learning products and implementation reportweb.utk.edu/~rbishop/it570578/it578finalclientdoc.pdf ·...

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August 10, 2010

IT 578: Instructional Media Development Dr. Miriam Larson

TEAM A

Rhonda Bishop ~ Corey Ramey

Kiki Roeder ~ Rosie Sasso

LEARNING PRODUCTS

and

IMPLEMENTATION

REPORT

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TABLE OF CONTENTS

Introduction 3

Project Description 3

Final Learning Product Deliverables 4

Project Team 4

Learning Product Design Summary 5

Target Learner(s), Their Needs and Characteristics 5

Design Foundation 5

Content Treatment 6

Justified Features and Design Elements 7

Learner Engagement and Flow 9

Recommended Evaluation Measures 10

Scope 10

Usability Testing 11

Summative Evaluation 12

Conclusion 12

References 13

Appendices 14

Appendix A – Instructor’s Guide 15

Appendix B – Future Recommendations Deliverable 25

Appendix C – Review and Approval Log Deliverable 30

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Introduction

Project Description

This Learning Products and Implementation Plan is respectfully submitted to the

Tennessee Valley Authority (TVA) Training and Development Department, and it

describes the learning products developed by ―Team A‖ of the IT 578 Instructional

Media Development class (a graduate level course at the University of Tennessee,

Knoxville).

This Learning Products and Implementation Plan was conceived as a ―living document‖.

It remained the main project document throughout the entire design process, retaining the

same format throughout the process, although the content of relevant sections were

updated as the project design evolved through consultations with all Project Team

members. In this document we describe our project to create a tutorial for the TVA

Supervisor’s Toolkit.

This plan covers:

o Project Description

o Final Learning Product Deliverables

o Project Team

o Learning Product Design Summary including:

• Target learner’s needs and characteristics

• Design foundation

• Content treatment

• Product justification

• Learner engagement

This plan concludes by suggesting product evaluation processes to determine product

progress, usefulness, and appropriateness. These suggestions include means of obtaining

constructive feedback from internal and external reviewers.

Team A has designed the tutorial to highlight the Supervisor’s Toolkit as a valuable job

aid for TVA personnel, in general, and first-line supervisors, specifically. This mission is

based on the Client’s previous response to:

recommendations made for the TVA training course, Challenges of First-Line

Leadership 2.0, by the IT570 class (June 2010)

clarification meeting between Team A and the TVA Subject Matter Experts

(SMEs), held on July 12, 2010

electronic correspondence between Team A and the TVA SMEs

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Final Learning Product Deliverables

To fulfill this mission, Team A will produce and deliver the following:

A stand-alone Adobe Captivate tutorial template for the TVA Supervisor’s

Toolkit. The tutorial template is designed to be used asynchronously by

individual TVA community members and will demonstrate how to access and use

the Toolkit.

An instructor’s guide (see Appendix A) for the tutorial that includes:

o a detailed site map of the Supervisor’s Toolkit in its current state

o transcripts for the Adobe Captivate tutorial

o integration guide aligning site map to current CFL 2.0 course modules

Recommendations for future implementations (see Appendix B) of the

Supervisor’s Toolkit. Future recommendations include applying Adobe Captivate

to mobile (mLearning) and eLearning environments.

In order to stay on schedule during the production and delivery phases for the

deliverables, Team A has constructed a Review and Approval Log as evidenced in

Appendix C.

Project Team

The key stakeholders for the project and their roles in the project include:

Client Subject Matter Experts and Reviewers – act on the behalf of TVA to assure

that the final product adds value to the CFL 2.0 training session, provide content

to instructional design team, and review and approve project deliverables

o Jim Thornton - Specialist in Media Development and Technical Support

o Earl Thornton - Specialist in Media Development and Technical Support

o Cynthia Ghosten - Consultant in Leadership Development IV

o Dr. Sue Hall - Manager of Leadership Development, and Training

Supervisor’s Toolkit Users – utilize the Supervisor’s Toolkit tutorial and provide

feedback for future revisions

o TVA Facilitators and Course Participants for the Challenges of First-Line

Leadership Course

o TVA Community Members

Instructional Designers – create the design document, specify learning objectives,

select interactive exercises, and create evaluation questions

o Rhonda Bishop, [email protected]

o Corey Ramey, [email protected]

o Kiki Roeder, [email protected]

o Rosie Sasso, [email protected]

Project Facilitator – provide guidance and coaching to instructional designers

throughout the design and development process

o Dr. Miriam Larson, Adjunct Assistant Professor, Educational Psychology

& Counseling, UTK

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Learning Product Design Summary

Target Learner(s), Their Needs and Characteristics

The primary learners are first-line supervisors who directly supervise workers in the field,

learners who aspire to become first-line supervisors and learners for whom the CFL 2.0

training course is part of their personal learning plan. The Client has additionally

identified a secondary audience for the final product. This secondary audience consists

of TVA community members in general. For both of these target audiences, the design

product will highlight the Supervisor’s Toolkit as a valuable job aid.

Design Foundation

Our Product Design is intended to meet the learning needs of supervisors through the

creation of an effective and engaging instructional tutorial, the use of which is easily

modeled by course facilitators within the Client’s training and development department.

Our design, development and quality assurance standards and processes are all geared

toward ensuring that our deliverables meet our expectations for the best instruction

possible.

Our Product Design is actualized via:

an instructionally sound framework for the design and development of an

interactive, engaging, and instructionally effective tutorial

a site map structure and interface that supports self-guided, user-controlled

navigation

a list of future implementations that will enhance the usability of the Supervisor’s

Toolkit in conjunction with the changing technological realm

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Content Treatment - Learner Outcomes, Strategies and Assessments

Item Learning Outcomes Teaching Strategies (media) Learning

Strategies* Assessments

CFL Demonstration

of Supervisor

Toolkit and/or

Tutorial

Following in-course

demonstrations of the tutorial, the

Learner will be able to log into the

Supervisors’ Toolkit and will

recognize its potential as a

valuable job aid.

- Adobe Captivate

- Modeling/Demonstration

Understanding

Applying

In-class, facilitator visual

observation

Tutorial

Learner will access the

Supervisor’s Toolkit (from the job

site) efficiently and correctly in

response to a recognized need.

Company or personal computer

with web browser accessing

company intranet

Understanding

Analyzing Web server usage statistics

CFL Demonstration

of Supervisor

Toolkit and/or

Tutorial

Learner will successfully locate

desired information within a

reasonable timeframe

(5-10 minutes).



company intranet

Understanding

Analyzing

Evaluating

- In-class, facilitator visual

observation

- Likert scale survey

assessing length of access

time

Tutorial

Learner will be engaged to explore

(self-teach) and return for future

information.



company intranet

Understanding

Analyzing

Evaluating

Creating

Web server usage statistics

Facilitator

Assessment

The Course Facilitator will use the

Instructor’s Guide to provide an

effective, efficient explanation of

the Supervisor’s Toolkit as a

resource.

- Interview Course Facilitator

- Instructor’s Guide

- Supervisor’s Toolkit

Understanding

Synthesis

Creating

End of CFL 2.0 class

survey/questionnaire/

assessment

* Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212-218.

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Justified Features and Design Elements

Adobe Captivate Tutorial

o The sample tutorial of the Supervisor’s Toolkit, developed in Adobe Captivate 4,

can be viewed via a web browser. The web browser is part of the TVA’s standard

desktop configuration.

o The decision to use Adobe Captivate is based on the Client’s recommendation and

desire to use a product that is already part of the TVA suite of training

development applications (E. Thornton, personal communication, July 12, 2010).

o The software versions presented to the Client during demonstrations will be the

same versions used in the production materials.

o All stock photos and music used will be royalty-free. IT 578 class members are

willing to sign any standard release form as required by TVA for their voice talent

contributions.

o Quizzes will not be graded since they will be used for immediate feedback of the

learning objectives.

o The tutorials will be Section 508 compliant (U.S. Government, 2010).

Instructor’s Guide

The Supervisor’s Toolkit site map:

o Functions as a navigation aid.

o Aids in understanding the number of web pages on the site and how they are laid

out.

o Classifies web site content.

o Provides text links to every page of the toolkit web site.

o Quickly shows supervisors where they need to go to obtain desired information.

o Gives supervisors a short description of what they can expect to find on each

page.

o Reflects how supervisors could intuitively work through the toolkit web site.

An integration guideline, which showcases an alignment between the Supervisor’s

Toolkit Site Map and the current Challenges of First-Line Leadership 2.0 course

modules. This guideline may be applicable to other TVA training courses and/or

departments such as the Supervisor’s Academy course and the Human Resources

department.

Future Implementation Recommendations

The future implementation recommendations feature two component parts addressing

development tools and delivery platforms. The Development Tools portion of the Future

Implementation List offers synopses of items discovered through research, including

helpful references (web links, books, and articles) that can later be referenced when

creating the tutorial at TVA. The content delivery platform for the Adobe Captivate

―Supervisor’s Toolkit Tutorial‖ will be Flash. The Future Implementation’s List will

discuss current trends for Flash development for eLearning (web browser interfaces) and

mLearning (mobile phone applications).

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Content Justification

Client

Requirement Feature(s) Justification

Evaluation of

Effectiveness

Concerns and

Constraints

Stand-alone Tutorial Adobe Captivate Tutorial Client requires Adobe

Captivate format

TBD by TVA.

Possible evaluation

site access data

If there is no marketing

or advertising, the

Tutorial will go

unnoticed by the general

population. Time

constraints to develop

tutorial to specifications

of Client.


- site map

- transcripts of screencast

- integration guide

Site maps showcase

what the site has to

offer and provide quick

access links to lost

website users.

Sect. 508 compliance

Feedback from

Instructors

ID Team only presenting

a text-based site map.

No permissions towards

the HTML creation of

links to internal

documentation files.

Recommendations

for Future

Implementations

- mobile application

- searchable knowledge

base

- multiple company

purposes

- design and engagement

recommendations

Client request TBD by TVA.

Budget considerations

Marketing

User Knowledge

Standards (platforms,

corporate identity)

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Learner Engagement and Flow

Adobe Captivate Tutorial

This scenario deals with integrating the Supervisor’s Toolkit into the CFL 2.0 class. The

stand-alone tutorial features a different learner engagement and flow.

The instructor demonstrates the process of accessing the Supervisor’s Toolkit. The

instructor explains that the supervisors should refer to the most current company policies.

The instructor will first open the Supervisor’s Toolkit. The instructor then selects the

policy relevant to the course discussion. For example, the instructor describes a scenario

in which a supervisor has questions about the use of sick leave. The instructor would

select ―Supervisor’s Handbook‖, ―Leave‖, and then ―Sick Leave‖. The sick leave policy

document would contain the sick leave policy and guidance for enforcement.


The Supervisor’s Toolkit Site Map is one component of the Instructor’s Guide. It is

common knowledge that users visit websites looking for information. The reason users

click on a site map page is because they are lost and need guidance in navigating the

website. A site map is an important, indispensable tool because it helps site visitors

understand the site structure and layout. Ultimately, the goals of a site map are to

showcase what the site has to offer and to provide quick access links.

We anticipate learners will find the link for the site map on all web pages within the

supervisor’s toolkit. The site map link will be clearly visible and in a consistent location

on all pages. Additionally, the site map has been aligned to the modules outlined in the

CFL 2.0 Facilitator’s Guide. It is intended that the facilitator will expand upon these

alignments throughout the CFL 2.0 training session.

Future Implementations List

The use of this list is dependent on TVA’s decisions to act upon the information and

recommendations provided by the Team A Instructional Designers/Developers. We

anticipate that if TVA chooses to implement the recommendations put forth in this

document that they will ultimately integrate the Supervisor’s Toolkit Tutorial into

alternate learning environments, including eLearning and/or mLearning applications.

Further discussions may then occur between training, technology and other TVA sectors.

This may result in the development of new delivery platforms based upon the current

tutorial; TVA will need to pursue contracts with implementation/service providers.

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Recommended Evaluation Measures Scope

Possible evaluation measures to consider for the Supervisor’s Toolkit Site Map and

Integration Guide:

Usability checklist

o Accessibility – site map link on all toolkit web pages

o Consistency – site map link in same place on all toolkit web pages

o Navigation – site map format should be easy to navigate

o Design & Maintenance – check for broken links

o Visual Presentation – clear presentation within browser window

Field Observation

What is it?

Observing users in the field is often the best way to determine a product’s

usability requirements. Traditional usability testing in the actual learning

environment makes data collection and recording easy. Sometimes, it’s best to

see exactly what learners are doing and how they are reacting in a real-time

environment.

When should I use this technique?

This technique could be applied to evaluate the Integration Guide during the

next CFL 2.0 training session.

Question-asking protocol

What is it?

The question-asking protocol simply takes thinking aloud one step further in

that instead of waiting for learners to vocalize their thoughts, you prompt them

by asking direct questions about the site map. Their ability, or lack thereof, to

answer your questions can help you see what parts of the site map interface

were obvious, and which were obtuse.

How do I do it?

Begin by providing your learners with the site map (or a prototype of its newly

designed interface) and a scenario of tasks to perform. Ask the learners to

perform the tasks using the site map, and explain what they’re thinking about

while working with the site map’s interface. Also ask them pointed, direct

questions about the site map; for example, ―How would you locate your HR

representative?‖ Their response, either in terms of the site map being tested or

in other site maps used in their past experiences, will provide insights into their

mental model of the current site map.

When should I use this technique?

Use this technique during any phase of development for the site map.

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There are no evaluation measures to consider for the Future Recommendations List. It is

only to show the client the potential technological and design applications of the

Supervisor’s Toolkit Tutorial for future use.

Usability Testing

The Instructor’s Guide and Future Recommendations List, as outlined within this project,

do not require usability testing. Team A offers the following task-oriented usability

testing to be implemented for the Adobe Captivate Supervisor’s Toolkit Tutorial. The

detailed instructions below are to be given to those interfacing with the usability testers

during the usability tests.

Say: Thank you for volunteering to be our pilot group for the new Supervisor’s Toolkit

Tutorial. We appreciate your time and want to encourage you to provide feedback for

revision purposes. Cynthia, Jim and I (Earl) will be giving you a list of items to find in

the Toolkit, will be gauging your time for each search, and will answer questions should

you not be able to find something. Please be patient when asking questions as we will be

logging all your questions and out-loud thoughts as we proceed. Any questions? Are

you ready to begin?

Give:

Please perform the following list of tasks and explain, out-loud, what you are thinking

about while working with the product’s interface

1. Open the TVA Intranet

2. Access Training and Development, Training & Leadership Development

3. Open the Supervisor’s Toolkit Tutorial

4. Listen or read the introduction to the tutorial

5. Listen to the recorded scenarios

6. Complete the quiz at the end of the tutorial

7. Complete the online survey (web link to be provided)

8. Close the Tutorial

9. Access the TVA Intranet

10. Access Training & Development, Training & Leadership Development

11. Find the following 6 policy items (TBD) from within the Supervisor’s Toolkit

Record:

o The path taken by the user to complete each task

o Comments made while navigating the Supervisor’s Toolkit web site

o Observations of the participant’s behavior

Questions to ask about the task:

1. Do you have any previous knowledge about the Supervisor’s Toolkit website?

2. What is your first impression of the Supervisor’s Toolkit website?

Wrap-Up and Post Testing:

1. Is there anything you would like to add or discuss about the assigned tasks?

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2. Do you have a different impression of the Supervisor’s Toolkit website after

completing these tasks?

3. Is the navigation on the Supervisor’s Toolkit website clear and simple?

4. Would you consider visiting the Supervisor’s Toolkit website for anything other

than looking for policies and/or guidelines?

5. Do you have any questions?

Summative Evaluation Table

Deliverable

Summative

Evaluation

Type

Kirkpatrick

Level

Benchmark data

to collect

prior to

implementation

Time frame

of evaluation

Stand-alone

Tutorial

Survey –

End User Level I, II, III

Usage Statistics

User Survey

(in class to

assess familiarity)

90, 180, 360

days after

implementation

Instructor’s Guide Surveys –

CFL 2.0

Instructor and

IT Feedback

Level I, II

Surveys from

Instructors

Usage Statistics

After each class

for 90 days

(or 6 classes) Site Map

Transcripts

Integration Guide

Future

Recommendations

Survey –

IT Feedback Level I, II

HR Calls Data

Platform Survey

(for implementation

purposes)

Unable to gauge

Conclusion Team A has worked diligently to provide quality deliverables and documentation to the

Client. The cooperation and spirit of collaboration has been remarkable. The team

would like to thank:

o Earl, Jim and Cynthia – for all your input and ideas

o Lauren – for your continued help in coordinating EVERYTHING for us

o Dr. Hall – for your continued support and ideas

o TVA in general – for allowing us to do the project and be on site for meetings

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References

Adobe. (2010). Accessibility and Adobe Captivate. Retrieved from http://help.adobe.com/en_US/Captivate/4.0/Using/WSc1b83f70210cd1011d7107e311c7e

fcf7078000.html

Adobe. (2010). Adobe Announces Availability of Flash Player 10.1 for Mobile.

Retrieved from http://www.adobe.com/aboutadobe/pressroom/pressreleases/201006/06222010FlashPlaye

rAvailability.html

Adobe. (2010). Adobe Captivate Output. Retrieved from http://help.adobe.com/en_US/Captivate/4.0/Using/WS5b3ccc516d4fbf351e63e3d119e95

82a67-7ff4.html

Adobe. (2010). Exporting Files to Flash. Retrieved from http://help.adobe.com/en_US/Captivate/4.0/Using/WS5b3ccc516d4fbf351e63e3d119e95

82a67 7feb.html

Adobe. (2010). Flash Lite. Retrieved from http://www.adobe.com/products/flashlite/

Adobe. (2010). Preventing Corruption in Adobe Captivate Projects. Retrieved from http://kb2.adobe.com/cps/000/e8c54c7b.html

Adobe. (2010). Publish a Project as a SWF File. Retrieved from http://help.adobe.com/en_US/Captivate/4.0/Using/WS5b3ccc516d4fbf351e63e3d119e95

8285f-7ffb.html

Adobe. (2010). Text Viewed in a Browser. Retrieved from http://help.adobe.com/en_US/Captivate/4.0/Using/WS5b3ccc516d4fbf351e63e3d119e95

82a677ff2.html

Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into

Practice, 41(4), 212-218.

U. S. Government. (2010). Section 508. Retrieved from http://www.section508.gov

http://help.adobe.com/en_US/Captivate/4.0/Using/WSc1b83f70210cd1011d7107e311c7efcf7078000.html

http://help.adobe.com/en_US/Captivate/4.0/Using/WSc1b83f70210cd1011d7107e311c7efcf7078000.html

http://www.adobe.com/aboutadobe/pressroom/pressreleases/201006/06222010FlashPlayerAvailability.html

http://www.adobe.com/aboutadobe/pressroom/pressreleases/201006/06222010FlashPlayerAvailability.html

http://help.adobe.com/en_US/Captivate/4.0/Using/WS5b3ccc516d4fbf351e63e3d119e9582a67-7ff4.html

http://help.adobe.com/en_US/Captivate/4.0/Using/WS5b3ccc516d4fbf351e63e3d119e9582a67-7ff4.html

http://help.adobe.com/en_US/Captivate/4.0/Using/WS5b3ccc516d4fbf351e63e3d119e9582a67%207feb.html

http://help.adobe.com/en_US/Captivate/4.0/Using/WS5b3ccc516d4fbf351e63e3d119e9582a67%207feb.html

http://www.adobe.com/products/flashlite/

http://kb2.adobe.com/cps/000/e8c54c7b.html

http://help.adobe.com/en_US/Captivate/4.0/Using/WS5b3ccc516d4fbf351e63e3d119e958285f-7ffb.html

http://help.adobe.com/en_US/Captivate/4.0/Using/WS5b3ccc516d4fbf351e63e3d119e958285f-7ffb.html

http://help.adobe.com/en_US/Captivate/4.0/Using/WS5b3ccc516d4fbf351e63e3d119e9582a677ff2.html

http://help.adobe.com/en_US/Captivate/4.0/Using/WS5b3ccc516d4fbf351e63e3d119e9582a677ff2.html

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APPENDICES

Appendix A – Instructor’s Guide Deliverable

Appendix B – Future Recommendations Deliverable

Appendix C – Review and Approval Log

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Appendix A – Instructor’s Guide

Supervisor’s Toolkit Site Map

I. Supervisor’s Handbook

Appeals and Grievances o Introduction

o Appeal Procedures

o Grievance Procedures

o Salary Policy Grievance Procedures

o Agency Grievance

o Trades & Labor Grievance Procedures

o Teamsters Grievance Procedures

o Project Agreements

o Appeals to Merit System Protection Board

o Equal Opportunity Employment

o Equal Opportunity Complaint Process

o Complaints Expressing Concerns

o Appeals to Department of Labor

o Complaints Through Other Channels

o Successfully Handling Appeals, Grievances

o Supervising After a Complaint is Filed

o Supervisor’s Rights

Benefits o Compensation

o Strategic Objectives of Plan

o Core Benefits

o Benefit Plan Options

o Eligible Employees

o Other Benefits

o Pay

o Annual Leave

o Holiday Leave

o Family Leave

o Sick Leave

o Medical Services

o Military Leave

o Wages for Represented Employees

o Unemployment Compensation

o Social Security

o Travel Reimbursement

o Credit Unions

o Merit and Efficiency

Classification o Definition of Classification

o Job Descriptions

o M&S and Excluded Positions

o Salary Policy Positions

o T&L Positions

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Employee Records and Privacy Act o The Privacy Act

o Equal Employment and Opportunity Act

o Freedom of Information Act

o TVA Personal History Record

Ethics, Conduct, and Political Activity o Standards of Ethical Conduct

o Outline of Key Rules

o Procedures

o Reporting Misconduct

o Post-Employment Restrictions

Equal Employment Opportunity/Affirmative Employment o TVA’s Commitment

o Supervisor’s Responsibilities

o Available Support Services

Integrated Performance Management o Definition

o Purpose

o IPM Process

o Evaluation Form

o For More Information

Leave o Employee Leave

o Administrative Leave

o Annual Leave

o Leave Without Pay

o Sick Leave

o Advancing Leave

o Family and Medical Leave

o Leave Transfer Program

o Unapproved Absence

o Leave Control and Abuse

o Maternity, Child Adoption Leave Options

o Military Leave

Safety o TVA Objectives

o Safety Roles

o Safety Assistance

Selection o TVA’s Selection System

o Selection from Within TVA

o Hiring from Outside TVA

o Selection Criteria / Selection Decision

o Preparing for Selection

o Key Issues Associated with Interviewing

o Conducting the Interview

o Making the Hiring Decision

o Orienting the New Employee

Training & Development o ETT&OE

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o ETT&OE Value

o Reimbursement for Training Outside TVA

o Training for Trades and Labor Employees

o Supporting Training-Related Activities

Work Schedules o Establishing Work Schedules

o Employee Work Schedules

o Schedule Types

o Other Work Schedules

o Holidays

o Premium Pay

o Compensatory Time

o Inclement Weather

o Holiday Closing Policy

II. Supervisory Checklists/Guidelines

These checklists provide guidance to supervisors on how to address particular issues or

needs within their organizations. TVA supervisors should view these checklists as a

starting point only as they are most effective when used in conjunction with other

resources within the organization.

Coaching o Corrective Coaching (On-The-Spot Coaching)

o Developmental Coaching (For Growth and Improvement)

o Providing Positive Reinforcement (Appreciative Feedback)

Communication o Listening and Responding to Complaints

o Giving Effective Feedback

o Receiving Feedback

o Managing Difficult Discussions

• Planning The Difficult Discussion

• Conducting The Difficult Discussion

Discipline o Supervisory Accountabilities

o Dealing with Disciplinary Issues

• Steps of Performance Improvement

• On-the-Spot Coaching Checklist

• Initial Discussion Checklist

• Oral Warning Checklist

• Written Warning Checklist

• Final Written Warning Checklist

• Suspension Checklist

• Removal from Position Checklist

Employee Relations o Managing a Diverse Workforce

o Managing in a Union Environment (Contract Administration Process)

o Dealing with Grievances

o Grievance Processing Checklist

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o Preparing for Grievance Meetings

o Conducting Effective Grievance Meetings

o Documenting Grievance Meetings

eWorkplace o The Supervisor’s Role

Managing Performance o Performance Management Process (excludes SEIU & T&L)

o Conducting Formal Performance Appraisal Discussions

Making Selections o Making Selections

III. Frequently Asked Questions

General/Administrative/Other

Leave

Appeals and Grievances/Union Environment

Pay

Benefits

Safety

Discipline

Staffing

Equal Opportunity Employment/Affirmative Action

Training and Development

Ethics

Work Schedules

IV. TVA Policies, Procedures and Practices

Information on many of the topics noted below can be found under the following web

sites. Information provided at these sites support the material included in the

Supervisor’s Handbook.

TVA Employee Relations

Employee Relations Manual

TVA Principles and Practices

Shortcuts to specific policies, procedures, principles and practices - o Appeals and Grievances

o Benefits

o Classification

o Discipline

o Employee Records and Privacy Act

o Equal Employment Opportunity

o Ethics, Conduct and Political Activity

o Integrated Performance Management

o Leave

o Safety (TVA Safety Manual — PDF)

o Selections (Internal and External)

http://insidenet.tva.gov/emprel/policy/prinprac/emp02.htm

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o Training and Development

• Internal Training

• External Training

o Work Schedules

V. Who is My Human Resources Contact?

Adobe Captivate Tutorial Transcripts

Tom sometimes makes comments to his secretary, Ann, about how attractive she is. She never

says anything when he makes these comments. One day, Ann requests a raise. Tom says that he

will consider her request, and suggests that the two of them go for drinks and to dinner after

work. Ann makes clear that she wants to keep their relationship purely professional and would

therefore prefer not to go out with him. Tom says that he understands, but two weeks later, Tom

informs Anne that he has denied her request for a raise. She asks Tom for an explanation, and he

says that if she would just be more ―cooperative‖ with him, then the chance for a raise would

improve. Ann asks if the ―cooperativeness‖ that Tom desires is sexual in nature. Tom just smiles

and says ―You figure it out‖.

You could find yourself facing a similar situation. Where would you look for help?

****

Jane has to be absent from work for two days due to her child having chickenpox. When she

returns to work her supervisor calls her in his office. He tells her that she really should try not to

be absent from work unless it is a real emergency. He then tells her that she will have to stay two

hours later for the next three days to make-up the work that she has missed.


****

The principal at Donna’s child’s school calls her at work one morning. He explains to her that her

child has been in a fight with another student and that she must come to his office and pick him

up. The principal then explains to Donna that her child is suspended for one week starting

immediately. Donna hangs up the phone with the principal and goes to her supervisor’s office.

She explains the situation to her supervisor and asks for one week off work. Her supervisor then

explains to her that she should either find someone else to watch her child during that week or

make other arrangements for work.


****

You have two employees on your crew that consistently miss work. One, George, to your

observations seems to always have an excuse, and it appears to consistently be when the sun is

shining and the weather is good. You know George is an avid boater…

―Hey, boss man, wow, my wife just called and the dog is sick, I’ve got to go home,‖ he says one

day.

Another day, he calls in, a croak in his voice, ―Ah huh, a huh, oh, got the flu again, there boss…I

guess I just can’t shake it! It might be a couple days yet…ah huh…ah huh.‖

Your other employee, Maggie, misses work just as much as George. You know, though, that she

has a heart condition that makes her weak. There are days when you see her face, and you can

simply see her exhaustion…

Both George and Maggie produce the same amount of output in their work, and are good

employees for the most part when they actually work…it’s just that they cannot be counted on;

they’re absent too much and it is causing dismay among other members of your team. How do

you approach these employees? Do you respond to George and Maggie differently?

You could find yourself in a similar situation. Here is where you look for help!

- 20 -

Integration Guideline

The following is an integration guideline, which showcases an alignment between the

Supervisor’s Toolkit Site Map and the current Challenges of First-Line Leadership 2.0

course modules. This guideline may be applicable to other TVA training courses and/or

departments such as the Supervisor’s Academy course and the Human Resources

department.

Supervisor’s Handbook

Heading Sub-Heading CFL Course Reference

Appeals and Grievances Introduction

Module 6: ―Sustaining Design

Performance‖ | p. 23-26

Appeal Procedures Module 6: ―Sustaining Design


Grievance Procedures

Salary Policy Grievance

Procedures

Agency Grievance

Trades & Labor Grievance

Procedures

Teamsters Grievance Procedures

Project Agreements

Appeals to Merit System

Protection Board

Equal Opportunity Employment

Equal Opportunity Complaint

Process

Complaints Expressing Concerns

Appeals to Department of Labor

Complaints Through Other

Channels

Module 4: ―Motivational

Foundations of Performance

Management‖ | p. 12-14

Successfully Handling Appeals,

Grievances






Module 7: ―Integrating Decision

Making, Planning and Change‖ |

p. 5-16

Supervising After a Complaint is

Filed



Management‖ | p. 14



p. 5-16

Supervisor’s Rights

- 21 -



Benefits Compensation

Strategic Objectives of Plan

Core Benefits

Benefit Plan Options

Eligible Employees

Other Benefits

Pay

Annual Leave

Holiday Leave

Family Leave

Sick Leave

Medical Services

Military Leave

Wages for Represented

Employees

Unemployment Compensation

Social Security

Travel Reimbursement

Credit Unions

Merit and Efficiency

Classification Definition of Classification

Module 1: ―So Now You’re A

Supervisor‖ | p. 6-20

Job Descriptions Module 1: ―So Now You’re A

Supervisor‖ | p. 6-20

M&S and Excluded Positions

Salary Policy Positions

T&L Positions

Employee Records and

Privacy Act

The Privacy Act

Equal Employment and

Opportunity Act

Freedom of Information Act

TVA Personal History Record

- 22 -



Ethics, Conduct and

Political Activity

Standards of Ethical Conduct

Module 2: ―Communication for

Improved Performance‖ | p. 18-

20; 27-29

Module 5: ―Observing and

Coaching for Improved




Outline of Key Rules



20; 27-29






Procedures


Improved Performance‖



Reporting Misconduct


Improved Performance‖ | p. 27








p. 14

Post-Employment Restrictions Module 6: ―Sustaining Design


Equal Employment

Opportunity/Affirmative

Employment

TVA’s Commitment



32

Supervisor’s Responsibilities ALL

Available Support Services

- 23 -



Integrated Performance

Management Definition

Module 3: ―Promoting Effective

Teamwork‖ | p. 3-21

Purpose

IPM Process

Evaluation Form

For More Information

Leave Employee Leave

Administrative Leave

Annual Leave

Leave Without Pay

Sick Leave

Advancing Leave

Family and Medical Leave

Leave Transfer Program

Unapproved Absence

Leave Control and Abuse

Maternity, Child Adoption Leave

Options

Military Leave

Selection

TVA’s Selection System

Selection from Within TVA

Hiring from Outside TVA

Selection Criteria / Selection

Decision

Preparing for Selection

Key Issues Associated with

Interviewing






12; 14; 20-26; 27-29

Conducting the Interview






Making the Hiring Decision

Orienting the New Employee




- 24 -



Training & Development ETT&OE

ETT&OE Value

Reimbursement for Training

Outside TVA

Training for Trades and Labor

Employees

Supporting Training-Related

Activities

Work Schedules

Establishing Work Schedules





Management‖ | p. 4

Employee Work Schedules

Schedule Types

Other Work Schedules

Holidays

Premium Pay

Compensatory Time

Inclement Weather

Holiday Closing Policy

- 25 -

Appendix B – Future Recommendations

Development Tools

The following is a reference guide showing items discovered through research,

including helpful information (links, books, articles, etc) that can later be used by TVA

in developing and expanding upon the Supervisor’s Toolkit Tutorial.

IMPLEMENTATION

AREA TITLE

REFERENCE

TYPE CITATION

Adobe Captivate

―Adobe Captivate

Development

Center‖

Website http://www.adobe.com/devnet

/captivate/

Adobe Captivate

(video tutorials)

―Adobe Captivate 4

Video Tutorials‖ Website

http://www.adobe.com/design

center/captivate/videos/

Adobe Captivate

(instructor’s guide)

―Using Adobe

Captivate 4‖ Manual

http://help.adobe.com/en_US/

Captivate/4.0/Using/

index.html

Company eLearning

Course Design

(basic implementation

design checklist)

―eLearning Course

Design‖ Article

http://www.trimeritus.com/de

sign.pdf

Corporate Training/

eLearning

(references helpful

links)

―Corporate Training

and eLearning

Blog‖

Website http://elearndev.blogspot.com

/index.html

eLearning

(helpful tools on all of

the current eLearning

applications, including

Adobe Captivate)

―eLearning

Learning‖ Website

http://www.elearninglearning.

com/

Interface Design

―Chapter 5: The

Golden Rules of

User Interface

Design‖

Chapter/ Book

Mandel, Theo. ―Chapter 5:

The Golden Rules of User

Interface Design.‖ The

Elements of User Interface

Design. New York: Wiley,

1997.

Interface Design

―Experience-

Centered Design:

Designers, Users,

and Communities in

Dialogue.‖

Article

Wright, Peter and John

McCarthy (2010)

―Experience-Centered

Design: Designers, Users, and

Communities in Dialogue.‖

Synthesis Lectures on

Human-Centered Informatics

3:1, 1-123.

- 26 -

IMPLEMENTATION

AREA TITLE

REFERENCE

TYPE CITATION

mLearning

―mLearning:

Finding a place for

mobile technologies

within tertiary

educational

settings.‖

Article

http://www.ascilite.org.au/co

nferences/singapore07/procs/

duncan-howell.pdf

mLearning

(Educause reference

page to mobile

applications and

articles)

―Handheld and

Mobile Computing‖

Website

[Educause]

http://www.educause.edu/Res

ources/Browse/Handheldand

MobileComputing/30529

mLearning

―Making mLearning

work: Utilizing

mobile technology

for active

exploration,

collaboration,

assessment and

reflection in higher

education‖

Article

Fisher, M., & Baird, D.E.

(2007). Making mLearning

work: Utilizing mobile

technology for active

exploration, collaboration,

assessment, and reflection in

higher education. Journal of

Educational Technology

Systems, 35(1), 3-30.

mLearning

(Webinar through

Educause)

―Using Mobile

Devices in

Education: Five

Options‖

PowerPoint Mobile-

Options_educausePPT.pdf

mLearning

―mLearning: Mobile

Learning and

Performance in the

Palm of Your Hand‖

Article

http://books.google.com/book

s?id=bErIyVHWHowC&lpg=

PR7&ots=Tr7WzcKxem&dq

=corporate%20mobile%20lea

rning&lr&pg=PR2#v=onepag

e&q=corporate%20mobile%2

0learning&f=false

MLearning

―Environmental

Factors on Influence

on Mobile Learning

Business‖

Article http://www.scipub.org/fulltex

t/ajas/ajas661225-1234.pdf

Screencasting

―A Pattern

Language for

Screencasting‖

Article/

Conference

Paper

Chen, N., Rabb, M.: A

Pattern Language for

Screencasting. 16th

Conference on Pattern

Languages of Programming,

Chicago, IL, (2009).

Usability ―Usability.gov‖ Website http://www.usability.gov/

- 27 -

Delivery Platform:

General Applications

How can I optimize the Adobe Captivate experience and outcome, computationally,

to produce a quality product for the user?

Like any software program, there are issues that can arise when using Adobe Captivate.

Adobe has identified three core areas that can cause corruption in Adobe Captivate

projects: saving to a network drive, low memory when saving, and large project files

(Adobe, 2010). To avoid corrupted files, foremost all files should be:

1. Saved and created from a local computer drive;

2. Created on a system with a high amount of resources available. To insure that the

file saves correctly, be sure to have all unnecessary applications closed at time of

creation and be sure that the system has been recently checked of virus or

spyware;

3. Kept at a reasonable size. This will also assist with user’s experiences.

(Adobe, ―Preventing Corruption in Adobe Captivate‖)

According to the Adobe Captivate 4 Manual, there are a number of ways to improve

Adobe Captivate file size:

1. Check the ―kilobytes per second ratio‖ through a bandwidth analysis (Adobe,

―Adobe Captivate Output‖).

2. Check your image and color settings for the project (avoid color gradients and

avoid photo images for reduction in file size).

3. If you are not going to use Acrobat Connect Professional to upload flash files,

turn of the ―Include Adobe Connect Metadata‖ option. This option is included by

default, and increases the data, and therefore size, of your Adobe Captivate

project.

As a general guideline, Adobe identifies that Captivate projects perform best under the

following conditions:

o File size: 777 KB

o Length: 6 minutes, 12 seconds

o Audio: 286 KB

o Video: 491 KB

o Screen size: 608 x 460

o (Ibid)

Flash – Creation, Issues and Applications to eLearning and mLearning Platforms

What are some component issues when using Flash, the Supervisor’s Toolkit

Tutorial’s final format?

When you reach the point where you want to export the Adobe Captivate tutorial to its

final format, Flash, there will be multiple program area-routines to perform and general

items to consider.

- 28 -

Foremost, Adobe Captivate will only publish projects as SWF supported in Flash 7, 8, 9

or 10 and Flash Lite (used in mobile applications to be discussed later) 3.0, of 3.1

(Adobe, ―Publish a Project as a SWF File‖). This means that the user (learner) must have

these versions supported within their browser.

To ensure that all files transfer in the exportation process from Adobe Captivate to Flash

(SWF), you should foremost save the tutorial in Adobe Captivate and preview the project

before exporting the project to Flash; this guarantees that all the files are exported

(Adobe, ―Exporting Files to Flash‖). A potential error that can arise is the text within the

file not displaying properly in the browser (Adobe, ―Text Viewed in Browser‖). This

occurs when a link within the file calls the project a ―SWF file instead of the HTM file

that corresponds to the SWF file‖ (Ibid). Adobe recommends that if you are including

your project to the web, as the tutorial will within the TVA intranet, that it not link

directly to the SWF file:

If you link directly to the SWF file, the browser does not know the size at which it

should display the SWF file, so it simply shows the SWF file at the same size as

the browser window. This can result in distortions, especially text distortion that

causes text to become unreadable (Ibid).

To guarantee the Flash file shows correctly in the browser, use the HTM file (.htm)

produced with the SWF file within the Captivate software. The HTM file contains code

that will inform the browser of the proper dimensions of the Supervisor’s Toolkit Tutorial

(Flash file), and therefore offer optimized experiences for the user (Ibid).

For those users with disabilities, there are also steps to making the tutorial Section 508

Compliant. The Captivate software has a feature within its save options, ―508

Compliance,‖ that ensures the tutorial meets Rehabilitation Act requirements. The

following outlines the steps to making Adobe Captivate project files 508 compliant

(Adobe, ―Accessibility and Adobe Captivate‖):

Project name (derived from Project Properties)

Project description (derived from Project Properties)

Slide accessibility text

Slide label (derived from Slide Properties)

Buttons

Playback controls (The function of each button is read by screen readers)

Password protection (If an Adobe Captivate SWF file is password protected,

the prompt for a password is read by screen readers)

Question slides (Title, question, answers, button text, and scoring report are

read by screen readers)

The result of these steps will create a product that will display in all browsers. Adobe

notes, though, that Internet Explorer, fitting to the I.E. 6.0 currently promoted by TVA, is

the sole browser with support for MSAA (Microsoft Active Accessibility) (Ibid).

- 29 -

What is the potential for Adobe Captivate and its final file format, Flash, to operate

in mobile environments?

There are currently two applications for Flash that work for mobile devices, Flash Lite,

compliant with the 3.0, 3.1 formats available from Adobe Captivate, and most recently

the use of a Flash Player for mobile devices, running Flash 10.1.

Adobe Flash Lite 3, according to its product description, ―enables OEMs and service

providers to differentiate their devices via customized applications and user interfaces,

[allowing] a more complete web experience, and the ability to access video and rich

content across [mobile] devices‖ (Adobe, ―Flash Lite‖). Flash Lite is compliant with

multiple mobile devices and companies.

The future for Flash recently took a great leap towards mobile learning with the creation

and implementation of a Flash Player for mobile devices. The Flash Player, running

10.1, features ―Smart Zooming‖ that allows for users to ―scale content to full screen

mode delivering immersive application-like experiences from a Web page‖ (Adobe,

―Adobe Announces Availability of Flash Player 10.1 for Mobile‖). For those familiar

with web browsing and use, this player will further bridge the gap to using mobile

learning applications across multiple technology-learner generations. The performance

optimization of the mobile Flash Player, according to Adobe, will also work with

―virtually all major mobile silicon and platform vendors [to] make efficient use of CPU

and battery performance‖ (Ibid). In its infancy, the potential, from the mobile Adobe

Flash Player, to future, mobile learning seems unlimited. The deviations from eLearning

to mLearning will likely be unrecognizable.

- 30 -

APPENDIX C

Review and Approval Log

* This Review and Approval Log was previously sent to the Client via email communications with detailed usage instructions.

No. Submit

Date Item Item Comments

Requested

Approval

Date

Approve/

Deny/ Modify

Signature

/ Date Comments

1 7/16/10 Review and Sign-

off Authority (Clarification)

Jim Thornton, Earl

Thornton, Cynthia Ghosten 7/19/10

□ Approve as Is

□ Modify Content

□ Deny

2 7/16/10 Deliverable #1 (Clarification of Deliverable)

Stand-alone Adobe

Captivate Screencast

Tutorial for the TVA

Supervisors’ Toolkit

7/19/10 □ Approve as Is

□ Modify Content

□ Deny


User Guide (with site map

and transcript) 7/19/10

□ Approve as Is

□ Modify Content

□ Deny


Future Implementations List 7/19/10 □ Approve as Is

□ Modify Content

□ Deny

- 31 -

No. Submit

Date Item Item Comments

Requested

Approval

Date

Approve/

Deny/ Modify

Signature

/ Date Comments

5 7/22/10

Review Meeting

#1 (Clarification/Approval of

Date, Time, Content)

Storyboard will be

presented to reviewers on

7/22. Review meeting to

follow on 7/26 at TVA at 4

pm.


□ Modify Content

□ Deny

6 8/3/10

Review Meeting

#2 (Clarification/Approval of Date, Time, Content)

Adobe Captivate Screencast

Prototype, List of CFL

Course Objectives, User

Guide and Future

Implementations List. Use

will be given to reviewers

on 8/3. Review meeting to

follow on 8/3-8/4.

Preferred meeting time is 3

- 5 PM (if at all possible).


□ Modify Content

□ Deny

7 8/10/10

Final Presentation

Meeting (Clarification/Approval of

Date, Time, Content)

All three (3) Deliverables

will be presented to TVA

Client. An overview will be

provided to all TVA present

at the final review meeting.

A Q&A Session will

follow.


□ Modify Content

□ Deny

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