2012

SHADOW PRODUCTIONS

Course Redesign

Tracey Salas
7/26/2012

2012
Contents
Background......................................................................................................... 2
Problem .............................................................................................................. 2
Limits and Constraints ........................................................................................ 3
Learner Analysis.................................................................................................. 4
Learner Analysis Questions and Answers ............................................................ 4
Learner Analysis at a Glance ............................................................................... 6
Task Analysis ...................................................................................................... 8
Gap Analysis ..................................................................................................... 11
Gap Analysis at a Glance ................................................................................... 12
Instructional Approach ..................................................................................... 14
Instructional Materials...................................................................................... 20
Evaluation Plan ................................................................................................. 20
Formative Evaluation Example .......................................................................... 21
Summative Evaluation Example ........................................................................ 22
Projected Summative Evaluation Example ........................................................ 24

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Background
The department of Animal Control within Loudoun County ensures public health and safety and
promotes the humane and lawful treatment of animals. The department operates the Ashburn Animal
Shelter, whose mission is to facilitate the adoption of healthy pets into good homes and prevent
overpopulation and cruelty to animals. To do this successfully, the shelter employs staff, which is
responsible for ensuring animals, have clean cages, food, and water. However, a large portion of the
care the animals receive is provided by volunteers. The success of the organization relies on the
volunteers help in educating the county on the humane and lawful treatment of animals, and the
volunteers ability to spend time with and enhance the lives of pets at the shelter. There are several
duties that are critical to the programs operation that require a constant level of staffing, so it is
essential that the animal shelter is able to train large groups of volunteers at one time. The shelter uses
an orientation program as prerequisite for allowing volunteers to work at the shelter. The training is an
opportunity to familiarize volunteers with the shelters operations and programs, make them aware of
the required time commitment, form a partnership with shelter staff, and give them the volunteer
agreement to sign.

Problem
Local Animal Control budgets are funded within the countys main budget, which means they must also
compete with the priorities of other programs. This may cause them to be underfunded for the level of
problem and need. The volunteer programs ability to exist is predicated upon the funding it receives
from Animal Control. The county bases the funding it allocates on statistics, which help verify whether
Animal Control and its individual programs have successfully completed their mission. Over the past
year, records indicate that there has been a decline in the adoption rates at the Ashburn Animal Shelter,
which may have been impacted by the volunteers performance.
Previous shelter records indicate when volunteers partner with shelter staff:

Adoption rates increase.

Animals stay healthy.
Prevents overcrowding.
Reduces euthanasia.
Less of the shelters budget is spent on in-shelter care.
Shelter spends more on spaying and neutering clinics.
Reduces the number of new animals introduced into population.

This years records indicate:

Adoption rates have decreased.

The shelter has had to quarantine the dogs.
Decreased adoption rates have meant less money for spaying and neutering clinics and more
money towards in-shelter care.
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More animals are introduced in an already over-crowded population.

Increased rates of euthanasia.

While the shelter may have many factors that contribute to decreased adoption rates, Amy Woodruff
the volunteer coordinator, who currently provides the orientation program, has identified specific areas
where volunteers behavior could be improved to help the overall goal.
Current volunteers behavior includes:

Allowing animals to comingle in shelter play areas.

Taking animals out of their cages for potential adopters.
Forgetting to wash their hands between handling animals.
Forgetting to log their volunteer hours.

Impact of this behavior includes:

Transfer of Illness to animals.

Shelters liability if someone is injured.
Lower volunteer metrics could reduce the budget.
Volunteer program could be reduced or cut.
Decreases of services in the care and control of the countys animal population.
Potential for overcrowding.
Increased risk of euthanasia.
Decreased chances of adoption.

Ms. Woodruff is working with Tracey Salas an instructional designer from Shadow Productions to stage a
training intervention that works to improve the volunteers behavior in proper hygiene, animal handling,
and the accounting procedures for their time spent at the shelter.

Limits and Constraints

Shelter staff and Ms. Woodruff has decided some of the limits and constraints for this training include:

Little time during the week to attend training so mandatory quarterly training on a Saturday
would be the best vehicle to reach the most volunteers.
No budget for online training so training will take place face-to-face.
Current training cant provide all information so the shelters website will post additional job
aids and instructional videos.
Proper animal handling is very difficult so training will be supplemented by two one hour oneon-one mentoring sessions with current volunteers.
New techniques or procedures for dealing with the animals are introduced frequently so
additional continuing education credits (CEUs) and annual attendance at quarterly shelter
volunteer meetings are mandatory.
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Learner Analysis
The learner analysis was based on the demographics from shelters hardcopy historical records and a
target audience, which included the volunteer coordinator, and a sample population of volunteers.
Shelter demographics were provided to the instructional designer by the volunteer coordinator in
cumulative data sets to protect the privacy of individual volunteers. An interview was done in person
with the volunteer coordinator and the volunteers responded to a questionnaire in writing. The
information derived from these interviews was used to redesign the training. The volunteer responses
were reported collectively to maintain confidentiality. Interview questions were designed based on an
initial conversation with volunteer coordinator who wanted to restructure the training to improve the
volunteers performance in the caring and handling of the animals and wanted to improve the
accounting of the volunteers hours.

Learner Analysis Questions and Answers

Shelter Historical Records
1. What are the criteria a person must meet before approved to volunteer at the shelter?
2. Do your volunteers have any previous experience taking care of animals?
Volunteer Coordinator Interview
1.
2.
3.
4.

How is the current training presented?

What kinds of topics are presented?
What are the top five things you think a volunteer should know at the outcome of this training?
What is the preferred learning style of the volunteers? Hands on, visual? How does the current
training try to accommodate different learning styles?
5. What are the learners expected to be accountable for after the training?
6. How do you measure accountability?
7. In general what do volunteers do well?
8. What are some areas for improvement?
9. What questions will the volunteer are expected to ask a caller who needs assistance?
10. What questions would a volunteer is expected to answer for customers at the shelter?
11. What are the main policy and procedures that volunteers must follow at the shelter?
12. Why is it important to have training before volunteering at the shelter?
13. Which programs have the most volunteers and why?
14. Which programs need more volunteers and why?
Volunteers
1.
2.
3.
4.
5.
6.
7.
8.

What program or programs do you volunteer for?

What is your reason for volunteering?
Did you find the orientation program to be helpful?
What are things that you think the shelter does well in the training program?
What are things that you think the shelter could improve in the training program?
What did you learn after volunteering that you needed but didnt receive in training?
What things have you learned about handling animals?
What interested you about the particular program or programs you volunteer for?
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9. What are some of your daily responsibilities as a volunteer?
Volunteer Coordinator interview
The volunteer coordinator interview took place over the course of an hour where Ms. Woodruff was
able to articulate the strengths and weaknesses of the volunteer performance and the current method
of training. Ms. Woodruff identified the strength of the volunteers program was the commitment to
quality time and focus they gave to the animals. However, volunteers after training were:

Performing staff like functions and putting themselves, the animals, and the general public at
risk for injury or illness.
Volunteers were forgetting to wash their hand between handling the animals.
Mentors were spending a significant amount of time reviewing shelter procedures with the
volunteers so it gave them very little time to spend on animal handling.

All of these topics were currently covered in the training, but the volunteers were unable to recall the
information. The current training takes place at the shelter in a briefing and lecture mode. A short tour
of the facilities where the animal behaviorist demonstrates animal handling also occurs, but the training
offered very little group activity.
Volunteers
A sample of volunteers responded to the questionnaire above and confirmed that they enjoy the Feline
Friends and Canine Companion programs the most. During the training, they found the staff to be very
professional and had an appreciation for the staffs hard work and commitment to the animals.
Volunteers did not feel that a 4 hour briefing and lecture training could prepare them for every situation
at the shelter. After the training they enjoyed the mentoring sessions, however they found not every
animal communicates the same way, and learning to read the signs of an upset animal took practice.
Most volunteers had pets at home and genuinely had compassion for the animals.
Tracey Salas, Instructional Designer for Shadow Productions, will be working with the shelter to provide
a training workshop that:

Aligns the learning and performance contexts.

Provides more realistic training.
Provides less content with more opportunities for deliberate practice in class.
Provides evaluation and feedback to the learner.

The orientation program is only one portion of a larger intervention, which includes a blended course,
job aids, management oversight, hands on practice, ongoing mentoring, and behavioral exams.

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Learner Analysis at a Glance
Information Category
Entry Behavior (Current
Performance)

Data Sources
Volunteer Coordinator Interview

Learner Characteristics
Volunteers committed to
quality time and focus to the
animals.
Mistakenly performing staff
like functions.
Putting themselves, the
animals, and the general public
at risk for injury or illness.
Forgetting procedural
guidelines.

Prior Knowledge of Topic Shelters historical records

Area

60% of all the volunteers have

had previous experience
owning animals.
25% of the remaining
population have taken care of
someone elses pet .
15% have had no previous
experience with the ownership
or care of animals.

Attitudes towards
content

Volunteers at the shelter

generally have a compassion
for animals .
Really want to improve the
animals quality of life.

Volunteer Questionairre

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Information Category
Motivation towards
instruction

Data Sources
Volunteer Questionairre

Learner Characteristics
Orientation is very helpful
acquainting volunteers with
professionally run govt.
programs.
Information is thorough, but
it is too much detail to
remember.

Education and ability

Levels

Shelters historical records

80% of the participants have

completed bachelors or
master's degrees.
Very few of the degrees were
related to biology, veterinary
medicine, or animal behavior.

General Learning
Practices

Volunteer Coordinator Interview/Volunteer

Questionairre

The coordinator didnt know

the preferred learning styles of
the participants so she worked
to accommodate several
learning styles including visual,
auditory, and hands-on.
The volunteers said they
preferred the hands-on-training
that they received in the
mentoring sessions.

General Group
Characteristics

Shelters historical records

Average group 15-20 people

at orientation session.
Average age Women 40-52.
Children age 12.

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Task Analysis
I.

History of Shelter.
a. 40 years
b. Care and Control of Animal Population
II. Dealing with the Public
a. Reuniting animals with their owners
i. Scan for microchip
ii. Pick up animal at the Shelter
iii. Pet Detective Program
b. Adopting animals out to new homes
i. View online
ii. Visit with the animals
iii. Adoption application
iv. Adoption Criteria
v. Non Refundable Deposit
vi. Waiting period
vii. Finalize your Contract
viii. Pick up your animal
c. Placing animals with breed rescues or other reputable organizations
i. 501(c)(3) organization or an affiliate of a national breed or rescue organization
ii. Foster home facility check
iii. Annual report
iv. Legal stay has expired
v. Spayed/neutered
vi. Accepted transfer
vii. Not to be transferred to other organizations
III. Policy
a. Euthanasia
i. Ill
ii. Feral
iii. Vicious
iv. Confinement aggression or self-destruction

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IV. Overview of Programs
a. Feline Friends
i. Socialize
ii. Exercise
iii. Enrich their environment
b. Canine Companions
i. Socialize
ii. Exercise
iii. Train
c. Small Animal Friends
i. Cuddle
ii. Play with
iii. Give attention
d. Care
i. Donated Pet Food
ii. Habitats
iii. In home pet Care
iv. Spay Neuter Assistance
e. Mobile Adoption
i. When
ii. Where
iii. Funding
iv. Who can drive
v. Emergency animal Seizures
vi. Cages
vii. Animals
f. Foster Care
i. Attend an interest meeting
ii. Submit an application
iii. Receive a foster
iv. Create a profile for potential adopters
g. Apprentice Program
i. Age requirements
ii. Parent/child participation requirements
h. Special events
i. Types of special events
ii. How to participate
iii. you have been trained
iv. Removing animals from their cages

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V.

Animal Handling Behavior

a. Handling Healthy, Even-Tempered Animals
i. Dogs
1. Voice
2. Leash
3. Opening Cage Door
4. Treats
5. Returning to Cage
ii. Cats
1. Voice
2. Placement of Head
3. Football Carry
b. Handling Fearful Animals
i.
Dogs
1. Voice
2. Eye Contact
3. Approach
4. Treats
5. Muzzle
ii.
Cats
1. Move Slowly
2. Scruff of neck
3. Towel or Blanket
c. Handling Aggressive Animals
i. Dogs
1. Control Pole
2. Tranquilization
3. Defensive tactics
ii. Cats
1. Net
2. Defensive tactics
d.

Handling Sick and Injured Animals

i. Keep it confined to box or carrier
ii. Avoid putting pressure on injured area

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VI. Procedures
e. General Rules
i. Clothing
ii. Customer Service
iii. Age restrictions
iv. Dog walks
f. Daily Rules
i. Signing In/Out
ii. Volunteer Notice Board
iii. Cleanliness and disease
iv. Injury
v. Logging animal behavior
vi. Returning supplies
g. Volunteer Portal
i. Log in hours
h. Restricted areas
i. Volunteers and staff only
ii. Approved areas for animal
iii. Only volunteer in areas of the shelter where you have been trained
iv. Removing animals from their cages

Gap Analysis
Ms. Woodruff was able to identify that the strength of the volunteer program was the time and quality
care they provided to the animals at the shelter. The volunteers, however, were exhibiting behaviors
that had negative implications for the shelter. Based on the Learner Analysis, volunteers were
interested in working with the animals, but had failed to retain some of the procedural guidelines to
keep themselves, the animals, and the community safe and healthy. Tracey Salas at Shadow
Productions proposes to address the performance gap through a 4 hour workshop that focuses on the
following skills: utilizing best practices in dealing with the public, describing the shelters polices,
identifying procedures for in-shelter and community outreach, exhibiting safe animal handling, and
employing appropriate shelter operational procedures.

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Gap Analysis at a Glance
Current State

Implications for the Shelter

Adoption rates have decreased.
Decreased adoption rate has meant less
money for spaying and neutering clinics.
Potential for overcrowding of shelter.
Increasing the annimals risk of euthanasia.
Decreasing their chances of adoption.
The number of volunteers is at an all-time
high.
Shelter records also indicate a reduction in
volunteer hours.
The county uses these metrics in part to
determine the shelters budget.
Lower volunteer metrics could reduce the
amount of money the shelter receives or
could influence the county to cut the
program altogether .

Current Course
4 hour Orientation course
No outlined objectives
Briefing and Lecture
Tour of the facility
Animal handling demonstration
Follow on Mentoring Sessions
CEUs
No Evaluation and feedback

Employee Performance
Volunteers have allowed animals to
comingle in shelter play areas.
Volunteers have taken animals out of their
cages for potential adopters.
Volunteers have forgotten to wash their
hands between handling animals, which
increases their risk for illness and increases
the potential liability of the shelter.
Volunteers are not accurately recording
their volunteer hours

Course Content
Doesn't align the learning and
performance contexts.
Doesn't provide realistic training.
Provides more content with less
opportunities for deliberate practice in
class.
Doesn't provide evaluation and feedback
to the learner and instructor

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Desired State

Implications for the Shelter

Adoption rates increase.
Increased adoption rate has meant less
more money for spaying and neutering
clinics.
Less crowding at the shelter.
Decreasing risk of euthanasia.
Increasing chances of adoption.
The number of volunteers is at an all-time
high.
Shelter records accurately reflect the
increase in volunteer hours.
The county uses these metrics in part to
determine the shelters budget.
Higher volunteer metrics stabilize or
increase the amount of money the shelter
receives for the shelter.

Course Redesign
4 hour Orientation
Course Objectives Include:
Utilizing best practices in dealing with the
public.
Describing the shelters polices.
Identifying procedures for in-shelter and
community outreach .
Exhibiting safe animal handling.
Employing general appropriate shelter
operational procedures.
Activities include:
Icebreakers
Facilitated Discussions
Role Plays
Fact and Myth Questionnaire
Board game
Scavenger Hunt
Hands-on demonstration
Evaluations include:
Formative
Summative

Employee Performance
Volunteers do not comingle the animals in
shelter play areas.
Volunteers do not take animals out of their
cages for potential adopters.
Volunteers wash their hands between
handling animals, which decreases their risk
for illness and increases the potential liability
of the shelter.
Volunteers accurately record their
volunteer hours.

Course Content
Align the learning and performance contexts.
Provide more realistic training.
Provides less content with more opportunities
for deliberate practice in class.
Provides evaluation and feedback to the
learner and instructor.

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Instructional Approach
Module 1
Intro.
20 min.

Content
Content 1:
Volunteer
coordinator
introduces herself,
explains why she
works at the shelter,
and gives a history
of the shelter and its
role in the
community.

Objective
At the end of this
section, learners
should be able to:
Name other
volunteer
participants and
their reasons for
volunteering.
Describe the role
of the shelter in the
community.
Outline objectives
for this training.

Activity
Activity 1: Icebreaker- Each
volunteer introduces themselves
and explains their reason for
volunteering at the animal
shelter. This works to make
everyone comfortable before
moving into a group activity.

Formative Assessment
Teacher asks questions to
assess student engagement.
Sample questions include
1. Which volunteer has the
most animals?
2. Who is new to the
community?
3. Who is the youngest
volunteer?
4. Who has never worked with
animals?

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Module 2
Dealing with the
Public
40 min.

Content
Content 2:
Volunteer
coordinator presents
content on adopting
pets from the
shelter and the
volunteers role in
reuniting pets with
their owners.

Objective
At the end of this
section, learners
should be able to:
Respond to
customer questions
with relevant and
accurate information
on animal adoption
process.
Identify the
elements involved in
gathering
information to
reunite pets with
their owners.

Activity
Activity2: Volunteer coordinator
does 2 role plays with a
volunteer fielding customers
questions.

Formative Assessment
After the module, volunteers
are asked to relect on the role
play that was demonstrated in
the class. Through facilitated
discussion, volunteers name
best practices in customer
relations.

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Module 3
Policy
20 min.

Content
Content 3:
Volunteer
coordinator explains
the shelters policies
on Euthanasia.
Volunteer
coordinator explains
the shelter's policies
on placing aninmals
with breeds and
rescues.

Objective
At the end of this
section, learners
should be able to:
Describe the
sensitivities
regarding shelter
staff and their role in
Euthanasia.
Identify the signs
of compassion
fatigue.
Describe the
shelters policies
regarding placing
animals with breeds
and rescues.
Identify facts or
myths about the
animal shelter.

Activity
Activity 3 Group exerciseVolunteer Coordinator-separates
the group into smaller groups of
4 and hands out paper copies of
15 statements- 5 from each
category - Reuniting animals with
their owners, adopting animals
to new homes, placing animals
with breeds and rescues and
euthanasia. The groups must
determine whether they are fact
or myth. Groups reconvene and
the volunteer coordinator goes
over the answers. The team with
the most points gets to work
with shelter staff and animals
during animal handling portion of
class.

Formative Assessment
Volunteer coordinator reviews
truthful answers and has a
facilitated discussion with
learners.

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Module 4
Programs
30 min.

Content
Content 4:
Volunteer
coordinator presents
information on inshelter volunteering
and outreach to the
community.
Volunteer
coordinator explains
rules of the board
game.

Objective
At the end of this
section, learners
should be able to:
Recall the program
requirements for in shelter volunteering.
Recall the program
requirements for
programs outside of
shelter.
Describe each
program and how it
contributes to the
welfare of the
animals and the
community.

Activity
Activity 4: Group exercisevolunteers separate into two
groups to play a board game with
questions on the various
programs at the shelter;
participants take turns answering
questions on their teams.

Formative Assessment
The volunteer coordinator
makes an observation on
volunteers' mastery of new
content during the game by
making short notes on the
volunteers' engagement and
ability to derive correct
answers.

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Module 5
Animal Handling
5 min.
5 min.
30 min.
30 min.

Content
Content 5:
Volunteer
coordinator plays
video of dog and cat
handling procedures.
Content 6:
Volunteer
coordinator presents
on animal safety.

Objective
At the end of this
section, learners
should be able to:
Access the
appropriate areas to
volunteer with the
animals.
Describe which
areas are off-limits
to visitors.
Describe which
areas are restricted
to only shelter staff.
identify shelter
staff and their role in
maintaining the
shelter.
Demonstrate best
practices for
handling both cats
and dogs.
Demonstrate the
necessary
procedures to take if
scratched or bitten
by an animal.

Activity
Activity 5: Volunteers take a
tour of the facility both inside
and outside.
Activity 6: Volunteer
coordinator shows volunteers
how to properly remove animals
from their cages. Winners from
the fact or myth quiz practice
demonstrated behavior.

Formative Assessment
After the videos, volunteers are
asked to reflect on the
behavior that was
demonstrated in the class.
Through facilitated discussion,
volunteers name best practices
in animal handling.

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Module 6
Procedures
20 min.
30 min.
10 min.

Content
Content 7:
Volunteer
coordinator
performs a demo of
the volunteer portal.
Content 8:
Volunteers thanked
for their time, the
signed volunteer
agreements are
filed. Coordinator
asks volunteers to
send a follow- up
email to her
indicating their
interest in
volunteering-email
address is in the
volunteer manual.

Objective
Identify procedures
for signing In/Out.
Identify where to
pick up a shelter
smock.
Identify where to
pick up an injury
form from the
appropriate shelter
employee.
Demonstrate
proficiency in using
the shelters portal
by logging in their
volunteer hours with
100% accuracy
within a week.
Identify the
volunteer rules and
sign the volunteer
agreement. after
their first volunteer
session.

Activity
Activity 7: Participants break into
groups. Using their map of the
shelter, volunteers are sent on a
scavenger hunt where shelter
staff are waiting with additional
clues. The clues take them to
pick up a shelter smock, sign in
on the log book, back to the
kennels, cat cages, and small
animal friends, and finally to the
front desk to pick up a volunteer
agreement.

Formative Assessment
Students review with instructor
ordered steps for logging in to
the volunteer portal. Instructor
notes how long it takes
volunteers to complete
scavenger hunt.

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Instructional Materials
Training activities include an icebreaker, role play, fact or myth questionnaire, board game, and
scavenger hunt. Training materials include a volunteer coordinators guide, a volunteer manual, a copy
of the volunteer rules and power point slides. Additional materials include a board game, board game
questions, fact or myth questionnaire, map of the shelter, and questions for a scavenger hunt. This
design prototype will be included in a separate PowerPoint with samples.

Evaluation Plan
The Evaluation Plan for the Animal Shelter consists of summative and formative evaluations.
Summative Evaluation Plan April 2012 Conducted after the initial training in April 2012. The purpose
of this evaluation was to evaluate the current orientation training and analyze performance gaps. Ms.
Woodruff, the volunteer coordinator, wanted to improve the design and delivery of the training to
improve the performance of the volunteers at the shelter.
Issues: One of the problems she encounters with the volunteers after training is that they forget the
volunteer rules. The volunteers behavior results in improperly handling animals, forgetting to wash
their hands between handling animals, and forgetting to log their volunteer hours.
Resource Data Gathering and Analysis- Accomplished by compiling a list of questions for Ms. Woodruff,
a sample group of volunteers and shelters historical records. Ms. Woodruffs interview was conducted
in person with some follow up questions in writing. The volunteers responded to the questionnaire in
writing. The information derived from these interviews was used to redesign the training. Formative
evaluations will be conducted after each activity to assess learner engagement and attitudes toward the
learning experience. The information collected in these formative assessments and an end of course
evaluation will help improve the design and delivery of the training.
Summative Evaluation August 2012
Before they will be allowed to set up their first volunteer session with a mentor, the learner will be able
to complete a test either in person or virtually on the volunteer rules and overview of programs with
80% accuracy.
Projected Summative Evaluation-December 2012
Four months after the August training, a student impact survey will be used to see if learners perceive
that training has helped them in their volunteer roles.

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Formative Evaluation Example
Ashburn Animal Shelter Formative Evaluation
1 Orientation Program focused on knowledge and skills that will be useful as a volunteer.
2
3
4
5
6
7
8
9
10

Orientation Program included scenarios that I will encounter volunteering.

Orientation Program offered opportunities to practice what was taught.
Orientation Program included instruction that will be relevant to my volunteer role.
I was provided an outline to organize what was taught.
I will apply what I was taught to my volunteer role.
I had opportunity to perform what I was taught.
Materials, discussions/activities have prepared me for volunteering.
I am more knowledgeable as a result of this Orientation Program.
I am confident that my skills will reflect what I learned in this Orientation Program.

Strongly Agree

Agree Disagree Strongly Disagree

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Summative Evaluation Example
Ashburn Animal Shelter Summative Evaluation

Scan for microchip.

All of the A&B

above.

A&C B&C

All adults in the

All of the A&B
household must agree above.
on the adoption .

A&C B&C

3 What can volunteers encourage the community to

Adopt a homeless
do to help minimize the chances of euthanasia at the animal instead of
shelter?
buying or
purchasing pets
from breeders.

Encourage people Remind potential pet All of the A&B

to spay or neuter owners that a pet is a above.
their pets.
lifelong commitment
that requires time and
effort.

A&C B&C

4 Who can take an animal out of its cage for a

potential adopter?

Volunteer

Shelter staff

The adopter can get

All of the A&B
the animal themselves . above.

A&C B&C

5 What kinds of things are provided to owners who

need extra assistance to keep pets in their home?

Donated Pet food

Habitats

Spay Neuter Assistance All of the A&B

A&C B&C

2 Which one of these are adoption criteria for an

adopting a dog?

Look for lost and Ask at the front

found posters.
desk if anyone
has called about
the pet.
You must be a
You must pass a
Loudoun county home exam.
resident.

above.

1 What are the first things that that shelter staff does
to determine if an animal has an owner?

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Ashburn Animal Shelter Summative Evaluation
6 What are the age requirements for the apprentice
program?
7 What are some things you should do if you are
handling a fearful animal?
8 What are the way/ways aggressive dogs are
handled?
9 How often should you wash your hands?

B
12

Don't make eye

contact.
Control pole

C
16

Use a loud and

firm voice.
Tranquilization

Shelter staff

18 All of the A&B

Offer them a treat.
Net

Before you handle After you handle In-between animals.

the animals.
the animals.

10 If you are injured, who should you report your injury Volunteer
to?
Coordinator

No one

above.
All of the A&B
above.
All of the A&B
above.
All of the A&B
above.
All of the A&B
above.

A&C B&C
A&C B&C
A&C B&C
A&C B&C

A&C B&C

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2012
Projected Summative Evaluation Example
Ashburn Animal Shelter Projected Summative Evaluation

Please Explain

1 Four months after training, what skills are most useful to you as a
volunteer?
2 Four months after training, what information did you learn that is
relevant to your role as a volunteer?
3 Have you used information from your training as guidance to deal
with the public?
4 Each time you volunteer are you using the shelter's portal to log
your hours?
5 Do you wash your hands before/after handling each animal?

6 Do you sign in every time you volunteer and wear your volunteer
smock?
7 Were the scenarios and role play that you used in training
relevant to the types of situations you have encountered as a
volunteer?
8 Have you taken animals out of their cages for potential adopters?
9 How many animals do you put in a play area at one time?
10 Have you been reprimanded by shelter staff for violating shetler
rules?

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