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Idaho Food Bank Instructional Design Consult
Idaho Food Bank Instructional Design Consult
Rae Green, Lea Green, & Kevin Kepple (2023)
During the Fall of 2023, Idaho Food Bank (IFB) Team 2 of class OPWL 537 consisted of Rae Green, Lea Green, and Kevin Kepple. The team was tasked with using instructional design methods to understand the process of creating repackaged food labels at IFB and how to streamline the process of developing FDA and USDA-compliant food labels.
Background
Background
The Idaho Food Bank is a non-profit organization consisting of three branch warehouses that distribute 300 million pounds of donated food per year to families in need throughout the state of Idaho. Its mission is to solve hunger and feed people through partnering with organizations such as the Salvation Army and community organizations like schools and churches.
Challenge
Challenge
The situation involved food label formatting, review, and approval process requirements of the Idaho Food Safety Program. Based on USDA and FDA guidelines, all food received, repacked, and distributed from organizations such as the Idaho Food Bank require the following label information:
Common name of the product
Product number
List of ingredients in descending order of prominence
The net weight of the contents
The name and place of business of the food bank, manufacturer, packer or distributor
The date of repackaging
“Keep Refrigerated”, “Keep Frozen”, or “Store in a cool, dry place” if appropriate.
Item preparation instructions can be included as desired for items such as rice, oats, pasta, sauces, etc.
For Meat & Poultry items: Safe Handling instructions as well as an Establishment number (i.e. P-1236) for traceability purposes
*Add special labeling requirements depending on the type of product:
List allergens that may be present in bold (soy, fish, crustacean, wheat, peanuts, sesame, tree nuts, eggs, dairy)
Problem statement
Problem statement
Accurate food labeling is paramount to meet FDA and USDA requirements. Inaccurate labels not only pose the risk of food recalls but also potentially lead to severe consequences, such as hospitalization due to the consumption of mislabeled items containing allergens.
The majority of the IFB warehouse workforce consists of volunteers with a select few trained on how to create the labels. The training is 1-to-1 which has the trainer walk the trainee through the process of using the food database to locate the food product information, copy/paste information from the database to the MS Word label, then proofread and print the final label for repacking.
The concern was that during the label-making process, food ingredients could be misspelled or completely missed causing the possibility of patrons receiving and ingesting the food unaware of allergens that could cause sickness or death. With over 32 million Americans being susceptible to food allergies (see Figure 1), the dangers of mislabeling were clear. While no food allergen-related accidents have happened within the history of IFB, there were less than two product recalls on incorrectly labeled food packs during the last year (2023) causing a re-examination of the label-making process and potential improvements.
Opportunity
Opportunity
Both project and personal goals consisted of:
Project Goals:
Streamline the label-making training while maintaining consistency and ensuring trainees receive assessment and feedback.
Create label-making job aids for visual display in the label-making office and on the computer desk.
Create easy-to-use MS Word label templates for coping/pasting product information. (This later transformed into the static web page label-making tool.)
Personal Goals:
Learn about the instructional design process
Gain experience working with SMEs
Learn how to use new tools
Learn from each other in the process
Figure 1
Most Common Food Allergens in Idaho
Process, Analyses, Tasks, and Learning Requirements
Process, Analyses, Tasks, and Learning Requirements
An initial kick-off meeting was conducted to familiarize the team with the client and identify opportunities. Subsequent interviews with the Safety, Training & Development Specialist and a SME with 27 years experience, well-versed in the label creation process, provided adequate information for constructing a Learning Environment Analysis, Learning Requirement Analysis, and Task Analysis. It was essential to interview at least two IFB volunteers on their understanding of the process to reveal potential barriers (admin, tech, etc.) and what deliverables would be immediately put into use as opposed to gradually implemented.
Solutions
The team created a training lesson plan and trainee assessment checklist to accompany 1-to1 label-making training. This maintains standardized training ensuring each trainer uses the same process and information during label-making training.
In addition, two visual aids of the label-making process were created: one for a step-by-step poster display in the label-making computer room and one 8.5 x 11 inches which is more in-depth as to what the label requirements are and why. These visual reminders help retain process steps.
Finally, MS Word label templates containing the label information requirements were created for the initial deliverable. Additionally, the team pushed further for a fix that is more intuitive and created a static web page label-making tool. The tool contains all the elements needed for the label with drop-down menus for additional options and a label size selection option before printing.
Approach
Systematic & Systemic
Systematic & Systemic
By using Gilbert’s BEM during a Learning Environment Analysis, the team assessed Environmental factors that could have contributed to the root cause of the labeling problem. It was important to start with Environmental factors first as they have a direct effect on individual performance.
Then, the focus shifted to a Task Analysis and examined Behavioral factors. This is a systematic approach model as well in that it starts with environmental factors first, and then focuses on the individual performer's behavior. This ensured the label-makers had access to the right tools before analyzing their performance.
Figure 2
Mager & Pipe 7 Step Performance Flow Chart.
Systemically, key dimensions such as expectations, tools, incentives, knowledge, capability, and motive all play a part in contributing to the success of IFB. From this, our team determined that improvements could be made to Behavior Instrumentation.
The Rummler and Brache 9-boxes model was used to break down performance issues within the dimensions of Goals, Design, and Management. This began at the Organizational level systematically examining the process and finally the Job. There was a need for improvement in Job Design and Job Management.
The team also utilized the Mager and Pipe performance analysis flowchart (Figure 2). This is a systematic 7-step process which was used during client interviews to:
Define the problem(s)
Discuss if the problem was worth fixing
Discuss if we can apply a fix
Understand the consequences of not fixing the problem
Understand the skill deficiencies of label-makers
Understand other potential causes of label inconsistencies
Derive solutions
This systemic context looked at the problem holistically and understood the effects of incorrect labeling on the IFB, the label-maker, and the patrons receiving IFB food products. These systemic effects include loss of credibility and consumption of resources for the organization to possible illness or death for IFB food recipients.
Ethical & Professional Standards
According to the guiding principles for evaluators as defined by the American Evaluation Association, the team displayed the following:
Ethical & Professional Standards
According to the guiding principles for evaluators as defined by the American Evaluation Association, the team displayed the following:
Systematic inquiry - Using the methods described in Row 1 to explore the limitations of and strengths evaluation questions through both interview and feedback forms.
Systematic inquiry - Using the methods described in Row 1 to explore the limitations of and strengths evaluation questions through both interview and feedback forms.
Competence - Team members all had specific strengths and delegated tasks during the project.
Competence - Team members all had specific strengths and delegated tasks during the project.
Integrity - During the project, the team maintained consistent communication with the client to remain transparent. We expressed concerns and conferred with colleagues when faced with misunderstandings.
Integrity - During the project, the team maintained consistent communication with the client to remain transparent. We expressed concerns and conferred with colleagues when faced with misunderstandings.
Respect for People - The team dealt with upstream stakeholders of varying seniority and levels, so it was important to show empathy and understanding to each individual.
Respect for People - The team dealt with upstream stakeholders of varying seniority and levels, so it was important to show empathy and understanding to each individual.
Common good and equity - As stated above, the team maintained a practice of transparency throughout the project. We also acted in the best interest of the client by choosing deliverables that would be most effective and simple to implement.
Common good and equity - As stated above, the team maintained a practice of transparency throughout the project. We also acted in the best interest of the client by choosing deliverables that would be most effective and simple to implement.
Organizational Goals & Valued Recommendations
Adhering to the ISPI Performance Standards, our team's strategy included:
Organizational Goals & Valued Recommendations
Adhering to the ISPI Performance Standards, our team's strategy included:
Focus on Results or Outcomes - The team worked with the client to clarify the goal and the scope of the project to make sure it was done in a timely and realistic manner.
Focus on Results or Outcomes - The team worked with the client to clarify the goal and the scope of the project to make sure it was done in a timely and realistic manner.
Add Value - Discussions were held with the client on the likelihood that these solutions would be implemented and how they would add immediate/long-term value to their organization.
Add Value - Discussions were held with the client on the likelihood that these solutions would be implemented and how they would add immediate/long-term value to their organization.
Work in Partnership with Client & Stakeholders - The team kept in regular contact with the client through weekly emails and Zoom meetings, verifying and updating them on every step of the project.
Work in Partnership with Client & Stakeholders - The team kept in regular contact with the client through weekly emails and Zoom meetings, verifying and updating them on every step of the project.
Determine Need or Opportunity - The team used templates provided by Boise State OPWL 537 to conduct learner(s), task, and environmental analyses.
Worked with the client to identify value to their organizational goals - The team worked with IFB to identify the value in our project for both short- and long-term needs. In short, the project would help veteran IFB employees create accurate labels by reminding them of the necessary components and steps. In the long term, the project would record and preserve the label creation process for future IFB staff.
Collaborate & Communicate
Determine Need or Opportunity - The team used templates provided by Boise State OPWL 537 to conduct learner(s), task, and environmental analyses.
Worked with the client to identify value to their organizational goals - The team worked with IFB to identify the value in our project for both short- and long-term needs. In short, the project would help veteran IFB employees create accurate labels by reminding them of the necessary components and steps. In the long term, the project would record and preserve the label creation process for future IFB staff.
Collaborate & Communicate
The team set up weekly Zoom meetings and a team channel in Google Spaces to easily communicate with one another. Project documents for conducting the learner, environment, and task analysis were stored in a shared Google Drive, allowing team members to effectively comment on, edit, and share work.
The team set up weekly Zoom meetings and a team channel in Google Spaces to easily communicate with one another. Project documents for conducting the learner, environment, and task analysis were stored in a shared Google Drive, allowing team members to effectively comment on, edit, and share work.
To communicate with the project sponsor, the team appointed a dedicated client liaison tasked with managing all interactions with the client. This ensured a streamlined and coherent exchange of weekly information. The team also facilitated effective communication with the client by ensuring that any templates requiring their input were accompanied by explicit instructions and clear visual cues.
To communicate with the project sponsor, the team appointed a dedicated client liaison tasked with managing all interactions with the client. This ensured a streamlined and coherent exchange of weekly information. The team also facilitated effective communication with the client by ensuring that any templates requiring their input were accompanied by explicit instructions and clear visual cues.
Evidence-based Practices
Evidence-based Practices
Activation of Prior Knowledge - The lesson plan integrates learners’ existing knowledge into new content, aligning with Malcolm Knowles’ andragogical principles for improved learning outcomes.
Activation of Prior Knowledge - The lesson plan integrates learners’ existing knowledge into new content, aligning with Malcolm Knowles’ andragogical principles for improved learning outcomes.
Real-world Applicability - Conducting a thorough task analysis ensured the instructional materials mirrored job conditions.
Real-world Applicability - Conducting a thorough task analysis ensured the instructional materials mirrored job conditions.
Managing Selective Attention - Strategic use of brand colors in each step of the “How to Create an Avery Label” job aid and poster helped manage learners’ selective attention.
Managing Selective Attention - Strategic use of brand colors in each step of the “How to Create an Avery Label” job aid and poster helped manage learners’ selective attention.
Cognitive Load Theory - To manage cognitive load, the team segmented information by providing clear step-by-step instructions in the job aid and poster.
Cognitive Load Theory - To manage cognitive load, the team segmented information by providing clear step-by-step instructions in the job aid and poster.
Learning community of practice - The team discussed the project with the instructor(s) virtually and electronically and with classmates via discussion boards, emails, and social networks (Discord, LinkedIn, etc.). Professional communities of practice include co-workers, professional connections, and/or social group networks (i.e. LinkedIn), and professional organizations such as ISPI, ATD, etc.
By sharing experiences and ideas, the team can help establish supportive learning / professional communities that can potentially develop into affinity groups. This enhances the quality of HPI and ID community practices.
Link 1
IFB Label Making Lesson Plan
IFB Team, Lea Green, Rae Green, Kevin Kepple - Lesson Plan.docxDesign of Lesson Plan
Design of Lesson Plan
The lesson plan (Link 1), derived from employee interviews, was tailored to align with existing workflows, enabling immediate implementation if chosen by IFB. Per interview analysis, most training is performed face-to-face by verbal instruction and a visual walk-through of the process. It was deemed that providing training materials that reinforce what is taught during Lable Making Training is adequate for the needs of IFB.
Development of Instructional Materials
Development of Instructional Materials
Contrary to initial inclinations towards creating training through self-directed eLearning, the task analyses revealed that experienced label creators required a different approach.
IFB Team 2 proposed and developed deliverables to enhance label accuracy and streamline the process, including 10-up and 30-up label Word.docx templates, a "How to Create an Avery Label" job aid with step-by-step instructions, and a corresponding poster (Link 2). These deliverables reinforce the correct process of label production and improve efficiency and quality.
Link 2
How to Create an Avery Label.
IFB How to Create An Avery Label Poster.pdfAdditional Recommendations:
Additional Recommendations:
Utilize a Tool
Utilize a Tool
The team also completed work on a Label Information Entry Tool that would negate the need for MS Word templates and store previous labels in a database for future use. The code was passed along to the client for future development and testing.
Nutritionix
Nutritionix
In the future, IFB might also examine the possibilities of using an outside information source such as Nutritionix. The company keeps an up-to-date nutrition database where product ingredient information is accessed through keywords and/or barcode scanners.
Results & Reflections
Results & Reflections
Results
Recently, the team reached out to Idaho Food Bank to evaluate how our deliverables were received by the staff, specifically how the lesson plan, visual job aids, and web tool improved or decreased performance. IFB has not responded to our inquiries as of yet.
Results
Recently, the team reached out to Idaho Food Bank to evaluate how our deliverables were received by the staff, specifically how the lesson plan, visual job aids, and web tool improved or decreased performance. IFB has not responded to our inquiries as of yet.
Reflections
The team started strong with consistent communication and sharing of ideas. As the semester proceeded past the halfway point, unexpected illnesses, and emergencies encroached on those successes. While it is impossible to plan for those types of events, in the future I will try to strategize a bit better and have contingency plans in place.
Reflections
The team started strong with consistent communication and sharing of ideas. As the semester proceeded past the halfway point, unexpected illnesses, and emergencies encroached on those successes. While it is impossible to plan for those types of events, in the future I will try to strategize a bit better and have contingency plans in place.
The team was also quite lucky in that we recognized scope creep might have been a bigger obstacle had we taken on the fully proposed topic. As we chose to work with only one aspect of the initial two-pronged project, this benefitted us in managing the unplanned events mentioned above. This also opened doors to explore other deliverable options available (such as a web tool) and I was grateful to learn more about HTML/CSS/JavaScript coding for static webpage sites. While I wasn't able to complete the tool, I have a much better idea of what to expect as far as time and resource allocation in future projects.
Finally, the team was quite lucky to work with an open-minded, respectful, and courteous client. In the future this might not always be the situation, so Instructional Designers should make sure to remain adaptable and empathetic to every client they encounter on during their career in ID.
References
References
AIB International. (2017). Consolidated Standards for Inspection of Prerequisite and Food Safety Programs for Food Distribution Centers: Operational Methods and Personnel Practices [Section 1.25]. Retrieved from https://www.mccain.com/media/1406/aib-standards-of-inspection.pdf
American Evaluation Association. (2018). Guiding Principles. [Website]. https://www.eval.org/About/Guiding-Principles
Fair Packaging and Labeling Act: Regulations Under Section 4 of the Fair Packaging and Labeling Act. Federal Trade Commission. Published December 12, 2013. https://www.ftc.gov/legal-library/browse/rules/fair-packaging-labeling-act-regulations-under-section-4-fair-packaging-labeling-act
International Society for Performance Improvement. (n.d.). Performance Standards. Retrieved from https://www.ispi.org/performance-standards/
National Center for Chronic Disease Prevention and Health Promotion (U.S.). Division of Population Health. (2023). Food allergies: A public health concern. Centers for Disease Control and Prevention.
State-By-State Data for Food Allergy. (n.d.). Food Allergy Research & Education. Retrieved from https://www.foodallergy.org/resources/state-state-data-food-allergy
Appendices
Appendices
Green, L. (2023, December). How to Create and Avery Label [Idaho Food Bank job aid (8.5 x 11)]. https://docs.google.com/document/d/1xb0zHh3rEHD51ms67wqy4Mok92ogiYF4/edit
Green, R., Green, L., & Kepple, K. (2023, December). Idaho Food Bank: How to Create an Accurate Food Label for Food Repacking [Lesson Plan]. https://docs.google.com/document/d/1cmP2CafRF5-LBdVRr445HQ2DbpjBCV5_/edit
Green, R. (2023, December). How to Create an Avery Label [Visual job aid (poster)]. https://docs.google.com/document/d/1nxr_KWmja73T0mYKWTuU71QrKwflfRYhPzWawPIFOBA/edit
Idaho Food Bank. (2019, February 7th). Label Formatting, Review, & Approval Process (0). Idaho Food Bank. https://docs.google.com/document/d/1WblIJMTwA1NIKTDEWg5_DUy1UZ2kPwKt/edit
Kepple, K. (2023, December). Avery Label Template (5160) [Idaho Food Bank label]. https://docs.google.com/document/d/1fGbX1TYe7XBq8SeAiLcL6BICXZPDagUX/edit
Kepple, K. (2023, December). Avery Label Template (5163) [Idaho Food Bank label]. https://docs.google.com/document/d/1dnFy7LXU42uEjDCWgVre4cmwJqcQSD-Z/edit
Kepple, K. (2024, January). Idaho Food Bank Label Making Tool (ver. 1.4). GitHub. https://phenomenal-sprinkles-2ea9ce.netlify.app/
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