web viewat abc sales, representative consultants (rscs) in the retail stores are performance graded...
TRANSCRIPT
ADDIE Model, Page 1
Running Head: INSTRUCTIONAL DESIGN WITH THE ADDIE MODEL
Final Project ADDIE Instructional Design
David Pollitt
EDU623 Designing Learning
Professor Steven Moskowitz
August 15, 2014
ADDIE Model, Page 2
EDU623 Instructional Design with the ADDIE Model
Introduction to Project
At ABC sales, representative consultants (RSCs) in the retail stores are performance graded
based on the percentage of willing-to-recommend (WTR) scores they receive. These WTR scores are
what customers give their in-store experience on a scale of 1-10, and the RSC does not receive any
credit for WTR scores less than nine. The difficulty in this experience is that customers many times come
into the stores already angry and negative as a result of billing problems as well as misunderstandings
from not being able to easily read a billing statement. The end result is that RSCs receive negative scores
no matter how hard they try to resolve these issues because they do not have any training or experience
in billing reading and formats. The drill-down effect of using The Why Analysis described in Open
Resource Material determined that if angry customers had better explanations of billing issues before
leaving the store that they would be less likely to return as angry customers. Therefore, the training on
the front-end billing experience becomes the root-cause training need. The approach in this case is
what is called The Rule of a Thousand as stated by Chuck Hodell in his book ISD: From the Ground Up,
“Imagine every course you design will be implemented in 1,000 places at once, by 1,000 facilitators, in
front of 1,000 populations you will never meet” (2006, p. 169). The current training model was not
functionally appropriate and did provide solutions to customer billing problems. The following is an
instructional design outline and guide to assist in establishing appropriate training for ABC’s RSCs.
Analysis-Needs and Front-end Analysis
Current Situation and Why Training Is Needed
Front-end training for billing explanations will solve the issue of the returning angry or
confused customer about billing misunderstandings, thus reducing the number of poor WTR
scores for a RSC (Root Cause)
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Back-end training for billing explanations will reduce the possibility of a poor WTR score for
those who returned and who were angry or negative when they returned (Solution Based)
and farther future poor WTRs.
Front-end training for how best to illicit the appropriate support through the right customer
care department will assist RSCs in assisting customers to resolve billing difficulties on back
end of billing problems.
Audience Population Analysis
What is the average age? Are there multiple distinct age groups?
o Age group of RSCs between 19 and 25 years old
Percentage of RSC’s in this category 95%
o Age group of new-hire RSCs between 19 years old and 25 years old
Percentage of RSCs in this category 95%
o Age group of managers between 25 years old and 35 years old
Percentage of managers in this category less than 3%
o Age group of experienced RSCs between 30 years old and 35 years old
Percentage of RSCs in this category less than 1%
What is the gender mix?
o The gender mix is 50% male and 50% female
What is the educational background
o 100% with high school diploma
o 10% with college including undergraduate
o 1% with masters
o None with PhDs
What is their cultural background?
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o 75% white
o 20% black
o 5% Hispanic
What is first language of the learners in Tennessee
o English
Prior Knowledge and Experience
o How long have learners been in the workforce?
Three to five years for 95%, and five to ten years other
o How long have they worked with the ABC organization?
One to three years 95%
o How much do they already know about the subject?
Very little on billing and support
o What level of content mastery is expected?
75% mastery of customer engagement
o Are they open and motivated to participate and learn?
Yes, they are willing to learn, but there is no training developed to do that.
Technical
o What hardware and software will the learners have?
On-the-job scenario based
Intranet, no open discussion boards
o Do they have access to the internet?
Yes
o Do they have the technical skills to complete the training?
Yes
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Learning Environment Analysis
Training can be provided hands on at the ABC training center in a classroom environment, through
online training modules or at local stores. All technology is available except no educational Intranet
discussion boards are available.
In Depth Task Analysis and Content Mastery
Task I: RSCs need this training to solve future billing issues by doing these things on the front end before
customers leave the store
Training on how to review the CSS
Training on how to explain prorated charges
Training on how to explain a customer’s next bill with pricing changes
Training of how to obtain additional billing support information as needed (CSS)
Training on when to include a manager when customers do not understand billing
explanations
Task II: RSCs need training in better billing explanations on the back end when customers return to the
store for better billing understandings.
Training of how to review a current bill
Training on what it means to have a prorated bill
Training on resolving billing issues with different departments: wired, internet, Uverse,
and WHP
Situational Analysis
What barriers and challenges need to be overcome to deliver the training effectively:
o There is a requirement for RSCs to review the billing CSS, but there is no oversight or
observations for this giving the perception that it is not that important. Still, there is not
initial training or refresher training on the CSS (billing) overview provided for RSCs.
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o The organizational culture of hiring RSCs does not stress enough the need for RSCs to be
customer-service oriented as well as sales oriented. Therefore, there is a customer-
service avoidance attitude prevailing in retail stores. Billing issues are considered to be
customer-service oriented. Lack of this training is indicative of this attitude.
o The training department is rigid and not flexible enough to accept from other
departments. To accept ideas outside of their department is to admit failure.
Media/Technology Analysis
What platforms are available (if needed)?
o For billing there should be access to online modules once completed if they can be
supported by the training department
o There will be no learning discussion boards supplied
Instructional Design Phase
This project has been outlined for simpler reading using some outline type formats, but regardless, it
addresses the uniqueness of the design phase of the ADDIE Model. This project is really a process and
offers itself as a dynamic model that accepts changes and is flexible to results and new ideas prior,
during, and after training ends. It is a framework for the purpose of helping ABC’s RSCs develop better
willing-to-recommend (WTR) scores. It is a good idea to review what happened prior to the learning
taking place as part of the development phase of any instructional design project. This means that
Attitude Likerts as well as knowledge-based surveys need to be completed prior the start of training to
establish a baseline for improvement and additional training adjustment. See Exhibit A, B and C for
examples of upfront attitude Likerts with an interview questionnaire, then the knowledge-base survey to
be used in this design phase.
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Prior to Learning
o Submission of the training draft is submitted to the regional marketing manager for
review to have endorsement as well as the sample submission submitted to store
managers for input back to the regional marketing manager.
o Phase I: Submission of Recommended Training Program
Cost: Use of current ABC supplies without any additional external costs.
Deadlines: Deadline for return of the Attitude Likerts along with pre-knowledge-
based survey forms necessary before start of training. Then, as well as the
deadline for submission of the scenario-based POD presentation from each
store for sharing with the other stores after training is complete. There should
also be a delay in implementation of other stores until the pilot test received
feedback and consider suggestions from other internal stakeholders.
Samples for use in the first training course to include sample CSS and USR
reports. Contact lists also provides all the best contact number for billing
support.
Agreement: To use concept of preparing for learning using pre-knowledge-
based surveys to determine how learning teams are arranged for training as
well as the same for post-assessment.
Agreement: To use concept of using jigsaw or collaborative learning groups in
order to enhance learning.
Agreement to use online discussion groups through company Intranet.
Agreement to use scenario-based PODs for sharing what to do and not to do
concepts with other stores.
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Agreement on participation requirements from RSCs as required coursework for
employment .
Agreement on using a pilot test on only one store prior to rolling out to
complete regional area. No final materials will be used in order to leave training
open to change and adaptation.
Agreement to allow managers to observe and review the results of the training
as internal stakeholders in order to suggest changes and adaptation.
Agreement to use back-end peer observations to gauge authentic learning
results.
Agreement to use back-end supervisory observations to gauge authentic
learning results that will not be used in a negative manner and only be used to
improve performance.
Agreement to use back-end RSC interviews to gauge authentic learning results.
Suggested Schedule Based on Completion of the Phase I
o September 1st: Submission of recommended training project
o September 15th: Pre-knowledge -based surveys with Attitude Likerts provided for
Westend Store
o September 30th: Deadline for return of pre-knowledge-based surveys with Attitude
Likerts for Westend Store
o October 15th: Begin pilot test at workshop Westend store, Nashville
Two hours of group discussions and interaction
One hour of scenario-based POD script development
One hour of scenario-based POD production
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Post-knowledge-based surveys with Attitude Likert along with RSCs interviews
to be completed at the end of the course
o November 1st : Submission of internal stakeholder report for changes and adaptation
o November 15th: Review of WTR scores over next six weeks for comparison and statistical
analysis have submitted by January 1st.
o January 15th: Deadline for appropriate agreement to let program go forward
o February 1st: Training the trainers using Westend participants and Westend managers
from other stores. Very little training is needed.
o February 15st: Pre-knowledge-based surveys and Attitude Likerts provided for additional
five stores. (No exception interviews in roll out. Only used in initial pilot test to establish
enhanced information for course input).
o March 1st: Deadline for return of pre-knowledge-based surveys and Attitude Likerts for
additional five stores
o March 15th: First workshop for additional five stores at ABC training facility
Two hours of group discussions and interaction
One hour of scenario-based POD script development
One hour of scenario-based POD production
Post-knowledge-based survey and Attitude Likerts to be completed at the end of
the course
o April 1st: Submission of internal stakeholder report for additional changes and
adaptation
o April 15th: Start review of WTR scores for additional five stores with comparisons and
improvement statistics over next eight weeks to be finished by June 1st.
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o June 15th: Submission of training program report with all statistical analysis for
presentation for company-wide implementation
Preparing for Learning Details
It is the goal of the project to use and develop a pre-knowledge-based surveys for RSCs to establish
the current area of strengths and weaknesses within the organization concerning billing terms and
applications as well as to determine knowledge level of billing support groups and the functions that
they serve. In this case a multiple-binary (multiple-choice assessment can be easily be used). This will be
given out two weeks prior to training in order to have time to properly evaluate the results. The
assessment results determine which RSCs will be teamed with each other in order to form their
discussion groups for classroom and on-line (Intranet), as well as on-site participation. These are
sometimes referred to as jigsaw or collaborative learning groups. It is important in this process to
provide RSCs a pre-established list of those on their teams and have seating arranged appropriately for
each of those by participating tables with materials provided that will include sample CCS and USR billing
statements as well as IPads. These IPads are connected to the ABC Opus Systems in order to review real-
time billing formats. In addition, there are scenario-based POD presentations that prepare RSCs using
right-way, wrong-way understandings to discuss billing and CSS information by event real-life scenarios
that demonstrate these ways in action. RSCs will prepare examples of how to communicate with billing
support teams from other departments in order to assist a customer before they leave the store. RSCs
will participate in online discussions reviewing the scenario-based PODs from all the other stores and
providing feedback and comments.
Course Outcomes and Objectives
o Objective I: Retail Sales Representatives (RSCs) need training on the wireless CSS report
to solve future billing issues by doing CSS reviews on the front end before customers
leave the store:
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Audience: RSCs
Behavior: The RSCs will be able to explain all the pricing features of a CSS report to a
customer
Condition: Given the event of a customer making a purchase or making changes to
their wireless account, the RSC will be able to explain in detail all the pricing
features of the CSS report to a customer without the assistance of a manager.
Degree: The RSC will be able to explain the pricing features of a CSS report to a
customer prior to the customer leaving the retail store that will include description
of prorated charges, next bill charges, and explain all the pricing changes related to
a customer’s transaction to the extent that the customer agrees that the RSC has
given them completely satisfactory service, and that they are willing to highly
recommend ABC and the RSC to their friends, family, and associates if asked.
o Objective II: RSCs need training on how to explain additional billing from RST (Uverse
related: TV, Internet, Voip), and RST (Non Uverse related: landline, Internet).
Audience: The RSCs
Behavior: The RSCs will be able to explain all the pricing features of an Uverse
Summary Report (USR) to a customer that relates to Uverse TV, Uverse
Internet, and Uverse VOIP and also for Non-Uverse related landline and
Internet.
Condition: Given the event of a customer making a purchase or making
changes to their wireless account, the RSC will be able to explain in detail off
the pricing features of the USR to a customer without the assistance of a
manager.
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Degree: The RSC will be able to explain the pricing features of the USR report
to a customer prior to the customer leaving the retail store that will include
description of prorated charges, net bill charges, and explain all the pricing
changes related to a customer’s transaction to the extent that the customer
agrees that the RSC has given them completely satisfactory service, and that
they are willing to highly recommend ABC and the RSC to their friends, family,
and associates if asked.
Objective III: RSCs need to be able to connect to the correct department in order to resolve
billing issues for the customers at the store to include wireless products and services as well as
all RST-related products and services
o Audience: The RSCs
o Behavior: The RSCs will be able to connect to the right department the first time in
order to resolve billing issues for the customers at the store to include wireless products
and services as well as all RST-related products and services.
o Condition: Given the event of a customer returning to the store with a billing problem
on their wireless account or their RST-related accounts, the RSC will be able to connect
to the right department the first time in order to resolve billing issues as well as
reconfirm and explain all the details of the current and future billings to the customer
before the customer leaves the store.
o Degree: The RSC will be able to connect successfully to the right department the first
time in order to resolve billing issues as well as reconfirm and explain all the details of
the current and future billings to the customer before the customer leaves the store to
the extent that the customer agrees that the RSC has given them completely satisfactory
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service, and that they are willing to highly recommend ABC and the RSC to their friends,
family, and associates if asked.
o Behavior: The RSCs will be able to connect to the right department the first time in
order to resolve billing issues for the customers at the store to include wireless products
and services as well as all RST-related products and services.
Learning Theory
The major theory that is used is constructivist learning where students are engaged with student-
centered rather than instructor-centered learning. This fits well into the informal and transformative
styles of learning and makes it well on its way to use differentiated instruction as one of the most
popular educational tools for its best success.
Lesson Structure
o CSS Billing Training
CSS billing details by detail headings
CSS billing details by current billing
CSS billing details by future billing estimation
CSS billing dealing with proration
Rational for CSS training first is that it is the most used billing report
produced with every customer with any transaction, which lends itself cross-
over knowledge into other billing analysis and discussions
After each section has been reviewed by instructor in lecture mode, the
trainees divided into their pre-selected groups to discuss samples provided from
five different billing examples
The discussion groups will respond from their review of the examples
and present back to the class using story boards and explanation as a team in
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the style of jig-saw or teach-back method. They will discuss all of the billing
lessons, but will only present one of four of those back to the other trainees in
their presentation.
Scenario-based POD training needs to be developed by letting the
trainees create actual work-related scenarios that describe billing conversations
with customers and demonstrating what to do and what not to do. Each team
will contribute one scenario a piece in order so at least five do nots and five dos
are included
o USR Billing Training
USR billing details by detail headings
USR billing details by current billing
USR billing details by future billing estimation
USR billing dealing with proration
Rational for USR training first is that it is the most used billing report
produced with every customer with any transaction, which lends itself cross-
over knowledge into other billing analysis and discussions
After each section has been reviewed by instructor in lecture mode, the
trainees divided into their pre-selected groups to discuss samples provided from
five different billing examples
The discussion groups will respond from their review of the examples
and present back to the class using story boards and explanation as a team in
the style of jig-saw or teach- back method. They will discuss all of the billing
lessons, but will only present one of four of those back to the other trainees in
their presentation.
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Better Connections Support Training
The RSCs will be able to connect to the right department the first time in
order to resolve billing issues for the customers at the store to include wireless
products and services as well as all RST-related products and services.
RSCs will be taught to rely on newer and more dynamic numbers and
processes for ABCaining detail billing information from different departments
and learn to understand the type of information that will be needed prior to
making that call
Assessment
Formative assessment relies on learning in order to know how to learn better. It works better with
constructivist training models in order for trainers to adapt their training methods to create better
learning. In regards to formative assessment, it is Popham who stated, “Formative assessment is a
process used by teachers and students during instruction that provides feedback to adjust ongoing
teaching and learning to improve students’ achievement of intended instructional outcomes” (2008, p.
5). This is one of the reasons that the periodic assessments and the continuous observation inputs are so
important. It has to be a planned process. It is planned at several different points in this project process
to have evaluations of several different types as check points and check backs for better revision and
instructional adaptation. Summative assessment is supported by the use of post assessment exercises
and the evaluation coming from all the internal managers who will be treated as observers for feedback
and additional input after the trainings are finished as well as the peer observations stated in the
agreement section of this project.
Media Specs
There are only three types of technology used in this training project: the smart board, IPads, smart
phones, and the company Intranet for discussion groups and posting of the scenario-based PODS. Each
one provides a different aspect for the training. For instance, the smart board is used by the trainer for
the first 30 minutes of the course while it is in lecture mode. After that, the collaborative teams take
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over while the teams use Ipads populated with OPUS software to access real-time billing, then the use of
smart phones for recording the scenario-based PODs that will be distributed over the ABC Intranet and
discussed over the discussion boards after viewing. There will not be any articles or text other than the
samples provided as CSS and USR billing examples reviews and responded by the collaborative learning
teams in jigsaw manner.
Instructional Design Development Phase
Please refer to Exhibit D in the final section of this project for the storyboard that will include
detailed notes of what will be covered as well as the formative assessment notes.
In creating the development phase of this project, it follows Robert Gagne’s Nine Steps of
Instruction providing a learning objective to stimulate recall of prior knowledge, retrieval practice,
scaffolding, material presentation, guidance of learning, elicit performance (practicing), feedback,
assessment, enhancing retention and transfer. It is also important to stress that this project
development contains a pilot test that should not be skipped. This allows evaluation of methods and
results in a way that will make the design tied to the specific objectives a strong foundation for going
forward.
Instructional Design Implementation Phase
When and where will the training be delivered? Please refer to the schedule of activities in the
design section of this project for dates and times. In addition, the training will be completed at
the ABC training facility or retail store premises to allow needed floor staff to be present during
the training times.
Who will deliver the training? The initial training will be delivered only by the instructional
designer; then once the project is accepted, it will be rolled out to other supervisors who
become familiar with the subject matter as well as the suggested learning format.
Do the trainers need training? The trainers will need very little training since the abilities have
always been center point for supervisors as they have always assisted ABC in this same subject
in the past.
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What is needed for the learner’s environment? As stated, only Smartboard, IPads with Opus
enabled, presentation materials for jigsaw teach-back, and COU smart phone recorders.
How will the environment be set up? Classroom will have enough room and tables for multiple
teams to work with each other at the same time.
Do the learners have to ensure they have the proper tools/technology? How wil you
communicate with them? All tools/technology is provided on premises. RSCs do not need to
bring anything.
Instructional Design Evaluation Phase
In regards to evaluation, the Kirkpatrick model of authentic evaluations will be followed. The term
authentic is meant to refer to “real” learning or as Jay McTighe described, “enduring.” Wiggins described
authentic learning as “worthy” intellectual tasks while Palm talked about this as the ability to retain
application of learning in “life after school.” This is where students take what they learn and extend that
knowledge into the real world they live in. In particular, Palm stated, “The assessment is regarded as
authentic, if, for example, students are engaged in cognitive processes that are important in successful
adult behavior in life beyond school” (2008, p. 6). Authentic assessment is all about practical application
of learning. In addition, Dorthy Mackeracher quoted Wlodkowski in her book Making Sense of Adult
Learning, “Learning is defined as a process of making sense of life’s experiences and giving meaning to
whatever sense is made” (2004, p. 6). Mackeracher believed that adults always must see the reason and
meaning for what they are doing in order for it to be authentic. Even Stephen Lieb stated in his book
Principles of Adults Learners, “Adults are relevancy-oriented.” This brings us to the question about what
kind of assessments will be used to establish whether the learning from this project is authentic.
Kirkpatrick First Steps
According to Kirkpatrick, Level one evaluation is about reaction. This is the reason for using an
Attitude Likert on the front and back end of the training. This establishes exactly how an RSC feels
(opinions and emotions) about learning of billing. The reaction evaluation survey (Attitude Likert) is in
Exhibidt A of this project. Exhibit C has the Attitude Likert for reaction as the followup evaluation with
slight changes in the questions. Level Two of the Kirkpatrick model is to find out the level of knowledge
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or understanding about billing concepts. I will be addressed with a multiple-binary questionnaire
(multiple choice) that will follow the Popham guidelines as stated in his book Classroom Assessment:
What Teachers Need to Know. In his material, he discusses that there is a right and wrong way to create
these kind of surveys. These front and back end evaluations will be to discover the “resulting increase in
knowledge or capability” (p. 1). This method is appropriate in the pilot test, but may be dropped when
the training rolls out to the larger audience. The reason for this is that the scenario-based PODs are
more appropriate for determining the level of authentic learning, but the multiple-binary is a good
choice to confirm learning in addition to the POD classroom projects. The multiple-binary is also a simple
way to check on knowledge that is more familiar to the RSCs.
Kirkpatrick Next Steps
Kirkpatrick has two additional levels of evaluation that determines and answers, “Did the training
stick.” This is very much about authentic learning. In this regards there has been detailed the use of
what is referred to as peer observations and supervisory observations as follow-up review of the
application of this learning on the sales floor. The peer observation survey questions are listed in Exhibit
F while the supervisory observation survey questions are listed in Exhibit G. As listed in the agreements
section of this project, there must be an agreement with the supervisory observations that they will not
be used in a negative way but as in a learning tool for RSCS. After an eight-week period of review of WTR
scores, then those who have not shown an improvement and those with the most improvement will
interviewed their peer team to determine if there what were the exceptional circumstances that relate
to both cases. Sometimes these circumstances are met with avoidable negative and positive results not
having anything to do with the training at all. It is important to determine that if possible amd be ab;e tp
remove statistical outliers and bias to obtain a better idea of results. Exhibit F gives an idea on the types
of questions that could be asked in that interview.
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References
Hodell, C. (2006). ISD: From the ground up. Danvers, MA: ASTD
Open Source Material. (2014). 5 why analysis. Post University Resource Material. Retrieved
from http://www.postuniversityEDU623Unit2
Popham, J. W. (2005). Classroom assessment: What Teachers need to know. Boston: Pearson
Popham, J. W. (2008). Transformative assessment. Alexandria, VA: ASCD.
Gagne, R. (2014). Robert Ganes nine steps of instruction. Big, Dog & Little Dog’s Performance
Justaposition. Retrieved from http//www.rwlink.com/-donclarkk/hrd/learning/id/nine_step_jd.html
Tomlinson, C. A. & McTighe, J. (2006). Integrating differentiated instruction & understanding by design.
Alexandria, VA: ASCD
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Exhibit A
Pre-Assessment Attitude Likert Survey
These questions are to be formatted in a Likert format about billing from one to five letting one being, “I
strongly agree” to five being, “I strongly disagree”:
In a billing situation I am completely comfortable with my ability to explain all the details or
wireless billing?
In a billing situation I am completely comfortable with my ability to explain all the details of USR
billing?
In a billing situation I am completely comfortable with my ability to provide an contact customer
service support ot assist customer in resolving billing issues?
I am not trustrated by workrin on billing problems?
I enjoy helping customers resolve their billing problems?
I feel it is more important for me to sell something than handle billing problems
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Exhibit B
Pre-Knowledge-Based Multiple Binary Survey
1. Based on your knowledge of prorated billing pricing the following statements are true:
A. Prorated means that the billing is not a full month but only a partial month
B. Prorated means that the billing is based on the actual days in a month under one plan or
another.
C. There are no taxes or FCC charges for prorated fees.
D. The accumulated prorations are listed in the top right hand corner of a CSS summary of page
2. Based on your knowledge of the CSS summary form chose the best answer concerning its use
A. The CSS is a summary of pricing that should be discussed with the customer at the end of a
transaction.
B. The CSS discusses early termination fees that can be forgiven if the customer insists
C. The CSS discusses activation fees that can be credited if the customer asks
D. The CSS should just be placed in the customer’s retail bag to review at their leisure at a later
time
3. Choose the best answer for the following situations.
A. Customers can have their activation fees waived if they request it.
B. Customers need to call the appropriate customer service department. Just give them the
number
C. Customers can usually receive extra credits if they only call customer care and ask
D. Customers need to be explained the details of the CSS before they leave the store.
4. Choose the best two answers to the following questions.
A. RST is the best contact for resolving the wireline and Uverse billing issues.
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B. You need to have the customers contact phone number and answer to their secret questions to
obtain information from a RST call.
C. You can give the customer the number to RST, and they can call them when they get home.
D. You can take payment from a customer without knowing their account number.
5. Answer the following best answer to the following selection
A. I am able to share all the information on a customer’s account without identification
B. I am able to locate and provide all the details of any wireless account as long as a customer can
tell me their phone number
C. I am able to provide any customer with details of any one’s account as needed
D. I am able to review the CSS with the account holder or the authorized user
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Exhibit C
Post-Assessment Attitude Likert Survey
These questions are to be formatted in a Likert format about billing from one to five letting one being, “I
strongly agree” to five being, “I strongly disagree”:
In a billing situation I am completely comfortable with my ability to explain all the details or
wireless billing?
In a billing situation I am completely comfortable with my ability to explain all the details of USR
billing?
In a billing situation I am completely comfortable with my ability to provide an contact customer
service support ot assist customer in resolving billing issues?
I am not frustrated by working on billing problems?
I enjoy helping customers resolve their billing problems?
I feel it is more important for me to sell something than handle billing problems
I would recommend this course to other co-workers in our market.
I felt the objectives were very clear to me.
I felt I was able to meet the objectives.
I like the way the course was presented.
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Exhibit D
Development Storyboard PDF Attachment
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Exhibit E
Post Knowledge-Based Survey
1. Based on your knowledge of prorated billing pricing the following statements are true:
A. Prorated means that the billing is not a full month but only a partial month
B. Prorated means that the billing is based on the actual days in a month under one plan or
another.
C. There are no taxes or FCC charges for prorated fees.
D. The accumulated prorations are listed in the top right hand corner of a CSS summary of
page
2. Based on your knowledge of the CSS summary form chose the best answer concerning its use
A. The CSS is a summary of pricing that should be discussed with the customer at the end
of a transaction.
B. The CSS discusses early termination fees that can be forgiven if the customer insists
C. The CSS discusses activation fees that can be credited if the customer asks
D. The CSS should just be placed in the customer’s retail bag to review at their leisure at a
later time
3. Choose the best answer for the following situations.
A. Customers can have their activation fees waived if they request it.
B. Customers need to call the appropriate customer service department. Just give them
the number
C. Customers can usually receive extra credits if they only call customer care and ask
D. Customers need to be explained the details of the CSS before they leave the store.
4. Choose the best two answers to the following questions.
A. RST is the best contact for resolving the wireline and Uverse billing issues.
ADDIE Model, Page 26
B. You need to have the customers contact phone number and answer to their secret
questions to obtain information from a RST call.
C. You can give the customer the number to RST, and they can call them when they get
home.
D. You can take payment from a customer without knowing their account number.
5. Answer the following best answer to the following selection
A. I am able to share all the information on a customer’s account without identification
B. I am able to locate and provide all the details of any wireless account as long as a
customer can tell me their phone number
C. I am able to provide any customer with details of any one’s account as needed
D. I am able to review the CSS with the account holder or the authorized user
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Exhibit F
Peer Observation Form
This is a “yes” and “no” form
RSC Name___________________________ Observer__________________ Date ___________
RSC was able to explain the CSS billing sections to the satisfaction of a customer on all occasions.
RSC was able to explain proration to a customer so that it was plain and simple
RSC was able to review all parts of the CSS before the customer exited the store
RSC was able to connect to RST to resolve a customer’s billing problems.
RSC was able to connect using smart chat to resolve the customer’s billing problems
RSC was able to explain early termination fees to a customer to their satisfaction
RSC was able to explain activation fees to a customer to their satisfaction
RSC was able to explain the return policy fee with customer to their satisfaction
ADDIE Model, Page 28
Exhibit G
Supervisory Observation Survey
This is a “yes” and “no” form
RSC Name___________________________ Observer__________________ Date ___________
RSC was able to explain the CSS billing sections to the satisfaction of a customer on all occasions.
RSC was able to explain proration to a customer so that it was plain and simple
RSC was able to review all parts of the CSS before the customer exited the store
RSC was able to connect to RST to resolve a customer’s billing problems.
RSC was able to connect using smart chat to resolve the customer’s billing problems
RSC was able to explain early termination fees to a customer to their satisfaction
RSC was able to explain activation fees to a customer to their satisfaction
RSC was able to explain the return policy fee with customer to their satisfaction
ADDIE Model, Page 29
Exhibit H
Special Circumstance Interview Format (As needed)
1. Did you feel that the environment of the classroom was appropriate for the best learning
experience?
2. Did you feel that the material was clear and easy to understand?
3. Did you feel that you would like to take the training over again if you had a chance?
4. Did you feel that you might like to use different scenarios in the POD project than the ones that
were used?
5. Did you feel that the training was a waste of time, and you’d rather be selling something rather
than learning about billing?
6. Have you ever thought that your base play with ABC was for taking care of customers as much
as commissions were for sales?