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This is to certify that the
thesis entitled

APPLICATION OF AN ANDRAGOGICAL APPROACH
TO DEVELOPING AND DELIVERING A REVISED
MICHIGAN RESIDENTIAL ENERGY CODE TRAINING
CURRICULUM FOR BUILDING OFFICIALS AND
INSPECTORS IN MICHIGAN

presented by

NOORIE NOORIE

has been accepted towards fulfillment
of the requirements for the

MASTER’S degree in BUILDING CONSTRUCTION
J MANAGEMENT

 

 

47.1%?

" " ‘7 Maj't'SFProfessors Signature

December 17L2004

 

Date

MSU is an Affirmative ActiorvKInl Opporunlty Won

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LIBRARY

MIChIQan State
University

PLACE IN RETURN BOX to remove this checkout from your record.
TO AVOID FINES return on or before date due.
MAY BE RECALLED with earlier due date if requested.

 

DATE DUE DATE DUE DATE DUE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6/01 c:/ClRC/DateDue.p65<p.15

 

APPLICATION OF AN ANDRAGOGICAL APPROACH TO
DEVELOPING AND DELIVERING A REVISED MICHIGAN
RESIDENTIAL ENERGY CODE TRAINING CURRICULUM FOR
BUILDING OFFICIALS AND INSPECTORS IN MICHIGAN
By

Noorie Noorie

A THESIS

Submitted to
Michigan State University
In partial fulfillment of the requirements
for the degree of

MASTER OF SCIENCE

Construction Management Program

2004

Dedicated to my Parents, my Sister and her Family, and my Brother,

for Instilling in me Optimism and Ambition

iii

ACKNOWLEDGEMENTS

I would like to extend my sincere thanks to all those who helped me complete this thesis.
First, I would like to thank Professor Tim Mrozowski for his invaluable support, precious
advice, and constant guidance as a mentor, major professor, and thesis committee
member. I would also like to thank Dr. Mohammad Najafi and Dr. David I. Johnson for
serving on my committee and helping me when I needed direction. I also extend my
sincere thanks to Dr. Tariq Abdelhamid, Dr. Renate Snider, and Dr. Joseph Levine for
their invaluable time and suggestions. I also thank Professor Paul Streng, Dr. Robert Von
Bemuth, Dr. Irvin Lehmann, Dr. William Taylor, MS. Angela Mertig, and Dr. David

Sprecher for their knowledge and guidance.

I would like to extend my sincere thanks to the US. Department of Energy for funding
this project, and Minnesota Department of Commerce Energy Information Center and
Pacific Northwest National Laboratory for sharing their invaluable resources. I would
also like to thank Mr. Larry Lehmann from the Bureau from Construction Codes and Fire
Safety (BCCFS), Mr. John Sarver, Mr. Tom Martin, and Mr. Pat Hudson from the

Michigan Energy Office, for their constant support and help.

I would also like to thank Mr. Sachin Rai for his ineffable help and encouragement, Ms.
Kate O’Neill for editing this thesis, and MSU Printing Services for rendering excellent
services. I would like to thank all my colleagues and friends for all their help, constant

support, and encouragement.

iv

TABLE OF CONTENTS

LIST OF TABLES....=- - ---- ..................... --VII

 

LIST OF F IGURES---------- - ..... - ............. VIII

 

1 INTRODUCTION l

1.1
1.2
1.3

OVERVIEW ............................................................................................................ 1
PROBLEM AND NEED STATEMENT ......................................................................... 6
GOAL AND OBJECTIVES ...................................................................................... 1 1

 

2.1 RESEARCH QUESTION ......................................................................................... 12
2.2 BRIEF HISTORY AND BACKGROUND OF PEDAGOGY AND ANDRAGOGY ............... 13
2.3 MALCOLM KNOWLES’ PRINCIPLES OF ANDRAGOGY ........................................... 15
2.4 KNOWLES’ ANDRAGOGICAL PROCESS DESIGN: .................................................. 18
2.5 CURRENT LITERATURE AND RESEARCH .............................................................. 22
2.6 SUMMARY OF LITERATURE REVIEW ................................................................... 28
2.7 HYPOTHESIS ........................................................................................................ 29
3 RESEARCH METHODOLOGY.....---—----. .... -- -- - - ---------- - - 30
3.1 BUILDING CODE TRAINING IN MICHIGAN ........................................................... 30
3.2 SUBJECT CHARACTERISTICS ............................................................................... 32
3.3 TARGET AND ACCESSIBLE POPULATION, SAMPLE, SAMPLING TECHNIQUES ....... 34
3 .4 METHODOLOGY .................................................................................................. 34
3.5 DATA ANALYSIS ................................................................................................. 36
3.6 VARIABLES INVOLVED IN THE RESEARCH ........................................................... 37
3 .7 POTENTIAL THREATS TO INTERNAL VALIDITY .................................................... 37
3.8 ADDRESSING POTENTIAL ETHICAL PROBLEMS ................................................... 38

3.9 OVERALL STEPS FOLLOWED FOR THIS RESEARCH .............................................. 38

 

 

 

4 CURICULUM DEVELOPMENT PROCESS......- - - -- -..--40
4. 1 CODE TRAINING .................................................................................................. 40
4.2 PROCESS COMPONENTS ....................................................................................... 41

5 THE TRAINING - -- - _--_53
5.1 TIME ALLOCATION ............................................................................................. 53
5.2 THE TRAINING KIT .............................................................................................. 55

6 DATA COLLECTION AND ANALYSIS .................................. . ........ 58
6.1 COMPONENTS OF THE QUESTIONNAIRE ............................................................... 59
6.2 RESULTS FOR SECTION I ..................................................................................... 61
6.3 RESULTS FOR SECTION 2 ..................................................................................... 76

7 SUMMARY AND CONCLUSIONS... - - - _ - - ...... 107
7 .1 OVERALL SUMMARY ......................................................................................... 107
7.2 CONCLUSIONS BASED ON THE ANDRAGOGICAL COMPONENTS USED ................ 108
7.3 SCOPE AND LIMITATIONS OF THIS RESEARCH ................................................... 113
7.4 RECOMMENDATIONS AND AREAS OF FUTURE RESEARCH ................................. 114

APPENDIX A ............................................................................................. 121

APPENDIX B ............................................................................................. 128

APPENDIX C ............................................................................................. 130

APPENDIX D ............................................................................................. 135

BIBLIOGRAPHY ...................................................................................... 138

vi

LIST OF TABLES

TABLE 1 HISTORY OF ENERGY CODE ADOPTION IN MICHIGAN ............................................ 2
TABLE 2 PARTICIPANTS’ EDUCATIONAL BACKGROUND AND EXPERIENCE ........................ 33
TABLE 3 ABBREVIATIONS USED IN TABLE-2 ..................................................................... 33
TABLE 4 FACILITATORS AND DURATION FOR CURRICULUM MODULES ............................. 53
TABLE 5 SUMMARY OF THE PRIMER MODULE RESULTS .................................................... 65
TABLE 6 SUMMARY OF ENVELOPE MODULE RESULTS ....................................................... 70
TABLE 7 SUMMARY OF THE RES CHECK MODULE RESULTS ............................................... 75

TABLE 8 MEDIAN RANK FOR THE COMPONENTS USED FOR INVOLVING THE LEARNER IN THE

CURRICULUM ..................................................................................................... 83
TABLE 9 SUMMARY OF THE RESULTS OF QUESTION 1 ........................................................ 84
TABLE 10 SUMMARY OF RESULTS OF QUESTION 2 ............................................................. 88
TABLE 1 1 SUMMARY OF THE RESULTS OF QUESTION 3 ...................................................... 93
TABLE 12 SUMMARY OF RESULTS OF QUESTION 4 ............................................................. 96
TABLE 13 SUMMARY OF RESULTS OF QUESTION 5 ........................................................... 103

vii

LIST OF FIGURES

FIGURE 1 GRAPHICAL REPRESENTATION OF A TYPICAL CODE TRAINING STRUCTURE ...... 31
FIGURE 2 A SNAPSHOT OF THE COCM WEBSITE MAIN PAGE SHOWING THE CURRICULUM
SYLLABUS LINK ................................................................................................. 42
FIGURE 3 RESCHECK SOFTWARE- CASE STUDY RESIDENCE THAT WAS USED To DELIVER
THE RES CHECK MODULE ................................................................................... 47
FIGURE 5 GRAPHICAL REPRESENTATION OF THE “CONTENT TRAFFIC LIGHT” ................... 49

FIGURE 6 AN EXAMPLE SLIDE SHOWING THE ATTEMPT To MAKE THE CURRICULUM “TASK

ORIENTED” ........................................................................................................ 50
FIGURE 7 ANDRAGOGICAL COMPONENTS USED ................................................................ 52
FIGURE 8 CURRICULUM DELIVERY PROCESS ..................................................................... 54
FIGURE 9 THE TRAINING BOOKLET AND THE CD ......... 55
FIGURE 10 THE TRAINING KIT ........................................................................................... 56
FIGURE 1 1 PRIMER: SPEAKERS PRESENTATION SKILLS .................................................... 61
FIGURE 12 PRIMER: SPEAKERS KNOWLEDGE OF THE SUBJECT........ .................................. 62
FIGURE 13 PRIMER: QUALITY OF SESSION INFORMATION .................................................. 63
FIGURE 14 PRIMER: PARTICIPANTS INTEREST IN THE TOPIC .............................................. 64
FIGURE 15 PRIMER: PARTICIPANTS PRIOR KNOWLEDGE ABOUT THE TOPIC ..................... 65
FIGURE 16 ENVELOPE: SPEAKERS PRESENTATION SKILLS ................................................ 66
FIGURE 17 ENVELOPE: SPEAKERS KNOWLEDGE OF THE SUBJECT ..................................... 67
FIGURE 18 ENVELOPE: QUALITY OF SESSION INFORMATION ............................................. 68
FIGURE 19 ENVELOPE: PARTICIPANTS INTEREST IN THE TOPIC ......................................... 69
FIGURE 20 ENVELOPE: PARTICIPANTS PRIOR KNOWLEDGE ABOUT THE TOPIC ................. 70
FIGURE 21 RESCHECK: SPEAKERS PRESENTATION SKILLS ............................................... 71
FIGURE 22 RES CHECK: SPEAKERS KNOWLEDGE OF THE SUBJECT .................................... 72
FIGURE 23 RES CHECK: QUALITY OF SESSION INFORMATION ............................................ 73
FIGURE 24 RES CHECK: PARTICIPANTS INTEREST IN THE TOPIC ........................................ 74
FIGURE 25 RES CHECK: PARTICIPANTS PRIOR KNOWLEDGE ABOUT THE TOPIC ................ 75

viii

FIGURE 26 PERCENTAGE OF PARTICIPANTS WHO SAW/DID NOT SEE THE WEB POSTING ON
THE COCM WEBSITE ........................................................................................ 76
FIGURE 27 WEB POSTINGS HELPFULNESS IN PROVIDING AN INSIGHT ON THE TOPICS TO BE
COVERED IN THE CURRICULUM ......................................................................... 77
FIGURE 28 PERCENTAGE OF PARTICIPANTS WHO READ/DID NOT READ THE PAMPHLET
THAT WAS DISTRIBUTED AT THE REGISTRATION DESK CONTAINING THE
OUTLINE OF THE MICHIGAN ENERGY CODE TRAINING CURRICULUM ............... 78
FIGURE 29 HELPFULNESS OF THE CURRICULUM OUTLINE PAMPHLET IN PROVIDING A
PREVIEW OF THE TOPICS To BE COVERED IN THE CURRICULUM ........................ 79
FIGURE 30 HELPFULNESS OF A SIMILAR PAMPHLET SENT BY MAIL A FEW DAYS BEFORE
THE TRAINING .................................................................................................... 80
FIGURE 31 HELPFULNESS OF DESCRIBING THE PRESENTATION LAYOUTS AT THE BEGINNING
OF THE TRAINING SESSION IN PROVIDING INSIGHT INTO WHAT WOULD BE
DISCUSSED IN THE PRESENTATION ..................................................................... 82
FIGURE 32 USEFULNESS OF USING A VARIETY OF PRESENTATION TECHNIQUES IN
MAINTAINING THE PARTICIPANTS’ INTEREST IN THE CURRICULUM ................... 85
FIGURE 33 HELPFULNESS OF USING VISUALS, GRAPHICS AND CONSTRUCTION DETAILS IN
INCREASING PARTICIPANTS’ UNDERSTANDING OF CODE REQUIREMENTS ......... 86
FIGURE 34 HELPFULNESS OF HAVING A VARIETY OF PRESENTATION STYLES IN MAKING
PARTICIPANTS’ LEARNING MORE EFFECTIVE .................................................... 87
FIGURE 35 USEFULNESS OF CLUSTERED SEATING ARRANGEMENT IN HELPING
PARTICIPANTS To INTERACT WITH EACH OTHER ............................................... 89
FIGURE 36 USEFULNESS OF A CLUSTERED SEATING ARRANGEMENT IN HELPING
PARTICIPANTS TO INTERACT WITH THE SPEAKER ............................................... 90
FIGURE 37 USEFULNESS OF LETTING PARTICIPANTS KNOW ABOUT SMALL GROUP
DISCUSSIONS BEFOREHAND, 1N MOTIVATING THEM To PAY MORE ATTENTION91
FIGURE 38 HELPFULNESS OF SMALL GROUP DISCUSSIONS IN MAKING PARTICIPANTS’
LEARNING MORE EFFECTIVE ............................................................................. 92
FIGURE 39 PERCENTAGE OF PARTICIPANTS WHO USED/DID NOT USE THE "CONTENT
TRAFFIC LIGHT" ................................................................................................ 94

ix

FIGURE 40 HELPFULNESS OF CONTENT TRAFFIC LIGHT IN COMMUNICATING PARTICIPANTS’
THOUGHTS To THE SPEAKER .............................................................................. 95
FIGURE 41 THE FACILITATORS PLACED EMPHASIS ON WHY THIS TRAINING WAS
IMPORTANT TO THE PARTICIPANTS .................................................................... 97
FIGURE 42 THE USEFULNESS OF PLACING EMPHASIS ON THE IMPORTANCE OF THE
TRAINING ........................................................................................................... 98
FIGURE 43 USEFULNESS OF LECTURE IN INCREASING PARTICIPANTS’ LEARNING .............. 99

FIGURE 44 USEFULNESS OF GROUP DISCUSSIONS IN INCREASING PARTICIPANTs’ LEARNING

........................................................................................................................ 100
FIGURE 45 USEFULNESS OF GRAPHICSNISUALS IN INCREASING PARTICIPANTS’ LEARNING
........................................................................................................................ 101
FIGURE 46 USEFULNESS OF CASE STUDY IN INCREASING PARTICIPANTS’ LEARNING ...... 102
FIGURE 47 THE EFFECTIVENESS OF THIS TRAINING OVER OTHER TRAININGS THAT
PARTICIPANTS HAVE ATTENDED, AS PERCEIVED BY THEM .............................. 104

1 INTRODUCTION

1.1 Overview

Energy conservation has been an issue of concern in the United States since the energy
crisis of early 1970s. The energy crisis led to greater interest in energy saving measures
in the United States [Energy Crisis, 2004]. As a result, the US. Department of Energy
(US. DOE) Was formed on October 1, 1977, and assumed responsibilities for energy

development and regulation [History DOE, 2004].

In 1983, the US. DOE developed the Model Energy Code (MEC) jointly under the
auspices of the Council of American Building Officials (CABO), Building Officials and
Code Administrators International, Inc. (BOCA), International Conference of Building
Officials (ICBO), National Conference of States on Building Codes and Standards
(NCSBCS), and Southern Building Code Congress International, Inc. (SBCCI) [Energy
Codes]. The MEC provided energy efficiency criteria for new residential and commercial
buildings and additions to existing buildings. According to the Energy Policy Act (EPAct
92) passed by the Congress in 1992, individual states were required to adopt the national
model energy standard (at that time, the 1992 MEC) or to draft a code that was
determined more stringent by the US. DOE [MEC History, 2004]. In 1993 the state of
Michigan adopted the MEC, which was retracted after 6 months due to political pressure;
plans were then made to develop a new code. After retraction of the MEC, American
Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE) 90A-80

1980 was the enforced code. The MEC was replaced by the Michigan Uniform Energy

Code (MUEC) in 1999. Also, ASHRAE 90.1 1999 standard for residential and

commercial buildings became effective in 2003 [Mrozowski and Robinson, 2000].

In 1998, the International Energy Conservation Code (IECC) was developed by the
International Code Council (ICC), which was certified by the US. DOE to produce
greater energy savings than its predecessors, pursuant to EPAct 92; it became the national
model energy efficiency code for residential buildings [MEC, 2004]. The 2003 edition Of
the [ECC is currently the national model energy efficiency code for residential buildings.

Table 1 shows the history of energy code adoption in Michigan.

Table 1 History Of Energy Code Adoption in Michigan

 

 

 

 

 

 

 

 

 

 

 

Year Code

1 1977 US. DOE was formed.

2 1983 US. DOE developed the Model Energy Code (MEC).

3 1992 Congress passed EPAct 92- Individual states were required to adopt the
national model energy standard (at that time the 1992 MEC).

4 1985 Michigan revised its energy code to adopt ASHRAE standard 90A-80.
State of Michigan adopted the MEC— but retracted it after 6 months. Plans

5 1993 were made to develop a new code. Meanwhile, ASHRAE 90A-80 1980
was the enforced code.

6 1996 International Residential Code (IRC) was developed by the International
Code Council (ICC).

7 1998 The International Energy Conservation Code (IECC) was developed by
the ICC.

8 1999 State of Michigan adopted the Michigan Uniform Energy Code (MUEC).

9 2003 ASHRAE 90.1 1999 for commercial buildings became effective in
Michigan.

10 2002-Present Revision of the MUEC under progress.

 

 

 

 

 

Every state evaluates building codes for revisions and/or modifications after a Specified
period of time from the day they are adopted. These evaluations are performed in order
to include currently available, technically feasible, economically justified technologies
and practices, and new materials and methods of construction in the code [Cain, 2004].
Michigan’s energy code is evaluated for revisions and/or modifications once every three
years. As such, the Michigan Department of Consumer and Industry Services (recently
renamed to Michigan Department of Labor and Economic Growth), Office of Policy and
Legislative Affairs, Bureau of Construction Codes (BCC), and the State Energy Office,
along with an appointed ad-hoc committee, were engaged in evaluating and revising the
MUEC since the summer of 2002. Energy standards for commercial buildings were not a
part of the ad-hoc committee's charge; hence the committee addressed only the residential
portions of the MEC [Mrozowski, 2003]. The mandate for the energy code revision

committee was that all code revisions prove to be cost effective as well as energy saving.

In June 2004, the Bureau of Construction Codes proposed that the International
Residential Code (IRC), developed by the ICC in 1996, be adopted as the revised
residential energy code for the State of Michigan. The revised code is anticipated to be
effective from February 2005. The scope of the IRC is to regulate detached one- and two-
family dwellings and townhouses. Chapter 11 of the IRC, which addresses energy
efficiency in residential buildings, will probably be adopted with amendments
(amendments not yet finalized), as the revised residential energy code for the State of
Michigan. Chapter 11 is a simplified prescriptive compliance option written to be

consistent with the US. DOE certified IECC. The IRC allows for two compliance

options: one, following the simplified prescriptive option in its Chapter 11, or two,

following the IECC [MEC, 2004].

As with any other code, consistent and accurate enforcement of an energy code can help
in enabling its compliance. Building officials, plan reviewers, and building inspectors are
primarily responsible for enforcing and implementing energy codes through building plan
reviews and regular site inspections. Homebuilders and architects are key partners in
implementing and complying with the residential energy code. According to a report
prepared by Xenergy Inc. Portland, Oregon, for the Massachusetts Board of Building
Regulations and Standards, Boston, “Code revisions have the potential for. yielding
greater energy savings, but if there is inadequate compliance or enforcement, the benefits
of the new code will be diminished” [XENERGY, 2001]. For an accurate compliance of
the revised MUEC, it is important to train building officials, plan-reviewers, building

inspectors, homebuilders and architects in the revised MUEC.

Currently, a number of annual and monthly training seminars are conducted by various
code organizations such as the Building Officials and Code Administrators International
(BOCA), the International Code Council (ICC), the National Conference of States on,
Building Codes and Standards (NCSBC), etc, at various sites throughout the state. Major
organizations such as the Building Officials Conference of Michigan (BOCM), the
Michigan Chapter International Conference of Building Officials (MICBO), the
Southeast Michigan Building Officials and Inspectors (SEMBOIA), and the Upper

Peninsula Building Officials Association (UPBOA) as well as other state organizations

commit time to delivering and receiving training each year. Approximately 700 building

inspectors receive training through these organizations within a year’s time.

Code training should be effective in the sense that participants should learn and retain
facts and concepts of codes, which should help them in evaluating code compliance.
Some of the teaching techniques and methods used in this type of training curriculum are
based on general education theory, developed mainly from studies of children’s learning
process called “Pedagogy” [Hirota et al, 1999]. Pedagogy is defined as the art and science
of educating children and is often used as a synonym for teaching [Conner, 2003]. Code
training may have overlooked the importance of adopting “Andragogy,” which is defined
by Malcolm Knowles as, “The art and science of helping adults learn” [Conner, 2003], as

a basis for developing the training curriculum programs.

According to Callahan et a1 [2003], “Training the older learner has been the topic of
considerable discussion but there is no consensus on which instructional methods are
associated with higher observed training performance.” Only in the 1920s were adult
learners distinguished from children, and the term andragogy started to be used for
designating the field of study concerned with educating adults [Hirota et al, 1999]. Still,
many of the adult training curriculums and programs overlook andragogy and follow the
traditional pedagogical approach. According to M. Knowles, adults are self-directed and
expect to take responsibility for decisions, and adult-learning programs must
accommodate this fundamental aspect [Conner, 2003]. In adult learners, the motivation to

learn rests with the learner himself/herself, and individual experience plays an important

role in the learning process. Adult learners learn better when acting and reflecting upon
their experience [Hirota et a1, 1999], while children have fewer experiences and pre-

established beliefs than adults; thus they have less to relate to than adults [Conner, 2003].

Realizing that training an adult learner is different from training or teaching a child, this
research focused on developing the revised MUEC training curriculum based on existing
andragogical approaches. The training curriculum, thus developed, was delivered to the
attendees of COCM’S (Code Officials Conference of Michigan) Fall 2004 conference in

Thompsonville, Michigan, on September 13, 2004.

1.2 Problem and Need Statement

The Michigan home building industry constructs approximately 100,000 new houses
annually. As the Michigan residential energy code is being updated, positive impacts
from these codes revision cycles are being recognized. By offering a possibility for
improved energy savings, the residential code revisions will impact most new houses
[Smith et a1, 2001]. According to the Pacific Northwest National Laboratory (PNNL) new
houses could require an additional $1,000 to $1,700 of investment in order to meet the
IRC Standards, but with energy savings these additional costs could be recuperated in a
payback period of less than five years [MEEA, 2004]. According to the US. DOE,
adopting the IRC could save Michigan homeowners an average of $374 per year in
energy bills. Over the 30-year life of new homes, the IRC standard could save

approximately $3.7 billion for all new homebuyers in Michigan [MEEA, 2004].

According to the US. DOE Energy Efficiency and Renewable Energy (EERE), most
buildings can be designed for more comfort and energy efficiency, cutting down heating
and cooling costs by approximately half of today’s costs. When adopted, implemented,
and enforced efficiently, residential energy codes would mean more energy-efficient
houses. For consumers, conserving energy through energy-efficient houses would lower
energy bills. For the environment and the nation, conserving energy would lower
demands for fossil fuel and dependence on imported energy. It would also decrease the

need for new power generation, and would reduce pollution [EERE, 2004].

According to Smith et a1 [2001], “While strong energy codes are an important,_low-cost
approach to improving energy efficiency, they do not deliver the promised energy
savings without strong enforcement by local code officials and compliance by the
construction industry.” In addition to adoption, proper implementation and enforcement
can help in receiving maximum cost savings in Michigan from the adoption of the IRC.
Building inspectors and building officials are primarily responsible for the enforcement
of the building codes. Michigan’s Department of Labor and Economic Growth, registers
approximately 1,200 building inspectors on a 3-year cycle in accordance with Michigan
Public Act of 1986. In addition to building inspectors, plan reviewers, and building
officials, homebuilders and architects who are actively involved with designing houses

are equally responsible for compliance and implementation of residential energy codes.

According to Smith et al [2001], “It is unrealistic to expect code enforcement Officials,

without hardware, software, training, or adequate time, to perform plan reviews and

determine code compliance in the field as part of a jobsite inspection”. Building officials
and building inspectors may be confronted with the daunting task of determining which
standard is appropriate, whether the design complies, and whether the building is being

constructed in conformance with the code requirements.

IRC Standards for energy efficiency are very different from the present MUEC standards.
These standards are more stringent than the MUEC and offer significant benefits in terms
of energy savings, exceeding the MUEC by 60% and exceeding proposed changes to the
MUEC by 30%, without sacrificing cost-effectiveness [MEEA, 2004]. People responsible
for code enforcement would need to have a sound knowledge of the new code for its
proper implementation. Developing a training curriculum in the revised code could be
beneficial to building officials, building inspectors, plan reviewers, architects, builders,
and state/local jurisdictions by making the revised MUEC easier to adopt, implement, and
enforce. Training the people responsible for implementing and enforcing the code can
contribute to receiving maximum benefits from code revisions, strengthening energy
code compliance, and increasing the likelihood of energy and cost savings in new

constructions and renovations to existing buildings [EERE, 2004].

Realizing the importance of developing energy code training curriculums, the US. DOE
is already working with government agencies, state and local jurisdictions, and national
code organizations to promote stronger building energy codes and help states adopt,
implement, and enforce these codes. The US. DOE’S Building Energy Codes Program

(BECP) promotes adoption and implementation of stronger building energy codes for

residential and commercial buildings. Through BECP, the US. DOE recognizes that
energy codes maximize energy efficiency only when they are fully embraced by users
and other stakeholders and when codes are supported through adequate education,
implementation, and enforcement [EERE BECP, 2004]. Also, on the DOE website and
the energy codes website (www.energycodes.gov), there are a number of code training
presentations, reports, checklists and videos available, under the title “State Shared

Resources,” for interested people to study.

However, much of the training may have been based on a traditional teaching approach
referred to as Pedagogy. Derived from Greek words "paid” meaning child, and "agogos"
meaning leading, pedagogy can be defined as, “Preparatory training or instruction for
children” [Pedagogy, 2004]. In much of the energy code training, participants are
expected to listen to a lecture/presentation by an instructor. Discussions and interactions
among participants and the instructor are encouraged, but very little emphasis is placed
on the participants’ own experiences. This method of teaching clearly falls under the
category of a pedagogical approach. Although an andragogical approach has been
applied and found effective in some training programs and institutions, code training

development and delivery has generally not yet incorporated this approach.

Realizing the appropriateness of applying an andragogical approach, and also the
importance of energy code compliance in Michigan, the Michigan energy code training

curriculum was developed based on andragogy. Since amendments to the residential

energy code had not been finalized at the time of this writing; cuniculum was developed

to address broader energy code issues, and included:

1. Basic energy processes, key terms and definitions.

2. Prescriptive building envelope requirements of the existing Michigan Uniform
Energy Code, International Residential Code- as amended for Michigan,
International Energy Conservation Code Chapters 6 and, the ASHRAE 90.1 1999
(American Society of Heating, Refrigerating and Air-Conditioning Engineers).

3. US. DOE’S REScheck software that can be used to check residential energy code

compliance.

The training cuniculum provided helpful commentary with supporting visuals/graphics.
The curriculum development process can also serve as a process, template or a shell,
based on andragogy, for developing other code training programs. States such as Kansas,
California, Washington, Hawaii, Montana, etc. have already developed and delivered
energy code training in the form of guides, workbooks, fact sheets, reports and Videos
[DOE EERE, 2004]. This process can assist these states, and other states as well, in
developing and updating their training curriculum. While specific code provisions may
vary from state to state according to a state’s requirements, the shell of the training

curriculum can remain the same.

10

1.3 Goal and Objectives

The goal of this research was to develop an andragogy-based energy code training

cuniculum to serve as a template for future energy code training curriculums. The

research had the following objectives:

1. To develop a process for designing Michigan energy code training curriculum by
applying an andragogical approach.

2. To develop and deliver the training curriculum to building officials and inspectors
in COCM, Thompsonville, Michigan.

3. To evaluate the curriculum design and delivery method.

11

2 LITERATURE REVIEW

The literature review is composed of six sections. The first section contains the research
question. The second is the background and brief history of pedagogy and andragogy.
The third describes Malcolm Knowles’ principles on andragogy. The fourth section deals
with the review of current literature and research. The fifth section states the summary,

and the sixth contains the research hypothesis.

2.1 Research Question

Looking at the importance of enforcing energy codes, it is essential to have well trained
professionals check energy code compliance. This might be achieved by utilizing
andragogical approaches in developing and delivering energy code training curriculums.
Therefore, the primary question of this research is to find whether using an andragogical
approach, instead of a traditional approach, in code training curriculum development

and delivery is eflective, as perceived by the participants.

The main terms used in the research hypothesis have been elaborated as follows:
Andragogical approach: An approach that utilizes adult learning fundamentals (for
example, ‘Adults are self-directed’, ‘Task-oriented’, etc.) while developing and
delivering the training material.

Traditional approach: An approach that does not utilize adult learning fundamentals and

does not distinguish between adult learners and younger learners.

12

Effective: Effectiveness, as perceived by the participants, will be determined by using the

Likert scale score means and standard deviations.

2.2 Brief History and Background of Pedagogy and Andragogy

The pedagogical approach of teaching was originally developed in the monastic schools
of Europe during the Middle Ages, where children and young adults were taught by
monks according to a system of instruction that required them to be obedient, faithful,
and efficient servants of the church. Later, this system spread to the secular schools of
Europe and America and became, and remains, the dominant form of instruction. The
pedagogical approach does not account for adults’ characteristics such as, their self-
directing nature and their motivation to learn, fueled by a sincere desire to solve
immediate problems in their lives, and thus the pedagogical approach can produce

tension, resentment and resistance in adults [Knowles, 1984b].

The growth of andragogy as an alternate method of teaching has helped improve the
situation. The term, andragogy, has been derived from Greek words “andros” meaning
adult, and “agagos” meaning leading [Pedagogy, 2004]. This term, which still has not
been incorporated into English vocabulary, was first used in the United States in 1968 by
Malcolm S. Knowles, then a professor of adult education at Boston University (then
spelled “Androgogy”) through a journal article. In 1970 he defined andragogy as, “Art
and science of helping adults learn.” Though it is known that Knowles was the first to use
the term andragogy in the United States in 1968, some people believe that M.L. Anderson

and EC. Lindeman used this term in 1927 via a published piece titled, “Education

13

Through Experience.” In 1986, DB. Stewart, in his book, Adult Learning in America:
Eduard Lindeman and his Agenda for Lifelong Learning, suggested that Andersen and
Lindeman drew upon the work of a German author of the 19205, Eugene Rosenstock.
However, J. Davenport and J .A. Davenport have mentioned in an Adult Education
Quarterly titled, A Chronology and Analysis of the Andragogy Debate, published in 1985,
that the term andragogy was coined by a German teacher named Kapp, in1833. Also,

several European countries such as Hungary, Poland and Yugoslavia used the term before

1968 [Pedagogy, 2004].

Over the past century many schools of thought have attempted to explain learning as it

pertains to human beings. According to Merriam and Caffarella [1991], there are four

orientations to teaching and learning:

1. Behavioral: In this model, learning is viewed as a change in behavior, for example in
Skill development, competency-based education.

2. Cognitive: This model looks at the issues of intelligence, learning and memory as
related to the learner’s age.

3. Humanistic: Here, learners are helped to become more self—directed and autonomous.

4. Social: Here, learning is considered to be happening by observing others.

Each of these schools has been the basis of research in the field of adult education.
Malcolm Knowles is one of the most famous authors in the humanist orientation
concerning adult education [Perrin, 2000]. Through Knowles’ constant efforts, the

andragogical approach affected the direction of adult education in North America and in

14

other places too. His contributions to this field are many and have influenced the thinking
of countless educators of adults [Pedagogy, 2004]. Merriam and Caffarella [1991] have
defined Knowles’ principles as the best known theory of adult education [Perrin, 2000].
Adult learning principles as developed by Malcolm Knowles have been used by many
researchers as a basis of designing their research. The following section discusses

Malcolm Knowles’ principles on andragogy.

2.3 Malcolm Knowles’ Principles of Andragogy

Malcolm Knowles’ work has been seen as a parallel to that of John Dewey as it is
expressed in Experience and Education [Perrin, 2000]. Dewey argued that a new
education system should be developed based on self-directed, experience-based learning
[Dewey, 1938]. Knowles made the first major presentation of the idea of andragogy and
pedagogy in his 1970 book titled, The Modern Practice of Adult Education: Andragogy
versus Pedagogy. He argued for the acceptance of the ideas contained in the theory of
andragogy. A more complete statement of his ideas appears in the book titled, Andragogy
in Action: Applying Modern Principles of Adult Learning [Perrin, 2000]. In this book
Knowles discusses the following basic assumptions inherent in an andragogical approach

[Knowles, 1984a]:

1. Adults are self-directing- Knowles defined an adult as: “One who has arrived at
a self-concept of being responsible for one’s own life, of being self-directing.” Adults
develop a deep psychological need to be perceived by others as capable of taking

responsibility. When they feel that others are imposing their will on them, without their

15

own participation in making the decisions that affect them, they experience a feeling
often subconscious of resentment and resistance. But, when they are subjected to
“education” or “training,” they generally assume a role of dependency and demand to be
taught. However, when they are taught like children, they face an internal conflict dealing
with their psychological need of being self-directing. As a result, adult educators have
been devising strategies to help adults in making a transition from being dependent
learners to being self-directed learners. Hence, it is also important to “empower” the adult

learner during the “teaching-learning” process.

2. Adults use their own experiences while learning- Adults have a greater volume
and a different quality of experience from children and youth because they are older than
youth and children, and perform a variety of roles as compared to children and youth. An
adult may be a full-time worker, parent, spouse, etc. As a result of the variety of their
experiences, adults can be the richest learning resources for one another. Hence, a
number of techniques, such as group discussions, simulation exercises, laboratory
experiences, and field experiences, make use of the experiences of learners. Also,
individualized learning plans are used for developing certain training curriculums.
However, this has a possible negative impact as well. Due to their own experiences,
adults often develop their own way of thinking and acting, have preconceptions about
reality, and are defensive about their own ways. Hence, in certain cases, adult educators
also devise strategies for helping people become more “open-minded” and can expose

them to accepting different ways of approaching a problem.

16

3. Adults become ready to learn when they understand the need to learn or to
do something in order to perform more effectively in some aspect of their lives- The
andragogical approach makes the basic assumption about adults, that readiness to learn is
vital to maintaining their interest in the learning process, and it comes from their own
understanding of the need to learn. This readiness can be natural or can even be induced
by exposing learners to effective role models, engaging them in career planning, and
providing them with certain experiences that they can relate to their own professions,

careers, or other aspects of their own lives.

4. Orientation to learning- The andragogical approach assumes that adults enter an
educational activity with a life-centered, task—centered or problem-centered orientation to
learning. In most cases, they learn in order to perform a task, solve a problem or to live in
a more satisfying way. Hence, wherever appropriate, it is important to design training
curriculums for adults based on life situations (such as, “Writing Better Business
Letters,” “Base in Performing Compliance Checks”) rather than the subject matter units

or chapters (such as, Chapter 1, Section 1).

5. Motivation to leam- Adults respond to certain motivators such as a salary
increase. The andragogical approach assumes that motivators such as self-esteem, better
quality of life, more self-confidence, recognition and self—actualization are as effective.

As a result, some programs also lay emphasis on these kinds of outcomes.

17

On the contrary, Knowles argues, that the pedagogical approach, by contrast, assumes
that a learner is a dependent person. In this approach, the responsibility of deciding what,
how, and when anything should be learned rests solely with the teacher. The learner
(student) enters the educational activity with little experience and is not much of a
resource for fellow learners. Hence, the main source of learning is lectures, assigned
readings, textbooks, etc. As for readiness to learn, students become ready to learn when
they are told to do so, not when they themselves understand the need to learn. Also,
students enter any educational activity with a subject-centered orientation and see
learning as a process of acquiring prescribed subject matter content. Regarding
motivation to learn, students are motivated by external factors such as their parents,
teachers and competition for grades, rather than being motivated internally [Knowles,

1984a].

In certain cases, an andragogical approach has also been adopted in elementary,
secondary, and higher education, and some researchers have found that young people also
learn better when this approach is applied. However, observations on the effectiveness of
an andragogical model applied on younger people or children, is beyond the scope of this

research.

2.4 Knowles’ Andragogical Process Design:

The andragogical “process design,” as developed by Malcolm Knowles, assigns a dual
role to the “facilitator” of learning (the term “facilitator” is preferred over the term

“teacher” in an andragogical approach). The facilitator is the one who first facilitates the

18

acquisition of content by the learners, and second performs the role of content resource.

The process design approach includes the following seven elements:

1. Climate Setting- An environment conducive to learning is considered to be effective.
Both physical and psychological aspects of the environment are equally important and
need to be considered. With regard to physical environment, according to Knowles, the
typical classroom setup induces a one-way transmission of lectures from the lectem to the
listeners and is probably the least conducive to learning. On the other hand, if participants
sit around tables in a group of 5 or 6, it may induce more interaction between the
participants themselves. Also, a bright, cheerful and colorful de’cor should be preferred.
The psychological environment is also as important as the physical environment and is
considered to have the following characteristics:

a. A climate of mutual respect: It is considered important to make people feel
respected while they learn because then they are more open to learning. If they feel that
they are being talked down to, much of their thought process is diverted towards
overcoming this feeling rather than learning.

b. A climate of collaborativeness: Because of earlier school experiences, where
competition for grades was a key issue, most of the participants tend to continue the same
attitude towards any educational learning process. Hence, it is important to induce a
sharing relationship amongst fellow participants through group exercises, etc., so that
they can take advantage of each other’s experience and knowledge.

c. A climate of mutual trust: People tend to learn better from and also feel

comfortable with those they trust. The facilitator must try to establish mutual trust

19

between the participants and himself/herself, for instance, by encouraging them to make
decisions or by lending them books.

(1. A climate of supportiveness: People learn better when they feel supported rather
than judged. The facilitator must be willing to listen to the points of View of the
participants and Should help in making concepts clearer. Discussions among groups of
participants must also be facilitated.

e. A climate of pleasure: Learning should not be a burden for the learners. It
should be taken seriously but should also be a pleasurable experience at the same time.
For this research, the facilitator tried not to make the energy code training cuniculum
very rigid/step by step following the code book, but attempted to make it interesting by
giving real-life examples of energy compliance checking and graphics and visuals
wherever considered appropriate.

f. A climate of humaneness: Basic human comforts such as good lighting,
ventilation, comfortable chairs, designation of smoking/non-smoking areas and frequent

breaks must be provided during the learning process.

2. Involving Learners in Mutual Planning- The participants must be involved in
planning their own learning processes. They should be presented with possibilities for
individual/group activities and should be asked to report their preferences. They tend to
be more comfortable and committed to any decision in which they have participated
themselves. On the other hand, they feel uncommitted to any decision if they feel that

others are making it for them.

20

3. Involving Participants in Diagnosing their Own Needs for Learning-
Participants Should be asked about what they need to learn. Here, it is important to
include both the felt needs (that the learners are aware of) and the ascribed needs (that
they need to know). It is important for the facilitator to discuss the needs for learning

with the participants before starting the learning process.

4. Involving Learners in Formulating their Learning Objectives- Learning needs

should be translated into learning objectives depending upon what is to be learned.

5. Involving Learners in Designing Learning Plans- The participants should be
involved in devising strategies for the learning process in order to accomplish their

Objectives.

6. Helping Learners Carry Out their Learning Plans- The facilitator must
support the learning plans/strategies devised mutually by the participants and the

facilitators.

7. Involving the Learners in Evaluating their Learning- The participants should

be given an opportunity for self-evaluation and to judge whether they were able to learn

and accomplish what they desired, in the way they desired it.

These ideas suggested by Knowles have been widely quoted by a number of authors.

Some argue that Knowles studied adults as people in need of personal growth and

21

development, whereas others suggest that adult reading programs should be based on
Knowles principles and community problem solving could benefit from andragogy.
Several negative reviews of Knowles’ principles, arguing that he did not adequately
develop his ideas, appeared in the 19705. But, a few years later, researchers had
concluded that “andragogy was indeed a characteristic of adults” and by 1987, critical

review of Knowles changed dramatically [Perrin, 2000].

Today, Knowles’ concept of andragogy has become influential in determining how
facilitators define the idea or notion of effective adult learning [England, 2001]. Some
research has tried to incorporate and evaluate these principles in adult trainings and
curriculums; however, due to certain limitations of this research, not all of the above
mentioned steps will be followed here. The scope, limitations, and incorporation of

andragogical principles in this research are discussed in detail later.

2.5 Current Literature and Research

Research has been conducted in diverse fields in studying the effects of applying an
andragogical approach in the development of training programs. In 2001, in a dissertation
titled, An Analysis of the Utilization of Malcolm Knowles' Andragogical Assumptions in
Discipleship Training Ministries of Southem Baptist Churches, Dr. William Allen
England examined the utilization of the assumptions of Knowles’ adult learning approach
of andragogy in a discipleship training ministry of certain local Southern Baptist
churches. Through the use of selected criteria of statistics reported on their Annual

Church Profile, England had determined that these churches were effective. This was a

22

survey research followed with qualitative analysis. The researcher conducted interviews
of three experts in disciplineship training ministry of the local Southern Baptist church to
substantiate the “Annual Church Profile” data. He then developed a Likert—type
instrument for surveying these local Southern Baptist churches. The Likert-type
instrument measured which, if any, of the andragogical assumptions were utilized in
effective disciplineship training ministries of the local Southern Baptist churches.
England found that most of the churches utilized the andragogical principles as developed
by Malcolm Knowles, such as self-directedness of the learners, use of experience while

facilitating learning, and the orientation to learning [England, 2001].

The limitation of England’s research was its limited ability to generalize the research
results. The researcher did not develop a research hypothesis that could be accepted or
rejected. Only local Southern Baptist churches with disciplineship training were used in
the sample; hence the research could be generalized to only these types of institutions.
Also, the researcher himself mentioned that the purpose of the research was to do a
qualitative analysis and not to develop an instrument. Hence, further validation would be
needed to be conclusive, and the conclusions were stated with limited confidence and less

generalizability.

In 2000, Allen L. Perrin conducted research titled, The Fit Between Adult Learner
Preferences and the Theories of Malcolm Knowles. The purpose of Perrin’s study was to
evaluate the validity of the theory of andragogy proposed by Malcolm S. Knowles. This

was a survey research, where the researcher developed a Likert-type instrument

23

containing seven questions about learning concepts and beliefs. This survey was
administered to 419 adults, both students from graduate schools and non-students. Means
and standard deviations were used to analyze the data as derived from the survey results,
based on the Likert scale. The researcher concluded that adults want their education to be
tailored to their real life needs; they want to close the gap between where they are and

where they want to be, and they want their learning to be self-directed [Perrin, 2000].

The weakness of this study was that a convenience sample was chosen (those professors
who allowed the survey to be given to their classes were chosen as a sample) and not a
random one, which limits the generalizability of the study and induces a bias. Also, the
Likert scale was developed from 0 to 7 for each of the seven questions. On this scale,
those who had “no opinion” or were neutral were assigned as “l” and not in the center of
0-7. This makes them biased towards the research hypothesis. Had the neutral score been

in the middle, only the first two of the research conclusions could be drawn.

Further in 2001, Dr. Ni Z. Homor conducted research titled, The efiectiveness of
application of some concepts from andragogical instruction as compared with traditional
instruction in an introductory college algebra course. This research attempted to
determine whether using an andragogical approach as a guiding principle significantly
influences students' algebra learning. The subjects consisted of 36 adult and 45 traditional
students enrolled in four sections of ‘Introductory Algebra’ at a community college in the
rural southern part of the state of Mississippi. In addition to receiving lectures given by

the instructor, students in the experimental group undertook in-class, self-directed and

24

self-paced learning projects once a week by receiving computer-assisted instruction.
Student peer-helping groups were formed, and approximately ten in-class group activities
were organized during the semester. The members of the peer-helping groups were
encouraged to study cooperatively outside the class. Also, a few concepts of the course
were learned through group presentation. Instruction for students in the control group was
solely through lectures. The effectiveness of the two instructional methodologies was
compared in terms of the adult and traditional students' achievement, attitude and
retention, using statistical procedures Analysis of Covariance (ANCOVA), Analysis of
Variance (ANOVA), and Chi-squared. Results revealed that students in the experimental
group had statistically significantly higher post-achievement than students in the control
group. Further, adult students in the experimental group not only had statistically
significantly higher post-achievement as compared with adult students in the control
group, adult students in the experimental group also had better attitudes than adult

students in the control group [Homor, 2001].

The strength of this experimental study was that the researcher randomly selected
participants for the experimental and the control groups. Also, statistical procedures like
ANCOVA and ANOVA were used to analyze the data. Chi-squared was used to analyze
the categorical data. But the research sample was small, and the process thus developed
could only be generalized to students learning introductory algebra, and not to all

students of that age group studying different subjects.

25

Further, in 2003, Dr. Rosetta Jones Howard conducted research titled, Type of instruction
and community college students' academic performance, where she studied the
implications of Knowles' theory of andragogical instruction on students 25 years of age
or older. To investigate Knowles' theory, the researcher/instructor exposed two groups of
students, one group of traditional students and one group of nontraditional students (age
25 or older) to collaborative learning and traditional lecture over a five-week period. The
results of the study revealed that participants who were taught with andragogical
instruction displayed higher post-test scores than participants who were taught with

pedagogical instruction. However, there was not a significant difference [Howard, 2003].

Howard’s study used similar statistics and methods as in the other research dissertations,
and revealed that the two methods of instruction did not produce any significant
differences among students of the experimental and control groups. However, again, the

sample size was not sufficient for making generalizations.

In 2002, a research titled, Training of Inspectors in Horizontal Directional Drilling
(HDD): The California Experience, was conducted. The HDD training consisted of 4
academies, including 2 days of classroom study and 1 day of field experience each. These
academies were held at 4 different locations in California over a period of 6 months.
Field Visits consisted of demonstrations of various equipments and construction methods
used in HDD. A pre and post-test of the training participants was conducted on the first
and the last day of the training sessions. Pre and post-test score analysis was conducted

for all participants in the 4 academies. The average grade of each academy increased by

26

approximately 20%. The study concluded that participants’ educational background had
no significant effect on their post-test scores. However, it was concluded that the
improved scores could be a function of the quality of the class as well as the quality of

instruction with each academy [Ariaratnam et al, 2002].

Apart from research, some institutes, training programs and the like have already adopted
andragogical approaches while developing and delivering their educational programs or
training curriculums. In 1985, the andragogical approach was successfully applied in a
master’s degree program in management at the American Management Association. The
facilitators based the study program, to help managers become more effective, on adult
learning principles developed by Malcolm Knowles. Overall, the approach was found to
be useful and effective. However, some problems were also stated, such as difficulty in
inducing motivation to learn and also that the learning plans were not carried out in a

systematic manner [Knowles, 1984a].

Also, in 1981, an andragogical approach was applied in teaching technical skills in a
national accounting firm. Emphasis was laid on the necessity of teamwork between an
adult education consultant and a technical expert in designing programs. The approach
was found to be effective, and certain observations were made. For example, participants
preferred courses that directly related to their own profession with emphasis on
increasing their ability in improving their professional judgments and decision-making

that resulted in increased professional ability on the job site [Knowles, 1984a].

27

There are other fields such as business, industry, governmental, colleges, universities,
religious education, and even elementary and secondary school, where an andragogical

approach has been adopted and found to be effective.

2.6 Summary of Literature Review

Educators in diverse fields have recognized the utilization of adult learning principles
while developing and delivering their training curriculums. There is a variety of research
that has utilized the experimental research method and parametric statistics while
evaluating their teaching/training methods. However, many researchers believe that a
qualitative approach in determining the effectiveness of one method over the other is a
more appropriate approach. Also it has been very difficult for researchers to generalize
the developed andragogical approach to a large group. For example, an approach that can
be utilized for teaching adults of the same age group in science might not be useful for
teaching psychology. There are a number of other factors, such as educational
background, age, gender, location, the content being taught, ethnicity, that might play a
role while evaluating and comparing a person’s performance on different learning styles.
While the basic principles may remain the same, the andragogical components used may

vary.

28

2.7 Hypothesis

The null hypothesis generated by the research question is as follows:
“The participants, who attend the Michigan energy code training based on andragogical

approaches instead of traditional approaches, will not find it effective. "

Stated as positive research hypothesis, the null hypothesis yields the following
hypothesis:
“The participants, who attend the Michigan energy code training based on andragogical

approaches instead of traditional approaches, will find it effective. "

29

 

'—

3 RESEARCH METHODOLOGY

This chapter is composed of 11 sections. The first section gives a brief overview of
building code training in Michigan. The second section describes the subjects’
characteristics. The third section defines target and accessible population and the sample
size for this research. The fourth section describes the methodology that was used to
conduct this study. Data analysis methods are described in section five. The sixth section
describes how the research instrument used was validated. In the seventh section, all
variables involved in this research are mentioned and defined. In the eighth section,
threats to internal validity are discussed. In the ninth section, possible ethical problems
associated with this research are discussed. In the tenth section the overall methodology,

including parallel steps other than those in section four are mentioned.

3.1 Building Code Training in Michigan

There are 1500 building officials and inspectors in the state of Michigan and all are
registered with the Michigan Department of Labor and Economic Growth. Out of these
1500, approximately 650 are members of the ‘Code Officials Conference of Michigan
(COCM)’. COCM is an organization that seeks to promote code training to registered
building officials and inspectors in Michigan. Membership in COCM is voluntary.
Typical code training curriculums for COCM are prepared by the Bureau of Construction
Codes, Michigan Department of Labor and Economic Growth, Okemos, Michigan.
Building inspectors and officials are required to obtain a certain number of Continuing

Education Units (CEUS), which vary from 47-59/year, depending upon the person’s

3O

experience. COCM meets four times a year and approximately 350 people attend these
quarterly meetings. Approximately 300 people registered for the COCM’S conference
held in September 2004 in Thompsonville, MI. The training curriculum for this
conference was prepared by the researcher, under the guidance of faculty of the
Construction Management Program at Michigan State University with oversight of the

Michigan Energy Office and the Michigan Department of Labor and Economic Growth.

Generally, code training is delivered to a group of approximately 150-200 attendees in a
classroom environment by experienced officials registered with the State, or by personnel
from private companies authorized by the state. Code training typically lasts for two-
three days with three to four 1-2-hour sessions, each with a 15-20 minute break in
between each session. During the breaks, food and beverages are served. The general
seating arrangement of a session is comparable to a typical school classroom where
participants sit next to each other in rows and the instructor lectures them with the help of
presentations and handouts. This approach is clearly a pedagogical approach. A typical
code training structure is depicted graphically in figure 1. A feedback form is also used to
evaluate the training. This feedback form is typically related to training content and not

the delivery method.

 

 

 

 

 

I l-2-hour I ,q bl l-2-hour J bl 1-2-hour

 

 

 

V
Participants - Feedback-

 

 

leave

 

 

 

 

Figure l Graphical Representation of a Typical Code Training Structure

31

The researcher used an andragogical ”approach for developing and delivering the training

cuniculum.

3.2 Subject Characteristics

The subjects were registered building officials and inspectors in Michigan who are
members of the COCM. From the researcher’s observation, they ranng from age 25-60,
and the subjects’ ethnicity was mostly White, African American, Hispanic, and American
Indian. On the basis of the researcher’s observation (researcher attended the COCM
conference in February 2004) and input from personnel from Bureau of Construction
Codes, Okemos, M1, the female-male ratio of the subjects is approximately 1:20. To find
the effect of gender, age, experience, and ethnicity of the subjects on research results was

out of the scope of this Study.

As determined from the research instrument (Appendix A- Question 8: Additional
Information), 5 participants had no experience in the contracting field. 9 had 5 years
experience, 5 had 10 years experience, 22 had 15 years experience and 13 had more than
16 years of contracting experience. The average experience of the 59 participants who
answered this question was 13 years. Most of the participants had a high school diploma,
Bachelors Degree, an Associates Degree, or a Bachelor’s Degree. Some had a Master’s
Degree. Most of them had a technical background. Table 2 summarizes the participants’
educational background and contracting experience. See table 3 for abbreviations used in

table 2.

32

Table 2 Participants’ Educational Background and Experience

 

 

 

 

 

 

 

 

 

 

 

 

 

Highest HS AS 91-5 BS MS Number of Responses
Educational Degree 14 12 g 19 7 52

Educational TE TN Number of Responses
Background 3 1 10 41

Contracting None 5 10 15 >15 Number of Responses
Experience (yrs) 5 9 5 22 18 59

 

 

 

 

 

 

 

 

 

Table 3 Abbreviations Used in Table-2

 

 

 

 

 

 

 

Abbreviation Interpretation Abbreviation Interpretation
HS High School BS Bachelors Degree
AS Associates Degree MS Masters Degree
911 Diploma TE Technical
TN Non-Technical

 

 

 

 

(*Note: The term “Diploma” used in the questionnaire was ignored during data reporting,

as it was a duplicate for “High School.”)

33

3.3 Target and Accessible Population, Sample, Sampling Techniques

The target population for this study was all building officials and inspectors in the state of
Michigan (total 1500). The accessible population was the 650 building officials and
inspectors in Michigan who are a member of COCM. Out of these 650, approximately
300 registered for the COCM’S September conference. There were two concurrent

sessions going on at the conference, which were:

1. Michigan Energy Code Training, and
2. Session for plan reviewers in Michigan (See Appendix B for the overall training
agenda. The agenda were prepared by the Code Officials Conference of

Michigan).

Participants who attended the Michigan Energy Code Training were the sample for this
study, i.e. approximately 160. The sampling technique used here is a convenience sample
(one of the limitations of the study). This limits the generalizability only to the members
of COCM (accessible population) and not all the registered building inspectors and

officials in the state of Michigan (target population).

3.4 Methodology

1. Out of the total 1500 building officials and inspectors in Michigan, around 650
are a member of COCM. Out of this, approximately 300 registered for the

COCM’S September conference. Out of these 300, approximately 160 attended

34

the Michigan Energy Code Training. These 160 participants were the sample for
this study.

The training was arranged at Crystal Mountain, Thompsonville, Michigan, by
COCM. The Michigan energy code training was delivered from 1 pm till 5 pm on
September 14, 2004.

To validate the content (format, subject matter) of the curriculum, the researcher
consulted with her committee members and experienced professionals from the
Bureau of Construction Codes to check whether the subject matter was relevant
and appropriate (A preliminary meeting with personnel from Bureau of
Construction Codes and Michigan Energy Office was held on August 16th, 2004.
Here, subject matter of all the presentations and the information to be included in
a program CD was discussed for a preliminary review. Later on, there were
several reviews of the curriculum content by faculty of the Construction
Management Program at Michigan State University).

At the completion of the presentations the attendees were asked to participate in
the research by completing the attached research survey on adult learning in
addition to the presentation evaluation (See Appendix A for the research survey).
To validate the content (format, subject matter) of the research instrument, the
researcher consulted with her committee members and experienced professionals
from Bureau of Construction Codes, to check whether the questions developed
were representative of the training delivery methods.

The data was analyzed using MS Excel, SPSS, and Stata software.

35

 

7'

3.5 Data Analysis

H

See Appendix C for the “Data Sheet.”

Preliminary screening of the data was conducted by removing those data in which
the attendees chose not to participate in the evaluation.

For questions with Likert scale, medians and means were calculated using MS
Excel software.

For YIN type questions, 1 was used to denote a Yes and 0 was used to denote a
No. Number of ‘Y’ and ‘N’ for each question was also tabulated.

For each question, the total number of responses, the number of responses above
4 (average/neutral), the number of responses below 4 and the number of responses
equal to 4 were also tabulated.

Percentage of responses above 4, equal to 4, and less than 4 were also calculated.
Frequency histograms were plotted for each question showing the number of
responses (Y-axis) for each score (X-axis), using SPSS.

Wilcoxon signed-rank test (one sample median test) was conducted using Stata
software to check whether the median for a question was statistically different
from 4. The test was conducted for a significance level or the p-value of 0.05.
Therefore, for any question, a p-value generated by the Wilcoxon signed-rank test
less than 0.05 meant that the median was statistically significantly different from
4 or average/neutral, and a p-value more than 0.05 meant that the median was not

statistically significantly different 4 or average/neutral.

36

10. If the p-value for a particular question was found to be less than 0.05, the median
for that question was checked. If the median was greater than 4, a positive effect
was concluded.

11. If the p-value for a particular question was found to be more than 0.05, no effect
could be concluded.

12. Open-ended questions were reported verbatim in the data sheet and paraphrased

in the text, summarizing comment themes.

3.6 Variables Involved in the Research

The two variables that were studied in this research were:

1. The method of instruction

2. The effectiveness of the training andragogical component, as observed by the
attendees (determined by the Likert scale)

The first one is the independent and categorical variable (nominal scale) and the second

one is the dependent and categorical variable (interval scale).

3.7 Potential Threats to Internal Validity

l. Threat of Subject Characteristics: Characteristics of the subjects such as age,
gender, intelligence, reading ability, etc., might have had an effect on their
response. To find the effect of this threat on research results was not in the scope

of this study.

37

2. Novelty Effect: Attending a training curriculum based on an andragogical
approach might have been a new experience for the participants. Due to its
novelty, the participants might have liked it, might have concentrated more and
got more involved. This might have interfered with the research results. To find

the effect of this threat on research results was out of the scope of this study.

3.8 Addressing Potential Ethical Problems

There were minimal risks involved for the human subjects. There was minimal harm
(physical or psychological) associated with the research. After the cuniculum was
presented to the attendees, they were asked to voluntarily participate in this research
study by completing the research survey instrument. Data gathered from these forms was
stored in a cabinet at the graduate office under the supervision of the researcher and was
used only for research purposes. Data was stored until data processing was concluded and
was destroyed at the completion of this research. Information collected has been included

in aggregate form only and no names have been reported.

3.9 Overall Steps Followed for this Research

1. Review of the revised Michigan residential energy code for a thorough
understanding of the code.
2. Identification of an oversight committee with Michigan Energy Office and the

Bureau of Construction Code, appropriate industry members, governmental

38

agencies, organizations or individuals who were consulted while preparing the
curriculum outline.

Literature review.

Development of an approach for code training by incorporating adult learning
principles.

Development and delivery of the training curriculum to the building officials and
inspectors at COCM, Thompsonville, Michigan.

Analysis of the data to determine whether an andragogical approach is effective,
as observed by the participants.

Compilation of the conclusions and preparation of the final report.

39

4 CURICULUM DEVELOPMENT PROCESS

4.1 Code Training

Currently code training is delivered to a group of approximately 150-200 attendees in a
classroom environment as described in chapter 3 (section 1) before. In order to know the
attendees’ preferable learning style and the problems they face while checking code
compliance, the researcher conducted a survey at the COCM Spring 2004 conference
(early March 2004). The response to this survey was too low (9% response) to make it a
basis for the entire training cuniculum design, but still it provided some guidance. But,
the researcher understood that it was not possible to incorporate everybody’s learning
needs and styles in delivering a code training curriculum to a group of approximately 200
attendees. It was not feasible to ask every participant about his or her needs and learning
style preferences. Even if this were done (through interviews or surveys) it would not
have been possible to design and deliver a curriculum that incorporated everyone’s
preferences. The researcher also consulted with experienced personnel from the Bureau
of Construction Codes, Michigan Energy Office, faculty of Construction Management
Program and School of Education at Michigan State University and concluded that the
curriculum should be designed incorporating some of Knowles’ adult learning principles,

described in chapter 6 (section 2).

There were 3 modules in the Michigan energy code training cuniculum:
1. Module one was a “PRIMER” module that covered energy basics, technical

definitions, ‘Energy Codes’ web site map, and important web links.

40

2. The second module was an “ENVELOPE” module that covered the envelope
portions of four codes.
3. The third module was a “RESchec ” module that covered how to use REScheck

software for checking residential energy code compliance.

4.2 Process Components

There were 5 andragogical components that were used to incorporate adult learning

principles in this training curriculum.

fl

. Involving the Learner

3. Incorporating a Variety of Teaching Styles
4. Empowering the Learner
S. Orientation of the Curriculum

6. Protocol for the Facilitator(s)

l. Involving the Learner

Involving the learner has always been encouraged by Knowles. But, as explained before,
all the participants could not be involved in planning the curriculum or in diagnosing
their needs. In order to involve learners with this training the researcher posted a copy of
the syllabus (outline of the content to be covered in the curriculum) on the COCM

website, with the help of Bureau of Construction Codes (See Appendix D for the

41

Hence, there was a good possibility that they would also read the syllabus. This would
help in establishing a picture in the learners’ minds about what they were going to learn
in the training. Also, considering that some attendees might not get a chance to see the
syllabus on the website, it was handed over to them at the registration desk as they
arrived, and they were asked to go through it. This step might have made the learners feel
involved; they might have also felt that the presenters were concerned about them. This
might also encourage some thought on the content to be covered [Galbraith, 1990]. This
step was named as a “PRE” to the training. Figure 2 shows a snapshot of the COCM
website main page with the web posting. The Michigan Energy Code Training Flyer

opened in Adobe Acrobat format by clicking on the link (See Appendix D for the Flyer).

Code Officials Conference of Michigan

 

conferences held throughout the year.

Welcome BOCM and MICBO Members

$31!".

 

‘mWhaI’s New“

(COCM's First Fa_ll Conference)

Important Dates to Remember

COCM Fall Conference Crvstal Mountain September 13-17 2004 Conle'ence Pacm r1 63MB)
Michigan Energy Code Training available at Fall Conference- Download Details Here

COCM Quarterly Meeting, Lansing Sheraton, December 8, 2004
(Includes 3 Hours of COCM Education at $35.00)

/

Figure 2 A Snapshot of the COCM Website Main Page Showing the Curriculum Syllabus Link

 

 

 

42

.. Wig-“ii?

 

 

'

2. Incorporating a Variety of Teaching Styles

Keeping in mind that there would be a number of attendees with different types of
learning preferences, the researcher tried to incorporate a variety of teaching styles while
designing the curriculum. According to Michael Galbraith, “Variety is stimulating and
draws learner attention towards its source” [Galbraith, 1990, pp 113]. Also, by having a
variety of teaching styles in the curriculum, learners with different learning preferences
such as ‘visual’, ‘graphical’, ‘audio’, ‘self-directedness’ could be accommodated. The

following different methods of instruction were used to achieve such a variety:

a. Lecture

According to Galbraith, “When the primary goal of the learning transaction is
information transfer, the lecture method is well suited.” Moreover, it is a suitable
approach when the information available is distributed among many sources (in this case-
the four codes, the DOE website, the energy codes website, several other web based
applications, REScheck guides, etc.). Lecture is suitable for an organized presentation
with a short time frame. The advantages of having lecture as one of the methods for this

training included [Galbraith, 1990]:

a. The material was presented to a large group at once.

b. Lectures were designed and organized well so that the material could be
presented in a clear and precise format.

c. Key points were summarized in the beginning of each presentation in order to

have an organized framework.

43

d. It is a well-known and acceptable method. Most adults are comfortable and

familiar with lecture.

The curriculum lecture work lasted for 4 hours, from 1 pm till 5 pm on September 14,

2004, at Crystalmountain, Thompsonville, Michigan. The breakdown of durations was:

1. The Primer Module was delivered by faculty of the Construction Management
Program at Michigan State University, from 1 pm till 2.30 pm. After 1 hr of
lecture, the group was asked to have group discussions at their tables. But the
group assumed this was a break, and some of the attendees went out for
refreshments. They came back after 5-10 minutes, 5 minutes after which the
lecture was continued for 15 minutes, and then attendees were given a break

before starting the Envelope module.

2. The Envelope Module was also delivered by faculty of the Construction
Management Program from 2.45 pm till 4.15 pm. After 45 minutes of lecture, the
group was asked to have a group discussion. This time, the facilitator placed
emphasis on group discussion so that attendees would not leave the room,
assuming they had a break. This discussion lasted for 5 minutes and attendees
addressed certain questions to the facilitator, which were then answered. Again,
after a half hour of lecture, the group was asked to have group discussion and ask
questions. No break could be given between the Envelope and the REScheck

modules because of the lack of time.

44

3. The REScheck module was delivered by the researcher from 4.15 pm till 5 pm.
There was one group discussion for 5 minutes approximately at the middle of the
presentation. Some questions were asked which were answered by the facilitators.
The lecture was continued for the second half of the module and at its conclusion,
attendees were again requested to participate in the research by filling out the
questionnaire and leaving it on their tables. The attendees dispersed for

refreshments at 5 pm.

b. Group Discussions

According to Frederick, “The use of alternating mini-lectures (15-20 minutes) and
discussions recognizes the conclusions of attention span studies by shifting the energy
back and forth between the instructor and the learner group " [Galbraith 1990, pp 180].
According to McLeish, it is important to have a break from maintaining attention because
a learner’s attention starts to decline at about 10 minutes and reaches a low point in about
40 minutes [Galbraith, 1990]. Hence, after about 30 minutes of lecture, the facilitator
asked for a group discussion. Discussions allow the learners to share their thoughts and
knowledge. Also, asking questions after group discussions was encouraged. This would
help especially a timid learner who might hesitate to raise questions in front of a large

audience.

For the purpose of introducing group discussion in this curriculum, the seating

arrangement was clustered seating With 6-8 attendees per table. During each session, after

approximately 30-45 minutes, the facilitator asked the subjects to discuss, at their tables,

45

what the facilitator had just covered, and then they were encouraged to ask questions. In
the beginning of the first module, the attendees were informed about the plan for group
discussions. Pre-planned group discussions also usually enhance the motivation to learn
[Galbraith, 1990]. Also, through group discussions, the attendees might even address
each other’s questions, if they have any. The curriculum modules were designed such
that, after half an hour, the attendees got a chance for group discussion and could ask

questions. This step was named as a “PERSONALIZED EVENT” during the session.

As described in detail earlier, there was 1 group discussion during the Primer module, 2
during the Envelope module and 1 during the REScheck module. When the attendees
were told to have the first group discussion, they assumed it as a break and some of them
left the room for refreshments. Hence, the first group discussion did not last for more
than 2-3 minutes. For subsequent group discussions, the facilitators deliberately asked
them not to leave the room and to have a group discussion. These group discussions
lasted for approximately 5-6 minutes. After discussions, attendees were encouraged to

ask questions from their tables, addressing the facilitator.

c. Case Study

A case study house-example was used for the third module- REScheck Module, in order
to teach how to use the REScheck software. There are many advantages of incorporating
a case study, such as practical thinking and learning to apply the theoretical knowledge
[Galbraith, 1990]. In particular, demonstrating compliance check for a real house

example could be a good method of explaining the use of various tools utilized by the

46

left the room for refreshments. Hence, the first group discussion did not last for more
than 2-3 minutes. For subsequent group discussions, the facilitators deliberately asked
them not to leave the room and to have a group discussion. These group discussions
lasted for approximately 5-6 minutes. After discussions, attendees were encouraged to

ask questions from their tables, addressing the facilitator.

c. Case Study

A case study house-example was used for the third module- REScheck Module, in order
to teach how to use the REScheck software. There are many advantages of incorporating
a case study, such as practical thinking and learning to apply the theoretical knowledge
[Galbraith, 1990]. In particular, demonstrating compliance check for a real house
example could be a good method of explaining the use of various tools utilized by the
software. Figure 3 shows a snapshot of the REScheck software, showing the information

about the case study used.

47

   
  
   
  
   
  
 

  
 

-‘1‘I.L""a-
Insulation R-values: Code rule 1076
R-30- zone 1

R68- zones 2 and 3

 

Roof

Insulation 3-30 or 38

Truss

 

Michigan Energy Codes and Standard: Implementation and Training

 

   

 

Figure 4 An Example of a Construction Detail That Was Used in the Envelope Module

3. Empowering the Learner

Empowering an adult learner during the learning process is a helpful strategy, since
adults are self-directing, and they, often subconsciously, experience resentment and
resistance, when they feel others are imposing their will on them [Knowles, 1984a]. The
researcher understands that if an attendee is not able to follow what the facilitator is
teaching, he/she might not be willing to notify the facilitator in the presence of a bigger
group. For this purpose, the researcher designed what was named as the “CONTENT
TRAFFIC LIGHT.” It is a piece of cardboard folded from the center and colored red and
green on the two sides of the fold (figure 5). The attendees were asked to simply turn the
red color of this piece of cardboard towards the facilitator if they were not able to follow

what the facilitator was teaching, and green if they were following the content being

48

covered. This would notify the facilitator whether the attendees are able to understand
what is being taught, or whether it is necessary to slow down the explanation of some
points and go over them again. This step may make the attendees feel empowered and

responsible for their own learning.

 

 

 

 

Figure 5 Graphical Representation of the “Content Traffic Light”

4. Orientation of the Curriculum

The curriculum was designed to be “task oriented” rather than “subject oriented.” For
example, at the beginning and during presentations, attendees were told how they can
utilize the information that was to be covered, and why this training was important for
them. Placing stress on the importance of what was being taught may also keep the
learners motivated [Galbraith, 1990]. Figure 6 shows an example slide from the Primer

module where the attendees were told about the importance of the training to them.

49

 

, +;-.__.'=ZM°_:r-ins-_finerzvcsde

Importance of This Training to YOU

 

 

Energy codes maximize energy efficiency only when they are fully
supported through adequate education and outreach

- Through this training, you can gain:

A better understanding of basic: and fundamentals of enemy

A better understanding of preecriptive building envelope
requirements of the existing MUEC, IRC (as proposed for MI), IECC
2000 and ASHRAE 90.1 1999

Learn to use REScheck, through a Michigan house example
Help you perform better in your profession

‘—

-- Cup a.“ Ln:.""..‘-":e-~.+- —.

:éfin'xrii‘“rvSE-ET-T‘EwI-ZQEH-"ilzil L- ' ‘1” - -

Michigan Energy Codes and Standards Implementation and Training

16

 

 

 

Figure 6 An Example Slide Showing the Attempt to Make the Curriculum “Task Oriented”

5. Protocol for the Facilitators

The researcher discussed with the facilitators the content of the curriculum and also the

following protocol:

TEACHING PROTOCOLS: Discussed with the F acilitator(s)
The project group is working to develop the Michigan Energy Code Training Curriculum
for building officials and inspectors in Michigan. This project is being fimded by the
Michigan Energy Office, Department of Consumer and Industry Services with a flow-
through grant from the US Department of Energy (US. DOE). This project is being

conducted under the direction of faculty of the Construction Management Program at

Michigan State University.

50

The Michigan Energy Code Training Curriculum design and development has been

based on adult learning styles. The facilitators are requested to incorporate the following

in their presentations in order to keep them focused on helping adults learn:

I.

At the beginning of each presentation, remind attendees of the syllabus pamphlet

and ask them to go through it and consider what is going to be discussed.

Also, discuss the layout of each presentation at the beginning of the presentation.

In the beginning of each presentation, take time and tell attendees why this

training is important to them; throughout the presentation, place emphasis on

telling them about the importance of the content being discussed and how they

can use this information in their profession.

Let them know about the session evaluation form and also the research evaluation

form. Emphasize the importance of filling out the evaluation forms, and tell them

that their responses will be helpful in improving fiiture training.

In the beginning of each presentation, tell them about the “content traffic light”

and how it will be used. Encourage them to use this instrument whenever they feel

the need for it.

Tell them about the group discussions; how long the discussions will last and

when group discussions will take place. The following protocol will be used for

group discussions:

a. Let the attendees know beforehand how long the lecture is expected to be and
that after every 30-35 minutes of lecture, a group discussion will follow.

b. Instead of soliciting individual questions, say, “At your table, discuss the key
concepts that l have just presented. ”

c. Allow 3-4 minutes of discussion.

d. Ask for questions from the tables.

Call individual attendees by their names, reading from their nametags, when

necessary.

These were the 5 andragogical components that were incorporated in the training

curriculum. The participants were not involved in any particular activity during breaks.

51

To validate the content of the curriculum, including the presentations and the

andragogical components used,

the researcher discussed the content with faculty of the

Construction Management Program at Michigan State University and experienced

personnel from the Bureau of

Construction Codes. Figure 7 Shows the andragogical

components used by the researcher, which were then utilized to develop and deliver the

training curriculum.

 

ANDRAGOGOCIAL COMPONENTS

 

 

 

INVOLVING THE LEARNER , I

 

l

INCORPORATING A VARIETY OF
TEACHING STYLES

 

 

3 l

l

EMPOWERING THE LEARNER I

l

 

 

 

 

 

I ORIENTATION OF THE
CURRICULUM

I PROTOCOL FOR THE
FACILITATORS

 

 

 

 

 

Figure 7 Andragogical Components Used

52

5 THE TRAINING

5.1 Time Allocation

Table 4 represents the time allocations and facilitators for the three curriculum modules.

Table 4 Facilitators and Duration for Curriculum Modules

 

# Module Facilitator Duration

 

Faculty of the Construction
1 PRIMER 1.5 hrs (lpm- 2.15pm)
Management Program at MSU

 

Faculty of the Construction
2 ENVELOPE 1 hr 45 mts (2.30pm- 4.15pm)
Management Program at MSU .

 

3 REScheck Researcher 45 mts (4.15pm- 5pm)

 

 

 

 

 

 

Figure 8 represents the curriculum delivery process based on the andragogical

components shown in figure 7.

53

 

 

 

 

 

 

 

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54

5.2 The Training Kit

The training kit mainly consisted of two informational components including the training

booklet and the training CD (Figure 9).

Booklet

Training CD

 

Figure 9 The Training Booklet and the CD

Training Booklet:

The training booklet consisted of the three modules- Primer, Envelope and REScheck It
also contained all information presented in the three modules in a paragraph type format.
It also had a number of web resources (apart from those in the CD) and additional
information about energy basics, basic terminology and energy code requirements. The
CD also contained a copy of this booklet in Adobe Acrobat format. The booklet was

organized such that it followed the topics as they occurred in the presentations. A font

55

size of only 9 and 10 was used to make it easier to read. The booklet was printed in color

on quality paper to make it look attractive.

Training CD:

All information presented was included in the training CD with additional information
about energy basics, energy codes and useful web resources. The aim was to make this
CD user friendly; hence it was made as a navigable CD where various links opened as

different web pages, with each page having a link to previous and other pages.

The entire kit consisted of the following 8 components, as shown in figure 10:

Content Traffic
Light

Questionnaire

Consent Form

Booklet
REScheck
Report

Presentation
Handouts

 

Training CD

Figure 10 The Training Kit

Eight kits were laid out on each table for the 8 attendees per table. Hence, each attendee

received the entire training kit that consisted of:

56

. Content traffic light

. Questionnaire

. Consent form (for the questionnaire)

. The booklet

. REScheck software report (showing compliance with IECC 2000 for the
Michigan house example)

. 3 presentation handouts, and

. The training CD

. Michigan energy code training pamphlet (not shown in the figure above)

57

6 DATA COLLECTION AND ANALYSIS

At the beginning of the curriculum, the participants were told about this study and were
requested to participate in this study by filling out the questionnaire. At the end of the last
module they were requested again to fill out the questionnaires and to leave them on their

tables. The researcher received 62 responses out of 160 participants (38.75% return).

The data was analyzed using MS Excel, SPSS, and Stata software. The researcher entered
the data in an Excel spreadsheet and calculated, for each question, the number of
responses (for all questions) and medians (for Likert scale scores). Frequency histograms
were plotted for each question showing the number of responses (Y-axis) for each score
(X-axis), using SPSS software. Wilcoxon signed-rank test (one sample median test) was
conducted using Stata software to check whether the median for a question was
statistically different from 4. Median tests were conducted instead of mean tests because
the data was skewed. The test was conducted for a significance level or p-value of 0.05.
Therefore, for any question, a p-value generated by the Wilcoxon signed-rank test less
than 0.05 meant that the median was statistically significantly different from 4 or
average/neutral, and a p-value more than 0.05 meant that the median was not statistically
significantly different from 4 or average/neutral. If the p-value for a particular question
was found to be less than 0.05, the median for that question was checked. If the median
was greater than 4, a positive effect was concluded. If the p-value for a particular

question was found to be more than 0.05, no effect could be concluded. Open-ended

58

questions were reported verbatim in the data sheet and paraphrased in the text,

summarizing comment themes (See Appendix C- Excel Data Sheet).

6.1 Components of the Questionnaire

The questionnaire was divided into two sections (See Appendix-A). The first section of
the questionnaire had three parts seeking feedback related to the following 5 components
of the three curriculum modules on a 7 point scale (7: Excellent, 6=Good, 5=Above

Average, 4=Average, 3=Below Average, 2=Bad, 1=P00r):

1. Speaker’s presentation style

2. Speaker’s knowledge of the subject
3. Quality of session information

4. Participant’s interest in the topic

5. Participant’s prior knowledge about the topic

For the first section, the number of responses below, above, and equal to 4 were reported.

Percentages of each response were reported in a histogram for each question.

The second section of the questionnaire had 8 questions most of which were 7 point
Likert scale questions (7: Strongly Agree, 6=Agree, 5=Somewhat agree, 4=Neutral,
3=Somewhat Disagree, 2=Disagree, l=Str0ngly Disagree). 6 of these 8 questions were

further divided into 3-7 parts. Questions 6 and 7 had no further parts. The first 4

59

questions were based on the andragogical components used in the training development

and delivery, namely:

1. Attempt to involve the participants in the curriculum
2. Various presentation techniques
3. Small group discussions

4. Content traffic light

Question 5 was an overall assessment question, which was further divided into 3 parts. In
question 6 the researcher asked about the overall training delivery method. Question 7
was an open-ended question asking about participants’ additional comments. Question 8
asked about additional information about the participant such as his/her county, highest
educational degree, educational background, and contracting experience. For questions 1
through 6 the Wilcoxon signed-rank test was conducted and results were reported. In the
following section, the results of the data set received for each particular question has'been

reported.

60

6.2 Results for Section 1

PRIMER MODULE

1. Speaker’s presentation skills

There were 61 responses for this question. 82% responses were above 4 (Average), 4.9%
were below 4, and the rest were equal to 4. The median score was 6 (Good). 36 responses
were 6 or above, and 3 were 3 (Below Average) or below. Figure 11 shows the frequency

histogram with percentages of each response.

 

    
  
 

 

 

 

35-
Mean = 5.4754
30m Std. Dev. = 1.21938
N = 61
25-
>.
8
a; 20-
:3
U'
2 15—
ll.
10-
5
0
1 2 3 4 5 6 7
Score

Figure 11 Primer: Speaker‘s Presentation Skills

61

2. Speaker’s knowledge of the subject

There were 62 responses for this question. 96.8% of responses were above 4 and the rest
were equal to 4. The median score was 6 with 22 responses. 27 responses were 7
(Excellent), 13 were 5 (Above Average) or below. Figure 12 shows the frequency

histogram with percentages of each response.

 

 

 

 

 

 

 

 

 

 

 

35-
Mean = 6.1935
30— Std. Dev. = 0.84618
N = 62
2 —
> 5
8
a) 20-
3
0'
2 15-
1.1.
10-
5—
C I I I
1 2 3
Score
Figure 12 Primer: Speaker's Knowledge of the Subject
3. Quality of session information

There were 62 responses for this question. 72.6% of responses were above 4, 14.5% were
below 4 and the rest were equal to 4. The median score was 5. 30 responses were 6 or
above, and 9 were 3 or below. Figure 13 shows the frequency histogram with percentages

of each response.

62

 

Mean = 5.1774
30.. Std. Dev. = 1.5943
N = 62

 

Frequency

 

 

Figure 13 Primer: Quality of Session Information

4. Participant’s interest in the topic
There were 62 responses for this question. 77.4% responses were above 4, 17.7% were
equal to 4 and the rest were below 4. The median score was 6. 34 responses were 6 or

above, 14 were 5, and 3 were 3 or below. Figure 14 shows the frequency histogram with

percentages of each response.

63

 

Mean = 5.4032
30- Std. Dev. = 1.20735
N = 62

Frequency

 

 

 

Figure 14 Primer: Participant's Interest in the Topic

5. Participant’s prior knowledge about the topic
There were 62 responses for this question. 53.2% were above 4, 33.9% were equal to 4
and 12.9% were below 4. The median score was 5 with 15 responses. 18 were 6 or above,

21 were 4, and 8 were 3 or below. Figure 15 shows the frequency histogram with

percentages of each response.

 

    

 

 

35—
Mean = 4.7097
30_ Std. Dev. = 1.12187
N = 62
>25"
2 33.87%
m 20— '
3
0'
2 15—
u.
10-
5—
0—
1 2 3 4 5 6 7
Score

Figure 15 Primer: Participant's Prior Knowledge About the Topic

Table 5 summarizes the results of the Primer module.

Table 5 Summary of the Primer Module Results

QUESTlON #>4 %>4 #<4 %<4

 

65

ENVELOPE MODULE

1. Speaker’s presentation skills

There were 61 responses for this question. 82% of responses were above 4 and the rest
were 4 or below. The median score was 6. 37 responses were 6 or above, 13 were 5, 6
were 4, and 5 were 3 or below. Figure 16 shows the frequency histogram with

percentages of each response.

 

 

 

 

 

 

35-
Mean = 5.4754
30- Std. Dev. = 1.28591
N = 61
25—
>0
S
a) 20-
3
3' 13
L‘C 15- 21.317. ‘

 

 

 

 

 

 

 

Figure 16 Envelope: Speaker's Presentation Skills

66

2. Speaker’s knowledge of the subject
There were 61 responses for this question. 95% responses were above 4 and the rest were
equal to 4. The median score was 7 with 31 responses. 17 responses were 6, and the rest

were 5 or 4. Figure 17 shows the frequency histogram with percentages of each response.

 

 

     
 

 

 

 

 

 

 

 

 

 

35—
Mean = 6.2459
30_ Sid. Dev. = 0.90656
N = 61
25-
>.
8
a) 20—
3
U'
E 15—
“- 1o ,
10_ 16.39%
5—
C I I I
1 2 3

Score

Figure 17 Envelope: Speaker's Knowledge of the Subject

3. Quality of session information

There were 60 responses for this question. 78.3% responses were above 4, 10% were
equal to 4 and the rest were below 4. The median score was 6 with 18 responses. 15
responses were 7, 18 were 6, 14 were 5, and 13 were 4 or below. Figure 18 shows the

frequency histogram with percentages of each response.

67

 

  

 

 

35 -
Mean = 5.3833
30_ Std. Dev. = 1.4968
N = 60
25 -
>.
8
o 20-
3
0"
9 15—
u.
10-
5—
0
1 2 3 4 5 6 7
Score
Figure 18 Envelope: Quality of Session Information
4. Participant’s interest in the topic

There were 61 responses for this question. 80.3% of responses were above 4, 14.8% were
equal to 4, and the rest were below 4. The median score was 6. 31 responses were 6 or
above. 18 were 5, 9 were 4 (Average), and 3 were 3 or below. Figure 19 shows the

frequency histogram with percentages of each response.

68

 

354

Mean = 5.4262
3o— Std. Dev. = 1.14687
N = 61

m N
o 01
I I

Frequency
‘1

 

_L
o
I

01
l

 

 

 

Figure 19 Envelope: Participant's Interest in the Topic

5. Participant’s prior knowledge about the topic

There were 61 responses for this question. 59% responses were above 4, 26.2% were
equal to 4 and the rest were 3. The median score was 5 with 18 responses, 18 were 6 or
above, 16 were 4, and 9 were 3. Figure 20 shows the frequency histogram with

percentages of each response.

69

 

on
U!
1

Mean = 4.7869
Std. Dev. = 1.12716
N = 61

on
o
I

N
m
l

18
29.51%

16
26.23% i

N
o
I

 

   

 

Frequency
‘1

 

_A
o
l

o:
l

 

 

 

 

o
I

Figure 20 Envelope: Participant's Prior Knowledge About the Topic

Table 6 summarizes the results of the Envelope module.

Table 6 Summary of Envelope Module Results

QUESTION # #>4 %>4 #<4 %<4

 

70

 

REScheck MODULE

1. Speaker’s presentation skills

There were 53 responses for this question. 71.7% of the responses were above 4, 15.1%
were equal to 4 and the rest were below 4. The median score was 5 with 16 responses. 22
responses were 6 or above, 8 were 4, and 7 were 3 or below. Figure 21 shows the

frequency histogram with percentages of each response.

 

   

 

35—
Mean=5.1132
30_ Std. DeV.=1.33964
N=53
2 _
> 5
2
g 20— 16
5' 30.19%
2 15- = =
I.I.

 

 

 

 

 

 

Score

Figure 21 REScheck: Speaker's Presentation Skills

71

2. Speaker’s knowledge of the subject
There were 52 responses for this question. 90.4% of responses were above 4, 7.7 were 4
and the rest were 3. The median score was 6, 36 were 6 or above, 11 were 5, and 5 were 4

and below. Figure 22 shows the frequency histogram with percentages of each response.

 

35-
Mean = 6.0385
30_ Std. Dev. = 1.08396
N = 52

 

 

N
01
l

m
o
1

 

Frequency
1‘

 

 

 

Figure 22 REScheck: Speaker's Knowledge of the Subject

3. Quality of session information

There were 53 responses for this question. 88.7% of responses were above 4, 3.8% were
4 and the rest were below 4. The median score was 6 with 18 responses. 14 responses
were 7, 15 were 5, and 6 were 4 or below. Figure 23 shows the frequency histogram with

percentages of each response.

72

 

 

 

Mean = 5.6415
30.. Std. Dev. = 1.2572
N = 53
25-
>
O
c
d)
3
0'
d)
5
IL.

 

 

Figure 23 REScheck: Quality of Session Information

4. Participant’s interest in the topic
There were 53 responses for this question. 88.7% of the responses were above 4, 9.4%
were 4 and the rest were 3. The median score was 6 with 19 responses. 12 responses were

7, 16 were 5, and 6 were 4 or below. Figure 24 shows the frequency histogram with

percentages of each response.

73

 

 
 

 

 

 

Mean = 5.6792
30— Std. Dev. = 0.99564
N = 53
25-
>-
2
a) 20-
3
0'
2 15.. 12
Ll. 22.64%

 
 

 

 

Figure 24 REScheck: Participant's Interest in the Topic

5. Participant’s knowledge about the topic

There were 53 responses for this question. 52.8% responses were above 4, 32.1% were
below 4, and the rest were equal to 4. The median score was 5 with 15 respondents. 13
were 6 or above, 8 were 4, and 17 were 3 or below. Figure 25 shows the frequency

histogram with percentages of each response.

74

 

35d

 
 
  

 

Mean = 4.3774
30_ Std. Dev. = 1.55942
N = 53
25‘
>-
2
a; 20-
3
U
9 15— 12
IL 22.64%

 

 

 

 

 

Figure 25 REScheck: Participant's Prior Knowledge About the Topic

Table 7 summarizes the results of the REScheck module.

Table 7 Summary of the REScheck Module Results

QUESTION #>4 %>4 #<4 %<4 #:4 %=4

 

75

6.3 Results for Section 2

QUESTION 1

This question was related to the attempt that was made to involve the participants in

the curriculum. This question had 7 components.

a. Did you see the document that we posted on the www.cocm.org website in mid
August regarding details of the Michigan Energy Code Training Program?

There were 59 responses for this question. 13 responses were YES (22%) and 46 were

NO (78%). Figure 26 shows the frequency histogram with percentages of each response.

 

50

Frequency
00
O

N
O

 

 

O=IINOII; 1=IIYESII

Figure 26 Percentage of Participants Who Saw/Did Not See the Web Posting on the COCM Website

76

b. This document was helpful in providing insight on the topics to be covered in
the curriculum.

There were 27 responses for this question but only those 13 were considered who saw the

web posting on the website. 69.2% responses were above 4, 15.9% were 4, and the rest

were below 4. The median score was 6 (Agree), with 4 respondents. 3 responses were 7

(Strongly Agree) and 2 were 5 (Somewhat Agree), 4 (Neutral), 3 (Below Average) each.

Figure 27 shows the frequency histogram with percentages of each response.

 

 

10-
Mean = 5.3077
Std. Dev. = 1.4367
8- N = 13
>.
0
c: 6—
0
3
8
I: 4-
2—

 

 

 

Figure 27 Web Posting's Helpfulness in Providing an Insight on the Topics to be Covered in the
Curriculum

Wilcoxon signed-rank test yielded a p-value of 0.0134. Therefore, for a significance level

of 0.05, the response on this question was statistically significantly different from 4 or

77

neutral. The median score for this question was 6, which is >4. Therefore, a positive
effect was concluded, i.e. for those who saw the web posting on the COCM website, it

was helpful in providing an insight on the topics to be covered in the curriculum.

c. Did you get a chance to read the pamphlet we distributed at the registration
desk containing details of the Michigan Energy Code Training Program?
There were 59 responses for this question. 20 were YES (33.9%) and 39 were NO

(66.1%). Figure 28 shows the frequency histogram with percentages of each response.

 

50-

4:.
O
I

Frequency

N
O

 

 

10

 

0="NO; 1="YES"

Figure 28 Percentage of Participants Who Read/Did Not Read the Pamphlet that was Distributed at the
Registration Desk Containing the Outline of the Michigan Energy Code Training Curriculum

78

d. This pamphlet was helpful in providing a preview of the topics to be covered in
the curriculum.

There were 37 responses for this question, but only those 20 were considered who got the

chance to read the pamphlet. 75% responses were above 4 and the rest were equal to 4.

The median score was 6. 12 responses were 6 or above, and 8 were 5 or below. Figure 29

shows the frequency histogram with percentages of each response.

 

  
   

 

 

10-
Mean = 5.55
Std. Dev. = 1.09904
N = 20
8—
>
2 e
a:
3
0'
d)
u“. 4-
2—
0—

Figure 29 Helpfulness of the Curriculum Outline Pamphlet in Providing a Preview of the Topics to be
Covered in the Curriculum
Wilcoxon signed-rank test yielded a p-value of 0.002. Therefore, for a significance level
of 0.05, the response on this question was statistically significantly different from 4 or
neutral. The median score for this question was 6, which is >4. Therefore, a statistically

significant positive effect was concluded, i.e. for those who got a chance to read the

79

pamphlet, it was helpful in providing a preview of the topics to be covered in the

curriculum.

e. If a similar pamphlet was sent by mail a few days before the training, it would
have been more helpful.

Figure 30 shows the frequency histogram with percentages of each response.

 

    

  

 

  

20-
Mean = 5.0217
Std. Dev. = 1.57041
N = 46
15—
>.
o .1
g 23 91%
g
a)
E
II.
5—

 

Figure 30 Helpfulness of a Similar Pamphlet Sent by Mail a Few Days Before the Training

There were 46 responses for this question. 56.5% of the responses were above 4, 30.4%
were 4 and the rest were below 4. The median score was 5 with 6 responses. 20 were 6 or

above, 14 were 4, and 6 were 3 or below.

80

Wilcoxon signed-rank test yielded a p-value of 0.002. Therefore, for a significance level
of 0.05, the response on this question was statistically significantly different from 4 or
neutral. The median score for this question was 5, which is >4. Therefore, a statistically
significant positive effect was concluded, i.e. if a similar pamphlet was sent by mail a
few days before the training, it would have been more helpful in providing a

preview of the topics to be covered in the curriculum.

f. We (the facilitators) described the layout of each presentation at the beginning
of the training session. This was helpful in providing insight into what would

be discussed in the presentation.

There were 51 responses for this question. 66.7% were above 4, 15.7% were 4 and the
rest were below 4. The median score was 5 with 13 responses. 21 were 6 or above, 8
were 4, and 9 were 3 or below. Figure 31 shows the frequency histogram with

percentages of each response.

81

 

20-1

 
  
  

  
   

 

Mean = 4.9216
Std. Dev. = 1.65944
N = 51
15-
>1
0
C
9 - -
0'10— % 17.65%
2 fi
|.I.

 

Figure 31 Helpfulness of Describing the Presentation Layouts at the Beginning of the Training Session in
Providing Insight into What Would be Discussed in the Presentation

Wilcoxon signed-rank test yielded a p-value of 0.0004. Therefore, for a significance level
of 0.05, the response on this question was statistically significantly different from 4 or
neutral. Therefore, for a significance level of 0.05, the response on this question was
statistically significantly different from 4 or neutral. The median score for this question
was 5, which is >4. Therefore, a statistically significant positive effect was concluded, i.e.
describing the layout of each presentation at the beginning of the training session

was helpful in providing insight into what would be discussed in the presentation.

82

g. Rank the following (4 to 1, 4 being best) in the order you would find them

useful in providing a preview/insight into the topics to be covered in the

curriculum: web posting, pamphlet distributed at registration desk, mailed

pamphlet, presentation layout at the beginning.

Table 8 Median Rank for the Components used for Involving the Learner in the Curriculum

 

 

 

 

 

 

 

 

 

# Components Median Rank Number of Responses
1 Web Posting 3 40
2 Pamphlet distributed at the registration desk 2 40
3 Mailed pamphlet 3 38
4 Presentation layout 3 41

 

Web posting, mailed pamphlet, and presentation layout received a median rank 3

followed by pamphlet distributed at the registration desk with a median rank 2.

Table 9 summarizes the results of question 1. A tick mark in the second column implies

that the particular component was found to be statistically significantly effective, and a

hyphen in this column implies that it could not be concluded whether the particular

component was statistically significantly effective. This notation will be followed from

tables 9 through 13.

83

 

Table 9 Summary of the Results of Question 1

 

Question 1: Our Attempt to Involve you in the Curriculum

 

Question

Effect

#

Median

P

%
>=6

%
<=2

 

3. Did you see the document that we
posted on the www.cocm.orflvebsite?

na

59

BY

46N

 

b. This document was helpful in
providing insight on the topics to be
covered.

1/

13

2.47

0.01

53.8

0.0

 

c. Did you get a chance to read the
pamphlet we distributed at the
registration desk?

na

59

20Y

39N

 

d. This pamphlet was helpful in
providing a preview of the topics to be
covered.

«

37

3.71

0.00

60.0

0.0

 

e. If a similar pamphlet was sent by
mail a few days before the training, it
would have been more helpful.

\

46

3.74

0.00

43.5

8.7

 

f. Describing the layout of each
presentation at the beginning was
helpful in providing insight into what
would be discussed.

 

 

51

 

 

 

3.56

 

0.00

 

41.2

 

. 9.8

 

v—v—r

4;

 

QUESTION 2

This question was related to the various presentation techniques that were used in

the curriculum. This question had 3 components.

a. We (the facilitators) used a variety of presentation formats including lecture,

small group discussions, case studies, and graphical representations. Using a

variety of presentation techniques was helpful in maintaining your interest in

the curriculum.

There were 57 responses for this question. 66.7% responses were above 4, 26.3% were 4

and the rest were below 4. The median score was 5 with 10 responses. 28 responses were

84

 

6 or above, 15 were 4, and 4 were 3 or below. Figure 32 shows the frequency histogram

with percentages of each response.

 

   
  
 
  

20-
Mean = 5.193
Std. Dev. = 1.40711
N = 57
15-
>.
0
I:
0
3. 1o-
0
h
u.
5-

 

Score

Figure 32 Usefulness of Using a Variety of Presentation Techniques in Maintaining the Participants'
Interest in the Curriculum

Wilcoxon signed-rank test yielded a p-value of 0.0000. Therefore, for a significance level
of 0.05, the response on this question was statistically significantly different from 4 or
neutral. The median score for this question was 5, which is >4. Therefore, a statistically
significant positive effect was concluded, i.e. using a variety of presentation

techniques was helpful in maintaining the participants’ interest in the curriculum.

85

b. Using visuals, graphics and construction details helped to increase your
understanding of code requirements.

There were 58 responses for this question. 79.3% responses were above 4, 15.5% were 4,

and the rest were 3. The median score was 6 with 20 responses. 19 responses were 7, 7

were 5, and 12 were 4 or below. Figure 33 shows the frequency histogram with

percentages of each response.

 

   

Mean = 5.7414
Std. Dev. = 1.22203
N = 58

Frequency

 

Figure 33 Helpfulness of Using Visuals, Graphics and Construction Details in Increasing Participants‘
Understanding of Code Requirements

Wilcoxon signed-rank test yielded a p-value of 0.0000. Therefore, for a significance level
of 0.05, the response on this question was statistically significantly different from 4 or
neutral. The median score for this question was 6, which is >4. Therefore, a statistically
significant positive effect was concluded, i.e. using visuals, graphics and construction

details helped to increase participants’ understanding of code requirements.

86

c. Having a variety of presentation styles helped to make your learning more
effective.

Figure 34 shows the frequency histogram with percentages of each response.

 

 

 

 

20
34.48%
20 _ 7, ‘ ‘ ”"_‘
Mean = 5.3966 :F‘j'.
Std. Dev. = 1.29696 755.:
N = 58 5'
15- 13
>. 22.41% 12
o 5; 20.69%
5 10
17.24%
6' 10- ~
2 1: i-; .h '3
u. ' Ti- ‘
5- £ 5575} a; 7
2 E , ~77 _
3.45% -: *‘
. 112°: 5‘ ~ ‘“
0" EE‘_ 155 "
1 2 3 4 5 6 7
Score

Figure 34 Helpfulness of Having a Variety of Presentation Styles in Making Participants’ Learning More
Effective

There were 58 responses for this question. 72.4% responses were above 4, 22.4% were 4
and the rest were below 4. The median score was 6 with 20 responses. 12 responses were

7, 10 were 5, and 16 were 4 or below.
Wilcoxon signed—rank test yielded a p-value of 0.0000. Therefore, for a significance level

of 0.05, the response on this question was statistically significantly different from 4 or

neutral. The median score for this question was 6, which is >4. Therefore, a statistically

87

significant positive effect was concluded, i.e. having a variety of presentation styles

helped to make participants’ learning more effective.

Table 10 summarizes the results of question 2.

Table 10 Summary of the Results of Question 2

 

4+ _ _ 7 Question 2: Various Pfés‘ejitation Techfii'dies 7'

 

% %

 

 

Question Effect # Median z p > =6 <=2
a. Using a variety of presentation

techniques was helpful in maintaining « 57 5 5.01 0.00 49.1 3.5
your interest in the curriculum.

b. Using visuals, graphics and

construction details hel to increase

your understanding of of; V 58 6 6'19 0'00 67'2 0'0

requirements.
c. Having a variety of presentation

styles helped to make your learning \/ 58 6 5.64 0.00 55.2 1.7
more effective.

 

 

 

 

 

 

 

 

 

 

 

QUESTION 3

This question was related to small group discussions that were used in the

curriculum. This question had 4 components.

a. We (the facilitators) used a clustered seating arrangement with a number of
participants per table. This type of seating arrangement helped you to
interact with each other.

There were 55 responses for this question. 58.2% were above 4, 27.3% were 4, and the

rest were below 4. The median score was 5 with 13 respondents. 19 responses were 6 or

above. 15 were 4, and 8 were 3 or below. Figure 35 shows the frequency histogram with

percentages of each response.

88

 

Mean = 4.8182
Std. Dev. = 1.38899

    

13
64% 23.64%

Frequency

 

 

Figure 35 Usefulness of Clustered Seating Arrangement in Helping Participants to Interact with Each Other

Wilcoxon signed-rank test yielded a p-value of 0.0001. Therefore, for a significance level
of 0.05, the response on this question was statistically significantly different from 4 or
neutral. The median score for this question was 6, which is >4. Therefore, a statistically

significant positive effect was concluded, i.e. a clustered seating arrangement helped

participants to interact with each other.

89

b. This type of seating arrangement helped you to interact with the speaker.
There were 55 responses for this question. 41.8% responses were above 4, 30.9% were 4
and the rest were below 4. The median score was 4 with 17 responses. 15 responses were

6 or above, 8 were 5, and 15 were 3 or below. Figure 36 shows the frequency histogram

with percentages of each response.

Mean = 4.3091
Std. Dev. = 1.62016
N = 55

Frequency

 

1 2 3 4 5 6 7
Score

Figure 36 Usefulness of a Clustered Seating Arrangement in Helping Participants to Interact with the
Speaker

Wilcoxon signed-rank test yielded a p-value of 0.1604. Therefore, for a significance level
of 0.05, the response on this question was not statistically significantly different from 4 or

neutral. Therefore, no statistically significant effect was concluded, i.e., it could not be

90

concluded whether a clustered seating arrangement helped participants to interact

with the speaker.

c. Letting you know that we will have small group discussions after every 30-35
minutes of lecture motivated you to pay more attention to what was being
discussed.

There were 54 responses for this question. 42.6% responses were above 4, 33.3% were 4,

and the rest were below 4. The median score was 4 with 18 responses. 13 responses were

6 or above, 10 were 5, and 13 were 3 or below. Figure 37 shows the frequency histogram

with percentages of each response.

Mean = 4.3889
Std. Dev. = 1.53471
N = 54

_a

Frequency

 

1 2 3 4 5 6 7
Score

Figure 37 Usefulness of Letting Participants Know About Small Group Discussions Beforehand, in
Motivating Them to Pay More Attention

91

Wilcoxon signed-rank test yielded a p—value of 0.0730. Therefore, for a significance level
of 0.05, the response on this question was not statistically significantly different from 4 or
neutral. Therefore, no statistically significant effect was concluded, i.e., it could not be
concluded whether letting participants know that facilitators will have small group

discussions motivated them to pay more attention to what was being discussed.

d. Small group discussions helped in making your learning more effective.

Figure 38 shows the frequency histogram with percentages of each response.

 

   

 

20-
Mean = 4.434
Std. Dev. = 1.64679
N = 53
15-
>1
0
C
d)
3. 10—
d)
&
LI.
5—

 

Figure 38 Helpfulness of Small Group Discussions in Making Participants' Learning More Effective

92

Wilcoxon signed—rank test yielded a p-value of 0.0730. Therefore, for a significance level
of 0.05, the response on this question was not statistically significantly different from 4 or
neutral. Therefore, no statistically significant effect was concluded, i.e., it could not be
concluded whether letting participants know that facilitators will have small group

discussions motivated them to pay more attention to what was being discussed.

(1. Small group discussions helped in making your learning more effective.

Figure 38 shows the frequency histogram with percentages of each response.

 

 

 
     
 

 

 

 

20-
Mean = 4.434
Std. Dev. 2 1.64679
N = 53
15-
>
0
1:
d)
3. 1o—
” 7
h
..
5_ ,
C

 

Score

Figure 38 Helpfulness of Small Group Discussions in Making Participants’ Learning More Effective

93

There were 53 responses for this question. 49.1% responses were above 4, 22.6% were 4,
and the rest were below 4. The median score was 4 with 12 responses. 14 responses were

6 or above. 12 were 5, and 15 were 3 or below.

Wilcoxon signed-rank test yielded a p—value of 0.0608. Therefore, for a significance level
of 0.05, the response on this question was not statistically significantly different from 4 or
neutral. Therefore, no statistically significant effect was concluded, i.e., it could not be
concluded whether small group discussions helped in making participants’ learning

more effective.

Table 11 summarizes the results of question 3.

Table 11 Summary of the Results of Question 3

 

 

 

 

. . %

Question Effect # Median z p >=6 <=2
I. a. Clustered seating arrangement

helped you to interact with fellow \/ 55 5 3.37 0.00 34.5 5.5

participants.

b. This type of seating arrangement

helped you to interact with the - 55 4 1.40 0.16 27.3 14.5

sEaker.

 

c. Letting you know that we will have

small group discussions after every

30-35 minutes of lecture motivated - 54 4 1.79 0.07 24.1 11.]

you to pay more attention to what was
being discussed.

d. Small group discussions helped in
making your learning more effective.

 

 

 

 

 

 

 

 

 

 

 

94

QUESTION 4

This question was related to the content traffic light that was used in the

curriculum. This question had 2 components.

a. We used the “content traffic light” in order to help you let the speaker know
when you needed more explanation. Did you use it?

There were 58 responses for this question. 11 were YES (19%) and 47 were NO (81%).

Figure 39 shows the frequency histogram with percentages of each response.

 

 

 

Frequency
8

 

 

10

 

 

 

O=IINOII; 1="YES"

Figure 39 Percentage of Participants Who Used/Did Not Use the "Content Traffic Light"

95

concluded whether this instrument was helpful for participants in communicating

their thoughts to the speaker.

Table 12 summarizes the results of question 4.

Table 12 Summary of the Results of Question 4

 

, 77 -f .7 ' _ " _ _. 7 , ._Question.4:,.Cdnteht:TijfiiclLight-37.- j ,. . 7 7‘

J

 

 

 

- . % %
Question Effect # Median z p > =6 <=
a. We used the “content traffic
light In order to help you let the na 58 - _ _ 11 Y 47 N

speaker know when you needed

more explanation. Did you use it?
b. This instrument was helpful for
you in communicating your - 11 5 1.00 0.32 18.2 18.2
thoughts to the speaker.

 

 

 

 

 

 

 

 

 

 

 

QUESTION 5

In this question, we asked the attendees about the overall assessment of the training
curriculum. This question had 3 components.

a. The speakers placed emphasis on why this training is important to the

participants and how they could utilize the information presented.

There were 53 responses for this question. 69.8% responses were above 4, 11.3% were 4
and the rest were below 4. The median score was 6. 27 responses were 6 or above. 10
were 5, 6 were 4, and 10 were 3 or below. Figure 41 shows the frequency histogram with

percentages of each response.

96

 

 

   
 

 

 

  

 

 

20-
Mean = 5.1698
Std. Dev. = 1.5284 16
N = 53 30.19%
15- ‘7“: '
>. _
o 11
5 5‘» 20.75%
3- 10- '
o
h
LL.
5—
0.—
1 2 3 4 5 6 7
Score

Figure 41 The Facilitators Placed Emphasis on Why This Training was Important to the Participants

Wilcoxon signed-rank test yielded a p-value of 0.0000. Therefore, for a significance level
of 0.05, the response on this question was statistically significantly different from 4 or
neutral. The median score for this question was 6, which is >4. Therefore, a statistically
significant positive effect was concluded, i.e. the facilitators placed emphasis on why
this training is important to the participants and how they could utilize the

information presented.

b. This had a positive effect on your interest to learn.

Figure 42 shows the frequency histogram with percentages of each response.

97

 

Mean = 5.0192
Std. Dev. = 1.55286
N = 52

    

 

Frequency

 

Figure 42 The Usefulness of Placing Emphasis on the Importance of the Training

There were 52 responses for this question. 67.3% responses were above 4, 11.4% were 4
and rest were below 4. The median score was 5 with 11 responses. 26 were 6 or above. 6

were 4, and 11 were 3 or below.

Wilcoxon signed-rank test yielded a p-value of 0.0001. Therefore, for a significance level
of 0.05, the response on this question was statistically significantly different from 4 or
neutral. The median score for this question was 5, which is >4. Therefore, a statistically
significant positive effect was concluded, i.e. facilitators placing emphasis on why this
training is important to the participants had a positive effect on their interest to

learn.

98

On a scale of 7 to l (7 being very useful) rate the following presentation
formats for how useful they were in increasing your learning (You do not

have to prioritize).

0 Lecture
There were 43 responses for this question. 76.6% responses were above 4, 8.5% were
4 and rest were below 4. The median score was 6. 25 responses were 6 or above, 11

were 5, and 11 were 4 or below. Figure 46 shows the frequency histogram.

 

 

 

  
 

 

20-
Mean = 5.2979
Std. Dev. = 1.65391
N = 47
15-
>
O
C
3
u- 10—
o
k
U.
5—
0

Figure 43 Usefulness of Lecture in Increasing Participants’ Learning

99

Wilcoxon signed-rank test yielded a p—value of 0.0000. Therefore, for a significance
level of 0.05, the response on this question was statistically significantly different
from 4 or neutral. The median score for this question was 6, which is >4. Therefore, a
statistically significant positive effect was concluded, i.e. lecture was useful in

increasing the participants’ learning.

0 Group Discussions
There were 46 responses for this question. 32.6% responses were above 4, 30.4%
were 4, and the rest were below 4. The median score was 4 with 14 responses. 7

responses were 6 or above, 8 were 5, and 17 were 3 or below. Figure 44 shows the

frequency histogram with percentages of each response.

 

20—1
Mean = 3.7174
Std. Dev. = 1.73414
N = 46

   

 

8

  

 

Frequency

 

Figure 44 Usefulness of Group Discussions in Increasing Participants’ Learning

Wilcoxon signed-rank test yielded a p-value of 0.3906. Therefore, for a significance
level of 0.05, the response on this question was statistically significantly not different
from 4 or neutral. Therefore, no statistically significant effect could be concluded,
i.e., it could not be concluded whether group discussions were useful in

increasing the participants’ learning.

0 Graphics/ Visuals

There were 47 responses for this question. 87.2% responses were above 4, 4.3% were
4 and the rest were below 4. The median score was 6 with 19 responses. 20 responses
were 7, 2 responses were 5, 4, and 3 each, and 2 were 2 or below. Figure 45‘shows

the frequency histogram with percentages of each response.

 

   
   
 
  

20-1
Mean = 5.9787
Std. Dev. = 1.3908
N = 47

15-

Frequency
5

 

Score

Figure 45 Usefulness of Graphics/Visuals in Increasing Participants’ Leaming

lOl

Wilcoxon signed-rank test yielded a p—value of 0.0000. Therefore, for a significance
level of 0.05, the response on this question was statistically significantly different
from 4 or neutral. The median score for this question was 6, which is >4. Therefore, a
statistically significant positive effect was concluded, i.e. graphics/visuals were

useful in increasing the participants’ learning.

0 Case Study

There were 39 responses for this question. 79.5% responses were above 4, 10.3%
were 4, and the rest were below 4. The median score was 6 with 15 responses. 10
responses were 7, 6 were 5, and 8 were 4 or below. Figure 46 shows the frequency

histogram with percentages of each response.

 

    

 

 

 

 

 

20—
Mean = 5.4872
Std. Dev. = 1.51955
N = 39
15
> 1
0
C
d.)
8- 10-
a:
h
u.
5—
o
1 2 3 4 5 6 7
Score

Figure 46 Usefulness of Case Study in Increasing Participants’ Learning

102

Wilcoxon signed-rank test yielded a p-value of 0.0000. Therefore, for a significance level
of 0.05, the response on this question was statistically significantly different from 4 or
neutral. The median score for this question was 6, which is >4. Therefore, a statistically

significant positive effect was concluded, i.e. case study was useful in increasing the

participants’ learning.

Table 13 summarizes the results of question 5.

Table 13 Summary of the Results of Question 5

 

2.2.2 _ . 22-2.“.-.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

-7. 7 MWMment2; 2.. f 51'. “12.7.2223

Question Effect 11 Median z p :6 :2

a. The speakers placed emphasis on

22:22:22.: 2. 1/ 55 . o-oo
information presented.

:1; 3:; 2316:3251” effect 0" your \/ 52 5 4.01 0.00 46.2 5.8

c. 1. Lecture \/ 47 6 4.21 0.00 53.2 8.5

c. 2. Group Dis. - 46 4 -0.86 0.39 15.2 26.1

c. 3. Graphics f 47 6 5.40 0.00 83.0 4.3

c. 4. Case Study \/ 39 6 4.29 0.00 64.1 7.7

 

QUESTION 6

 

1. In this Question we are seeking Information about the Training Delivery
Method. Excluding the content of the curriculum and the speakers’ personal
presentation style, overall, this training was more effective than other code

trainings that you have attended.

103

 

There were 48 responses for this question. 56.3% responses were above 4, 29.2% were 4,
and the rest were below 4.The median score was 5 with 14 respondents. 4 responses were
7, 9 were 6, 14 were 4, and 7 were 3 or below. Figure 47 shows the frequency histogram

with percentages of each response.

 

  
 
  

20-
Mean = 4.625
Std. Dev. = 1.45317
N = 48 1
15-
>1
0
c
d.)
S- 10—
d)
h
u.

 

 

 

Figure 47 The Effectiveness of This Training Over Other Trainings that Participants have Attended. as
Perceived by them

Wilcoxon signed-rank test yielded a p—value of 0.0023. Therefore, for a significance level
of 0.05, the response on this question was statistically significantly different from 4 or
neutral. The median score for this question was 6, which is >4. Therefore, a positive
effect was concluded, i.e. this training was more effective than other trainings that

participants have attended, as perceived by the participants.

 

QUESTION 7

Please Provide us with any of your Additional Comments

This was an open-ended question where the participants were asked for their additional
comments. There were 18 comments received. Much of these comments were related to
the content of the curriculum. The participants commented on the “actual” code being
presented and not the “proposed”. A residential energy code for the state of Michigan had
not been finalized at the time of preparation of this curriculum. Therefore, the training
included the PRIMER module with energy basics and terminology, ENVELOPE module
with prescriptive envelope energy requirements of the existing MUEC, IRC (Chapter 11-
as proposed for M1; IRC chapter 11- as proposed for MI is likely to be adopted as the
new residential energy code for Michigan), IECC, and the ASHRAE 90.1 1999, and the
REScheck software module. Hence, it might be likely that the participants would attend

the 4th module on the actual code once the code is adopted and the module is prepared

(ongoing).

Some participants commented on having a little group discussion during the curriculum
delivery process. Though, for the purpose of facilitating group discussions, seating
arrangement of the room was circular with 5-8 participants per table, the room and the
group were too large (160 participants) to effectively coordinate or manage an organized
group discussion. Also, there was much information to be presented in the time allotted.
Therefore, there was less group discussion than planned. This might suggest that the

overall enrollment of session might improve the effectiveness of the group discussions.

105

Additionally, reducing the amount of information included in the sessions might improve
the effectiveness of group discussions. Some participants commented on the primer
module exceeding its time limit. Because of the amount of information presented, it went

longer than planned.

Some participants indicated that they appreciated the presentation handouts, training

booklet, and the training CD. They found the various web-links used during the

presentations useful.

106

7 SUMMARY AND CONCLUSIONS

7.1 Overall Summary

From the result of question 6, which was: Excluding the content of the curriculum and the
speakers’ personal presentation style, overall, this training was more effective than other
code trainings that you have attended, it can be deduced the overall training was found to
be effective in improving the participants learning. The median score on this question
was 5, which was found to be statistically significantly different from 4. Therefore, the

null hypothesis was rejected.

Most of the participants found the speaker’s presentation skills above average (Primer-
82%, Envelope- 82%, REScheck- 71.7%). The median score for speaker’s presentation
skills for Primer and Envelope modules were 6, and for the REScheck was 5. The median
score for speaker’s knowledge of the subject was 6 for Primer (96.8% above average) and
REScheck modules (90.4% above average), and 7 for Envelope module (95% above
average. The quality of the session information received 5 as a median score for the
Primer module (72.6% above average), and 6 for both Envelope (78.3% responses above
average), and REScheck modules (88.7% above average). Participants’ interest in the
topic received 6 as a median score for all three modules (Above average-77.4% -Primer,
80.3%- Envelope, 88.7% REScheck). 53.2% of responses were above average for
participants’ prior knowledge for Primer with median score 5, 59% for Enve10pe with a
median score 5, and 52.8% for REScheck with a median score 5. None of the median

scores for any module were below 4 or average. Table 6 summarizes the components

107

used with Wilcoxon signed-rank test’s statistics and percentages of score above 5 and

below 3.

7 .2 Conclusions based on the Andragogical Components Used

1. Attempt to Involve the Participants in the Curriculum

All components introduced in this training curriculum for involving the participants
were found to be statistically significantly effective. None of these components
received a median score less than 5. Most of the participants did not see the web posting
on the COCM website (77.97%). 22.03% of participants saw it on the COCM website.
The median score for this question was 6 (69.2% responses above neutral), which was
found to be statistically significantly different from 4. Therefore, web posting was
perceived to be useful in providing insight on the topics to be covered in the training
curriculum. 33.9% of the participants got a chance to read the pamphlet distributed on
the registration desk. The median score was 6, which was found to be statistically
significantly different from 4. Therefore, this pamphlet was perceived to be helpful in
providing a preview of the topics to be covered in the curriculum. The mailed
pamphlet received a median score of 5 (56.5% responses above neutral), which was
found to be statistically significantly different from 4. Therefore, if a similar pamphlet
was sent by mail a few days before the training, it was perceived to have been more
helpful in providing a preview of the topics to be covered in the curriculum. Layout

of the presentation received a median score of 5, which was found to be statistically

108

significantly different from 4. Therefore, describing the layout of each presentation at
the beginning of the training session was perceived to be helpful in providing an

insight into what would be discussed in the presentation.

Web posting, mailed pamphlet, and presentation layout received a median rank 3
followed by pamphlet distributed at the registration desk with a median rank 2.
Therefore, the participants perceived web posting, presentation layouts, and a mailed
pamphlet more useful than a pamphlet distributed at the registration desk in providing a

preview of the topics to be covered in the training curriculum.

2. Use of a Variety of Presentation Techniques

The components that were introduced in this training curriculum for incorporating
a variety of presentation styles were found to be statistically significantly effective.
None of these components received a median score less than 5. The use of a variety of
presentation techniques in helping the participants in maintaining their interest in the
curriculum received a median rank of 5 (66.7% responses above neutral), which was
found to be statistically significantly different from 4. Therefore, it was perceived as
being helpful in maintaining the participants interest in the curriculum. Using
visuals, graphics and construction details received a median score of 6 (79.3% responses
above neutral), which was found to be statistically significantly different from 4.

Therefore, it was perceived as being helpful in increasing participants’

109

understanding of the code requirements. The median score for having a variety of
presentation styles to make participants’ learning more effective was 6 (72.4% responses
above neutral), which was found to be statistically significantly different from 4.
Therefore, having a variety of presentation styles was perceived to be effective in

making the participants’ learning more effective.

3. Small Group Discussions

The use of a clustered seating arrangement with 5-8 participants per table was
perceived to be statistically significantly effective by the participants to interact with
each other. The median score for this component was 6 (58.2% responses above neutral),
which was found to be statistically significantly different from 4. It could not be
concluded that this seating arrangement was helpful for the participants to interact
with the speaker. Here, the median score was 4 (41.8% responses above neutral), which
was not found to be statistically significantly different from 4. The median score for
letting the participants know that the facilitators will have group discussions for
motivating them to pay more attention received a median score of 4 (42.6% responses
were above neutral), which was not found to be statistically significantly different from 4.
Therefore, it could not be concluded whether letting the participants know about
group discussions before had would motivate them to pay more attention to what
was being taught. Small group discussions helping in making the participants’ learning

more effective received a median score of 4(49.1% responses above neutral), which was

110

not found to be statistically significantly different from 4. Hence, it could not be
concluded whether small group discussions helped in making the participants’

learning more effective.

Though, for the purpose of facilitating 1-2 group discussions per module, seating
arrangement of the room was planned to be circular with 5-8 participants per table, the
room and the group was large (60 participants) to coordinate or manage an organized
group discussion. Since, there was much information to be presented in the time allotted,

more time could not be allowed for longer or more group discussions.

4. Content Traffic Light

18.97% of the participants used the content traffic light. The median score for whether
this instrument was helpful in communicating the participants’ thoughts to the facilitator
was 5, which was not found to be statistically significantly different from 4. Therefore, it
could not be concluded whether this instrument was helpful to the participants in

communicating their thoughts to the facilitator.

There was much information to be presented in the time allotted. Hence, the facilitators

could not use this instrument effectively. The room and the group size was too large to

manage this instrument in an effective manner.

lll

5. Overall Assessment

The participants perceived that the speakers placed emphasis on why this training
was important to the participants. The median score was 6 (69.8% responses above
neutral), which was found to be statistically significantly different from 4. This was also
perceived to have a positive effect on the participants’ interest to learn. Here, the
median score was 5 (67.3% responses above neutral), which was found to be statistically
significantly different from 4. Lecture, graphics/visuals, and case study were
perceived to be useful in increasing the participants’ learning. Median score was 6
for all three, which was found to be statistically significantly different from 4. For small
group discussions it could not be concluded whether they were helpful in increasing
the participants’ learning (Median score 4, which was not found to be statistically

significantly different from 4.).

6. Whether this Training was Perceived to be More Effective than Other Code

Trainings that they have Attended

The median score on this question was 5, which was found to be statistically significantly
different from 4 (56.3% responses were above neutral). Therefore, it could be concluded
that the participants perceived this training to be more effective than the other code

trainings that they have attended.

112

Most of the andragogical components incorporated in this training curriculum were found

to be statistically significantly effective in improving the participants’ learning, as

perceived by the participants. The components used for involving the learners in the

curriculum, various presentation techniques, interaction amongst participants, speakers

placing emphasis on the importance of the training, its positive effect on the participants’

learning, and the use of visuals/graphics, construction details and case-study in the

cuniculum were all perceived by the participants to be useful.

7 .3 Scope and Limitations of this Research

The scope of this research was limited to the following:

1.

The training curriculum was developed based on energy basics, envelope portions
of the revised Michigan residential energy code, MUEC, IECC and ASHRAE
90.1 1999, and the REScheck software. Any other code or energy compliance
checking software was not referred to during the curriculum development process.
This research could not conclude whether the approach would hold good for other
energy codes in other states too. However, this concept and the process could be
used for other building code trainings in Michigan as well as in other states.

The researcher did not have control over selection of the research location, room
size, group size or curriculum duration. The research was limited to one 4-hr
training session at the COCM’s September conference.

The scope of this research was limited to people who are building officials or

building inspectors registered with COCM in the state of Michigan.

113

 

7 .4

Not selecting a random sample was one of the limitations of this research. Only
those attendees who chose to attend the Michigan Energy Code training were
chosen as a sample. Building inspectors and officials could not be asked to attend
a particular training. Attending a training session is subject to their choice.

To control or minimize the novelty effect of the new method of teaching (as
described before) was out of scope of this research.

To find the effect of the participants’ educational background, age, gender, and

ethnicity was out of scope of this research.

Recommendations and Areas of Future Research

On the basis of the data analysis and literature review, the researcher has developed the

following recommendations for creating and delivering future code training curriculums.

The following recommendations are based on the andragogical components that were

found to be statistically significantly effective in improving the participants’ learning,

through this research:

Mail a pamphlet to the participants, describing the curriculum outline, a few days
before the training. The researcher believes that the curriculum outline should
briefly describe the session agenda with presentation topics, layout, and time
slots. For example, the curriculum outline in the pamphlet prepared by the
researcher for this training, was divided into three sections based on the three

curriculum modules, with their brief layouts and time slots (See Appendix D).

114

Use a web posting, describing a similar curriculum outline, on the applicable web
site. In the researcher’s opinion, there should be good possibility that the
participants will view this website before the training, so that they can easily read
the curriculum outline. For example, the researcher had posted the curriculum
outline on www.cocm.org because the participants were required to download the
conference registration form from this website, before the training.

Distribute a similar pamphlet during the conference describing the curriculum
outline. The researcher believes that there would be some participants who would
not be able to go through the curriculum outline before the training delivery. This
pamphlet would give them a chance to go through the curriculum outline and
have a preview of what is going to be covered in the presentations. In the
beginning of the presentations, emphasis should be placed on, participants’ going
through this pamphlet and giving a thought upon the curriculum content.

Briefly describe the presentation layouts (topics to be covered in the presentation)
in the beginning of each presentation.

Use a variety of presentation styles, including, lecture, graphics/visuals, and case
studies. In the researcher’s opinion, there should be a combination of different
presentation styles in order to maintain the participants’ interest. For example,
during a lecture, graphics/visuals should be used to explain code requirements.
Also, real-life examples should be cited and case studies should be used where
applicable.

Emphasize graphics/visuals and construction details to help explain code

requirements, during presentation.

115

 

7. Use a circular seating arrangement, with a number of participants per table, in
order to encourage interaction among participants.

8. Place emphasis on telling attendees why the training is important to them;
throughout the presentation, emphasize how they can utilize the information
presented, in their profession.

9. Set-up a curriculum delivery protocol and discuss the curriculum content and the
planned delivery process with all facilitators, in order to make the curriculum
delivery process organized and uniform. This protocol could consist of a set of
instructions such as, asking facilitators to emphasize the importance of the
training, describing the layout at the beginning of a presentation and how to

facilitate group discussions, etc.

The following recommendations are based on the andragogical components, included in
the literature, that the researcher believes, should be included in an andragogy based
training cuniculum but, through this research, it could not be statistically concluded

whether they were effective in improving the participants’ learning:

1. Use group discussions with a smaller room and a smaller group size of 50—60
attendees. It could not be concluded through this research whether group
discussions were effective. The reason being that the group and the room were too
large to facilitate effective group discussions. Literature shows that if participants
share their experiences with each other through discussions during a training

process, it helps improve their learning. Hence, the researcher suggests using

116

them with small groups and a small room setting. Also, assigning a task, such as a
small quiz or a group exercise, to the participants during group discussions, with a
group leader per group, could increase its effectiveness.

Allocate ample time for group discussions. For example, in a 4—hour program,
such as this, the information delivered during the presentations should be planned
for 30-45 minutes each; keeping at least 15-30 minutes for group discussions and
questions, or, the program should be an 8-hour program, consisting of longer
lectures with intermittent 15-30 minute group discussions.

In the researcher’s opinion, the content traffic light should not be used in a large
room with a large group setting, with a lot of information to be presented. It could
not be concluded through this research whether using a content traffic light was
effective in improving participant-facilitator interaction. The reason being that the
group and the room were too large to use this instrument effectively. Also, the
information presented was too much for the time allotted. Hence, the facilitators
were not able to pay attention to the content traffic lights. In the researcher’s
opinion, in a small group setting, there would not be a need to use this instrument.
In a small room and group setting, relatively short lectures should be presented
and the speaker should facilitate group discussions allowing enough time for
addressing the participant’s questions. This would also encourage participants’

interaction with the facilitator.

117

 

The following recommendations are based on the andragogical components that, the
literature shows, should be included in an andragogy based training cuniculum but could

not be tested through this research:

1. Participants could be involved in the cuniculum development and delivery
process by conducting a survey beforehand, for their learning needs (the problems
they face while checking code compliance). Their needs could then be
incorporated into the cuniculum content.

2. In the same survey, participants could also be asked about their preferred learning
styles. Most preferred learning styles could then be considered while developing
and delivering the training curriculum.

3. Apart form conducting surveys, focus-group studies could be conducted to gain
knowledge about participants’ learning needs and preferred learning styles.

4. Participants could be involved in evaluating their own learning through a short

quiz or a test after the training delivery.

Further research can be conducted for determining the effectiveness of developing and

delivering training based on andragogical principles and results can be reported. Some of

the areas of future research could be:

1. A similar research can be conducted at various COCM conferences in order to

reduce the novelty effect, if any, and the results can be verified. The

118

 

recommendations developed by the researcher could be incorporated at these
conferences.

2. The effect of participants’ educational background, age, gender, and ethnicity on
their learning style preference can be studied and the training curriculum can be
designed and delivered considering the results.

3. A similar research can be conducted in various states and the usefulness of using
andragogy based code training curriculum can be determined.

4. Similar research can be conducted in other areas apart from building codes and

results can be reported.

In future research, the andragogical principles may remain the same, but, the components
used, and the cuniculum content may vary and can be tailored to the learners’ needs.
Also, the andragogical components that could not be tested through this research, such as
involving the learners for their learning needs and preferred learning styles through a
survey or a focus group, and involving the learners in evaluating their own learning

through a quiz or a test, could be utilized and tested in further research.

119

 

APPENDICES

120

APPENDIX A

The Research Instrument

(For the purpose of the Michigan State University Graduate School requirements, the

formatting of the research instrument has been changed)

121

Please do NOT write your name on the form. This will take 5-7 minutes of your time.

We value your feedback for further improvements!

7=Excellent, 6=Good, 5=Above Average, 4=Average, 3=Below Average, 2=Bad, 1=Poor

PRINIER:

Speaker’s presentation skills 7 6 5 4 3 2 1

Speaker’s knowledge of the subject 7 6 5 4 3 2 1

Quality of session information 7 6 5 4 3 2 1
Your interest in the topic 7 6 5 4 3 2 1 .
ENVELOPE:

Speaker’s presentation skills 7 6 5 4 3 2 1
Speaker’s knowledge of the subject 7 6 5 4 3 2 1
Quality of session information 7 6 5 4 3 2 1
Your interest in the topic 7' 6 5 4 3 2 l
REScheck:

Speaker’s presentation skills 7 6 5 4 3 2 l
Speaker’s knowledge of the subject 7 6 5 4 3 2 1
Quality of session information 7 6 5 4 3 2 1
Your interest in the topic 7 6 5 4 3 2 l

122

For the following questions:

7: Strongly Agree; 6: Agree; 5: Somewhat Agree; 4: Neutral; 3: Somewhat Disagree;

2: Disagree; 1: Strongly Disagree

1.

Our Attempt to Involve you in the Curriculum

Did you see the document that we posted on the www.cocm.org website in mid
August regarding details of the Michigan Energy Code Training Program?

Y/N

This document was helpful in providing insight on the topics to be covered in
the cuniculum.

7 6 5 4 3 2 1

Did you get a chance to read the pamphlet we distributed at the registration desk
containing details of the Michigan Energy Code Training Program?

Y/N

This pamphlet was helpful in providing a preview of the topics to be covered in
the curriculum.

7 6 5 4 3 2 1

If a similar pamphlet was sent by mail a few days before the training, it would
have been more helpful.

7 6 5 4 3 2 1

We described the layout of each presentation at the beginning of the training
session. This was helpful in providing insight into what would be discussed in

the presentation.

123

7 6 5 4 3 2 1

Rank the following (4 to l, 4 being best) in the order you would find them
useful in providing a preview/insight into the topics to be covered in the
curriculum:

1. Web posting—

2. Pamphlet distributed at registration desk—

3. Mailed pamphlet—

4. Presentation layout at the beginning

Various Presentation Techniques
We used a variety of presentation formats including lecture, small group
discussions, case studies, and graphical representations. Using a variety of
presentation techniques was helpful in maintaining your interest in the
curriculum.
7 6 5 4 3 2 1
Using visuals, graphics and construction details helped to increase your
understanding of code requirements.
7 6 5 4 3 2 1
Having a variety of presentation styles helped to make your learning more
effective.

7 6 5 4 3 2 l

124

3.
k.
l.
m.
n.
4.
o.
p.

Small Group Discussions

We used a clustered seating arrangement with a number of participants per
table. This type of seating arrangement helped you to interact with fellow
participants.

7 6 5 4 3 2 1

This type of seating arrangement helped you to interact with the speaker.

7 6 5 4 3 2 l

Letting you know that we will have small group discussions after every 30—35
minutes of lecture motivated you to pay more attention to what was being
discussed.

7 6 5 4 3 2 1

Small group discussions helped in making your learning more effective.

7 6 5 4 3 2 1

Content Traffic Light

We used the “content traffic light” in order to help you let the speaker know
when you needed more explanation. Did you use it?

Y/N

This instrument was helpful for you in communicating your thoughts to the

speaker.

7 6 5 4 3 2 l

125

5. Overall Assessment

q. The speakers placed emphasis on why this training is important to you and how
you could utilize the information presented.
7 6 5 4 3 2 1

r. This had a positive effect on your interest to learn.
7 6 5 4 3 2 l

s. On a scale of 7 to l (7 being very useful) rate the following presentation formats
for how useful they were in increasing your learning (You do not have to
prioritize).
1. Lecture—
2. Small group discussion
3. Graphics/visuals

4. Case study (REScheck)

6. In this Question we are seeking Information about the Training Delivery
Method
Excluding the content of the curriculum and the speakers’ personal presentation
style, overall, this training was more effective than other code trainings that you
have attended.

7 6 5 4 3 2 1

7. Please Provide us with any of your Additional Comments

126

8.

Additional Information

t. County

 

u. Highest Educational Degree

High School/ Associates/ Diploma/ Bachelors/ Masters/ Other (Specify)
v. Educational Background

Technical/ Non-technical
w. Contracting Experience

None/ 5 years/ 10 years/ 15 years/ Other (Specify)

127

 

APPENDIX B

Code Officials Conference of Michigan, Fall Conference, Program

Agenda

Source: http://www.cocm.org/ (Date: July 20, 2004)

128

Concurrent sessions:
1. Construction Documents

2. Michigan Uniform Energy Code Training

 

 

 

 

[ 2004 FALL CONFERENCE J
CODE OFFICIALS CONFERENCE or MICHIGAN

1 PROGRAM AGENDA 1

W COURSE INSTRUCTOR

 

11:00 Registration

1:00 Welcome Members by COCM Presrdent

1:15 Construction Documents, Filling in the Blanks #10301 4(PR) Intin Poke
1:15 Michigan Uniform Energy Code Pendirg 4(T) Fem

5:15 Vendor Appreciation .

Construction Documents
WEDNESDAY SEPTMER 15 2004
7:30 Registration
8:00 Overwew of the IRC W! Michigan Amend

   
 
 

   
  
  

 

 

   

Michigan Uniform Energy Code
Training

Existing Building Code

   

The Classes Below Are All In One Room All
Wood Frame Construction Manual
Firestopping 01 Through Penetrations 8. Joints
Dealing with Difficult People #10008 2(C) Jim Morse

12.00 Lunch Provrded

1:00 All Classes Continue

5‘00 Adjourn

 
 

THURSDAY SEPTEMBER 16, 2004
7130 Registration

8:00 Ovemew of the IRC Wt Michigan Amendments #10602 7(T) Brent Snyder
Existing Burlding Code Pending 7(T) Marc Nard
The Classes Below Are All In One Room All Day
Connectors for Wood Construction #10015 3(3) Gerald Toggle
Managing Moisture 8. 301an Water Intrusion Problems #10053 2(8) Gerald Marquette
Air, Water 8 Moisture Management #10052 3(5) Gerald Marquette

12:00 Business MeetinglLunch Prowded

100 All Classes Continue

5:00 A0100!“

6:00 Pressdent’s Reception

6:30 Annual Banquet and Installation of Officers

FRIDAY SEPTEMBER 17 2004

 

7:30 Registration

8:10000 kzgislative Update Pending 3(A) Henry Green

: porn

CLASS SIZES ARE LIMITED AND ARE ON A FIRST COME
FIRST SERVE BASIS.

See you at the Spring Conference in Kalamazoo

 

 

 

Source: http://www.cocm.org/

129

APPENDIX C

Data Sheet

130

 

 

 

 

 

Observations

>>>>

IEI

 

 

 

 

Observations

>>>>

 

 

 

Observations

>>>>

 

 

 

 

 

Observation #

Comment

 

1

(1) Push to educate design pros- most are not aware of changing code
requirements (2) Deal with code- not proposed.

 

7

Had a little accent problem.

 

11

Primer module was schedules for 45 min but lasted 2 hrs. 45 min
would be more than enough time on this module.

 

l8

Shorten module # 1 or eliminate it.

 

31

The handouts were excellent- good job. Much better than average.
The links to the various websites are also very helpful.

 

34

Nori (Noorie) was hard to follow. I was not used to her accent. Also
the teaching aids that were provided namely the brochures were hard
to follow in conjunction with the slide show.

 

36

Questionl(f): Redundant Question 3: NA

 

40

No nuts and bolts education. Take a set of prints and do the energy
review from start to finish.

 

45

Spend less time on Module 1.

 

46

When Teaching code subject we need the meat of the codes not may
be could be & when & if it is going to be adopted. We must have the
strong facts of the code & subjects to correctly enforce the code.
Training us on software which we cannot enforce does not assist us.
(We need enforceable information)- know your student.

 

48

Question 3(d): Not done 1.5 hr introduction was frustrating,
Multiple energy code training- confusing?, Nor practical help.

 

49

Too many shared experiences by speaker for module 1 & 2 made
program lenghy.

 

50

Too much discussion originally about history, etc.

 

51

Spent way too much time on letting us know what we will be
learning (Approx 1 hr).

 

52

Started slow- stayed on introduction too long- covered a lot of
information twice.

 

56

Too much info for the time allowed. There was very little group
discussion. More examples should have been used. The different
presentation techniques were not effective. They didn’t add anything
or help explain anything better. Would have liked more training on
ASHRAE 90.1 1999 all inclusive (Envelope, Water Heating, HVAC,
Electrical).

 

57

Primer 1: Says "ALL" too much Did not have group discussions.
Group was too large for interaction/questions with instructor. Best
way for adult learning is smaller class with interaction between
students & instructor.

 

61

My background in electric heat installation required knowledge of
insulation & ventilation as early as 1956! Interesting that 1976 (20
yrs) was "The Start" of increased insulation (Due to prior low energy
costs).

 

 

63

 

Too long telling us what he was going to teach.

 

134

 

APPENDIX D

Michigan Energy Code Training Curriculum Flyer

This flyer was posted on the COCM Website and also handed over to the participants

during the COCM conference.

135

 

 

1.15 2.00 pm PVRlMEVR MODULE _

. Importance of Energy Conservation

FACTS, BASKS, FUNDAMENTALS

Brief History of Energy Codes in Michigan
Enforcing Energy Codes

Scope- IECC. IRC. MUEC. ASHRAE

Key Terms and Processes You Must Know
Useful Web Links

LEARN THE BASICS OF ENERGY THAT ARE lMPGiTANT TO UNDERSTAND ENERGY 0006
215 3.45 pm ENVELOPE MODULE

ENVELOPES UNCOVERED 9
PRESENTATIONS ON THE PRESCRIPIWE more REQUIREMENTS or:

Michigan Uniform Energy Code (MUEC— Busting)
International Residential Code (IRC- Proposed for Mt)
International Energy Conservation Code (IECC)

e

American Society of Heating Refrigerating Air conditioning Engineers (ASHRAE 90.1 1999)

LEARNING All. ABOUT BUILDING ENVELOPE ENERGY REQUIREMENTS

4.00- 5.00 pm RESCHECK MODULE? ‘

' Step by Step Explanation of Using the Software
0 House CaseStudy Example

0 Save Time while Checking Compliance

LEARN HOW TO USE RESCHECK ENERGY CODE mMPlJANCE SOFTWARE

 

 

 

136

BIBLIOGRAPHY

137

[Ariaratnam et al,
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[BECP, 2004]

[Conner, 2003]

[Cain, 2004]

[Callahan et al,
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[Dewey, 1938]

[DOE EERE, 2004]

[EERE, 2004]

[EERE BECP, 2004]

[Energy Codes,
2004]

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[Mrozowski and
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