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Running head: ACCURARCY OF PROSPECTIVE STUDENT INFORMATION

Jake White
Discussion: Jake did not leave any spaces in the address. We can assume he meant to put
8910 Edgewood Drive. Also, he gave a false email address (dontemailme@none.com).
We can leave this blank and make a note in Space Mountain about the email address not
being real.

Discussion: Kalli has filled out her LEAD card correctly.


***If any address is in question, use www.whitepages.com or www.usps.com to confirm
if the address is deliverable. ***

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Figure 7.4: Hobsons-Connect activity

Answer: Incorrect; Suite numbers should all go on Line 1.

Answer: Correct
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Answer: Incorrect; Apartment numbers should all go on Line 1.

Answer: Incorrect; There is no number listed in Address Line 1

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Follow-up Activity:
To ensure that all Admissions staff members and student workers are doing their best on
the activity, I would provide the winning team(s) with a Jeans Pass. This pass would
allow the winners to dress down on any given day (as long as they have no meetings on
their calendar). Jean Passes are highly coveted because staff members are required to
dress professionally Monday Friday.
Teams
Correct Number Answered
#1
4
#2
2
#3
7
#4
6
#5
5
#6
7
#7
3
***Team #3 and #6 will Jean Passes.
I.

Instructional Materials
The terminal objective is for the Admissions staff and telecommunication students are to
have a greater understanding of the Hobsons-Connect website and successful input all
prospective student information. To achieve this objective, instructional activities should
be centered on cognition. For example, testing staff members and student workers
knowledge on the Hobsons-Connect website, LEAD cards, and inputting information
correctly. Once the cognition is determined, presentation activities can begin to help
educate staff members and student workers on the benefits of the Hobsons-Connect
website and the correct way to decipher then input information. Pre-instructional
material would include a quiz/questionnaire given to the staff members and student
workers who have access to the Hobsons-Connect website to access their knowledge of
inputting prospective student information. Upon completion of the quiz, an outline of the
expectations of inputting information would be presented to the staff members and
student workers.

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Figure 8.1: Quiz

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Answers: 2; 2; 1; 3; 1; 3; Leave notes of what was done, by who, and the date; 2; 1
Figure 8.2: Expectation Chart

Expectations:

When in doubt, ask for HELP


Contact the prospective student if necessary
Be accountable and responsible with
information
Input ALL information given by the prospective
student

The quiz followed by the reading of the expectations to the staff members and student
workers will access the knowledge of both and what needs to be re-taught. Having the
expectations provided gives the staff members and student workers guidelines to
follow.
The subordinate objective is all Admissions staff members and telecommunication
student workers will demonstrate the ability to correctly input prospective student
information into the Hobsons-Connect website to ensure that all prospective students
are receiving information (via mail and email) and reduce the amount of returned
mail to the Office of Admissions. The presentation of materials would be presented
by Amy Smith, Director of Admissions, and Christy Rikard, Associate Director of
Admissions, to all Admissions staff members and telecommunication student
workers. Both Amy Smith and Christy Rikard play a crucial role in the success of the
Office of Admissions.
Practice materials would include bi-weekly meetings held in the Presentation Room
in Lewis Hall to discuss certain issues that are reoccurring. During the meeting, either
Amy Smith or Christy Rikard will present a LEAD card and the Hobsons-Connect
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student profile for the staff members and student workers to see mistakes that are
being made, why it is incorrect, and the correct way that it should be inputted. Having
the staff members and student workers actively involved in deciding what is incorrect
about the profile will help the staff members and student workers learn the correct
inputting methods. Both Amy Smith and Christy Rikard will have an open forum for
discussion, questions, and feedback with all Admissions staff members and
telecommunication student workers.
The follow-through materials would include Amy Smith and Christy Rikard assessing
the Admissions staff members as they are grouped (processing, recruiting, Happy
Hardwood staff, etc.) and telecommunication student workers and determining if any
of the groups need further instructions or training. By having the Director and
Associate Director assess the staff members and student workers, they can better
understand why reoccurrences are happening. For example, they could randomly
inspect several LEAD cards for correctness. By doing a random inspection, staff
members and student workers would not know if their card would selected and try to
change their inputting style. During the inspection, Amy Smith and Christy Rikard
would randomly select LEAD cards that have already been inputted into the HobsonsConnect website. They will then compare the written information by the prospective
student to the Hobsons-Connect student profile for any errors. The student profile will
have the staff member or student workers name and the date it was entered to address
the issue with them. Ideally, the total number of errors should be zero, but humans do
make mistakes, so minimizing those errors is the goal. In the end, the staff members
and student workers should be able to correctly input all prospective student
information into the Hobsons-Connect website as well as taking preventative measure
so that the errors will no longer occur.

Figure 8.3: Follow Through slide instructions

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II.

Formative Evaluation
The formative evaluation would be to present the Admissions staff members and
telecommunication student workers an opportunity to complete the quiz (see page 19)
before the training started and again after 3 months. The feedback from the quizzes would
then be used to evaluate the training and changes that need to be made. Also, a short
feedback survey would be conducted for all Admissions staff members and
telecommunication student workers to gain their prospective on the training and changes
that should be made.
Figure 9.1: Feedback Quiz

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By having the opinions of those who have participated in the Hobsons-Connect training,
the Office of Admissions can make the necessary changes to benefit those who participate
in the future.
III.

Revision
Assuming that Admissions staff members and telecommunication student workers are
unable to fully grasp an understanding of how to correctly input prospective student
information into the Hobsons-Connect website, a revised plan must be constructed. For
example, learning the correct method of inputting prospective student information in the
Hobsons-Connect website may not be possible in the 3 month period after the initial quiz
is taken. Several more training sessions may be needed before the goal is achieved. There

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could be many causes for the delay in correctness such as the staff members and student
workers not having a large number of LEAD cards to input or having other high priority
work to complete. As long as the Hobsons-Connect website is being used by the Office of
Admissions, training and review will always need to take place and revisions will need to
be made where necessary.

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