AET/515 Instructional Plan

Marvo. B. Prosper-Azille

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Needs Assessment
Boardman Corporate University has been offering professional development courses to the employees of Baderman Island Resort since 2004. The mission is to:

Support the company goals and objectives and the individual professional development needs of our employees, through the offering of educational courses (Boardman Corporate University).

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Needs Assessment Cont

Currently, some of the courses they offer include:

New Employee Orientation Disaster Planning CPR Course Food Service Dealing with Difficult Customers Customer Service in Hospitality Services Hotel Room Preparation Facilities Maintenance

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Needs Assessment Cont

An examination of the of the Virtual Business Organization Portal, revealed that although Baderman Island Resort has two shops (Baderman Island Gift Shop and The Shops at Tenney), Boardman Corporate University does not provide any courses that are specific to retail and sales. For example, courses in merchandising, selling and service, communication for business or mathematics for business, these courses would enhance all the other skills being taught by BCU.

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Course Description
One educational need that was not fulfilled at Boardman Corporate University was in the area of retail and sales. My proposed course to rectify that problem is: Course Title: Principles of Selling and Service (F/O) (Offered the first week of each month) Course Description: This course covers the principles of selling and service. Topics will include persuasive communication, personal selling skills, the relationship between personal selling skills and customer service, the psychology of selling, retail challenges, and effective sales techniques for retail. This course is most effective in a face-to-face environment, but can be taken through an online class. (1 Week)
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Instructional Goal

The learners will demonstrate and apply knowledge of the principles of selling and service.

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Performance-Based Objectives 1
After viewing scenarios of effective and noneffective sales techniques, the learner will be able to accurately identify effective sales techniques.

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Performance-Based Objectives 2
After listening to a presentation on persuasive communication, the learners will be able to participate in simulations and role play activities depicting five positive persuasive communication strategies for sales and services.

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Summative Assessment and Learning Outcomes

For Performance Based Objective 1 I will use: Assessment via Exam and Homework Questions: I will devise short quizzes comprising of objective type questions namely: multiple choice true/false matching The questions for the quizzes will be context dependent
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Summative Assessment and Learning Outcomes

For Performance Based Objective 2 I will use: Direct Observation of Skills:

This will include the instructor directly observing the learners in the role play and simulation activities as they utilize the skills of persuasive communication taught in the class.
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Summative Assessment and Learning Outcomes

To ensure that the assessment is objective the instructor will use tools like a rubric or checklist. This rubric or checklist will clearly outline the grading criteria for example: uses vocabulary appropriate to persuasive communication demonstrate good reasoning in communication demonstrate positive communication strategies
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Learner Characteristics
A corporate training class comprising of 30 adults (men and women). The age range is from 18 to 60 years old. All learners are fulltime employees of Baderman Island Resort with work experience ranging from 0 to 20 years. Among the group there are high school diploma holders, first Degree, and graduate degreed workers. They come from diverse economic and ethnic backgrounds. Majority of the learners are a mix of auditory and visual.

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Learner Characteristics
Implications to Instructional Plan

Adults are for the most part are driven to learn information that seems immediately applicable to their situation and needs, tend to be more motivated, however they sometimes lack confidence in their learning (Knowles, Holton, & Swanson, 2011). Therefore: Tie the content of programs to the application needs of the learners.

Focus on facilitating the learning they are already motivated to pursue.

Employ learning strategies that build higher confidence in adult learners

Present material in a variety of ways to accommodate different learning styles.

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Learner Context

Intended Instructional Setting

The course will be implemented in a classroom setting and will be offered in a face-to face modality. The classroom setting is ideal for this course because the employees will be taught the same course and it allows for learner interaction. The physical presence of the instructor helps in motivation and transferability of skills. There is an abundance of resources provided by Boardman Corporate University and there are no constraints of time placed on the learners because the course is offered on behalf of Baderman Island Resort.

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Learner Context

Description of the Intended Application Setting

Whatever skills picked up from this course will be applicable to the workplace setting. Baderman Island Resort has two shops (Baderman Island Gift Shop and The Shops at Tenney), they will provide ideal settings for the learners to practice the skills related to the principles of selling and service. Constraints will be minimal for the learners because they are employees of Baderman Island Resort and the skills garnered will be an asset to the company.
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Learner Context
The instructional plan will take into consideration: Managerial Support Physical Aspects of the Site Social Aspects of the Site Relevance of Skills to Workplace (Learner Context and Analysis) These will be used to determine what type of instructional plan will be developed. If these elements are found to be lacking, they can greatly impact the motivation of the learners and the way they interact with the learning environment.
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Delivery Modality
The most effective method of delivery for the course is an instructor-led course in a face to face modality. The instructional goal which was selected, focusses on learning that requires a delivery modality that provides superior learning support. The traditional face to face modality involves students and instructors meet on-site each week and participate in interactive lessons.

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Instructional Strategies
The course Principles of Selling and Service will cover topics to include persuasive communication, personal selling skills, the relationship between personal selling skills and customer service, the psychology of selling, retail challenges, and effective sales techniques for retail. These will be the main concepts that the learners will need to understand to master the course. It will be taught face to face and the instructor will utilize computers, the internet and other electronic media to facilitate delivery. There will be a range of delivery methods like lectures, presentations, and activities.
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Instructional Strategies Cont

The plan proposes instructional strategies that guarantees progress and accomplishment for all students. Lecture with visuals (PowerPoint) Whole group discussions Cooperate Learning/Small groups (Games, Role Playing) Demonstrations

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Plan for Implementation

The course will be delivered in a face to face modality and implemented on a weekly basis held the first week of the month. Classes will be of one day duration involving employees of Baderman Island Resort and will be taught by a facilitator with more than ten years experience in training and actual principles of selling and services. The course will be delivered via lecture combined with the use of computers for presentation, activities like role-plays and simulations and lively group discussions. The materials will be prepared by the printing and resource department of Boardman Corporate University. The university will play a key role in implementing of the program, they have been offering courses to the employees of Baderman since 2004 and they will be providing the resources like the classroom space, computers, access to the Internet. The classes will be held in the training classroom of Baderman Island Resort.
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Plan for Implementation Cont

Instructional Plan: The first week of every month Course Start Date: 1 February to 28 February Class Session: Mondays-Fridays 9:00 a.m. to 4:30 p.m.

Lunch: 1 hour
Breaks: 15 minutes every hour

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Plan for Implementation Cont

A typical day for the training will look like this: 9:00-9:15 a.m. : Lesson Introduction 9:15-9:45 a.m. :Lecture 9:45-10:00 a.m. : Break 10:00 a.m.-12:00 p.m. : Group discussions/presentations 12:00 p.m.-1:00 p.m. : Lunch 1:00 p.m.-3:00 p.m. : Simulations/Role plays 3:00 p.m.- 4:00 p.m. : Quizzes/Checks on learning 4:00 p.m.- 4:30 p.m. : Evaluation of days learning

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Plan for Implementation Cont

Selecting the participants will not be difficult because the course will be part of the many no cost training opportunities that Baderman Island Resort offers via Boardman Corporate University to its employees. In this regard selling the course to the university would not be difficult. However, to ensure that the course meets it desired objective and the participants remain interested and committed, it will be advertised all over the resort via television, flyers on bulletin boards, email, and company news letter. The course will be delivered in a dynamic manner, utilizing activities and strategies that take into account all the different learning styles. Learners learn best when the material can be easily utilized in real life and on the job, so the course will be designed with that in mind to ensure that the learners stay committed not because it is free but because it is meaningful.
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Instructional Resources
The instructional plan proposes to provide instructional resources that will enrich learning and support the instructional process. Computer for PowerPoint presentation and Internet: The computer will be an integral tool in the delivery of the course. It will be used by the instructor for the PowerPoint presentations and it will be utilized by the employers to get on the Internet to research information on the topics for the course. The computers will also be used for the simulations depicting real life activities in the stores and games. Videos: The videos will be used to demonstrate some concepts like effective sales techniques and examples of persuasive communication. The shops on Baderman Island Resort: The course will involve taking the employees to the shops to practice the principles of selling and service.
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Instructional Resources Cont

Games: The course will use games like Jeopardy or Win Lose or Draw to do checks on learning to determine if the employees are grasping the concepts. Questions will be posed to individuals on the team who will be rewarded for correct responses. Scenarios/Role-play activities: The group will be given scenarios where they participate in role-play activities depicting everyday situations in a shop. I would give two groups the same activity and then have the rest of the class observe and have the class compare this will also facilitate whole group discussions. Topics for discussion: Give starters like; If I a difficult customer comes in I would. The class would give suggestions as to how they would deal with the situation.

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Instructional Resources Cont

Supplemental Materials: Rubrics for presentations and observations Survey questionnaire Observation Sheets Multiple Choice Questions Classroom space Text books

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Formative Assessment
Formative assessments enable the instructor to determine what is working and what needs modifications. This course will utilize: Quizzes, and Tests: Are the easiest forms of information to collect or analyze about the students learning. They will be asked questions that will call for explanation of their thinking. E.g. Why is turning your back on the customer bad? Or questions that necessitate them to apply their thinking to a new situation that was not discussed in the class.
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Formative Assessment Cont

One-Minute Papers: The students will be given open-ended question and they will have one to three minutes to write their answers. For example, what is the most important thing we discussed today? The papers will be collected and used for promoting discussion with class and to identify and clarify any misunderstandings.
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Formative Assessment Cont

Observations: The instructor will be observing the

students are engaged in an activity. For example, the role-plays and scenarios or actual selling in the shop. The learners will be addressing a specific skill and the instructor observes and record who demonstrates mastery and who needs more support. The will be record on informal notes to be transferred to the students evaluation pages to motivate further training.
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Formative Assessment Cont

Practice presentations: The learners will practice a presentation on topics covered; for example, persuasive communication. They will receive peer feedback. This will be useful because they will be working on communication as well as presentation skills and demonstrating their knowledge on the subject matter.
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Formative Assessment Cont

Survey the Students: The purpose of the survey is

not to assess their learning, but more so to get an insight into the usefulness of the course. Some items in the survey could be how they felt in the class; the instructors knowledge of the course, interaction with the students; the work done; the materials used and activities. They will rate their response on a scale of 1 to 5 with 5 being the highest and 1 lowest.
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Evaluation Strategies
1. Learners (employees) will complete an "Evaluation of Training" survey. The purpose of the survey is to determine if: The course was a valuable experience The instructor was knowledgeable of the topics covered Strategies were effective The materials used were helpful The presentations and the venue were appropriate

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Evaluation Strategies Cont

2. Instructional designer will elicit feedback from Learners and other instructors and management to determine if: The employees have changed their behavior, based on the training they received. Specifically, looking at how employees apply the information and put it into practice in the shops at Baderman Island Resort 3. Instructional designer will look at the results of quizzes and tests to determine if: The employees have learned. How much has their knowledge increased as a result of the training
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Outcome Review
I plan to use a Likert scale to determine if the design goals, performance based objectives and learning outcomes were achieved. The levels looked at will focus on: Reaction Learning Behavior Results
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Outcome Review
Criteria Agree Strongly Agree Neither agree or Disagree Disagree Strongly Disagree

The training was worth the learners time The course increased learners knowledge and skills

The learners x will be able to teach their knowledge and skills to other employees The skills learned will Instructional Plan | Slide 35 increase sales at the shops

Recommendations
The outcome review indicates that the employees have gained significant knowledge of the principles of selling and service which they will be able to pass on to fellow employees. Although it cannot determine if the training will increase sales at the shops, the training they gained was valuable and it was not a total waste of their time.

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Recommendations Cont
Based on the data collected the following is recommended for future courses:
Design more interactive courses in a way that allows learners to engage in some type of activity/exercise for every learning objective Continue to simulate what they will need to do on their job by incorporating authentic situations and possible events into the simulations Continue concluding lesson with knowledge checks at least a minimum of one knowledge check question/task for every enabling learning objective.
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Recommendations Cont
Keep the course for one weeks duration but make it a half days training rather than a whole day. This should help employees feel that they the learning was worth their time. Before the course survey learners expectations. Find out what exactly they expect to gain from spending one week in a classroom.

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References
Brown, A., & Green, T. D. (2006). The essentials of

Pearson Education. Evaluating student learning assessment of outcomes. Retrieved November 10, 2013 from http://www.crc.losrios.edu/Documents/cassl/EvaluatingS tudentLearning.pdf

instructional design: Connecting fundamental principles with process and practice. Upper Saddle River, NJ:

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References
Formative Assessment Strategies. Retrieved November 24, 2013 from http://www.isbe.net/common_core/pdf/daform-asmt-chart.pdf Kilpatricks four level of evaluation model. Retrieved December 2, 2013 from http://www.nwlink.com/~donclark/hrd/isd/kirkpatrick.ht ml Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011).

The adult learner: The definitive classic in adult education and human resource development (7th ed.).
New York, NY, Taylor & Francis.
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References
Learner and Context Analysis. Retrieved on November 11, 2013 from http://www.itma.vt.edu/modules/spring03/instrdes/lesso n5.htm Type of Course Delivery Methods. Retrieved on November 25, 2013 from https://confucius.qcc.mass.edu/ICS/icsfs/Modality_Defini tions.pdf?target=d6cebfc1-0839-4e91-b108e1f0b396e512

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