1. EDUC 3004 Group A Team Members Jennifer Bateman Ralph Herrera III Reupena Lesa Lucas Paxton

2. I. Introduction Overview: The directors of an art museum, specializing in 19th and 20th century American paintings, would like to institute a formal training program for their volunteers. The museum directors would like volunteers trained to perform the following tasks: Leading tours of exhibits Staffing the museum “information station” to answer visitors’ questions Maintaining an Excel database of patron information Calling and e-mailing patrons to raise funds Topics covered: Learning Goals and Objectives Instructional Strategies Assessments Program Evaluation

3. II. Goals/Objectives Learning Goal 1: Volunteers will be able to apply skills learned towards leading tours of exhibits. Learning Objectives: - Learners will have a working knowledge of the museum exhibits and locations of the museum facilities. - Name the exhibits. Learning Goal 2: When placed in an information station, learners will be able to answer visitors questions. Learning Objective: - Select appropriate answer or brochure. Learning Goal 3: When given database of patron information, learners will be able to prepare an maintain an Excel database. Learning Objectives: - Enter the patron information in an Excel spreadsheet. - Locate patron information. - Examine information for accuracy. Learning Goal 4: When given a list of patrons, learners will be able to call and e-mail patrons with the intent of raising funds. Learning Objectives: - Analyze patrons response. - Demonstrate a written or verbal response.

4. III. Instructional Strategies and Activities Description: Purpose: To give the learner visual memory cues to the exhibit's descriptions and museum locations. Format: A virtual tour of the museum that includes pop-up information on exhibits. Mini-assessments at the end of each museum section. Overall Content: Pictures of exhibits in their respective locations. Audio and text descriptions when clicked. Rationale: This would give the volunteers the ability to memorize the exhibits at their own pace and in their desired order. I felt this promoted self-directed learning, something they would need to lead tours. This could also be delivered on-demand through a web login. Imagery and Audio Using a Simulation Strategy for the Tour Guide and Information Desk Positions

5. III. Instructional Strategies and Activities Description: Purpose: Place the worker in a work environment as a partial participant. Format: Train with experienced employee to learn how to staff info booth and enter into excel spreadsheet. Overall Content: Trainee (Apprentice) will observe an experienced worker (Mentor) on the job, then perform those tasks under the supervision of the same worker. Rationale: By observing the experienced worker the trainee will learn how to perform the tasks. Then, by performing them the trainee gains experience and feedback. Cognitive Apprenticeship for Data Entry and Fund Raising Positions

6. III. Instructional Strategies and Activities Going the Extra Mile: Purpose: To provide the learner with Problem-Solving Strategies Format: Learners need to be able to answer patron’s questions. Question is provided with a flow-chart to identify which course of action to take. Learning goal 4-Learners need to be able to solicit fund raising. Provide learners with scenarios designed to provide patrons a written or verbal response. Overall Content: Flow-charts will include common example responses for the learner to follow. Curriculum is designed from situations encountered while conducting this scenario. Role-playing is used to further learning. Rationale: Every situation possible could never be covered, but through the use of handouts and role- playing learners will be given the tools to generate their own responses to questions based upon the experiences of current and past volunteers. Classroom Based Learning for Information Desk and Fund Raising Positions

7. IV. Assessments

8. V. Program Evaluation Overview- Using a survey system delivered electronically to museum patrons to gage the quality of their visit and if their personal information is correct. Indicators for success- Volunteers are given satisfaction percentages above a chosen threshold for the tour guide, information desk, and donation caller positions that are described in the learning goals. The patron data should return with an error percentage below a chosen threshold.

9. V. Program Evaluation (Con’t) Orientation of the evaluation- Goal based, using qualitative data for most of the survey, quantitative for the personal data check. How is evaluation conducted in order to gather the necessary data-The survey is sent to patron email addresses when they visit using their pass cards. The system is automated and gives the patrons a printable coupon for $5 off their next family visit. The evaulations are set out prior to the new training and then after. Comparative data will show the effectiveness of the training.

10. VI. Conclusion