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

2. 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.

3. 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.

4. 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

6. 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

7. 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

8. 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

9. 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 s 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

10. 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

11. 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.

12. 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)

13. 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.

14. 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

15. 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.

16. 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

17. 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

18. 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

19. 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

20. References
Adams, A. E., Rogers, W. A., & Fisk, A. D. (2013). Skill components of task analysis. Instructional Science, 41(6), doi:
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
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