Shelley's corner

Instructional Design (ID) Plan

Problem

Provide training to newly hired bank employees who will fill the role as tellers. These new employees either have no previous experience as tellers or if they previously were tellers in another financial institution, their skills and procedural knowledge does not match the requirements needed to meet the organization’s current needs.

This area (teller function) experiences regular turnover. The tasks are repetitive and the job is seen as being redundant day in and day out. However, as tellers become experience in their roles, there are opportunities for them to move up to a more senior position or make a lateral move taking the skills they learned and transfer them to other operational functions within the organization.

Need

Students: A performance skill gap deficit between what the employees know and what they can do. Learn standard bank operating procedures; how to use the equipment (system); knowledge of general customer service (i.e., face-to-face, telephone).

Designer: Develop materials that will address the existing need. Other: locate organization’s policy and procedures (i.e., online or hard copy manuals); identify subject matter experts (SMEs); obtain any applicable information on federal, state, and local laws; develop project outline, course objectives; build a mock up of the on-the-job environment; obtain computer equipped with applicable software already loaded; and work space.

Materials: Computers, teller functional equipment, written bank operating procedures, access to available resources, federal and state laws.

Audience  

The audience for this presentation is new employees who will interface with bank customers and perform basic teller functional duties in branch operations. Characteristics:

• Diverse multiple-level audience
• Adults – age range from 18 - 60+
• Gender: male & female
• Education: high school graduate, some college or college graduate
• Knowledge/experience levels: new and experience (from none to some experience)
• Reading situation: ability to speak English, with some having English as a second or third language; average reading level range from 6th to - 8th grades

Objectives/Assessment

Upon completion of the program, the students will be able to:

• Demonstrate excellent customer service
• Determine proper identification
• Illustrate standard security procedures
• Identify components of a check
• Define what a Bank is

A final test will be administered. It will consist of two sections. The first section will be a set of written questions covering basic knowledge and policy and procedures. The second section will consist of hands on activities that are similar to transactions they will perform in a branch environment. Student success will be graded on a 100% rating scale. A cut off point for passing will be established at 85% and above.

Content

The presentation will consist of procedures and the necessary sequences of the work activities. Applicable federal and state laws will be incorporated. When there are multiple steps in a process, the steps will be broken down into sizeable chunks to aid in clarity.

• Customer service
• Greeting the customer (immediately acknowledging customer(s), use of their name(s), display courtesy, etc.) 
• Handling complaints (listening to complaints, offering assistance
• Identification
• Act of identifying a person (establishing identity)
• Types of identification (primary and secondary forms)
• Security procedures
• Safety (precautions to take)
• Parts of a check
• Anatomy of a check (detail description of a check)
• What is a Bank?
• General information on services if a bank

Development of the lessons will be as follows:

** Welcome

** Lesson l: What is a Bank?

** Lesson 2: Anatomy of a Check

** Lesson 3: Identification

** Lesson 4: Security

** Lesson 5: Customer Service

Instructional Strategies

Use chunking to introduce individual components one at a time building on each section continually making the units more manageable as the course progress. Program is lecture driven. Students will  Other: Storytelling, role-plays and case studies.

Worked examples: Modeling/demonstrations, ordered steps, videotaped, and text-based descriptions.

Additional Materials

Simulation-Based Training (i.e., what aviator pilots used to train), Criterion-Referenced Instruction, policy and procedures manual, overhead projector/LCD, flip charts, markers, Intranet, Internet.

Program Use

New employees who are hired as tellers will go through this two week program as cohorts to gain basic knowledge of teller operations, customer service, and policy and procedures. The training environment will be a mock up mirroring the real world branch environment and activities will be an exact replica of what the students will encounter when back on the job.Not all transactions they will encounter when they return to their actual workplace will be covered in the classroom. However, the basics such as check cashing and customer service will provide the skills and knowledge they can transfer back to the work environment. The program will run for a period of two-weeks.

Summative Evaluation

Questions to ask: Did the participants learn the actual content demonstrated in the program objectives? Did they learn what they were supposed to learn after using the instructional materials?

To find out if the students learned what they were supposed to learn after their two week training period, create and use a matrix type document to assess the transfer of learning (i.e., basic skills learned in the classroom and the actual performance back on the job). The matrix will have a list of specific skills (categories) on the left hand column and letter type legend (grading) identifying the performance (i.e., a= always; s=sometimes; n=never).

Action: Perform follow up of three- six- nine- months after training. Develop an evaluation consisting of an identified number of questions targeted to assess the employees'(tellers) skills and performance on the job over time (3, 6, 9 months). Branch managers would be responsible for seeing that this gets done. The immediate supervisor observes the teller and determine status.

Based on how well the teller progresses, monetary rewards/promotion could be linked to performance.

Lesson One: What is a Bank?

http://prezi.com/qwrh3wl4-18t/what-is-a-bank/