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Capstone, Module 6 – xxxxxxxxxxxx 1
Implementation Plan for Incorporating Technology in the Classroom at Aaaaaaaa College
Capstone Project for Aspen University, MBA
Capstone, Module 6 – xxxxxxxxxxxx 2
Table of Contents
Project summary ................................................................................................................. 4
Discussion of Research ....................................................................................................... 6
Introduction ......................................................................................................................... 8
Purpose of the Study ........................................................................................................ 8
Research Question ........................................................................................................... 9
System Overview .............................................................................................................. 10
Curriculum and Technology Integration ....................................................................... 10
Description of Project .................................................................................................... 13
Appropriate Points of Contact ....................................................................................... 13
Security Issues ............................................................................................................... 14
Support Requirements ....................................................................................................... 15
Software ......................................................................................................................... 15
Hardware ....................................................................................................................... 15
Infrastructure ................................................................................................................. 16
Staffing Requirements ................................................................................................... 17
Training Requirements .................................................................................................. 17
Performance Monitoring ................................................................................................ 18
Capstone, Module 6 – xxxxxxxxxxxx 3
Implementation Plan ......................................................................................................... 20
Tasks .............................................................................................................................. 20
Schedule......................................................................................................................... 21
Procedures ..................................................................................................................... 22
Training Plans ................................................................................................................ 24
Communication Plan ..................................................................................................... 25
Human Resource Plan ................................................................................................... 27
Conclusions and Recommendations ................................................................................. 29
Recommendations ......................................................................................................... 30
References ......................................................................................................................... 31
Appendix A. Gantt Chart .................................................................................................. 35
Figure Captions ................................................................................................................. 37
Capstone, Module 6 – xxxxxxxxxxxx 4
Project summary
Aaaaaaaa College Institute of Technology and Advanced Learning (Aaaaaaaa) is
considering incorporating industry-related software into its second-year Customer Relationship
Management (CRM) course in the School of Business’s Marketing program. Currently, the
college is using aaaaaaaaaaaaaaaaa to fulfill the Ministry of Training, Colleges and Universities
(2005) program requirements to “collect, analyze, and organize relevant and necessary
information from a variety of sources”. As per the guideline, Marketing programs also need to
“adapt to and apply various and changing technologies, systems, and computer applications used
in marketing environments” (Ministry of Training, Colleges and Universities, 2005).
Faculty close to private sector businesses initiated discussions to investigate the
possibility of incorporating software currently used in industry into a classroom environment.
The faculty looked at many software packages and spoke with the VENDORs regarding price,
support, and assistance in implementation. After many discussions, the faculty agreed to
implement VENDOR in the CRM course. The purpose of this project is to explain and justify the
decision to upper management, and to develop an implementation and training plan for
VENDOR’s implementation.
VENDOR is a web-based software application that incorporates customer relationship
capabilities with salesforce automation, marketing automation, and customer support and service
(VENDOR, 2008). VENDOR is a single automated platform with role-based views of relevant
information. VENDOR hosts the web-based application, making it available on a 24/7 basis. An
interactive dashboard shows users their current tasks, key performance indicators, real-time trend
graphs, and ad hoc reports (VENDOR, 2008). The initial target for VENDOR is in Aaaaaaaa’s
Capstone, Module 6 – xxxxxxxxxxxx 5
second-year CRM course. The long-term plan includes using VENDOR in the Marketing
program’s third-year Sales Account Management course. An agreement between Aaaaaaaa and
VENDOR allows Aaaaaaaa to use VENDOR’s software under the details of the agreement
(removed).
The sections of this report include:
• Discussion of Research. This section looks at the sources researched for the project.
• Introduction. This section introduces the purpose of the study and identifies the research
question.
• System Overview. The system overview is broken down into to investigate the
integration between curriculum and technology, describes the current project, the steps
required to implement the system. It includes a description of the implementation plan,
identifies appropriate points of contact, and addresses security concerns for the system.
• Support Requirements. This section identifies the necessary software, hardware, and
infrastructure components to support a VENDOR implementation. It also discusses
staffing and training requirements for faculty and students. Finally, there are performance
monitoring measures identified.
• Implementation Plan. This section provides Aaaaaaaa with a complete breakdown of
tasks, schedules, and procedures for the VENDOR implementation. Training plans, the
communication plan, and human resources plan help determine the timelines and
necessary resources for a successful implementation.
• Conclusions and Recommendations. This section summarizes the implementation plan
and provides recommendations for future software implementations for VENDOR and
other software.
Capstone, Module 6 – xxxxxxxxxxxx 6
Discussion of Research
The research consisted of recommendations on successful software implementation plans.
These plans included a variety of situations that may be beyond the scope of the initial VENDOR
CRM implementation, but would serve as a framework for software implementation projects in
the future. Technical research came from trade magazines – print and online versions, best-
practices guidelines, manuals from VENDOR, instructor-led training from VENDOR, articles in
journals, periodicals, and other web-based documents, and books. These sources were examined
for credibility to determine validity, reliability, and currency. The research included multiple
sources of information to ensure that the results were indeed accurate.
Aaaaaaaa-related research originated from internal sources such as Instructional
Technical Support Centre (ITSC) department, approved course outlines, and faculty consultation.
Academic requirements depend on the Ontario Ministry of Education’s program guidelines.
Business research and technology research information was collected through trade
articles, journals and periodicals, and targeted, valid, reliable, credible web sources. In addition
to these electronic means of research, there were discussions with business professionals who are
current in the use of the technological or business processes to ensure that the recommendations
based on current situations reflect today’s environment.
The research process used a set of search criteria for online and traditional media that
includes, but was not limited to, the topics listed:
1. Software implementation plan
2. Software and education
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3. Technology in the classroom
4. Training requirements
5. Estimates of implementation time
6. Security
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Introduction
Purpose of the Study
VENDOR’s purpose in CRM would focus on giving students a hands-on experience with
similar software that they would potentially use upon graduation in a marketing role. The
students would examine customer information, view trends, create reports, and develop
marketing campaigns. The first 11 weeks of the CRM course teach students strategic CRM
concepts. VENDOR would reinforce this learning in the final three weeks of the course through
hands-on exercises related to the material.
This paper’s structure looks at VENDOR’s implementation from an administrative
standpoint. Aaaaaaaa faculty and staff would need to support it in CRM and future courses with
multiple courses and sections of each course. This paper divides content into a system overview,
support requirements, implementation plan, and recommendations sections. The system
overview describes the VENDOR system, a brief description of the implementation plan,
appropriate points of contact (internal and external), a brief description of major tasks required
for the implementation, an implementation schedule, and known security issues. The support
requirements include necessary software, materials, equipment, and facilities required. A large
portion of the support requirement is a personnel requirement analysis that defines the training of
faculty teaching, and others supporting the system. The implementation plan relies on the
analysis in the system overview and support requirements and creates a project plan and schedule
of the tasks and requirements for deployment. This section would include specific details for the
VENDOR in CRM implementation and a communication plan. The last section is a conclusion
Capstone, Module 6 – xxxxxxxxxxxx 9
and recommendations section. This section would include specific recommendations for
implementation that would serve as a work-in-progress for ongoing implementations.
Research Question
Aaaaaaaa College incorporates mobile computing technology into second and third Year
School of Business programs. Students are required to purchase, rent, or use an existing laptop in
order to access course-specific software to enhance learning as defined by the individual course
objectives, and Ministry of Ontario program guidelines. Aaaaaaaa must fully support and plan
for the software’s use in the courses. Analysis of the requirements determines if potential
software is an appropriate fit within the school and the learning. If the preliminary research
indicates that there is a fit, a specialized implementation plan needs developing. In order to
analyze this fit and implement it, Aaaaaaaa College, specifically the School of Business, needs
develop a plan. There are several non-standard requirements for such a system, such as multiple
classes using the same data set simultaneously and part-time and full-time instructor training.
These issues relate to the research question: How to develop a classroom-based software
implementation plan for Aaaaaaaa College?
Capstone, Module 6 – xxxxxxxxxxxx 10
System Overview
Curriculum and Technology Integration
Educators and corporations have been examining the integration of technology and
learning since technology became a mainstream tool. The trend is clear that there is more
technology used in the classroom today than ever before. However, overall, the integration
between the technology and instruction has not been effective beyond searching for information
and assistance in writing (Oncu, Delialioglu, & Brown, 2008). Education systems’ long-term
strategies include significant components of technology. This includes, and is not limited to
supplying more technology resources for each classroom, technical training for faculty and staff,
and a centralized information system (Cook, 1992). This section examines successful
applications of software use in classroom so Aaaaaaaa can develop a strategy and successful
implementation for VENDOR.
Software in curricula. Aaaaaaaa plans to enhance its second-year CRM course with
industry-leading software, VENDOR. Other educational institutions have investigated
implementation plans for other software packages. The University of London selected Another
VENDOR to a provide business intelligence and reporting solution for its Institute of Education
(Anonymous, 2008). North Carolina State University (NCSU) incorporated Another VENDOR
in their master’s degree in advanced analytics program. NCSU determined that existing software
that came bundled with textbooks was lacking in their capabilities. NCSU wanted enterprise
level software to tackle the advanced knowledge worker shortage (Sebor, 2007). Dalhousie
University in Halifax uses Another VENDOR in its MBA program to equip students with the
Capstone, Module 6 – xxxxxxxxxxxx 11
ability to help businesses analyze and solve critical issue through its data-mining tool (SAS,
2008).
Advantages of technology and education. Apart from Aaaaaaaa keeping up with the trend
towards a more technology-friendly learning environment, several advantages relate to
incorporating software in an educational setting. Rao (1995) discovered that software has the
potential of providing individualized instruction. Students could learn first-hand how to apply
concepts, develop scenarios, and make decisions based on the simulated exercises available in
software packages. Policy makers, classrooms, and schools benefit from having increased access
to educational technology (Price, 2003). Technology prepares students for careers and further
education. Technology allows teachers to modify their pedagogy to a more student-centred
approach (Price, 2003). Technology allows for multiple representation of the same material.
Instructors can teach theoretical content in lectures or case studies. Students can take this content
and apply it by using current industry software with the same instructional objective (Oncu,
Delialioglu, & Brown, 2008).
Successful implementations. Research indicates that a teacher’s attitude towards using the
technology is an important factor of success (Oncu, Delialioglu, & Brown, 2008). Appropriate
training can provide a teacher with more confidence in the software, giving the ability to enhance
the learning objectives. According to Rao (1995), the software must be easy to use and access. If
there are technical difficulties that prevent students from accessing or installing, it will not be
useful in the classroom. Students also need to be able to access the software freely and easily.
The direction of the curriculum development has an impact on the success of the
implementation. Developing the application with maximum impact on the student’ learning
requires a bottom-up approach to the development (Oncu, Delialioglu, & Brown, 2008).
Capstone, Module 6 – xxxxxxxxxxxx 12
Instructors are closer to the software and the students can create a meaningful connection
between the course objectives and the capabilities of the software compared to administrators.
Since the software’s intent is to enhance learning, and specifically at Aaaaaaaa to give students a
real-world context of a CRM application, specific examples and exercises based on case studies
can deliver a successful bridge. Researchers found that technology does positively affect student
learning, so long as it incorporates the complete picture rather than only the technology itself
(Oncu, Delialioglu, & Brown, 2008).
In the past, internal and external factors prevented successful technology adoption.
Internally, attitudes towards technology use and institutional support were major barriers to
technology integration. Externally, availability, access to technology education, and technical
and institutional support were barriers. To overcome these barriers, implementers need to
examine the factors and develop a plan to address them (Oncu, Delialioglu, & Brown, 2008).
Windelspecht (2001) discovered that by implementing a modular-based approach to
course development, it benefitted both instructors and students. Instructors reduced their
preparation time compared to typical lecture-based research. Instructors used materials available
from the technology VENDOR, reducing their development time. This allowed them to spend
more time creating relevant lesson plans and course enhancement. Students felt the technology
enhanced their learning of the material. When applied to a modular-based delivery, students had
a lower stress level that manifested in higher performance (Windelspecht, 2001).
Teacher considerations. Without a doubt, teachers have the greatest influence on a
student’s learning. Their delivery, preparation, and attitude certainly affect the success of the
project. As discussed in the success criteria section, a teacher’s attitude towards using the
technology is one of the most important factors of success (Oncu, Delialioglu, & Brown, 2008).
Capstone, Module 6 – xxxxxxxxxxxx 13
Teachers are often discouraged from using new technology in the classroom because it is
unfamiliar and may require significant amounts of time and effort to learn the technology (Oncu,
Delialioglu, & Brown, 2008). Training can overcome this barrier because it gives instructors
exposure to the software and an opportunity to gain confidence in using it (Tennessee University,
1988). This report will address training in a subsequent topic, but the options for Aaaaaaaa need
to be mindful of the technical expertise of part- and full-time faculty that teach CRM.
Teachers with successful implementations actually found the technology contributed to
the learning by giving students another tool to understand the concepts, especially for visual
learners. Visual learners were able to use technology to solve problems by experiencing it rather
than shown by the teacher (Oncu, Delialioglu, & Brown, 2008). During a research study,
teachers commented that eventually technology helped improve the classroom experience by
making the delivery of information more efficient, allowing the class to cover more material in a
shorter amount of time (Oncu, Delialioglu, & Brown, 2008)
Educational institutions found that by using E.M. Roger’s Innovation Decision Process, it
has helped developed successes in technology integration. The steps in the process are
knowledge, persuasion, decision, implementation, and acceptance/rejection (Oncu, Delialioglu,
& Brown, 2008). It is during the implementation stage that the instructor incorporates the
technology into the learning.
Description of Project
The current project is a specific implementation plan for how to incorporate a three-week
module on VENDOR in Aaaaaaaa’s CRM course. The plan includes contacts, tasks, timelines
and schedules, training, and support components.
Appropriate Points of Contact
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The main internal contacts would include the full-time and part-time faculty that teach
the CRM course, the Marketing program coordinator who oversees the entire program, the
associate dean of the program, and support staff managers in Aaaaaaaa’s Information
Technology Support Centre (ITSC). Other internal personnel who may be interested in the
implementation would include other School of Business program coordinators and instructor,
especially in the E-Commerce program, the associate deans in other schools, and the Marketing
support staff in the event of student inquiries regarding the software.
External contacts would include the students currently enrolled in CRM. Eventually this
would extend to further VENDOR implementations, such as the Marketing program’s Sales
Account Management course, and courses in the Sales Management post-graduate diploma
program. External support contacts would be the educational program manager, training
manager, and sales engineers at VENDOR. Eventually, there could be existing VENDOR clients
involved as external contacts. These clients could act as guest speakers in the classroom. This
project will not explore this option in detail.
Security Issues
There are some minor security issues to address. The VENDOR system requires each
user to have a unique username and password. Students need to receive their username and
password privately as per college privacy policies. In the implementation plan will discuss a
procedure for delivering this information to students and instructors.
Capstone, Module 6 – xxxxxxxxxxxx 15
Support Requirements
The support requirements describe software, materials, equipment, and facilities required
for implementation of VENDOR. This section allows Aaaaaaaa to look at all areas affected or
influenced by the implementation. A key component is a description of the personnel
requirements including staffing, training, and performance monitoring.
Software
VENDOR is a “software as a service” (SAAS) model. This means that VENDOR hosts
the application from a central location and users log in from a browser to access the database and
web-based user interface (VENDOR, 2008). This is ideal for Aaaaaaaa, as there is no installation
for student or additional software required for ITSC to support. All VENDOR requires is a java-
enabled browser.
Aaaaaaaa has a standard mobile computing department that determines the minimum
software requirements for faculty, staff, and students. ITSC provides course-specific software on
a course-by-course basis. The minimum software requirements include the following:
• Web-browser such as Internet Explorer
• Microsoft Office version 2003 or 2007
• Windows XP Pro SP2 & Vista (all versions except Home Basic) operating systems
(aaaaaaaaaaa, personal communications, aaaaaaaaaaaaa).
Hardware
VENDOR does not require any hardware components installed, as it is a SAAS model.
This means that VENDOR hosts the application and manages the hardware themselves, from a
Capstone, Module 6 – xxxxxxxxxxxx 16
central location (VENDOR, 2008). Aaaaaaaa’s ITSC is responsible for ensuring that computer
hardware will support most applications used by the college, as well as the infrastructure. The
minimum hardware requirements include:
• 1.0 GHz Single Core CPU Processor
• 1.0 GB RAM
• 60 GB Hard Drive
• 128 MB Video RAM
(aaaaaaaaaaa, personal communications, aaaaaaaaaaaaa).
Infrastructure
Aaaaaaaa uses a learning management system (LMS) as a course portal. Aaaaaaaa also
uses a student services portal that allows students to track their grades, receive emails, and access
individualized information. VENDOR requires an available network connection with access to
the system through password-protected login information. This network needs to be high in
speed and availability. Technological problems can destroy an implementation and inadequate
systems with poor network design are especially important when using SAAS (Adler, 2007).
Aaaaaaaa has a robust infrastructure with multiple network access points through wireless
technology, network ports in pod-tables in the majority of the instructional classrooms, and a
newly constructed open access centre giving students freedom to access VENDOR from
anywhere on Aaaaaaaa’s campus. Many faculty and students also have high-speed internet
service available at their homes, which is a sufficient and reliable infrastructure to support
VENDOR. Cook (1992) determined that access to information maintains integrity of the system
and supports more technology adoption.
Capstone, Module 6 – xxxxxxxxxxxx 17
Staffing Requirements
There are no immediate extra staffing requirements to support a VENDOR
implementation. Faculty will attend classroom training and self-study sessions to acquire
knowledge on the VENDOR application. Administration will grant faculty course release time to
develop curriculum based materials and training information for instructors and students.
Training Requirements
A significant portion of the implementation plan will include a detailed training plan for
instructors and students. With any new system, there are barriers to adoption such as professional
development for educations and attitudes (Oncu, Delialioglu, & Brown, 2008). In a Wingard
(2000) survey of executives in the private sector, participants claimed a significant barrier to
implementing technology was employee’s ability to use technology. Optimal learning
experiences required an advanced understanding of the technology, achieved through training.
This project’s training plan will help overcome these barriers to ensure faculty are
comfortable delivering the technology and able to guide students in the self-discovery that will
inevitably take place. One of the requirements for the training plan will include giving instructors
time and support to understand the technology (Lewis, 1997). A schedule of training delivery is
vital to the plan because it needs to ensure the instructors achieve the maximum benefit of the
training. Adler’s (2007) studies indicate that the ideal timing of end-user training is within two
weeks of the application going live. He also indicated that users benefit from multiple training
formats for complex technology such as group training sessions, course materials, and online
support.
Two distinct groups require training on VENDOR – instructors and students. Instructor
material needs to be more in-depth so the teachers can gain a greater understanding of the
Capstone, Module 6 – xxxxxxxxxxxx 18
software to be able to demonstrate its use to students (Adler, 2007). It is imperative to the
success of the implementation that instructors are confident with the software (Oncu, Delialioglu,
& Brown, 2008). VENDOR has generously provided Aaaaaaaa with classroom training sessions
and supporting material to assist faculty in course development and faculty training.
Regardless if the material developed is for the instructors or students, the training itself
and supporting materials must coordinate with the curriculum objectives (White, 1987). The
training material’s development plan will analyze the existing course objectives and learning
outcomes and investigate which components of VENDOR apply. The instructor training material
will coincide with the student learning objectives and lesson material, but in greater depth.
Instructors will require administrative access to ensure they can control the application and reset
passwords on an ad hoc basis.
A detailed training plan follows in the Implementation Plan section.
Performance Monitoring
This project is a first iteration of incorporating VENDOR into CRM. A post-
implementation review will help determine its effectiveness. This review needs to be flexible to
amend, adjust, and adapt any of the plans described in the implementation plan. This review
should consist of a course meeting shortly after the end of the course with instructors who taught
the course, the course leader, and the program coordinator. The course leader will take the
feedback and determine the changes required to the material.
Students also have a stake in the VENDOR implementation. Price (2003) discussed the
importance of monitoring educational technology performance through evaluations. At
Aaaaaaaa, this would take the form of student tests or assignments. The course leader developing
the student material should include an evaluation component. The new VENDOR module should
Capstone, Module 6 – xxxxxxxxxxxx 19
also monitor student’s perception of the relevance of the material. A convenient and anonymous
way to accomplish this is through surveys with carefully structured questions.
Capstone, Module 6 – xxxxxxxxxxxx 20
Implementation Plan
Successful projects require detailed implementation plans. Generalized statements such
as “staff training” need further clarification in order to assign the task to an area of responsibility
and to schedule it effectively (McManus, 1989), (Maryland DBM, 2007). The steps of the
Aaaaaaaa/VENDOR implementation plan center around training plans, course development, and
communications. Further development will include assigning areas of responsibility, time
frames, and dependencies.
The implementation plan section defines the specific requirements discussed in the
system overview and support sections. It gives details tasks and requirements. A project schedule
determines the amount of effort required for completing each task and who is responsible for
carrying out that task. The training plan identifies the type of training required for instructors and
students. A human resource plan identifies the individuals and roles involved in the project and
their responsibilities. A communications plan describes the people who need information about
the project, communicating the information, and delivering updates, status reports, and other
communications (Haughey, 2008).
A Gantt chart with details of the implementation plan is available in Appendix A.
Tasks
The majority of the tasks in the implementation plan focus on training development and
delivery. Instructor training needs separate preparation, development, and delivery from student
training, as they are different audiences with different objectives. The main project tasks include
participating in VENDOR University training, developing instructor training, developing student
training and evaluation, and implementing VENDOR in the classroom environment. Subtasks in
Capstone, Module 6 – xxxxxxxxxxxx 21
each of the main areas describe the objectives and learning outcomes, modules of the training
material, and a communication plan prior to delivery of the material. Responsibilities assigned to
tasks allow the Course Leader, Program Coordinator, CRM Instructors, and Students understand
their role in the implementation.
Figure 1 shows the main tasks involved in the implementation plan and their subtasks.
Details of the necessary tasks of the implementation plan appear in Appendix A.
Figure 1. Tasks in the implementation phases for the VENDOR in CRM. (Microsoft,
2008)
Schedule
The project begins on September 22, 2008 and will finish on May 15, 2009. The project
has subcategories with dependent start dates and end dates to accommodate for upcoming tasks.
There are restrictions in place that dictate the timing of various training sessions and delivery. It
is difficult to conduct instructor training sessions during teaching periods because coordinating
rooms and instructor’s timetables is a feat in itself. This training must take place during break
weeks or between semesters. The CRM course also had a restriction on the timing of the
student’s delivery of VENDOR. Delivery of theoretical material needs to take place before the
Capstone, Module 6 – xxxxxxxxxxxx 22
application. According to the approved course outline, the module for VENDOR instruction
takes place in Weeks 11-13, with a test in Week 14.
When determining the schedule, these issues became the starting points, and the
necessary preparation times worked backwards from the delivery dates. Alder (2007) discovered
that when teaching complex technical skills, the training is best if conducted within two weeks of
going live to retain the new skills. With the restrictions, this was not possible, but instructor
training will take place three or four weeks prior to student training.
The estimates for development are approximations based on personal experience
developing software and training material, taking into account other responsibilities such as
teaching, advising, and collaborating with other teachers. The schedule is also accommodating to
busy times of the semester such as exam weeks or final marking, to ensure that the instructors
can attend the training.
Details for the implementation plan schedule appear in Appendix A.
Procedures
The implementation plan focuses on training development and delivery, but there are
some VENDOR administrative procedures requiring attention. Students need to have usernames
and passwords assigned for them to use VENDOR. This will occur in VENDOR as a batch
process. However, the implementation plan needs procedures defining naming conventions and
dissemination of the username and password prior to the batch input.
There is an administrative component to VENDOR requiring ongoing maintenance. It is
beneficial to have a central VENDOR administrator that ensures all courses using VENDOR are
able to receive information in a timely manner (VENDOR University, 2008). Currently, the
course leader will take on this responsibility. The current implementation plan for VENDOR is
Capstone, Module 6 – xxxxxxxxxxxx 23
with the Winter 2009 CRM course only, however, should the course expand beyond CRM, it is
imperative that a central management authority oversees multiple implementations.
Sample naming convention from VENDOR gave usernames as:
[email protected] through [email protected] with the same password
for each account. In the past, instructors kept a record of the student accounts in a spreadsheet
and posted in on the internal LMS for all to view. In the Winter 09 implementation of VENDOR
in CRM, the procedure will be to assign students a standard username with the same password
and restrict users from changing the password through the administrative properties. The
standard username will remain as [email protected], where XXX represents a
unique student identification number. The standard password will be xxxxxx. This password will
change in subsequent terms to reflect the course and year.
The delivery procedure needs to avoid privacy issues. Students will receive their
individual usernames and passwords through their Aaaaaaaa email account and their LMS course
email account (Cook, 1992). Instructors will communicate this information to students after they
hand in their test in Week 11. Instructors will keep a copy of all usernames and passwords on
their computers in case students do not check either of their email accounts.
The procedure for naming new instructors will be to assign them a username based on
[email protected]. If the username is not available due to duplication, the next
options will be to use, [email protected], [email protected],
and [email protected], or appending numbers 1, 2, 3, and so forth. The
standard password will be xxxxxx. The usernames and passwords will not change in subsequent
years unless the instructor is away from the college for a period of at least two years.
Capstone, Module 6 – xxxxxxxxxxxx 24
The course leader will reset the usernames and passwords at the end of east semester. The
course leader will also reassign existing usernames to students during semester rollover based on
enrolment data after Week 3. The course leader will follow the delivery procedure to
communicate username and passwords to students.
Training Plans
The best way to teach people something is to give them the information they need to do
something they already want to do (Rao, 1995). With this in mind, the training plans developed
for VENDOR will give the instructors and students a sense of “what’s in it for me.”
Instructor training plan. Each module will contain specific learning goals and a lesson
plan (Jobert-Egou, 2003). There will be hands-on exercises for instructors to experiment with the
software and develop a good understanding of its application in CRM concepts. There is often
resistance to new technology when training instructors (Lewis, 1997). Traditionally, instructors
believed that those who used technology in the classroom did so because of their own experience
with the software, not necessarily through professional development (Price, 2003). Knowing this,
the material must cater to the target audience in its design and delivery. It must include
explanations of the technology in non-technical terms. It should be simple to understand and use
step-by-step instructions and screen shots with callout balloons to highlight the steps. Some
instructors will be more adept at understanding the technology than others, so the material needs
to ensure that both types of audiences will benefit from the training.
The instructor training plan has two phases. The first phase is a discussion with
instructors, including a demonstration of VENDOR by the course leader. The instructors will
receive their usernames and passwords and self study material two weeks prior to a one-day
meeting planned during Break Week in October. The second phase is a more formal training
Capstone, Module 6 – xxxxxxxxxxxx 25
session with modules, exercises, and objectives. It will take place during the Break Week in
March. The delivery of the VENDOR module to students will take place three or four weeks
after this session. The course leader or VENDOR administrator will be available for consultation
at instructor’s request.
Teacher selection will be an important component of the success of the VENDOR
implementation. Proper planning will improve productivity and minimize political issues
(Trepper, 1999). The course leader will incorporate the feedback received from instructors into
the course, keeping in mind the course and lesson objectives. The implementation should have a
“team” feel to it to enable instructors to feel part of the process.
Student training plan. The student training plan follows standard curriculum development
procedures. The implementation will follow course objectives; include evaluation criteria, and
abide by program standards. The training will take place in Weeks 11-13, delivered by the
instructors. An evaluation of the software will occur in Week 14. The training plan for the
students needs to ensure that students do not just learn the technology itself, but that the lessons
prepared reflect the concepts and theories discussed in the preceding weeks. The VENDOR
module should allow a large amount of exercises for students to practice their skills (Oncu,
Delialioglu, & Brown, 2008). The evaluation will test student’s understanding of VENDOR as it
applies to CRM concepts, not the use of technology.
Communication Plan
There have been numerous meetings, discussions, phone calls, and email exchanges
between the course leader, program coordinator, and several faculty members regarding the
VENDOR implementation. While those involved at this stage agree on the direction, everyone
involved requires communication about the change. As mentioned previously, some instructors
Capstone, Module 6 – xxxxxxxxxxxx 26
will be technology-savvy and some will not. The communication plan should not be technical,
but if the communication requires technical terminology, it should include a definition or
explanation (Zachry, 2007).
Another issue is the large number of part-time faculty that often teach Aaaaaaaa’s CRM
course. Many of these instructors have other jobs or businesses in addition to teaching at
Aaaaaaaa. It is imperative to schedule training to accommodate for their schedules.
Email will be the primary medium of communication. This eliminates any issues with
scheduling conflicts and allows instructors, course leader, program coordinator, and
administration to collaborate on the issue at hand. Email is an effective way to develop a sense of
community amongst the learners (Liebowitz, 2003). It facilitates the delivery of information,
documentation, and discussion.
Face-to-face discussions and telephone conversations will take place in addition to email
communication. Before the meeting, the course leader or program coordinator will deliver a
meeting agenda to the appropriate groups via email. After the meeting, the course leader or
program coordinator will send a summary of the discussion with action items and
responsibilities.
During the delivery of VENDOR training to the students, the course leader will
encourage instructors to share their experiences in teaching the material to other instructors
(Trochim, 2001). After course completion, instructors will ask students to complete an
anonymous survey on their opinion of the material or delivery. In the first part of May, the
course leader, program coordinator, and instructors will meet, as per the annual course meetings.
The discussion will solicit feedback from instructors, compare instructor and student feedback,
Capstone, Module 6 – xxxxxxxxxxxx 27
and compare class averages from previous years that did not include VENDOR. The outcome
will include a plan moving forward and a list of any changes.
Human Resource Plan
Faculty responsibility. The faculty responsibility is to deliver real-world application of
CRM-related technology into the classroom. The faculty member must prepare lesson material,
understand the impact of the application on the CRM concepts, and assist students in their
understanding of the application (Zachry, 2007), (Oncu, Delialioglu, & Brown, 2008).
Instructors need to communicate lesson objectives and reasons for using the technology. The
training delivered to students is different from the training the instructors receive. Instructors
need to be aware of this difference and ensure that the student-centred training takes place. They
need to provide an environment that allows students to learn the material at their own pace to
solidify the understanding. This may require different classroom management strategies to deter
students from using their computers for other purposes that may distract other students.
Administration responsibility. The administration needs to support faculty in their own
learning and understanding of the software, support the internal procedures, and give the course
leader time to develop the new material (Badua, 2008).
Support staff responsibility. Support staff should be knowledgeable about the use of
VENDOR in the CRM course, but they do not require any first-hand knowledge or specific
training on the software. They may have access to usernames and passwords as a backup in case
students cannot contact their instructor for access.
ITSC responsibility. ITSC does not have any direct responsibility for the system outside
of normal operating procedures. They are not required to support the product.
Capstone, Module 6 – xxxxxxxxxxxx 28
Student responsibility. The student needs to understand that the application will directly
affect their ability to understand and apply CRM concepts. They need to overcome any barriers
to technology training by being open-minded (Wingard, 2000), (Costanza, 1993). By practicing
the exercises in the VENDOR module, students will develop a greater understanding of the
technology and its application in business (Oncu, Delialioglu, & Brown, 2008).
VENDOR responsibility. VENDOR has responsibility for providing access to and support
for the Aaaaaaaa implementation. They have done this already. Several instructors have
administrator access to the system, and VENDOR provided training and materials for instructor
to develop instructor and student training. VENDOR will continue to play a greater role in the
course development stages of the plan, as their existing material will create the framework and
flow for the lesson plans, as well as some of the exercises. VENDOR will provide ongoing
support for administrators of the system. VENDOR will continue to communicate technical
information such as upgrades, course training offerings to the VENDOR administrator or course
leader.
Capstone, Module 6 – xxxxxxxxxxxx 29
Conclusions and Recommendations
Aaaaaaaa’s School of Business is committed to incorporating the use of technology and
software in its courses to provide students with real-world business application of concepts.
Second-year marketing students take a Customer Relationship Management (CRM) course.
Given the direct link between CRM and technology, a project began to evaluate the viability of
using a commercial software product within the course. VENDOR was the chosen VENDOR
because of the correlation between the course material and the software, the cost of using the
software, and the support the college received from VENDOR.
This project’s objective was to develop an implementation plan for the course leader,
program coordinator, administration, and CRM instructors to set the new expectations for
incorporating VENDOR into the program. The best approach to teaching the application
effectively to students was to ensure that instructors were well versed in the software. This
project includes an instructor training plan, a student training plan, and a communications plan to
ensure that the VENDOR project is a success.
The School of Business faculty and staff would use this paper to assist in determining the
viability of software in other projects. The benefits to the organization are that it would present
an effective way to analyze the viability and suitability of a project. Currently, key personnel
meet once or twice a year to discuss a plan for change. However, with individual and union
contracts, it is difficult to break down a large project into smaller, more manageable pieces in a
short time frame. This project would help alleviate much of the intense work and decrease the
planning and implementation phases. In addition, a framework for project planning would allow
Capstone, Module 6 – xxxxxxxxxxxx 30
for clearer communication of the plan to upper management, and provide continuity if key
players responsible were no longer available for consultation or training.
A successful project would result with a framework for current and future projects, and a
shared plan for Aaaaaaaa faculty and staff. The specific project plan for VENDOR in a CRM
course is a key take-away for this project due to the implementation plan for Winter 2009.
Recommendations
Based on the findings, the following recommendations are suggested:
• A technical person must be in charge of developing the instructor and student training
material. This person must ensure that the material is concise, provides examples and
exercises, and explains the terminology in easy to understand language. Knowledge of
the faculty members and their teaching styles is ideal.
• It is beneficial to have a central VENDOR administrator that ensures all courses using
VENDOR are able to receive information in a timely manner.
• After subsequent implementations, testing and review would occur. The initial purpose
would determine if the system met the needs as intended. Ongoing issues or expected
dates would need reviewing.
• Using a phased approach, after the Winter 2009 implementation of VENDOR, course
leaders for other courses can look at implementing VENDOR. Specifically, VENDOR’s
use would be well positioned in Sales Account Management in the Marketing program,
eCRM in the E-Commerce program, and a variety of courses in the post-grad Sales
Management Certificate program.
• Following the communication to verification students’ receipt of the VENDOR
information would a smooth transition to the new material.
Capstone, Module 6 – xxxxxxxxxxxx 31
References
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Capstone, Module 6 – xxxxxxxxxxxx 35
Appendix A. Gantt Chart
ID Task Name Duration Start Finish Resource Names Predecessors
1 Introduction to Vendor Course (Vendor University) 10 days? Mon 08-09-22 Fri 08-10-03 Course Leader
2 Instructor Training - Part 1 15 days? Mon 08-10-06 Fri 08-10-24 Course Leader 1
3 Create usernames and passwords for instructors 1 day? Mon 08-10-06 Mon 08-10-06 Course Leader
4 Provide instructors with self-study material and resources 1 day? Tue 08-10-07 Tue 08-10-07 Course Leader 3
5 Vendor Demo and overview for instructors 5 days? Mon 08-10-20 Fri 08-10-24 Course Leader 4,3
6 Discuss potential areas to include Vendor 5 days? Mon 08-10-20 Fri 08-10-24 Course Leader,Program Coordinator,CRM Instructors
7 Determine instructors for Winter 09 Delivery 40 days? Mon 08-10-06 Fri 08-11-28 Program Coordinator
8 Instructor Training - Part 2 (Vendor) 140 days? Mon 08-10-06 Fri 09-04-17 1
9 Develop material for instructor training 25 days? Mon 08-10-06 Fri 08-11-07 Course Leader
10 Create learning objectives 3 days? Mon 08-10-06 Wed 08-10-08 Course Leader 1
11 Create introduction module 4 days? Thu 08-10-09 Tue 08-10-14 Course Leader 10
12 Create module for administration 4 days? Wed 08-10-15 Mon 08-10-20 Course Leader 11
13 Create module for viewing customer information 2 days? Tue 08-10-21 Wed 08-10-22 Course Leader 12
14 Create module for marketing automation 3 days? Thu 08-10-23 Mon 08-10-27 Course Leader 13
15 Create module for customer service 1 day Tue 08-10-28 Tue 08-10-28 Course Leader 14
16 Create module for reporting 4 days? Wed 08-10-29 Mon 08-11-03 Course Leader 15
17 Create module for saved searches 1 day? Thu 08-11-06 Thu 08-11-06 Course Leader 16
18 Create a training package to print/view 1 day? Fri 08-11-07 Fri 08-11-07 Course Leader 17
19 Deliver training to instructors 5 days? Mon 09-03-02 Fri 09-03-06 Course Leader 18
20 Provide additional hands-on Vendor training 5 days? Mon 09-04-13 Fri 09-04-17 Course Leader,CRM Instructors,Program Coordinator19
21 Develop student material 20 days? Mon 08-11-10 Fri 08-12-05
22 Develop teaching material 15 days? Mon 08-11-10 Fri 08-11-28
23 Create learning objectives 2 days? Mon 08-11-10 Tue 08-11-11 Course Leader
24 Create introduction module 2 days? Wed 08-11-12 Thu 08-11-13 Course Leader 23
25 Create module for viewing customer information 1 day? Fri 08-11-14 Fri 08-11-14 Course Leader 24
26 Create module for marketing automation 3 days? Mon 08-11-17 Wed 08-11-19 Course Leader 25
27 Create module for customer service 1 day Thu 08-11-20 Thu 08-11-20 Course Leader 26
28 Create module for reporting 4 days? Fri 08-11-21 Wed 08-11-26 Course Leader 27
29 Create module for saved searches 1 day? Thu 08-11-27 Thu 08-11-27 Course Leader 28
30 Create a training package to print/view 1 day? Fri 08-11-28 Fri 08-11-28 Course Leader 29
31 Evaluation Plan 4 days? Tue 08-12-02 Fri 08-12-05
32 Investigate testing options 1 day? Tue 08-12-02 Tue 08-12-02 Course Leader 30
33 Develop testing material 3 days? Wed 08-12-03 Fri 08-12-05 Course Leader 32
34 Implement Vendor in CRM 21 days? Fri 09-03-27 Fri 09-04-24
35 Create username and passwords for students 1 day? Fri 09-03-27 Fri 09-03-27 Course Leader
36 Send emails to students with passwords 1 day? Mon 09-03-30 Mon 09-03-30 Course Leader
37 After Test - Self-study material 5 days? Mon 09-03-30 Fri 09-04-03 Students
38 Week 12 - Modules 1, 2, 3 1 day? Mon 09-04-06 Mon 09-04-06 CRM Instructors,Students 37
39 Week 13 - Modules 4, 5, 6 5 days? Mon 09-04-13 Fri 09-04-17 CRM Instructors,Students 38
40 Week 14 - Testing 5 days? Mon 09-04-20 Fri 09-04-24 CRM Instructors,Students 39
41 Review Vendor Implementation 15 days? Mon 09-04-27 Fri 09-05-15 40
42 Survey and discuss with students 1 day? Mon 09-04-27 Mon 09-04-27
43 Discuss with faculty 13 days? Wed 09-04-29 Fri 09-05-15
44 Compare mean results with previous years 1 day? Fri 09-05-01 Fri 09-05-01
Capstone, Module 6 – xxxxxxxxxxxx 36
ID Task Name
1 Introduction to Vendor Course (Vendor University)
2 Instructor Training - Part 1
3 Create usernames and passwords for instructors
4 Provide instructors with self-study material and resources
5 Vendor Demo and overview for instructors
6 Discuss potential areas to include Vendor
7 Determine instructors for Winter 09 Delivery
8 Instructor Training - Part 2 (Vendor)
9 Develop material for instructor training
10 Create learning objectives
11 Create introduction module
12 Create module for administration
13 Create module for viewing customer information
14 Create module for marketing automation
15 Create module for customer service
16 Create module for reporting
17 Create module for saved searches
18 Create a training package to print/view
19 Deliver training to instructors
20 Provide additional hands-on Vendor training
21 Develop student material
22 Develop teaching material
23 Create learning objectives
24 Create introduction module
25 Create module for viewing customer information
26 Create module for marketing automation
27 Create module for customer service
28 Create module for reporting
29 Create module for saved searches
30 Create a training package to print/view
31 Evaluation Plan
Course Leader
Course Leader
Course Leader
Course Leader
Course Leader,Program Coordinator,CRM Instructors
Program Coordinator
Course Leader
Course Leader
Course Leader
Course Leader
Course Leader
Course Leader
Course Leader
Course Leader
Course Leader
Course Leader
Course Leader,CRM In
Course Leader
Course Leader
Course Leader
Course Leader
Course Leader
Course Leader
Course Leader
Course Leader
21 28 05 12 19 26 02 09 16 23 30 07 14 21 28 04 11 18 25 01 08 15 22 01 08 15 22 29 05 12 19 26 03 10
'08 Oct '08 Nov '08 Dec '09 Jan '09 Feb '09 Mar '09 Apr '09 May