Instructional Design Document

Project Name
PJ Enterprises Customer Service Computer-Based Training (CBT)
Project Description
The purpose of this course is to improve customer service through training, achieving or exceeding the
organizations performance measures, and ensuring a better customer experience. The management of
PJ Enterprises is planning for aggressive growth to maintain or exceed projected targets in sales,
acquisitions, customer lists, and profits. Management is concerned with the high number of customer
complaints against telephone operators. Creativo conducted a gap analysis and a training needs
assessment which determined a need to improve the customer service skills of telephone operators.
Creativo will design, develop, and deliver a self-paced training to enhance customer service skills.

Instructional Need
The management of PJ Enterprises is planning for aggressive growth to maintain or exceed projected
targets in sales, acquisitions, customer lists, and profits. Over the last year, customer service
performance has experienced a decline in customers positive perceptions. Fifty percent of customers
indicated they would not do business with PJ Enterprises again due to poor customer service. Two out
of every three responses to the customer service survey included a complaint about telephone
operators product knowledge, telephone etiquette, or efficient handling of the call. Customer survey
complaints about telephone operators performance increased 30 percent over the previous year. For
PJ Enterprises to maintain the current level of success and achieve continued growth, customer service
must improve and remain consistently effective. The training will be designed and delivered in a way
that ensures that the telephone operators have the competencies necessary to improve customer
service survey responses and aid in the increase of product sales.

Target Audience

PRIMARY AUDIENCE
Current customer service telephone operators of PJ Enterprises to provide them with a common
knowledge base, skill set, and expectations
All future customer service telephone operator new hires of PJ Enterprises as part of the standard
onboarding procedures

SECONDARY AUDIENCE
Current customer service supervisors of PJ Enterprises in order to provide them with awareness of
the training telephone operators receive
All future customer service supervisor new hires of PJ Enterprises in order to provide them with
awareness of the training telephone operators receive as part of the standard onboarding
procedures
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 Learner Characteristics

GENDER
60% Female
40% Male

AGE
40% 24 and under
28% 25-34
16% 35-44
12% 45-59
4% 60 and over

HIGHEST LEVEL OF FORMAL EDUCATION

84% High school graduate
16% Undergraduate degree

CALL CENTER CUSTOMER SERVICE WORK EXPERIENCE (including current job)

32% < 1 year
52% 1-3 years
8% 4-6 years
8% > 7 years

ENTRY CHARACTERISTICS
Prerequisite skills and knowledge
Basic computer skills
Fluent in English
Attitudinal and motivational characteristics
At least half of all telephone operators are dissatisfied with their current job experience
72% of all telephone operators expressed interest in receiving training
8% of all telephone operators expressed they do not want to receive training
68% of all telephone operators expressed that they believe training will improve their level of job
satisfaction
Prior knowledge of PJ Enterprises call center systems and procedures
All employees are informed of PJ Enterprises protocols, systems and products at the time of hire
All employees receive a half-day training for every new product catalog before it is launched

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 Application of Adult Learning Theory and Motivational Theory to CBT Design

KNOWLES 4 PRINCIPLES OF ANDRAGOGY

1. Adults need to be involved in the planning and evaluation of their instruction. Creativo has surveyed
and enlisted telephone operators and customer service supervisors to provide input into the design
of this CBT training.
2. Experience (including mistakes) provides the basis for the learning activities. The use of branching
scenarios in this CBT training allows learners to make choices and receive feedback for both their
successes and errors in a controlled and non-threatening environment.
3. Adults are most interested in learning subjects that have immediate relevance and impact to their
job or personal life.The use of branching scenarios in this CBT training will be similar to calls
experienced in the learners daily work and therefore the learning can be immediately transferred to
their jobs.
4. Adult learning is problem-centered rather than content-oriented. The branching scenarios in this
CBT training allow learners to practice and apply knowledge and skills to situations instead of simply
receiving direct instruction on content.

Kearsley, G. (2010). Andragogy (M. Knowles). The theory into practice database. Retrieved from http://tip.psychology.org

KELLERS ARCS THEORY OF MOTIVATION

Attention This CBT training will motivate learners as it is designed to capture their attention
through specific examples and their active participation in the branching scenarios. Moreover, the
variety and dynamism of learning activities will keep learners interested and engaged with the
game-like branching scenarios.
Relevance Learners will be able to identify with the familiar scenarios in this CBT training and be
able to apply the learning to the practical situations they encounter on the job.
Confidence Learners will receive feedback throughout this CBT training as they make choices to
progress through the scenarios to build their confidence in demonstrating the skills and knowledge
presented.
Satisfaction By successfully completing this CBT training, learners can feel intrinsic satisfaction
with their results and receive the extrinsic recognition provided through a printable certificate and
performance notes in their employee records.

Learning Environment
A distraction-free training room is provided on site at PJ Enterprises for learners to independently
complete the CBT.
The training room has natural and artificial adjustable lighting.
The training room is well ventilated with windows, heating, and air conditioning.
The training room has computer stations sufficient for up to a maximum of 10 learners at any one
time.
The training room is equipped with CBT-compatible computers (specs provided separately by
Creativo) with noise-cancelling headphones to eliminate noise distractions.
A printer is available in the training room to generate completion certificates for learners at the
conclusion of the CBT.
Training is available to all learners. Creativos CBT software is Section 508 compliant and the
training facilities provided by PJ Enterprises are ADA compliant and accessible to all learners.
Learners will not be penalized in terms of pay or personal time while completing the CBT.

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 Call center operations will not be affected by telephone operators attending the training by proper
scheduling by PJ Enterprises customer supervisors.
The CBT comprises four modules that can be completed in separate sessions or in one session.
Each module is designed to take no more than 15 minutes.
Learners will be able to save their progress at the completion of each module.
The entire training is expected to last no longer than one hour.

Training Format
The training will be a self-paced and self-contained interactive computer-based training (CBT)
comprising of branching scenarios to simulate interaction with a variety of customers including difficult
ones. The training is divided into four modules on covering the topics of:

1. the benefits of quality customer service,

2. telephone etiquette and communication strategies,
3. telephone operator protocols and resources, and
4. strategies for enhancing sales over the telephone.

Terminal Objective #1: Given a simulated customer phone call, choose the appropriate customer service
protocols with 90% accuracy.
Enabling Objectives Assessment Absorb Activity Do Activity Connect Activity
1.1: Formative: Presentation: Branching Scenario Pondering Activity
Game: (Rhetorical
Question):

Use the companys The Do Activity also Slides covering the A set of scenarios How can a friendly
standard greeting functions as a components and will be presented greeting change an
when answering a knowledge check qualities of the that require interaction?
call. assessment with standard greeting. learners to respond
feedback provided with the appropriate
to the learner. greeting structure,
content, and tone.
1.2: Formative: Presentation: Branching Scenario Pondering Activity
Game: (Cite-Example):

Identify which calls The Do Activity also Slides covering the A set of scenarios Which of the
can be handled by functions as a types of customer will be presented to scenarios in this
customer service knowledge check requests that can learners that module are familiar
telephone operators assessment with be handled by a require them to to you? Think about
and which calls feedback provided telephone operator identify if it is a how you handled
should be to the learner. and those that request they can such encounters in
transferred to require a handle or must the past and if you
customer service supervisor. transfer. If they can would respond
supervisors. handle it, the differently if faced
scenario gives with the same
them choices for situation now.

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 responding
appropriately to the
request.
1.3: Formative: Presentation: Branching Scenario Pondering Activity
Game: (Cite-Example):

Answer product The Do Activity also Slides covering the A set of scenarios Have you ever
questions using functions as a layout and will be presented to called another
product reference knowledge check functions of the learners that company for
guides. assessment with product reference require them to information on a
feedback provided guides. utilize product product? If you did,
to the learner. reference guides in What kind of
order to respond. response did you
get and were you
satisfied with the
response? If you
havent, what kind
of answer would
you expect?

Terminal Objective #2: Given a simulated complaint call, decide the appropriate response tactics to ease the
conflict with 90% accuracy.
Enabling Objectives Assessment Absorb Activity Do Activity Connect Activity
2.1: Formative: Presentation: Branching Scenario Pondering Activity
Game: (Cite-Example):

Interpret the mood of The Do Activity also Slides covering A set of scenarios Do you ever have
caller. functions as a methods for will be presented to an instinctive
knowledge check interpreting a learners that feeling about the
assessment with callers mood require them to callers mood when
feedback provided through vocal and determine a callers you receive a call?
to the learner. verbal cues. mood and respond Think of a situation
appropriately. in which you
experienced that
and what ways it
relates to the
content youve
learned in this
course.
2.2: Formative: Presentation: Branching Scenario Pondering Activity
Game: (Cite-Example):

Identify appropriate The Do Activity also Slides covering A set of scenarios Watch the video
ways to respond functions as a different tactics for will be presented to about the kind of
effectively to ease knowledge check dealing with various learners that tactics used by a
tension in telephone assessment with types of tense require them to customer service
conversations. feedback provided situations during identify the cause operator to keep

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 to the learner. telephone of the tension and both herself and the
interactions. choose the correct customer calm in
tactic to deal with stressful situations
the situation. in her 20 years of
experience, and
then reflect on a
personal work
experience in which
these tactics could
be helpful.
2.3: Formative: Presentation: Branching Scenario Pondering Activity
Game: (Cite-Example):

Determine when The Do Activity also Slides covering A set of scenarios Think about
supervisor functions as a indicators during a will be presented to situations you
intervention is knowledge check telephone learners that encounter during
required during a assessment with interaction that require them to telephone calls
challenging feedback provided signal the need for determine if an from customers that
telephone to the learner. a supervisors interaction with a need supervisor
conversation. intervention. customer has intervention.
reached an
impasse and a
supervisor is
needed.

Assessment Summary
The primary assessment method for this course is formative, which is assessment FOR learning. The
learner can make adjustments and corrections in their understanding as a result of the feedback
provided during their performance in the branching scenarios. Responses can also be used to identify
supplemental training in the future or to modify the CBT itself over time if necessary.

Summative assessment, which is assessment OF learning, occurs at the conclusion of the CBT when a
learner receives a score based on their ability to demonstrate the competencies. Learners must score
90% or better to receive a certificate of completion. Learners will be permitted to repeat the CBT until
they have successfully demonstrated their competency.

Evaluation Plan

FORMATIVE
Prototyping the CBT modules with customer service supervisors and selected telephone operators
CBT usability testing with a subset of PJ Enterprises employees
Informal meeting with key stakeholders for feedback on CBT modules as they are completed

SUMMATIVE
End of CBT survey of telephone operators
End of CBT survey of customer service supervisors
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 Survey of all participants one week after completing the CBT to assess transfer of learning

CONFIRMATIVE
Collect customer service scores for 6 months after the CBT training and compare to previous scores
Follow-up survey on employee satisfaction 6 months after the CBT training and compare to previous
survey

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