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Instructional Analysis

Names of members

  • Amy Papst
  • Michael Hawkes
  • Kathryn Thompson
  • Charity Jackson
  • Jennifer Whitt

Goal of instruction

Choose to comply with corporate mask-wearing requirements.

Intellectual skill that supports attitudinal goal: Identify the need to wear masks in a workplace setting in the midst of a pandemic.

Domain of learning

Attitudinal: The learner will accept the need to comply with the corporate policy on wearing masks to protect the individual and also promote the health and safety of coworkers.

Goal analysis

Diagram of goal analysis:

Figure 1 is a diagram showing a flowchart of goals described in the Goal analysis section of this document.
Instructional analysis – Figure 1

Brief explanation of each component:

  1. Recognize the benefits of wearing a mask. The individual will understand the protection that a mask can provide to themselves and those around them. The individual will understand the negative effects of non-compliance.
  2. Ability to identify the various types of masks. The individual will understand the differences in mask types and their effectiveness. The individual will identify the appropriate mask to be used in the workplace.
  3. Identify corporate policies on mask wearing. The individual will understand corporate policies for mask wearing in their current environment. The individual will be able to locate written policies for further reference.
  4. Understand the means of disease transmission. The individual will understand how the coronaviruBrief explanation of the analysis:s is transferred from person-to-person. The individual will understand how certain environmental factors contribute to the spread of the virus.

Sample subordinate skills analysis

Component 1

Diagram of subordinate skills analysis:

Brief explanation of the analysis:lysis-slide2-1024×576.png” alt=”Figure 2 is a diagram showing a flowchart of the subordinate skills listed under Component 1 of this document.” width=”1024″ height=”576″ class=”size-large wp-image-1012″ /> Instructional analysis – Figure 1

Brief explanation of the analysis:

1. The first component of the instructional goal is for the learner to identify the need to wear masks in a workplace setting in the midst of a pandemic.

1.1. In order to identify the need to wear a mask, the learner must first understand the benefits to wearing a mask.

1.1a The learner will first be instructed on how mask wearing benefits them by reducing the odds that they will be infected with the virus. The learner will be given a brief background on the mechanism of COVID-19 transmission (see objective 4 for more detail) which will help them to understand that COVID-19 is spread mainly through aerosolized virus droplets. Once they understand that COVID-19 is spread through coughing, sneezing, and breathing, it will be clearer how wearing a mask helps to interrupt that transmission.

1.1b The learner will then be instructed on how mask wearing benefits others by reducing the odds that the learner will infect others with the virus. In objective 4, learners will be instructed that asymptomatic carriers can still spread the virus: thus, the importance of wearing a mask for others’ safety even if one does not personally feel sick will be emphasized. Learners will also be presented with statistics that show the efficacy of mask wearing in preventing transmission.

1.2 In order to identify the need to wear a mask, the learner must then understand the negative effects of non-compliance.

1.2a The learner will be instructed on how not wearing a mask increases one’s risk of becoming infected with COVID-19. They will already be familiar with the means of disease transmission discussed in 1.1.a and so will understand how the lack of a barrier between their mucous membranes and the outside air will increase their risk of infection.

1.2a1 The learner will also be instructed on the potential long-term health issues associated with the virus. A misconception that may fuel mask non-compliance is the idea that coronavirus infection is likely to be mild and short-lived, especially if the individual is younger and/or not immunocompromised.  By emphasizing these long-term negative effects, it emphasizes the need for compliance.

1.2b The learner will be instructed that not wearing a mask increases the odds that they will transmit the virus to others. Asymptomatic transmission will also be emphasized here. The long-term health impact of virus infection will also be emphasized to counteract the idea that getting someone else sick would result in a mild inconvenience for them rather than potentially serious health effects.

1.2c The learner will also be instructed on their company’s disciplinary policy for mask non-compliance. This includes being aware of the scenarios and contexts in which mask wearing is necessary as well as the times when it may not be necessary. This also includes being aware of the disciplinary actions that may be taken for infractions of the mask-wearing policy.

At the completion of this component, the learner will understand how wearing a mask can protect themselves and others from the spread of COVID-19. They will possess a high-level understanding on how the virus is spread and how mask wearing will interrupt transmission. Additionally, the learner will be familiar with the company’s expectations and disciplinary policy for mask non-compliance.

Component 4

Diagram of subordinate skills analysis:

Figure 3 is a diagram showing a flowchart of the subordinate skills listed under Component 4 of this document.
Instructional analysis – Figure 3

Brief explanation of the analysis:

4. The fourth component of the instructional goal is for the learner recognize the means of disease transmission in order to support their understanding of why they need to comply with corporate mask wearing policies in the workplace.

4.1. In order for the learner to recognize the need for mask-wearing compliance in the workplace, the learner must first identify the ways in which a disease is transmitted as it specifically applies to COVID-19.

4.1a It is assumed that many people do not understand the exact nature of how COVID-19 is passed via airborne means. This learning point is crucial to why masks are being required by corporate.

4.1a1 This learning point will cover how the highest risk of receiving an airborne transmission of COVID is through direct contact with another person and what the definition of “direct contact” is and the parameters associated with that definition are.

4.1b There is much misunderstanding about the nature of how COVID-19 is passed through indirect contact with surfaces. The goal for this learning point is that the learner will be able to identify what current scientific research says about the transmission of COVID through surfaces.

4.2 The goal of this learning point is that the learner will be able to recognize the common symptoms of COVID-19 as established by the CDC.

4.2a In addition to understanding the common symptoms of COVID-19, the learner will be exposed to the concept that a person could have COVID-19 yet be asymptomatic. This concept is also why corporate is requiring masks for everyone. This is an important concept to cover with mask wearing as it differs from the mask requirements with other illnesses.

4.2b The learners to evaluate when they should go get tested and they should be able to identify where they could go to be tested or how they could ask for help in getting tested.

4.3 This learning module will expose the learner to the different environmental factors that could contribute to the spread of the virus. The learner needs to understand that not every environment is the same and that there are certain environments where they and those around them are more at risk of transmitting or receiving the disease.

4.3a After a discussion on environmental factors that increase COVID-19 transmission, the learner will be able to recognize more specifically the differences in environment factors specifically as they relate to indoors versus outdoors environments.

At the completion of this component, the learner will understand at a detailed level of how COVID-19 is transmitted, including asymptomatic transmission. They will also identify environmental risks that contribute to the spread of the virus. Additionally, learners will be able to recognize common symptoms and identify how and when to get tested.