Instructional Plan | Slide 1 AET/515 Instructional Plan Boardman Corporate University Essentials of Funds Handling Jay Kent

Instructional Plan | Slide 2 PART I - Analysis and Design of Instruction

Instructional Plan | Slide 3 Needs Assessment 1.What is the learning problem or opportunity? Funds handling training for staff members and supervisors is vital to ensure that accountability of funds is maintained. 2.What is currently available? No funds handling training for staff members and supervisors is available to ensure that funds accountability is ensured and customer service is maintained. 3.What should be available? Funds handling training for staff members and supervisors must be provided to protect the firm from misuse of funds.

Instructional Plan | Slide 4 Needs Assessment (Continued) 4.Explain the gap analysis between what is available and what should be available. Funds handling training for staff members and supervisors should be available to protect firm assets and ensure accountability. No training is currently available. Creates the potential for fraud and misuse of funds. Increases the potential of customer disatisfaction leading to lost revenue. 5.What is your recommended solution for filling the gap? Must require funds handling training to ensure that accountability of funds is maintained. Improves the viability of the firm, minimizes potential of fraud, and provides better customer service by ensuring the customer is not overcharged for services.

Instructional Plan | Slide 5 Instructional Goal Funds handling personnel and supervisors will learn company policies for effective funds management.

Instructional Plan | Slide 6 Performance-Based Objectives (PBO) 1.Funds handling personnel (A) will account for all funds (B) in a fiscally prudent manner in accordance with company policies (C) 100% of the time (D). 2.Funds handling personnel (A) will be able to provide customers (B) with correct transaction cost and change(C) 100% of the time(D). 3.Supervisors (A) will ensure (B) that company procedures are consistently maintained (D) to ensure strict accountability of funds (C).

Instructional Plan | Slide 7 Summative Assessment and Learning Outcomes 1.Multiple-choice test plus short answer questions Will assess knowledge of company policies concerning funds management. Will assess customer service procedures concerning transaction management and care of customer needs. 2.Practical hands-on assessment Will assess funds handling staff members on funds handling and customer service through demonstration in hands-on scenarios

Instructional Plan | Slide 8 Learner Characteristics 1.General characteristics: even mix of multi-cultural men and women with a variety of ages ranging from 16 years through retirement age. Work experience, education, and cultural backgrounds varies widely 2.Specific characteristics: prerequisite skills include basic math skills, attention to detail, ability to understand written instruction, integrity, and ability to interact with people. 3.Learning styles: primarily visual and auditory learners. All learning styles may be present requiring flexibility of instructors to ensure that students learn the material effectively.

Instructional Plan | Slide 9 Learner Characteristics (Continued) The implications of these characteristics on this instructional plan are as follows: 1.Students with these characteristics should be able to successfully master the procedures and skills needed to be successful in positions demanding funds handling. 2.Students not having these characteristics will require additional training beyond the scope of this class. They may also need to be reassigned duties that are compatible with their abilities and skills.

Instructional Plan | Slide 10 1.Instructional setting: Classroom environment with evaluation partly in the workplace setting. Will include web-based parts of instruction to teach mechanics of funds handling. Student need access to web-based services via a computer and a Wi-Fi connection. Classroom must include computer terminal with productivity products able to display slides, videos, and etc. Instructor will provide course materials to students either electronically or in paper form. 2.Intended application setting: Workplace located in a business catering to customers and providing cash registers and computers capable of completing financial transactions Students work with customers not familiar with funds handling Learning Context

Instructional Plan | Slide 11 3.Instructional plan development will be created for a classroom environment to include slides, lesson plans, examples, and practice scenarios. 4.Online tools need to be developed to practice basic funds handling principles. 5.Handout material needs to be available. This includes published company policies and procedures for funds handling. Learning Context (Continued)

Instructional Plan | Slide 12 PART II Development and Implementation of Instruction

Instructional Plan | Slide 13 Delivery Modality The Funds Handling Course is an instructor-led course. Provides direct interaction with instructors is required to ensure students learn and practice approved accounting procedures Students must be observed by faculty to ensure approved funds handling procedures are followed Instructors provide immediate feedback to student during role play or computer scenarios Instructors provide immediate answers to questions

Instructional Plan | Slide 14 Instructional Strategies 1.The overall plan governing the instructional content (the information to be taught) Corporate accounting policies and procedures Funds handling procedures Customer service policies 2.Process (how will it be taught). Instruction will be taught in a classroom setting with some computer use to teach the use of corporate funds management software. Students will use role play scenarios to teach customer service methods

Instructional Plan | Slide 15 Instructional Strategies (Continued) 3.Instructional strategies Direct Instruction Lecture – used to teach policies and procedures using presentation slides and video as deliniated in the lesson plan Experiential Learning Computer Assisted Instruction – used to teach corporate computer system procedures via a scenario based simulation Interactive Instruction Role Play – used to teach customer service skills through one- on-one interaction In teams of two, one student will play the role of funds handler/cashier. The other student will play the role of customer. Roles will then be reversed. Instructional Strategies Online. (2009)

Instructional Plan | Slide 16 Plan for Implementation 1.Delivery Dates Approval of plan by leadership and funding approval – 4 weeks Lesson plan development (developed in house) – 8 weeks Computer simulation software development (developed by contractor due to no in house expertise) – 8 weeks Lesson plan and computer simulation will be developed concurrently Total delivery time 15 weeks Instructional Design Expert.com. (2013)

Instructional Plan | Slide 17 Plan for Implementation (Continued) 2.Two day course (13 hours of instruction) held quarterly Day 1. Will be reevaluated and updated after one year. 1 hour – Welcome and administrative remarks.5 – Pretest 1 hour – Introductions 4 hours – Corporate fiscal policies and procedures Day 2 3 hours – Computer financial scenarios practice 2 hours – Customer service role play 1 hour – Post test and end-of-course survey.5 – Wrap-up and certificate presentation Instructional Design Expert.com. (2013)

Instructional Plan | Slide 18 Plan for Implementation (Continued) 3.Individuals and materials involved. Participants include: instructor/facilitator and learners Materials required include: Facilitator/Instructor: Lesson plan, computer hardware and software, classroom, projector screen, whiteboard or chalkboard Student: copies of company policies and procedures handbook, and role play instructions ( to be given out at the beginning of the appropriate section of instruction)

Instructional Plan | Slide 19 Plan for Implementation (Continued) 4.Key players Instructional development designer – program management, course development, instructional staff management Senior leadership – project approval Comptroller – funding resources Software designer (contractor) – simulation software development Information technology department – computer and other technical resources Resource management staff – lesson plan development, and subject matter expert 5.Instruction will be held in available training classroom 6.Course will be held as part of mandatory in processing training for new employees 7.Participants will come from new hires in funds handling positions. New supervisors will also be required to attend.

Instructional Plan | Slide 20 Instructional Resources Materials that will be necessary to implement the instructional plan. 1.Whiteboard/chalkboard Used to rapid notations and information instructors may need to communicate to students on various subjects 2.Computer hardware/software Hardware includes computer, projector, and screen Software includes productivity software for presentations, spreadsheets, and word processing. Simulation software to teach basic funds handling/accounting skills

Instructional Plan | Slide 21 Instructional Resources 3.Policy manuals on fiscal operations Used as the foundation on all instruction in the course 4.Handouts and role play material Used to emphasize important concepts. Used to provide scenarios for role play in customer service exercises

Instructional Plan | Slide 22 Formative Assessment Formative assessment strategies that could be incorporated into the plan. 1.Pretest Used to assess students’ knowledge level so that training can be adjusted appropriately Used as a baseline for determining success of PBOs 2.Post test Used to test students’ knowledge Used to determine if performance based objectives were achieved Northern Illinois University, Faculty Development and Instructional Design Center. (2013)

Instructional Plan | Slide 23 Formative Assessment 3.Post-learning Survey Used to gather student opinion on various aspects of the course (i.e. instructor effectiveness, course content, achievement of objectives, and course material) 4.Observation survey Used to determine after the students perception of the effectiveness of the training after an interval of six months 5.Management Evaluation Used to determine management perception of the effectiveness of the training based on employee performance

Instructional Plan | Slide 24 PART III – Evaluation of Instruction

Instructional Plan | Slide 25 Strategies for evaluating this instructional plan. 1.Instructor evaluation Used to evaluate the course from the instructor point of view. The instructor has the best perspective of the effectiveness of the course and how its meets the PBOs. 2.Post test Used to determine the effectiveness of instructional methods to meet the PBOs. 3.End-of-course student surveys Used to gather student opinion of the effectiveness instructors, course content, and course material to meet the PBOs. Evaluation Strategies eHow. (2013)

Instructional Plan | Slide 26 4.Surveys from students after six months of on-the-job performance Used to determine the effectiveness of the training based on students perception of their performance after an interval of six months 5.Follow-up with management staff of employees after six months of on-the-job performance Used to determine the effectiveness of the training based on students performance in the work place after an interval of six months Evaluation Strategies (Continued) eHow. (2013)

Instructional Plan | Slide 27 Outcome Review A Likert scale survey will be used to evaluate the effectiveness of the Funds Handling course. The Likert scale was chosen because provides a list of questions that are evaluated using a five-point scale. This allows statistical evaluation that gives results that leads to meaningful change or improvement in the course. An example of a Likert scale survey follows on the next slide: Likert.org. (2013)

Instructional Plan | Slide 28 Outcome Review (Continued) Markusic, K. (2012) Funds Handling End-of-Course Survey 1 – strongly agree 2 – somewhat agree 3 – neutral/no opinion 4 – somewhat disagree 5 – strongly disagree Instructor was prepared and knowledgeable. Instructor treated class/students with respect. The course was useful in the performance of my job. The course provided valuable information to do my job properly. Handouts were useful. Customer service role play was useful. Simulation software provided useful practice in learning the firm’s accounting system. I understand what is expected of me on the job. The course prepared me for the workplace. Questions were answered promptly and completely. The course increased my ability to interact with customers. The Course increased my ability to handle funds appropriately. Additional comments

Instructional Plan | Slide 29 Recommendations Funds handling has applicability to business everywhere. This course needs to be available to everyone that handles cash. A new course should be created to recertify current funds handling employees on a bi-annual basis. Customer service training needs to be incorporated into all aspects of business operations. Everyone has a customer and is a customer.

Instructional Plan | Slide 30 Recommendations (Continued) A distance learning course should be developed for employees unable to attend the classroom course. This increases availability to all employees as needed. Annually the course needs to be reviewed to ensure that current policies and procedures are incorporated in a timely basis. Also, a determination on the appropriate length of the course will need to be re-evaluated.

Instructional Plan | Slide 31 References eHow. (2013). How would you use summative evaluations to assess performance gaps. Retrieved September 25, 2013, from performance-gaps.html Instructional Design Expert.com. (2013). Design phase of ADDIE. Retrieved September 25, 2013, from

Instructional Plan | Slide 32 References Instructional Strategies Online. (2009). Retrieved September 25, 2013, from Likert.org. (2013). The likert scale. Retrieved September 25, 2013, from

Instructional Plan | Slide 33 References Markusic, K. (2012). Simplifying the likert scale. Retrieved September 25, 2013, from likert-scale-questionnaire-format-and-sample-questions/ Northern Illinois University, Faculty Development and Instructional Design Center. (2013). Formative and summative assessment. Retrieved September 25, 2013, from