Instructional Design | Capstone Final

Instructional Design (ID)

As a health educator, you will spend time fluctuating between coaching (applying motivational frameworks in conversation with groups or individuals), and instruction which aims to improve knowledge and skills. Of course, they are not mutually exclusive. The design of your instruction will likely include motivational frameworks in order to maintain positivity for the learner, as they navigate a new and challenging learning event (Wlodkowski & Ginsberg, 2017). The slides begin by describing the process for ID (slide 1 - 7), and concludes with how to include a motivational framework (8 - 9).

Step 1: Conduct Needs Analysis

Foodborne Illness Statistics

Needs Analysis

Why? The purpose of ID to create a desired change. Variables that need to be considered include what attitudes, knowledge or skills need to be changed, who wants the change and in what environment. The process of finding these answers is the needs analysis (Brown & Green, 2020).

What's the Problem?

Consumers expect food from retail establishments to be safe to eat (as they should).
Restaurant managers typically have advanced food safety training, but non-manager food handlers rely on in-house training as a means of learning about food safety.
- Federal law requires each establishment to have at least one Certified Food Protection Manager, here's why.
Knowledge is one component of behavior change - in this case knowing how to handle food safely. BUT, it is well established that knowledge alone rarely leads to consistent behavior change.
Retail food managers need to learn how to provide their staff with the knowledge, skills and attitude that will consistently result in safe food-handling practices.
This example demonstrates the Smith-Ragan, problem-finding, problem-solving model (Green & Brown, 2020). It was selected because there was a need to determine if new instruction was needed.

Step 1: Conduct Needs Analysis

Why? The purpose of ID to create a desired change. Variables that need to be considered include what attitudes, knowledge or skills need to be changed, who wants the change and in what environment. The process of finding these answers is the needs analysis (Brown & Green, 2020).

Consumers expect food from retail establishments to be safe to eat (as they should).

​Restaurant managers typically have advanced food safety training, but non-manager food handlers rely on in-house training as a means of learning about food safety.

​Federal law requires each establishment to have at least one Certified Food Protection Manager, here's why.

​​​Knowledge is one component of behavior change - in this case knowing how to handle food safely. BUT, it is well established that knowledge alone rarely leads to consistent behavior change.

Retail food managers need to learn how to provide their staff with the knowledge, skills and attitude that will consistently result in safe food-handling practices.

This example demonstrates the Smith-Ragan, problem-finding, problem-solving model (Green & Brown, 2020). It was selected because there was a need to determine if new instruction was needed.

Restaurant managers typically have advanced food safety training, but non-manager food handlers rely on in-house training as a means of learning about food safety.

Federal law requires each establishment to have at least one Certified Food Protection Manager, here's why.

Knowledge is one component of behavior change - in this case knowing how to handle food safely. BUT, it is well established that knowledge alone rarely leads to consistent behavior change.