Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Heidi Fleming

Submitted June 24, 2016

PROJECT PROPOSAL MODULE 2

Project Title
RCRA Hazardous Waste Generator Training

Sponsoring Organization
General Environmental Consulting Company (GECC)
GECC is a consulting company that provides Environmental, Health and
Safety (EHS) assistance to companies in various industries. GECCs mission
is to provide high quality EHS expertise and customer service, in an effort to
find cost-effective solutions for our clients to remain in compliance with
regulations.

Project Description
Improper handling of hazardous waste (HW) can result in material spills,
improper disposal methods, and regulatory fines.
The Resource
Conservation and Recovery Act (RCRA) outlines the requirements for proper
labeling, storage, and handling methods. Employees who are not properly
trained in these methods do not effectively handle and manage hazardous
waste, leading to costly fines and preventable accidents. The goals of this
training are to teach employees how to properly label hazardous waste
containers, manage disposal methods, and to prevent and clean up material
spills.

Aim
Prevent mismanagement of hazardous waste and resulting regulatory fines
by using proper storage and handling methods.

Target Audience
The target audience is composed of:
Employees responsible for handling hazardous waste
Adults, typically mostly male
Usually machine operators, maintenance, and warehouse workers
(often these are people who have worked at the same company or in
the same industry for their entire career)
May not know or care about environmental regulations
Many dont have company desks or email accounts
Also includes EHS personnel/management, who are in charge of the
facility programs and have some experience with requirements

Delivery Options
The delivery option for this project will be face-to-face in a classroom setting.
This option was chosen for several reasons:
It can be valuable for the audience to work together to discuss any
issues or questions that may come up during training.
Its convenient and a cost savings to have the training completed
quickly onsite to minimize time spent away from job function.
Electronic training programs are more cumbersome in this instance
because most students dont typically work at a computer.
Provides proximity to onsite locations if visual confirmation is needed
on any issue.

FRONT-END ANALYSIS: INSTRUCTIONAL NEED MODULE 3

Instructional Need
The instructional need for this topic is two-fold. First, it is required by RCRA
that relevant employees are trained annually on HW procedures. This
requirement can be completed in a way that just meets the minimum
requirements, or it can be completed in a way that addresses the specific
needs of the facility. A full needs assessment would likely not be completed
for the first method, so this addresses the second. Determining the specific
needs of the facility would be discovered by completing a facility audit of
RCRA Hazardous Waste handling procedures, ideally by a 3 rd party, but could
be completed by a knowledgeable EHS Manager. This audit would include
records review, site inspection, and conversations with relevant personnel.
There are many aspects of the regulations that apply generally to all
facilities, but implementation varies depending on the manufacturing
process and type of hazardous waste.
This instructional need would fall under an existing performance problem to
correct the behaviors and procedures that are not being completed correctly.
This would ordinarily fall under normative needs, as the facility is trying to
meet a national/state standard, with a smaller occurrence of a critical
incident need, in case of material spill or a regulatory agency inspection with
emergency findings that must be addressed.
If, during the initial audit, it is determined that all employees are handling
hazardous waste with no errors, a simple review of procedures could be
completed to meet the required annual review requirements. Typically, an
audit of RCRA procedures will find errors in hazardous waste container
labeling, lack of required storage area inspections, improper recordkeeping,
improper storage procedures, lack of spill response procedures or cleanup
materials, etc. These errors can be solved by instructional intervention when
the problem is lack of knowledge or misunderstanding of the rules by
employees. It becomes a bigger problem when the issue isnt lack of
knowledge but lack of interest in following the rules. In this case, an
instructional program can also help by describing the consequences of not
following the regulations, which can include not only problems with individual
job performance but heavy fines for the company by regulatory agencies.

FRONT-END ANALYSIS: LEARNER CHARACTERISTICS

MODULE 3
Learner Analysis
Primary Audience
New hires & annual refresher personnel (according to regulations
this includes all employees who work at, or oversee the operations
of, a hazardous waste facility, and whose actions or failure to act
may result in noncompliance with the regulations)
Typically includes physical plant staff and maintenance department
Also includes management personnel responsible for environmental
compliance and inspections.
Secondary Audience
Office staff and others not directly involved in handling hazardous
waste
Awareness level training
General Learner Characteristics
Predominantly Male (~75%)
Adult Learners (age 18-65)
Typically have a lot of hands-on knowledge of manufacturing
processes, but not with environmental regulations
Education likely at least high school diploma.
Physical strength, typically manual labor/skilled labor positions
Entry Characteristics
Most employees have an understanding of company manufacturing
processes
Most employees know how their job relates to hazardous waste, but
not why
Most employees dont have a lot of background on environmental
regulation, although they may know the standard operating
procedures

Contextual Analysis
Orienting Context
The learner goals for this class are to learn how to complete their job
tasks to succeed at their position and to handle hazardous waste safely
to avoid accidents.

Most learners dont have a high perceived utility of instruction. They

may think the regulations are unnecessary and cumbersome. Some
may understand that the point of the rules is to keep everyone safe
and the environment clean.
The learners perception of accountability is that they understand that
its part of their job to follow these rules and that they will be
reprimanded if they dont follow instructions.
Some potential learner misconceptions are that the rules are typically
government red-tape and they are not actually important. They have
always done it this way, and may not understand the rules are in
place to keep everyone safe.

Instructional Context
Scheduling - Classes are scheduled during employees shift.
Sometimes 2nd or 3rd shift will need to come early/stay late. Instructor
may teach several different sessions to catch all the employees.
Lighting Class is taught by PowerPoint, which could make the room
dark, depending on strength of projector, windows, and availability of
lighting options.
Noise At some facilities, these classes need to be held in the
cafeteria, which can be very noisy and makes hearing difficult. The
use of a conference room is preferred if available.
Temperature The instructor typically does not have control over the
temperature as it is on the building HVAC. Employees are dressed in
the clothes they wear on the floor, which can vary seasonally, and may
not be the same temperature as the classroom.
Seating Always chairs available for all students, tables are not always
available. Tables are not necessary as most students dont take notes,
but can be helpful.
Accommodations There is no need for hotel accommodations,
because employees are commuting to their normal job. If training
goes through lunch hour, facility will typically provide lunch or allow a
break.
Equipment Instructor brings laptop with PowerPoint presentation and
remote pointer. Facility should provide projector, instructor will confirm
beforehand.
Transportation Instructor will travel to facility. Students do not have
to travel, saves on time away from job.
Technology Inventory
Learners do not usually have prolonged access to computers during
the day, as they mostly work out on the floor. Management personnel
or office workers would have access to computers. The training is
conducted in person at the site to account for this need. Employees

might have email addresses for follow up questions, but usually the
EHS manager communicates with instructor.
Transfer Context
The information taught in this class is part of the job description and is
directly transferable to job function.
The opportunities for using learned information can vary per person.
Some students will use the information every day. Some employees
will not handle HW as often as others, and only function as backup.
There are many parts to the regulations, and different employees
might use different aspects more than others (person in charge of
weekly inspections vs. person who fills waste containers)
Support after the class is available from the instructor and the onsite
EHS contact. Employees are encouraged to work together and ask
each other questions on the job as they arise.

INSTRUCTIONAL IMPACT BASED UPON LEARNER

CHARACTERISTICS
Application of Learning Theories
The target audience for this class consist of adults. Adult learning theories
play an important role in the way this class is designed. Students are
encouraged to use each other as resources throughout the course and when
using the learned information after completion. The instructor spends class
time asking students about the processes onsite to find out their knowledge
and experiences theyve had in their positions. The instructor encourages a
conversational atmosphere and for students to discuss with each other how
the rules apply to their company. The course uses real life problems,
preferably that relate directly to facility processes, to review the instructional
concepts. Course times are scheduled to work around facility shift schedule
to minimize inconvenience to employees. Course objectives relate directly to
the actual jobs being completed by employees.

Application of Motivational Theories

This course will utilize many aspects of the ARCS motivational theory. The
course will gain the attention of the students by giving specific examples
from other companies of large spills and regulatory fines to show why
students need to follow these rules. The course will also encourage active
participation by including discussions regarding what the current processes
are at the site and how to combine this new learning with their current
experience. For many students, this a nice break in their day, so instructor
should use humor to keep the class lighthearted while trying to instill the
importance of the information. The students will learn about how the course
directly builds upon their job descriptions and simplifies the complex
regulations to make their jobs easier, which will show future usefulness of
the course materials. The course objectives will be clearly stated with
performance goals, so the learners understand what is expected and will
comfortable they can achieve them.
The course will also provide
opportunities for the learners to complete sample records, as they will be
doing in their jobs.

Impact of a Diverse Audience on Instruction

There is often a distinct difference in educational background between
management level employees and general staff workers. The course works
to combat this by giving a general overview of why environmental

regulations exist and what they mean, with emphasis on case studies for
higher impact.
There can also be multiple languages spoken at a facility, although all
students usually speak some English. Instructor should confirm languages
spoken prior to class and work with facility contact to provide a translator if
necessary. Students are encouraged to work together to help each other
understand and to ask questions. If the students cant work together due to
a language barrier, it makes the class more difficult because that
conversational aspect is lost. An additional step after class would be that
any posted signs or written documentation required to reinforce training
should be written in languages that are acceptable to meet all employee
needs.
The employees being trained on this topic are typically in physically
demanding jobs, and there are not usually learners with physical disabilities
that would impact the course instruction.
PowerPoint slides are used in
conjunction with verbal instruction, to assist any employees who may suffer
from any hearing and/or vision loss. Any additional disabilities would be
addressed on a case by case basis with assistance from facility management.

TASK/GOAL/PERFORMANCE ANALYSIS MODULE 5

Goal Analysis
Step 1 - Write down the goals.
Original goals:
For learners to understand the RCRA requirements that apply to them and
properly implement them in their job.
Step 2 - Write down everything a learner would have to say or do for
you to agree that the learner has achieved the goal. This is not a list
of what you will need to do as the instructional designer or teacher.
Properly label a hazardous waste (HW) container in satellite area and central
area.
Understand difference between satellite and central accumulation areas,
explain where they are onsite.
Complete a weekly inspection.
Be able to describe the different types of HW, specifically the types at the
facility, and where they are generated.
Describe the HW generator status and what the facility requirements are
based on that, referring to accumulation time and reporting requirements.
Be able to explain how they would respond to a spill and explain where the
spills kits are located.
Explain what the PPC Plan is and where it is located.
Define universal waste and explain requirements.
Identify a HW manifest and explain what it means and where they are stored
at facility.
Explain in detail how this topic affects their job.
Understand this is the law and the company will be fined if rules are not
followed.
Step 3 - Sort the items Listed in step 2.
Hazardous Waste Storage and Handling
Properly label a HW container in satellite area and central area
Understand difference between satellite and central, explain where they are
onsite.
Recordkeeping
Explain what the PPC Plan is and where it is located.
Identify a HW manifest and explain what it means and where they are stored
at facility.
Complete and document weekly inspection
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Universal Waste Storage

Define universal waste and explain requirements.
Spill Response
Be able to explain how they would respond to a spill and explain where spills
kits are located.
How do the regulations affect this facility / Introductory Knowledge
Be able to describe the different types of HW, specifically the types at the
facility, and where they are generated.
Describe the HW generator status and what the facility requirements are
based on that, referring to accumulation time and reporting requirements.
Explain in detail how this affects their job.
Understand this is the law and the company will be fined if rules are not
followed.
Step 4 - Write a complete sentence to describe each of the items on
your final list.
Hazardous Waste Storage and Handling
Students will be able to define satellite and central accumulation areas and
describe their location onsite. Students will be able to properly label a
hazardous waste container in each of these areas.
Recordkeeping
Students will be able to locate where the PPC Plan, Hazardous Waste
manifests, and weekly inspection forms are located onsite. Students will be
able to recognize a hazardous waste manifest form and explain the
information contained in the form. Students will be able to complete and
document a weekly central accumulation area inspection.
Universal Waste Storage
Students will be able to identify the universal waste produced onsite and list
the criteria for compliance with the regulations.
Spill Response
Students will be able to explain how they would respond to a small spill and a
large spill, and describe the locations of the spill kits they would need to use.
How do the regulations affect this facility? / Introductory Knowledge
Students will be able to describe the types of hazardous waste produced
onsite, what process produces them, and what type of waste it is. Students
will be able to state what level of HW generator the facility is and state the
facility requirements based on that referring to accumulation time, reporting

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requirements, etc. Students will be able to state in detail how this affects
their job and what the consequences are if the rules are not followed.

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INSTRUCTIONAL OBJECTIVES MODULE 5

Project (Instructional) Goal
Given the RCRA requirements, students will be able to identify what types of
hazardous waste they handle in their job and describe the tasks they must
complete to remain in compliance with the regulations.

Terminal Objectives and Enabling Objectives

Given the RCRA requirements, students will be able to list the most
common types and amounts of hazardous waste produced onsite, and
describe the job tasks they perform that involve this hazardous waste.
- Cognitive
o Students will be able to identify the types of hazardous waste
produced onsite by stating the HW characteristic, the name of
the waste stream, and the process by which it is produced. Cognitive
o Students will state which HW generator level the facility falls
under and state the accumulation time and reporting
requirements for that level. Cognitive
o Students will outline how the RCRA requirements affect their
daily job tasks and the penalties for not performing the tasks
correctly. Cognitive

Given the RCRA requirements and facility layout, students will be able
to locate hazardous waste storage areas on a facility map and describe
the storage and handling requirements. Cognitive / Psychomotor
o Given a facility map, locate the satellite accumulation areas and
the central accumulation area that will be used by the student.
Cognitive
o Discuss the differences in accumulation time, labeling, and filling
technique between satellite and central accumulation areas.
Cognitive
o Complete an accurate label for one waste stream in both the
satellite and central accumulation areas. Psychomotor

Given the summary of facility information and RCRA requirements,

students will be able to list the required recordkeeping and its storage
locations. Cognitive / Psychomotor
o Students will be able to recall the onsite storage location of the
PPC Plan, HW manifests, and weekly inspection forms.
Cognitive

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o Given a completed facility HW manifest form, students will be

able to identify it as such and accurately reproduce the
information required on the form. Cognitive
o Given the facility inspection form, student will be able to
accurately complete and document a weekly inspection of the
central accumulation area. Psychomotor

Given the RCRA requirements, students will be able to explain the

facilitys universal waste requirements. Cognitive / Psychomotor
o Students will be able to identify all of the types of universal
waste produced onsite. - Cognitive
o Students will describe the labeling and accumulation
requirements for onsite storage. - Cognitive
o Students will accurately complete a label for one universal waste
container. Psychomotor

Given the RCRA requirements and facility layout, students will be able
to discuss the proper procedure for spill response. - Cognitive
o Students will be able to identify the location of the spill kit
nearest to their workspace. - Cognitive
o Students will compare and contrast the procedures for
responding to a small spill and a large spill in their work area.
Cognitive

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ENABLING OBJECTIVES MATRIX & SUPPORTING CONTENT

MODULE 6
Title of the unit/module: Hazardous Waste Storage and Handling
Brief description of target audience: The target audience will mostly
consist of maintenance and physical plant staff, for either new hire or annual
refresher training, should also include certain management personnel in
charge of environmental compliance. Learners are typically adult males in
skilled labor positions.
Terminal Objective: Given the RCRA requirements and facility layout,
students will be able to locate hazardous waste storage areas on a facility
map and describe the storage and handling requirements. Cognitive /
Psychomotor
Pre-instructional Strategy: Behavioral Objectives
At the end of this module, you will:
Locate the central and satellite accumulation areas you need to use.
Discuss the differences between central and satellite accumulation
areas, including labeling, time limits, and filling technique.
Complete an accurate label for both the central and satellite areas.
Enabling
Objective

Level on
Blooms
Taxonomy

Learner Activity
(What would learners
do to master this
objective?)

Given a facility
map, locate the
satellite
accumulation areas
and the central
accumulation area
that will be used by
the student.
Discuss the
differences in
accumulation time,
labeling, and filling
technique between
satellite and central
accumulation areas

Cognitive Applying

Listen to lecture,
participate in group
discussion to go over
facility layout and
locations of storage
areas for each
job/process.

Cognitive
Applying

Listen to lecture/read
materials, take notes,
mentally connect
area rules to their job
tasks/responsibilities.

Delivery
Method
(Group
presentation/lect
ure, self-paced,
or small group)
Group
Discussion

Group
Presentation

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Complete an
accurate label for
one waste stream
in both the satellite
and central
accumulation areas

Psychomot
or

Look at examples for

Self paced, then
both satellite and
share with group
central area labels,
listen to labeling rules
given in lecture,
practice filling out
example labels.

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FINAL EPORTFOLIO & SUPPORTING CONTENT

My ePortfolio, including support content, can be found at the following link:
http://heidifleming.weebly.com/

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