the cavalier cultural constraint previously described. An additional environmental
constraint is the husbandry employee perception of workload inequity across the department.
Being at your desk is viewed as not having enough to do. This view contributes to an
environment of frustration and potentially low motivation to participate in an online training
course. Again, training delivery will need management support through strategic
communication and clear expectations.

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The cultural issues discovered between the Safety and Husbandry Departments introduce
additional constraints that impact employees adoption of safety behaviors. Employees and
managers view some safety measures as impositions, preventing them from completing their
duties efficiently. When an incident occurs and is reported, the safety team is viewed as reacting
in an authoritative way, imposing unrealistic expectations on task performance. Acceptable
safety measures presented in the training course must be agreed on by both departments and
upheld by the husbandry managers.
Content Analysis
The content design gives an overview of zoonotic diseases, where they are encountered
and how to prevent disease transmission. Content for the second module is designed to increase
awareness of situations which require the use of protective gloves and to motivate workers
toward choosing to wear protective equipment when moving animals. Relevance is established
by portraying real cases of animal move scenarios that resulted in injuries and includes a
respected veteran worker as the spokesperson. An element of shock factor is involved by
graphically depicting real zoonotic diseases cases as a measure to encourage employees use of
gloves.
Module 1- General zoonotic training
1. Definition of zoonotic diseases
Workers learn what a zoonotic disease is, are provided with examples of how they
can be transmitted, and are introduced to injury and infection statistics.
2. Zoonotic disease examples
Workers are introduced to types of diseases carried by different animal groups and
learn to recognize general symptoms of common zoonotic diseases.

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3. Prevention

Workers are shown the proper method of washing hands, encouragement to do so

throughout the day, and when to use nitrile gloves. They are also shown the
proper methods of glove removal.
Module 2- Animal Move Safety
1. Common Scenarios
Workers are shown different work-related scenarios pertaining to animal moves at
the aquarium. They are shown to real cases of animal-related injuries.
2. Safety Equipment
Workers are shown the different types of safety equipment available to them and
what they are designed for. They learn the expected requirements for equipment
selection and responsibilities for ensuring volunteer access to the equipment.
3. Planning Process
Workers are introduced to a planning process for animal moves. They are given
examples of animal-move situations with successful safety practices employed.
They have an opportunity to explain scenarios specific to them and how they
would utilize the information provided in training.
4. Post-course Element
Workers develop a safety plan for an upcoming animal move and review it with
their supervisor prior to initiating the task. Research has shown that manager
involvement is key to reaching application and impact goals (Phillips, 2016).
This module includes supervisors in the course assignment element to integrate
managerial encouragement of the new processes.

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Design

Literature Review
A review of the accreditation standards did not produce any requirements or
recommendations for training content. The standards simply state that zoonotic training and
preventative procedures must be in place. Institutions must train appropriate staff in methods to
prevent zoonotic disease (AZA standards, 2016). The National Association of State Public
Health Veterinarians (NASPHV) has prepared a Compendium of Measures to Prevent Diseases
Associated with Animals in Public Settings, which should be followed by institutions presenting
animals for public contact. The NASPHV recommends that local and state public health,
agricultural, environmental, and wildlife agencies use these recommendations to establish their
own guidelines or regulations for reducing the risk for disease from human-animal contact in
public settings (Williams, Scheftel, Elchos, Hopkins, & Levine, 2013). The accreditation
standards require training, the Public Health Veterinarians group provide materials and statistics
that can be included in training design, but individual organizations and agencies are responsible
for developing their own training.
The Journal of Safety Research, Vol. 3, 2002 included an organizational study that was
conducted to determine which management factors were most effective in reducing workplace
injuries. It empirically confirmed that safety training for employees at the start of hire could help
reduce injuries. The most important finding of this study is that when organizations take
proactive measures to protect their employees, the company derives a financial benefit in
reduced lost time and workers compensation expenses (Vredenburgh, 2002). This study also
demonstrated that providing training in itself is not adequate. Organizations must verify that the
safe practices taught in the classes are being implemented in the work areas (Vredenburgh,

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2002). The study went on to discuss that key factors for reducing injuries including changes to
the organizational culture that would perpetuate messages of greater care for those who get
injured, instead of messages that convey the importance of saving money and reducing lost time
from injuries.
Activity Theory. This learning theory (developed by L. Vygotsky, A. Leontev, and S.
Rubinstein in the 1930s) is a framework or descriptive tool for a system. (It) considers the
entire work/activity system (including teams, organizations, etc.) beyond just one actor or user
(Learning Theories blog, n.d.). According to Laberge, MacEachen, and Calvet (2014) current
occupational health and safety (OHS) training approaches are based on a cognitive or a
behavioral educational paradigm, which is oriented to shaping the new workers attitude or
behavior so that he or she will follow OHS rules. This training approach generally involves an
instructor-centered environment of stating the rules and making attempts to develop safe
attitudes.
The study by Laberge, et al., set out to determine if those methods were effective with
young workers, or if a learner-centered approach based in activity theory would be more
effective. Through interviews of these apprentices, it was concluded that when learning new
skills at work the social environment can be both a learning resource and a source of constraints
(Laberge 2014). Experienced co-workers can pass on useful information. Or, these co-workers
can give too much conflicting advice that becomes confusing and may go against normal
operating procedures. Designing training within an activity theory framework acknowledges that
activities (safe work practices) are accomplished within a social system and takes into account
safety culture and safety climate as affecting performance outcomes.
Another area of research on activity theory indicated that a more successful learner-

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centered safety program would include workers knowledge and first-level supervisors in the fine
tuning of safety practices (Ripamonti & Scaratti, 2015). Safety teams generally approach
interventions based on statistical data of injury-related reports and will employ new, unilateral
safety practices as a response without including managers in the process. These safety practices
are often not conducive to the ever-changing nature of work activities, forcing workers to break
the rules in order to accomplish their tasks. Additionally, front-line managers will often accept
this type of conduct as they have a better understanding of the conflicting pressures employees
face when accomplishing their work. A broader perspective is needed in order to create more
effective safety compliance training. Organizational factors must be included with individual
behavior analysis.
The zoonotic diseases training design acknowledges the needed changes to the
organizational safety culture and worker attitudes toward safety by including managers and
veteran employees in all phases. It also contains learner-centered activities which allow
employees to identify and problem-solve cultural barriers to adopting safety practices.
Affective Domain. Blooms Taxonomy of Learning Domains identifies three areas of
learning categories: cognitive, affective, and psychomotor. This training includes elements in the
psychomotor domain by showing workers how to remove gloves and wash hands properly. It
includes elements in the cognitive domain by having workers recall information and evaluate
which situations require PPE implementation. Additionally, it includes the cognitive category of
creativity by having employees produce a safety planning process and reviewing it with their
manager. The affective domain addresses the emotional aspects of learning including motivation,
attitudes, and feelings. This training design attempts to motivate employees to choose
preventative safety measures. It contains elements which are based on what is known to

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influence the affective domain. Essentials such as getting learners to be willing to listen to the
material, motivating them to participate with the material, connecting the material to their value
system, and helping them to resolve conflicts within their value systems. If that can be
accomplished, then the knowledge will result in a new set of internalized values that controls
their behavior (Clark, 2016).
Environmental Scan
Other accredited institutions provided their zoonotic diseases training information and
documents. A review of this information and interviews with their training providers revealed
that training varies both in how it is designed and/or how it is delivered. However, they all
followed general outlines which include a general overview of zoonotic diseases, examples of
common diseases, signs and symptoms, prevention, and what to do when injured. The
XInstitution had the most robust training plan including the establishment of a Zoonotic Diseases
Committee which communicates with local hospitals and care providers to update them on what
to do if a person reports to them with symptoms. The YInstitution converted their training into an
online interactive course using Adobe Captivate. They have created a library of instructional
tools for awareness and prevention which are assigned to new hires who fall into different
categories of exposure risk. Their veterinarian then delivers more advanced annual presentations
to their different work groups.
Communications from all training providers at these institutions are interested in a course
designed for use by all accredited institutions. Module 1 of this course is designed to meet this
need.
Learning Objectives

Terminal Objective: Workers will use proper

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protective equipment when handling animals and animal food items, 100% of the
time.
Table 1- Learning Objectives
Topic

Enabling Learning Objective

Module 1:
General
Zoonotic
Training

Module 2:
Animal Move
Module

Domain of
Learning

Workers will choose to wear nitrile

Cognitive
gloves every time they handle animal food items, 100% of Affective
the time.

Workers will be able to remove nitrile

gloves using the proper procedure, 100% of the time.

Workers will be able to recall the

definition of zoonotic diseases from memory, 100% of the
time.

Psychomotor

Workers will be able to identify animal

move scenarios which warrant the use of protective
equipment.

Cognitive

Cognitive

Cognitive

Workers will be able to select the

appropriate equipment to use for different animal move
scenarios

Cognitive

Workers will be able to plan an animal

move employing protective equipment

Affective

Workers will choose to wear the

appropriate protective equipment for animal moves, 100% Cognitive
of the time
Affective

Workers will be able to identify

personal and cultural barriers to applying proper safety
measures.

Test Instruments
A pre- and post-survey (see Appendix A) is designed to gather information related to
workers current PPE use, their level of motivation toward the course content, and their general
attitudes toward safety practices.

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Module 1. Test instruments include summaries at the end of each topic, and a module
posttest. Workers also watch a short instructional video on the proper method for removing
gloves and then in a quiz, they are asked to identify the correct steps of the procedure. The
multiple-choice posttest assesses their recall of the zoonotic disease definition, and their ability
to differentiate between zoonotic and non-zoonotic diseases. A constructed response question
allows workers to submit any concerns or constraints they have toward applying the safety
practices during their tasks.
Module 2. Test instruments include a multiple choice quiz for general knowledge
assessment. Multiple attempts are allowed for the quizzes and incorrect answers appear, leading
the worker back to the corresponding section of the training module. An interactive video
assesses their ability to evaluate different scenarios which would require PPE use (see Appendix
B). Workers are given work-related scenarios then asked: a) which scenarios require the use of
protective equipment, and b) which equipment type they would select for each scenario. Workers
see a visual depiction of the consequences of each selection and have additional attempts to
make the correct selection. If workers are not satisfied with the options provided in the scenarios,
they have the option of constructing their own procedure and to explain their reasoning. The last
test instrument is a post-course activity where workers create their own animal move plan to be
approved by their supervisor. The approved plan is then uploaded as an assignment to complete
the training course.
Delivery System/Media Decisions
The husbandry team and the veterinarian requested an online training course. This
asynchronous course is assigned to incoming workers at the time of hire and re-assigned every
two years. Workers have the option to test-out if they have taken the course at least twice before.

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They need prior authorization from their supervisor. The test-out option contains the course
quizzes, planning document submission and answers to a survey regarding their current use of
PPE.
Table 2- Module 1 media: The veterinarian is the spokesperson in this module.
Topic

Media Source

Duration

Content

Introduction

Video

5 min.

Definition

Animation

2 min.

Illustrated

Types of
diseases, signs
and symptoms

Video and still

images

10 min.

Major animal groups in aquariums and zoos.

Primary diseases found

in each group

Introduction/list of signs

Images of symptoms

Prevention

Video

5 min.

Putting on gloves

Topic introduction highlighting

connection to animal care standards and
employee safety

Interspersed throughout

Proper removal of

Proper hand-washing

End segment
gloves
technique

Table 3- Module 2 media: A well-respected, veteran husbandry employee is the spokesperson in

this module.
Topic

Media Selection

Duration

Content

Common
Scenarios

Video

10 min.

Actual animal moves within the aquarium

Proper
Equipment

Images

5 min.

Photos of equipment options at aquarium and

their purposes

Video

Using PPE vending machine

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Planning
Procedures

20

PowerPoint

10 min.

Document
download
Video

Animated flowchart of planning process

Process outline
Worker shown following the plan
Planning document upload

Assignment

Supplemental information provided with the training includes:

Job Aids - Zoonotic Diseases Signs and Symptoms Chart, Injury

Reporting Flowchart, and Departmental Training Quick Reviews.

Testing Out- a quiz for employees and volunteers to test out of training
course if they have completed the course in the prior two years.

Instructional Activity- Envelopes (see Appendix C).

Development & Implementation
Major Deliverables
Module 1
1.

Introduction and definition of zoonotic diseases

SME script/storyboard

Video

Images of examples with animation

Donning of gloves video

Quiz questions

2.

Types of diseases, signs, and symptoms

List of animal groups with images

List of five top diseases in aquarium

SME script/storyboard

Images of symptoms

Quiz questions

3.

Prevention

Expert, veteran worker summary script/storyboard

Video of putting on gloves prior to food prep and glove

Video of proper hand-washing technique

removal
Module 2

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1. Introduction to planning process

Script/storyboard
Top-level manager (trusted) video
Quiz assessing understanding of when to apply planning
process
2. Common scenarios
Video script/storyboard
Three video segments with senior employee as
spokesperson
3. Protective equipment
Script/storyboard
Images of types of PPE available
Video showing spokesperson using the PPE vending
machine
Quiz assessing understanding of types of equipment and
purposes
4. Planning process
Screencast script
PowerPoint
Video script/storyboard
Video showing spokesperson using planning document
Image of worked example of planning document
Quiz assessing understanding of steps in the process
Assignment forum- document upload
Development Plan
Costs associated with the course are minimal such as job-aids printing. Developer cost is
at the hourly rate of the employee designer (approx. $26 per hour). An initial meeting with the
SME, department managers, two senior employees, and members of the learning and
development team (Content Team) will occur to:

Establish consensus on performance standards to include in the course.

Establish managerial support and accountability systems.
Discuss roles in the implementation phase.
Gather input and consensus on general content inclusion.

Table 4. Development Timeline

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Element
Initial Meeting
Draft Development

22
Duration
2 days
14 days (scripts, storyboards,
evaluations)
5 days
5 days

Participants
Content Team
Designer

Draft Review
Content Team
Department
Managers, SME, Safety
presentation/Revisions
Dept., designer
Product Development
30 days
Designer
Product Review
1 day
Content Team
Final Product Development
5 days
Designer
Beta Test
1 day
Content Team
Revision
3 days
Designer
Implementation
30 days*
Husbandry Department
Feedback Review/Revision
5 days
Designer
Course Review/Performance
6 months
Designer, Managers
Observations
*The entire department participated in the existing online training course in November;
this course will need to be completed prior to September 2018.
Implementation Plan
The designer is the course administrator and acts as a facilitator for managerial
discussions regarding accountability systems and performance standards. A member of the
organizastions Learning and Development Department provides technical support for the LMS.
A presentation to the Husbandry Department occurs after the initial draft review. This
presentation outlines the goals of the course, aligns the course content with departmental safety
values, and provides an overview of training support and the accountability system. It is also a
forum to discuss and address employees concerns about the new standards. The veterinarian,
safety team, and husbandry managers each deliver a portion of the presentation followed by the
course overview, implementation plan, and course administration support from the designer. This
presentation acts as a vehicle for management to establish and discuss performance expectations
and system of accountability prior to course participation. An employee activity is included
which addresses the cultural constraints discovered in the needs analysis (see Appendix C). The

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activity is designed to elicit suggestions for mitigating these issues. Employee input will be
evaluated for inclusion in course design.
Evaluation
Formative Evaluation
Information is collected from small group evaluations in three different phases:
1. Draft review session- the Content Team will receive the draft one week prior to a
draft review in-person session.
2. Husbandry Department presentation- information collected from employee
discussions and the group activity during this meeting is used to adjust content during
product development.
3. Beta Test- information gathered during this phase will be used as to correct any
functional issues with the course prior to implementation.
Summative Evaluation
The summative evaluation includes course surveys, quizzes, assignment, and from postcourse field observations. The pre- and posttest surveys assess how often workers employ the use
of protective safety equipment, and if the course has influenced their intent to use PPE in the
future. The posttest also provides them with the opportunity to share reasons why they would
still choose to not wear safety equipment. The module constructed responses evaluate whether
the content was an effective means to alleviate their constraints to wearing PPE. The information
gathered from these constructed responses will be used to further refine training and managerial
support systems. The field observations of animal moves occur in the six months following
training to determine if performance standards are being met. Additional interviews with
employees are conducted to help determine if the cultural constraints have been mitigated over
time as a result of the training and managerial support systems.

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References
Accreditation standards and related policies. 2016. The Association of Zoos and Aquariums.
Retrieved from https://www.aza.org/assets/2332/aza-accreditation-standards.pdf
Activity Theory. (2007, January 21). Retrieved from https://www.learning-theories.com/activitytheory.html
Blooms Taxonomy: The Affective Domain. (n.d.). Retrieved December 4, 2016, from
http://www.nwlink.com/~%E2%80%89Donclark/hrd/Bloom/affective_domain.html
California Code of Regulations, Title 8, Section 5199.1. Aerosol Transmissible Diseases Zoonotic. (n.d.). Retrieved November 9, 2016, from https://www.dir.ca.gov/title8/51991.html
Interview with Jack Phillips on ROI for eLearning Mindflash Blog. (n.d.). Retrieved
December 4, 2016, from https://www.mindflash.com/blog/interview-with-jack-phillips-onroi-for-elearning/
Laberge, M., MacEachen, E., & Calvet, B. (2014). Why are occupational health and safety
training approaches not effective? Understanding young worker learning processes using an
ergonomic lens. Safety Science, 68, 250257. https://doi.org/10.1016/j.ssci.2014.04.012
Williams, C. J., Scheftel, J. M., Elchos, B. L., Hopkins, S. G., & Levine, J. F. (2013).
Compendium of Measures to Prevent Disease Associated with Animals in Public Settings,
2013. Journal of the American Veterinary Medical Association, 243(9), 12701288.
Vredenburgh, A. (2002). Organizational safety: Which management practices are most effective
in reducing employee injury rates? Journal of Safety Research, 33, 259276.
Activity Theory. (2007, January 21). Retrieved from https://www.learning-theories.com/activitytheory.html

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Bibliography

Accreditation standards and related policies. 2016. The Association of Zoos and Aquariums.
Retrieved from https://www.aza.org/assets/2332/aza-accreditation-standards.pdf
AZA Guidelines Animal Health Committee - American Association of Zoo Veterinarians
(AAZV). (n.d.). Retrieved November 20, 2016, from http://www.aazv.org/?181
Blooms Taxonomy of Learning Domains: The Cognitive Domain. (n.d.). Retrieved December 5,
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California Code of Regulations, Title 8, Section 5199.1. Aerosol Transmissible Diseases Zoonotic. (n.d.). Retrieved November 9, 2016, from https://www.dir.ca.gov/title8/51991.html
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4, 2016, from https://www.mindflash.com/blog/interview-with-jack-phillips-on-roi-forelearning/
Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity Theory as a Framework for Designing
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47(1), 6179.
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ergonomic lens. Safety Science, 68, 250257. https://doi.org/10.1016/j.ssci.2014.04.012
Mundschenk, DVM, P. (2010). New Cal/OSHA Regulations Cover Zoonotic Aerosol
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and the dynamics of safety practice. Journal of Workplace Learning, 27(7), 530560.
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Training on Earth Allison Rossett. Retrieved November 15, 2016, from
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Vredenburgh, A. (2002). Organizational safety: Which management practices are most effective
in reducing employee injury rates? Journal of Safety Research, 33, 259276.
Williams, C. J., Scheftel, J. M., Elchos, B. L., Hopkins, S. G., & Levine, J. F. (2013).
Compendium of Measures to Prevent Disease Associated with Animals in Public Settings,
2013. Journal of the American Veterinary Medical Association, 243(9), 12701288.

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Appendix A

Pre and post-course survey.

Motivation
When I was introduced to the course, I had the impression that it would be easy for me.
There was something interesting at the beginning of the lesson that got my attention.
Completing the exercises gave me a satisfying feeling of accomplishment.
It is clear to me how the content of the lesson is related to things I already know.
Prior knowledge
Have you participated in a zoonotic diseases training prior to this course?
Have you received formal training in the procedures to follow for animal moves?
Prior zoonotic exposures (option to not disclose)
Have you ever been injured by an animal during an animal move?
Have you ever contracted a zoonotic disease?
PPE Usage
How often do you wear nitrile gloves when handling food items?
How often do you wear nitrile gloves when handling live animals?
If you answer is other than always, what are the barriers which prevent you from wearing
gloves?
How often do you wear protective gloves for animal moves?
Post-course includes
This course was engaging and held my interest.
This course contained content that I was already familiar with.
This course contained content that was new to me.
This course has motivated me to wear gloves when I perform animal moves.
I am now aware of the standards for wearing PPE for handling food and animals.
I am able to discern which animal scenarios dictate the use of protective gloves.

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Appendix B
Branching Video Assessment Example

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Appendix C

Activity: Envelopes
Purpose: Problem-solving approach to
Time needed: 30 min.
cultural constraints
Materials: Letter-size envelopes with constraints (problems) written on the outside. In this case,
phrases which denote the current attitudes toward wearing protective safety equipment. Here are
some examples:
o Youre a wimp if
needed them for that task.
o Im too busy to
you do it (its part of the job
take the time.
message)
o They get in the
o Other people
way
of
what
I am doing.
arent doing it, why should I?
o I didnt think I

 3 X 5 index cards, pens, flipchart

Getting Started: Break into groups of 4. Each group will get one envelope with the same amount
of blank cards in them as there are groups. Write one problem on each envelope.
Instructions: Introduce the rules of brainstorming- no idea is a bad idea, write every idea down,
crazy ideas are great too. They are not to analyze a solution, just come up with as many ideas as
they can.
Each group will choose a note taker, timekeeper, reporter, and facilitator.
They will be given 5 minutes per envelope.
After reading the problem, brainstorm how they would solve the problem.
They are to list as many ideas they can- there are no bad ideas or wrong
answers.
After 5 minutes, the note taker will return the card to the envelope.
Each group will get up and move clockwise to another table and a new envelope.
The process repeats.
At the last envelope, the facilitator removes all the cards and reads the solutions
listed.
o The group selects the top 2-3 ideas, discussing why they choose
them.
Reporting: Each reporter reads the problem and shares their chosen solutions and reasoning.
Have everyone return to their original seats.
Debrief: Award the group(s) who provided the winning solutions, then recognize how many
different possible solutions were generated for each problem.
Take-away- there is never one way to approach things, working together generates
more solutions than working alone, etc.
Discuss which solutions can be implemented.
Discuss if there were any additional resources needed to implement solutions.
Let them know their ideas will be discussed with managers for the application.
Activity shared by Jeanne Farrington, CPT, Ed. D (personal communication December 2, 2016)