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Forever Homes Project

Project title: Connecting Foster Dogs to Forever Homes Name: Meridian Canine Rescue (MCR) Location: 501 E Scenery Ln, Ste 100

Meridian, ID 83642 (208) 794-0944 [email protected]

Products and/or services Meridian Canine Rescue provides: Meridian Canine Rescue (MCR) is a non-profit; no kill canine rescue dedicated to giving homeless and owner-surrendered dogs a second chance. Too often shelter animals are not given the time to find new families and guardians because of overcrowding. MCR works to reduce the number of homeless and owner surrendered dogs in shelters, both locally and regionally, without the need for euthanasia.

The first step to meeting this goal is for MCR to act as a rescue shelter. MCR provides an alternative to kill shelters; where guardians may surrender their pets without fear of euthanasia. MCR also continues to develop relationships with overcrowded shelters so that dogs under threat of euthanasia can be transferred to a MCR facility and have more time to find a forever home.

MCR also serves as a public resource and educator. Through relationships with dog trainers, the pet industry, and the veterinary community, MCR educates and provides resources to help guardians keep family pets at home and out of the shelter system. MCR also works to educate potential adopters so they are well prepared for dog guardianship prior to adoption.

Finally, through various volunteer programs and community outreach activities, MCR works to spread awareness of the plight of pet overpopulation and encourage more individuals to choose adoption.

Client Information:

Lisa Nelsen Director of Volunteer & Community Engagement [email protected] Work: 208-794-0944 Cell: 208-484-1689

Major Responsibilities: volunteer recruitment training scheduling retention

Information about the project How did this project come up?

An OPWL graduate volunteer at MCR told Jo Ann that this might be a good opportunity for an ID project team. Dr. Villachica followed up with Lisa.

https://maps.google.com/maps?z=16&q=501+e+scenery+ln,+ste+100+meridian,+id+83642

https://maps.google.com/maps?z=16&q=501+e+scenery+ln,+ste+100+meridian,+id+83642

mailto:[email protected]

mailto:[email protected]

MCR has identified the following items which are contradictory to meeting their organizational objectives:

Canines after adoption are being returned to the rescue. A lack of volunteers that are willing to volunteer during adoption hours.

Why is this project being proposed?

There is a large gap between the SME and the new volunteers. New volunteers are uncertain or unable to help with key aspects of the adoption process.

Volunteers are not willing to volunteer for the adoption shift. There is a total of 15 possible shifts a week and only 4 to 5 shifts are taken.

When volunteers do volunteer often they are unable to answer questions. Volunteers at times cannot steer potential adopters away from bad pairings when the

adopter makes the pairing instead of the MCR volunteer.

On the Job Training is current training practice, but administrators are unsure of the adequacy and the results.

New volunteers are unaware of information about animals. At times, not all information about animals is available to the staff.

New volunteers are giving misinformation to potential adopters or do not know how to answer questions.

For the months of June, July and August there has been 125 adoptions with 27 returns. MCR would like to reduce the number of returns to 0 related to not being paired correctly.

Failure to effectively pair the right dog with the right family and situation is resulting in an increased number of dogs returning to the shelter after placement. This increases operating costs and limits the space available for additional dogs needing to be rescued.

Volunteers are expressing a fear of not effectively facilitating the adoption process. Why is it being proposed now? To be successful, Meridian Canine Rescue needs to consistently meet following goals:

1. Increase in the number of adoptions. Goal per month is 60.

2. Decrease in number of returned dogs. Reach a goal of 0 dogs returned due to incorrect pairing.

It is believed that these two goals can be improved by:

Increasing the number of confident and prepared volunteers signing up for adoption counselor shifts . To be successful 10 of the 15 shifts would need to be filled every week.

Project Team Members

Rob Ash Roberta Dombrowski Devin Erickson Boone Steinmetz

Project schedule

Dates Meetings Deliverables

9/10-9/16 9/15: Team Call @ 7:45pm 9/16 - Project Description Pass 1 9/16 - Team Charter Pass 1

9/17 - 9/23

9/19: Team Call @ 6:30pm 9/20: Meet with Lisa 4-7pm (Boone) 9/21: Team Call @8pm

9/21 - Performance Analysis Draft (Devin)

9/22 - Project Description + Team Chart Pass 2 (Team)

9/23 - Performance Analysis Pass 1 Due (Devin)

9/24 - 9/30

9/24: Weekly Wellness Check & Team Call @2pm

9/27 :Meet with Lisa 4-7pm (Boone) 9/28: Team Call @ 6:30pm

9/28 - Task analysis Draft (Roberta) 9/29 - Performance Analysis Pass 2

(Devin) 9/30 - Task Analysis Pass 1 (Roberta) 9/30 - Team Project Status Review 2

10/1 - 10/7

10/1: Weekly Wellness & Team Meeting 2 with Steve @2pm

10/4: Meet with Lisa 4-7pm (Boone) 10/5: Team Call @6:30pm

10/5 - Learner Analysis Draft (Rob) 10/6 - Task Analysis Pass 2 (Roberta) 10/7 - Learner Analysis Pass (Rob)

10/8 - 10/14

10/8: Weekly Wellness & Team Call @2pm


10/13 - Learner Analysis Pass 2 (Rob)

10/15 - 10/21

10/15 :Weekly Wellness & Team Call @ 2pm

10/18: Meet with Lisa 4-7pm (Boone) 10/19: Team Call @ 6:30pm

10/19 - Objectives Draft (Boone) 10/21 - Objectives Pass 1 (Boone)

10/22 - 10/28

10/22: Weekly Wellness & Team Call @2pm


10/26 - Performance Analysis Draft (Devin)

10/27 - Objectives Pass 2 (Boone) 10/28 - Performance Analysis Pass 1

(Devin)

10/29 - 11/4

10/29: Weekly Wellness Check & Team Call @ 2pm


11/3 - Performance Analysis Pass 2 (Devin)

11/5 - 11/11



11/9 - Instructional Plan worksheet draft (Roberta)

11/11 - Instructional Plan worksheet Pass 1(Roberta)

11/11 - Team Status Review 3

11/12 - 11/18



11/17 - Instructional Plan Pass 2 (Roberta)

11/19 - 11/25


11/22: Meet with Lisa 4-7-pm(Boone) 11/23: Team Call @ 6:30pm

Work on Detailed instructional design plan (Team, Rob lead)

11/26-12/2



11/27 - Detailed instructional plan posted (Rob)

12/3 - 12/8


12/6: Meet with Lisa 12/7: Team Call @ 6:30pm

12/8 - All Pass 1 and Pass 2 of assignments due

Team Charter

Project Success Specification

Team Mission

As a team we will assist our client, Meridian Canine Rescue, by creating a training design and job aids that will enable them to place more shelter dogs in their forever homes. Through this process our mission is to:

Apply our knowledge from principles we learn in the course (i.e. Merrill’s principles) to the context of the project.

Retain the skills we learn throughout the course to later apply in our workplace Grow our knowledge and skills in a non-threatening environment by applying feedback from

experts and peers that will help us strengthen our skills in application.

Collaborate effectively with teammates by communicating virtually to achieve project goals and meet project deadlines.

Develop project management skills through effective planning and communication with all stakeholders.

Team Critical Success Factors (CSFs)

Team CSFs Indicator of success

Effective Communication within team and client

Critical data gathered and validated with client via project lead

Assignments and comments documented in Shared Google Drive

Deliverables are completed and reviewed with client on schedule

Fulfilling client expectations and needs while meeting course objectives

Positive feedback from client Positive feedback from instructor

Commitment of team to meeting schedule and deadlines

Meet assignment deadlines Recognize when we may need to be flexible with the

schedule due to unknowns alter plan as needed

Apply feedback from Pass 1 assignments to current and future assignments.

Improve on assignment scores throughout the project

Feedback provided is something new

Low level of issues (frustration, etc.) Each member completes work on time. All team members use clear and relevant

communication Actionable and constructive feedback is gathered

and shared with team Team members demonstrate by actively listening

and respecting each other’s work/input

Learn from each other Work to apply the HPI theories learned in class (and

previous classes) throughout project Leverage diverse background of each member of the

team Discuss the project and produce valid solutions Participate in meaningful conversations that involve

all team members Establish a team relationship based on mutual

respect, valuing all opinions and listening with the intent to understand

Consider alternate views as the team determines the best solution

Work with team members strengths by identifying them

Team Member Responsibility Discuss the distribution of project work among team

members Proactively help team members Attend team meetings and arrive on time Provide input from personal experience and class

readings

Prior Experience and Lessons Learned

What Worked Well What Could Have Been Improved

Lessons Learned for This Team

Quick & Responsive Communication

The ability to listen to and appreciate contributions of others

Consistent, timely communication

Record team meetings (especially interviews/data gathering)

Lack of open/honest input due to fear of conflict

Consistent team meeting schedule and progress updates

Peer review documents prior to submission

Team member(s) agreeing to more work than they have time to complete due to perceived team expectations

Honest communication around available bandwidth and assignments

Communicate/confirm availability from week to week

Amount off-topic discussions during team meetings Team members consistently missing meetings for one reason or another, not prioritizing teamwork

Define overall project plan and roles early in the project

Plan out work and discuss roles/assignments with regular progress updates

Weekly progress reports and any drafts shared on a weekly basis so that others could see where each other were at in the process

Required daily/weekly posts from each member on their assignments so that each team member is aware of where the others are. Help can be given to those that might be behind

Define what/if contingencies for missed project milestones

Improved guidelines for team, including having a charter to address these issues

There may be client delays but open communication with client and set deadlines will help

Project Management

Project Scope

Within scope: what activities and resources lie within the scope of this project? Designing to 2-3 hours of total learner contact time Performance-based training, where learners master critical job tasks by performing them Creating any job aids related to performing critical job tasks Reusing or adapting job aids that other ID teams or others have created Limiting the training to 1 or 2 critical key decisions that exemplary performers make when they

match the right dog to the right person (people) in the right setting

Outside scope: what activities and resources lie outside the scope of this project? Training designs that exceed 3 hours of contact time More than 2 or so complex decisions Creating any prerequisite skill training (knowledge and skills) that volunteers should possess

before they complete the training Creating any job-aids for non-critical tasks

Roles and Responsibilities

Team roles and responsibilities will be established through the following methods:

Team leader will be broken into thirds. 1st Leg Rob Ash; 2nd Leg Adam; 3rd Leg Mayra

Division of assignment responsibilities

o Assignment responsibilities will be designated based on trying to equally allocate work to individuals while taking into account schedule availability and skill.

o Specific tasks may be delegated to individuals who have strengths in an area (e.g., more proficient with a certain technology) or greater access to resources (e.g., client stakeholder). Assignments may also be delegated based on team members’ desires to build skills in particular areas.

Support for meeting assignment responsibilities

o A “Team Meeting Notes” document in Google Drive will be used to track tasks and deadlines that each individual is responsible for completing during the week. The notes will also describe that tasks that need to be accomplished and what is in progress

o An “At Risk” document in Google Drive that each individual can raise issues about what may be getting in the way of a successful deliverable and describe what help they may need.

Adjusting assignment responsibilities

o Shifting of roles and responsibilities will be discussed through conference calls to ensure all team members understand the reason for the change and its impact.

o E-mail communication may be used to establish a shifting of roles if an emergency prevents a team member’s ability to complete a task and the responsibility must be reallocated. Team members will use next teleconference to discuss the next steps as a result of the shift

Managing inputs and resources

o The team member assigned a task will plan what is needed to complete the task and notify team of any urgent/critical needs via group text, email, or virtual meetings as soon as they become aware of it.

Team Roles

o Team will meet to discuss options to get back on schedule (Team will meet on a bi-weekly basis, sometimes more, for team discussions and working sessions. In addition, each team member will be asked to post weekly updates of their assignment, to show progress or where they might need help.) By weekly postings and meetings, team will be able to respond quickly to any issues.

o Each team member has been assigned a deliverable. It will be their responsibility to “get out on point” for their assignment. These assignments have been recorded in the Team Charter schedule.

Project Coordination

Successful team project coordination will be accomplished through the following methods:

Project deliverables are coordinated and aligned with one another. o The team will use a shared Google Drive as a repository for all files associated

with the ID project. o Each ID Evaluation Deliverable has its own folder o As each team member creates or reviews a file, they will add their initials to

the signoff at the end of the file.

The Client Leader will coordinate with Client who can make decisions and provide the team with information in the event the original SME is unavailable.

Deliverables are reviewed by the client in a way that is effective for the team and the client.

The Client lead will review the negotiated deliverables with client.

Deliverables are created and submitted in a timely manner. The team will designate members to submit each assignment. The team will meet the deadlines specified in the Project Description

document. The team will clearly establish a schedule for first pass of a project

deliverable and the review process before the assignment due date. The team will track deliverables and due dates on the schedule. The team will schedule pass 2 versions of all project deliverables. The team will frequently refer back to the detailed schedule to ensure that

deadlines are met.

Each team member has “signed off” on each submitted assignment.

The person that started the document is the person who turns the document in. The team is split in two, one writer and one reviewer. The review must be done two days prior to submission date. The team will implement a serial review schedule to track document cycles. The team will use the following table format:

Document Team Member Deadline Status/Notes

Doc 1 Boone ( Writer Team A) 4 Days prior Submit Final Version

Devin (Reviewer Team A) 2 Days before deadline

Doc 2 Roberta ( Writer Team B) 4 Days prior Submit final version

Rob (Reviewer Team B) 2 Days before deadline

Each team member has the knowledge and skill required for each deliverable. Each member of the team is expected to provide constructive feedback on

deliverables that will help improve the overall project Team members should feel comfortable asking questions to other members

of the group if they feel they lack the knowledge or skills necessary to complete a deliverable

Communications

Team communication will occur through the following methods:

Media

o The team will use teleconferencing, e-mail, as well as a shared Google Drive with documents to communicate.

o Team questions for the instructor will be posted on Blackboard. o Updates about team progress may also be posted on Blackboard for

instructor or peers to comment.

Procedures

The team has established a bi-weekly standard meeting days on Tuesdays and Thursdays, which can may be adjusted on an “as needed” basis.

When sending e-mail communications to each other or the instructor, the names of all team members will be included to ensure alignment.

Meetings with team members will take place through Skype. Meetings with client will take place via teleconference or webinar or, when

agreed upon by team, in face to face meetings between the client and project author.

In the event that the team is unable to contact one of its members, the team will implement the team contact escalation plan, as described in the table below. If a team member cannot be reached within 4 hours of escalation method 2, remaining team members will determine next steps to proceed with carrying out the project work.

Contact escalation plan

Team Member

Preferred Communication Method

Escalation Method 1 (24 hours without contact)

Escalation Method 2 (48 hours without contact)

Rob Text mobile # 916-753-6067 OR group text chat

Call mobile # 916-753-6067

Email to [email protected]

Communication quality

The team will commit to open, timely, and authentic communication by focusing on the present situation rather than rehashing previously resolved situations. Goal meeting time is 30 minutes or less. Longer meetings will be appropriated in advance

The team will treat “problems” as opportunities to dispassionately review current circumstances and propose solutions.

The team will review time at the end of each standing meeting to reflect on their team performance and how to continuously improve it.

The team will periodically review and update team charter to ensure alignment with established guidelines and expectations.

Project Teaming

Team Accountability

Team accountability will be established and maintained through the following practices:

Assign deliverables at each team meeting Review the status of deliverables at each team meeting Attempt to assign work equally Volunteer when one finds he/she has less to do than other team members Ask for help if one finds he/she has more to do than other team members Provide thorough feedback on each other’s work Speak up if another team member appears to be less effective than desired

Conflict Recognition and Resolution

The team will implement the following conflict recognition and resolution strategies:

The team will recognize and openly acknowledge disagreement if it occurs – including these two basic types of disagreement:

Controversy o Team members expect and embrace respectful discourse as a way to

improve the team’s work and get to know each other. Team members are open to differences of opinion by listening and trying to understand each other.

o Team members discuss differences of opinion professionally and with a focus on creating the best product possible.

Conflicts of interests o Team members avoid conflicts of interest by dividing work equally

among team members, reviewing and providing feedback to each other, and coming to consensus on decisions. Team members solicit input from each team member and uses reliable data and resources.

o The needs of the project come first. Team members resolve conflict as quickly as possible. Team members adhere to the ethical standards of ISPI and ATD.

Since there are 4 members in the team, the Client Lead, Boone will be able to place a final tie breaking vote to resolve the conflict. In the event, the conflict cannot be resolved internally, the team may ask for meditation by someone outside of the team so an unbiased person can assess and resolve the conflict.

Continuous Team Improvement

The team will continuously improve how it performs. The team will:

Spend 5-10 mins at the end of each meeting to review: o What is going well and should continue to happen o What needs to stop/change o What needs to start happening to improve team collaboration

Signatures

Our signatures below indicate our agreement to use this team charter to deliver a successful instructional design project.

Roberta

____________________________

Boone

____________________________ Rob

____________________________ Devin

____________________________

Performance Analysis

Description

Consistently pair rescue dogs with a safe and life-long family.

Gap Analysis

Target Population Performance Standard

Desired Performance

What we want our Adoption Counselors (AC)

to do is facilitate the pairing process during adoption shifts

so each dog is adopted by a family with a suitable and safe home, resulting in fewer than 15% of dogs adopted at MCR are returned.

Actual Performance

What our Adoption Counselors (AC)

are doing now is facilitating pairing process during adoption shifts

so an average 20% of dogs adopted at MCR are returned.

Organizational Analysis

By improving the pairing of dogs with families, the following organizational objectives will be improved: Improved productivity - more dogs will be rescued and placed with the right families and not

returned. Increased organizational capacity and growth - less time, money, and space required for dogs

returned to MCR will allow more dogs to be rescued.

Cause Analysis

Data sources Data gathering methods

Findings

Director of Volunteer Services: Lisa Landrum

Interview Current Adoption Counselor training is on the job training- knowledge is passed from expert to trainee through on the job training.

The most common reason dogs are returned after adoption is due to how animals, humans, and children in adoptive families respond to the new dog. However, MCR does not track the exact reasons why each dog is returned.

Subject Matter Expert: Linda (Volunteer)

Observation & Interview

Adoption process requires asking good questions and playing close attention to the answer and intuition. Also, when observing potential adopters interacting with a dog, there are many details to be observed and discussed to determine if it could be a good pairing/adoption.

Some ACs have trouble maintaining knowledge of dogs because of the constant turnover of dogs. For example, one AC was unable to volunteer for three weeks. Upon return she only recognized 2 of the dogs.

Job Aid / EPSS Analysis

Question Yes No How do you know? What evidence (data/findings) can you provide to support your answer?

1. Is it important for people to practice the task to mastery? Or can people perform the job task without a significant amount of practice?

X Since the placement process is a subjective and intricate process, it is not easy to perform the tasks involved effectively without practice and coaching/feedback. The placement process cannot be completed properly without understanding how to interpret dog behavior with potential adopters.

2. Is it important for people to obtain both:

° Coaching (including error detection and correction) as they perform a task?

° Delayed feedback (about the extent to which performance met standards and how to improve it) after they perform a task?

X Coaching would provide new ACs with feedback to become more proficient in pairing process. Coaching is needed to make the complex, invisible, and dynamic decision-making process of pairing dogs with adopters more understandable and repeatable. For example, one volunteer described the process as a gut feeling. There are key details an AC needs to catch. Through coaching and mentoring, a new AC can start to recognize those details. Additionally, coaching should increase the AC’s confidence to perform the process properly.

Delayed feedback allows the volunteer to become more proficient. Each time they perform a task they will have a source of feedback to reinforce what they have done correctly and be provided tips on what they can do better next time. Without the proper feedback, the complex skills needed will be hard to master. Thus, having proper feedback is highly needed.

As volunteers become more proficient and confident in their role, MCR believes the adoption process will be

improved and the number of returned dogs will decrease.

NOTE: The client has requested that some sort of “role play” exists in the final deliverable for this project.

3. Is it important to provide learners with a safe, controlled environment in which they can make mistakes as they learn?

X The pairing process can be harmful for the dog as well as the individuals considering adopting it. There is possible harm to the dog from adopters or vice-versa. With training being done in a safe and controlled environment it allows the volunteers to perform the process, make mistakes and be coached without any danger to dog or human.

4. Is there an expectation of interactive learning?

X As part of the adoption process training, MCR requires new ACs to interact with subject matter experts and get to know each dog.

5. Are people required to perform the task quickly and smoothly in the workplace?

X ACs need to perform/facilitate placements to help adoptive families relax. ACs also need to effectively decide which dog will best fit their home situation.

Delays in the process can cause anxiety for both the dogs and the humans involved in the adoption process.

6. Are people required to perform the task in situations that are unpredictable?

X Each dog and its potential future family dynamic will be different and unpredictable.

There is a meet and greet portion where the adoptee dog is required to meet any dogs currently living in the home. This situation is unpredictable.

7. Does one or more of the following reasons for NOT relying on a job aid alone exist in the on-the-job environment:

° A physical barrier that makes it difficult to use a job aid on the job

X While a job aid might be used for certain parts of the process (e.g. paperwork, answering questions, etc.), the bulk of the placement process cannot be performed while referencing a job aid. At times, the AC will be required to handle a dog and will have their hands full.

° A social barrier that makes it difficult to use a job aid on the job

The matching process requires ACs to make complex decisions regarding the interaction of dogs with potential human family members and pre-existingavailable dogs in the adoptive family.

Summary: State the Case for Training

For Meridian Canine Rescue (MCR) to be successful in its mission to rescue and place dogs, they need all Adoption Counselors trained to consistently facilitate the placement process. When the placement process is facilitated correctly, fewer dogs are returned to the shelter after placement and the adoptive families are happy with the process. As more families have good experiences with their new family member and their experience at MCR, more families will come to MCR to adopt their next dog.

Task Analysis

Descriptive Title for the Project


Data Sources

We used an interview with our SME as the primary data source for collecting information for our task analysis. We also had an additional SME review the task list for accuracy.

Additional data sources included reviewing existing documentation: o Idaho Humane Society Dog Adoption Handout o Idaho Humane Society Volunteer Training Guide o Idaho Humane Society - Dog Adoption Assistant Coach Guide o Meridian Canine Rescue Volunteer Handbook o Meridian Canine Rescue Pre-Adoption Application

Task Characteristics

Task Characteristic Description

Major Tasks The major tasks involved in Meridian Canine Rescue’s adoption matching process include:

Collecting information about Adopters Using the information to identify suitable dogs Introducing Potential Adopter to dog

Helping Adopters select the right dogs Completing the adoption paperwork

Goals for each major task Find out information about Adopters lifestyle Create a shortlist of dogs that would have the best fit with

the adopters situation and lifestyle Observe evidence that adoptive dog is comfortable around

the Adopter Confirm that adoptive dog has positive interaction with

family and existing pets Observe evidence that adoptive dog is treated appropriately

by Adopter Confirm details of adoption logistics.

Cues Interested Adopter visits MCR in search for a dog

Resources Volunteer handbook Kennel Card Toys and Treats Adoption Application Idaho Humane Society survey about Adopters and their home

settings

Standards that the completed task should meet

Adoption Counselors should follow the entire process without any shortcuts

Adoption Counselors should follow safety protocols for each matching

Adoption Counselors should avoid injuring dog and adopter(s)

Adoption Counselors should share all relevant information about adoptive dog with Adopter

Adoption Counselors should ensure the right Adopters are being matched with the right dogs in the right settings

Prerequisite Skills Prerequisite skills for volunteers include: Handling dogs with green and yellow status Comfortable talking to people Able to use deductive reasoning for complex decisions Able to demonstrate appropriate interaction with a dog Parallel walk a dog Conduct a fence walk

Assumptions:

Adoption Counselor has reviewed kennel cards of the dogs available in the shelter Adoption Counselor is able to identify signs of positive behavior in dogs Adoption Counselor is able to identify signs of fear/anxiety in dogs Adoption Counselor is able to identify signs of positive human behavior towards dogs

Completed Task Analysis

Task: Matching Adopters for dog adoption at Meridian Canine Rescue.

☞NOTE: Not all of the tasks listed below may happen on the same day. It is possible that an Adopter may meet a dog and return on another day to introduce any family members/existing animals to the available dog.

Yellow - Indicates critical steps

1. Collect information about adopters 1. Greet Adopters as they enter the kennel 2. Provide a brief overview of the adoption process

1. Answer questions and/or concerns Adopter may have about the adoption process. 2. Have Adopters fill out pre-screen survey

3. Ask Adopters questions about their lifestyle, family, and other family pets •Hot Tip: Ask probing questions

IF ADOPTERS RESPONSES TO QUESTIONS ARE

AND THEN

Alarming The Adopter is still interested in adopting

Ask follow up questions Refer to a staff member if

responses are alarming

Alarming The Adopter is no longer interested in adopting

Stop the adoption process

Non-alarming The Adopter is still interested in adopting

Proceed to Task 1.4

Non-alarming The Adopter is no longer interested in adopting

Stop the adoption process

4. Answer questions Adopter may have about available dogs

2. Select appropriate dogs

Input (What Prompts You)

Process (Activities)

Decision Questions Output (Results)

Potential adopter completed pre-screening survey

Kennel card information

Review pre-screening survey information

Identify appropriate dogs

Meet and greet Dog selection Dog adoption

What dogs would fit the temperament(s) of the adopter(s)?

What dogs would fit the temperament(s) of the adopter(s) children (if applicable)?

What dogs would thrive in the adopter(s) setting?

Best fit selected

What dogs would get along with other pets the adopters have?

3. Introduce Potential Adopter to dog 1. Retrieve dog from designated location in kennel 2. Place dog on leash 3. Walk dog from designated location to meeting place in kennel 4. Greet Potential Adopter at the meeting place in kennel with dog 5. Observe body language of dog and Adopter during meeting

☞NOTE: Look for signs of anxiety or fear in dog

IF THE THEN YOU SHOULD

Dog appears comfortable They may be unleashed during the meeting

Dog appears scared or fearful Ex:

Dog licking lips with closed mouth

Dog tail tucked between legs Dog paw popping - holding one

foot off the ground Avoiding interaction Lunges towards human Growls

Encourage interaction with the use of a toy or treat.

Interact with the dog. Then slowly work in interaction with adopters.

Monitor whether the Adopter has changed their behavior to accommodate the dog’s needs

Adopter(s) are uncomfortable or act inappropriately around the dog Ex.

Adopter(s) are scared to interact with the dog.

Children pet aggressively

Volunteer demonstrates appropriate dog interaction.

Encourage interaction with the use of treats and toys.

Volunteer monitors whether Adopter has changed their behavior to accommodate the dog's needs

6. Determine Potential Adopter(s) next steps in process

IF THE INITIAL MEETING BETWEEN THE DOG AND POTENTIAL ADOPTER

AND THE POTENTIAL ADOPTER

THEN

Went well Has small children Proceed to Task 4 to facilitate and meet and greet between Adopter(s) family and dog

Went well Has existing animals Proceed to Task 4 and facilitate a meet and greet between Adopter(s) family and dog

Went well Has no additional family members or children

Proceed to Task 5

Was inconclusive Has no additional family members or children

The Adoption Counselor can reschedule a follow up visit for Adopter(s) OR start the process over with step 1 and allow the Adopter(s) to select another dog.

4. Help Adopters select the right dogs 1. Determine the order of introductions between the Adopter Family and dog

IF THE ADOPTER FAMILY IS COMPOSED OF THEN

A single person Introduce single person to the dog

Adults and kids Introduce parents first, then the kids

Adults and other pets Introduce adults first, then pets

Adults, kids and pets Introduce adults first, then kids, then pets

2. Determine number of staff required for meet and greet •Hot Tip: For meet and greets involving resident dogs, small children, and/or MCR dogs with yellow or red tags, an Adoption Counselor must be assisted by a staff member so that there are two handlers present during the interactions.

IF THE MEET AND GREET INVOLVES THEN

Resident dogs, small children, and/or red/yellow status dogs

Get Staff member to assist with introductions and proceed to Task 4.3

No resident dogs, no small children, and no red/yellow status dogs

No action is required, proceed to Task 4.3

3. Take Adopter(s) family and dog outside to designated meeting location 4. Conduct a parallel walk with dogs 1. Place dogs 8-10ft apart in a parallel line 2. Walk dogs until both are calm 3. Observe body language of dogs during meeting

IF THE DOGS THEN

Appear comfortable and calm during the meeting Proceed to Task 4.5

Appear scared, fearful or hostile Ex:

Dog licking lips with closed mouth Dog tail tucked between leg Dog paw popping - holding one foot off the ground Avoiding interaction Lunges towards other dog

End the meeting

5. Conduct a fence walk with dogs •CAUTION: Skip the fence introduction if either dog has barrier reactivity issues. 1. Move dogs so that they are on opposite sides of a fence from each other 2. Walk dogs until both are calm 3. Observe body language of dogs during meeting

IF THE DOGS THEN

Appear comfortable and calm during the meeting Allow dogs to sniff each other through the fence.

Proceed to Task 4.6

Appear scared, fearful or hostile Ex:

Dog licking lips with closed mouth Dog tail tucked between leg Dog paw popping - holding one foot off the

ground Avoiding interaction Lunges towards other dog

End the meeting

6. Introduce leashed dogs to each other 1. Move dogs to a secure area where toys and food have been removed (ex. outdoor play

yard) 2. Observe body language of dogs during meeting

☞NOTE: If leashed meeting goes well proceed to Task 4.7, if not end the meeting.

IF THE DOGS APPEAR THEN

Comfortable and calm during meeting Proceed to Task 4.7

Appear scared, fearful or hostile Ex.

Dog licking lips with closed mouth Dog tail tucked between leg Dog paw popping - holding one foot off the ground Avoiding interaction Lunges towards other dog

End the meeting

7. Introduce dogs to each other while one dog is unleashed 1. Drop the leash of one dog in the designated meeting area so that they are able to interact

freely 2. Observe body language of dogs during meeting (refer to table in step 3.5)

8. Conclude meetings and return dog to its kennel

5. Complete the Adoption Paperwork 1. Provide Adopter(s) with Pre Adoption Application

☞NOTE: Adopter completes the Pre Adoption application for adoption and returns it to Adoption Counselor. •Hot Tip: Filling out a pre-adoption application does NOT obligate the Adopter

2. Review filled out application from Adopter and check for completeness

IF THEN

If there is missing information Return the application to Adopter to complete

If there is no missing information Proceed to Step 5.3

3. Complete “Recommendations Based on Observation” section at bottom of the Pre- Adoption Application 4. Inform Adopters that you will be passing off the application to a staff member for completion and they will need to wait while you get them

•Hot Tip: Stress that this will only take a few moments and thank them for their patience.

5. Give the application to the staff member for completion.

List (3-5 things) of What Is Critical, Difficult, and Complex

1. Meet and Greet - It is critical that the volunteer is familiar with recognizing positive and fearful behavior in dogs and is able to identify warning signs when introducing Adopters to available dogs.

2. Knowing whether the pairing is going to work - The volunteer has to make complex and difficult decisions on whether a pairing is going to work. They have to be able to inform Adopters whether or not a dog may fit their lifestyle/home environment. The volunteer also has to be able to identify whether an adopters dog and the shelter dog interact well with each other.

3. Available animals - It is critical to know enough information about the animals to be able to pair them based on the information collected when initially guiding the Adopter around the kennel. Having all the facts can be complex as there are on average 30 dogs at the rescue at all time. Volunteers can have difficulty keeping up with all of the available shelter dogs and their corresponding information.

Learner Analysis



Brief Description of the Learners

Learners consist of over 100 volunteers and four full time staff members. It is estimated that only 5 of the volunteers have proper training to match a dog with its forever home and family. These volunteers range from 16 to 70 years old in age and all levels of education. The average age of volunteers is 54, due to the heavy numbers of high school and retired volunteers.

Sources and Methods

Data Sources Data Collection Method(s)

2 page paper survey drafted by Boone Steinmetz and Rob Ash Two Page Paper Survey

Observation of Meridian Canine Rescue on peak volunteer and community attended days ( Wednesday and Sunday) via Boone Steinmetz and Rob Ash

Observation

Interview with Lisa from Boone Steinmetz about processes, policies and overview of MCR and its current training.

Interview

Data-Gathering Instruments

We created a 2-page paper survey for the sample of 100 volunteers. We received 21 completed surveys from volunteers. The main focus of the survey was to understand volunteer’s prior knowledge, relevant skills and their motivation for volunteering at MCR. We also wanted to understand their training prior to our project, what the volunteers liked and disliked, as well as what they hope to learn from training at MCR.

Findings and Implications: What you found out about Learners and their Instructional Implications

Relevant Skills

Learner Characteristic

Findings: What you found out about each

characteristic

Data Source/Method:

List a data source/method for

each finding

Instructional Implications: Ideas for the instruction in the form

of “therefore” statements

Prior Knowledge—what the target population already knows and does

Only two of the existing volunteers believe they can not tell the negative and positive behaviors and characteristics of both the dog and the potential forever home family.

Survey Therefore, it is crucial we show the relevance of our training (Keller’s ARCS Model). We should explain and demonstrate how the new training provided will improve and add on to the prior trainings from MCR.

Targeted Skills—what the target population will specifically need to learn—and what’s critical, difficult, or hard about that

Lack of yellow status dog comfortability

Yellow dog training and awareness stood out the most 8 of the 21 surveyed volunteers don’t feel comfortable with the yellow status dogs. According to the survey the 2nd most useful piece of prior training at MCR was the handling yellow status dogs

NOTE:Green status dogs have no restrictions while yellow status dogs have restrictions that prospective forever family needs to be aware of.

Survey

Therefore, Merrill’s First Approach of Application, specifically the usage of delayed feedback will be effective. Due to the level of difficulty with the yellow status dogs, learners will start getting familiarity with the green status dogs then through feedback will be promoted to the other more complex dogs. Showing a level of confidence and skill is needed to move from green to yellow status dogs.

Relevant Contextual Factors

Learner Characteristic

Findings: What you found out about each characteristic

Data source/method

List a data source/method for each finding

Instructional Implications: Ideas for the instruction

in the form of “therefore” statements

Orienting Context—Learner motivations related to the job

The largest reason that existing volunteers are involved with MCR is due to their overall

Survey

Therefore, using Keller’s ARCS model and showing the relevance of the

and any corresponding job training

passion for dogs. 13 of the 21 volunteers surveyed said they do so for their love for dogs or to make a difference. The rest of the volunteers mentioned that they are at MCR because they are retired and looking to occupy their time.

training and how it will positively affect the rates of dogs staying in their forever homes is vital.

Therefore, using Keller’s ARCS model to ensure satisfaction would confirm the fact that MCR is a great community. Additionally, it would also confirm that MCR is a challenging and rewarding experience for those involved.

Instructional Context—Any factors in the learning environment that may affect learning

MCR is a difficult environment for learning and development due to the foot traffic and noise level of the dogs.

Observation

Therefore, it is important to use a separate location to do introductory instructor-led training. Later, the training would transition over to MCR’s main facilitates for an interactive learning phase.

Transfer Context—Any factors related to the workplace that could facilitate or hinder application of learned skill on the job

Behavior is unpredictable for both dogs and humans.

5 out of the 21 of the volunteers were identified as having 5+ years of volunteering at MCR (senior level of experience).

Observation

Therefore, Millers Activation phase is essential. To aid against the unpredictable we need to provide learners with real life scenarios to build on the foundation of new knowledge.

Therefore, there can be a negative perspective on the new training with learners possibly having a sense of “why do I need this?”.

Mode of Delivery

[Select a delivery mode and provide a rationale.]

Delivery Mode (select one or more)

Rationale

□ Instructor-led training. Can include:

X Traditional classroom □ Virtual classroom

□ Self-paced training. Can include:

□ Print-based workbooks □ Online/eLearning that

learners complete individually

X Structured on-the-job training

□ Flipped classroom

We decided, as an ID team based on the motivation of our learners and the current condition of MCR that a structured on-the-job training would the best fit. This is also based of our stakeholder’s request to have a more developed instructional training. There is data from the survey that showed 100% of the volunteers prefer interactive learning with the dogs over other methods of training. However the need of a traditional classroom is needed so moving off site for the first phase of training will be necessary. This is crucial to MCR, because the environment of which training in a traditional classroom would occur at MCR is not the best environment due to dogs barking, families coming in and out of the kennels and other occasional distractions to a desired environment.

JOB-FOCUSED OBJECTIVES



Critical Tasks that the Training Will Address

1. 2. Select appropriate dogs

2. 3. Introduce Potential Adopter to dog

Job-Focused Instructional Objectives

# Performance (include TA #)

Conditions on the job Criteria on the job

1 2. Adoption Counselor (AC) will identify appropriate dogs.

Cues Given: Potential Adopter

comes in with a specific dog in mind and

Potential Adopter completed pre-adoption questionnaire

Resources Pre-screening

questionnaire Kennel Cards

Adoption Counselor (AC) chooses dogs:

Who fit the temperament(s) of the adopter(s)? i.e. marathon, couch potato

Who fit the temperament(s) of the adopter(s) children (if applicable)? i.e. family friend

Who would thrive in the adopter(s) setting? i.e. hidden gem, long periods alone.

Who would get along with other pets the adopter(s) have? i.e. single sidekick, canine comrade

Potential Adoptive Dogs

Poster (Job Aid) listing temperaments of dogs and how they pair with potential adopters.

AC identifies appropriate dogs, if any.

AC Identifies appropriate dogs within 2 minutes.

2 3. AC will introduce Potential Adopters to dog(s)

Cues Given: Appropriate dog(s)

have been identified by the AC

Potential Adopters are interested in meeting at least one of the dogs identified by the AC

Potential Adopter(s) who arrive at MCR with a specific dog in mind are verified that dog would be a best fit for them

Resources Toys and Treats Leashes

The meet and greet of the Potential Adopter(s) and the dog(s) is done safely.

AC introduces dog(s) who are best fits for both Potential Adopter(s) and the dog(s) based on the prescreening survey information.

AC introduces dog(s) who are best fits for both Potential Adopter(s) and the dog(s) based on the potential adopter coming in with a specific dog in mind.

AC monitors behavior between Potential Adopter(s) and dog(s):

If the dog appears comfortable during the meeting, AC drops leash.

If the dog appears scared or fearful, the AC encourages interaction by:

the use of a toy or treat.

interacting with the dog

works in interaction with the Potential Adopter(s)

demonstrating the appropriate behavior of how humans act towards dogs.

If Potential Adopter(s) are uncomfortable or act inappropriately around the dog, the AC will:

Demonstrate appropriate interaction with the dog

Encourage interaction with the use of treats and toys

Demonstrate the appropriate behavior of the humans towards dogs

AC determines whether to proceed or terminate the adoption of this dog with this Potential Adopter(s):

If the introduction went well and the adopter has small children, then proceed to the meet and greet between the dog and the adopters small children.

If the introduction went well and the adopter has existing pets, then proceed to a meet and greet between the adopters pets and the dog.

If the introduction was inconclusive and the adopter has no additional family members, children, or pets, then reschedule a follow up visit for the adopter or start the process over with a different dog.

Performance Assessment Instrument



Critical Tasks that the Training Will Address

2. Select appropriate dogs

3. Introduce Potential Adopter to dog

Objectives

Performance (include TA #)


2. Adoption Counselor (AC) will identify appropriate dogs.

Cues Given: Potential Adopter

comes in with a specific dog in mind and

Adoption Counselor (AC) chooses any appropriate dogs:

Who fit the temperament(s) of the adopter(s). i.e. marathon, couch potato

Who fit the temperament(s) of the adopter(s) children (if applicable). i.e. family friend


Resources Pre-screening

questionnaire Kennel Cards Potential Adoptive

Dogs Job Aid- poster listing

temperaments of dogs and how they pair with potential adopters.

Who would thrive in the adopter(s) setting. i.e. hidden gem, long periods alone.

Who would get along with other pets the adopter(s) have. i.e. single sidekick, canine comrade

AC Identifies appropriate dogs within 2 minutes.

3. AC will introduce Potential Adopters to dog(s)

Cues Given: Appropriate dog(s)

have been identified by the AC



Resources Toys Treats Leashes

The meet and greet of the Potential Adopter(s) and the dog(s) is done safely, without endangering

Potential Adopter(s)

Dogs

ACs

AC introduces dog(s) who are best fits for both Potential Adopter(s) and the dog(s) based on the prescreening survey information.





the use of a toy or treat.

interacting with the dog

works in interaction with the Potential Adopter(s)

demonstrating the appropriate behavior of how humans act towards dogs.








If the introduction was inconclusive and the adopter has no additional family members, children, or pets, then show a different selected dog, reschedule a follow up visit for the adopter, or start the process over to identify a different set of dogs for potential adoption.

Type of Performance Assessment and Rationale

Type of

Assessment

Rationale

Process assessment

As indicated in the task analysis, successfully matching the right dog with a potential adopter requires analyzing the data in the pre-adoption questionnaire to determine which dog(s) currently at MCR are potential matches and then validating the match by introducing the potential to the dog.

To assess learner performance in selecting and introducing dogs to potential adopters, team 4Ever designed an assessment with process assessment elements. The process elements are assessed by having the learner complete the two tasks with predefined scenarios. The instructor will be able to observe and assess learner performance with the supplied checklists for the most critical aspects of of each process.

Process Assessment

Prerequisites

Adoption Counselors: Can handle dogs with green and yellow status. Identify signs of positive behavior in dogs Identify signs of fear/anxiety in dogs Identify signs of positive human behavior towards dogs

Set up Assessment will be completed at MCR’s site. The maximum class size is 2 learners. Each class will be instructed by a member of the MCR staff. An assessment requires the completion of the scenario for objective 2 and objective 3. Each

Assessment should not require more than 20 mins to complete. The instructor and other learner will not provide any feedback or guidance during the

assessment. Instead, observe the entire process for the first two scenarios for both tasks and then provide the learner(s) with feedback.

The assessment will stop if the instructor is concerned about the health or safety of adopters, volunteers, or dog(s).

If the learner(s) successfully completes the first two scenarios, the last scenario of the assessment should be administered.

Required Materials for the Assessment Copies of Kennel Cards for each Dog at MCR Two completed Pre-Adoption Questionnaires (one for each scenario) Dog Leash Additional staff member or adoption counselor to role play adopters during objective 3 for

scenarios 1 & 2.

Instructions for the Instructor The Adoption Counselor (AC) will use the information in each scenario to demonstrate that they can identify at least two dog recommendations using the questionnaire data and then observe the behavior between the adopter(s) and the dog(s) for potential warning signs/concerns. As

illustrated in Figure 1 below, these assessment scenarios will be completed by working through Scenario 1 for objective 2 and objective 3. Then Scenario 2 will be completed for objective 2 and objective 3 with the MCR Staff providing feedback the second scenario.

Figure 1

If the AC successfully completes both Scenarios, then a MCR staffer will observe the AC facilitating the adoption process for the next adopters to arrive at MCR.

Scenario Flowchart

Objective 3 Instructions During Scenarios 1 & 2, the individual(s) role playing as potential adopters should choose to exhibit at least one of the following behaviors so trainee has opportunity to observe/identify.

Appear uncomfortable and/or afraid of dog Stand at a distance from dog Move away from dog Unwilling to make contact with dog

Handle dog roughly Aggressive or excessive force petting dog Loud or harsh tone when talking to dog

Stand over dog (e.g. Unwilling to get on level with dog)

Scenario 1

Young Family Jim and Lindsay are looking to adopt at least one dog. They provided the following information in the pre-adoption questionnaire:

Pre-Adoption Questionnaire Data

Scenario 2

Empty Nesters

Brian and June are looking to adopt at least one dog, possibly two dogs. They provided the following information in the pre-adoption questionnaire: Pre-Adoption Questionnaire Data

For Objective # 2: Adoption Counselor will identify appropriate dogs.

Criteria Scenario 1 Scenario 2 Scenario 3: Observed Adoption Process

Select dog using pre-adoption questionnaire

[ ] Required: Select potential dog(s) in 2 minutes

[ ] Required: Dog Temperament is good match for adopter’s

[ ] Required: Potential for Dog to thrive in adopter’s situation (environment)

[ ] If Appropriate: Dog Temperament is appropriate for children in home

[ ] If Appropriate: Dog would fit with adopter’s other pets




[ ] If Appropriate: Dog Temperament is appropriate for children in hom





[ ] If Appropriate: Dog Temperament is appropriate for children in hom


For Objective # 3: Adoption Counselor will introduce Potential Adopters to dog(s)

Criteria Case Study Scenario 1 Case Study Scenario 2 Scenario 3: Observed Adoption Process

Monitor behavior between Potential Adopter(s) and dog(s)

[ ] Required: Dog appears comfortable [ ] Required: Leash dropped



[ ] Required: Adopter 1 appears comfortable [ ] Required: Adopter 2 appears comfortable [ ] Required: Adopter 1 acts appropriately [ ] Required: Adopter 1 acts appropriately [ ] Required: Dog appears comfortable with Adopter 1 [ ] Required: Dog appears comfortable with Adopter 2



Determine whether to proceed with adoption of dog

[ ] Required: No warning signs issues during “Monitor behavior between Potential Adopter(s) and dog(s)”

[ ] Required: No inappropriate behavior/reactions by adopters





To demonstrate proficiency, 90% of items in the checklist for each scenario should be correctly observed by the learner.

Mastery Level

To achieve mastery, all checklist items in scenario 1 & 2 should be correctly identified by the learner (learner’s selection and observation match instructor) and at least 90 % of the items were correctly identified during the observed adoption process.

Remediation Instructions

If a learner is unable to demonstrate proficiency during scenarios 1, 2 and/or the observed adoption, they will spend additional time with the instructor reviewing the training and observing adoptions with potential adopters at MCR.The instructor will then schedule time for additional roleplay practices.

The learner can retake the assessment after the items missed during the previous assessment are correctly identified during the additional practices.

Instructional Plan Worksheet

Team 4Ever: Roberta Dombrowski, Robert Ash, Devin Erickson, and Boone Steinmetz A. Use this table to specify the overall length of the training program

How long (in minutes) is the entire training program? 175 minutes

How many units will you include in the training program? 2 units

B. Use these tables to briefly (2 – 3 sentences each) describe each element of the training program NOTE: The Instructor for the training will be an experienced Adoption Counselor (AC) or experienced Staff member. Introduction to the training program

How much time (in minutes) will be allocated to the introduction?

5 minutes

Write a brief (2-3 sentences) description of the introduction

The Instructor will begin by: Welcoming participants to training Introducing themselves and their experience at Meridian Canine

Rescue Introducing Experienced Adoption Counselors and/or staff

members who are going to assist in Practice Scenarios Explaining why the training is important to MCR, the dogs, and

volunteers themselves, explaining the training objective and how it supports the overall business objective (consistently pairing rescue dogs with a safe lifelong family)

Communicating length of the program, number of practice exercises, assessment upon completion of practice exercises, and locations where the training takes place

Unit 1: Identify appropriate dogs Unit 1 Objective:

Performance (include TA #)



Cues Given:

Potential Adopter comes in with a specific dog in mind and


Resources

Pre-adoption questionnaire

Kennel Cards Potential Adoptive Dogs Job Aid poster listing

temperaments of dogs and how they pair with potential adopters

Adoption Counselor (AC) chooses any appropriate dogs:

o Who fit the temperament(s) of the adopter(s)? i.e. marathon, couch potato

o Who fit the temperament(s) of the adopter(s) children (if applicable)? i.e. family friend

o Who would thrive in the adopter(s) setting? i.e. hidden gem, long periods alone.

o Who would get along with other pets the adopter(s) have? i.e. single sidekick, canine comrade

AC identifies dogs within 2 minutes.

Phase How much time (in

minutes) will

be allocated to each

phase?

Write a brief (2-3 sentences) description of each phase. Provide enough detail to show that each phase meets Merrill’s relevant corollaries.

Activation

10 minutes

The phase of this training will take place in a designated training area at MCR’s campus. The Instructor will:

Review the learning goals for the unit prior to beginning instruction

Introduce the kennel cards and pre-adoption questionnaire as tools that learners will use throughout the course

Introduce job aid poster listing temperament styles that serves as advanced organizer

Remind Adoption Counselors about what’s critical, difficult and complex about matching dogs to their forever homes

Facilitate a group discussion about what's important about matching shelter dogs to forever homes (right adopter, right dogs, right setting).

Demonstration

15 minutes

The phase of this training will take place in a designated training area at MCR’s campus. The Instructor will show two video scenarios. The first video scenario will show an ideal state of an Adoption Counselor using the mnemonic and properly identifying a dog with their forever family, using the appropriate tools (pre-adoption questionnaire, kennel cards, and temperament styles job aid poster, and explaining the instruction step-by-step with special attention to the tasks that are critical, difficult, and complex:

Identifying the dog’s temperament style Determining the adopter(s) temperament style Matching dog to adopter based on temperament Matching dog and adopter to setting

The second video scenario will show a non-ideal state (potential adopter not providing appropriate information and/or answering ACs questions fully) of the Adoption Counselor identifying a dog with their forever family, using the appropriate tools, and explaining the step by step instructions. At the end of the video scenarios, the instructor facilitates a group discussion, asking the learners to compare and contrast the two scenarios (what was different, what was similar, etc.).

Application

60 minute

s

The phase of this training will take place in a designated training area at MCR’s campus. a. Number of practices: 6

Number of assessments: 1 b. Write a short description of each application activity in the order in

which learners will complete them. NOTE: Practices 1-3 appear in a self-paced printed workbook that the Instructor will provide for the learner. The learner is to complete the printed workbook activities individually. When they have completed the activities, they are to notify the instructor to review their responses. Practices 4-6 occur in the form of real-time instructor-led training practice scenarios. This design decision was made to ensure that the learners have adequate practice to pass the assessment and demonstrate their mastery of how they will actually match dogs to adopters and settings the actual MCR facility. Earlier practices may take

longer time to complete while later practices diminish in time completion until ACs meet the 2 minute time criterion. Practice 1: The Adoption Counselor will use the pre-adoption questionnaire and information from the kennel card to complete a self-paced workbook activity where they identify an “easy” dog (couch potato) with a single potential adopter who is easy to please with great settings (no other animals, willing to train, etc.). Practice 2: The Adoption Counselor will use the pre-adoption questionnaire and information from the kennel card to complete a self-paced workbook activity where they identify an “easy” dog (single sidekick) with a single potential adopter who is easy to please with great settings (no other animals, willing to train, etc.). Practice 3: The Adoption Counselor will use the pre-adoption questionnaire and information from the kennel card to complete a self-paced workbook activity where they identify a friendly dog (canine comrade) for a family with a small child, no other animals and a good settings (willingness to train, open space, etc.). Practice 4: Experienced Adoption Counselors will act out the role(s) of potential adopters in a real-time practice scenario. The Adoption Counselor will use the pre-adoption questionnaire and information from the kennel card to identify an active dog (marathon runner) with a potential couple who have an inactive lifestyle and minimal free time to spend with the dog in under 2 minutes. Practice 5: Experienced Adoption Counselors will act out the role(s) of potential adopters in a real-time practice scenario. The Adoption Counselor will use the pre-adoption questionnaire and information from the kennel card to identify a large friendly dog (family friend) for a potential couple with a small child , existing dog, and small active settings (small apartment, frequent visitors, willing to train) in under 2 minutes. Practice 6: Experienced Adoption Counselors will act out the role(s) of potential adopters in a real-time practice scenario. The Adoption Counselor will use the pre-adoption questionnaire and information from the kennel card to identify a quiet dog (hidden gem) for a family with two children under the age of 10, an existing dog, and active settings in under 2 minutes. Assessment 1: Experienced Adoption Counselors will act out the role(s) of potential adopters. The Adoption Counselor will use the pre-adoption questionnaire and information from the kennel card to identify a dog for a family with two children under the age of 10, an existing dog, and active settings in under 2 minutes.

Coaching Table

Strategy Practices 1 +

2

Practice 3

Practice 4 Practice 5 Practice

6

Assessment

Before the activity begins Remind learners to use: pre-adoption questionnaire, Kennel Cards, and job aid poster listing temperaments

X

X

X

Remind learners what is critical, difficult, and complex

Instructor goes over:

Dog temperament styles

Temperament styles of adopter

Comparisons between the dog

and adopters

Dogs that have temperament styles that would thrive in the adopters settings

During the activity Coaching (provides error detection and correction)

The self-paced printed workbook provides error detection and correction. The AC completes part of each practice activity, then checks their responses in a key located in workbook after each step in the dog selection process:


Temperament styles of

Instruction provides error detection and correction after completing several steps in the dog selection process:



Comparisons between the




Comparisons between the

adopter

Comparisons between the dog and adopters


dog and adopters


dog and adopters


Coaching Guidance (Key information highlighted on pre-adoption questionnaire)

X X

Coaching Guidance (Provide tips on pre-adoption question

X

naire guiding learners to a particular dog temperament category)

After the activity Use the performance assessment checklist to provide delayed feedback

X X X X X X

Unit 2: Introduce the dog and the owner(s)


Cues Given:

Appropriate dog(s) have been identified by the AC



Resources Toys Treats Leashes

The meet and greet of the Potential Adopter(s) and the dog(s) is done safely, without endangering

o Potential Adopter(s) o Dogs o ACs

AC introduces dog(s) who are best fits for both Potential Adopter(s) and the dog(s) based on the pre-adoption questionnaire information.





the use of a toy or treat. interacting with the dog works in interaction with the

Potential Adopter(s) demonstrating the appropriate

behavior of how humans act towards dogs.








If the introduction was inconclusive and the adopter has no additional family

members, children, or pets, then show a different selected dog, reschedule a follow up visit for the adopter, or start the process over to identify a different set of dogs for potential adoption.

Phase How much

time (in minutes)

will be allocated to each phase?

Write a brief (2-3 sentences) description of each phase. Provide enough detail to show that each phase meets Merrill’s relevant corollaries.

Activation 10 minutes


Review the learning goals for the unit prior to beginning instruction Introduce the leash, toys, and treats as tools that will be used

throughout this unit Remind Adoption Counselors about what’s critical, difficult and

complex about introducing dogs to potential adopters Remind adopters about most important behaviors they should be

looking for in the human and dogs during the introductions.

Facilitate a group discussion about what's important about introducing dog and the owner(s)

Demonstration

15 minutes

The phase of this training will take place in a designated training area at MCR’s campus. The Instructor will show two video scenarios. The first video scenario will show an ideal state of an Adoption Counselor introducing a dog to a potential adopter, using the appropriate tools, and explaining the instruction step-by-step with special attention to the tasks that are critical, difficult, and complex:

Introducing dogs that are the best fit based on pre-adoption questionnaire

Monitoring behavior between potential adopters and dogs Adjusting introduction techniques based on behavioral responses

of the potential adopters and dogs Determining how to proceed based on the potentials adopters

interaction with the dog Ensuring the interaction is done safely

•Hot Tip: Look for signs of anxiety or fear in the dog. The second video scenario will show a non-ideal state of the Adoption Counselor introducing a dog to a potential adopter, using the appropriate tools, and explaining the step by step instructions. At the end of the video scenarios, the instructor facilitates a group discussion, asking the learners to compare and contrast the two scenarios (what was different, what was similar, etc.).

Application 40 minutes

The phase of this training will take place in a designated meeting area at MCR’s campus. a. Number of practices: 3

Number of assessments: 1

b. Write a short description of each application activity in the order in which learners will complete them.

NOTE: All practice scenarios from in this unit were introduced during unit

1. The goal is to guide learners practice scenarios from the earlier unit and progress them through the next step in the adoption process. The practice activities presented in this unit are in the form of live role-play scenarios where learners introduced potential adopters to dogs.

Practice 1: The learner will walk through a role-play practice scenario

where they walk through introducing an “Easy” dog (couch potato) to the Potential Adopter. The Experienced Adoption Counselor will act as the potential adopter who is easy to please with great settings (no other

animals, willing to train, etc.). The learner uses the leash, whistle, and treats during the introduction as needed.


where they walk through introducing a friendly dog (family friend) to the Potential Adopter. The Experienced Adoption Counselor will act as the potential adopter who has a significant other, small child, and existing dog. The learner uses the leash, whistle, and treats during the introduction as needed.


where they walk through introducing a quiet dog (hidden gem) to the Potential Adopter. The Experienced Adoption Counselor will act as one of the potential adopters who has a significant other, two children under 10, an existing dog, and active settings. The learner uses the leash, whistle, and treats during the introduction as needed.

Assessment: The learner will walk through a role-play practice scenario

where they walk through introducing a quiet dog (hidden gem) to the Potential Adopter. The Experienced Adoption Counselor will act as one of the potential adopters who has a significant other, two children under 10, an existing dog, and active settings. The learner uses the leash, whistle, and treats during the introduction as needed.

Coaching Table

Practice 1 Practice 2 Practice 3

Assessment

Before the activity begins Remind learners to use tools - leash,

X

whistles, treats




Monitoring behavior between potential adopters and dogs

Adjusting introduction techniques based on behavioral responses of the potential adopters and dogs

Determining how to proceed based on the potentials adopters interaction with the dog

Ensuring the






Ensuring the

interaction is done safely

interaction is done safely.


Instruction provides error detection and correction during each step in the dog introduction process:




Determining how to proceed based on the potentials

Instruction provides error detection and correction after each step in the dog introduction process:




Determining how to proceed based on the potentials

adopters interaction with the dog

Ensuring the interaction is done safely

adopters interaction with the dog



X X X X

Integration 15 minutes

The phase of this training will take place in on the kennel floor at MCR’s campus two weeks after the training event. The Instructor asks each AC to perform the tasks of identifying appropriate dogs and introducing a dog to the owner with a potential adopter that enters MCR looking to adopt. After completing the exercise, the Instructor facilitates a group discussion where each AC is asked to identify an area of the process where they are most likely to encounter any problems or issues and explain their reasoning. The learners will set a strategy on how they plan to deal with this issue when they encounter it in the field.

Conclusion to the training program

How much time (in minutes) will be allocated to the conclusion?

5 minutes

Write a brief (2-3 sentences) description of the conclusion

The phase of this training will take place in a classroom setting at MCR’s campus. The Instructor will:

Provide a summary of the content covered Remind ACs why the training is important for

MCR, the dogs, and the ACs Thank the learners for their time Administering a level 1 training evaluation Dismiss the learners

Detailed Instructional Plan


Meridian Canine Rescue (MCR) is a non-profit; no kill canine rescue dedicated to giving homeless and owner-surrendered dogs a second chance. Too often shelter animals are not given the time to find new families and guardians because of overcrowding. MCR works to reduce the number of homeless and owner surrendered dogs in shelters, both locally and regionally, without the need for euthanasia.

For Meridian Canine Rescue (MCR) to be successful in its mission to rescue and place dogs, they need all Adoption Counselors trained to consistently facilitate the placement process. When the placement process is facilitated correctly, fewer dogs are returned to the shelter after placement and the adoptive families are happy with the process.

Course Information

Performance Gap(s) Strategic Business Objective(s)

Desired Performance: What we want our Adoption Counselors (AC) to do is facilitate the pairing process during adoption shifts so each dog is adopted by a family with a suitable and safe home, resulting in fewer than 15% of dogs adopted at MCR are returned.

Actual Performance: What our Adoption Counselors (AC) are doing now is facilitating pairing process during adoption shifts so an average 20% of

By improving the pairing of dogs with families, the following organizational objectives will be improved:

Improved productivity - more dogs will be rescued and placed with the right families and not returned.

Increased organizational capacity and growth - less time, money, and space required for dogs returned to MCR will allow more dogs to be rescued.

dogs adopted at MCR are returned.

Mode of Delivery

Rationale

Self-paced training: Print-based

workbooks that learners complete individually

and

Structured On-the-job Training:

Practice scenarios

A blended training with self-paced training and structured on-the-job training at MCR was determined to be the best fit for the scope, budget, and limited staff availability at MCR.

The key factors and rationale for this decision is explained in more detail below:

Since MCR is a nonprofit organization, time and cost are major constraints of not only their trainers but their volunteers. It would become time consuming and costly for each new volunteer to train an offsite campus with an individual trainer. Therefore, training at their own self-paced printed workbook is a simple solution.

The stakeholder’s also requested to have a more developed instructional training. There is data from the survey that showed 100% of the volunteers prefer interactive learning with the dogs over other methods of training. However, the need of a concentrated self-paced training is necessary to begin proper education prior to the OTJ training. Self-paced off campus training is crucial, because the environment where traditional classroom would occur at MCR is not the best environment due to dogs barking, families coming in and out of the kennels and other environmental distractions.

Prerequisites

Adoption Counselors: Can handle dogs with green and yellow status Review kennel cards of the dogs available in the shelter Identify signs of positive behavior in dogs Identify signs of fear/anxiety in dogs Identify signs of positive human behavior towards dogs Comfortable talking to people Able to use deductive reasoning for complex issues

Sequencing of Objectives

Due to the complex nature of our training, the team and stakeholders with MCR concluded that the best fit of introducing and training the objects is doing so chronologically. By starting with the first task that is needed and ending with the last thing that would be done. The major tasks involved in Meridian Canine Rescue’s adoption matching process will be addressed and included in this order:

1. Identify appropriate dogs 2. Introduce the dogs and the owner(s)

Division of objectives into units Unit 1:Identify Appropriate Dogs Unit 2:Introduce the dogs and the owner(s) Introduction

Course Element

Description / Explanation Resources Graphics Estimated Time

Course introduction

The Instructor will begin by: Welcoming participants to

training Introducing themselves and

their experience at Meridian Canine Rescue

Introducing Experienced Adoption Counselors and/or staff members who are going to assist in Practice Scenarios

Explaining why the training is important to MCR, the dogs, and volunteers themselves, explaining the training objective and how it supports the overall business objective (consistently pairing rescue dogs with a safe lifelong family)

Communicating length of the program, number of practice exercises, assessment upon completion of practice exercises, and locations where the training takes place

5 minutes

Unit 1: Identify appropriate dogs

Course Element

Description / Explanation Resources Graphics Estimated

Time

Transition from preceding unit (if applicable)

NOTE: This is intentionally left blank, all course content is being presented at MCR.

Unit Objective(s)

Performance (Include TA #)

Conditions on the Job

Criteria on the Job


Cues Given: Potentia

l Adopter comes in with a specific dog in mind and


Resources Pre-

adoption questionnaire

Adoption Counselor (AC) chooses any appropriate dogs: o Who fit

the temperament(s) of the adopter(s)? i.e. marathon, couch potato

o Who fit the temperament(s) of the adopter(s) children (if applicable)? i.e.

Kennel Cards

Potential Adoptive Dogs

Job Aid poster listing temperaments of dogs and how they pair with potential adopters

family friend

o Who would thrive in the adopter(s) setting? i.e. hidden gem, long periods alone.

o Who would get along with other pets the adopter(s) have? i.e. single sidekick, canine comrade

AC identifies dogs within 2 minutes.

Activation

The phase of this training will take place in a designated training area at MCR’s campus.

The Instructor will:

Ask what is hard about matching shelter dogs to their forever homes

Explain that this training will help ACs make this match

o Review the learning goals for the unit prior to beginning instruction

Kennel Cards


Job Aid listing temperament styles

10 minutes

o Introduce the kennel cards and pre-adoption questionnaire as tools that learners will use throughout the course

o Introduce job aid poster listing temperament styles that serves as advanced organizer

o Remind Adoption Counselors about what’s critical, difficult and complex about matching dogs to their forever homes

Demonstration

The phase of this training will take place in a designated training area at MCR’s campus. The Instructor will show two video scenarios. The first video scenario will show an ideal state of an Adoption Counselor using the mnemonic and properly identifying a dog with their forever family, using the appropriate tools (pre-adoption questionnaire, kennel cards, and temperament styles job aid poster, and explaining the instruction step-by-step with special attention to the tasks that are critical, difficult, and complex:

Identifying the dog’s temperament style Determining the adopter(s)

temperament style Matching dog to adopter based on

temperament Matching dog and adopter to setting

The second video scenario will show a non-ideal state (potential adopter not providing appropriate information and/or answering ACs questions fully) of the Adoption Counselor identifying a dog with their forever family, using the appropriate tools, and explaining the step by step instructions. At the end of the video scenarios, the instructor facilitates a group discussion, asking the learners to compare and contrast the two scenarios (what was different, what was similar, etc.).


Kennel cards

Temperament style job aid

Video scenarios

15 minutes

Application

a. Number of practices: 6 Number of assessments: 1 B.

NOTE: Practices 1-3 appear in a self-paced printed workbook that the Instructor will provide for the learner. The learner is to complete the printed workbook activities individually. As they work through the problems, they can compare their responses to an answer sheet in the booklet (front page is the question, back page has the answer key). When they have completed the activities, they are to notify the instructor to review their responses . Practices 4-6 occur in the form of real-time instructor-led training practice scenarios. This design decision was made to ensure that the learners have adequate practice to pass the assessment and demonstrate their mastery of how they will actually match dogs to adopters and settings the actual MCR facility. Earlier practices may take longer time to complete while later practices diminish in time completion until ACs meet the 2 minute time criterion.

Practice 1: The Adoption Counselor will use the pre-adoption questionnaire and information from the kennel card to complete a self-paced workbook activity where they identify an “easy” dog (couch potato) with a single potential adopter who is easy to please with great settings (no other animals, willing to train, etc.).

Practice 2: The Adoption Counselor will use the pre-adoption questionnaire and information from the kennel card to complete a self-paced workbook activity where they identify an “easy” dog (single sidekick) with a single potential adopter who is easy to please with great settings (no other animals, willing to train, etc.) but thought they might want a dog with additional needs (hidden gem).

Practice 3: The Adoption Counselor will use the pre-adoption questionnaire and information from the kennel card to complete

Printed practice workbook


Kennel cards

Temperament style job aid

60 minutes

a self-paced workbook activity where they identify a friendly dog (canine comrade) for a family with a small child, no other animals and a good settings (willingness to train, open space, etc.). They looked on the website and found a dog they are interested in but that dog was adopted the previous day.

Practice 4: Experienced Adoption Counselors will act out the role(s) of potential adopters in a real-time practice scenario. The Adoption Counselor will use the pre-adoption questionnaire and information from the kennel card to identify a friendly dog (canine comrade) with a potential couple who have an active lifestyle but minimal free time to spend with the dog but think they want an active dog (marathon runner) in under 8 minutes.

Practice 5: Experienced Adoption Counselors will act out the role(s) of potential adopters in a real-time practice scenario. The Adoption Counselor will use the pre-adoption questionnaire and information from the kennel card to identify the two best dogs for a potential couple with a small child , existing dog, and small active settings (small apartment, frequent visitors, willing to train) and think they want a large friendly dog (family friend) in under 6 minutes.

Practice 6: Experienced Adoption Counselors will act out the role(s) of potential adopters in a real-time practice scenario. The Adoption Counselor will use the pre-adoption questionnaire and information from the kennel card to identify the two best dogs for a family with two children under the age of 10, an existing dog, and active settings in under 2 minutes.

Assessment 1: Experienced Adoption Counselors will act out the role(s) of potential adopters. The Adoption Counselor will use the pre-adoption questionnaire and information from the kennel card to identify a dog for a family with two children under the age of 10,

an existing dog, and active settings in under 2 minutes.

c. Practice Consistency: The consistency is shown with by having the Adoption Counselors going over the pre-adoption questionnaire with the kennel card and then addressing the forever homes Diminishing Coaching: Coaching diminishes by scaffolding the amount of materials and aid that the ACs have to perform the objectives as well as gradually reducing the amount of guidance and allowing the AC to take over. Varied Problems: The problems vary by the amount of time the AC has to perform the objective as well as the scenarios either being ideal or nonideal.

Integration

See Integration Activity in Unit 2. N/A N/A N/A

Estimated total time

85 minutes

Coaching Table

Strategy Practices 1 + 2

Practice 3


Assessment

Before the activity begins

Remind learners to use: pre-adoption questionnaire, Kennel Cards, and job aid

X

X

X

poster listing temperaments







During the activity

Coaching (provides error detection and correction)

The self-paced printed workbook provides error detection and correction. The AC completes part of each practice activity, then checks their responses in a key located in workbook after each step in the dog selection process:







Dogs that have temperame





Dogs that have temperame



nt styles that would thrive in the adopters settings

nt styles that would thrive in the adopters settings

Coaching Guidance (Key information highlighted on pre-adoption questionnaire)

X X

Coaching Guidance (Provide tips on pre-adoption questionnaire guiding learners to a particular dog temperament category)

X

After the activity

Use the performance assessment checklist to provide

X X X X X X

delayed feedback

Unit 2: Introduce the dog and the owner(s)

Course Element

Description / Explanation Resources

Graphics

Estimated

Time

Transition from preceding unit (if applicable)

NOTE: This is intentionally left blank, all course content is being presented at MCR.

Unit Objective(s)

Performance (Include TA #)

Conditions on the Job

Criteria on the Job


Cues Given:

Appropriate dog(s) have been identified by the AC


The meet and greet of the Potential Adopter(s) and the dog(s) is done safely, without endangering o Potential

Adopter(s) o Dogs o ACs

AC introduces dog(s) who are best fits for both Potential Adopter(s) and the dog(s) based on the pre-adoption questionnaire information.

AC introduces dog(s) who are best fits for both Potential Adopter(s) and the dog(s) based on the potential adopter


Resources Toys Treats Leashe

s

coming in with a specific dog in mind.

AC monitors behavior between Potential Adopter(s) and dog(s): o If the dog

appears comfortable during the meeting, AC drops leash.

o If the dog appears scared or fearful, the AC encourages interaction by: o the use

of a toy or treat.

o interacting with the dog

o works in interaction with the Potential Adopter(s)

o demonstrating the appropriate behavior of how humans

act towards dogs.

If Potential Adopters) are uncomfortable or act inappropriately around the dog, the AC will: o Demonstrate

appropriate interaction with the dog

o Encourage interaction with the use of treats and toys

o Demonstrate the appropriate behavior of the humans towards dogs

AC determines whether to proceed or terminate the adoption of this dog with this Potential Adopter(s): o If the

introduction went well and the adopter has small children, then proceed to the meet and greet between the dog and the adopters small children.

o If the introduction went well and the adopter has existing pets, then proceed to

a meet and greet between the adopters pets and the dog.

o If the introduction was inconclusive and the adopter has no additional family members, children, or pets, then show a different selected dog, reschedule a follow up visit for the adopter, or start the process over to identify a different set of dogs for potential adoption.

Activation


Review the learning goals for the unit prior to beginning instruction

Introduce the leash, toys, and treats as tools that will be used throughout this unit

Remind Adoption Counselors about what’s critical, difficult and complex about introducing dogs to potential adopters

Remind adopters about most important behaviors they should be looking for in the human and dogs during the introductions.

Facilitate a group discussion about what's important about introducing dog and the owner(s)

Leash

Toys Trea

ts

10 minutes

Demonstration

The phase of this training will take place in a designated training area at MCR’s campus. The Instructor will show two video scenarios. The first video scenario will show an ideal state of an Adoption Counselor introducing a dog to a potential adopter, using the appropriate tools (leash, toys, treats), and explaining the instruction step-by-step with special attention to the tasks that are critical, difficult, and complex:





Ensuring the interaction is done safely Hot Tip: Look for signs of anxiety or fear in the dog. The second video scenario will show a non-ideal state of the Adoption Counselor (dog is comfortable with one adopter and uncomfortable/reserved with second adopter) introducing a dog to a potential adopter, using the appropriate tools, and explaining the step by step instructions. At the end of the video scenarios, the instructor facilitates a group discussion, asking the learners to compare and contrast the two scenarios (what was different, what was similar, etc.).

Leash

Toys Trea

ts

Video scenarios

15 minutes

Application

a. Number of practices: 3 Number of assessments: 1 b. NOTE: All practice scenarios from in this unit were introduced during unit 1. The goal is to guide learners practice scenarios from the earlier unit and progress them through the next step in the adoption process. The practice activities presented in this unit are in the form of live role-play scenarios where learners introduced potential adopters to dogs.

Leash

Toys Trea

ts

40 minutes

Practice 1: The learner will walk through a role-play practice scenario where they walk through introducing an “Easy” dog (couch potato) to the Potential Adopter. The Experienced Adoption Counselor will act as the potential adopter who is easy to please with great settings (no other animals, willing to train, etc.). The learner uses the leash, whistle, and treats during the introduction as needed.

Practice 2: The learner will walk through a role-play practice scenario where they walk through introducing a friendly dog (canine comrade) to the Potential Adopter. Two Experienced Adoption Counselors will act as the potential adopters who have a small child, and existing dog. One of the Potential adopters will appear timid/hesitant towards the dog during the introduction, while the other one is actively engaged with the dog. The learner uses the leash, whistle, and treats during the introduction as needed. Practice 3: The learner will walk through a role-play practice scenario where they walk through introducing a quiet dog (hidden gem) to the Potential Adopter. The Experienced Adoption Counselor will act as one of the potential adopters who has a significant other, two children under 10, an existing dog, and active settings. The learner uses the leash, whistle, and treats during the introduction as needed.

Assessment: The learner will walk through a role-play practice scenario where they walk through introducing a quiet dog (hidden gem) to the Potential Adopter. The Experienced Adoption Counselor will act as one of the potential adopters who has a significant other, two children under 10, an existing dog, and active settings. The learner uses the leash, whistle, and treats during the introduction as needed.

c. Practice Consistency: The consistency lies within the practices role-play scenario and introducing the dog to the Potential Adopter Diminishing Coaching: Diminishing coaching occurs by slowing taking away the reminders about what’s critical, difficult and complex as well as what the most

important behaviors they should be looking for in the human and dogs during the introductions. Varied Problems: Varied problem is reached by changing the details about the dogs and the potential families.

Integration

The phase of this training will take place in on the kennel floor at MCR’s campus two weeks after the training event. The Instructor asks each AC to perform the tasks of identifying appropriate dogs and introducing a dog to the owner with a potential adopter that enters MCR looking to adopt. After completing the activity, the Instructor facilitates a group discussion where each AC is asked to identify an area of the process where they are most likely to encounter any problems or issues and explain their reasoning. The learners will set a strategy on how they plan to deal with this issue when they encounter it in the field.

15 minutes

Estimated total time

80 minutes

Coaching Table


Before the activity begins Remind learners to use tools - leash, whistles, treats

X


Instructor goes over: Introducing dogs that are the best

fit based on pre-adoption questionnaire





Instructor goes over: Introducing dogs that are the best

fit based on pre-adoption questionnaire




Ensuring the interaction is done safely.


Instruction provides error detection and correction during each step in the dog introduction process:






Instruction provides error detection and correction after each step in the dog introduction process:







X X X

Summary

Course Element

Description / Explanation Resources Graphics Estimated Time

Course summary

The phase of this training will take place in a classroom setting at MCR’s campus.

The Instructor will: Provide a summary of the

content covered Remind ACs why the training is

important for MCR, the dogs, and the ACs

Thank the learners for their time

Administering a level 1 training evaluation

Dismiss the learners

Level 1 training evaluation

5 minutes

Total course estimated time = 175 minutes

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