1. Every Employee Can Learn to Use the Big Shot
Welcome to the corporate team.
Introduce yourself and your design team to the corporate team.
Thank them for their time in letting you present your findings and instructional plan.
Explain to the corporate team that this presentation will show that every employee can learn the Big Shot and help meet the corporate goals for employee education.
Explain that this presentation will only take 30 minutes.
Big Shot Employees

2. Our Corporate Education Directives
Employee Product Know-How
Our CEO has made it clear that all employees need to learn our major product lines.
Our CEO has made it clear that all employees need to learn how to use all of our major products.
Why?
Customers report dissatisfaction with employee product knowledge.
Customers report that employees don’t know how to demonstrate the product.
Two months ago, Rich explained in a company meeting, two of our company’s education directives and explained why these two are so important.
Customers report that Stampin’ Up! employees don’t have product knowledge and, more especially, they don’t know how to use the Big Shot
Our Training department has a plan to help meet the corporate education directives

3. Big Shot Employees!
The Training Department organized a group to develop an Instructional Plan for a Big Shot course. In this course, employees will learn how to use the Big Shot.
This course will help meet the two educational directives outlined by Rich at our last company meeting.
Rich helped to organize the group tasked with designing and developing this plan. This plan will help meet the needs of the wide range of learners in our employee group.
While this course only focuses on one product, it will still help meet the goals outlined in the corporate goal sheet.

4. Instructional Design Team . . .
The Team
This team consists of instructional design professionals, a corporate sponsor, a product specialist, an HR representative, and a few from our target learning group.
Our Role
Using corporate education goals as a guide, we will develop an effective course that will teach employees how to use and demonstrate the Big Shot.
Our goal is to bring together a group of individuals to help us find out where the learning gaps are, etc.
Our goal was to create an instructional plan that would clearly outline to the corporate team our plan for creating instruction to reach the goals of the corporate team.
Our goals are to meet the corporate goals.

5. Instructional Design Team Process
A Method to Our Madness . . .
Designing effective instruction that actually meets goals means following a time-tested process involving three steps:
Analyze
Design/Develop
Evaluate
Briefly explain the ADDIE process in terms they understand (Hodell, 2011).
Briefly explain our process:
ADDIE, analyze, design, develop, evaluation
Learner, needs, share goals and objectives
Explain the importance of detailed goals to determine and measure success.
Talk specifically about evaluate and how important that is.
Reference:
Hodell, C. (2011). ISD from the ground up: No-nonsense approach to instructional design (3rd ed.). Alexandria, VA: ASTD Press.
Without these steps, we may create instruction that doesn’t meet goals and wastes valuable resources and time.

6. The Analyze Phase . . .
We conducted an audience analysis to discover aspects of our learners that will aid us in creating instruction. Here’s a snapshot of our employee audience:
All are from years old.
70 percent of the audience are women.
All have some education, from high-school to doctorate level.
10 percent of the audience are not fluent English speakers or readers.
A small percentage will not use the Big Shot machine in their job, so they may be reluctant to take the course.
Many of the target audience know how to use the machine, so a test-out feature will be offered to allow any of the target audience to demonstrate their proficiency with using and demonstrating the machine.
Analysis is the data-gathering part of instructional design (Hobell, 2011).
We conducted a needs and task assessment to determine our real objectives and goals for the course.
Of course, we needed to learn more about our audience, the people we work with everyday. So, we asked all employees to complete a survey to learn more about our audience. This information gave us valuable understanding about how to proceed with our course.
Reference:
Hodell, C. (2011). ISD from the ground up: No-nonsense approach to instructional design (3rd ed.). Alexandria, VA: ASTD Press.

7. Designing and Developing . . .
With our analysis phase completed, we will begin to design and develop the course, which involves:
Writing goals
Writing objectives
Completing the design plan
Produce materials
Explain that design and develop are typically two phases, but for this purpose, I’m explaining them as one.
Design is the blueprinting stage of instructional systems during which instructional
designers create the blueprint for a project with all the specifications necessary
to complete the project. During this stage, instructional designers write the objectives,
construct course content, and complete the design plan (Hobell, 2011).
Reference:
Hodell, C. (2011). ISD from the ground up: No-nonsense approach to instructional design (3rd ed.). Alexandria, VA: ASTD Press.

8. Course Goals and Objectives
Here are the goals for the course from our Instructional Plan:
Upon completing the “Using and Demonstrating the Stampin’ Up! Big Shot Machine” course an employee student will demonstrate proficiency in all uses of the Big Shot machine.
Upon completing the “Using and Demonstrating the Stampin’ Up! Big Shot Machine,” course an employee student will demonstrate confidence and ability to demonstrate all uses of the Big Shot machine to another employee.
Course goals need to be more detailed than “everyone needs to learn how to do it”
Goals and objectives are the lighthouse for all our design.
So, we’ve taken careful thought and time to write just the right goals and objectives (Hodell, 2011).
With an effectively written goal and objective, you can understand more easily whether you’ve reached it at the conclusion of instruction.
learner, needs, share goals and objectives
Explain the importance of detailed goals to determine and measure success.
Reference:
Hodell, C. (2011). ISD from the ground up: No-nonsense approach to instructional design (3rd ed.). Alexandria, VA: ASTD Press.

9. Course Title, Description, and Length
Mandatory Big Shot Training for All Stampin’ Up! Employees
In this 60-minute course, you’ll learn all the uses of the Stampin’ Up! Big Shot machine and develop the confidence to demonstrate all of the uses of the Stampin’ Up! Big Shot to fellow employees, demonstrators, and customers. Discover how the Big Shot cuts and embosses cardstock, paper, fabric, and other materials. Learn how use folders, steel-ruled dies, and Framelits dies in the Big Shot machine. Become proficient at using the Big Shot with a variety of materials, dies, and folders in order to demonstrate how to use the Big Shot machine with other course participants.
We thought you might like to see what we’re calling this course and what description we’re giving it. This will be the description that will be part of the communication to all employees.

10. Snapshot of the Course
The course will include a variety of instructional techniques and will use a variety of resources:
PowerPoint presentation
Instructor demonstrations
Collaboration groups to foster employee-to-employee learning
Quizzes
Reciprocal teaching
Translation services
Evaluation groups
Briefly explain our Instructional Plan recommendations.
PowerPoint, Training room, resources, how many people, testing out, demo videos, share collaborate, bring employees together, we could even share our efforts to our demonstrator base through social media to achieve some social currency with our demonstrators.
Instructional strategies, demo videos, collaborative groups, quiz mid-point, reciprocal teaching, translation services, evaluation groups.

11. When This Will Happen . . . Delivery of Instructional Plan (9/8/14)
After we deliver a completed Instructional Plan to the CEO, we will conduct an evaluation of our plan and do a course simulation with a group of learners. We’ll then make valuable revisions to the plan.
Develop Instruction (10/13/14-10/29/14)
We’ll design and develop all aspects of the instruction, including media, materials, translation, and presentations.
Deliver Instruction (11/7/14-11/21/14)
We’ll deliver the course to all employees.
The timeline for implementing this course is detailed, but we’ll just give you the highlights:
All course materials gathered (October 27-28)
Instructors chosen (October 28-29)
Translators chosen (October )
Pre-test to evaluate skills with Big Shot machine given (November 3-5)
Gather data from pre-test and group learners (November 6-7
Test-out demonstration option given to all employees (November 10-11)
Groups of learners categorized into learning groups by language (November 12)
Course scheduled for each group (November 13)
Course scheduled and implemented (November 17-21)

12. Advertising the Course . . .
Communication Plan
Since all employees will need to either test-out or take the course our team will work with the HR department and the design department to create a corporate campaign announcing the course. This communication will include rationale for all employees taking the course and when the course will take place.
Building Interest
To build interest in the course, especially because it is mandatory, we will tout the benefits to the entire company in knowing how to use the machine through an internal PR campaign. In addition, the company will offer a gift card for all employees who pass the course.

13. Evaluating the Learning . . .
It’s vital to evaluate whether we’ve achieved the goals and objectives of the course, so the last phase of our plan is evaluation. Here are our evaluation plans:
Evaluation of the instructional plan.
Evaluation of course by group of learners.
Mid-point quiz.
Post-course demonstration, quiz, and survey.
Explain the evaluation of the instructional plan. This evaluation will help determine how effective the instructional plan is before we even deliver a bit of training.
Evaluation of course by group of learners. This will be before the course to help us improve the course.
Mid-point quiz. This quiz will help us assess learning as the course progresses.
Post-course demonstration, quiz, and survey. These evaluation elements will help us assess how learners have learned, their reactions, and ways to improve later courses.

14. Evaluating the Course . . . Evaluation can provide vital information:
Facts. Evaluation data can offer an understanding of the number of employees passing the course, the obstacles employees encountered in the course, and more.
Employee reaction. Evaluation surveys can help you understand how employees feel about the course.
ROI. With our evaluation process, we’ll determine how effective the course was at reaching our goals. Was there a return on our investment?
Direction for future courses. With evaluation data, you can decide whether to continue the course or move ahead with other courses.

15. Evaluation Summary Report
It is vital that we let the corporate team and CEO view the results of our evaluation of the “Learning and Demonstrating the Big Shot” course. Our plans are to delivery a summary of our evaluation data. This information will be vital to help you in deciding future educational courses at Stampin’ Up!

16. All Employees Will Be Big Shots
Because we’ve used tried-and-true instructional design principles in our instructional design process, and kept our focus on the corporate education goals, we’re confident that our instructional design plan will help all employees learn how to use and demonstrate the Big Shot machine.