Running head: EVENTOMATIC TRAINING

Group IDD: EventOMatic Software Training Kelley E. Buell, David J. Collins, Alex S. Velez, & Lisa Ziska-Marchand California State University- Monterey Bay

IST 522- Instructional Design Dr. Strong and Dr. Lara December 11, 2013

EVENTOMATIC TRAINING I Introduction The Raisers Edge is the software used in the University Development office at California State University, Monterey Bay to track all the fundraising activity that occurs in the office.

Events of various kinds are conducted throughout the year to engage donors and alumni and keep them involved with the university. EventOMatic is add on software that makes the management of events with The Raisers Edge simpler and more intuitive. Because this is an additional feature of an already comprehensive and complex software tool, additional training specific to this tool is needed to aid users in the understanding of its features and integration with other records in the database.

EVENTOMATIC TRAINING II Analysis Entry Behaviors Users of EventOmatic will, at minimum, possess basic computer literacy e.g., how to turn a machine on, how to log into the campus network in order to access programs and files, and how to locate needed programs. Additionally, they will possess basic keyboarding skills on a Standard English computer keyboard. Learner Analysis The learners participating in the trainings will all be staff of the University Development office, primarily student assistants who are generally of traditional, undergraduate age (18-24), and since they are students of the university they all hold a high school diploma or equivalent. Most students are familiar with word processing and spreadsheet programs but database experience is less common. General attitude toward the training is one of interest with trepidation, depending on their comfort level with computers and data entry; some would much rather stuff envelopes and answer the phone then work on the computer. Full-time staff participating in training can range in age from early 20s to near retirement age, with most being between the ages 25-60. Attitudes towards training from full time staff varies. Many are in favor in theory but are not as positive when post training expectations are that they enter data on their own rather than handing data entry work to support staff. Changes in staffing patterns and support positions left unfilled has fed suspicions that training will result in additional work for them. The concept of a general flattening of the hierarchy in development offices has not been accepted. In particular the full time events staff are difficult to engage in training and are less likely to view the features of the database as useful to them. While events staff have participated in trainings in the past they continue to avoid using the database after

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training. This continues in spite of upper management requesting that they manage development related events with The Raisers Edge. They have yet to see the advantages of using the database for management of their events. Context Analysis All training will take place at the University Development offices, using computers designated for student use that have The Raisers Edge installed. Group sessions can take place in one of two meeting rooms in the building, both with access to a computer and projector so everyone can see the database and EOM plug in as the training is conducted. Live data is used in the training to demonstrate the features of the database, keeping the course material as authentic as possible. Since the training is held in the office where the post training work will be done, there is ample opportunity to relate the material being discussed to a current situation, such as an upcoming event and to use real materials in the discussion and demonstration. Workplace/Setting Analysis The University Development office is housed in the Alumni and Visitors Center (AVC) on campus. One of the newer buildings on campus it has complete wireless and wired network capability. The front area of the building, called the living room, is often used for events outside of development operations. Events from community groups as well as campus groups are held there. Additionally, there is a large board room attached to the living room area and meetings from campus leadership or other groups can be held there. Students who work for the development department work primarily at the front desk or in a cubicle workstation in the office area. Assistants that work the front desk, in addition to other jobs they may be given, are at the front desk to greet visitors to the campus, answer questions about the university and provide maps and parking information to them. Whatever tasks they are

EVENTOMATIC TRAINING given while at the front desk, it is expected that they will be interrupted frequently by visitors. Student assistants are supervised by alumni relations staff and work given to them is passed through the alumni relations staff. Instructional Goal

Staff and student assistants will demonstrate the ability to navigate within the EventOMatic plugin to manage all participant, guest and relevant event information with 100% accuracy. Task Analysis 1. Users will be able to Log in to The Raisers Edge and navigate to the Events module within the database. 1.1. Users will verbally or in writing discuss how to open the database and navigate to the event module. 2. From the events module, users will identify how to launch the EventOMatic plug in. 2.1. Users will verbally or in writing demonstrate the correct method to open the EOM plug in. 3. With the EOM plug-in successfully launched, users will navigate the software to open the menu of tools available to them. 3.1. 3.2. 4. Users will verbally or in writing discuss how to open the features menu in EoM Users will verbally or in writing define the items in the features menu in EoM

From the features menu users will select the correct item to add new participants or guests to the event 4.1. Users will verbally or in writing define the difference between a participant and a guest as the terms are used in EoM and The Raisers Edge.

EVENTOMATIC TRAINING 5. With the EOM plug-in successfully launched users will demonstrate the ability to customize the look of the program by customizing columns available to view 5.1.

Users will verbally or in writing demonstrate how to add or rearrange the columns on the EOM plug-in

EVENTOMATIC TRAINING III Design and Development of Materials

The training will initially be instructor lead with the eventual creation of online support materials and demonstrations. Participants will be provided with an instructional packet that includes the following: 1. Job aids to outline steps on how to use the specific functions of EventOMatic for the Raisers Edge. Screenshots of the database and EventOMatic will be taken demonstrating the program launch, menus, and customizations. Using word processing or slide show software these screenshots will be incorporated into handouts for participants to follow along or to add notes to during the training. Video capture of the slide show presentation and segments of live training can be edited into an online tool for users to refer to after training or as a refresher course if there has been a lag between the time the training was conducted and the software is used for an event. 2. Checklist to be used as a guide while they are using the software. A checklist of common tasks to be completed when entering participant or guest information will serve as a guide and reminder of the pieces of information that must be entered into the database in order to pull accurate reports and lists for the event. 3. A learner evaluation check-sheet and scoring rubric will be created using Microsoft word tables to capture all the activities a learner will be required to demonstrate at the conclusion of their training program. The check sheet will list the activities that need to be completed when entering RSVP information and a tally of the correct items or rubric of acceptable items will be calculated to obtain a final score.

EVENTOMATIC TRAINING IV Utilization of Materials Using a hypothetical event and sample RSVP cards and/or emails, participants will be required to enter the data into the system. The instructor will guide them through the process for the first few RSVP cards, demonstrating how to use the information and instructional support tools that were provided. Participants will then be given an opportunity to enter information while still in the class. Following training, learners will be given 1 week to review the database and

EventOMatic on their own to get familiar with the program and features at their own pace. After 1 week they will be given a written or demonstration test where they will describe and/or demonstrate the correct procedure for entering data into the event module. Evaluators of the learner will utilize a check sheet and scoring rubric to determine the final score on the test. 90% accuracy will be required before learners will have access to the database to work independently. Gagnes Nine Events of Instruction Gain Attention. Make a play on the softwares name, EventOMatic, by showing participants a picture of a person feeding a stack of paperwork into a machine labeled EventOMatic and out of the machine comes a picture of a well planned party/event (such as a catered fundraiser). Ask the participants to share one important aspect they consider when planning an event, party, or any social gathering. This can grasp their attention as well as produce ideas. Inform Learner of the Objective. Provide participants with a document listing the objectives, so they can have a reference to come back to. The instructor(s) should also review these objectives with the participants, answering/clarifying any questions at the end of the review. Stimulate Recall of Prior Learning. Participants brainstorm (during a ping pong questioning section) about what they know about working with spreadsheets and then compare and contrast

EVENTOMATIC TRAINING that knowledge with information provided about databases. This can allow them to see the correlation between their prior knowledge and the introduction to EventOMatic. This will serve as a self-diagnostic assessment of prior knowledge. Present content. Provide the participants with a brief PowerPoint presentation and handouts, briefly going over the steps they will need to learn to access EventOMatic through The Raisers Edge. After the PowerPoint presentation, the instructor(s) will segway into a video screen capture that navigates through The Raisers Edge, showing how to access EventOMatic. Learners will have the opportunity to takes notes about the video and the Power Point. Provide Guidance. Participants will be provided with job aids and copied documents from the instructional manual that outline steps on how to use the specific functions of EOM for RE. They will also be given a checklist to be used as a guide while they are using the software.

Participants and the instructor will discuss the instructional support documents and the instructor can clarify any questions/ misconceptions. Elicit Performance. Using a hypothetical event and sample RSVP cards and/or emails, participants will now be required to enter the data into the system. The instructor will guide them through the process for the first few RSVP cards, demonstrating how to use the information and instructional support tools that were provided. When ready, participants will begin to enter the data on their own, using the support tools provided. Give Feedback. Feedback will be given as the participants are working on the data entry. Initially to guide the process but later scaled back so that users begin to process what was learned into the practice data entry. After each sample RSVP has been entered it will be reviewed in detail by the user and if a group session by the group to solicit more feedback. Group sessions

EVENTOMATIC TRAINING will have the opportunity to not only practice on their own, but to view and comment on the practice of fellow classmates. Assess Performance. Participants will be tested on their retention of presented materials by

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entering more sample RSVP cards into the test database. Each card entered will be compared to the database (an export of the data entered will be created to make checking data entry easier) and a tally of the data entered will be collected. For items on the card not completed by the attendee n/a will be used to note that that data was not skipped by the learner. Tally sheets will be totaled, a score of 90% or better must be obtained for the learner to be given access to enter this data on their own. Enhance Retention and Transfer. After completion of the final assessment users will be given a list of 3 upcoming events of different types. They will be asked to consider what kind of information will be tracked for that event and where it should be entered. Learners will also be asked for suggestions for improving the training for the next class of users and to explain why they made that suggestion.

EVENTOMATIC TRAINING V Evaluation Formative Evaluation Type of evaluation: One to One. We selected the one-to-one phase of formative evaluation. The EventOMatic training is typically going to be used at intermittent times with small groups of 1-3 learners, so this phase will be ideal for our purposes. Who will participate. Since this would be a one to one evaluation we will have one of

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the staff members who is already familiar with the software review the plan and test out some of the assessments to get feedback from an expert point of view. Information needed. Do the learners understand the instructions? Are the materials sequenced logically? Do the learners know what to do during practice and assessments? Can learners read the text and graphical material. Tools and Methods. Use of a questionnaire to obtain the information and interview the learners as a method. After completion of the final assessment users will be given a list of 3 upcoming events of different types. They will be asked to consider what kind of information will be tracked for that event and where it should be entered. Learners will also be asked for suggestions for improving the training for the next class of users and to explain why they made that suggestion.

Summative Evaluation I. Please answer the following questions: 1. On a scale from 1 to 10 (1 being the lowest score), rate the effectiveness of the learning objectives __________. 2. How can the instructional designer improve the assessments to accomplish the terminal objective easier?

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3. On a scale from 1 to 10 (1 being the lowest score), rate the effectiveness of the instructional materials utilized __________. 4. On a scale from 1 to 10 (1 being the lowest score), rate the overall quality of the design of the project __________. II. Select the correct answer: 1. How much have your skills improved because of the training? A. A great deal B. A moderate account C. A little D. Not at all 2. How useful was the information presented at the event? A. Extremely B. Moderately C. Not at all 3. How organized was the information presented at the training? A. Extremely organized B. Moderately organized C. Not at all organized 4. How comfortable did you feel asking questions at the training? A. Extremely comfortable B. Moderately comfortable C. Not at all comfortable 5. How prepared was the presenter?

EVENTOMATIC TRAINING A. Extremely B. Moderately C. Not at all 6. How organized was the training? A. Extremely B. Moderately C. Not at all 7. Overall, were you satisfied with the training? A. Extremely B. Moderately C. Not at all 8. What would you change, add or omit to the training?

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______________________________________________________________________________ ______________________________________________________________________ __________________________________________________________________________

EVENTOMATIC TRAINING VI Management of the project Lisa Ziska-Marchand David Collins Alex Vlez Kelley Buell SME, gather screen capture & screen shots for materials Editor and Design Research and Design Research and Materials Development

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The creation of our Group IDD proposal was done collaboratively in a Google Doc. In the beginning, we met in person so that Lisa, our SME, could brief us on the nuances of the EventOMatic software and what the training was needed for (the performance gap). Together, we were able to create the objectives for the training. Once the objectives were established, we were then able to meet using the chat feature within the Google Doc to write out the proposal. Each member of the team worked on the document individually and then we finalized and edited the proposal as a group.