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Employee Training Program: Computer Skills for New Position at Baderman Management Group

This instructional plan aims to equip new employees at Baderman Management Group with the necessary computer skills to effectively manage their new position. The plan includes online and face-to-face methods, simulations, discussions, and assessments.

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Employee Training Program: Computer Skills for New Position at Baderman Management Group

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  1. AET/515Instructional Plan Template Courtney McVay

  2. Needs Assessment • 1 New employee class currently offered. • New employee classes offered every Tuesday • Covers general information and company history

  3. Instructional Goal • Students will be able to manage, create, evaluate, and self assess the computer aspects of their new position with Baderman Management group. This includes reserving rooms and conventions, processing payments and refunds, as well as accessing employee documents, interoffice e-mail, and marketing tools.

  4. Performance-Based Objectives • Students will develop skills needed to implement software programs for their new position at Baderman Management Group comfortably while maintaining an 80% average on course assignments. • 2) Students will utilize skills acquired by maintaining 95% accuracy with all • computer transactions and scheduling monthly.

  5. Summative Assessment and Learning Outcomes • Assessment Goal #1: • Students will complete a computerized simulation and earn an • 80% or higher. The simulation will include payments, refunds, • booking rooms and conventions, accessing email, employee • documents, and creating marketing materials. • Assessment Goal #2: • Students will be formally evaluated to see if they are • maintaining a 95% accuracy after 3 months of employment.

  6. Learner Characteristics Characteristics Implications Low turnover rate Ability to utilize the program effectively Ability to continue progressing after leaving the classroom • New Employees • 18 years and older • Minimum of a High School • Diploma • Variety of Cultural Backgrounds • Self Directed • Computer Savvy

  7. Learning Context

  8. Content Delivery Online and Face-to-Face Pros Instant Data capabilities Intimate setting for needed interventions Easy to adapt during Beta testing • Use of Online and Face to Face Method • Small classroom environment • Simulation Model

  9. The Plan

  10. Module Contents • Module 1: • Company Overview • History • Rules and • Regulations • D. Tax and Other • required Documents • E. Safety Training • Module 2: • Company Email • Management hierarchy • Booking Rooms , events and conventions. • Maintaining customer satisfaction • Growth opportunities • Common Challenges • Module 3: • Processing Accounts Receivable • Completing customer refunds, coupons, and discounts • Marketing and potential commissions • Concierge services and booking with a 3rd party

  11. Instructional Strategies • Online Simulations • Whole/ Small group discussions • Video / Audio components • Graphic organizers and Models • Activity logs / simulation reports

  12. Plan for Implementation Baderman

  13. Implementation Plan: Students

  14. Instructional Resources • 5 Computers with all components and headsets • Simulation Software • 3 round tables • Whiteboard • Projector • White Rollup screen for projector • General office supplies

  15. Formative Assessments

  16. Evaluation Strategies • Student Simulation Data • Student and Staff Surveys • Post Implementation Meeting • 3 Month Employee Effectiveness Review • Employee Self Evaluation

  17. Outcome Review

  18. Recommendations • Program Adjustments based on data • Simulation Question Shuffle • Future Simulation Offerings

  19. References • Eberly Center Teaching Excellence & Educational Innovation. (2013). Retrieved from http://www.cmu.edu/teaching/index.html • Brown, A. and Greene, T. (2006). The Essentials of Instructional Design: Connecting Fundamentals Principles with Process and Practice, 1e; Creating learning Environments and Producing Instructional activities • Ormrod, J. E. (2003). Lifespan development and learning. : Prentice Hall.

  20. References Continued • Petterson, C. (2007, December). Bringing ADDIE to life: Instructional design at its best. • Retrieved from https://umdrive.memphis.edu/payers/public/IDT7060and8060/ADDIE%20Article.pdf • Reiser, R., Dempsey, J. (2007). Trends and issues in instructional design and technology: Prentice Hall. • Tzanis, J. (2004). Online course development: applying ADDIE. Retrieved from • http://www.tzanis.org/Courses/ADDIE/Analysis.htm

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