1

Running head: RECRUITMENT TRAINING PROGRAM

CALIFORNIA STATE UNIVERSITY

MONTEREY BAY
Cooperative Brew Pub Recruitment Training Program
CAPSTONE Report
Submitted in partial satisfaction of requirements of the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Nikki Marcel
May 12, 2016
Capstone Approvals: (At least one advisor and capstone instructor should approve)
___________________________ __________________________ _____________
Advisor Name
Signature
Date

___________________________ __________________________ _____________

2
RECRUITMENT TRAINING PROGRAM

Capstone Instructor Name

Signature

Date

Table of Contents
Page
EXECUTIVE SUMMARY.

INTRODUCTION...

Project Background.

Problem Description

Target Audience..

Literature Review

Sales Strategies

Far Transfer Skills...

Self-paced, Online Instruction.

Feedback and Support.

SOLUTION DESCRIPTION..

11

Project Goals 11
Learning Objectives. 11
Proposed Solution 11
Theories and Strategies.... 12
Gagnes Events of Instruction. 12
Cognitive Load Theory 13
Social Cognitive Theory.. 14
Media Components.. 14
Challenges and Breakthroughs. 15
METHODS AND PROCEDURE 16
Product Design and Development 16
Major Deliverables... 16
RESOURCES... 18
Time. 18
External Expertise 18
Hardware and Software Costs.. 18
TIMELINE... 19

3
RECRUITMENT TRAINING PROGRAM

Major Deliverables... 19
EVALUATION AND TESTING REPORT 20
Formative Evaluation.. 20
Summative Evaluation 21
CONCLUSION... 24
REFERENCES 25
APPENDICES. 27
A.
B.
C.
D.

New Member Analysis..

Member-owner Survey..
Pre/Post Test..
Usability Survey

RELEASE FORM...

27
28
30
35

4
RECRUITMENT TRAINING PROGRAM

Executive Summary
As a cooperative business venture still in its early stages, Umunhum Brewing (the Coop), formerly known as the San Jose Cooperative Brewery and Pub, has had increasing
membership numbers as one of its top priorities in order to achieve their main goal of opening
the brew pub. Yet, membership numbers have not been increasing at the necessary rate for over
a year. With recruiting efforts being one of the main strategies for increasing new membership,
and member-owners stating they do not have the resources or knowledge for proper recruiting
strategies making their efforts ineffective, this training program is developed with the goal of
equipping member-owners with strategies and techniques in order to recruit more effectively and
confidently.
Member-owners are not required to participate in any function of the Co-op outside of the
small, initial investment to become a member-owner. Because of this, any efforts to move the
Co-op forward are on a strict volunteer effort. This program is developed as an optional training
for member-owners and is presented in an interesting, interactive, fully-online, and self-paced
format through interactive learning modules in order to appeal to and motivate the highest
number of member-owners possible to participate.
This capstone project addresses the first and second instructional modules of the final
five module training program: Module 1: Starting the Conversation, addresses how to approach
strangers with the goal of discussing the brew pub and how to get the conversation going; and
Module 2: The Pitch, addresses strategies for discussing the brew pub with the potential
members and how to get the person interested in joining by using research-based sales
techniques.
The final three modules are currently being developed to complete the member-owner
training program: Module 3: Response Cycle; Module 4: Putting it All Together; and Module 5:
Tips & Tricks.
Once completed, this training program will be deployed online to all member-owners to
aid them in their recruiting efforts, with the goal of increasing successful recruitments and
increasing the member-owner count at a faster rate than the Co-op is currently experiencing.

5
RECRUITMENT TRAINING PROGRAM

Introduction
Project Background
Cooperative business ventures are not a new concept, and in fact have been around
formally since the Rochdale Society of Equitable Pioneers -- the first successful cooperative
enterprise founded in 1844 (Encyclopedia Britannica, 2014) -- and informally since human
beings have been organizing for mutual benefit. In effect, rather than having a small number of
parties that control various numbers of shares of a company, cooperatives are set up so that there
are a large number of members, each investing a small amount of money and controlling only
one share and one vote. In this way, the business is run as a truly democratic operation, and the
business is geared towards the mutual benefit of all of the membersand often non-member
employeesrather than simply the financial benefit of a few large investors.
Recently there has been a huge rise in the craft beer industry, and in the past five years a
few breweries have been founded and are operating using the cooperative model, the first of
which was Black Star Cooperative Pub and Brewery in Austin, Texas. Umunhum Brewing is the
first such cooperative brewery in California. Incorporated in 2013, they are still in the early
stages; they are mostly in the member-owner recruiting stage, looking for a location to use for
the business, and planning all of the details. Currently the Co-op has approximately 330
member-owners, and the main goal is increasing that number in order to raise the capital
necessary to move forward with the next phase of operation, opening the doors.

Problem Description
Through a short survey of the member-owners (Appendix B), one concern has been
recurring predominantly: hesitation in actively initiating a conversation with strangers, and
sometimes friends and family, with the sole purpose of recruiting new members into the Co-op.
Although some have shared they are comfortable discussing the Co-op with family and close
friends, 64% have stated they are not. Still, almost all member-owners, 88%, who have
responded to the survey have expressed that they are not comfortable approaching strangers,
even at public beer events, to discuss the possibility of joining the Co-op. Through an openended survey question, the overwhelming responses for why current member-owners are not
actively recruiting new members are a) they feel they are not equipped with enough detailed
information to discuss the Co-op and answer questions potential recruits may have; b) they are

6
RECRUITMENT TRAINING PROGRAM

not confident in their recruiting skills to be able to effectively recruit new members; and c) they
are not able to overcome the most common response to their attempts, which amount to declining
to join for whatever reason stated. When asked if they would participate in a program developed
to teach effective and efficient recruiting strategies, 74% of the member-owners surveyed
answered yes.

Target Audience
The member-owners of the Co-op are an eclectic mix of individuals, most from around
the Bay Area, but several from the wider California area as well. The range of ages is ever
changing as new member-owners join the Co-op, however they can range from twenty-onethe
minimum age required for membershipand higher. Only a small percentage of memberowners are active in recruiting new members at this point, and an even smaller percentage of
those actually have a background in recruiting, marketing, or sales.
The training program can benefit and will be available to any member-owner wishing to
enhance their recruiting skills, however the focus of the program will be targeting those memberowners who have little to no recruiting experience and need skills to effectively recruit while
building their confidence in the process. As the majority of member-owners are adults in the Bay
Area of California, it is assumed they will have access to and the basic knowledge of using a
computer and internet to be able to access and participate fully in the program, although
additional support can be provided by the Subject Matter Expert (SME) and other memberowners should the need arise.

Literature Review
Sales Strategies. The focus of this training program is to equip member-owners with
easy to use strategies to recruit new members into the Co-op, thus bringing the membership
closer to the goal of being able to open the doors of a physical brew pub. The desired outcome
of recruiting efforts is that potential members will be buying a share of the Co-op, therefore,
recruiting efforts will follow a process similar to selling a product, which in this case is part
ownership of the future brew pub.
According to Moncrief & Marshall (2005), salespeople have historically followed what
has been called the seven steps of selling (p. 13) which includes the following steps, completed
in the order listed: (1) prospecting, (2) preapproach, (3) approach, (4) presentation, (5)
overcoming objections, (6) close, and (7) follow-up. The authors go on to discuss how, although

7
RECRUITMENT TRAINING PROGRAM

these steps have in the past proven to be effective in selling products and services, times and
technology are now changing and therefore sales strategies must also adapt to focus more on
customer relations and needs as well as becoming more flexible in their implementation, thus
presenting their evolved selling process (p. 18).
Adaptive selling, according to Weitz, Sujan, and Sujan (1986), is the practice of altering
sales behaviors during customer interactions based on perceived information about the nature of
the selling situation (p. 175). That is, the salesperson will adjust their behavior and the
conversation based on how the customer is responding. By doing so, the salesperson can change
the communication to fit the needs and perceptions of the potential buyer (Rocco & Whalen,
2014), with the goal of making the potential buyer more receptive to closing the deal.
Given that recruiting efforts for the Co-op will be less formal than those of professional
salespeople, as member-owners are volunteering their time and consider their efforts more
closely to a hobby, the designer and SME have presented a recruiting technique that will give
member-owners strategies to help them recruit more effectively and confidently. The recruiting
technique loosely follows the seven steps of selling as discussed by Moncrief & Marshall (2005),
while teaching member-owners how to be flexible in their recruiting efforts, by using adaptive
selling techniques, and focus on customer relations and keeping the conversation friendly.
Additionally, as most recruiting efforts will be in social settings, such as community beer events,
the recruiting technique focuses on strategies to put the potential member at ease during the
conversation so they are more responsive to the idea of becoming a part of the growing Co-op
community, not just buying a share of the brew-pub.
Far Transfer Skills. Since no two recruiting situations will be exactly alike, the content
within the training program focuses on far transfer skills, that is, skills that will require the
worker to use judgement in order to adapt strategies to new work situations (Clark & Mayer,
2008). According to Clark & Mayer, when teaching far transfer skills, it is important to focus on
teaching strategies rather than a set of steps to be followed for a procedure. In this way, the
training program focuses on teaching a number of recruiting strategies, presented in a way that
shows the learners how to use those strategies to adapt to many different situations.
Once such adaptive selling strategy that utilizes far transfer skills is Yes, And, a technique
commonly used in Improvisational (Improv) Comedy. According to a study done by Rocco and
Whalen (2014), students in a sales course who received training in the Yes, And strategy in

8
RECRUITMENT TRAINING PROGRAM

addition to the standard sales trainings of the course were more effective salespeople and had
more successful sales on average than their classmates who did not receive the Yes, And portion
of the course. Rocco and Whalen assert that, the technique works in sales by enhancing the
psychological phenomenon of consensus (p. 200), that is, people want to agree more than they
want to disagree, and they seek consensus when possible.
The Yes, And strategy works in the following way: (1) the salesperson hears the concerns
or goals of the customer, (2) the salesperson agrees with the customer (Yes) and restates the
concern or goal of the customer, showing understanding, and (3) the salesperson then adds their
own point of view (And) and expands on this new idea. The customer is receptive to this
strategy because the salesperson is showing agreement first, therefore the customer feels the
added idea (And) is more closely in agreement than in disagreement. Sherif et al. (1965) called
this attitude assimilation, which describes the phenomenon of assimilating someone elses
opinion into our own if it seems close enough to our own opinion, even if it is not identical, in
order to avoid disagreement which causes psychological discomfort (as cited in Rocco &
Whalen, 2014, p. 201).
Adaptive selling strategies, including the Yes, And strategy are taught in this training
program in order to teach the member-owners how to address potential member concerns in a
way that makes them more receptive to agreeing with the idea of becoming a member-owner
themselves. Additionally, a variation of the Yes, And strategy is taught, called the Yes Question,
which works to get the potential member in the habit of agreeing with the recruiter.
Demonstration videos throughout the instructional modules show examples of the flexibility of
the strategies, and the interactive practice exercises allow the learner to practice determining
which strategies will be most effective in different scenarios, allowing the learners to practice
those far transfer skills.
Self-paced, Online Instruction. Self-paced, online instruction is still a new method
used to instruct learners. It appeals to adult learners because it allows learners who are normally
not able to attend face-to-face instruction the ability to gain the desired knowledge at their
convenience. Learners are able to work at their own pace and on their own schedule, with the
ability to expedite their learning, if desired (Rhode & Krishnamurthi, 2015, p. 377). As the
learners targeted for the training program are mostly busy, working adults, delivering the
instruction as self-paced online instruction will allow learners the flexibility of accessing and

9
RECRUITMENT TRAINING PROGRAM

participating in the instruction as their schedules permit, thus motivating some learners who
normally would not participate in this type of instruction.
When designing multimedia instruction, one must follow some basic guidelines in order
for the instruction to be effective. Huang (2005) suggests that multimedia instruction that is
designed well will allow students to (1) visualize difficult and naturally dynamic concepts, (2)
promote active learning, problem-solving, and critical thinking with interactive simulations and
virtual environments, (3) interact with the content with self-quizzes, and (4) access content
anytime, anywhere, at any pace (p. 224). With this in mind, the lessons are designed with many
opportunities for learners to interact with the program, with real-life scenarios and choices the
learner must make based on the instruction. The scenarios are in the format of videos that
learners will watch rather than text passages to read, so learners will be able to more easily relate
to the concepts. The practice exercises and quizzes relate to situations the learners will
encounter when out recruiting in the community.
Feedback and Support. Although the training is self-paced and conducted completely
online, some constructivist strategies are still utilized to increase the effectiveness of the training.
According to research done by Shieh Ruey (2010), adult learners completing optional education
online appreciate interaction and feedback with peers and find they benefit more from the
learning when the interaction is present. Ruey recommends that online education incorporates
some type of learner interaction and instructor feedback, as feedback is an important step in the
learning process. Though this training will be optional for the member-owners, and those who
participate in the training will be on various timelines while learning at their own pace, a social
media group or forum will be set up as well as monthly in-person meetings for learners to
interact with the SME and each other to discuss their takeaways from the training and receive
feedback and support.
Feedback is also important in order to provide effective interactions and practice
exercises within the interactive learning modules, since learners benefit more when they are able
to self-assess or self-correct as they are participating in the instruction (Dobrovolny, 2006, p.
166). To be effective, each question, practice exercise, or simulation must provide correct or
incorrect feedback and information about the correct answer for those who answered the
question incorrectly (Bangert-Drowns, Kulik, Kulik, & Morgan, 1991; Dempsey, Driscoll, &
Swindell, 1993; Schwier & Misanchuk, 1993, as cited in Dobrovolny, 2006, p.166). Feedback is

10
RECRUITMENT TRAINING PROGRAM

provided for both correct and incorrect answers for each question and practice interaction within
the learning modules, as well as explanations for each to further support the learner in their
understanding of the strategies being taught in the instruction.

11
RECRUITMENT TRAINING PROGRAM

Solution Description
Project Goals
Most member-owners do not have any basic training in recruiting or marketing, making it
difficult for many to effectively recruit new members into the Co-op. Since the member base has
not been increasing at the initially anticipated rate, the growth of the Co-op has been at a virtual
standstill (Appendix A) despite efforts and intentions to the contrary. The recruitment training
program discussed here is intended to address the following goals:

allow the member-owners to recruit effectively;

increase the rate of membership recruitment from its current rate; and
aid the Co-op in reaching their goal of opening the doors to the Brew Pub on an
accelerated timeline.
Once the training program is deployed, newly recruited member-owners should be able to

implement the program themselves, largely without assistance, which will create an ever
increasing number of effective recruiters and exponentially increase the rate of membership
recruitment.

Learning Objectives
The four learning objectives of the training program are the following:
Given a recruiting scenario, learners will be able to identify the components of proper
recruitment technique with 85% accuracy.
Learners will be able to determine if given examples meet the criteria for effective techniques
with 85% accuracy.
Learners will be able to demonstrate at least 1 appropriate response when given a common
objection.
After completing the training program, learners will be able to describe at least 3 modifications
that will be made to their previous recruiting strategy to make future recruiting efforts more
effective.

Proposed Solution
A solution to members hesitation to recruit and lack of knowledge of recruiting
strategies, as well as creating time in their busy schedules to obtain the needed knowledge is to
offer a comprehensive, fully-online, marketing and recruitment training and support program in
order to send member-owners out into the world with the tools they need to efficiently convert
interested parties into paying members.

12
RECRUITMENT TRAINING PROGRAM

The main component of the training program focuses on a recruiting technique developed
from research on sales strategies and the experience of the SME. The entire recruiting technique
is covered in the training program, broken down into each component through a series of
interactive learning modules, with each module covering one strategy from the recruiting
technique. These modules include explicit instruction on the targeted strategy for the recruiting
process, demonstration videos, examples of real-life situations member-owners may encounter,
and methods to avoid. Learners have a number of opportunities to apply what they learn
throughout the lessons through interactive practice activities and scenarios. Additionally,
learners will have an opportunity at the end of each module to reflect on their learning and how
they will apply that strategy in their future recruiting attempts.
In addition to the interactive learning modules, a number of tools and supplementary
materials have been developed to further aid the member-owners while out actively recruiting
and to further entice potential members into joining. These materials include the following: a)
effective marketing fliers to hand out to potential members if they are not willing to sign up on
the spot; b) job aids for recruiters as a quick reference of proper recruitment techniques, and c)
an effective FAQ to be provided as a job aid and listed on the Co-op website to answer additional
questions potential members may have.

Theories and Strategies

Gagnes Events of Instruction. The framework of the training program follows as
closely as possible to Robert M. Gagnes Events of Instruction. Some of the nine events are not
as explicit as the instructional theory is designed to be implemented, though, as the instruction
for the training program is completed entirely online, outside of a traditional classroom
instructional environment as the theory was originally intended.
Gagnes Events of Instruction are used when planning the instruction. The purpose is to
support the learners cognitive process during learning (Gredler, 2009, p. 164). Gagnes
instructional design plan includes three categories: preparation for learning, acquisition and
performance, and transfer of learning. In order for effective learning to occur, all three
categories of the design must be available to the learners during instruction.
Following Gagnes Events of Instruction, each module of the training program follows
the same structure. First, to prepare the learner for the instruction, the module begins with an
introduction clip and the instructor discussing the goal of the lesson. This will serve to gain the

13
RECRUITMENT TRAINING PROGRAM

learners attention and informing the learner of the lesson objectives. The instructor prompts
students to recall prior learning by reviewing any previous skills that apply to the current lesson.
Information acquisition is provided through instructional clips and demonstration videos.
The instructor presents the stimulus through instructions and strategies using narration and
visuals. The learner also views short demonstration videos as guidance for each skill. After each
demonstration, the learner participates in a short interactive activity to reinforce the new
learning. Finally, the learner is prompted to reflect on how they can implement the strategies
from the lesson to make their recruiting attempts more effective.
Transfer of learning will need to be determined by the learner as the instructor will not be
physically present to assess this. At the end of the module, the learner takes a simulated quiz
consisting of questions and videos showing both correct and incorrect strategies for the lesson
topic. Learners are encouraged to review any portions of the lesson they deem necessary based
on the results of the quiz. Should learners desire more feedback, a monthly meeting and social
media group for discussions will be set up and moderated by the SME for additional support.
Cognitive load theory. Cognitive load is the amount of information a person is working
to process at a specific time (Soloman, 2013). According to Sweller, van Merrienboer, and their
colleagues, cognitive load theory suggests that a high cognitive load is put on learners when
they do not have appropriate or automated schemas to access, or when the learning task imposes
a heavy demand on working memory process (Reiser & Dempsey, 2012, p. 38). So, when new
information is being presented to learners and forcing them to exert more energy on working
memory, learning needs to be organized and broken up into more manageable amounts of
information. This will reduce the cognitive load on the learners, thus allowing them to fully
understand the new information in each task before moving on to the next.
The training program has been designed with John Swellers Cognitive Load Theory in
mind, by breaking the entire recruiting system into smaller, more manageable lesson modules,
each focusing on a single aspect of the larger recruiting technique. In this way, learners can
focus on understanding one piece of the recruiting technique at a time, being able to fully
understand that piece before moving on to the next module. At the end of the training, learners
will see all of the pieces come together in the final two learning module focusing on how the
recruiting technique works as a whole, and revisiting key tips and tricks from the entire program.

14
RECRUITMENT TRAINING PROGRAM

Additionally, the information in the training program is be presented as simply as

possible. In order to reduce the load on the working memory of the learners, visuals, narration,
and on-screen text is used effectively to convey the necessary information, without creating
redundancy by including all of them at one time.
Social Cognitive Theory. According to Albert Banduras Social Cognitive Theory,
learning occurs from observing the modeling of others. Additionally, the theory recognizes the
role of internal mental processing and thought in influencing behavior (Morrison, Ross,
Kalman, and Kemp, 2013, p. 356). Simply, people model their behavior after that of another as
they decide the behavior is one they are capable of doing, thus practicing the behavior and
therefore learning it.
Strategies from Albert Banduras Social Cognitive Theory are implemented throughout
the training program. For the training program to be effective, the learners must develop a sense
of self-efficacy in the learning outcomes, that is, believing they are capable of achieving the
outcome of performing effective recruiting strategies. In order to achieve this, learners must
have an effective modelone they will attend toand view desired consequences from the
behavior of the model.
For the training program, the SME, an active and influential member-owner of the Co-op,
the recruitment subcommittee chair, and one of the top recruiters for the Co-op, serves as the
behavior model by demonstrating the strategies in each of the demonstration videos. Learners
will view the SME modeling each of the strategies correctly and effectively, thus prompting the
learners to believe they are also capable of achieving the desired results (self-efficacy) when they
model their own behavior after the behavior of the SME. The overall desired result of the
training program is for the member-owners to display self-regulation behaviors of the recruiting
strategies by frequently practicing the strategies and turning them into their natural recruiting
behavior.

Media Components
The project consists of lessons containing instructional videos, interactive activities and
quizzes, and supplemental resources in PDF form, linked within the module in the resources link.
The project is accessible to the learners via the internet, and hard copies will be available on
flash drives for users who may not be able to access an internet connection. Additionally, a
discussion forum will be set up on the social media site Basecamp.com for users to interact with

15
RECRUITMENT TRAINING PROGRAM

each other to share ideas, experiences, and ask questions, as well as receive feedback and help
from the SME or other qualified member-owners. Basecamp.com is currently the main form of
immediate communication and discussion for the Co-op, so this will be a natural and convenient
way for co-op members to communicate about the training program and recruiting efforts.

Challenges and Breakthroughs

When planning for this project first began, both the developer and the SME had a great
deal of free time available to spend on the design and development of the training program. As
the development portion of the training program was underway, both the developer and the SME
took on additional, time-consuming workthe developer began a full-time teaching position, the
SME completed law school and began studying for the bar examination. As the developer and
the SME worked on this project with no other outside assistance, much of the video planning and
filming deadlines had to be pushed back to later dates. Throughout the development process,
scheduling conflicts and aligning schedules were the main challenge.
An anticipated challenge at the beginning of the design process was designing the
instruction to appeal to a variety of individuals. Motivating learners to participate in the lessons
is important for this project because this program will be optional for the member-owners of the
Co-op and the success of the program will be determined not only by the amount of
participation, but also an increase in successful membership recruitment. The design was created
with the member-owners in mind and focuses on delivering the content in a fun yet succinct way.
The design focuses on keeping the lessons short so the learners are willing to use their personal
time to complete the lessons, while making the content enjoyable and memorable. The lessons
also present the content in a way that is easy to understand, so the strategies presented in the
lessons will feel achievable by the learners by the end of the program. To complete the
effectiveness test, the first two modules of the training program were sent out to active members
of the Co-op. Members felt it was enjoyable and worth their time, and will share this feeling
with others, hopefully motivating other members to participate in the completed program once it
is deployed.

16
RECRUITMENT TRAINING PROGRAM

Methods and Procedure

Product Design and Development
This project was designed and developed while working closely with the SME at each
stage from winter 2014 to spring 2015. The process began with a needs assessment to determine
where current recruitment efforts stood and what the current Co-op member-owners needed to
effectively recruit new members into the Co-op. This assessment was based on a careful analysis
of trends in the membership numbers for the two years the Co-op has been established
(Appendix A), as well as an analysis of member-owner responses to a brief online survey
(Appendix B).
After determining the need for a training program instructing member-owners of
strategies they can use to effectively recruit new members, the SME and designer determined the
program learning objectives and began researching recruiting and sales strategies, as well as
strategies that can be used to teach far transfer skills. A list of the major strategies of the
recruiting technique and a lesson outline was created with this research in mind.
Development of this project, beginning in summer 2015, included instructional and
demonstration video recording and editing, completed by the SME and developer. The
interactive instructional modules were developed using Articulate Storyline. Development of
Module 1 and Module 2 was completed in spring 2016.

Major Deliverables
The completed recruiting training program will consist of five individual modules;
Module 1 and Module 2 have been developed for this capstone project. These modules are
developed as interactive learning modules, each addressing one component of the overall
recruiting technique and consisting of a number of short lessons. The module and lesson topics
are as follows:
Module 1: Starting the Conversation
Lesson 1: Stop Lines
Lesson 2: Introduction
Module 2: The Pitch
Lesson 1: Problem, Solution, Victory
Lesson 2: Membership Appeal
Module 3: Response Cycle
Lesson 1: What Now?

17
RECRUITMENT TRAINING PROGRAM

Lesson 2: Common Objections

Lesson 3: Acknowledgement
Lesson 4: Redirect, Yes Question
Lesson 5: Victory
Lesson 6: Strong Ask
Module 4: Putting it All Together
Lesson 1: Demo
Lesson 2: Identify the Parts
Lesson 3: What Would You Do?
Module 5: Tips and Tricks
The modules teach the strategies of the recruiting technique in chronological order, thus
each module will be building on the previous module content until module four, which brings the
pieces together into the larger overall technique. Each of the modules in the training program
follow the same basic format of:
1.
2.
3.
4.
5.
6.

Introduction and lesson objectives

Instruction / Description
Demonstration / Examples
Practice / Reflection
Quiz
Results / Wrap-up / Achievement
In addition to the instructional modules, supplementary materials will be included with the
training program. The materials developed for this capstone project include: 1) a detailed
FAQ located on the Co-op website as well as a job aid in PDF form within the instructional
module, and 2) a marketing flyer. Additional job aids for recruiters as a quick reference of
proper recruitment techniques and examples will be available in the full program.

18
RECRUITMENT TRAINING PROGRAM

Resources
Time
The time for completing this capstone project was projected to be from winter 2014 to
fall 2015 (14 months). Due to the unforeseen circumstances of both the SME and the developer,
the actual time to complete this project was from fall 2014 to spring 2016 (19 months).
Approximately 200 hours was spent developing the instructional videos and interactive modules
for this capstone project.

External Expertise
The designer/developer worked closely with the SME throughout the process to ensure
the content was correct and delivered in an appropriate way. Additionally, the SME is the subject
in the instructional videos.

Hardware and Software Costs

Table 1
Hardware and Software Costs
Product

Purpose

Cost

Articulate Storyline 2

Lesson development software

$726

Camtasia Studio 8

Video editing software

$0*

Google Forms

Surveys

$0

Google Docs & Drawings

Job aids and design plans

$0

Microsoft Word

Development plans and reports

$0

iPhone, iPad

Video production

$0*

Lavalier microphones

Audio recording

$40

*items / software already owned by developer and not purchased for this project

19
RECRUITMENT TRAINING PROGRAM

Timeline
Major Deliverables
Table 2
Milestone List
Deliverable

Date Completed

Needs Analysis

March 2015

Learning Objectives

June 2015

Capstone Proposal

September 2015

Storyboard

September 2015

Module 1 Videos

October 2015

Module 1

November 2015

Formative Evaluation

December 2015

Revisions

January 2016

Supplemental Resources (job aids, etc.)

February 2016

Module 2 Videos

March 2016

Module 2

April 2016

Pre/Post Test Creation

May 2016

Summative Evaluation

May 2016

Final Project Report

May 2015

20
RECRUITMENT TRAINING PROGRAM

Evaluation and Testing Report

Formative Evaluation
The formative evaluation was designed to test the usability of the lessons as well as the
participants reaction to the content and format of the lessons. The formative evaluation
(Appendix D) was administered in November using Module 1 of the recruitment training. The
participants of the formative evaluation were members of the Membership Recruitment
Subcommittee, none of whom took part in the design or development of this project outside of
this formative evaluation.
Participants proceeded through Module 1 of the training, viewing all instructional videos
and completing all interactive activities and quizzes within the module. After completing the
module, participants completed a brief online survey consisting of Likert scale questions
pertaining to the lesson content, usability of the lesson, and the lesson format, as well as shortanswer questions in order to supply more specific feedback.
The data retrieved from the formative evaluation was analyzed and used to make
recommendations for modifications to Module 1 as well as guide the designer/developer in the
development of subsequent modules. Table 3 is a list of feedback received from the formative
evaluation resulting from issues experienced during the usability test, as well as
recommendations that were made for revisions:
Table 3
Formative Evaluation Results
Participant Feedback
Slide titles in the left side menu are confusing
and/or repetitive.
Some buttons do not work to proceed:
Quiz button in lesson menu
Lesson 1 button on the lesson menu
slide after Lesson 2 has been completed
The click here to begin prompt was shown at
the end of some slides, but not others. Some
participants found themselves waiting for the
prompt briefly before realizing it was time to
move on.

Recommendations
Rename slides in the left side menu to be more
specific/clear.
Add triggers to the affected buttons.

Include the prompt in each slide.

21
RECRUITMENT TRAINING PROGRAM

The volume was lower on some slides and

louder on others. Users reported that they had
to adjust the computer volume at times.
Practice 2 had one answer that could not be
dragged.
The drop-down answer choices in quiz
question 5 are confusing because the first,
second, third are out of order.

Identify and adjust the volume on appropriate

slides.
Adjust the settings to allow dragging.
Look into settings to see if this can be adjusted.
If not, reverse the format and make, I am, You
are, We are, the drop-down choices and, first,
second, third the set information.

In addition to the feedback for improvement above, participants also shared positive aspects of
the instruction including:

gamification aspect of earning beers at the end of each lesson and module was favored by

all participants;
videos were helpful and entertaining to watch (specifically mentioned were the stop line

examples and the video in the first practice question);

practice exercises were enjoyable and matched the instruction;
feedback was helpful;
enjoyed seeing a familiar co-o member as the instructor;
appreciated that the instruction and examples were specific to the co-op;
module menu had a clear explanation; and
audio was very clear and easy to understand.

Summative Evaluation
The summative evaluation was designed to test the effectiveness of the training modules
by measuring the knowledge gain of the participants. The participants were a group of college
educated adults with diverse career paths, including education, computer engineering, and
construction. There were a total of six participants, none of whom are associated with the Co-op
or have a formal background that includes sales or marketing. An email discussing the
effectiveness test process was sent out to all participants and included links to access the pre-test
(Appendix C), the two lesson modules, and the post-test (Appendix C) via the internet. The time
to complete the effectiveness test was approximately one hour, so participants were asked to
complete the process within three days.
Figure 1 shows a comparison of pre-test and post-test scores for each participant. Each
participant showed growth from the pre-test to the post-test, some more than others. Participant

22
RECRUITMENT TRAINING PROGRAM

4 demonstrated the most growth with an improvement of eight points. Participant 3 showed the
least growth with an improvement of two points, however still an increase in score.

Figure 1. Summative Evaluation Scores

To find out if the increases in scores were statistically significant, a statistical analysis
was completed, which showed that at the 5% level, there was significant improvement in
knowledge from the pre-test to the post-test, due to the instructional modules. Where H0 is the
null hypothesis, 1 is the mean score of the pre-test, 2 is the mean score of the post-test, and HA
is the alternative hypothesis:
H0: 1 2
HA: 1 < 2
Table 4 shows the analysis of the pre-test and post-test scores to determine whether to
reject or not reject the null hypothesis of no significant learning by the participants.

Table 4
t-Test Paired Two Sample for Means

23
RECRUITMENT TRAINING PROGRAM
t-Test: Paired Two Sample for Means

Mean
Variance
Observations
Pearson Correlation
Hypothesized Mean
Difference
df
t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail
t Critical two-tail

Pretest
6.6666666
67
1.8666666
67
6
0.6785714
29

Posttest
12.33333
333
7.466666
667
6

0
5
6.7198400
28
0.0005528
22
2.0150483
73
0.0011056
44
2.5705818
36

Since this is comparing a pre-test and post-test of the same participants, the variables are
dependent, so a paired two sample t-Test is used to test the significance of the learning gains.
Since the p-value is less than 5% at 0.0005, the null hypothesis can be rejected at the 0.05
significance level. We can conclude that there is a statistically significant difference between the
pre-test and post-test results of the participants, and that the instructional modules in this
capstone project are effective for teaching the recruiting methods.

24
RECRUITMENT TRAINING PROGRAM

Conclusion
Without any background or knowledge of effective recruiting strategies, and despite all
efforts and intentions, most member-owners of Umunhum Brewing have been unable to
effectively recruit and increase the number of new memberships at the originally anticipated rate.
This has caused the Co-op to lose momentum and further slow the forward progress of the Co-op
development.
The purpose of the training program discussed here is to equip member-owners of
Umunhum Brewing with the necessary tools to effectively recruit new members, increasing the
rate of membership recruitment, and move the Co-op closer to its goal of opening the doors of
the brew pub. By providing accessible and interactive learning modules containing clear, usable
strategies, and structured from sound learning and instructional theories, learners will be able to
easily and effectively learn the necessary information to quickly put those new skills into
practice.
As the final training program is designed to include five modules of instruction, this
capstone project, consisting of Module 1 and Module 2, completes only a portion of the intended
instruction for the training program. Work will continue on the training program, with the goal
of deploying the completed training program to the member-owners of Umunhum Brewing in the
near future. Currently, there are limitations in the amount of time the SME and developer have
to meet and work on the remaining modules outside of other work commitments, so a firm
completion date is not yet set.

25
RECRUITMENT TRAINING PROGRAM

References
Clark, C.M., & Rossiter, M. (2008). Narrative learning in adulthood. In S. B.
Merriam (Ed.), New directions for adult and continuing education (No.
119, pp. 61-70). Hoboken, NJ: Wiley Periodicals, Inc.
Dobrovolny, J. (2006). How adults learn from self-paced, technology-based
corporate training: New focus for learners, new focus for designers.
Distance Education, 27(2), 155-170.
Encyclopedia Britannica. (2014, June). Cooperative. Retrieved from
http://www.britannica.com/EBchecked/topic/136330/cooperative#ref47720
Gredler, M. E. (2009). Learning and instruction: Theory into practice (6th ed.).
Upper Saddle River, NJ: Pearson Education, Inc.
Huang, C. (2005). Designing high-quality interactive multimedia learning
modules. Computerized Medical Imaging and Graphics, 29(2), 223-233.
Moncrief, W., & Marshall, G. (2005). The evolution of the seven steps of selling.
Industrial Marketing Management, 34(1), 13-22.
Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2013). Designing
effective instruction (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design
and technology (3rd ed.). Boston, MA: Pearson Education, Inc.
Rhode, J., & Krishnamurthi, M. (2016). Preparing faculty to teach online:
Recommendations for developing self-paced training. International
Journal of Information and Education Technology, 6(5), 376-382.
Rocco, R., & Whalen, D. (2014). Teaching yes, and improv in sales classes:
Enhancing student adaptive selling skills, sales performance, and teaching
evaluations. Journal of Marketing Education, 36(2), 197-208.
Rossiter, M., & ERIC Clearinghouse on Adult, C.O. (2002). Narrative and stories
in adult teaching and learning. Eric Digest.
Ruey, S. (2010). A case study of constructivist instructional strategies for adult
online learning. British Journal of Educational Technology, 41(5),
706-720.
Soloman, H. (2013). Cognitive load theory. Instructional Design. Retrieved from

26
RECRUITMENT TRAINING PROGRAM

http://www.instructionaldesign.org/theories/cognitive-load.html
Weitz, B. A., Sujan, H., & Sujan, M. (1986). Knowledge, motivation, and
adaptive behavior: A framework for improving selling effectiveness.
Journal of Marketing, 50(4), 174-191.

27
RECRUITMENT TRAINING PROGRAM

Appendix A: New Member Analysis

New Member Count: First 27 Months

Month #

New Members

Month #

New Members

Month #

New Members

17

10

19

117

11

20

12

23

12

21

47

13

22

21

14

10

23

14

15

24

11

16

25

20

17

26

18

27

28
RECRUITMENT TRAINING PROGRAM

Appendix B: Member-owner Survey

29
RECRUITMENT TRAINING PROGRAM

30
RECRUITMENT TRAINING PROGRAM

31
RECRUITMENT TRAINING PROGRAM

Appendix C: Pre/Post Test

32
RECRUITMENT TRAINING PROGRAM

33
RECRUITMENT TRAINING PROGRAM

34
RECRUITMENT TRAINING PROGRAM

35
RECRUITMENT TRAINING PROGRAM

36
RECRUITMENT TRAINING PROGRAM

Appendix D: Usability Survey

37
RECRUITMENT TRAINING PROGRAM

38
RECRUITMENT TRAINING PROGRAM