aet/515 instructional plan template kyle duncan instructional plan template | slide 1

AET/515Instructional Plan

Template Kyle Duncan

Instructional Plan Template | Slide 1

Needs AssessmentWhat is the learning problem or opportunity?

It has been identified that a gap exists within the convention, banquet and corporate sales division. Little training is available to assist employees with information or skills to services customers requesting these services.

What is currently available?The only training that comes close to what is needed right now includes Little training is available outside of Customer Service in Hospitality Services, Listening Skills, and Dealing with Difficult Customers. None of which are specific to group sales.

What should be available?Event sales staff should be able to schedule and account for every aspect of an event and effectively offer solutions to customers who are planning with Baderman Island Resort.


Needs Assessment (cont.)Explain the gap analysis between what is available and what should be available.

Group and Corporate customers have greater more demanding needs that go beyond standard customer service and hotel amenities, such as meeting rooms catering, and working with outside vendors to provide services not offered by the resort. It is more than just giving them a room and some tables with chairs, it takes a great deal of planning and coordination.

What is your recommended solution for filling the gap?It is the recommendation to create a training curriculum that addresses both the needs of customer service for groups but also the logistics of booking such meetings.


Instructional Goal

To prepare group and event sales staff to effectively and properly evaluate suggest and schedule group events at Baderman Island Resort in order to create a pleasant and memorable experience for guests.


Performance-Based Objectives

1. Participants will be able to suggest and plan all aspects of an event including room selection, food service, A/V needs, and anything else that may be required for the event.

2. Participants will demonstrate good customer service skills when dealing with customers throughout the process of booking planning and completion of the event.


Summative Assessment and Learning Outcomes

Success will be measured through completion of an assessment score of at least 80%, role play scenario’s with peer and instructor feedback during the class and post class satisfaction surveys completed by guests.


Learner Characteristics • Ideal participants for the course include:

• New Event and Group Sales staff- Those who are newly hired to the position of Event and Group Sales.

• Current Event and Group Sales staff- Those who are currently in the position as a periodic refresher of soft skills training in relation to groups.

• Managers- Currently in a management training program.

Actual demographics of students can and will range from men and women of all ages, those well experienced in the hotel and hospitality industry and those who as considered to be relatively new but may have educational experience through college courses.


Learning Context This course will take place onsite in a classroom setting where

participants will be taught through a variety of methods including PowerPoint, lecture, and written materials. The setting will be in an event room that will be large enough for participants to separate into small groups to practice role play scenarios without causing distraction to others. Multimedia equipment should be available such as a projector, screen, and laptop computer.

The material will consist of direct learning elements such as event planning/scheduling systems, configuration options, and approved vendor contracts. Also the course will have some open ended learning through participants practicing soft skills in customer service, communication etiquette, and conflict management.


Delivery Modality

To properly facilitate this class an Instructor-Led classroom course is suggested. This is necessary to provide students an opportunity to practice role play scenarios.


Instructional Strategies • This classroom course will guide participants in the process of

learning how to present and coordinate group sales packages for customers of the resort. Participants will learn through individual and group discovery through lecture, role play, and activities.

• Participants will focus on reasoning skills by practicing with different role paly scenarios to learn how to identify and meet the needs of group sales customers through questioning activities.


Plan for Implementation • This course is designed to take over the course of one 8hr

day

• For this course to be successful it will require an instructor, 10-16 participants, training guides, and basic AV computer and projector

• This class will be offered at a minimum once per quarter using a banquet room at on of the resort hotels. Support from Management will be crucial in successful implementation. Advertisement for the course will be through posters in employee areas and announcements in newsletters and by management during staff meetings


Instructional Resources The materials needed for this class are very minimal as the focus is on the practice.


Required Items•Tables and Chairs•Projector•Projector Screen•Computer with Internet access•Training Manuals•Notepads•Pens and Highlighters•Easel Chart and Markers

Optional Items•Refreshments and Snacks

Formative Assessment

This course will offer opportunities for formative feedback through several methods:

•Pre Assessment

•Role Play Activity Debriefing

•In Class Polling

•Section Reviews

•What Have You Learned (What Stuck)


Evaluation Strategies

• A test out may be considered to then to promote participants as “Company Certified”

• This course can also be directly evaluated by looking at positive sales number from those that attend vs. those that do not.

• Participant post training survey as well as follow up surveys to evaluate application with actually job performance.

• Communication with group sales management will help to ensure the correct goals and training need are being met after the initial implementation and periodically in the future.


Outcome Review

• Post training testing will talk place via computer based multiple choice test to offer “Company Certified” status.

• Random “Mystery” shoppers will evaluate customer service and proper product positioning. With a successful minimum score of 80 on selected criteria.

• Quarterly sales reports will indicate sales numbers revenue generated in comparison with other sales employees.

*All items will be included in a Rubric used as a part of annual evaluations


Recommendations• Include “high performers” in the training and instruction

of the course, to share best practices.

• Consider and advanced class to further develop and fine tune sales skills.

• Emphasis on areas consistently graded low through mystery shopper scores.

• Require recertification after a defined time period (2years).


References Brown, A., & Green, T. D. (2006). Chapter 1 Defining Instructional Design. In A. Brown, & T. D.

Green, The Essentials of Instructional Design: Connecting Fundamental Process and Practice . New York, NY: Prentice Hall, Inc Pearson Education Company.

Moses, W. N., & Ndirangu, M. (2005). An improvement in instructional quality: Can evaluation of teaching effectiveness make a difference? Quality Assurance in Education, 13(3), 183-201. Retrieved from http://search.proquest.com/docview/213737973?accountid=35812

Nugent G, Soh L, Samal A. Design, Development, and Validation of Learning Objects. Journal Of Educational Technology Systems [serial online]. March 2006;34(3):271-281. Available from: Education Source, Ipswich, MA. Accessed February 17, 2014.

Ruffini, M. F. (2005). TEACHING THE TOOLS. International Journal of Instructional Media, 32(1), 47-58. Retrieved from http://search.proquest.com/docview/204262538?accountid=35812

Thorton, D., Armstrong, S. W., & Aguilar, M. (2004). Using an Internet-Controlled Robot to Facilitate Learning. Techtrends: Linking Research & Practice To Improve Learning , 61-64.

Wells, J. G. (2007). Key design factors in durable instructional technology professional development. Journal of Technology and Teacher Education, 15(1), 101-122. Retrieved from http://search.proquest.com/docview/200003444?accountid=35812


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