Peer Response 2

To receive full participation credit regarding your responses, you should

· Meaningfully respond to your classmates (i.e., Don’t just say, “I agree,” or “Great post.”). Respond in a way that will encourage further discussion.

· Ask a relevant question in your response to your classmates. If needed, review the  Writing Open-Ended QuestionsLinks to an external site.  resource provided by the Writing Center.

PEERS POST:

Restate your need or problem identified from the Week 3 Assessing Instructional Needs discussion.

My State Health Insurance has consistent problems in the customer service department which has resulted in customer dissatisfaction. The previous assessment has determined a need for more training, which will require the implementation of a new instructional design targeted toward understanding of how to solve customer problems.

Explain the significance of developing goals and how they differ from objectives.

Goals are considered the target of the task analysis, stating what the desired outcome will be at the end of instruction (Western Kentucky University, 2018). Objectives are similar but more specific, focusing with detail on each individual task that will culminate in the reaching of the stated goal(s). Goal-setting is significant and is helpful to do relatively early in the process of instructional design because it considers, “what is the point of this instruction?” Given this, it may be the most important step to take in order to build an effective design (Brown & Green, 2020).

Develop and list two goals to guide the focus of instruction you are designing.

The first goal of the ID is to provide a clearer understanding of the company’s current policies regarding routine customer service needs.

The second goal of the ID will build employee confidence in self-management by fostering problem-solving skills in relation to current best practices.

Explain how each goal adheres to the elements of a SMART goal (i.e., Explain how each goal is Specific, Measurable, Attainable, Relevant, and Time-Based.). You may use the following table to do this:

 

S.M.A.R.T. Goals for the Discussion Example.
	Goal 1: Employees will need to transfer to management less after the training due to better understanding of the company’s policies and procedures.	Goal 2: Customer service relations will improve each month due to confidence building exercises.
S	Explain what makes this goal specific.: Focus on current policies that entry training may not have covered.	Explain what makes this goal  specific. Focus on and honing problem-solving skills is a major asset to employees.
M	Explain what makes this goal measurable. Comparing transfers of calls before and after training.	Explain what makes this goal measurable. Customer satisfaction surveys after they have had an interaction with the customer service agent.
A	Explain what makes this goal attainable. Updating training to current policies and being more specific in training will make CSA’s more effective in their work.	Explain what makes this goal  attainable. Working on metacognitive and problem-solving skills will increase customer satisfaction by making the experience less frustrating.
R	Explain what makes this goal relevant. Management will not need to get involved in all issues in their department, freeing up their time and the customer’s time, and saving the company money.	Explain what makes this goal  relevant. Honing these skills will make it less likely that the customer will be dissatisfied at the end of the service call.
T	By the end of the training session (ex.; six weeks) the management should be able to see if there is improvement on CSA settling calls themselves.	Surveys are tallied and averaged at the end of each month to compare monthly customer service scoring.

 

Thanks for reading, Ashlee References:

Brown, A., Green, T. (2020). The essentials of instructional design: Connecting fundamental principles with process and practice (4th ed.).  Routledge.  https://platform.virdocs.com/r/s/0/doc/687388/sp/133593966/mi/410024042?cfi=%2F4%2F2%2F26%5Bsec4_7%5D%2F8%2F4%2C%2F1%3A0%2C%2F1%3A0Links to an external site.

Links to an external site. Western Kentucky University. (2018). Definition and rationale of goals and objectives.  School of Teacher Education. https://www.wku.edu/ste/objectives/definition_and_rationale.php