Since 2000, the Ontario government has enacted several drinking water regulations that require that all persons operating drinking water systems have the necessary skills and knowledge to treat or supply safe drinking water. The regulation requires mandatory licensing of water works operators, with auditable requirements for operator training that include certified training programs with defined learning objectives and measurable results.

In the specific case of Kitchener Utilities, drinking water system operators have the practical experience of operating the system, but may not have the technical knowledge. In other words they do not fully understand the cause and effect(s) of their actions when operating the system. As such there is room for improving the cognitive aspects of  “what happens when I do this...”. 

From a corporate perspective, Kitchener Utilities budgets for regulatory annual training requirements, based on the number of licensed operators.  A scan of the Ontario Water Wastewater Certification Office (OWWCO) web page indicates that there are over 40 “director approved” trainers  with many other related training agencies that utilities make use of. In a recent web-based review, only 10% of the training agencies provide a form of distance learning. A majority of training that Kitchener Utilities budgets for is essentially off-site training, where the upwards of  67% of the training budget is associated with the costs of travel, accommodation and lost productive time to the organization .

Though recent efforts have been made to develop a drinking water quality management system (DWQMS), as mandated by the Ontario MOE, it is speculated by KU management that the procedures which support the DWQMS are inconsistently applied or poorly understood. There needs to be continuous reinforcement in the concepts and how they can practically applied.

Effective distance based education and training could assist in the sustained competency of drinking water operators. Based on the authour’s experience, the needs assessment and the proposal will be focused around a medium sized gas and water utility located in south-western Ontario —  Kitchener Utilities.

Kitchener Utilities Drinking Water Sampling Training Needs Assessment and Proposal Development

Kitchener Utilities Drinking Water Sampling Training Instructional Analysis & Learner Assessment

Reflection

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Needs Assessment Approach

It is proposed that the “Problem Model” be applied as the issue of training drinking water operators at the Kitchener Utilities may be the solution, but is not the only component. This approach is used when there is perceived to be problem that needs to be solved and if the problem actually exists. It determines cause and effect relationships, specifically whether the problem can be solved by providing learning opportunities and whether these are available to the prospective learner.

As such the needs assessment will consider three (3) perspectives in order to determine the appropriate response to identified problems or issues: 

a)      Corporate strategic level – which considers external factors acting on the organization, for example customer perception or regulatory requirements.

b)      Performance level – which considers what the organization and learners need to achieve in order to deliver their product or service.

c)      Learner Level – describing the perceptions, needs and realities of the learners that are being reviewed.

Preliminary Results of Needs Assessment

Learner Level

Create experienced based course material, which reinforces technical information, as well basic regulatory compliance issues with operators. There appears to be significant interest in several courses, such as watermain chlorination, unidirectional flushing, or bacteriological  sampling. 

Performance Level

A more regular review of the operating procedures should be integrated into monthly staff safety meetings or tail-board conferences on job sites, such that greater consistency could be achieved in operation of the drinking water system by the operators.

Corporate Strategic Level

The abovementioned courses should be designed to reflect the agreed upon procedures that are supportive of the DWQMS.

Reflection

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References

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COMPETENCIES EXHIBITED -

These competencies involve applying instructional design models, concepts and skills to solve instructional problems in Distance Education. Examples of these competencies are listed below.

2.1.    Discuss the implications of personal perspectives and epistemological orientations for the teaching-learning process.

2.2.    Apply systems theory and systems analysis techniques to instructional design situations in distance education.

2.3.    Describe and apply a range of learning and motivational theories to instructional design situations in distance education.

2.4.    Describe the activities of the instructional design process and the advantages and disadvantages of using them in distance education.

2.5.    Develop instructional products or learning objects in distance education. 

2.6.    Discuss the common criticisms and controversies relating to the use of traditional and emerging instructional design models in distance education.

2.7.    Apply instructional design principles and models in distance education, in your workplace, or in other instructional contexts.