CREATING AN INSTRUCTIONAL MODEL BY TAMARA MILLETTE tamara.millette@my.open.uwi.

edu

COURSE CODE: EDID 6503 COURSE NAME: INSTRUCTIONAL DESIGN THEORIES, MODELS AND STRATEGIES UNIVERSITY OF THE WEST INDIES OPEN CAMPUS

COURSE COORDINATOR: CAMILLE DICKSON-DEANE TUTOR: DR. LEROY HILL SUBMITTED: 26 MARCH, 2014

Summary of Workplace Environment Caribbean Airlines is an international airline that is headquartered in Trinidad and Tobago. The internal structure of the airline is divided into functional areas e.g. Finance, Engineering and Commercial Operations. Under the Commercial Operations area fall the sub units of Marketing, Customer Experience and Airport operations. Each of these sub units is responsible for its own training needs. Customer Experience has its own training section that delivers all the training for staff doing reservations, ticketing and airport check in for all new staff members at all stations. The Call Center Department, which is part of the Customer Experience sub unit, receives all inbound calls and conduct reservations and ticketing for individual and corporate customers and groups. Calls are divided within the call center based on domestic (between Trinidad and Tobago) or international service. To be able to function in the Call Center Department, staff must have knowledge of the airlines routes, fares, fare rules, taxes and other charges. Staff must also have knowledge of the companys reservations systems to actually be able to make reservation and provide ticket information to passengers. All new staff members are given three (3) days of classroom training. The classroom training consists of viewing of power point slides introducing newcomers to the aviation industry and its basic terminology and an introduction to the companys reservation system. The second and third day, the new staff members are taught to use the reservation system using a simulated training version. At the end of each day they are assessed via quizzes and situational roles to ascertain the knowledge retained. The new staff members are then assigned to a senior agent within the call center for a further three (3) days of demonstration (listening in). This can always refer to this agent or a center supervisor in the future for help with complicated booking issues.

After this period of training, the new staff members are assigned to calls on the domestic desk for approximately two (2) months and then they are merged into the roster to handle both domestic and international calls. The calls of the new staff are periodically monitored and feedback is provided to assist them in improving their service. Performance is assessed in the call center based on the number of calls per day, the number of dropped calls, the speed at which service is completed, quality of customer service delivery and accuracy of the reservation.

Instructional Models Used No specific models were used in the design of instruction for the training of new staff. Therefore, with the current design elements, I identified two models that were partially used. The first model use was the general ADDIE model. These five steps of ADDIE are: Analysis- identifies learning problem, assessment of the audience and learning constraints and delivery outcome and expectations Design creation of strategies and lessons to achieve learning objectives. Develop The creation of the actual training material Implementation The activation of the learning plan to achieve the learning outcomes. The instruction is initiated and all the tools of learning e.g. books, CD, computer programs etc. are used. Evaluation assessment of the training material implemented to ascertain effectiveness both during (formative) and at the end of the ADDIE cycle (summative). The provision of feedback from participants which allows for revisions to be made.

Figure 1 - The ADDIE Model

The ADDIE model could have been used is the general design of the program of instruction for the Call center staff where the phases of the model can be adapted. The second model identified is the Cognitive Apprenticeship model. The cognitive apprenticeship model is the process where people learn from each other thru observation, imitation and modeling. Six teaching methods were developed by the creators of the model Collins, Brown and Newman (1987) - modeling, coaching, scaffolding, articulation, reflection and exploration. These methods allowed for the effective impartation of knowledge and skill from the teacher/master to the student/apprentice. This use of this method was applicable during the simulated training as well as well as in the live call center environment. The teaching methods that would have been used were as follows: Modeling the through demonstration of the task to allow student to create a conceptual model. E.g. the demonstration of the steps to create a complete booking for a passenger by instructor

Coaching the performance of the task by the student is observed by the teacher and feedback is given e.g. the creating of bookings by the student which is reviewed by the instructor.

Scaffolding a support structure is used to support the student in their learning. Assistance is sometimes given to the student to perform some parts of the task by the teacher until the student becomes proficient e.g. the senior agent in the call center may assist the new staff with more difficult reservations bookings in the beginning.

Articulation the task to be performed are articulated or the concepts restated in order to expose and clarify the knowledge gained thru inquiry, reasoning and problem solving activities

Reflection - the student compare their own problem-solving processes with those of an expert, another student, and ultimately, an internal cognitive model of expertise (Collin, Brown & Newman, 1987. p. 483). A technique for reflection could be to examine the past performances of both expert and novice and to highlight similarities and differences. The goal of reflection is for students to look back and analyze their performances with a desire for understanding and improvement towards the behavior of an expert.

Exploration students begin to problem solve on their own and exploration strategies are taught to the students. Exploration allows the student to frame interesting problems within the domain for themselves and then take the initiative to solve these problems. e.g the practice of creating reservations based on different self-made scenarios

Figure 2. Cognitive Apprenticeship Model

Instructional Strategies used in the Work Environment Following from the combined assumed models and observation of the work environment the following instructional strategies were identified: Lecture some of the early knowledge was presented in the form of classroom lecture to form the foundation for the following instruction Demonstration on the use of the airlines reservation system Explicit Teaching initially the instructor would be very involved in the learning through explanation and showing the process of reservation. The student engages in repeated practice until the instructor is no longer needed Simulation The use of a training module of the reservation system very much like the live version in which the new staff is allowed to practice as often as they wish.

 Discussion The asking of question by the students to help clarify information or gain further knowledge. The students may ask the tutor or the senior call center agent to whom they are assigned. Feedback By monitoring the work of the new staff , the instructor or manager within the call center will provide feedback regarding the quality of work and guidance on ways to improve.

New Instructional Model

The new instructional model being proposed will be the Incubation Model. The new model is being designed to meet the complexities of the environment that the new staff will be working. Firstly, most of the staff will be new to the aviation industry and will need an introduction to its working, especially as it pertains to their job. Secondly, the staff will need to have knowledge of the concept of airline fares and ticketing to be able to properly understand the concept behind the making of a reservation. This will also allow for the understanding of fares, rules, taxes and charges as they apply to tickets. Thirdly, will be the understanding of the airlines reservation system to be able to make that booking. And finally, the customer service aspect of the job as it relates to serving people. The instruction will be done in phases to allow for conceptualization to occur as the increase in knowledge and practice occurs. At the end of the incubation period of the new staff total knowledge and training would have been achieved. The model will occur with the following phases: Orientation introduction to knowledge pertaining to the aviation industry e.g. Terminology, geography. The goal and objectives of the phased training is also identified to the students. Ticketing Knowledgebase the introduction of the staff to the understanding for fares and ticketing, rules, taxes and charges of the airline.

 System Knowledgebase instruction on use of the reservation system while referring to all that has been learnt so far. This will include demonstration and practice using a simulated model of the reservation system. Service Knowledge base introduction of customer service training to develop the correct relationship management skill to deal with a wide customer base. Observation the viewing of the call center and observation of the call center agents at work at the end of each phase for further conceptualization to occur and develop a larger picture for the staff on the scope of work. Assimilation the gradual integration of the staff into the workings of the call center environment where the staff is observed and feedback given to allow for performance improvements

Service Knowledgebase

System Knowledgebase

Assimilation

Ticketing Knowledgebase

observation

Orientation

Figure 3 Incubation Model

The Instructional Strategies of the New Model

The instructional strategies that will be utilized in the new model will include: Lecture this will be done within each phase to deliver theoretical knowledge to the staff Explicit Teaching to instruction the student on the skills aspect of the training and also allow for guided practice of the information learned. This is especially needed in the knowledgebase phases of the model Demonstration allow the instructor to fully demonstrate practical skill of ticketing, system reservation and deal with the customer. Role play to understand the full dynamic of deal with varying customer types in the call center Discussion to allow for inquiry by the student in order to have clarification of concepts and information Cooperative learning groups use in combination with role play and also to allow group practice of the system reservation. This encourages sharing of knowledge and building of teamwork. Simulation the use of the training module of the companys reservation system to practice Feedback provision of feedback to the student and by the student at different stages of instruction to ensure that learning is occurring and that the staff is aware of the areas to be improved.

Similarities and difference between new and current Instructional Model Similarities Both models cover the area of instruction pertaining to reservation system. Most of the strategies are the same. Differences The phases used are very different in the new model. The new model is specifically created for the instruction of airline call center staff. The focus of the new model is the imparting total knowledge for the new staff to do the job. The new model is holistic and includes new aspect of call center training such as the fares and ticketing training and the customer service training. There are additional instructional strategies to assist in the reinforcement of the knowledge and skill gained in the new model. They are role play and cooperative learning groups.

Reflections on creating the New Model

Creating the new model was a challenging process. It made me do greater observation on how instruction is done and the knowledge. The investigation into the current instruction identified a number of weak areas which I tried to fill with the creation of the new model. These include the ticketing instruction and the customer service instruction. The focus of the current model is the use of the actual system and the other skills and knowledge and gained in snippets by staff only after they begin to work in the call center. The staff members, therefore, begin work with gaps in the required knowledge and skill needed which can cause a loss of time and revenue by the airline and the staff grapples with trying to learn these additional skills. My focus was also in practice because more practice means greater speed and better more accurate performance.

References

Saskatoon Public Schools (2009) Instructional Strategies Online retrieved 25 March, 2014 from http://olc.spsd.sk.ca/DE/pd/instr/categ.html Learning Theories.com (n.d.) ADDIE model retrieved 25 March, 2014 from http://www.learning-theories.com/addie-model.html Learning Theories.com (n.d.) Cognitive Apprenticeship Model retrieved 23 March, 2014 from http://www.learning-theories.com/cognitive-apprenticeship-collins-et-al.html Collins,A., Brown,J. S., & Newman, S. E. (1987). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics (Technical Report No. 403). BBN Laboratories, Cambridge, MA. Centre for the Study of Reading, University of Illinois.