Instructional Design Plan

Nearly two years ago, Waste Pro Headquarters launched the Surge Center, a pop-up call

center designed to assist divisions during times of high call volume. The temporary call center

presented a need for better training of current and new customer service representatives at

multiple divisions, particularly in the use of our business system, Tower. Below is a design plan

that will aid the learners in comprehending the content that is needed to address the instructional

problem.

Design Descriptio Objective(s) Tim Instructional Strategy Media

Sequence n e
(Technology
,
Worksheets,
etc.)
Gain Pre- Present 1-2 5 Instructor would pre- Video
Attention instructiona hypothetical min. record a video presenting Lecture
l Strategy scenarios of this introduction with a
a customer customer service
question representative taking a
regarding customer call. Customer
billing. would like to know what a
certain line on their
invoice means, and what
the total balance on their
account is. Instructor
would ask the learners
what their response would
be to the customer’s
questions.
Inform Pre- Explaining 5 Instructor would play a Video
Learners of instructiona billing min. video with the objectives
Objectives l Strategy procedures of this module: locate
and reading account balance, explain
invoices billing cycles, recite parts
of an invoice. This video
will be pre-recorded by
current employees and
 will not need to obtain
copyright permissions.
Stimulate Pre- Searching 3 Learners would be given a Digital
Recall of instructiona for a min. worksheet to match the Worksheets
Prior l Strategy customer steps for searching a
Learning account. This customer account.
is to be
demonstrated
by a
recorded
screensharin
g session of
Tower. Must
obtain
permission
from Tower
development
to use
recorded
screensharin
g video.

Present Initial Billing 15 Instructor would present Power Point,

Stimulus Presentation procedures, min. this information using a Digital
Material Invoice and power point slide show. Worksheets
Billing The first slide would
Terms contain billing procedures,
such as different billing
cycles, billing and
payment methods. The
second slide would
contain billing terms such
as credit, credit hold, bad
debt, vacation hold, etc.
The third slide would
contain invoice terms such
as service period,
remittance address,
balance forward, etc. The
learners would use their
worksheets to fill in the
blanks corresponding to
 the words in the Power
Point.

Provide Initial Presentation 3 This example will be a Video

Learner Presentation of a customer min. video that shows how a
Guidance phone call to customer service
check the representative would
balance of navigate the phone call of
their account. a person who wanted to
This will be know their balance and
introduced when the next invoice
by using a would be received. Upon
video which receiving this information,
may be an the CSR would ask for the
original information to look up
recording or their account, inform them
obtain legal of the balance, and let
permission to them know when their
use an next invoice will be sent
existing and its due date.
video.

Elicit Generative Identify parts 5 Learners will be provided Digital

Performanc Strategy of an invoice min. a sample invoice and they Worksheets
e must identify the different
parts and their functions.

Provide Generative Review parts 5 Instructor and learners Live online

Feedback Strategy of the min. would review worksheets video
invoice as a from the Power Point meeting
group presentation and sample
invoice together.

Assess Post- Completion 20 Learners will complete an Digital Test

Performanc Instructiona of online min. online test comprised of
e l test. billing/invoice
Individual terminology, knowledge
results will of invoice layout, and
only be billing procedures.
viewable by
the
 learner/HR
department.
An overall
group score
will be
shared with
direct
supervisors
and
instructional
design team.

Enhance Post- Completion 7 Learners will apply Simulation

Retention Instructiona of customer min. concepts to a real-world
and l call simulation to address
Transfer simulation customer question/concern
regarding billing. In this
simulation, the learner will
act as the customer service
representative. When the
customer asks a question,
they will see an onscreen
multiple-choice response.
If a learner selects the
incorrect option, there will
be a side panel that
explains or notifies them
that their choice was
incorrect. The learner can
choose again until they
make the correct selection.

Design Descriptio Objective(s Tim Instructional Strategy Media

Sequence n ) e
(Technology
,
Worksheets,
etc.)
Gain Pre- Learners are 5 Instructor will begin this Picture
Attention instructiona presented min. section by showing a
l Strategy with a large picture of a large pile of
pile of misc. miscellaneous items placed
items. This at the end of someone’s
may be an driveway. The instructor
original will ask the learners what
photo or they need to do to help a
pre-existing customer schedule a
photo. If pickup for this pile.
using pre-
existing
photo,
instructional
design team
ought to
seek
permission
for use.
Inform Pre- Discuss 5 Instructor will present this Video
Learners of instructiona different min. information to the class Lecture
Objectives l Strategy types of using a video to summarize
work orders the objectives.
Create and
schedule a
work order
Stimulate Pre- Searching 3 This step will be completed Live online
Recall of instructiona for min. by both learners and video
Prior l Strategy customer instructor discussing how meeting
Learning account and to search for customer
verifying accounts and where to
that account verify that their account is
is active. active.

Present Initial Recite the 15 The learners will watch a Video

Stimulus Presentation different min. video that discusses
Material types of different types of work
work orders orders, such as bulk pickup
and the requests, missed pickup
steps needed requests, container delivery
to correctly requests, etc. The learners
create a will also review the step-
 work order by-step procedure of
creating a work order.

Provide Initial Presentation 5 The learners will watch a Video

Learner Presentation of a min. video that shows the steps
Guidance customer a customer service
who called representative takes to
in to complete the customer
schedule a request.
bulk pickup
of a mattress
and box
spring set.
This will be
introduced
by using a
video which
may be an
original
recording or
obtain legal
permission
to use an
existing
video.

Elicit Generative Define 5 This portion will be Power Point,

Performanc Strategy different min. completed with a Power digital
e types of Point slide that displays the worksheet.
work orders types of work orders.
Instructor will ask the
learners to describe the
different types of work
orders listed on a
worksheet.
Provide Generative Group 5 Instructor will then ask the Live online
Feedback Strategy discussion min. learners to read their video
to recall responses from the meeting
different worksheet provided in the
work order previous step.
types

Assess Post- Identify and 20 The learners will complete Digital Test
Performanc Instructiona define the min. an online assessment where
e l different they must label and define
work order each work order type and
types place the step-by-step
scheduling procedure in the
Recall the
correct order.
step-by-step
process for
scheduling a
work order
Individual
results will
only be
viewable by
the
learner/HR
department.
An overall
group score
will be
shared with
direct
supervisors
and
instructional
design team

Enhance Post- Scheduling 10 The learners will then take Simulation

Retention Instructiona a work order min. a mock customer call from
and l assessment a customer requesting to
Transfer schedule an extra service.
The simulation will be
random, so the type of
request may vary between
 learners.

Accessibility/ADA Compliance

For legal and ethical reasons, it is imperative that the training sessions can accommodate

users with disabilities. For the videos and simulations, an alternate format should be created,

such as a transcript which covers the same content as the video, but in text form. Additionally,

videos may be created with optional subtitles to help users follow along if necessary. The

opposite should be true for the text in the sessions as well; an audio recording should be

available to read the text if learners need assistance. For test submissions, users ought to be able

to submit answers in multiple formats, such as text, audio, video etc.