Instructional Design Plan

Instructional Need/Opportunity

Instructional Needs
A local retail store needs a learning program that teaches part-time and full-time associates about
the importance of sensoring and proper sensoring standards. The store has a high rate of theft and
associates tend to skip sensoring apparel and footwear items properly or at all.

The problem the store has is that employees do not know how to sensor apparel and footwear
properly and they do not have the support necessary to learn the standards. They also have not
been told about how sensoring impacts their jobs directly, so they do not view following the
standards as important. Many of the employees would like to improve their skills and knowledge,
they just don’t currently know how.

Assessment of Needs
To assess the need, I spoke to the store manager, the store loss prevention manager, the district
loss prevention manager, and the freight supervisor of the store. They all agreed that the
employees at the store, especially the ones who work part-time, needed to work on their loss
prevention measures as a whole.
After talking to the SMEs I also visited the store to see the learners in action. I took notes about
how learners communicate with each other, what their work style is, how well they took constrictive
criticism, and what parts of the content learners had a hard time with.

Instructional Outcomes
Instructional outcomes cover both physical sensoring standards and the importance of loss
prevention measures. Some examples include:
• Learners recognize the importance of sensoring correctly
• Learners improve and build upon sensor standard knowledge
• Learners differentiate between proper and improper sensoring 8 out of 10 times
• Learners compare past knowledge to current knowledge
• Learners recognize existing improper sensor placement
• Learners recall brand sensoring price points on 5 out of 7 brands
• Learners recall at least 5 statistics related to in-store theft
• Learners correlate proper sensor standards with lower levels of theft
• Learners differentiate between behaviors indicating potential theft and behaviors that do not

1
 • Learners recall the 3 steps to take after potential theft is identified

Measurement of Outcomes
Outcomes will be measured through a variety of tests and learning activities during the program.
The first is a pre-test and post-test that happens in modules 1 and 6. The next is a hands-on
sensoring activity where learners work together in groups to fix items sensored wrong. The last is a
job aid learners create which will be graded on completion.

Possible Solution
A possible solution might look like a group training program in person at the store. The program
could include a variety of learning events such as lectures, handouts, job aids, activities, tests etc.,
and would include both group and individual work.

Ethical and Equity Concerns

Training should be done at a time each learner would have already been working. Because of the
way scheduling in retail works, several sessions should be held to ensure each learner is available
during at least one session. Technological aspects of the program should also be limited as many
stores do not have enough computers or tablets for every learner, and it should not be expected
that each learner has their own mobile device.

2
Instructional Design Plan

Learner Analysis
• Learner 1
o She is the Apparel Supervisor in the store
o She has been in this position for 3 years, so she is well versed in anything related to the store
including sensoring standards. She is also studying business in college.
o She takes constructive criticism well, she prefers to work alone rather than with other people, she
responds well to learning experiences that apply directly to what she needs to do on the sales floor.
The store is in a wealthy area, but she is paying her own way through college and feels disconnected
from many of the other workers who’s families are well off.
• Learner 2
o He is the Footwear Supervisor in the store
o He is relatively new to the position and was promoted only 2 months ago. However, he is confident in
his new role. He is studying finance in college.
o He works well with others and prefers a hands-on approach to learning. He does not take criticism
very well and might feel offended that he has to participate in this program.
• Learner 3
o He is one of the head cashiers in the store
o He has been a cashier in the company for 4 years and was recently promoted to being one of 5 head
cashiers as he transitioned to full-time employment
o He is sort of a “class clown” type, so he likes when instruction is entertaining. He does have the
mentality that he can’t do anything wrong, so he doesn’t understand why he is in the training program,
but he responds well to it
• Learner 4
o He is a part-time Apparel worker
o He has been working part-time for the company for about a year. He started there in high school and
now works about twice a week while attending college.
o He doesn’t like to sit still and is very welcoming to new information. He knows that he has a lot to learn
and doesn’t complain when he is learning something he already knows. He needs an engaging
learning setting that requires him to work with others.
• Learner 5
o She is a part-time Apparel worker
o She has been working there for two months while attending college.
o This learner is generally apathetic towards new learning opportunities. She learns well around others
but acts as if she would rather work alone. She thinks she knows enough to get by but is probably one
of the people that needs the program the most.
• Learner 6
o She is a part-time cashier
o She has been working with the company for about 6 months now and works while attending college

1
 o She knows a lot about the sensoring standards and loss prevention policies of the company but
doesn’t think they are that important. She learns well with others and prefers to be in a leadership
role. She has a bit of an ego that might get in the way of her learning.
• Learner 7
o She is a part-time cashier
o She has been working with the company for about 2 months. She graduated high school a year ago
but is not attending college.
o She has a lot to learn and she knows it. She doesn’t like to be wrong, however, so she often acts as if
she wasn’t the one who sensored a shirt wrong. She works well alone and prefers independent
studying. She might need some motivation to participate in hands-one activities or discussions.
• Learner 8
o She is a part-time cashier
o She has been with the company for about 8 years. She is a stay-at-home mom and only works twice a
week
o She knows the most about loss prevention standards compared to the rest of the cashiers and has
adapted well to changing standards in the past. She feels a little disconnected from the rest of the
cashiers since most of them are college age students, so she might feel inclined to work alone.
• Learner 9
o He is a part-time Footwear worker
o He has been working in footwear for about 6 months and works while going to college
o He is generally good at loss prevention standards when it comes to his own department but does not
know much about the standards in the Apparel. Despite this, he thinks he knows everything and is
often seen telling Apparel workers what to do. He works well in a group and prefers a leadership role,
but he does not mind being a silent participant either.
• Learner 10
o He is a full-time worker in a department other than Apparel or Footwear
o He has been with the company for 12 years and has worked his way up to a supervisor position in the
hardlines departments
o He likes to work in his own department and is not fond of being in Apparel or Footwear. There are
some things that need to be sensored in his departments though, and every employee has to cross-
train in other departments. He does not respond well to new initiatives and programs as he likes the
old ways he learned when he first started working there. He likes to work alone but if forced to work
with others, he would prefer others who are beyond college-age.
• Group Size
o The group will be 10 people
• Basic Demographics
o 4 are current college students working part-time while in school
o 2 are current college students working full-time while in school
o 4 are adults with or without a college degree working full or part-time
o Most of them are wealthy and live in the area
▪ Learner 8 lives about a half hour away
▪ Learner 1 lives about a half hour away and is not as wealthy as the other learners
• Anticipated Response to Content

2
 o Most of the group will think they already know the content of the training and will act as if they do not
need the training
o Some of the group members do know enough to not need the training and will respond well to the
program
o Some of the group members do know enough to not need the training, and will make that clear
throughout the program through a poor response
o Lastly, some members know they have a lot to learn and will respond well to the program
How Learners Were Assessed
• I talked to the store managers about each learner and what they do on a day-to-day basis
• I talked to the Freight Supervisor, who is one of the SMEs since he is responsible for most of the sensoring
• I looked at how much experience in the company each learner had
• I looked at how each learner has responded to previous learning programs
• I observed the learners interacting with each other and while they did their jobs
• I asked the learners about how they best learn and how much they know about the subject already
How Learners Will Be Engaged and Evaluated
• Learners are engaged through a variety of activities. One of these is a hands on sensoring activity where
learners work in groups to identify and fix items sensored incorrectly. They will be evaluated on the percentage
of items they sensored correctly.
• Learners will also be evaluated through a pre and post test that tests their knowledge of sensor standards
before the program verses after the program.

3
INSTRUCTIONAL DESIGN LEARNING MODULES
LEARNING LEARNING
MODULE #
GOAL OUTCOMES
o Learners recognize
#1 Learners are
learning outcomes
Introduction to introduced to the
and goals for each
the program program
module
Learners o Learners identify at
demonstrate prior least two items
#2 Pre-test
knowledge in correctly
sensoring standards
o Learners recall at
least 5 statistics
related to in-store
theft
o Learners correlate
#3 Learners recognize proper sensor
Importance of the importance of standards with lower
sensoring sensoring correctly levels of theft
o Learners differentiate
between behaviors
indicating potential
theft and behaviors
that do not
CONTENT &
STRATEGIES
• Introduction to learning
outcomes for the whole
program
• What learners already
know about sensor
standards
• Lecture from the District
Loss Prevention Manager
on the importance of
sensoring and statistics
on loss prevention
• How sensoring stops theft
• Shrink numbers, internal
theft numbers
• How to spot potential theft
including internal theft
LEARNING
TIMING ASSESSMENT
ACTIVITY
• No assessment
o No learning activity 5
required
o Pre-test in the form of an
online game on what
• Not much learning
correct sensoring looks
occurs during this
like
module, but
o Learners will work alone
answers to the
to decide whether a
game will be
picture of an item is
compared to
sensored “right” or
answers later in
“wrong”
the program to
o They will click through the 10
evaluate learning
online game at their own
• Learners will also
pace
be told that they
o They need to identify the
need a passing
item correctly the first
score on each
time they try for it to be
module to finish
counted at a right answer
the program
o The answers will be
successfully
recorded and kept until
the end of the program.
• The handout will
be collected at
o Handout to be filled out the end of the
during lecture program and will
o Hand out will have be graded for
statements with blanks accuracy. A
where certain statistics 30 passing score will
and keywords go be 8/12
o Learners will listen for the • Learners who do
answers during the not achieve a
lecture score of 8/12 will
need to watch a
video recording of
1
 o Learners recall the 3
steps to take after
potential theft is
identified
o Learners will locate 8
out 12 answers to the
handout
• Short slide deck
o Learners successfully
determine proper
sensor placement on
• Price points to sensor for
a variety of items 8
Learners improve
#4 out of 10 times
and build upon
Sensoring in o Learners recognize
sensor standard
action existing improper
knowledge • A detailed chart of
sensor placement
o Learners recall brand
sensoring price points
on 5 out of 7 brands
o Learners create a tool • What sensoring standards
to help them
remember standards
#5 o Learners choose
Learners create a
Sensoring which areas they • How to use the job aid
guide to help them on
tomorrow and need help with most
the job
beyond o Learners compare • How to help others
their guides with the
ones of their
coworkers
presentation on proper
sensoring standards 10
each brand, what type of
sensor to use, where to
place the sensor
standards will be left up
while the hands-on activity
is taking place
are most important to
remember for each
individual learner
when at work
understand sensoring
standards and their
importance
the lecture and
redo the handout
o Hands-on sensoring
activity in groups
o Groups are given a
• Learners will be
variety of items with
evaluated on their
sensors already on them.
group’s ability to
Half will have proper
identify proper
sensor placement and the
sensor placement
others will be sensored
• The group will
wrong
30 need to correctly
o Learners will identify
determine sensor
which items are correct
placement on
and place them aside
8/10 items and
o Items learners determine
properly sensor 5
to have improper sensor
out of 7 brands of
placement will use a
clothing or shoes
sensor remover to take
the sensor off and place it
in the correct place
o Create your own job aid
in the form of a sensor
guide
o Learners will be given a
blank index card to fill out
with sensor standards
they need to refer to later
o They can include price
• Learners will be
points for certain items,
given a passing
where to put sensors,
score on this part
what type of sensor to 20
of the program if
use, etc.
the job aid is
o Learners can choose
completed
what to put on their job
aid and can cater it to
their department (Ex:
footwear can include
shoes price points,
apparel can include
where to put sensors on
tank tops etc.)
2
 o They will then compare
their job aid with another
learner to see if they
missed anything they
might need

o Post-test with the same

o Learners differentiate
• Overview of the program
between proper and
Learners improper sensoring 8
#6
demonstrate learned out of 10 times
Conclusion • Compare pre-test and
knowledge o Learners compare
past knowledge to
current knowledge
o They will click through the
and learning goals and
outcomes
post-test to see if short- o Learners will need to
term learning occurred
• Learners will write
online game as in the pre-
down their new
test in module #2
answers and they
will be compared
game just as they did the
to the pre-test
first time, without looking
answers
at their answers from
15 • Learners will need
before
to have identified
whether the items
identify 8 out of the 10
are sensored
items correctly the first
correctly or
time for it to be
incorrectly 8 out
considered a correct
of 10 times
answer

3
Instructional Design Plan

Learning Activity for Modules #2 and #6

The Pre-test and post-test activity has students identify a variety of apparel and footwear items as either being

sensored correctly or incorrectly.. Each picture example will have the brand and price of the item included to help

learners decide if the item in the picture should be sensored or not. The learners will work alone during both the pre-

test and post-test to evaluate the learning of them individually. The activity will be the exact same for the pre and post-

tests to provide the best possible comparison.

Learners may feel uncomfortable during the pre-test since it is testing information they may not know. The learners can

be put at ease by communicating that they only need to identify 2 items right to pass module #2. Learners should find

the post-test activity easier to complete than the pre-test after the completion of the program. Learners will then need

to identify 8 out of 10 items correctly during the post-test in module #6.

The PowerPoint document attached to the assignment is a prototype that shows how an online game could be

developed to present the pre and post-tests. Learners click on “Right” or “Wrong” and hyperlinks either take them to a

page explaining why they got the question right or to a “try again” slide with a back button that takes them back to the

question. Below is a wireframe example of one of the questions.

1
2
Instructional Design Plan

Evaluation Plan

Summative Evaluation Plan

LEVEL PLAN

• What tool will learners be using?

o Learners will be given a 1-page evaluation form to fill out after the
program is completed. The evaluation consists of three parts: a
“yes” or “no” checklist, an “strongly disagree” to “strongly agree”
rating section, and a short answer section.
• What questions will you ask?
o Was this evaluation worth your time?
o Did you have enough time to finish all activities?
1. Reactions
o Did you like the group sensoring activity?
o Would you have preferred to do the sensoring activity alone?
o Were the graphics visually pleasing?
o Were all aspects of the program easy to read?
o Did you find the activities useful?
o What was your favorite part of the program?
o What was your least favorite part of the program?
o Do you have any concerns about the program?
• What tool will learners be using?
o Learners will be given a post test similar or the same as the pre-
test they took at the beginning of the program. The answers on
the pre-test can be compared to this evaluation to see if learning
occurred.
• What questions will you ask?
2. Learning
o Each question can be asked several times using different brands,
prices, types of sensors etc.
▪ Is this sensor placed properly?
▪ Does this shoe need to be sensored?
▪ At what price point does this brand get sensored?
▪ What kind of sensor goes on this sports bra?

Summative Evaluation Assessment

1
2