OBJECTIVE EXAMPLE TWO
Module Two- Accurate Service
Learner will display their ability to analyze four customer claims as shown by researching the customer claim in RMS and then recording the solution that would be given to a customer using Vocaroo according to a cumulative score of 95% according to the quality rubric.
Assessment Activity
This assessment nugget involves each learner revisiting various system tools for research, such as the claim detail in RMS, error code frame, project search, UPC and model table, the dealer table, and the LOS document. IN addition it builds by including scenarios based on company policy. Each learner will be presented with four case studies of customer claims. It will require the learner to locate that customer in RMS and then analyze the customer's claim and review company policy when formulating a solution. Once the learner has completed the analysis, they will use Vocaroo to record their solution that would be given to a customer if on a customer service call. The call must follow the the corresponding elements on the quality rubric.
Bloom's Taxonomy Connection
This learning objective falls at the synthesis level of Bloom's Taxonomy as it deals formulating a solution based on putting together all the research on the customer claims.
Learning Activities
Self-Checking Guidance Kernel - If the learner struggles on attaining a mastery score for the assessment nugget, they will be directed to self-checking learning activities to help develop needed skills. The learner will have access to the prior guidance kernels for this module also, as the skills in this module build on each other and the learner may need review. These activities will help the learner isolate the skills they are struggling to attain. The questions for each kernel will be selected from a pool of questions so the learner may complete the kernel activity many times without all the questions repeating. The learner will be coached by the feedback given to their responses to guide them in their learning. The following are the additional skills that will be emphasized in this assessment activity, along with the prior accurate service skills in the prior assessment activity.
Kernel One: A micro-video will explain the company standard operating procedures for faxing of documents. The learner will then have guided practice identifying and justifying which situations the SOP was followed and which it was not.
Kernel Two: A micro-video will explain the company standard operating procedures for a second request submission. The learner will then have guided practice identifying and justifying which situations the SOP was followed and which it was not.
Kernel Three- A micro-video will explain the company standard operating procedures for a pre-paid card re-issue. The learner will then have guided practice with various scenarios to build confidence and accurate in those skills.
Kernel Four- A micro-video will explain the company standard operating procedures for check cancel and re-issue. The learner will then have guided practice with various scenarios to build confidence and accurate in those skills.
Kernel One: A micro-video will explain the company standard operating procedures for faxing of documents. The learner will then have guided practice identifying and justifying which situations the SOP was followed and which it was not.
Kernel Two: A micro-video will explain the company standard operating procedures for a second request submission. The learner will then have guided practice identifying and justifying which situations the SOP was followed and which it was not.
Kernel Three- A micro-video will explain the company standard operating procedures for a pre-paid card re-issue. The learner will then have guided practice with various scenarios to build confidence and accurate in those skills.
Kernel Four- A micro-video will explain the company standard operating procedures for check cancel and re-issue. The learner will then have guided practice with various scenarios to build confidence and accurate in those skills.
About Vocaroo
Vocaroo is Web 2.0 tool that functions as both an assessment tool, as well as a collaborative tool for learner-learner and instructor-learner sharing. Vocaroo provides a quick means to create an audio file that can be easily shared via email, social media sites, or embedding on a blog or website. Vocaroo requires no downloading, installation, or passwords for use. The intuitive nature of the tool and the ease-of-use make this web 2.0 tool suitable for young children to busy working professionals
Here is a widget to give Vocaroo a try:
Here is a widget to give Vocaroo a try:
Powered by Vocaroo Voice Recorder
Strengths of the Tool
The strength of Vocaroo is that it is a free, intuitive web 2.0 tool that allows the user the ability to record or upload an audio file. It requires no requires no registration, login, or tokens for use. For the workplace this is ideal as it does not require any IT involvement or approval. Of the many features of the tool, three really stand out as ideal for this assessment activity. Vocaroo allows the learner to record, listen to thier recording, and re-record it as needed. It can then be easily embedded into a blog for discussion or to the trainer or peer for review. Being that our workplace does not have Learning Management System, it is ideal that the Vocaroo widget can be placed into a website or blog with the description of the activity.
Challenges of the Tool
The ease of use and the intuitive nature of Vocaroo readily outweigh the few challenges to the tool. As a trainer, it may be ideal to have stored recordings; however Vocaroo does not store or save messages. To get around this, it is possible for the trainer to download any emailed recordings for future use. Another potential challenge may be restrictive firewalls interfering with Vocaroo access; however, IT involvement can ensure access by having an open TCP port 1935 on the network.
Plagiarism Prevention
Given that this is an authentic activity that requires presenting the solution orally just as if on a customer service call, the learner must be able to take what was learned and present it to the expected standard. This cannot be copied as trainer recognizes each learner voice from audits of the calls and monitoring of each learner.
Diversified Learning Style
As in all the activities in this training, it adheres to adult learning principles. The learner is involved in authentic learning experiences that relate to job performance. The learner is actively involved in the learning process by given successful experiences in using information and techniques. If a learner struggles with the entire process of analyzing using various system tools and putting that information together to formulate a solution, then guiding activities that isolate each component will exist to strengthen each skill need to be successful on the job. All this increases the likelihood of on-the-job application and meeting the learning needs of the learners.