512 Implementation Plan

8/2/2019 512 Implementation Plan

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[Communication

Strategies for New

Customer Retention]

Course Design Document

Latanya Blakley

EdTech 512 Online Course

Design (Fall 2011)


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PROBLEM ANALYSIS

Introduction

This instructional design document is created for the management team of KNA, a

service-based franchise organization. The project plan herein will be used for the

creation of an online course for franchisees of the local Branch Office with potential

deployment to other branches in the Region. Investigation of the existing professional

development options revealed that this course will be the first online course of its kind

for the franchisees. Franchisees receive extensive training prior to opening their

business, yet no other online communications related courses exist. The available

materials are workshop based and designed to be delivered in a short workshop format.

All franchise owners are expected to complete a certain number of professional

development credits each year. This course will be eligible for professionaldevelopment credits.

Problem Symptoms and Root Causes

The branch is responsible for consulting with more than 90 franchise owners to confirm

proper practices and support their growth and profitability. In addition to qualitative

feedback, each month franchisees receive a report that outlines key statistics about

their franchise. As with any business, a significant investment of time and effort is

involved in acquiring a new customer, therefore the areas on which the franchise

performance is measured are enrollment, quality and retention. The company hasconducted studies on the aspects of successful franchises to determine what makes

them profitable. While there are several factors that contribute to overall profitability, the

following has been noted with regards to retention: franchises with strong 1-year

retention of customers tend to be most profitable. Therefore, the company established

a set of baseline goals for each franchise to work towards which includes 1-year

retention of 70% (cumulative).

The monthly report referenced above also outlines the 3-, 6- and 9-month retention

statistics for each business. When reviewing the branch reports, the management team

noticed that some business owners were having trouble maintaining strong retention

numbers in these categories representing less than one year. At least 25% of

franchises had 3-month retention below at or 80%. It is apparent that to achieve the 1-

year retention goals, business owners must work to retain customers in the early

months of the customers life cycle.


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To research the issue further, the branch turned to customer exit surveys from the past

year. Three main reasons for customer attrition emerged from the exit surveys:

financial issues, lack of understanding of the service, poor communication with the

franchise owner. The first factor is typically beyond the control of the business owner,

although there is an opportunity to share the financial hardship options available to

customers. Opportunities to address the latter two reasons happen in the form of

customer communication meetings such as the orientation and customer conferences.

This instructional designer conducted a qualitative review of these communications

through observation and discussions with branch support staff and found that they are

often unorganized and inconsistent in the timing and messages being conveyed.

To summarize, the survey results combined with the 3- month retention statistics and

the current condition of customer communications reveal the main symptoms

associated with the root cause of poor communication between the business owner and

the customer.

Problem Statement

Communication issues appear to be a major contributor to customer attrition. Currently,

there exists no ongoing instruction to properly guide existing business owners through

the proper communication strategies to increase customer retention. Franchise owners

need guidance on the best way to implement consistent and effective communication to

new customers.

Table 1 provides a summary of the actual performance and the desired optimalperformance. The gap between these levels of performance identifies the problem.

Actuals Problems (Gap) Optimals

Inconsistent and

unorganized initial

communication

Communication skills are

weak and there is no plan

for consistency in

communication

Strong initial

communication and the

ability to execute consistent

communication

3-month retention of 80%

or lower

Customer attrition well

before the 1-year period

3-month retention of 100%

Table 1.


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Instructional Solution

The key to solving these problems involves providing the learning opportunities needed

for franchise owners to increase their communication proficiency. Communication skills

can be learned and enhanced through instruction, which is an appropriate solution for

closing the knowledge gaps.

Though classroom and blended instruction could be as effective, this instructional

solution fits well into a WBI strategy. One example of this is because the majority of

learners are familiar with computers and the Internet due to the frequent use of these

tools in their business. Franchisees are currently accessing professional development

courses via a new company LMS (which recently replaced Moodle) and through

participating in or accessing the recorded links to Adobe Connect webinars. Other

online tools used include Google Docs and a franchisee portal for accessing reports and

other information pertinent to the business. In essence, online tools and instruction isnot a novel concept for the franchisees. In fact, the asynchronous nature of many of the

LMS courses and Adobe Connect webinars are preferred because of the flexibility they

provide.

There are various benefits for delivering this instructional solution via the web, such as:

Deploying the course via the web prevents the need for coordinating schedules.

Learners can take the courses when and where they desire.

Eliminates the costs associated with travel and venue rental.

Learners can control the pace of the course to some degree, giving them the

opportunity to move past familiar content or review content as needed.

This course will be created as individual modules, however, they must be taken in

chronological order due to the procedural knowledge that will be conveyed and

scaffolded. Students in this WBI would receive the resources, interaction, feedback and

practice afforded in other types of instructional media.

Instructional Goal Statement

Upon completing this WBI, learners will be able to effectively execute a communication

plan with all incoming customers and for the first three months of acustomers life cycle.

The learning outcome for this instructional goal will be at the intellectual skill level of

procedures which is derived from Gagnes Categories of Learning.


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Context Analysis

Organizational Infrastructure

Currently, the company has a corporate university structure for its training and is using

an LMS to house online curriculum. If students needed to use computers on-site, there

are more than four state-of-the-art training rooms that can accommodate 40 - 50 users

with computers and Internet access. All of the computers have been purchased within

the last two years and exceed the minimum requirements needed to support online

course navigation and tasks. The management team is very involved in the daily

decision making. The corporate university is the result of a centralization of functions

recommended by management. The strategic planning is handled by middle

management and they must report diligently to the executive management.

Organizational support for WBI has recently increased with the adoption of a new LMS.The culture has long been accustomed to Instructor-Led Training. There is still a need

for more belief in synchronous courses and follow up to asynchronous lessons.

Regarding ownership, any materials created for this company would be licensed to the

company and branded for the company.

Allocation and competencies of personnel

The course designer and author of this proposal, Latanya Blakley (Tanya), is the

designated Instructor of this course. Tanya has about 15 years of experience in adulteducation and curriculum design. She has also been a part of this franchise

organization for about 4 years. Tanya has designed five previous online courses for

a larger audience of 1200 franchisees, which includes the 90+ from the local area.

Tanya is currently obtaining a Masters of Educationa l Technology degree from Boise

State University, scheduled for completion in May 2012.

There will be only one Instructor for the course until others are trained after the initial

pilot. Most tasks design and administrative will be handled by the instructor as well.

The course registration and promotion will be done by the LMS administrator. The

eLearning Manager would be available for approving content and providing feedback as

needed. This individual is also responsible for procuring resources for the

designer/instructor to assist with completion and delivery of the course.

The IT department is on-site and well equipped to handle any issues that might occur

during training. There are dedicated IT resources for the corporate university. The


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learners will have access to an 800 number as well as online help desk support. This

support is available for 16 hours daily from Monday to Friday.

Learner Location and Technology

The 90+ learners are located in Illinois, Wisconsin and Indiana and are supported by the

branch office associates of which there are currently 5. It is expected that Instructors

from all three states will participate in the initial roll out of the course, though for the pilot

a select group will be chosen to participate.

To participate in the course, learners will need a computer with high-speed Internet

access. Detailed computer specifications will be provided later in the design process.

However, it is anticipated that most of the learners will have sufficient access due to

previous business and learning requirements that had to be met in order to become a

franchise owner. The corporate university computer lab will also be available during thesupported hours.

Learner Analysis

General Characteristics

The learners are comprised of about 80% women and 20% men. While the franchisees

have become more diverse, the primary ethnicity of the learners is Asian (this includes a

large percentage of individuals from India). The age range is wide and includes

learners who are age 23 - 70; the largest percentage of learners is over 40. Generallyspeaking, about 55% of these learners have a high level of computer ability (based on

previous survey data).

All learners are required to have a bachelors degree as a requirement of owning the

franchise. Many also have graduate level degrees or higher. The work experience

again ranges greatly in years and includes 70% from the private sector and about 30%

from the public sector of business and education.

Motivations

This audience of learners is comprised of all entrepreneurs who own one or more

franchises with the company. Therefore, they are motivated by business performance

initiatives. The retention and quality statistics mentioned in the introduction of this

proposal are used to calculate incentive pay for each business owner. Most requests

for learning and professional development opportunities include some aspect of


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business management, communication and marketing. With recent increase in

competition for market share and a change in the incentive structure, the interest level

for these types of topics is high among learners.

Learners are also required to have a certain amount of professional development hours

per year. With most courses and meetings currently offered in person, the desire for

online courses is strong to avoid the travel and benefit from the convenience.

Prior Knowledge, Communication Skills, Technical Skills

Although a formal assessment hasnt been done at this point to determine the learners

prior knowledge, it is expected that most of this audience has some basic understanding

of customer communication strategies. However, there exists a discrepancy in the

training provided on this subject years ago versus what is promoted today. Therefore, it

is safe to assume that the baseline knowledge may be different for every learner even

though communication updates have been afforded to all existing business owners.

As indicated by the ethnic makeup, most of the learners speak English as a second

language (ESL), though many have been in the US for over a decade.

From previous assessments and current daily tasks integral to the business, we know

that all learners possess acceptable keyboarding skills as well as proficiency with email,

chats, threaded discussions, Web navigation and searches. Many also have a high

level of familiarity with file types and creating documents, spreadsheets and PDFs.

There is probably a lesser number of learners who work well with multimedia and

graphic file types. A handful of learners have a computer science or programmingbackground, but very few have contemporary programming skills. This will continue to

be assessed prior to and during course participation.

Entry Level Skills

Because of their involvement with the franchise, learners are expected to have the

following entry skills:

Knowledge of the customer orientation materials provided by the branding

department

Identify materials for informational packet provided to new potential customers

Conduct and grade diagnostics test given to customer

Create progress goals using the information from the diagnostic test and

customer interview


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3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

c. evaluate and select information sources and digital tools based on the

appropriateness to specific tasks

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and

practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and

technology

b. exhibit a positive attitude toward using technology that supports collaboration,

learning, and productivity

c. demonstrate personal responsibility for lifelong learning

6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and

operations. Students:

a. understand and use technology systems

b. select and use applications effectively and productively

d. transfer current knowledge to learning of new technologies


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Task-Objective-Assessment Blueprint (TOAB)

Learning Task Objective Outcome Level Assessment Item

Execute new

customercommunication

plan

Intellectual skills:

Procedures

1.0 Manage initial

customer contact

Given a scenario,

follow all the steps

to qualify the

customer for an

invitation to a

customer

orientation.


Procedures

A customer calls in

to your business,

describe the steps

you would take to

determine if they

would benefit from

the service and can

attend theorientation

1.1 Gather contact

info from

customer

When asked what

items should be

collected during an

initial contact, select

the appropriate

answer.


Procedures

What information

should be collected

when speaking with

a customer for the

first time?

1.2 Ask for referral

source

When asked about

the sequence of

steps, correctly

identify ask for

referral source as

the second step.


Procedures

What is the second

step in the process

of managing an

initial contact?

1.3 Determine

customer need

Given a scenario,

write at least three

appropriate

questions that

would determine the

customers need.


Principles

A father calls in to

talk about his son

who is struggling

with math. What

questions would you

ask him todetermine if our

service can help?

1.4 Briefly explain

service

Given the

guidelines, learn

and write the 60

second description

Declarative

Knowledge

Please write the 60-

second description

of the program in

your own words. Be


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of the program that

includes all of the

required elements.

sure to include all of

the key words.

1.5 Schedule

customer

orientation

When asked about

the sequence of

steps, correctly

identify schedule

customer

orientation as the

final step of

managing the initial

contact.


Procedures

What is the final

step in the process

of managing an

initial contact?

2.0 Deliver

customer

orientation

Given the guidelines

for delivering the

orientation, studentswill create several

mini-presentations

of specified

elements of the

orientation.


Principles

Learners will be

asked to create

severalpresentations using

Web 2.0 tools for

the instructors

review.

2.1 Create

customer info

packet

Given a list of

potential customer

materials and non-

materials, select at

least 3 correct items

for inclusion in the

customer info

packet.


Principles

Review the

materials in the

module and choose

3 items that you

would include.

Write a brief

justification of your

choices and explain

how you would use

them.

2.2 Talk about

features and

benefits

Given the benefits

and features from

the orientation

materials, create a5-minute

presentation

correctly describing

at least 3 features

and benefits of the

service.

Declarative

Knowledge

Using an audio,

video or

screencasting

program of yourchoice, create a 5-

minute presentation

accurately sharing 3

features and 3

benefits from the

prescribed customer


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orientation. Post a

link to the URL of

your presentation.

2.2.1 Demonstrate

product

Given the customer

orientation materials

as a sample,

correctly and

competently

describe the product

in less than 5

minutes.


Concrete concept

Using an audio,

video or

screencasting

program of your

choice, create a 5-

minute presentation

accurately sharing 3

features and 3

benefits from the

prescribed customer

orientation. Post a

link to the URL ofyour presentation.

2.2.2 Answer

questions

When asked

specific questions

about the program

in a scenario, select

the appropriate

answers with 80%

accuracy.


Problem Solving

Mrs. Ramos asks if

it is possible for her

daughter to take two

months off the

program. How

would you address

this? Choose the

best answer for this

scenario.

2.3 Observe

diagnostic test

Given a mock

diagnostic test,

correctly identify all

three of the main

topics you would

discuss with the

customer.


Principles

Please study the

attached diagnostic

test? Describe the

three topics you

would discuss with

the parents.

3.0 Conduct

enrollmentmeeting

Given the guidelines

for delivering theorientation, students

will create several

mini-projects

including specified

elements of the

enrollment meeting.


Problem Solving


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3.1 Review test

results and

progress goal

Given the results of

a test and mock

progress goals,

practice describing

the information to a

customer with at

least 80% of the

rubric score.


Problem Solving

Set up a Skype or

Vyew session within

your group of three.

Each of you will

take turns

describing the test

results and progress

goals in five

minutes. Your

peers will score you

using a rubric and

anonymously

submit the scores to

me.

3.2 Teach gradingsystem

Given three videos,evaluate each to

determine how

effectively the

grading system has

been described.

Intellectual skills:Principles

3.3 Explain tuition

& business

policies

Given a list of

required elements

to include and

guidelines, submit a

1-2 page tuition

policy and contract

with 100% of

elements included.

Declarative

Knowledge

Please review your

current tuition policy

to confirm that all

the required

elements are

included. Your final

product will be

reviewed for

accuracy,

conciseness, clarity

and grammar

according to a

rubric.

3.4 Completeenrollment

process

Given a scenarioand elements to

include, create a 5

minute screencast,

audio or video

presentation

practicing the

Intellectual skills:Principles

Students will beasked to do this

more as a final

practice exercise, it

will not be graded,

but feedback will be

provided.


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completion of the

enrollment process.

3.5 Confirm first

class day

Given the customer

application, select

the statement that

best describes how

to confirm the first

class day.


Procedures

Read each

statement and

choose which one

best describes how

to confirm the first

class day. Write a

brief comment to

justify your

selection.

4.0 Initiate

customer

conferences

Learners will create

a plan that

incorporates the

steps below for amock customer. All

steps must be

included and 80% of

elements must be

present.


Procedures

4.1 Contact

customer after 1st

week

Given a list of items

choose the correct

discussion points for

the 1 week contact

with 80% accuracy.


Procedures

4.1.1 Schedule 1 &

3 month

conferences

Given guidelines

from the lesson,

create a plan that

includes 80% of the

appropriate

elements for 1 & 3

month conferences.


Procedures

4.2 Contact

customer at 1-month mark

Given a discussion

question, write adescription of the 1

month customer

conference to share

with peers in a

group.


Procedures

4.3 Contact Given a scenario Intellectual skills:


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customer at 3-

month mark

and the self-

authored plan,

create a ten minute

presentation

demonstrating the

3-month customer

conference. Upon

review with a rubric,

achieve a score of

80% or higher.

Procedures

Entry Level Skills

0.1 Learn customer

orientation

N/A Declarative

Knowledge

N/A

0.2 Identify

materials for infopacket

N/A Intellectual skills:

Concrete concept

N/A

0.3 Conduct and

grade diagnostic

test


Procedures

N/A

0.4 Create progress

goal


Problem Solving

N/A

0.5 Create

screencast

presentations


Procedures

N/A

0.6 Use

synchronous web

conference software


Procedures

N/A

Potential Instructional Sections and Objective Clusters

Currently, the curriculum addressed in this WBI is best delivered in a very linear fashion

as the majority of the skills are based in procedural knowledge.

1. Welcome to Communication Strategies Introduction and overview

2. A Customer is Calling, Now What Do I Say?(Objectives 1.0 1.5)

3. The Orientation: Getting Customers to Hear Your Message(Objectives 2.0 2.3)

4. Conducting an Effective Enrollment Meeting(Objectives 3.0 3.5)

5. Good Communication: The Road to Customer Retention(Objectives 4.0 4.3)


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WBI Strategy Worksheet for Communication Strategies for New Customer Retention

Orientation to Learning Instructional Strategies for Introduction and

Overview

1. Provide an overview of the entire

course

Welcome statement (text) explains why

communication in is important in general and

in business terms

Graphic art will provide a visual metaphor

relevant to the welcome statement

2. State the objectives and desired

performance outcomes

Text based overview will list the learning

objectives for the entire lesson

Explain what portion of activities will be

graded

Provide minimum passing score needed and

discuss grade book use

3. Explain relevance of the instruction Same overview will include a best case ofcustomer communication and retention

Explanation of how the mastery of each

lesson objective will lead to more effective

communication and the proper execution of a

communication plan after enrollment

A short video addresses the importance of

good customer communication

4. Assist learner recall of prior

knowledge, skills and experiences

Same overview in #2 will refer to past

customer orientation and communication

training in which learners have participated Learners will be asked to provide a short

introduction of themselves on the discussion

board including a description of their current

customer communication style

Remind students of the entry level skills that

they will be using throughout the course

5. Provide directions on how to start,

navigate, and proceed through the

lesson

Same overview in #2 will include a mention of

references to Moodle help for site navigation

Directions on how to use the site and access

resources for help from Instructor, learnersand technical support are posted

A link is supplied to a tutorial on how to use

the LMS

Orientation to Learning for Lessons Overview of Instructional Strategies for

Lessons 1-5

Strategies repeated at beginning of each

lesson

A welcome statement is presented via text


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A recap of what was learned in the last lesson

is shared

A description or scenario is used to highlight

the content topics

The lesson objectives are presented

Instructions on getting started are provided

Instruction on the Content

Subcomponents

Overview of the Instructional Strategies for

Communication Strategies Course

1. Present content information For each lesson, content will be structured so

that students will follow a linear path through

a new customer scenario

Short lectures via text, audio and multimedia

presentations

Group discussions about specific scenarios Collaborative learning situations

Problem solving exercises via text or audio

Project-based learning

Examples and non-examples

Recommend readings on communication and

customer retention

Website links to internal and external

references

2. Provide Learning Cues Graphics such as charts and other visuals to

enhance exercises Socratic method to stimulate ideas

Provide checklists or visual aids to help with

procedural tasks

Highlighting key information using slides

along with audio

Questions asked for discussion threads

3. Present opportunities for practice Exercises and questions to work through

Projects

Case studies

Discussion groups4. Provide feedback on practice Peer review via synchronous and

asynchronous methods

Instructor responses and feedback to learner

discussion posts, practice exercises and

projects

Providing answer keys after submissions


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Feedback from the presentation software

5. Provide review of and close the

lesson

Instructor creates an announcement to

preview the next lesson and topic

Orientation to Learning Instructional Strategies for Lesson 2 - A

Customer is Calling, Now What Do I Say?

1. Provide an overview Welcome statement and introduction to

lesson 2 via text

A recap of what happened in the last lesson





Lesson overview will list the goals and

purposes of lesson 2

3. Explain relevance of the instruction Same overview as above will describe the

importance of first impressions and content

topics to the initial customer contact

management procedure and establishing

good communication and business practices



Same overview in #2 will ask learners to

reflect back on past initial contact

experiences



lesson

Same overview in #2 will explain how to

proceed through the lesson and the

assignments


Subcomponents

Instructional Strategies for Lesson 2 - A

Customer is Calling, Now What Do I Say?

1. Present content information A multimedia presentation (with graphics) will

restate the main lesson objective of Manage

Initial Customer Contact and:

Define what initial contact means and its

purpose

Introduce the main scenario of the course and

explain that learners will guide a virtual

customer through these procedures starting

with initial contact Explain the steps and sub-steps that are

taken to manage the initial customer contact

Introduce the program description that

learners need to memorize

Share an example and non-example of a

good initial contact interaction


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Allow for review of the material if the students

choose

2. Provide Learning CuesSuggest that students memorize the stepsand the 60 sec program description

Provide the initial contact checklist and othervisual aids to help with learning the procedure

Recommend that learners practice and refine

the procedure in role plays before trying it

with customers

3. Present opportunities for practice Present exercises and questions for learners

to work through on various aspects of the

initial contact procedure

Ask learners to share how they would

execute steps in the procedure by writing

some of the questions that would be asked to

the customer

Ask learners to write a description of the

program in their own words in a discussion

thread

Provide incremental deadlines for the

assignments

Remind students how to use the discussion

areas and other contact points

4. Provide feedback on practice Learners provide peer feedback to one

another on the discussion thread assignment

with each learner reviewing the descriptions

of at least 2 of their peers

Instructor provides feedback to discussion

thread

The presentation software provides

immediate feedback on exercises


lesson

Instructor created announcement shared at

the conclusion of the lesson will preview the

next lesson and topic


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Orientation to Learning Instructional Strategies for Lesson 3 - The

Orientation: Getting Customers to Hear Your

Message(Objectives 2.0 2.3)


lesson 3 via text

A recap of what happened in the last lesson Graphic art will provide a visual metaphor







importance of a strong customer orientation

and related content topics to the success of

their business



Remind learners of the experience of being

trained on the content and how to deliver thecustomer orientation and seeing it modeled


consider what elements make up a good

customer orientation as a rhetorical question



lesson



assignments


Subcomponents

Instructional Strategies for Lesson 3 - The

Orientation: Getting Customers to Hear YourMessage(Objectives 2.0 2.3)


restate the main lesson objective of Deliver

Customer Orientation and:

Define the customer orientation and its

purpose

Continue lesson with the main scenario of the

course, including the outcome of the first step

and explain that learners will guide the virtual

customer through an orientation Explain the guidelines and advice for

delivering an effective orientation

Share some dos and donts of the orientation

Explain how the customer info packet is key

to the orientation as visuals

Explain what benefits and features are and

discuss the role of each in the orientation


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Create exercises that demonstrate how to

answer customer questions with a few

examples

Allow for review of the material if the students

choose

2. Provide Learning Cues Provide the customer orientation materialsand other visual aids to help with learning the

procedure and completing the exercises


the orientation in role plays before trying it

with customers

Recommend strategies for customizing and

learning the orientation (this may be via video

or notes)

3. Present opportunities for practice Present an interactive exercise to review

entry level knowledge Present exercises and questions for learners


customer orientation procedures and

principles

Create a discussion board on types of

customer questions and answers that can be

provided


assignments

Remind students how to use the discussionareas and other contact points

4. Provide feedback on practice Provide a self-assessment checklist for

learners to determine their strengths and

areas for improvement on presenting the

customer orientation




lesson




Orientation to Learning Instructional Strategies for Lesson 4 -

Conducting an Effective Enrollment Meeting

(Objectives 3.0 3.5)


lesson 4 via text


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importance of an effective enrollment meeting

and related content topics to communication,

retention and the success of their business




consider what elements make up a good

customer orientation as a rhetorical question



lesson



assignments


Subcomponents

Instructional Strategies for Lesson 4 -

Conducting an Effective Enrollment Meeting

(Objectives 3.0 3.5)


restate the main lesson objective of Conduct

Enrollment Meeting and:

Define the enrollment meeting and its

purpose

Continue lesson with the main scenario of thecourse, including the outcome of the second

step and explain that learners will guide the

virtual customer through an enrollment

meeting

Explain the concepts and principles that are

part of the enrollment meeting while citing

that several steps include entry level skills

Share examples and non-examples of how to

describe enrollment meeting elements

Explain why it is important to share thecommunication expectations and plan with

the customer

Share the potential for customer objections

while citing that the content will be provided in

another course

Allow for review of the material


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2. Provide Learning Cues Provide the enrollment meeting checklist and

other visual aids to help with learning the

procedure



with customers Provide articles for handling customer

objections while citing that the content will be

provided in another course

Provide the rubric that will be used to grade

the practice exercises



enrollment meeting

Assign groups for learners to practice

describing the test results and progress goalusing a synchronous communication program

Ask learners to create a project to practice

the completion of the enrollment process


assignments



4. Provide feedback on practice Learners provide peer feedback to Instructor

on the synchronous assignment and

Instructor summarizes the feedback andgives an average rubric score

Instructor provides feedback on the project for

the completion of the enrollment process




lesson




Orientation to Learning Instructional Strategies for Lesson 5 - Good

Communication: The Road to Customer

Retention(Objectives 4.0 4.3)


lesson 5 via text





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3. Explain relevance of the instruction Same overview as above will describe why it

is critical to create and establish a customer

communication plan

4. Assist learner recall of priorknowledge, skills and experiences

Same overview in #2 will review the context

of the customer communication plan as it was

described in initial training and how it relates

to customer retention



lesson



assignments


Subcomponents

Instructional Strategies for Lesson 5 - Good

Communication: The Road to CustomerRetention(Objectives 4.0 4.3)


restate the main lesson objective of Initiate

Customer Conferences and:

Define a customer conference and its

purpose

Continue lesson with the main scenario of the

course, including the outcome of the previous

step and explain that learners will guide the

virtual customer through customerconferences

Explain the steps and sub-steps that are

taken to initiate customer conferences

Describe the elements of a customer

communication plan citing the list of minimum

requirements

Share an example and non-example of a

good customer conference

Allow for review of the material

2. Provide Learning Cues

Share examples of communication plans thathave been effectively used to provide

learners with ideas

Share a list of the minimum requirements for

customer communication plans



with customers


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Rubric for final project is shared with learners



initial contact procedure

Present learners with discussion questions

regarding the 1-month communication plan todiscuss in a group

Ask learners to create a project to

demonstrate their execution of the 3-month

communication plan


assignments



4. Provide feedback on practice The presentation software provides

immediate feedback on exercises Learners provide peer feedback to one

another on the discussion thread assignment

with each learner reviewing the descriptions

of at least 2 of their peers

Instructor provides feedback to discussion

thread

Instructor provides feedback on final project

using a rubric scoring process


lesson

Instructor created announcement shared

before the final project is due will wrap up theentire lesson and reiterate final steps

Measurement of Learning

Subcomponents

Instructional Strategies

1. Assess performance or progress

toward the goal

Informal formative assessment tools will be

utilized during each lesson and include the

following:

Question routines and review exercises in the

multimedia presentation of the content Projects to demonstrate accomplishment of

the learning task objectives done through

synchronous and asynchronous means

In the final module, students will submit their

communication plan and a ten minute

presentation of the 3-month customer conference


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as a final informal assessment.

2. Advise Learners of scores Feedback on the questions and exercises will

be provided through the multimedia

presentation software

Projects will be peer assessed or Instructor

assessed using rubrics Students will be advised of all scores

Remediation will be discussed if needed

The formative evaluation scores will be used

to determine the effectiveness of the course

in meeting the objectives. A baseline has

been established of 70% accuracy/scoring for

all company professional development.

Summary and Close Components Instructional Strategies

1. Provide opportunities for retention Additional cases or examples will be sharedto reinforce learning

Course summary will be provided to learners

through text in the final module

2. Provide remediation for unmet

objectives

Students can review any of the previous

modules as they will remain open for learners

If many students have failed to meet a certain

objective, remarks will be added to the above

text summary for the course with

recommendations for sections to review

Learners will be asked to work with theirbusiness consultant on certain objectives

3. Enhance and enrich learning Additional exercises and materials will be

provided in each lesson, the suggestion to

review them in greater detail will be reiterated

Wrap up remarks via the summary

Reference to future professional development

activities will be provided in the summary

Overview of the Motivational Strategies for Communication StrategiesFor Orientation to Learning

Learners will be asked to provide a short introduction of themselves on the discussion board

primarily through a description of their current customer communication style

Photos and biographies of learners will be made visible to all students to create a sense of

community



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The lesson content is very relevant to learners because it will contribute to the improvement

of their customer retention

Learners already communicate and share ideas on discussion threads outside of the

course and will do the same within the course

Learners are interested in being in courses with franchisees from other parts of the country

Learners will be given a range of scenarios to work through including some challengingones

Instructor will model positive participation and constructive feedback

Measurement of Learning

Instructor will provide timely and constructive feedback through email and discussion boards

when appropriate

Multimedia presentations will provide immediate feedback to promote competence and

learner attitudes

Multiple opportunities for practice with a range of difficulty levels can help support learner

confidence

Summary and Close Learners will be encouraged to keep in touch with classmates to share more ideas on these

topics

Learners will be able to review the course as needed and will be encouraged to do so

Plans for Handling Other Factors Related to WBI Project

Class Size

The class size will be limited to 18 participants because of the group work and the level of

interactivity required for the course

Navigation and Learner Control The class will be about 50% learner controlled and 50% instructor controlled, this is due to

the linear nature of the content and the need for students to review the multimedia content

before attempting to complete all of the other activities

Buttons and links will be mirrored on each page for consistency and ease of navigation

Feedback

Immediate feedback is imbedded into the multimedia content presentations

Instructor will aim to answer all emails within 24 hours

Feedback will be provided in the grade book for learners on graded projects

Interactivity

Content interaction through multimedia content, automatic and facilitated question routinesand LMS notifications is provided

Thread chats, email and synchronous communication will be used to encourage interactivity

Feedback from peers as well as Instructor on projects

Group or partner projects

An icebreaker/introduction will be used early in the course

Activity will be encouraged inside and outside of the course


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Implementation Plan for Communication Strategies for New Customer Retention

Time and Budget Allocations for Communication Strategies

Personnel and Duties Estimated Time

Requirement

Costs

Instructor: Tanya Blakley

Select participants of pilot course

Instruct the course

Hold online office hours

Respond to email and texts

Troubleshoot instructional issues

Review, grade and provide

feedback on assignments

Submit grades to LMS transcript

Miscellaneous activities

2 hours (one time)

4 hours

2 hours

3 hours

3-4 hours

4 hours

2 hours

2-4 hoursTotal: 22-25 hours

weekly

Salary determined by the

management team

Administrative Assistant: Diana

Taylor

Work with team to select

participants of pilot course

Compose correspondence to

explain the pilot and participant

roles

Supervise registration Email course materials

2 hours (one time)

2 hours (one time)

2 hours (one time)

2 hours (one time)

Total: 8 hours


management team

IT support: No specified person

Troubleshoot technical problems 3-4 hours

Total: 3-4 hours weekly


management team

Initial Learner Contact and Registration

Preparation Tasks for Implementation Responses

What is the initial contact for learners?

How will the WBI be advertised?

What is the course schedule?

Who makes the initial contact?

How will the initial contact be made?

Pre-pilot: via a monthly meetings and

email; post-pilot: using the intranet, LMS

dashboard, discussion boards and email

Starts in January 2012 and runs for 8

weeks

The branch administrative assistant will

compose a welcome e-mail to all pilot


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What is the role of the instructor?

How do learners know where and when to

register?

participants.

To facilitate the course and answer all

content related questions

This is included in the welcome e-mail and

will be provided on the dashboard of the

company LMSAre the technical requirements for

communication and distribution in place?

How do learners identify the software or plug-

ins that they need?

How do learners know their roles and

responsibilities?

Who do learners contact for technical support?

How will support materials be supplied to

learners?

All software and hardware requirements

are described in the course outline

document

Learner roles and responsibilities are

described in the course outline document

Learners will contact the IT department for

technical support All support and course materials will be

made available through the LMS and e-

mail when necessary

What are the communication tools for

participants?

How will learners and the instructor contact

each other?

How are course expectations shared?

How do learners share and send documents?

Correspondence between the learners and

instructor will take place via e-mail text

message phone and within the LMS

Course expectations are described in the

course outline document

Documents can be sent via e-mail or

uploaded to designated areas in the LMS

Do participants need online skills training?

How will the course instructor be trained?

How will learners be trained?

Instructor has taken graduate-level

courses regarding pedagogy and

andragogy, designed classroom and online

courses. The pilot will provide an

opportunity for hands-on experience

facilitating online Learners will have access to an online

PDF tutorial that they will be encouraged to

complete prior to the course

commencement


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Strategies for Effective Facilitation

Facilitation Activity Strategy

Keeping discussions alive and on track All discussions will take place

asynchronously in the LMS. The instructor

will pose questions and learners will

respond to them.

To encourage discussion and expose

learners to new ideas, they will be asked to

respond to at least two other postings.

A "hallway" forum will be used to

encourage informal discussion and

questions of peers.

The instructor will also periodically respond

to postings if the discussions appear to

have gone off track.Creating group synergy At least one project will be done as a group

and each person in the group will be

assigned a specific role.

Students in groups will be directed to take

a few minutes at the beginning of a group

session for an icebreaking activity.

Learners are encouraged to keep in touch

with classmates at the conclusion of the

course.

Provide timely feedback

In the introductory e-mail, the instructor willshare that assignment feedback should be

received in approximately 5 to 7 days.

The course outline document will indicate

that initial e-mail responses should be

expected within 24 hours.

E-mail will be checked at least once a day.

Engage learners in the WBI Weekly office hours are available to

learners for questions and discussion.

At least one synchronous chat session will

be offered through learner sign up around

the middle of the semester.

Notification of class events will take place

through news, calendars, announcements

and e-mail.

Technical issues will first be addressed by

e-mail, then by phone, and finally through

remote access if necessary.


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Strategies for Managing Day-To-Day Activities

Management Activity Strategies

To be completed by IT support

Technology troubleshooting The course can be moved to a backup

server if the primary server fails.

In the event both servers fail, assignments

will be distributed via e-mail.

To be completed by the instructor

Activating links

Sharing time expectations

Addressing participation issues

Assessing learners

Send e-mails and post announcements to

indicate that weekly lessons are available.

Class starts on Mondays and learners will

have until the following Tuesday to

complete and post assignments.

Inform learners about weekly time

commitment and reiterate expectationsfrom course outline document.

E-mail learners who do not participate for

two consecutive weeks

Review assignments and projects

To be completed by learners

Course Participation Access course and complete activities

according to schedule

Participate in discussions and help build a

sense of community

Obtain necessary skills and knowledge to

be an effective online learner.

Utilize discipline, time management and

organizational skills

512 Implementation Plan

Documents

Transcript of 512 Implementation Plan