Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Deborah Limback

Submitted 10/08/2017

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 Project Proposal – Module 2

PROJECT TITLE – CONDUCTING SALES TRANSACTIONS

SPONSORING ORGANIZATION

Rolling Thunder, Inc., Virginia Chapter 3

The major function of Rolling Thunder®, Inc. is to publicize the POW-MIA issue: To
educate the public that many American Prisoners of War were left behind after all
previous wars and to help correct the past and to protect future Veterans from being left
behind should they become Prisoners of War-Missing In Action. We are also committed
to helping American Veterans from all wars.

PROJECT DESCRIPTION
Rolling Thunder, Inc., Virginia Chapter 3 raises money to support veterans through a
variety of fundraising activities. One of these activities is setting up booths at several
local military, veteran, or motorcycle events to sell Rolling Thunder merchandise.
Recently, the chapter has gained new members and new methods of conducting
transactions for merchandise, with little formal training for members participating at a
booth. After a large event last year, several booths had accountability issues, causing a
financial loss for the chapter. This project will address the accountability gap and
provide a solution for better accountability for all merchandise booths.

AIM
The aim of this project is to educate chapter members about organizing, running and
accounting for sales at merchandise booths to prevent further loss of funds to the
chapter. A secondary aim is to develop a cadre of individuals in the chapter who are
knowledgeable about the process to prevent a single point of failure scenario.

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TARGET AUDIENCE
The target audience for this project is the membership of Rolling Thunder, Inc., Virginia
Chapter 3. The membership consists of nearly 100 members, of varying ages, veterans,
non-veterans, men, women, and disabled members. There are varying levels of
experience with sales and merchandising and technology use in the group.

DELIVERY OPTIONS
The best option for training would be a combination of several face to face training
sessions delivered near event dates and a job aid distributed to members volunteering
to work at a booth during monthly meetings. Training for the sales cadre could be
conducted separately with more in depth information.

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 Front-End Analysis: Instructional Need – Module 3

INSTRUCTIONAL NEED
Due to membership and leadership changes over the past 2-3 years, several previous
organizational processes have not been regularly adhered to or enforced. Additionally,
new methods of collecting money for merchandise have been introduced with little to no
training prior to being implemented at sales events. The combination of these two
situations has caused incorrect amounts of money being collected at sales tables, which
causes loss of income for the organization.

While there is a need to re-establish and enforce organizational policies as they pertain
to merchandise sales there is also an instructional need to correct the existing problem
of poor sales accountability. Educating chapter members about the tasks and
processes necessary to properly set up a merchandise table, collect, process, and
account for both cash and credit transactions, conduct inventory of items, and return
unsold items and money will provide more accurate, consistent income.

Front-End Analysis: Learner Characteristics – Module 3

LEARNER ANALYSIS

Primary Audience
 Members of Rolling Thunder, Inc., Virginia Chapter 3
Secondary Audience
 N/A

General Learner Characteristics

 The target audience consists of men and women aged 18-75.
 The target audience is predominantly Caucasian and American.

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  Audience has varied work experience.
Entry Characteristics
 Audience is motivated to learn the subject matter.
 Audience has varied sales knowledge/experience.
 Audience has limited knowledge/experience with card reader technology

CONTEXTUAL ANALYSIS

Orienting Context
 Learners want to be able to correctly set up and run a merchandising booth and
correctly account for merchandise and money transactions.
 Learners perceive the instruction to be important, and valuable.
 Learners are aware that they are held accountable for merchandise and money,
so instruction to improve the process will improve their willingness to volunteer to
perform the task.
 Potential misconceptions from learners is that the training will be time
consuming, difficult to learn, difficult to retain.

Instructional Context
 Instruction will take place after designated chapter meetings or prior to special
events where merchandise tables will be set up.
 Lighting will be satisfactory to read any instructional materials and perform any
assigned activities/scenarios.
 Distracting noise will be at a minimum as instruction will be held outside of
chapter meeting times in small groups at the designated meeting location.
 Temperature will be the same as the meeting location.
 Seating will be around a conference table in the meeting location to promote
discussion.

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  No special accommodations are anticpated.
 Up to two Square readers and a cell phone will be used to demonstrate the use
of the reader and how to download the Square app. Checklists will be developed
and used in class to demonstrate the tasks to be completed to set up, run, and
close down the booth.
 Learners will provide their own transportation to the meeting place.
Technology Inventory
 Learners will have access to the Square reader and their personal cell phone.

Transfer Context
 The skills learned in this session will be applied throughout the year at different
events where merchandising tables are set up.
 Learners will have the opportunity to use the skills with a week of the instruction.
 A checklist to use during the setup, running and close out of the table will be
available as well as having a mentor on site to assist with questions or problems.

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 Instructional Impact Based Upon Learner Characteristics

APPLICATION OF LEARNING THEORIES

 Create a systematically structured program with defined requirements. This
appeals to an adult’s motivation to learn and shows respect for their time.
 Ensure that learners know how this information will benefit them. Make training
and materials, easy to use and understand.
 Use more experienced learners in the class to demonstrate and/or mentor other
learners. This accommodates the experience adult learners bring to class.

APPLICATION OF MOTIVATIONAL THEORIES

[How will you apply motivational theories to your target audience – mod 4]

IMPACT OF A DIVERSE AUDIENCE ON INSTRUCTION

While this audience is not culturally or ethnically diverse, such characteristics would
impact the design and delivery to the extent that language and cultural assumptions
about merchandise sales would need to be addressed.

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 Task/Goal/Performance Analysis – Module 5

[If you choose to conduct a task analysis, you will select and conduct a method or
methods of content/task analysis as described in Chapter 4 of the textbook (Topic
Analysis, Procedural Analysis, or Critical Incident. An example of one kind of Task
Analysis can be found starting on page 418.] ONLY complete ONE method of analysis.

TASK ANALYSIS METHOD

A procedural task analysis was performed because the job can be broken down into
several procedural tasks.

TASK ANALYSIS

GOAL ANALYSIS

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 Instructional Objectives – Module 5
[Goals, Terminal Objectives, and Enabling Objectives – Check Rubric & Don’t forget to
map the domains and level of Bloom’s Taxonomy with the objectives]

PROJECT (INSTRUCTIONAL) GOAL

By the end of this lesson, the audience will be able to properly receive and account for
money collected from merchandise sales.

TERMINAL OBJECTIVES AND ENABLING OBJECTIVES

 Demonstrate accurate cash transactions. - Psychomotor
o Given a cash box, count contents and provide beginning balance.
o Receive cash and make proper change.
o At the end of a sales event, count cash and provide ending balance.

 Demonstrate accurate credit card transactions.- Psychomotor

o Using a cell phone, download Square Point of Sale App.
o Using the cell phone earphone port, properly install Square Reader on cell
phone.
o Using the square reader, receive credit card transactions.

 Provide accurate transaction report. - Psychomotor

o Using the transaction report, accurately list cash sales.
o Using the transaction report, accurately list credit sales.

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Enabling Objectives Matrix & Supporting Content – Module 6

[Paste your Enabling Objectives Matrix from Module 6 here]

Feel free to include your instructional content here or attach it as another document in
the dropbox, as appropriate. It could be a PowerPoint, Word doc, video, etc.

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 References

Reference one – Please replace this text with the text of the first reference that use
outside of our course textbook.

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 Final Project Rubric

Please see the final project rubric at: Portfolio Rubric and the reflection paper rubric at:
Portfolio Rubric Reflection

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