THE UNIVERSITY OF THE WEST INDIES OPEN CAMPUS

Mini-Project – Face to Face Instructional Design Unit

Formative Feedback 1

In partial fulfillment of

EDID 6505: Systems Approach to Designing Instructional Materials

Dr. LeRoy Hill

Submitted by: Samantha Wilson (320001145)

25th March 2018

TABLE OF CONTENTS

Executive Summary……………………………………………………………………………….3

Needs Assessment Plan……………………………………………………………………………4

Target Audience………………………………………………………………………...…4

Topic of Instruction………………………………………………………………………..4

Format……………………………………………………………………………………..6

Purpose…………………………………………………………………………………….6

Information Sources……………………………………………………………………….8

Task Analysis…………………………………………….…………………………….………….9

Prerequisite Analysis…………………………………………………………………….…….…10

Procedural Analysis……………………………………………………………………………...10

Objectives ………………………………………………………………………………………..13

Assessment Methods……………………………………………………………………..………14

Performance Rubrics…………………………………………………………..…………15

Application Assessment………………………….…………………………….……..….16

Instructional Strategies and Lesson……………………………………………………..……..…18

Reflection……………………………………………………………………………….………..21

References………………………………………………………………………………………..23

Appendix…………………………………………………………………………………………24
Executive Summary

The new Executive Team of the Department of Education wants to improve their
productivity through the use of technology. A two-day training session is being designed to
address the deficiencies in communication at the executive level through the use of Microsoft
Office 365 tools.

Members of the Executive Team will learn through demonstration, practice and
integration how to apply the skills to their individual roles. The session will capitalize on the
activation of prior knowledge to make the training more meaningful to the learners.

A self-assessment checklist will be completed by the learners before the training to

determine what they already know. At the end of the session, learners will complete a
performance assessment verifying their competency levels with the skills taught.

The sessions will be conducted in the training room at the Ministry of Education.
Needs Assessment

Background:

The Department of Education in The Bahamas is mandated with providing quality

educational services to 43,000 students in 168 schools across over 22 islands. The Department

has constantly been receiving negative reviews from members of the organization and the public

about its poor operational processes and communication practices. As a result, important

deadlines are overlooked, relevant parties are not informed or misinformed, and the information

is disseminated in a disorganized manner. Often times, members of the organization receive

important notices the same time as the general public through the media. When the director sends

a message that’s intended for parents, the proper protocol dictates that this message is passed

through 3 tiers before getting to the parent. Due to the many variables involved with the delivery

of hard copy information across islands, data collection and communication is impeded.

The department is divided into three divisions:

1. Curriculum and Instruction

2. School Management

3. Technology and Innovation.

Collaboration between and across divisions is often necessary and usually takes the form

of meetings. These meetings however take a lot of time and may require persons to fly in from

an outer island to the capital, which is costly. A more efficient means of collaboration is needed.
Selected Audience:

The Department of Education is led by the Director of Education. Each division is led by

a Deputy Director. Within each division, various sections are led by Assistant Directors. The

combined group of the Director, Deputy Directors, and Assistant Directors is referred to as the

Executive Team of the Department of Education. This group of 21 persons is the director and

management team of the Ministry of Education. They are responsible for ensuring that the

mandate of the organization is carried out effectively and efficiently. Executive officers range

from age 45 – 65 years old with a minimum of 20 years working experience. Many of these

officers maintain a master’s degree in various disciplines related to educational leadership.

Topic of Instruction

Microsoft, through its Office 365 platform has combined its productivity suite including

Outlook, Word, Excel and PowerPoint, with cloud-based capabilities to make collaboration

within these programs easy and efficient. If used effectively, communication, collaboration and

data collection can be enhanced within the Department. The focus of this 2-day workshop will be

on Outlook and Microsoft Forms. The training will be conducted in 3 phases:

1. Executive Team

2. Senior Officers

3. General Staff

The designer will create a training module using real situations and scenarios within the

department to show the value and ease of utilizing this program.

Format:

The training of the Executive Team will be conducted through face-to-face workshop

sessions held in the training room at the Ministry of Education. It will include hands-on training

activities, utilizing scenarios authentic to each learner’s professional role. They will be involved

in completing real day-to-day tasks, ensuring that the time spent in training is also productive.

Participants will be required to bring their laptops to increase their comfort level of learning a

new program on a familiar device.

Purpose:

Optimals

 The Ministry of Education has purchased an organizational license for Microsoft

Office 365 and each member has log in details to access the program.
 Participants have basic computer literacy skills.
 Participants recognize the need to improve communication and collaboration
methods.
 Individual coaching and assistance is available through technology officers.

Actuals

 Current communication mode: The process of information dissemination throughout

the Department of Education.
 Current mode and process of data collection and retrieval
 ICT Skill Level of learners are basic

Feelings

 How does the Executive Team feel about having to learn a new program?
Understanding the motivation level of the learners can help when designing the
 training. This will ensure that the designer makes the content relevant to the
learners.
 How do they feel about the current process of communication and collaboration?
This will help the designers to discover if the senior officials see a problem in the
way communication is carried out now.

Causes

 What happens when a message leaves a member of the Executive Team? How is it
sent? Who makes the delivery? What happens if a member of the chain is absent?
Does it cause the communication to be paused? Are senior officers receiving the
message the same time as parents because of the use of the media? This information
is important to know to better help identify the appropriate solution.
 What is the process of retrieving current data?
 Who has access to the data?

Solutions

 It should be made mandatory that all persons within the Department of Education
use their organization issued email accounts through the Office 365 platform.
 The communication procedure policy should be made available to all persons,
ensuring that message delivery follow the proper protocol.
 Having the Executive Team use the platform will set the example for persons in the
organization to follow.
 Establish a policy for when and which documents should be delivered in hard copy.
 Store data on a cloud platform allowing access to relevant stakeholders
Information Sources

Executive Team: This group is the target for this training. They will best suited to answer

questions relating their ICT skills and feelings about the new program. They will also be able to

give details about their specific roles.

Senior Officers: This group is second in the organizational structure. They will be able to give

information regarding the current process of communication. They will also be able to state the

types of data that needs to be collected and kept current.

Principals: This group is another link on the organizational structure. They will be able to give

information about how they currently receive information and send information out.

Parents: This group will be considered the end of the communication chain. They will be able to

give information about how they have been receiving information and the options available to

them to send information up the chain.

Technology Administrator: This person is the expert at the Ministry of Education on the Office

365 platform. They are responsible for managing the organization's account and they know of all

the features of the program.

Task Analysis

The overall goal of the training is to help members of the Executive Team improve their

productivity in communication, collaboration and data collection practices by using the digital

tools provided in Microsoft Office 365. As the program is very diverse, four main tasks have

been identified with regards to relevance of the needs assessment and are stated on the Task

Analysis Chart below. A procedural analysis and prerequisite analysis were also conducted.

Task Analysis Chart

Criteria for Task Criticality Universality Frequency Standardization Difficulty Total Notes Priority
Selection Worksheet

40 pts 10 pts 10 pts 10 pts 30 pts 100 pts

TASKS #1 #2 #3 #4 #5 #6 #7 #8

Using Outlook 40 10 10 10 20 90 1

Using Forms to 40 8 8 10 20 86 2
Gather Data

Creating and 30 8 7 8 20 73 3
Using Shared
Docs
Prerequisite Analysis

Procedural Analysis

Microsoft Outlook 365

Task 1: Create and send individual or group messages

1. Go to portal.office.com on the web browser.

2. Log in using the credentials given to you by tech administrator.
3. Click on the Outlook app to access your inbox.
4. Click the New button.
5. Select Email.
6. In the To box, type the name of the person or group of persons for which the email is
intended. A contact list will automatically populate with persons and groups within the
organization.
7. Give the email a Subject.
8. Enter your content details in the message area.
9. Press Send.
Task 2: Create a Contact Group

1. Log in at portal.office.com on the web browser.

2. Click on the Outlook app to access your inbox.
3. Select the People icon at the bottom left of the screen.
4. Click the down arrow next to the New button.
5. Select Group.
6. Choose the type of group you wish to create (Standard Group or PLC) by clicking the
Next button in its box.
7. Give the group a name and give a brief description of the group.
8. Set the Privacy settings to either Public – Anyone in the organization can see what’s
inside or Private – Only approved members can see what’s inside.
9. Click Create at the top right of the screen.

Microsoft Forms
Task 1: Create an Online Questionnaire

1. Log in to your Office 365 account.

2. Select the Forms app from the dashboard
3. Select the New Forms option
4. Give the Form a name
5. Add a question based on the type of answer required.
a. Multiple Choice
b. Text
c. Rating
d. Date
e. Ranking
6. Type the questions and answer choice (if applicable) into the field.
7. Select Add Question for additional questions
8. Share the completed form
a. Click the Share button at the top right corner of the screen
b. Decide how the form will be shared
i. Link
ii. QR Code
iii. Email – Opens the mail app, select or insert the recipients, press send
9. Retrieving the data from the form
a. Open the form
b. Select the responses tab
c. Click the View Results button
d. Use the arrow keys to scroll through responses
e. To see results in a spreadsheet, select Open in Excel
Objectives

TERMINAL OBJECTIVE: Upon completion of the two-day training, members of the Executive

Team will be able to create and send group emails and create forms for data collection using

Office 365.

OUTLOOK ENABLING OBJECTIVES:

The learners will:

1. Create a digital signature, after demonstration with no errors.

2. Create and send an email to a contact group, without assistance, in 3 steps. (Application)

3. Create a contact group of 5 people, using the Groups Information Chart in 3 minutes.

(Application)

4. Send an email to contact group. (Knowledge100% accuracy. (Application)

5. Create a calendar event, following the demonstration in 3 steps.

6. Share a calendar event, following the demonstration in less than 1 minute.

7. Verify attendees of a shared meeting, with the aid of reference with 100% accuracy.

FORMS ENABLING OBJECTIVES:

The learner will:

1. Select appropriate question format following guided demonstration for 3 data types. (Analysis)

2. Create an online form with at least 3 question types, given an instruction card with no

errors. (Application)

3. Share an online form to a contact group, following a demonstration in 2 minutes. (Application)

4. Access data from the completed form with the aid of reference using 2 formats. (Application)
Assessment Methods

Survey Questionnaire: This technique will be effective in discovering the actuals, feelings, and

causes. A cross-section of persons will be surveyed totaling 100 persons. The surveys will be

completed in anonymity to encourage truthful responses. The cost for this survey will be

relatively low since there are only 100 participants. Designers can ensure that questions fit on

one page and is reader-friendly. The survey can be distributed at a monthly meeting making it

easier to distribute and collect. This technique may become time-consuming during the

compilation and analysis of the data stage.

Performance Test: This technique was chosen to assess the ICT skills of the Executive Team.

Firstly, a self-assessment will be done by the participants using the Self-Assessment Rubric (See

Appendix A). The data collected will help designers personalize the training for the various

levels. At the end of the session, the performance rubrics below will be completed by the

instructor to show the participants competencies in the tasks taught.

Application Assessment: An application assessment will also be conducted at the end of the

session to assess learners understanding of the application and processes of the program.
Performance Assessment Rubric

Task 1 – Using Microsoft Outlook

2 1 0
Can complete Can Cannot
independently complete complete
Task with some
assistance
Create a digital signature.
Send a single email to 3 individual contacts.
Create a contact.
Modify contact details.
Create a contact group with 8 members.
Send an email to a contact group.
Send a calendar event invite to a contact group.
Verify attendee list for a calendar event.

Task 2 – Using Microsoft Forms

Task 2 - Good 1 - Fair 0 - Poor

Select appropriate All question type Some question type No question type
question types matches the kind of matches the kind of matches the kind of
data being requested. data being requested. data being requested.
Create an online form Form is created Some assistance was Assistance was
independently with required to create required throughout
no assistance. form. the entire creation
process.
Share form Shares forms using 2 Shares forms using 1 Cannot share the
different methods. method. form.
Access Data Can access data from Can access data from Cannot access data
completed forms in 2 forms in only 1 from forms.
different formats. format.
Application Assessment

1. It is almost time for budget proposals for each division to be submitted. The Director
wants to remind the Deputy Directors of the deadlines as well as give each person a
copy the updated guidelines provided by the Ministry of Finance. Which process
would be the most efficient for sending this information?

a) Compose a new email message > Add each Deputy Director’s email in the TO box >
Attach the guidelines > press Send.

b) Compose a new email message > Insert the Deputy Director’s group name in the TO
box > Attach the guidelines > Press Send.

c) Open the document in Word 365 > Select Share > Insert the Deputy Director’s group
name in the TO box > Press Send.

2. You’ve just formed a committee to the review the Homeschooling Policy. Some
members are outside of the Department of Education. What should you do first in
order to create a contact group for the Homeschooling Policy committee?

a) Create new contact card for each person outside the department.

b) Create a new contact group and add each person’s email address.

c) Send a link via email to each contact requesting them to join the group.

3. You need to schedule a meeting for all District Superintendents to discuss the
preparedness and safety plan for the new hurricane season. You need to know exactly
which districts will be available to meet. Which option allows you to add a mandatory
RSVP response to your calendar event?

a) Required People

b) Meeting Occurrence

c) Meeting Tracking
Section B

Scenario: In September, the Ministry of Education, implemented a new scheduling system to

ensure that supply teachers are notified in a timely manner when they are needed. It is now
November and the Deputy Director (DD) for School Management would like to get feedback on
the new system. The Deputy Director decided to make a form to get this information from its
principals.

1. The first thing the DD wants to know is if the schools have started using the new system
at all. Why would the Yes/No format be a better question type to use than a short
answer?

a. Yes/No format will allow the DD to see instantly, the numbers of schools using or

not using the system.

b. Yes/No format is default question type in forms.

c. Yes/No format will provide detailed information about how long each school was
using the new system.

2. You made a mistake with question 2 and need to edit the wording of the question. What
can you do?
a. Delete the question and add a new question.

b. Select the question, press edit and make the correction.

c. You cannot edit a question once its posted. You must create a brand-new form.

3. You want all principals to give feedback on the new scheduling system that was
implemented at the start of the school year. Which share method would be most
appropriate?
a. Share with contact.

b. Share with group.

c. Share with organization.

Instructional Strategies and Lessons

Instruction should be designed to “promote more effective, efficient or engaging

learning” (Merrill, 2002). The session will begin by stating the objectives of the unit. Morrison,

Ross, Kalman and Kemp (2011) outlines 2 main functions of objectives, to provide the instructor

with a guide for instruction and provide to provide a framework for evaluation. Presenting the

objectives to the learners at the beginning of the session allows them to determine their role as a

learner. This unit is designed to help the learners stay organized by using the Calendar feature in

Outlook to create a calendar event, share a calendar event and track attendees for the upcoming

event.

Activate Prior Knowledge

Learning, according to David Ausubel (1968), occurs through meaningful reception. He

proposes that knowledge is hierarchically organized where concepts are arranged from general to

specific. New information is only meaningful to a learner when it is connected or “anchored” to

their preexisting knowledge within their cognitive structure. Therefore, learning is active as

learners relate new information to their schema. In this lesson, the instructor will engage learners

in discussing their current method of keeping track of calendar events.

The instructor will also display and discuss the following advanced organizer to show how the

new program is similar to what they have already been using.

Demonstrate the Performance

“Learning is promoted when the instruction demonstrates what is to be learned rather than

merely telling information about what is to be learned” (Merrill, 2002). During this part of the

lesson, the learners will watch a demonstration video of how to create a calendar event.
Application and Practice

During this “let me” (Merrill, 2002) phase, learners will engage in guided practice activities

allowing them to create calendar events for specific given dates using the instruction steps

provided.

Integration

“Learning is promoted when learners are encouraged to integrate (transfer) the new knowledge

or skill into their everyday life” (Merrill, 2002). During this part of the lesson, the learners will

use their work diaries and schedules to make individual and personal additions to their calendar

by adding real dates that apply to them.

End of Lesson

The instructor will end the session by leading the participants in a discussion about what they’ve

learned. This discussion will be guided by the advanced organizer and analogies chart below.
Reflections

Initially, I thought this project was going to be very easy, as I am always designing
training sessions for work. Wanting to kill two birds with one stone, I decided to design an actual
training of which I had been tasked with. The details involved in designing this instructional unit,
however, surprised me. We recently had a change of administration at the Ministry of Education
and the new Executive Team is very motivated in ensuring they are as productive and innovative
as possible. The director approached me about conducting this workshop, as he believes that
leaders should set the example for what the others must do. The past administration encouraged
others to use technology but rarely utilized it themselves in the scope of their work. Hence, this
was one advantage I had going into the planning phase. I knew that the learners are motivated.
I initially thought that I would have to start at the very basic level of this technology
workshop. However, as I conducted the needs analysis and the learner and contextual analysis, I
realized that most the learners came with basic computer skills knowledge. This allowed me to
focus more on the focus objectives.
I was quite pleased when reading First Principles by David Merrill (2002) to note that the
5 important instructional principles were strategies that I’ve always used and included in my
trainings. I have come to trust these principles through trial and error. My current work role also
involves training teacher trainers for ICT integration. I always start these sessions by stating how
important it is to make the learning meaningful, not only by activating prior knowledge but by
making a connection to what is going to be taught to something that is important in the teacher’s
life. For example, many reluctant technology-using teachers, like all teachers, are often burdened
by the vast amount of paperwork required. Hence, I show them one tool at the beginning that can
make this task easier. This simple connection changes the attitudes of the reluctant teachers and
they are more motivated to learn more. Fortunately, for this unit and this audience of Executive
Team members, they are already motivated.
I also found that by engaging the learners in a discussion about they already know about
email and calendars allows the instructor to direct their thinking, thus, preparing them for what is
to come. They realize that this program is not new at all, only an improvement to what they
already know and have been doing.
 The other strategy that I find most effective is the integration principle. When learners are
able to see how they can use this skill right now, the motivation is increased. I often ask teachers
to bring a lesson that they will be teaching next week when conducting an ICT integration
session. For this unit, I ask the Executive Team to bring their calendars, work diary and task list
for the week. Already, the learners feel like they will not be losing time to a training session.
They are able to practice the skill by not only using made up tasks but also real tasks on their list,
making the learning experience meaningful and productive. I usually keep this part of the
instruction for last. I’ve found that learners tend to get so involved with their individual tasks that
it is hard to pull them back to continue instruction. Also, the great advance of leaving this
activity for last almost guarantees that if time runs out in the session, these learners will continue
these tasks in their personal space and time as they have already seen the value and learned how
to.
When I first started designing the unit, my scope was too broad and general. I was
thinking about the entire Office 365 suite and tried to fit it in this one unit. After the formal
feedback I received, I understood that I needed to narrow my focus. The learners would benefit
more by mastering one or two skills rather than simply being exposed to many skills and
mastering none.
The group feedback was very helpful throughout this process. It was advantageous to
apply what I perceived in the readings and tasks not only to my instructional unit but to the other
units presented by the group members. I found that after reading through some of their
submissions, I needed to go back and make changes to mine. Obtaining multiple viewpoints led
to greater clarity of the assignment and readings.
This assignment has been a huge learning experience for me. I realized that even though
my past training session was built on good principles, there were many details I may have
overlooked that may have hampered learning.
References

Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and

Winston.

Lambert J. (2016). Microsoft Outlook 2016 step by step. Redmond: Microsoft Press

Merrill, D. (2002). First principles of instruction. Proquest education journals. 50. 3. Retrieved

from http://csapoer.pbworks.com/f/First+Principles+of+Instruction+(Merrill,+2002).pdf

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2010). Designing effective

instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Appendix

Appendix – A Self-Assessment Inventory: Outlook

Rate your familiarity with each skill from 0 to 3, with 3 being most familiar.
Skill 0 1 2 3
Exploring the Outlook window and Navigation Pane
Accessing the Outlook inbox
Creating, formatting, and sending a message
Checking a message spelling
Replying to and forwarding a message
Resending a message
Saving a message to folder
Deleting and restoring deleted messages
Forwarding attachments
Compressing attachments
Flagging an e-mail message
Using delivery and read receipts
Restricting Messages
Digitally signing a message
Adding a new contact
Modifying a contact
Adding a contact from the same organization
Sending contacts
Creating a distribution List
Setting a calendar event
Adding a message to an event
Sharing a calendar event
Creating and sending meeting requests
Reading and accepting a meeting request
Declining a meeting request
Adding meeting attendees
Tracking meeting attendees
Canceling a meeting
Appendix B – Learner and Contextual Analysis Worksheet
- 2 Greatly Impedes -1 Slightly Impeded +1 Slightly Facilitates +2 Greatly Facilitates
Orienting Context

Learner Profile and Experiential Background

All participants are 40+. -2 -1 +1 +2
All participants hold at least a Master’s Degree. -2 -1 +1 +2
All participants have basic computer skills training. -2 -1 +1 +2
All participants can perform job related duties manually. -2 -1 +1 +2
All participants are newly appointed in their positions. -2 -1 +1 +2
Some participants are apprehensive about learning a new program. -2 -1 +1 +2
LEARNER FACTORS

Goal Setting
All participants would like to be more efficient in their roles. -2 -1 +1 +2
All participants want to learn the program. -2 -1 +1 +2

Perceived Utility
Participants requested this course as a group. -2 -1 +1 +2
Participants acknowledge that using the program will help them to be -2 -1 +1 +2
more efficient.
Participants understand that using the program can help to reduce -2 -1 +1 +2
costs and spending involved in their roles.

Perceived Accountability
Participants understand that, as leaders, they are expected to utilize -2 -1 +1 +2
technology in their roles.
ENVIRONMENTAL FACTORS

Social Support
The government is mandating that technology be utilized and -2 -1 +1 +2
IMMEDIATE

integrated more in the processes of education.

The new Minister of Education has advanced computer skills. -2 -1 +1 +2
Most of the clerical staff have basic computer training. -2 -1 +1 +2
ORGANIZATIONAL

Incentives
FACTORS

Participants will gain self-confidence -2 -1 +1 +2

Learning Culture
Professional development is encouraged at all levels within the -2 -1 +1 +2
Ministry of Education.
 Instructional Context
LEARNER FACTORS

Learner Role Perception

The participants will actively participate in the activities and -2 -1 +1 +2
simulations of the program.

Learner Task Perception

The participants are confident that they can complete the tasks given -2 -1 +1 +2
the right instructions.

Sensory Conditions
The training room is air conditioned, well lighted and is very similar in -2 -1 +1 +2
atmosphere as the private offices of the senior officers.

Seating
Seating is spacious and comfortable. -2 -1 +1 +2
IMMEDIATE ENVIRONMENTAL FACTORS

Seating allows for collaboration around large tables. -2 -1 +1 +2

Large tables allow for 4 – 5 persons to place laptops and additional -2 -1 +1 +2
notebooks or materials with ample space.

Instructor Role Perception

The instructor is experienced in facilitating workshops of this nature -2 -1 +1 +2
and learners of this caliber.
The instructor is known by all participants. Therefore, all participants -2 -1 +1 +2
should be comfortable enough to voice questions and concerns.

Schedules
The participants have dedicated one and a half hours for two days to -2 -1 +1 +2
the workshop.
The participants decided to have the workshop from 7:30 am to 9:00 -2 -1 +1 +2
am before the start of the business day to avoid any interruptions.

Content Culture
All content is directly related to tasks involved in the management of -2 -1 +1 +2
the education processes.
ORGANIZATIONAL

Rewards and Values

Participants will gain a competency certificate after successfully -2 -1 +1 +2
FACTORS

completing the course.

Teaching and Learning Supports

Ongoing support is available through the Technology Division. One on -2 -1 +1 +2
one coaching will be the main support of learning.
 Transfer Context

Utility and Applicability Perception

All participants want to learn the program. -2 -1 +1 +2
Participants can utilize skills learned on a daily basis. -2 -1 +1 +2
LEARNER FACTORS

Perceived Resources
Learners have access to all the tools needed (laptop, software and -2 -1 +1 +2
Internet).

Transfer Coping Strategies

Participants understand that additional support is available to them. -2 -1 +1 +2

Experiential Background
All participants have basic computer skills training. -2 -1 +1 +2
IMMEDIATE ENVIRONMENTAL FACTORS

Transfer Opportunities
Participants can utilize skills learned on a daily basis in their -2 -1 +1 +2
administrative roles.

Social Support
Ongoing support is available through the Technology Division. One on -2 -1 +1 +2
one coaching will be the main support of learning.
Clerical staff will also receive the same training and will be available to -2 -1 +1 +2
assist senior officers.

Situational Cues
The Technology Division will publish a bi-weekly newsletter with tips -2 -1 +1 +2
and tricks utilizing the program.

Transfer Culture
ORGANIZATIONAL

As the participants use the program more frequently, other persons -2 -1 +1 +2

within the organization will also use the program.
FACTORS