Joy Barrett, Ph.D. Director of Training and Technical Services

1. A Training Design Toolfor Stakeholders Tasked with Evaluating New and Innovative Treatment Technologies for Small Drinking Water Systems Joy Barrett, Ph.D. Director of Training and Technical Services Rural Community Assistance Partnership

2. National Centers for Innovation in Small Drinking Water Systems • Funded by EPA Office of Research and Development - Science To Achieve Results (STAR) Program • Identify, develop, demonstrate • andfacilitate widespread acceptance and applicability of • novel and innovative technologies

3. Objectives: The Center’s overall objectives focus on applying principles of risk reduction, sustainabilityandnew implementation approaches to innovative technologies that will reduce the risk associated with key contaminant groups and will increase the chance of adoption and sustainable use in small systems.

4. Objectives: The Center’s overall objectives focus on applying principles of risk reduction, sustainabilityandnew implementation approachesto innovative technologies that will reduce the risk associated with key contaminant groups and will increase the chance of adoption and sustainable use in small systems.

5. DeRISK = Design of Risk-­‐reducing, Innovative-­‐implementable Small-­‐system Knowledge

6. DeRISK Team Members

7. RCAP’s Role at the DeRISK Center • Facilitate widespread acceptance and applicability of innovative technologies and approaches through: • New strategies for technology assessment and implementation

8. “New strategies for technology assessment and implementation” • Develop and test a multi-criteria decision support methodology • Develop approaches to training • Target audience: stakeholders that are making choices about new water treatment facilities • Understand, apply, and approve innovative technologies

9. Training-Related Activities • Develop a Training Design Tool • Conduct face-to-face pilot training • Conduct web-based training events to explain the Training Design Tool • Disseminate information on the tool

10. Training Design Tool Development Create a “Technology Characteristics and Operating Data Sheet” that will be used to gather information on a given technology Utilize a facilitators’ outline template with detailed instructional plan Develop slide bank templates for trainings Provide guidance on its use to training developers Intended for use by technical assistance providers

11. Developing the Templates • Determine the stakeholders • Group stakeholders based on information needed • Develop learning objectives – topics • Format for workshops • Participant centered

12. Determine the Stakeholders • Utilized input from RCAP’s Training Work Group • Stakeholders were listed and grouped by information needed: • Management and finance focused stakeholders – general information • Technical focused stakeholders – detailed information

13. Overall Learning Objective Be able to participate constructively in a facilitated decision process – be able to have a discussion on the technology The overall learning objective of this training is not to convince the attendees that this is the best technology for their system, but rather to provide them with the information that they will need in order to make informed decisions about the technology.

14. Topics for M & F stakeholders • Contaminant(s) addressed • Background on the contaminant(s) • Overview of the technology • Capital costs, O&M costs, and useful life • Required level of operator certification • Case studies – where it has been approved and utilized • Other feasible technologies

15. Topics for Technical Stakeholders • Contaminant(s) addressed • Background on the contaminant(s) • Overview of the technology • O&M details • Required level of operator certification • Other feasible technologies • Advantages and disadvantages • Capital costs, O&M costs, and useful life • Case studies – where it has been approved and utilized

16. Template Format • 1.5-hour workshop • Less detail • Management and finance focus • Can be combined with other technologies • Full-day workshop • More detail • Technical focus • Includes site visit

17. Learning Objectives • Developed for each session (10 to 60 minutes) • Use first two levels of revised Bloom’s taxonomy • Remember • Recognizing • Recalling • Understand • Interpreting • Exemplifying • Classifying • Summarizing • Inferring • Comparing • Explaining

18. Facilitators’ Outline – Instructional Plan • Schedule and topics • Detailed description of activities • Materials list (flipcharts, handouts, etc.) • Learning assessments • Pre- and post-tests • Follow-up contacts • Reference materials

19. Two Templates Developed • 90-minute instructional plan and slide bank • Managerial and Financial stakeholders • Full-day instructional plan and slide bank • Technical stakeholders

20. 90-Minute Instructional PlanTemplate

21. Full-Day Instructional PlanTemplate

22. Slide Bank Templates

23. Technology Characteristics and Operating Data Sheet Developed Collect information from: Researchers Vendors Literature EPA sources Fill out template for training This data sheet includes information for the decision support methodology

24. Next steps Finish the full-day slide bank template Pilot test the training tool Webinar on how to use the tool

25. Contact Information Joy Barrett jbarrett@rcap.org 303-545-0964