Analysis of the Design, Delivery, and Evaluation of COVID-19 Workplace Health and Safety

Executive Summary

To foster an optimal learning experience for the students, design, delivery, and evaluation are vital factors to consider that support and appreciate a course’s learning and intellectual development. The foundation of a system determines its success to the intended learners. Course design highlights the teaching materials used, the teaching procedures, and the necessary methods to support learners’ understanding. On the other hand, the means used to convey educational content from the teacher to the learners is an essential factor. Implementing suitable delivery methods reflects the learning outcomes. Teaching approaches in a given program or training build the student’s understanding of the knowledge being shared by the instructors. Students-centered delivery methods are more engaging, and it is essential to understand that learning is more effective when the delivery mode used by the organization involves the learners more. Lastly, course or training evaluation and the learning developments benefit the organization to understand and identify the particular parts of the learning development of course delivery and design that are working and the key areas that need improvement. The paper aims to provide insight into a Covid-19 workplace health and safety course offered by the World Health Organization by analyzing its delivery, design, evaluation, learning, and development of various academic theories. It will also consolidate the design, delivery modes, and learning theories for this training. This will include the standards and the quality basis adopted by the World Health Organization in offering this course.

Covid-19 Workplace Health and Safety Course

Introduction

Following the covid-19 global pandemic, Company X, involved in bottled water production in Nigeria, advocated all its stakeholders, including the employees, to pursue a Covid-19 Work Place Health and Safety Course. This was a requirement put in place by the World Health Organization for business organizations to follow to reduce the increased risks of transmission across the globe. The firm was in the front line to implement policies and procedures that would aid in preventing transmission of the coronavirus and, more specifically, protect its business performance by maintaining a healthy and safer working environment for its employees. Companies were obligated to adopt prevention control strategies against coronavirus to reduce employee exposure contamination, equip them with skills for hazard assessment, etc. (United States Department of Labor, 2020).

The world was tragically affected by the outbreak of coronavirus that was first reported by the World Health Organization (WHO) in December 2019. In 2020, WHO declared the outbreak of Covid-19 to be a global health emergency. This episode that the world experienced affected the performances of all businesses across the globe. It prompted the closure of most businesses, including company X, and forced the workers and employers to close and work from home. Bartik et al. (2020) allege that the pandemic resulted in a global economic shock influencing the performance of the organizations.

After being forced to hold its business operations following the covid-19 protocols by the national government and the WHO, which included the lockdown, company X lost its profits and market share, thereby incurring significant losses. Harel (2021) argues that the covid-19 pandemic not only did it affect the way of life of the people but also the revenues of most businesses. However, to resume its operations, company X was among other firms that sponsored their workforce to learn a Covid-19 workplace health and safety course offered by the World Health Organization. After the effective lockdown, the firm made it compulsory for all its employees to return to work to take the covid-19 workplace health and safety course.

Following the academic theory internal context of learning, company X was determined to support its employees to learn the course to promote its flexibility to adapt to the new changes in its operating environment, including the covid-19 measures. This was a company policy for all the employees to learn this course. The firm prioritized the health of its workers, still focusing on remaining active and productive as a strategy to regain its consumer base and revenue streams in the industry. These were measures taken by the company to ensure that its business operations were not shut down and remained competitive.

Covid-19 Workplace Health and Safety Course overview: The World Health Organization’s, alongside the Institution of Occupational Safety and Health (IOSH), offered this course to facilitate business managers and other occupational health and safety experts with knowledge and skills to safeguard and protect the workplaces from the Covid-19 pandemic (World Health Organization, 2020). The workers took approximately 2-4 hours to complete the course. Through an in-depth analysis of the systematic training model, the paper focuses on providing a detailed analysis of the needs of the course, design, delivery modes, and its evaluation through actual data sets.

PESTEL Analysis

External Environment

Job attributes, size of the firm, technological changes, political and social surroundings of the business are factors that influence learning in a workplace (Park & McLean, P. 5). Due to the covid-19 pandemic, the company was on high alert of the global changes, more specifically, in the country, following the government initiatives, which prompted companies and other public institutions to train their employees on covid-19 risk assessments, prevention measures, etc. Company X was responsible for providing this opportunity to get the crucial education for our survival. Secondly, the 2020 pandemic (covid-19) has threatened the economic performance of nations and powerful company performances, which caused company X’s income generation due to lockdown. This was a managerial responsibility to regain their demand for water goods in the industry. To prevent shutdown, the company urged the employees to take the health and safety course as a policy for resuming its operations. In this case, studying a covid-19 workplace health and safety course is because the organization is closely related to the workplace. The PESTEL table has been incorporated in the appendix in this report.

Internal Environment

According to academic theory, among the significant factors that influence learning and development of a curriculum include connection of the course with work role, job designs, employees’ engagement to take measures, support the leadership, optimization of resources available for knowledge and skills acquisition (Park & McLean, P. 9). First, company X was determined to ensure that the employees were healthy before resuming work. More importantly, we were referred to this course because it was linked to the workplace in the company. In addition, company X’s management engaged in fighting the spread and impact of covid-19 in Nigeria and the whole world, as stated by the World Health Organization.

Additionally, we were taught the course to support our company leadership to support the national government to reduce the transmission of covid-19 in the country. Lastly, since the WHO had created a platform that successfully fostered learning and understanding the negative impact and the dangers of widespread on the covid-19 virus, the management leveraged this opportunity to use the WHO platform and materials to encourage us to take the training.

The extended PESTEL analysis has been attached in the appendix.

Design Analysis

A good plan is vital for every type of learning program. It fosters intellectual development supporting improved levels of thinking by the learners or students. Baldwin et al. (2018, p. 157) mention that the design phase of a course enables the institution to bring together materials needed that will produce the best outcome to the targeted student’s knowledge and skills. The author also states that the instructional design phase is vital as it fosters a suitable learning environment for the students and the knowledge seekers. The academic theory states that a course design issues guidelines that aid in organizing the relevant scenarios for achieving the course goals (Kurt, 2021). Moreso, it creates a condusive environment, thus, promoting the effectiveness of a course. Some of the major features that define a good course design are learner-oriented and focused results. In addition, the design should consist of achievable and measurable goals and objectives, empirical, etc., (Kurt, 2021). The academic theories focus on positive impacts and result to the intended learning outcomes. Elsewhere, Khalil & Elkhinder (2016) mention that course design is a step that guides the strategies to be selected and the delivery modes to determine the instructional goals. A good design considers the objectives of the training and the results to be attained in the end.

The World Health Organization’s primary learning objectives and course modules successfully designed the course structure based on the above academic discussion. World Health Organization’s (2020) significant goals and objectives of offering the course are worker understanding of the SARS-Cov-2, infection prevention and control, hierarchy control, managing health and safety as an individual, and successful steps to respond to the covid-19 outbreak in a company. The course was divided into five modules; the basics of infection prevention and control of covid-19 in a working environment, risk or hazard assessment of transmission, the major responding strategies to the covid-19 virus in a working environment, learning about the teleworking impacts on the business risks and the major of roles of the workers to facilitate it, and lastly, resuming of the business operations. To begin the course, one encounters a brief learning outcome that serves as a blueprint to them and other stakeholders on the training structure and the sequence of its content. The course structure sets the stage for workers to familiarize themselves with the learning outcomes and expectations of the training and its significance.

WHO understands that the introduction stage is vital. It gives the workers a chance to grab the attention of prevention measures of the covid-19 pandemic and the general importance of the training. This primer introduces the workers on SARS-Cov-2, the primary cause of covid-19. Hailikari et al. (2008) allege that prior knowledge or the introduction of a course is a significant factor that an institution or a company should consider while designing the curriculum. Moreso, the introduction phase included the transmission methods of covid-19 in a working environment, highlighting the most vulnerable environments for transmission of covid-19. The main aim of prior knowledge in a curriculum is that it aids the learners to develop a system of credits and, more importantly, to foster skill acquisition. Lastly, the module ends with the training of workers on the importance of personal protective equipment (PPE) and the various measures to be taken after resuming work, such as wearing of masks, social distancing, regular hand hygiene, ventilation, etc., which sets the ground for both the next module and also, the primary purpose of the entire course.

Secondly, in the next module of risk or hazard assessment of transmission, the course gives the workers extensive knowledge and skills, preparing them with innovative practical and mental strategies applicable in the Covid-19 precautions in a workplace. This is an achievable and measurable goal. An institution needs to consider a good course design before setting up the course. First, the learners will achieve the targeted objectives and outcomes at the end of the course, highlighting the required mandates or the licensing bodies and their requirements, and finally, the standards for the professional exam (University of North Texas, 2022). In this module, the workers were taught how to assess and manage risk in the company’s working environment. The second module is learner-oriented as it allows the workers to participate in the training learning experience, thus, fostering better understanding.

The third module, which is about the effective responding strategies to the covid-19 virus in a working environment, generally equips the workers with practical skills for screening workers and consumers accessing the organization, ideally, giving them cluster tips to respond to covid-19 signs. This is aligned with the learning objective on how to counter the virus in a working environment. The design focuses on providing verifiable experiences that are more meaningful to the workers than giving out theories on pure logic.

Focusing on the results, the fourth and fifth modules gave valuable insights on how the workers will stay healthy and safe and the necessary preparations for resuming the company’s business operations, respectively. Taking the test for each module, the course is designed to give the learner feedback of results that they have scored, including a projection graph. As a learner of the covid-19 workplace health and safety course, I am thrilled by the WHO’s design of the course because it focuses on us as knowledge seekers and focuses on the quality of knowledge that we acquire as the results. To me, achievable and measurable goals and objectives make it a successful design. Its course structure and learning outcomes are aligned with the learning objectives or goals that learners are intended to achieve at the end of the study.

The course was offered online with a highlighted course duration to be 2-4hours; concerning the professional exam, WHO states that the learner is expected to score a pass mark of 80% to receive a certificate. The learning information that I gathered on safety and health issues facilitated me to examine and propose measures that an individual can implement at a personal level to reduce the transmission risk of the virus. The course gave us enough information to become specialists to share knowledge on safety and health measures with our neighboring communities. After completing the study, the workers must take tests to gain a certificate (World Health Organization, 2020). Based on the academic theories, this design falls above the requirements as it covers most of the design requirements.

Delivery Analysis

Course delivery refers to the analysis of how learning content is conveyed to the students or learners from the instructors (Hat, 2022). Following the sequential flow of the analysis, the design phase provides the inputs of the delivery analysis, whereby these are the techniques and the materials used by WHO to structure the learning experience of this course. Khalil & Elkhinder (2016) allege that course delivery promotes understanding to the learner based on memorization; it fosters an elaborative way of encoding the intended content of the training. Sheppard & Gilbert (1991) confirm that the delivery modes of a given training are linked to the student’s approach and perceptions regarding the course in the academic environment. in addition, the author states that learners are more likely to agree that a course was successful based on the teaching methods that they thought reflected their orientations. Therefore, it is true to say that a learner’s learning approaches are influenced by the structure of delivery employed. Brinthaupt et al. (2014. P. 326) mention that blended, asynchronous, and synchronous online, web, etc., are among the delivery modes of training that can be leveraged by learning institutions. The author mentions that despite the availability of several learning delivery modes, choosing the appropriate mode should not be overlooked since it is a prominent part of the learning process.

The learning and development methods to deliver this course follow three learning outcomes: expertise, attitudes, and knowledge. WHO aimed to reflect a worker’s proficiency in covid-19 safety and health measures in the workplace through skills and boost their motivational levels to return to work and be hopeful. This follows the trauma that the pandemic caused to people across the globe through attitude, which influences their behavior in an organization concerning the WHO’s purpose of offering this course (World Health Organization, 2020).

Lastly, strategic knowledge was used to monitor and plan an object-oriented program. According to Brinthaupt et al. (2014, p. 329), a logical delivery mode aids the institution to ensure that maximum appropriate plans have been incorporated to attain the desired results of a course. WHO offered learning based on the cognitive approach whereby workers received information in written materials or orally associated with knowledge and attitudes.

The essential files that benefited the employees in learning the course included videos, presentation slides, audio files, and pdf files, all provided by the WHO to facilitate the learning (World Health Organization, 2020). Learning was facilitated through an online platform session. The community of inquiry learning theory suggests that online and blended training are active approaches for sharing learning materials and knowledge, ideas, opinions, etc., between the learners and teaching staff (Picciano, 2021 p. 173). In addition, the author mentions that the online platform offers collaboration and knowledge transfer through the internet in both formal and informal learning. According to Fredericksen (2015), practical online training is established through a systematic delivery of instruction, mainly by emphasizing its results and the learning objectives. WHO logically follows the sequenced course structure.

In this mode of delivery, the learners use their listening skills, observation, and taking short notes for further studies. According to Abdulbaki et al. (2018, p. 285), the lecture delivery method creates a suitable atmosphere for learners to interact and share ideas, resulting in knowledge improvement. Blended learning was also employed whereby the provided by WHO supported the majority of workers under the online platform and trained several employees who were not in a position to access the sessions online but could download them to study during their free time.

In my case, the delivery of the covid-19 workplace health and safety course fell above the requirements because the delivery modes chosen to teach the employees enhanced complete understanding. It increased our confidence and productivity. Bearing in mind that it was difficult to perform physical sessions, WHO incorporated materials that covered this gap.

Moreso, the WHO’s prior planning assisted the employees to effectively spread the course structure across the timeline and in decision-making. Despite some challenges that some of us experienced with the network, the learning was successful, and we managed to grab the intended results. The WHO had broken the course down into more manageable pieces easy for the workers to follow and relate. The delivery formats used have been articulated with the factors related to trainees, such as level of expertise, the technology of the institution, time. I was satisfied with the modes of delivery that WHO employed to foster learning for this course. Blended learning closed the gap between the workers and the instructors, facilitating equal knowledge understanding to us all regardless of the individual standards. To achieve a certificate, we were required to score at least 182.4 points according to the WHO grading score guidelines. As the official World Health Organization’s website revealed, I was among the other 6 million enrollees across the globe taking the exams or the course (WHO, 2020).

Evaluation Analysis

Course evaluation analysis is essential in this case because it is significant for adjusting the needs of the course concerning the market sector trends in the environment, especially following the national government’s recommendations. Fryne & Hemmer (2012) state that evaluation analysis uses the information or the knowledge offered to a student or a learner to decide the worthiness of that course. The World Health Organization online platform where I took my exam test to attain a certificate and the learning design and delivery employed by WHO supported our feedback based on what we think about the course. For instance, the World Health Organization (2020) comment section or the Open WHO Helpdesk, shared in the appendix (figure no. 10), enabled learners to take the course. Some of the feedback that I gathered are as follow; impressive introduction to making the public aware, safer and healthier teleworking, useful for soldiers who carry stethoscope to save lives, etc. Also, this allowed me to ask any questions regarding the modules or certificates of the course at any time.

Kirkpatrick’s four-level approach

Following the Kirkpatrick model of evaluation academic theory, which states that through the reaction of the learner to the course, learning measures that attributed to the course, behavior changes in the learner, and the final results of the program in its significant context, it is possible to gather data that will help determine the effectiveness and the efficiency of this course (Fryne & Hemmer, 2012). More importantly, the model will help identify the areas that need improvement. This is a significant step that serves an essential role in any curriculum. It is a method of quality control of various courses.

First, reaction mainly focuses on the other learner’s opinions across the globe regarding the course to determine its satisfactory extent. The covid-19 workplace health and safety course is a good program, and other feedback is obtained from other enrollers across the globe. The learner’s reaction suggests that the course is knowledgeable, skillful, and significant (World Health Organization, 2020). Fryne & Hemmer (2012) allege that effective education programs should focus on short or long change. This is the propelling factor influencing learners and other stakeholders to participate or set up courses because they are interested in change. Following Fryne & Hemmer’s arguments, it is true to say that the covid-19 workplace health and safety course is practical. It is focused on educating us on the various ways and methods of reducing the transmission of coronavirus both in the work environment and in our communities and the whole world. The nature of change achieved through the cause aided in saving lives by reducing the impact of covid-19, which has been achieved even today, the rates of deaths caused by the virus has reduced significantly (WHO covid-19 Dashboard, 2022). Also, company X resumed its operations, therefore, securing profits.

Learning, which is the second stage of evaluation, is significant for gauging the skills, knowledge, and philosophy that the students have gathered during the study. The course curriculum offered us reliable skills and knowledge aligned with company X’s needs for achieving a highly secure and safe working environment. The curriculum prepared the workers with covid-19 skills for maintaining social distance, infection and protection procedures, risk and transmission assessment in a workplace, teleworking advice and procedures, and finally, skills and knowledge for reopening businesses (WHO, 2020). World Health Organization issued our certificates to prove to company X that we have completed the course and passed, therefore certifying the curriculum. The course has offered us all that we had hoped to learn in the end.

Kirkpatrick’s third evaluation factor, which is behavior, assesses the learner’s ability to apply what they have learned on the job. I can confidently say that I applied everything I gathered from the course from the tests and classes. We were able to stay safe, hygienic, and more so to educate the rest of the community about the covid-19 measures that will be helpful to minimize its impact.

Finally, results assess whether the learning experience meets the stakeholder’s expectations, especially the management. Company X’s stakeholders were happy with the course because it prepared us to resume work and gave us the knowledge to influence the whole community’s behavior at a personal level. Thus, the workplace health and safety course has succeeded, having produced some of the best covid-19 ambassadors globally (WHO, 2020). Further, videos, pdf slides, etc., help students comprehend the course’s process and objectives. I feel confident even today that I had the privilege to become a covid-19 worldwide and company X’s ambassador. The course helped me and my family survive this tragic episode that claimed the lives of more than 3 million people across the globe. From my evaluation analysis, the course was successful in all parameters.

RAM Approach (Relevance, Alignment, and Measurement)

According to the Chartered Institute of Personnel Development (CIPD) (2021), relevance is the analysis of whether the course or training will assist the learner in meeting challenges in the job market. CIPD (2021) also states that the RAM approach is centered on the outcomes of a learning program.

First, reflecting on the relevance of the covid-19 workplace health and safety course offered, I gained skills that helped other stakeholders and me work and maintain our health safety at the workplace. We were well taken care of through adequate resources to foster our confidence as we continued (World Health Organization, 2020).

Secondly, the course strategies were aligned with company X’s goals, which were to foster a learning experience, resume work, and reclaim its market share and demand for water products. We gained appropriate skills, knowledge, and attitudes to apply once we resumed working at company X.

Lastly, measuring the impact of the course has positively impacted my life as a leaner and the organization’s productivity with resumed profits after the lockdown policy. The course was successful because it mainly focused on the learning outcomes, which regulate the spread of covid-19 in the workplace.

Learning and Development Analysis

Learning and development are vital to enhancing employee performance in a company or workplace as it fosters workers’ skills and knowledge.

The process of knowledge, skills, and attitude acquisition through training is referred to as learning (Vulpen, 2022). I followed the learning objectives shared by the instructors, primarily because of the employed learning design. From the goals and objectives of the course, WHO introduced the main topic giving us prior knowledge of what is covid-19 workplace health and safety course is. Next was the employed teaching methods, which were supplemented by sharing videos, pdfs, presentation slides, and audio files (WHO, 2020). The return on learning was the skills and knowledge for reducing transmission of covid-19. According to academic theories, constructivism, behaviorism, social cognitive are major fundamental approaches that instructors in learning institutions may use, which need to be aligned with the learning goals (Kay & Kibble, 2016). Following learning theories, our course followed the social cognitive because we were provided with learning materials with clear protocols and instructions needed to complete the course.

Furthermore, we were active learners since we participated in asking questions and giving feedback. The primary key for this course was feedback; after completing a module, we took tests to gauge our understanding in that section. Losing points in every module served as a punishment and decreased the chances of passing. Therefore, this motivated me to demonstrate a learning behavior to increase my chances.

From the learning theories, in my opinion, this course falls slightly above average on the requirements. This is because the module test questions constantly made it easy to pass regardless of the number of trials a learner makes. The academic theory states that learning and development fall under the business strategy activity, which is the case in this course. The factor that influenced learning and development in this course is mobile learning, which is widely adopted. The effectiveness of the covid-19 workplace health and safety learning program was well articulated to be learner-oriented, placing us at the center of the whole training.

Areas of improvement

There was no class for this course from the World Health Organization webinar series (World Health Organization, 2020). This will aid in improving the course delivery. Webinar series give the learners greater learning satisfaction and a broader engagement in learning. The academic theory argues that difficulties with access are present among the barriers and inhibitors of learning. Webinars are very convenient to attend, a record that reaches a broader range of learners, more so, it is cost-effective (Gegenfurtner & Ebner, 2019). Implementing webinar series in the Covid-19 workplace health and safety course will promote a more advanced learning experience.

Another area of improvement is limited resources. The course lacked explicit materials to aid us with practical skills, such as handling PPEs. Difficulties with the learning intervention context following the way the exam was offered must be improved. This is meant to improve the design of the course.

The World Health Organization website where I was carrying my exam offered me unlimited trials, which promotes learner’s incompetence (WHO, 2020). It is possible to retake the questions until one passes, which does not foster the intended results of the course, that is, to foster knowledge and skills. Exams are essential in the life of a learner. They aid in students’ self-reflection for their skills and knowledge. Therefore, WHO should observe the criteria for exams to promote fairness in the course evaluation.

Designing engaging questions improves the learning and development of the covid-19 workplace health and safety course, thereby allowing learners access to a diverse range of topics and promoting learning efficiency. Embracing the power of interaction between the learner and WHO facilitators of the course are a crucial success factor for improving this online program’s learning and development methods. Many messages from the learners have not been replied to, and some of them contain significant questions regarding the main topic (shown in the appendix figure no. 10). Pappas (2015) confirms that collecting responding to consumer feedback for a course is vital for a better learning experience.

Recommendations

According to Olufemi et al. (2018), learners in a curriculum put a lot of effort into gaining good grades to satisfy the requirements of a course. However, this is undermined most by the learning infrastructure put in place to ensure the quality of education. From this course, I would recommend the change of infrastructure, especially in the module exam tests for students, which promotes unfairness of results. Once a person fails the module questions, they should not be given a chance to redo the same questions, having looked and probably highlighted the correct answers somewhere. A quality learning infrastructure will improve academic performance. The addition of detailed learning materials will minimize the difficulties we experienced with the learning intervention content.

The WHO should integrate a good eLearning platform to accommodate smaller screens and probably develop a mobile application to enhance their delivery. Similarly, to improve the individual level of the training, the management needs to respond to the changing technology which affects the job requirements.

Appendix

This evaluation is in partial fulfillment of my education in the university, which is a requirement by my professor.

PESTEL ANALYSIS concerning academic theory

Pictures regarding the course

Figure 1. The Covid-19 workplace health and safety course syllabus outline revealing the major five modules of the training.

Figure 2. Module 1 test results. The graph reveals the number of trials a learner has performed.

Figure 3. Module 2 test results

Figure 4. Module 5 test results

Figure 5. After performing all the module tests. This is the end of course certificate section

Figure 6. After passing with above 80% pass mark, the learner can successfully download their certificate

Figure 7. Covid-19 workplace health and safety course certificate

Figure 8. The feedback and query section that allows learners and the facilitators to interact

Figure 9. Important learning materials used during the course (Audio, Presentation slides, Video, SD & HD, Transcription.

Figure 10. COMMENT SECTION AND ALSO FOR ENQUIRY

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