Instructional Module/Training Plan Template

AET/520 Version 3
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University of Phoenix Material
Part I: Vital Information
Author Keiosha Harris
Instructional Topic Phone Etiquette
Instructional Module/Training Plan
Title
undamentals for !ood Phone Etiquette
"earning #etting The training class $ill ta%e place at $or% in the training room and
$ill consist of emplo&ees that are emplo&ed '& the compan&(
The class $ill 'e more li%e a traditional classroom setting( The
trainer $ill utili)e a dr& erase 'oard* Po$erPoint presentations*
handouts* computers* and the internet to aid the training process
Audience The training class is consist of emplo&ees that $ere ne$l& hired
and associates alread& $ith the compan& that need refresher
training( There $ill 'e males and females from ages 1+ and up
that are high school graduates college students* college
graduates* and $or%ing professionals(
,eli-er& Modalit& .online* h&'rid*
face/to/face* and so forth0
The deli-er& method that $ill 'e utili)ed is face to face
instruction( #tudents $ill also 'e required to use a computer
'ase s&stem to access modules* qui))es* stud& guides* and
practice test( The method is good to use 'ecause trainees $ill 'e
a'le to ha-e group acti-ities* discussions* and lectures that $ill
aid the training process
Total Time Allotment The training class $ill held for 1 hours Monda& through rida&
+:22 am to 1:22 pm(
Instructional Module/Training Plan
!oal
Trainees $ill 'e pro-ided $ith phone etiquette techniques that
$ill help them pro-ide good customer ser-ice* empathi)e $ith
the customer* use pro'lem sol-ing s%ills to ta%e care of customer
needs and remain professional at all times(
T$o Performance/3ased 4'5ecti-es Trainees $ill 'e a'le to clearl& sho$* understand* and learn ho$
to appl& their phone etiquette techniques to pro-ide customers
$ith highl& professional* friendl&* and courteous customer
ser-ice(
3& the end of the training class trainees $ill 'e a'le to use all of
the 'asic techniques taught in class to 'e successful in ta%ing
phone calls alone $ith confidence(
#ummati-e Assessment ,escription Trainees $ill 'e required to ta%e test* qui))es* and do phone
simulations( All assessments and simulations $ill 'e e-aluated
and graded to determine $hat the& do %no$* and $hat the& don6t
%no$ or understand(
Instructional Module/Training Plan Template
Part II: ,e-elopment
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Attention !etter The trainees $ill 'e di-ided into t$o teams( A person from
each team $ill go to their team podium and locate the 'ell*
$hich $ill ser-e as their 'u))er( A question $ill 'e as%ed
and the indi-idual that %no$ the ans$er must hit the 'ell to
ans$er the question( E-er&one on the team $ill ha-e a turn
to ans$er a question( The team $ith the most points at the
end of the game $ill $in the tri-ia challenge(
The question used for the tri-ia challenge $ill pertain to the
information taught in class in reference to the fundamentals
of good phone etiquette(
E9ample of questions that $ill 'e used for the challenge
Ho$ man& minutes should a customer is placed on hold:
Ho$ long should &our -oicemail greeting 'e:
Ho$ long often should an agent utili)e an open hold $hile
on the phone:
Ho$ long should the closing of a call 'e:
The a'o-e sample of questions $ill 'e represented in stud&
guide handouts* tri-ia challenges* qui))es* and class
discussion( ,uring our class discussion $e $ill re-ie$ the
stud& guide handout and questions from the tri-ia challenge
to help the trainees get an understanding of the information*
ans$er an& questions* and prepare them for qui))es( Visual
aids such as Po$erPoint presentations and stud& guide
handouts $ill 'e utili)ed to present the information from the
tri-ia challenge( After presenting the Po$erPoint
presentation and going o-er the stud& guide handout( I $ill
open up another class discussion session to ela'orate on
the topics and ans$er more questions(
#tud& !uide Handouts $ill ser-e as a guide to trainees
$hen the ta%e qui))es and $hen the& start ta%ing phone
calls( The handout $ill co-er general phone etiquette
techniques and information from the tri-ia challenge(
;The handout and qui) are attached to this document and
references are listed on the documents;
,etailed Input of <ontent Po$erPoint presentations and stud& guide handouts $ill 'e
used to gi-e the trainees the information needed to ha-e
good phone etiquette results( The trainees $ill 'e a'le to
com'ine their current s%ills and a$areness to understand
the ne$ information that has 'een presented to them( I $ill
gi-e students a'out 82 minutes $ithin their assigned groups
to discuss the information presented $ithin the stud& guide
handouts and re-ie$ for the tri-ia challenge( This method
$ill gi-e the trainees a chance to get input from their peers
a'out the phone etiquette techniques that ha-e 'een
presented to them(
A 'rea%do$n of the content of instruction is listed 'elo$
82 minute Po$erPoint Presentation
1 hour of lecturing and tri-ia challenge
1 hour of class discussion
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82 minutes for group discussion
82 minutes of qui))es
=2 minutes to re-ie$ stud& guide handouts
1 and =2 minutes total for all 'rea%s and lunches
The content of instruction $ill last for a total of 1 hours on
the specified training da&s(
Part III: Implementation
Instructional #trategies ,irect* indirect* interacti-e* and indi-idual stud& $ill 'e used
to help the trainees understand and 'uild upon the
information that is 'eing taught to them(
,irect instruction/ is a trainer center approach that $ill
'e utili)ed to teach the trainees( The trainer $ill
pro-ide rules* facts* and information pertaining to
phone good phone etiquette( "ectures* e9amples
e9planations* practice and feed'ac% $ill 'e utili)ed
to gi-e the trainees needed to pro-ide customer
ser-ice(
Indirect instruction/ $ill allo$ for the trainees to utili)e
their peers to help $ith the learning process( This
t&pe of instruction is more trainees centered than in
trainer centered( !roup discussions* self/
e-aluations* questions* and e-aluations* and role
pla&s $ill 'e utili)ed to aid the indirect instruction
process(
Indi-idual stud&/ $ill allo$ trainees to use their o$n
techniques to help the learning process( Trainees
$ill use stud& guides* handouts* qui))es* and class
discussion during this process(
All of these instructional strategies help the trainees gain the
%no$ledge that is need to fulfill the class o'5ecti-es $hich is
to 'e a'le to clearl& sho$* understand* and learn ho$ to
appl& their phone etiquette techniques to pro-ide customers
$ith highl& professional* friendl&* and courteous customer
ser-ice( The other o'5ecti-e is to 'e a'le to use the
techniques taught $ithin this class to successful ta%e
phones calls $ith confidence(
ormati-e Assessment ormati-e assessments are an important aspect of learning
and teaching( The primar& goal for utili)ing formati-e
assessments is for a trainer to get an understanding of $hat
a student does and doesn6t %no$( The formati-e strategies
such as o'ser-ations* learning response logs* and indi-idual
$hite 'oards $ill help the trainer gain %no$ledge on the
trainees understanding of the fundamentals of good phone
etiquette(
4'ser-ation assessment/ can ta%e place and an&time
during the training class( This assessment $ould require
the trainer to document and o'ser-e the trainee $hile the&
are engaged in an acti-it& pertaining to $hat the& are
learning(
E9ample* the trainer can ha-e the trainee ta%e
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practice calls or do role pla& phone calls $ith the
coaches( ?hile the trainees are doing the role pla&
acti-it& or practice phone calls the trainee can
o'ser-e to see if the trainees are utili)ing the
techniques that the& ha-e learned(
"earner @esponse logs/ these logs require for the trainees
to record $hat the& ha-e learned and respond information
pertaining to their understanding(
E9ample* the trainer $ill pass out the logs and collect
the logs once the trainees ha-e completed an
acti-it& such as the tri-ia game or a qui)( The
trainees $ill log their le-el of understanding and
their le-el of comfort $ith the information that $as
presented to them( The trainees can also as% and
log additional questions if the& need to(
Indi-idual $hite 'oard/ this assessment $ill gi-e the
trainee a chance to test the %no$ledge of the trainees( A
question $ill 'e as%ed and the trainees $ill 'e allotted a
certain amount of time to ans$er and re-eal their ans$er(
The assessment $ill later form into a group acti-it&(
E9ample* the trainer $ill read a question or $rite a
question on the 'oard* such as ho$ should &ou
lea-e a customer on hold: The trainer $ill allo$ for
each trainee to ans$er $rite the ans$er done and
then re-eal their ans$er( The teacher $ill o'ser-e
the ans$ers and ta%e note of indi-iduals that ma&
'e ha-ing trou'le( 4nce the assessment is
complete the trainer can go o-er the information
again or $or% independentl& $ith the trainees that
ma& ha-e had issues(
<losure The compan& $ill hire indi-iduals $ith different le-els of
e9perience and training that $ill ta%e a$a& the s%ills that are
needed to 'e successful $ith specific 5o's $ithin the
compan&( ace to face or traditional classroom setting
training classes $ill help emplo&ees that do not ha-e the on
the 5o' e9perience and help the indi-iduals $ith e9perience
e9pand on their phone etiquette techniques(
Attentions getter acti-ities are utili)ed to gain the attention of
the trainees and ma%e the learning e9perience fun $hile
the& are 'eing trained( This t&pe of acti-it& is also used to
get students to 'ecome familiar and comforta'le $ith the
information that is 'eing gi-en to them $hile the& are in
training( The ice'rea%er acti-ities that $ill 'e utili)ed during
the training class $ill help the trainees understand the ne$
information that is 'eing taught and also gi-e the trainees a
chance to get to %no$ and $or% $ith their classmates(
Things such as stud& guide handouts* tri-ia challenges*
qui))es* and class discussion $ill 'e used to aid the training
process(
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Trainers must pro-ide must pro-ide the techniques that are
needed in order for the trainees to 'e successful and ha-e
good phone etiquette( The trainers must utili)e an
appropriate amount of time to teach the information that $ill
'e co-ered during class( The students must 'e pro-ided
$ith acti-it& and time during class to engage in the learning
e9perience(
,etailed content such as Po$erPoint* handouts* and stud&
guides $ill 'e utili)ed to help teach the trainees the
information that is needed to ha-e good phone etiquette(
Time slots $ill 'e set aside to co-er all detailed content
Instructional strategies such as indirect* direct* interacti-e*
and indi-idual stud& $ill 'e utili)ed to create a positi-e*
constructi-e* and engaging learning en-ironment( #tudents
$ill continue to get stud& guides* qui))es and handouts to
help $ith the learning process(
ormati-e assessments $ill gi-e the trainer an
understanding of $hat the trainers %no$ and $hat the& don6t
%no$( These assessments $ill let the trainer %no$ $hat
information needs to 'e co-ered again( Trainers $ill do a lot
of o'ser-ation and recording during this process(
All of the information $ithin this training plan $ill help the
trainees 'e good phone associates $hile pro-iding great
customer ser-ice to customers( The trainees $ill 'e a'le to
utili)e the good phone etiquette technique that $as taught to
'e successful in their 5o'(
Materials and @esources
Telephone Etiquette Quiz. (2013). Retrieved from
http://www.proprof.!om
" #mplin$ of t%pe of form#tive #ement. (2013).
Retrieved from http://www.i&e.net
'uine (hone Etiquette. (2013). Retrieved from
http://oper#tionte!h.#&out.!om
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