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Instructional Module/Training Plan Template AET/520 Version 3

University of Phoenix Material


Instructional Module/Training Plan Template
Part I: Vital Information Author Mike Vaccaro

Instructional Topic

Instructional Module/Training Plan Title %earning &etting

Being most efficient in the office/completing work tasks and administrati e tasks !uicker and easier than "efore to sa e time for the things that matter most Increasing #u"eworld $fficiencies

#lassroom with the option of "eing recorded to "e placed online after a few courses completed 1'()' assistant le el to manager le el emplo*ees +mi, in demographic0ace(to(face for now/ with option to "e added as an online course1 2ne eight(hour work da*

Audience

.eli er* Modalit* +online/ h*"rid/ face(to(face/ and so forthTotal Time Allotment

Instructional Module/Training Plan 3oal Two Performance(Based 2"4ecti es

To sa e time on da*(to(da* tasks that tend to "e time(eaters/ and to complete administrati e/supplemental tasks in less time and with less stress (5ithout the assistance of others/ students will correctl* complete fi e Microsoft $,cel shortcuts/formulas that !uicken the speed of completing most common tasks (3i en a pile of emails ar*ing in importance/ students will accuratel* prioriti6e four out of fi e emails/ in a period of si, minutes/ using three learned shortcuts/tools At the end of the course/ students will "e gi en somewhat of a digital o"stacle course e,ercise1 The* will e,perience a phone call/ man* emails/ ha e to complete a task on Microsoft $,cel/ need to complete an edit on PowerPoint/ and need to use their cell phones for one mo"ile task as well1 All of these tasks will "e timed in a fun/ "ut important/ test of efficienc* ma,imi6ation1 The 7race8 will measure how efficient students can complete tasks in the office +accurac* is still paramount in these tasks-1 Pilot class will "e completed with additional training staff and &M$s to find "est "enchmark time and scoring1

&ummati e Assessment .escription

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Part II: .e elopment Attention 3etter At the start of the course/ the facilitator would introduce herself with name/ current role/ how man* *ears at the Module/Training Plan Template ) compan*/ Instructional and how man* emails are currentl* in her in"o,1 AET/520 Version 3 &he would ask each student to do the same to the group/ and she will tall* the amount of total emails there are for the total class1 &he would then sa* each email is a simple a erage of a minute and share how man* hours the class has ahead of them in emails s1 how man* hours of learning how to deal with those emails and other things more efficientl* ahead of them toda*1 A statistic to share: the a erage work week holds 13 hours of email writing/ checking/ and deleting +The 9uffington Post/ ):13-1 The class will "e kicked off with the Microsoft 2utlook section for continuit*1 &tudents will lea e knowing roughl* three to fi e trul* effecti e time(sa ing tips in each Microsoft 2utlook/ Microsoft $,cel/ and Microsoft PowerPoint/ and the* will also learn two trul* helpful things regarding their compan*( pro ided mo"ile de ices1 The content comes from a multiple(source sur e* of the most efficient indi iduals in the office +&M$s-/ and the "eaut* of the course is it allows for time for students to share pertinent additional "est practices1 This content can "e implemented into the instructional plan if it is trul* new and e!uall* as or more time(sa ing as the e,isting ke* tips shared throughout the class1 All tips will "e compiled on a pu"lic file in the shared dri e so students can iew it after the* complete the course1 #ontent will "e deli ered mostl* through instructor(led e,ercises/ as all students will ha e laptops/pcs/mo"ile phones in front of them1 Most of the discussion on Microsoft &uite products will "e around a pro4ected ersion of the class leader;s computer1 After roughl* 1: minutes of instruction/ the class completes e,ercises either on their own or in small ta"le groups1 There are times when students are gi en time to tr* e,ercises "efore instruction< this allows time for !uestions to de elop and for critical thinking1 Additionall*/ students will ha e a time period at the end of each section +each section around a different program or process- that allows for personal "est practice sharing1 Intermittentl*/ the facilitator will ask students to participate "* pro iding the class with the ne,t step in the specific process "eing discussed1 There will "e time allotted for discussion of the most effecti e techni!ues to sol e certain pro"lems that ma* ha e man* solutions1 This will encourage participation and further thinking1 Before the midwa* "reak +for lunch-/ students will "e asked to list their fa orite new tip learned in the morning session1 If another student names *ours/ *ou should tell us what process in the afternoon session is going to "e most helpful to *ou1 &tudents will "e gi en time to work through each new tip shared1 In order for them to pro e completion/ the*;ll flip o er a disc placed on each desk1 The disc has a "lue side and an orange side1 The "lue side shows completion of the task/ and allows the facilitator+s- to check on accurac* as well as help those who might still "e ha ing difficult*1 Ideall*/ this will e ol e to "e a digital response tied directl* to a separate pc +pri ate- so the facilitator onl* can see students; performance1 =ealisticall*/ howe er/ this program would ha e to "e written for this course and will "e costl* to produce1
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.etailed Input of #ontent

Part III: Implementation Instructional &trategies

0ormati e Assessment

&tudents will "e !uestioned "* the facilitator+s- during the duration of the course1 >uestions would "e open(ended/

Instructional Module/Training Plan Template AET/520 Version 3 =eferences

The Huffington Post. (2013, Sept 18). You're Spending Wa Too !u"h Ti#e $he"%ing Your &#ai'. Here's What To (o. )etrie*ed fro# http+,,---.huffingtonpost."o#,2013,0.,18,#anage/in0o1/e#ai'/ o*er'oad2n23.21823.ht#'

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