| Element |
- |
Instructional problem [ Identify the learning or training
problem ]
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-The help desk has a problem with dealing with communicating effectively
on the phone with thier clients and dealing with confict. |
Learner characteristics [ Who are the learners? What
is their education level? What language skills do they have? What is their
attitude to learning? ]
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-Learners are the IT employees at the front desk. They are well
trained in the IT field. They are computer literate, and are willing to
learn. |
Content and task analysis [ What content and tasks are
needed to address the instructional need or problem? ]
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-Respond to incoming telephone calls
- Answer calls promptly, clearly and politely in accordance with enterprise
standards
- Offer friendly assistance to the caller, and accurately establish the
purpose of the call
- Repeat call details to the caller to confirm understanding
Answer caller enquiries promptly, or transfer caller to the appropriate
location/person
- Record caller requests accurately and pass on to the appropriate department/person
for follow-up
- Relay messages accurately to the nominated person within designated timelines
- Report threatening or suspicious phone calls promptly to the appropriate
person, in accordance with enterprise procedures
- Use language and tone and volume appropriate to phone calls.
|
Content sequence [In what order should the content and
learning activities be presented? ]
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-as per proposal by Robert Gagné, the nine events are:
- Gain attention
- Inform learners of objectives
- Stimulate recall of prior learning
- Present the content
- Provide “learning guidance”
- Elicit performance (practice)
- Provide feedback
- Assess performance
- Enhance retention and transfer to the job
|
Instructional strategies [What strategies should the
learner use to achieve the objectives? ]
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- the use of this training material, as well as continued
monitoring by a supervisor. The issuing of a newletter, either
online or in print, to keep staff upto date with current policy
changes, and to keep staff informed of their competancy. |
Development of instruction [ Complete
this section after you have completed the second part of the
instructional design topic ]
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-This could include a pretest. I have only set up
an area for a self-test at this stage. One could do the pre-test
first and then, after completeing the course, do the self-test,
and give a comparison score.
Information is provided as follows.....
normal instructions/text like this
Quotable text, or recommended speech for answering
the phone is like this.
navigational text is
like this.
|
Evaluation instruments [ Complete this section after
you have completed the second part of the instructional design topic ]
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-Initial testing/evaluation is done
with the self-test pages.
A follow up could be: a tutor/ supervisor could do a verbal
and a demonstration test at the students work place. |
Support resources [What resources will be required to
support the learning? This could include use of the Internet, intranet,
audio, video. It should also give details if a supervisor or mentor needs
to be involved ]
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- The user could have access to this
training material, and should include documentation from SWISH
as reference material. A seperate link could be REFERENCES.
Another seperate link could be UPDATES, or a NEWSLETTER,
which keeps the staff upto date with what the company expects
of them. A series of updated versions of this training material
would also allow staff to keep up their skills. |
You can return to the Introduction,
or select the Design
Plan, to view the prliminary thinking for this project.
You may also view the Objectives.
|
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Telephone Training Course 
