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Instructional Plan Phases

Amanda Reagle
CUR/516
September 14, 2015
Dr. Shirley Burnett

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Phase I
Course Title
Course Description

Target Audience

Delivery Modality & Length

Goals of Training

Efficient Delivery & Service Scheduling for

Floor Associates
This course will teach floor associates how to
use a set of relevant questions and related
timetable job aid to schedule appliance
delivery, removal, and service calls to ensure
maximum efficiency of human resources
(delivery and service professionals.) This
includes prioritization of jobs based on need.
Floor associates, with service manager and
delivery/servicemen auditing the course and
available to answer questions regarding
timetables
Face-to-face training with job aids available,
followed by sales floor walk-through for reallife scenario practice
One-hour course
- Increase efficiency of delivery scheduling
- Improve service to customers

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Phase II
Goals

Efficient Delivery & Service Scheduling for Floor Associates

1. Increase efficiency of delivery scheduling

Objectives

2. Improve customer service

A- Audience Floor associates with company
owner, service manager and
delivery/servicemen auditing course
B- Behavior Use job aids with each
customer to properly schedule delivery &
service calls
C- Condition Face-to-face, one-hour course
with associated job aids & scenario practice

Learning Type
(Project-based learning, Collaborative
learning, or Critical thinking)

Instructional Strategies & Activities

Instructional Technologies

D- Degree Associates should understand

need for job aids as a means of increasing
efficiency and clearly understand categories
within working aids to calculate delivery &
service times
Encourages critical thinking by ensuring all
employees understand the reasoning behind
the training and the new methodology to
increase efficiency in scheduling and timely
customer service. Paul and Elder (2000) were
quoted by The Critical Thinking Community
(2013) about relating an issue to the learners
own experience to promote active learning.
Learner-centered instruction to enhance
collaboration & understanding between the
different employee functions (Brown &
Green, 2011)
Job aids explained as part of instruction &
used in real-world simulations
Simple spreadsheet that calculates delivery
times based on question inputs

Phase III Timelines for Implementation

Course Start Date
Course Duration

Individuals Involved

Resources & Materials Needed

Implementation Details

Formative Assessments

Monday, January 4, 2016

One-time/60 minutes with possible follow-up
depending on summative evaluation and
learner evaluation
Facilitator is instructional designer; floor
associates as primary learners;
delivery/servicemen, service manager;
company owner as auditors
At least 60 days of timing for deliveries and
service calls, with inefficiencies recorded,
which will be used to develop spreadsheet to
calculate delivery times
Realistic practice scenarios for training
purposes
This training is developed for a small, familyowned company; therefore, all employees will
attend training. The plan is exciting because it
will take the mystery out of scheduling
deliveries and service calls, because the duties
are fragmented among the employees.
Creating a central system for scheduling ends
the inefficiencies in scheduling for customers
and reduces tension between employees for
over-promising delivery timelines.
Morrison, Ross, & Kemp model

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Phase IV- Evaluation of Instructional Plan
Criteria for Measuring Effectiveness

Evaluation Instruments

Evaluation Overview

- Can scheduling be performed by any

employee as a result of this training?
- Is there an improvement in the number of
customers who receive timely service?
- Usability test to measure ease of use for
spreadsheet
- Further design review to ensure timelines
are correct in spreadsheet algorithm
Based on Morrison, Ross, & Kemp model
Planning This evaluation is for the owner
of the company, in an attempt to improve
instruction that is being developed. Will this
course improve scheduling efficiency?
Conducting Collect data on how the
current spreadsheet calculates times based on
real situations. Is the spreadsheet easy to use
and make reasonable timelines?
Reporting What was learned from the data?
Where can instruction be improved before full
implementation? Is there anything missing
that was not addressed in the data?

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References
Brown, A., & Green, T. D. (2011). The essentials of instructional design: Correcting
fundamental principles with process and practice (2nd ed.). Retrieved from The
University of Phoenix eBook Collection database.
The Critical Thinking Community. (2013). Teaching tactics that encourage active
learning. Retrieved from http://www.criticalthinking.org/pages/tactics-that-encourageactive-learning/468