Running head: ACCURARCY OF PROSPECTIVE STUDENT INFORMATION

Report III
Accuracy of Prospective Student Information
Kirstie Harsha
Georgia Southern University
ITEC 7430
April 26, 2015

I.

Problem Analysis

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In order for Georgia Southern University prospective students to receive communication
via email or post cards, the Admissions Specialists and telecommunication student
workers in the Office of Admissions at Georgia Southern University must enter their
information into the Hobsons-Connect website correctly. With the correct input of
information, each of the 5 territories in Georgia, the out-of-state territory, and
international territory can move towards meeting their prospective student goals set by
the Director of Admissions. There are four sub-systems within the given problem: student
information, parent information, mailing address, high school information. This problem
of incorrect information caught my attention because I have recently taken on the task of
returned mail for the Office of Admissions. In December of 2014, I was receiving 100+
post cards returned in the mail daily. This is a huge problem for the Office of Admissions
because those prospective students did not receive valuable information about Georgia
Southern University that could possibly increase their interest in the institution.
Mager and Pipe Gap Analysis
Step 1: What is the
performance problem?
Admissions Specialists and
Telecommunication student
workers are inputting
prospective student
information wrong.

Step 2: Is it worth fixing?

Yes, to reach the prospective

student goals, information
must be entered correctly.

Step 4: Are the consequences

Step 5: Is there a skill

right-side- up?

Prospective students who are

not entered correctly can lose
interest in Georgia Southern
University if they do not
receive mail and emails about
the institution.

deficiency?

Yes, specialists and student

workers are not learning the
correct process for entering
information into HobsonsConnect.

Step 7: What solutions are best?

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Step 3: Can we apply fast

fixes?

No, specialists and student

workers need to learn the
correct way to enter
prospective student
information and demonstrate
this task on every new
contact created.
Step 6: Are there other
causes?

Specialists and student

workers have an overload of
information to input causing
the errors.

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It is necessary to immediately train the Admissions Specialists and telecommunication student
workers the correct way to input prospective student information into Hobsons-Connect to
reach the prospective student goals and decrease the amount of returned mail from incorrect
address input.

II.

Needs Assessment
Optimals: The optimal, or ideal, situation that the Office of Admission would like to have
is that every potential students information would be entered correctly into HobsonsConnect website and they would receive mail and emails about the university helping to
sway their decision towards Georgia Southern University. The data collected would
consist of a quiz for the Admissions Specialists and telecommunication student workers
on how they input information into Hobsons-Connect website. I think it would also be
best to conduct a random selection from the LEAD cards (cards filled out by prospective
students) to ensure that the information provided was correctly entered as it was written
by the prospective student. This step will also help with verifying accuracy of the
Admissions Specialists and telecommunication student workers. During the inputting of
the information, the Specialists and telecommunication student workers add their initials
and date to the notes comment section of Hobsons-Connect followed by the time of day
that the information was entered. I think it would be beneficial to also add the program
Clean Address to the Hobsons-Connect website to ensure that the addresses that are
being entered are in fact a deliverable address. This program is currently being used in
Banner by Ellucian and has been very beneficial so far.
Actuals: The information gathered for the actuals, or current, situation is similar to the
optimal situation, but not as in-depth as it should be. The Admissions Specialists and
telecommunication student workers currently should only enter their initials and date into
the notes comment section of Hobson-Connect. Most of the time, the information entered
does not show who entered it or when it was entered.
Discrepancies: There will be discrepancies between the actuals and the optimals. When
the prospective students information is entered correctly into Hobsons-Connect website,
the student will receive valuable information about Georgia Southern University which in
turn will increase the prospective student goals and possibly acceptance goals. When the
prospective students do not receive the outgoing mail or emails sent by the Office of

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Admissions, the information about Georgia Southern University is not being delivered to
that student to make an educated decision about the institution. As of right now, there is
no measurability of returned mail to the Office of Admissions to the number of contacts
created in Hobsons-Connect website. The main priority would be to move prospective
students to admitted students. This can be done by ensuring that all prospective students
receive information about Georgia Southern University from the information put in by
the specialists and telecommunication student workers into Hobsons-Connect.
Goal statement: Telecommunication
student
workers should
learnInformation
to correctly input all
Input
Prospective
Student
prospective student information into Hobsons-Connect website to meet the territory

prospect
goals. first and last name. Select the students gender from the drop down menu. E
Step 2: Enter
students
Step 1: Analyze LEAD Card for legibility. Search contacts for student orStep
create
a newthe
contact.
4: Enter
students m
III.

Instructional Analysis

Step 3: Enter the parents name and e

Goal Analysis:
The domain of this problem is application because it is mostly based on applying rules
for inputting prospective student information. The type of learn for this problem can be
classified as a cognitive skill (knowledge).

Step
7:students
Enter theprimary
students
high
school and
click find your
code. Search
for
the
Step
schools
5: students
Select
name
the
stu
and
Step 8: Select
the
(and
secondary
if applicable)
prospective
major
Step 6:
from
Enter
thethe
drop
down
menu
ema

Step 11: Enter the prospective students self-reported Grade Point Av

Step
Enter
any necessa
Step 10: Use the drop down menu to select
the12:
type
of student
they a
Step 9: Enter the students graduation year.

Step 14: Lastly,

Step
select
13: Step
Select
the 15:
Created
allClick
the extracurricular/
Save.
Source Code from
other
the
activi
dro

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Input Prospective Student Information

Verifyfor
that
the
address
is a information.
Access
Hobsons-Connect
website.
Search
contact:
edit
or create
new deliverable a
Input prospective
students
LEAD
card
Checkthe
the LEAD
card for
legibility.
1.4
1.2
1.3
1.1

Entry Level Skills

Subordinate Skill Analysis: A procedural analysis would be the best fit for this problem.
Recall
the training
on the
website
for correct
entrysoft
me
Recognize all wordsUse
written
by
the prospective
student.
Use
the Clean
Address
the Chrome
internet
browser
to Hobsons-Connect
access the internet.
C
A
D
B
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IV.

Learner and Context Analysis

The target population would be limited to those prospective students who have given
their information to Georgia Southern University in various ways. The information is
then entered into the Hobsons-Connect website for communication purposes. The
prospective students are not limited to age, gender, race, ethnicity, or location (national or
international). The only limitation to the physical environment that exists is that the
prospective student must be pursing an undergraduate degree. The Office of Graduate
Studies has its own admissions process. Georgia Southern Universitys Office of
Admissions examines every individual applicant for admission. Each applicant is
examined on Grade Point Average and test scores. The physical environment would be
Lewis Hall in the Presentation Room, located on the first floor (approx. 400 square
feet).Within the Presentation Room, there is a computer, project hung from the ceiling,

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projector screen, and surround sound. The room as 50 chairs that face the projector
screen. The computer is stored in the chest of drawers at the front left of the room.

Figure 4.1: Diagram of Lewis Hall, first floor. Map to the Presentation Room

Figure 4.2: Front view of Presentation Room

Figure 4.3: Rear View of Presentation Room

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Learner Analysis (Prospective Student Information):

Information Categories
Abilities (Prior Knowledge
and education)

Data Source
High school and college
transcripts

Test Scores

College Board (SAT and

ACT), Compass Test
Application for admission
submitted by the student
Application for scholarship
submitted by the student

Intended Education
Scholarship

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Learner Characteristic
Maintaining a minimum
Grade Point Average for
admission to the institution
Achieving a designated score
for admission to the institution
Intention of receiving a
diploma from the institution
Intention of gaining
scholarship funds

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H. Gardners Multiple Intelligence Instrument: (Strengths rated 1 7) [1= Strongest; 7=Weakest]
VisoSpatial
3
5
1
2

Staff 1
Staff 2
Staff 3
Staff 4
V.

BodilyKinesthetic
6
4
5
2

Interpersonal Intrapersonal
4
1
6
7

3
6
4
3

Linguistic LogicalMathematical
1
5
4
7
7
2
2
5

Musical
1
6
3
5

Objectives
Terminal Objective (TO): When inputting into the Hobsons-Connect website using the
guidelines, examples provided, and training administered (CN) to all admissions staff,
staff members will input prospective student information applying the learned skills (B).
The performed task of inputting information by the staff member would be performed
efficiently if the address inputted is deliverable and no returned mail is delivered back to
the Office of Admissions (CR).

Subordinate Objectives:
Attitude: Admissions staff member will
Working in the Office of Admissions and
decide if the LEAD card is legible.
unaware that they are being observed, the staff
member will be presented with LEAD cards
from a recruiting event and will have to decide
which cards are legible to input (CN). The staff
member will input the prospective student
information into the Hobsons-Connect website
(B). Staff members would be considered
successful if they followed all the steps in
inputting information and the address is
deliverable with no returned mail received.
Psychomotor: The admission staff member
When the staff member has inputted the LEAD
will combine all LEAD cards and check
card information (CN), the LEAD card bundle
them out using the LEAD card checkout
will be checkout out by using the Microsoft
Microsoft Access page.
Access page (B). The task will be considered a
success when the Microsoft Access page has
been filled out by entering the LEAD card
bundle number, the number of cards inputted,
and typing the initials of the staff member
(CR).
Cognitive: When entering prospective
While looking at the LEAD card (CN), the
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student information, admissions staff
member should determine the appropriate
section to enter the information.

Verbal: Once the information is entered,

admission staff member will communicate
the input of information in the Space
Mountain blank.

VI.

staff member will input the information into

the corresponding sections and drop boxes (B).
Staff members will be considered successful if
they input all LEAD card information into its
corresponding location (CR).
When looking at the LEAD card (CN), the
staff member will check for correct
information on the Hobsons-Connect website
before typing the date, event type, and initials
into the Space Mountain blank (CR).

Assessments
I would assess the verbal subordinate skill of communicating the inputting of information
into the Hobsons-Connect website by conducting a random selection check of the
returned mail and interviewing the admissions staff that enters prospective student
information for inconsistencies. For the psychomotor domain, I randomly select a
returned postcard to evaluate the staff member who entered the information into the
Hobsons-Connect Website. I would observe the prospective students profile to examine
the inputted information. I would use the rubric below to check the information entered
for correctness. By checking for correctness of the prospective student contact
information, I can quickly tell which staff members need extra training on the use of the
Hobsons-Connect website. It is very important to input all information correctly because
this is how the Office of Admissions at Georgia Southern University communicates with
all prospective students via email and postcards. For the affective domain, the assessment
would be several questions about the staff members training. This would be administered
when a post card is returned by the United States Postal Service to the Office of
Admissions An admissions staff member who has been properly trained in using the
Hobsons-Connect website would allow all staff members who input the contact into the
Hobsons-Connect website to state their opinions and actions. The analysis chart would
occur several times after the contact had been corrected to ensure that all following
contacts were inputted correctly. The interview questions are important to answer
honestly so that any trends can be determined especially if training needs to reoccur. For
the cognitive domain, I would compile the number of returned mail and the number of

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profiles edited and created in the Hobsons-Connect website. These reports can give a
percentage amount of contacts being created/edited to the number of mail that is returned
to the office, and would give an idea of the effectiveness of the Hobsons-Connect

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