Instructional Plan For The Other Tab Training Christine Fulton CUR/516 Instructor: Carrie Lewis

Training for Other Tab The Other Tab is a area that orders fall into because they were resolved incorrectly, a system issue or because of the date. It is vital these orders are worked swiftly and thoroughly in order to get them processed and out to the member in a timely manner. Most of these orders are aged or nearing aged. It is important to understand the process of orders in the system when working these orders. Some of these order will need to have a heat ticket opened in order to have the order to process correctly.

Description of the selected course or training session Other Tab training will include how to work all 15 tabs of the queue with knowledge given on what happens when orders are forced to other queues. The object of working the Other Tab is to get the orders that are stuck there to move to a divert level that will allow the order to process and eventually move out the door to the member. Processing these orders can be tricky but understanding the ins and outs of order processing helps in making sure we move the orders along. There was basic training given last year for these orders and this has left the department shorthanded on people with the knowledge and know-how and this new session will provide all the information needed to move these orders.

Target Audience Group of five colleagues chosen by management to undergo this training The colleagues will be from the ODS (Order Distribution Department). The rates will be at 100 percent or higher

Delivery modality and length of training session One Week for training Monday through Friday 8am – 4:30pm Mentoring available for the first two weeks on the floor after training They can always ask for help after the three weeks are up Brief Introduction Showing live orders being worked Handouts will be given Detailed step by step instructions Then Hands on learning Working live orders

Goals for the training session To understand the normal process of an order To work through each order and successfully move the order from the Other tab(s) and to have the order processing correctly To know when to open a ticket for IT assistance

Learning Objectives Learners will demonstrate the process of working through an order and moving the order from the Other Tab and process the order correctly Learners will demonstrate the understanding of what will happen to the order when the order is forced to certain areas

Learning Objectives Con’t Learners will gain knowledge to open heat tickets and the proper terminology to use when opening tickets for IT to properly work the order In addition to this knowledge, learners will follow through with emails from it and offer assistance to properly follow and process the order. Learners will gain knowledge of aged orders and when to add to SHAREPOINT for further assistance in working the orders

A-B-C-D Format The intended learners are the group picked from management from ODS. From the learner Analysis the learners are generally Unwilling to learn Lacking in computer knowledge Limited experience in thinking ahead Challenged learners Close to retirement age

A-B-C-D Format Con’t We will be working live orders from a spreadsheet that can be updated from ODM and using computers in the training room At the end of training the learner should be able to identify and move every order in the tabs that are stuck and work them to 100% capacity.

Task Analysis A task analysis will need to be done in order to establish the material correctly so the group will understand what they are doing and how it will affect the orders. “Task analysis is a critical component in the instructional design process because it provides important information about the content and/or tasks that will form the basis for the instruction being developed.” (Brown, 2014) By doing the task analysis we will be able to pin point the exact areas that will need to be further explained and given deeper instruction. “The result of a task analysis is used to provide input for developing instructional objectives.” (Brown, 2014)

Evaluation of the learners “After the change implementation, evaluation should be repeated to determine how the changes affect the…” (Ping 2005) As Ping referees, checking after changes have been made to see if the instructions are being understood is a vital part of the task analysis. An evaluation will be given after the mentoring period. This will ensure the learners will have understood the learning and working the queue. Further training will be given if it is not satisfactory for both the learner(s) and management.

Time Line for training Training will be one week-starting the first week in December 2014 Included will be handouts, lecture, visual presentations and hands on learning Then working live orders Facilitator will be myself

Objectives for the Training Critical thinking skills will be encouraged in order to foresee where the order might go after selecting a conflict to force the order from the Other Tab queue and into a Diverted Queue. Where do “I” start with the order? What happens if “I” select this conflict? After “I” select this conflict now what? Following the order till it reaches a diverted queue.

Instructional Content and Strategies Day 1 First Two hours Rest of the day Ice-breaker-20 Minutes Presentation- 1/2 hr. Quick Break- 5 mins Work a live order- step by step-30 mins Morning Break-15 mins Work More live orders Work the step by step using handouts Answer questions Later half of the after noon see if any one wants to take the lead on the over head Lunch 30 mins Afternoon Break 15 mins Evaluate time- asking questions of the group

Instructional Content and Strategies Con’t Day2 First Two hours Rest of the day Review of material-1/2 hr Morning break-15 mins Discussion and “what if” scenarios Lunch-30 mins Afternoon break- 15 mins Day 3-4 Start in on working with no review

Instructional Content and Strategies Con’t Day 5 First 6 hours Last 2 hours Work orders as previously Assessment- ask questions of the group to answer per instruction and working the orders. Morning Break- 15 mins Use this time to evaluate their knowledge Lunch 30 Mins Afternoon Break- 15 mins

Instructional technologies you will use in the course or training session Overhead- Power Point Presentation Hand out of the Power Point Presentation Work around hand out Computers in will be used while we are in the training room

References Adams, A. E., Rogers, W. A., & Fisk, A. D. (2013). Skill components of task analysis. Instructional Science, 41(6), 1009-1046. doi:http://dx.doi.org/10.1007/s11251-013-9270-9 Brown, A., & Green, T. (2014). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice (2nd ed.). Pearson Education. Digital Preservation Coalition Training Needs Analysis Final Report (2014). Retrieved 9 November 2014, from http://www.jisc.ac.uk/uploaded_documents/finalReport.pdf Ping Li, (2005) "Cognitive task analysis: A cognitive approach to evaluate evidence‐based nursing websites", OCLC Systems & Services: International digital library perspectives, Vol. 21 Iss: 3, pp.252 - 256