AET/515 Instructional Plan

Katharine Baker

Instructional Plan | Slide 1

Needs Assessment
1. What is the learning problem or opportunity? Melancon Cenvention Center and Hotel Currently hosts meetings, conferences, and events Company does not offer training on meeting services Staff is expected to have existing knowledge and experience Lack of continuing education for current employees to learn new services and options

Instructional Plan | Slide 2

Needs Assessment
2. What is currently available? Baderman Resort currently employees meeting/event staff Prior knowledge on meeting and event planning is required New services and changes are communicated through managers No training is provided on those changes

Instructional Plan | Slide 3

Needs Assessment
3. What should be available? Staff should be trained on one uniform set of procedures Allow staff to learn from the same resources/materials Ensure consistent service and standards and expected from all employees Provide continuing education for employees in the department

Instructional Plan | Slide 4

Needs Assessment
4. Explain the gap analysis between what is available and what should be available. Offering meeting services can be profitable to the resort Lack of training puts staff into situations they cant handle There is more associated with event planning than what staff may know Staff needs opportunity to learn about what services are offered Training on how to handle customer service issues can increase employee satisfaction Knowledge transfer between employees is poor Causes information to be forgotten over time New options and services are not getting implemented properly
Instructional Plan | Slide 5

Needs Assessment
5. What is your recommended solution for filling the gap? Currently affiliated with Boardman Corporate University Currently offer employee training to Baderman Resort employees on other customer service areas A course should be offered on how to conduct meeting services and event planning Teach students about available resources Promote consistency among all meeting and event employees Provide continuing education for existing employees to learn new services and skills Training will be required for any existing employees and those who seek promotion into the department
Instructional Plan | Slide 6

Instructional Goal
The goal of this course is to provide employees with the skills needed to offer a wide variety of meeting and event planning services including meeting space layout, coordinating audio/visual needs, working with catering services, and marketing opportunities.

Instructional Plan | Slide 7

Performance-Based Objectives
1. Throughout the duration of this course, students will assess their meeting service knowledge by evaluating at least 3 examples of existing meeting scenarios and case studies. 2. Upon completion of this course, students will be able to organize meetings and events on their own with a minimum of 90% satisfaction rate.

Instructional Plan | Slide 8

Summative Assessment and Learning Outcomes

1. Complete a mockup of a meeting or event based on a possible scenario or existing case study Use examples from existing situations Create events based on the skills that were learned 2. Complete 3 stages of hands-on training with a mentor who is currently working as an event planner for the resort Shadow the mentor throughout an entire event Allow student to observe the process in action See how others perform job duties to get examples

Instructional Plan | Slide 9

Summative Assessment and Learning Outcomes

Facilitate a meeting or event under the direction of the mentor Kinesthetic or Hands-on options will help students learn Allows them to perform necessary job duties without having to be on their own Provides guidance from someone with experience Host a meeting or event alone Opportunity to show what they learned May be a smaller or less complex event to start Employees will be observed by their mentor Feedback will be given throughout the event

Instructional Plan | Slide 10

Learner Characteristics
General Characteristics 20 employees showed interest in learning meeting and event planning skills Majority of employees were female 16 women and 4 men completed surveys Average age is 28 years old Average of 5 years work experience in customer service

Instructional Plan | Slide 11

Learner Characteristics
Specific Characteristics All interested employees have worked for Baderman Resort for at least 2 years All currently work in customer service related positions Eager to learn new skills Want to advance their career and gain new opportunities Aptitude tests showed mostly average communication skills Additional testing may be needed to determine if more education is needed

Instructional Plan | Slide 12

Learner Characteristics
Learning Styles Majority of employees surveyed felt they learned best in kinesthetic environments Many others felt that visual learning through videos and images worked best

Instructional Plan | Slide 13

Learner Characteristics
What are the implications to your instructional plan based on these characteristics? The session is not open to every employee in the organization A specific interest in meeting and event planning needs to be expressed Prior experience in meeting and event planning is not required, but is an asset Must have worked for the resort for at least 1 year The course will not cover basic customer service processes

Instructional Plan | Slide 14

Learning Context
The class will be held at Boardman Corporate University Face to face learning environment Maximum of 20 students per class Hands on time after the class Allow students to learn from an employee mentor Course will be knowledge-centered and Focus will be on activities and knowledge needed to succeed in the department Open-ended learning environment Will use problem-based learning

Instructional Plan | Slide 15

Learning Context
Since the classrooms will be small and attendance is limited, there will be a lot of group discussion and collaboration on assignments during the class. Example meetings will be planned based scenarios and case studies that students will review. Information will be presented in the form of a problem and the students will be expected to solve these problems in order to complete the scenario The field-experience section can be done any time after the classroom piece has been completed and will be based on upcoming events and availability of each mentor.

Instructional Plan | Slide 16

Delivery Modality
Classroom Session Instructor-led
Direct teaching

Synchronous Learning Environment Employee Shadow Session Instructor-led

A less formal learning environment

Synchronous Learning Environment

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Instructional Strategies
Instructional Plan 8 hour course Lecture and Cooperative Learning Employee Mentor Shadow Instruction Instructional Strategies Study and Note Taking Ten and Two Method Cooperative Learning Problem-Based Learning Instructional Simulations Instructional Games

Instructional Plan | Slide 18

Plan for Implementation

Implementation Plan Timeline Course Development 1 month Pilot Testing 2 weeks Course Adjustments 2 weeks Course Kickoff/Instructor Briefing Materials Instructor Students Visual Aids Copies of Handouts Who is Involved? Existing Event Planners Instructional Designer
Instructional Plan | Slide 19

Plan for Implementation

Instruction Plan Timeline Classroom Session 8 hours Mentor Shadow Session 3 Stages Stage 1 1 week Stage 2 1 week Stage 3 1 week

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Instructional Resources
Resources Include Whiteboard Oversized Post It Note Pad TV with DVD Player Supplemental Handouts Handouts for Case Studies

Instructional Plan | Slide 21

Formative Assessment
Formative Assessment Strategies Questioning Graphic Organizers Observation Peer/Self Assessments

Learning Journal
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Evaluation Strategies
Evaluations Conducted at the end of each training period Student Surveys Questionnaires Evaluate Student Knowledge and the Course Client Surveys Determine customer satisfaction based on employee training Follow-up with Management Bi-Annual meeting with all convention center managers Discuss areas of progress and where improvements are still needed Provide a report to Instructional Designer
Instructional Plan | Slide 23

Outcome Review
Reviewing Learning Outcome - Rubric Scoring Scale - Analytic Rubric - Qualitative Descriptions - Formative or Summative - Measures Performance

Instructional Plan | Slide 24

Recommendations
Open course offering to employees outside of conference center
Those interested in meeting services must attend course to continue with their job application Increase the session from 8 hours to 16 hours Allow more time lecture on proper customer service techniques and how to handle various scenarios

More classroom time

Keep mentors after employee has completed training

Instructional Plan | Slide 25

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

instructional design: connecting fundamental principles with process and practice. Boston, MA: Prentice Hall.

Kan, A. (2007, Jan). An alternative method in the new educational program from the point of performancebased assessment: rubric scoring scales. Educational Sciences: Theory & Practice, 7(1), 144-152. Mills, M. (2012, July 20). Are you using your training tools effectively? Retrieved from http://www.allencomm.com/2012/07/use-web-basedtraining-tools-effectively/
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References
Peterson, C. (2003, Jul). Bringing ADDIE to life: instructional design at its best. Journal of Educational Multimedia and Hypermedia, 12(3), 227-241. Science Teaching Reconsidered: A Handbook. (1997). Choosing and using instructional resources. Retrieved from http://www.nap.edu/openbook.php?record_id=5287&pa ge=47

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References
Training Room. (n/d). Understanding your learners. Retrieved from http://toolboxes.flexiblelearning.net.au/demosites/series 12/12_09/toolbox12_09/resources/training/book/qg/und erstandlearn/characteristics.htm

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Template End
You have completed the three parts of the instructional plan assignment. To complete your Week Six assignment be sure to submit your entire template reflecting sections I, II, III, and the Reference slide.

To finalize your instructional plan, remember to remove slides 2, 3, 10, and 16. Your final presentation should only reflect the three sections of your instructional plan. The instructions within this template should be removed.
Note: Students must upload the final completed Instructional

Plan (Parts I, II, and III) to their personal Presentation Portfolio in TaskStream. (This is required.)
Instructional Plan Template | Slide 29