Assignment 4: Proposal for Improving Enterprise Learning: Maryland Fire and Rescue Institute

Leila H. Liberman
DETT 621-9040
Dr. Linda Smith
November 2014

Proposal for Improving Enterprise Learning: Maryland Fire and Rescue Institute
This document, being presented by AD & LL Enterprises, Inc., is a proposal for
improving and prioritizing the implementation of elements of a comprehensive Learning and
Development (L & D) plan for the Maryland Fire and Rescue Institution (MFRI). A complete
case study and needs analysis have been performed and submitted to MFRI to enable them reach
a higher stage of maturity and attain the overall mission of the institute.
A crucial aspect for the success of any organization may be attributed to its L & D
program, as well as the support orchestrated for the betterment of its employees. The main goal
of L & D is to be in alignment with the goals/objectives and competencies associated with the
business and with the employees personal advancement. The mission of this organization can be
seen in the review of its needs related to L & D, and will be heightened by applying this
proposal.
The needs analysis identified three main needs which must be addressed for MFRI to
attain overall improvement. The three needs are: 1) increased interdepartmental communication;
2) understanding technology; and 3) evoking change. This proposal will concentrate on the
technology and change needs only, without diminishing the importance of communication for
this organization to be successful. As will become apparent, both technology and change will
involve an online component of education and will consequently also increase communication
among the six components of MFRI.
The MFRI is located in College Park, Maryland and is part of the University of Maryland
educational system. This educational sector trains those interested in securing a career as a first
responder. A more focused needs analysis is being presented by AD & LL Enterprises, Inc., to

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Proposal for Improving Enterprise Learning: Maryland Fire and Rescue Institute
promote and improve the MFRI. A close evaluation of the six sections will be outlined in this
analysis.
1. Administrative Services (AS)
2. Field Operations Section (FOS)
3. Institute Development Section (IDS)
4. Logistical Support Section (LSS)
5. Special Programs Section (SPS)
6. Technology and Certification Section (TCS)
Our goal is to promote and improve the MFRI especially as it relates to technological
development, which is its greatest weakness. To this end, AD & LL Enterprises, Inc., will focus
on the Institutes analytics, competencies, jobs and roles associated with L & D to improve its
current maturity stage.
Mission
The Maryland Fire and Rescue Institute (MFRI) of the University of Maryland is the
State's comprehensive training and education system for emergency services. The Institute
plans, researches, develops, and delivers quality programs to enhance the ability of emergency
service providers to protect life, the environment, and property (MFRI, 2011).
Stage of Development
After a close review of the case study presented by AD & LL Enterprises, Inc., it is without
doubt that MFRI is in its infancy of L & D, placing them in Stage 1 of the L & D chart provided
by Smith (2013). At this stage, one can easily ascertain that the faculty/staff of MFRI are

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Proposal for Improving Enterprise Learning: Maryland Fire and Rescue Institute
engaged in L & D, but significant improvement is necessary to maintain growth at this facility.
The following are the factors which support their stage 1 status:

Sporadic training (Smith, 2013) - each employee is required to earn 12 hours of

continuing education credit every three years with guidance on which courses will
advance them individually, but there is no plan to make the training consistently
beneficial to the individual and the organization.

Business structure - divided into departments (Smith, 2013). Currently, the director of
MFRI has organized the institute into six sections fitting them perfectly into Stage 1.

Maryland Fire and Rescue Institute - using a LMS, though not to its full potential.

Summary of Goals and Objectives of Each Section

Below are the goals and objectives of each of the six sections. They have been the focus
at MFRI to improve the overall successfulness of the organization and help meet their mission.
Retrieved from:
https://www.dropbox.com/s/1zpw7v0a6ibrn1v/Goals%20and%20objectives2014.pdf?dl=0

Table 1 Section 1: Administrative Service

Goals and Objectives
Update Faculty And Staff Orientation Policy
Test And Assist With New Staff Directory
Decrease Monthly Open Commitment Amounts
Microfiber Screen Cloth w / QR Code
Set Up A Guide For All Sections Of MRFI To Be Used
As A Reference When Asking Questions Of ADS
Give The Front Lobby A More Welcoming Appeal
And Recognition Of Being Part Of The University Of
Maryland
To Purchase Paper With State Of MD Seal Paper In
House. To Print All Certificates In House.
Add Bookstore Items On MFRI Website For Customer
Orders
Send Out A Flyer Notification Of New Bookstore
Items To All MFRI Faculty And Staff

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Table 2 Section 2: Field Operations Section
Goals and Objectives
Systems Analysis
Asset Tracking
Guide On Instructor Administrative Duties
Regional Advisory Committees:
To Develop Format
To Monitor Once Implemented
Curriculum Review
EMT Course Student Performance Tracking
EMT Refresher Curriculum

Table 3 Section 3: Institute Development Section

Goals and Objectives
Revise Rescue Technician Vehicle And Machinery Extrication
Revise Rescue Technician Site Operations
Revise Rescue Technician Confined Space
Revise Rescue Technician Rope
Revise Firefighter Officer III Course
Develop A Distance Education Implementation Plan And Begin Developing Hybrid Courses

Table 4 Section 4: Logistical Support Section

Goals and Objectives
Automated Injury / Illness Report: Explore ways to offer to users the ability to
complete the current injury / illness form electronically.
Live Fire Training Program: Complete the pilot and train-the-trainer
curriculum intended to enhance the current training program for conducting Live Fire Training Evolutions
Assistance To Firefighters Grant (PPE, SCBA, Etc.): Submit an AFG application focused on turnout gear,
SCBA and other selected items and, presuming it will be successful, assist with its administration.
Work Order And Asset Management System: Complete an automated Work Order and Asset Management
System that will reside within the Institutes APPS system. This goal will be accomplished through a
partnership with the Technology and Certification Section (TCS) and the Logistical Support Section (LSS).
SCBA Written Policies And Procedures: Based upon last years SCBA Assessment of NFPA 1989 and NFPA
1852, develop appropriate written procedures for a
Respiratory Protection Program to help ensure compliance with these two important
standards.
Automated Resource Inventory: This goal is a multi-phase project intended to
increase automation within our section related to inventory that includes the
following components:
1) Explore inventory software as a means to enhance the ability to track
and maintain
our resources.
2) Automate the inventories of our trailers.
3) Develop a resource locator system for items stored in Bay 3 and in Building 198.
4) Investigate the use of Globes PPE Tracker, a web-based system whose purpose is to track PPE
assignments, repairs, etc., and provide a mechanism to document inspections required by NFPA

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Proposal for Improving Enterprise Learning: Maryland Fire and Rescue Institute
Table 5 Section 5: Special Programs Section

Goals and Objectives

Service Agreements / Contracts: In concert with the Legal Office, UMD-CP,
review and update for legal sufficiency templates of standard legal documents SPS
uses for contracting services.
Client Data Base: Upgrade the current internal client contact data base (Sugar CRM) to version 6.2. and train
coordinators / staff.
DOD And Government & Industry Listing On mfri.org: Update the DOD and Government & Industry language
portion of the mfri.org web site with assistance from the Technology and Certification Section.
Online Marketing: Utilize an online marketing vendor that assists small and nonprofit organizations to establish
a cost effective email and training course advertising process to connect and engage with clients and potential
clients.
Costs Versus Revenue: Overhead Analysis: Analyze the total costs of delivering training programs vs. revenue
received. Review Budget Sub Codes with coordinators and evaluate all costs associated with delivering a
training program. Establish controls to improve the cost / revenue ratio of training courses that are below the
overhead benchmark.
Standardization Of Forms & Files: In concert with the Technology and Certification Section (TCS) update,
organize, and standardize SPS Forms / Files on HQ-4
Server.
Hazardous Materials Incident Command Course: Develop the new Hazardous Materials Incident Command
curriculum course in accordance with the JPRs of NFPA 472, 2013 edition. This course will utilize the same
text as the new HM-Technician curriculum course Hazardous Materials Managing the Incident text by Jones
& Bartlett.

Table 6 Section 6: Technology and Certification Section

Goals and Objectives

Scenarios For ICSC and MSL: Develop 6 new scenarios for ICSC and MSL
for non-fire service audiences.
Expand ICSC Use: Extend use of ICSC by installing cameras, microphones, recording this will allow
observance of (possibly participation in) ICSC classes from other rooms (pending funding).
Complete IFSAC Site Visit: Continue preparation of all required documents, host site visit team (July 10 12),
respond as needed to site visit team findings
and/or inquiries
Prepare For And Complete MFSPQB (State) Site Visits: Prepare MFRI ATRA for Site Visit. Assist other
agency ATRAs with preparation, conduct Site Visits, report findings, and follow up as needed
New Certification Data Base System: Change existing database to a new system verify data and test system to support certification office needs
New Application Servers: Move MFRI Apps and Web to hosted servers.
Student Registration System: Implement new student registration system including forms, scanners, LXR,
software development and registration procedures.
Student Certificate Printing: Develop method for students to print course
completion certificates and to replace pocket cards distribution.
Display Screen For NERTC: Implement new display screen system on
existing equipment at NERTC.
Data Storage Organization For Headquarters4: In cooperation with all sections, develop procedures and
methods for organizing data on network server to better maintain up to date information.
MFRI App: Develop a MFRI app for users to access the most used parts of the website.

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Proposal for Improving Enterprise Learning: Maryland Fire and Rescue Institute
Overall Plan
Comprehensive plan for improving enterprise learning for the organization
Technology and Evoking Change
The director of MFRI will identify six managers, one for each component of MFRI. There
will be a meeting held that will review the entire plan for L & D and how it will involve
technology and evoking change within MFRI.
1. Introduction from director to managers
a. Purpose of the plan-this plan will guarantee that MFRI will attain their overall
mission associated with online course delivery to promote the quality courses
offered.
b. The MFRI has a legal obligation to offer quality courses to prospective and
current first responders to ensure that they meet their requirements for licensure
c. Planning process-each section of MFRI will conduct a survey on technology and
change, and work with the current and new employees to attain the overall
mission of the institution. The survey will be designed using a Lykert Scale
system and dispersed to the employees through Survey Monkey.
2. Faculty/staff Vision
a. Survey will be offered to the faculty/staff of first responders to assess their
knowledge of courses offered in an online blended learning environment
b. Compilation of the data
c. Compare to see if this is in line with the current mission of MFRI
3. Presentation of information
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Proposal for Improving Enterprise Learning: Maryland Fire and Rescue Institute
a. Information presented to all managers
b. Information presented to all employees in each section by their specific manager
c. Review of the previous Planning Chart produced by MFRI, Retrieved from:
https://www.dropbox.com/s/2vo5bmozwx8va1s/planning%20chart%20MFRI.pdf
?dl=0
4. Review of goals/objectives, designed and presented by the director of MFRI, for possible
changes to be in line with the introduction of online courses.
5. Technology training
a. Assessment of current levels of all employees in each section
b. Results reviewed with all employees
c. Presentation of the training program to increase personal knowledge
6. Evoking Change
a. Outside agency brought in to conduct the Myers & Briggs Test
b. Assessment with the Myers-Briggs Type Indicator (MBTI) test
c. Results discussed in aggregate in a group meeting and given to all managers
d. Managers have meetings with employees to encourage self-betterment in the new
environment
7. Development and implementation of blended learning classes
a. All regions of MFRI provided with updated computer systems
b. Faculty work with IT to develop the online portion of their courses
c. Offer the live blended courses monitored closely by IT
8. Coaching and Mentoring Program

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Proposal for Improving Enterprise Learning: Maryland Fire and Rescue Institute
a. Seasoned faculty/staff will be partnered with newer faculty/staff joining the
organization
b. Each section will meet with the outside coaching and mentor representative for
review of both assessments (technology and MBTI)
9. Re-evaluation time periods will be at six week, three month, six month, 12 month, 18
month and 24 month intervals
a. Re-assessment of faculty/staff technology level
b. Re-assessment of MBTI (12 and 24 months only)
10. Survey to be sent to students to evaluate the instructors regarding the online components
of the course, with results to be shared with the director, managers and employees
Techniques and strategies for providing L & D to address each need
The needs of technology and evoking change will be addressed by reviewing and
understanding the Technology Acceptance Model presented by Davis (1989). The university will
provide the technology by offering various training sessions for the instructors, at no additional
fee, and on company time. Training for all faculty members will be mandatory. As faculty/staff
increase their training on LMS, they will become more comfortable with the LMS with their
courses, which have been developed in collaboration with the instructional designers. When all
faculty/staff are thoroughly trained and have accepted the use of a LMS they will enhance the
level of maturity of L & D of the institution. Over time, AD & LL Enterprises, Inc., fully
anticipate that MFRI will progress to a stage 4 on the Smith (2013) chart.

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Proposal for Improving Enterprise Learning: Maryland Fire and Rescue Institute
Technology Acceptance Model (TAM) (Fathema and Sutton, 2013)

This model will help the faculty/staff member see the positive or negative feelings associated
with their behavior and its effects on L & D.
DEFINITIONS OF TAM CONSTRUCTS (Fathema and Sutton, 2013)
Perceived
Ease of
Use
(PEOU)

Perceived
Usefulness
(PU)
Attitude
towards
using
(ATT)
Behavioral
Intention
(BI)
Actual
System
Use (AU)

The degree to which the prospective user expects

the target system to be free of effort (Davis et.al
1989, p. 985). The construct reflects the amount
of efforts that would be required relative to the
persons perceived capabilities, in terms of being
able to use the technology to accomplish the
intended functions
Subjective probability that using a specific
application system will increase his or her job
performance within an organizational context
(Davis, et al., 1989, p.985)
Individual's positive or negative feeling about
performing the target behavior (e.g., using a
system), (Davis 1989).
The degree to which a person has formulated
conscious plans to perform or not perform some
specified future behavior (Davis 1989).
A persons actual use of the technology(Davis
1989).

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Proposal for Improving Enterprise Learning: Maryland Fire and Rescue Institute
Blackboard Acceptance Model (Fathema and Sutton, 2013)

Blackboard non-acceptance model (Fathema and Sutton, 2013)

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Myers-Briggs Type Indicator Test (MBTI)

The MBTI is a personality inventory with the purpose of making a comprehensive theory
of personality practical and useful in peoples lives. The MBTI and the various psychological
types will enable the faculty/staff to use a non-judgmental language to talk about some serious
issues with a counselor outside of the MFRI organization. The MBTI is based on a
comprehensive and coherent theory of personality. The applications can be beneficial in almost
any situation, such as communication, leadership, change management, team building, planning,
marketing, writing, counselling, personal development, career planning, and teaching and
learning.
As faculty/staff openly embrace the MBTI, they will learn more about themselves.
Consequently, as MFRI employees openly discuss the results with counselors, they will be more
open to change. With a change in attitude, the faculty/staff will be more receptive to the prospect
that online learning results in bettering the MFRI institution. Once the employees of MFRI
embrace change and accept the online components of higher education, and how MFRI are
instituting blended courses, the mission, goals/objectives and stage of maturity of the
organization will greatly improve.
Integration of Online Learning for MFRI
AD & LL Enterprises, Inc. will be arranging a coaching and mentoring program for all
six sections. The managers of the six sections will review the MBTI and pair employees
appropriately.
The purpose of implementing a coaching program for the MFRI employees will be for
these members to better understand and accept the use of digital technology. Rosenberg (2006)

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Proposal for Improving Enterprise Learning: Maryland Fire and Rescue Institute
describes coaching as being focused on performance improvement related to a specific skill. By
having employees at MFRI coached by IT or personnel experienced with the LMS experience,
they will be able to improve their courses and incorporate digital online components for each
class. The coaching program will focus on the use of discussion boards and incorporating
multimedia in the e-lecture format. Initially, the coaching will be a face to face (F2F) platform.
Once the F2F coaching period has ended (approximately two weeks), all employees will have
access to a coach via the virtual world. Virtual teams will offer formal communication such as
telephone or web based conference calls both internally and externally.
Setting up a mentoring program will enable seasoned faculty, who are not comfortable
with using the LMS, to increase their self-confidence with digital technology. AD & LL
Enterprises, Inc. supports the author Emelo (2012) who is confident that learning from within the
context of employees daily work, helps to close the top skill and competency gaps. The mission
of MFRI states they want to deliver quality programs. When all faculty learn the inner workings
of the LMS they will meet this goal. Pairing faculty (experienced and inexperienced with the
LMS) will, in fact, make this possible and the organization will soar in their maturity stage as
well. The junior faculty/staff or less experienced members will benefit from the seasoned
faculty/staff in this situation by becoming a sounding board and proving guidance (Bard &
Moore, 2000).
The L&D needs of MFRI will be supported and their mission attained with the
development and implementation of a blended/hybrid learning system. A majority of the first
responder courses have a hands-on component, making a blended/hybrid online course
appropriate. Evolving onsite classes and hands-on training, along with distance learning options,
will offer a more effective educational environment than either one standing alone (Moore and

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Proposal for Improving Enterprise Learning: Maryland Fire and Rescue Institute
Kearsley, 2012). AD & LL Enterprise, Inc. concur with Moore and Kearsley (2013) about having
faculty (full or part time) understanding the distinctive characteristics of online education,
learning to be helpful to the students, and understanding that students will encounter obstacles
and faculty need to be helpful (Moore and Kearsley, 2012). When faculty have a complete
understanding of blended/hybrid online learning, and how it applies to the MFRI business model,
MFRI will meet its mission, and goals/objectives, as well as advancing the overall maturity of
the institution.
Management and Measurement
The management plan to bring MFRI faculty and staff up to speed with the LMS and
online learning will involve starting with a mentoring program. Once everyone is paired up, each
pair will sit and take online classes together to learn the LMS used within MFRI. Each faculty
will then be assigned a coach to assist them with the design and implantation of their
blended/hybrid courses. The increased staff in the IT department will be able to assist with this
development.
The success of this proposed plan will be measured by a second survey of faculty. The
survey will be designed to measure change, asking the same questions as in the initial survey,
while adding additional questions. These new questions will specifically assess how, when and
where they are using online learning in their courses. This second Lykert Survey will also be
electronic, using Survey Monkey. Once the survey has closed, all the data will be collated, and a
comparison will be made with results of the original study. The compiled data will first be sent to
the director, and then shared with the managers of each section. Each manager will meet with the
employees of their sections and discuss the survey results and how it affects them directly. Each
manager will explain to the employees how they are meeting the goals/objectives of MFRI and

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Proposal for Improving Enterprise Learning: Maryland Fire and Rescue Institute
how their use of online learning has increased the institutes level of maturity and the
effectiveness of the employees. Moore and Kearsley (2012) outline four guidelines which each
manager will review with every employee to ensure they have developed an effective online
classroom. The following will be assessed:
1. Humanizing
a. Using student names in the online classroom
b. Asking for personal experiences
2. Participation
a. Ensure a high level of interaction
b. Facilitate question and answers
c. Role playing exercises (when applicable)
3. Message style
a. Good communication techniques in presentation of information
b. Use of a variety of reference resources
c. Own collaboration of content
4. Feedback
a. Feedback on assignments and quizzes
b. Feedback on the students progress

During the manager/employee meetings, review of the survey results and how their
actions directly affect the maturity of the institution will be discussed. Each employee will be
informed of their success in meeting the needs of MFRI associated with understanding
technology and evoking change. Each employee, in each section, will be reassessed on the ATD
competencies of Training Delivery, Instructional Design, and Learning Technologies. The
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overall goal will be to raise the organizations level of maturity closer to Smiths Stage 4 (Smith,
2013). When the competencies are reviewed with the employees, they will see how embracing
technology with an open mind has improved MFRI, while simultaneously facilitating individual
growth.

Conclusion
AD & LL Enterprises, Inc. has placed before you a proposal to insure achieving a higher
level of maturity for MFRI. We will help MFRI with the development of surveys to assess the
technology level among all employees, help hire an outside agency to administer and evaluate
the MBTI, and encourage the organization with a coaching and mentoring program for all
employees. AD & LL Enterprises, Inc. will assist in the ongoing assessment of the use of
technology and evoking change at measured intervals over a 24 month period. AD & LL
Enterprises, Inc. has developed many successful programs for institutions to improve their
maturity of level, as well as enabling them to better meet their goals/objectives. We are
confident, that when MFRI commits to this proposal, they will be a more sought after institution
for educating first responders. With MFRIs cooperation and participation and the interventions
of AD & LL Enterprises, Inc., on our final assessment, MFRI will undoubtedly attain a Stage 5
level of maturity.

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References
Bard, M., & Moore, E. (2000). Mentoring and Self-Managed Learning: Professional
development for the market research industry. International Journal Of Market Research,
42(3), 255-275.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of
information technology. MIS Quarterly, vol.13, 318339.
Emelo, R. (2012, September). Mentoring: Bridging the competency divide. Chief Learning
Officer, 11(9), p. 26-28. Retrieved from
http://www.triplecreekriver.com/resources/Bridging_Competency_Gap_CLO_Sep12.pdf
Fathema, N, & Sutton, K. L. (December, 2013). Factors influencing faculty members learning
management systems adoption behavior: An analysis using the technology acceptance
model. International Journal of Trends in Economics Management and Technology 2(6)
20-28.
Moore, M. G., & Kearsley, G. (2012). Distance Education: A Systems View of Online Learning
(3rd ed.). Belmont, CA: Wadsworth.
Rosenberg, M. J. (2006). Beyond e-learning: Approaches and technologies to enhance
organizational knowledge, learning, and performance. San Francisco, CA: Pfeiffer.
Smith, L. (2013). Case study: Stages of learning and development capability/maturity [Online
conference post]. Submitted to: University of Maryland University College, Online
Learning and Development in the Workplace, Fall, 2014.

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