1

Technology-Integrated Instructional Design Plan

Implementation and Evaluation Phase Design Document
Steve Popovich
Lou Herout
Tobey Sanford
Kate Sassatelli

ETT 510 Instructional Media and Technology

Fall 2013
Dr. Jason Rhode

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Introduction
Sizzles Corporation, a nationwide fast food chain, has hired Group4Solutions to develop
an instructional design plan that will improve the customer service ratings for its stores.
Group4Solutions comes highly recommended as a team that that is thorough, innovative, and
cost-effective with all of its design plans. Sizzles has presented Group4Solutions with corporate
data that shows the declining customer service ratings, as well as training videos and scripts they
would like incorporated into the instructional plan. Using the ADDIE formula for instructional
design (Analyze, Design, Develop, Implement, and Evaluate), Group4Solutions created the
following design plan which is congruent with their firms slogan, Devising Optimal Means to
Achieve Desired Ends.
Analysis Phase
Sizzles has noticed that customer service ratings have been dropping for stores in
the Midwest. Currently, customer service in that region is rated lower than three competing
major fast food restaurants. Sizzles Corporation wants to find a way to improve customer
service in order to increase sales and improve the reputation of their stores.
With any situation requiring instructional design, one of the most critical steps is the
analysis phase. The ADDIE acronym (Analyze, Design, Develop, Implement, and Evaluate)
illustrates that this is the first phase to tackle. Moreover, many instructional design models
emphasize the importance of the analysis phase. According to Brown & Green (2010), Dick and
Careys systems approach model starts with identifying instructional goals. Kemp, Morrison,
and Rosss plan states the first step is to identify instructional problems and specify goals for
designing instruction (2010, p.9). These problems and goals are determined during the analysis

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phase, which helps an instructional designer define the actual problem and set goals, which in
turn will lead to the desired outcome.
According to Nixon and Lee (2001), using a well-established model to develop
instruction can help to significantly reduce costs in training (as cited in Brown & Green, 2010, p.
8). In the case of Sizzles customer service problem, the analysis phase is essential for the
instructional design team to determine what type of change is needed and how to create that
change efficiently and effectively.
Needs Analysis
For the design teams needs analysis, the team will be following Allison Rossetts model
(1995). According to Brown and Green (2010), the needs analysis process exists to find the
source of the problem, and Rossetts first step also demands that we define the problem at hand.
The current challenge for the corporation is the lack of customer service as provided by its
hourly employees throughout the Midwest, therefore, the design team is attempting to solve a
performance problem. Within the environment of the local stores, employees have been slow and
careless in responding to customers needs, causing a loss in customers and revenue. These
problems were discovered through customer service and industry surveys. The corporation is
now hiring this instructional design team as a result of this data. It is clear from initial
consideration that employees are lacking appropriate training to be able to succeed in their
current positions.
Step two of Rossetts model states that one must identify who has the necessary
information to create a solution. In this case, the instructional design team will be training
management to lead their staff effectively. The management will be guided through meetings and
online training so they may motivate, encourage and guide their team members.

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Third, the following tools will be used to gather data with which a plan for management training
will be developed, using; surveys of the staff and customers, interviews, and direct observation.
Next, the data will be analyzed, as these tools should provide enough information to provide a
clear answer as to the problems within the organization. Finally, a training protocol for
management will be developed based on the collected data. Finally, goals will be created for the
corporation, managers, and staff going forward.
Instruction will be the most effective means to accomplish this goal. By training
managers on how to effectively lead their staff, Sizzles Restaurants should be able to build a
better brand by creating strong customer service skills. A fast-food restaurant is a difficult
environment to manage. Employees are generally part-time, low-wage, young workers who may
not rely on their job, and therefore may have less motivation to adhere to management requests.
It is believed that by integrating regular instruction with ongoing professional learning
communities for managers, the corporation will become much stronger.
Task Analysis
The task analysis identified performance tasks expected of Sizzles managers in order to
improve their restaurant staffs customer service skills; additionally, the appropriate learning
activities were selected to prepare management for this responsibility (Brown & Green, 2010, p.
57). A model was chosen which uses a backward design to show the task analysis along side the
objectives at the beginning and the motivational components at the end (Clark, 2012). This is
method takes into consideration of the greater goals of the Sizzles corporation. The operations or
tasks we determined must be performed by managers are as follows:
Provide customer service training for employees
Establish and communicate expected behaviors and dialogue

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Model desired behaviors and dialogue
Offer positive reinforcement incentives to employees
Dick, Carey and Careys (2001) instructional analysis process would have had us examine the
subordinate abilities required to perform each of these operations; however, we believe the
managers of Sizzles restaurants possess the requisite skills set (as cited in Brown & Green, 2010,
p. 61). They will be aided in identifying these subordinate skills during the implementation phase
through the following instructional opportunities:
Biannual regional managers conference
Online/distance training and instruction
Local managers learning communities or cohorts
With these learning opportunities to prepare them for the identified tasks, the Sizzles
managers will be able to establish new customer service practices in their restaurants.

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Figure 1: Clarks Backward Design task analysis flow chart

Learner Analysis
Using the approach suggested by Smaldino, Lowther, and Russell (2008), the learner
analysis will focus on three areas: the general characteristics of the learners; specific entry
competencies for the training; and the learning styles of Sizzles managers.
General Characteristics. The mangers range in age from 24-60 years old and vary in
physical ability. This ID plan is targeted toward employees in the Midwestern U.S. who make
an average of $38,000/year. All managers have completed the management-training program for
this company and some have continued their education to receive associates or bachelors
degrees in management. There is a ratio of 65% male to 35% female managers, and there is a
large representation of minorities. Minorities (Hispanic, African-American, Asian, Pacific
Islander, etc.) make up 78% of this group of managers, with the other 22% being Caucasian. The
average reading ability of the managers is a 9th grade level, and nearly all of them share a strong
work ethic and desire to improve.
They will be required to attend the training, but managers whose store has an improved
rating by the end of Quarter 4 2014 will receive incentives, such as bonuses, store recognition,
and a local promotional commercial. Most of the managers have positive attitudes about this
training, as they want to improve the ratings of their stores. However, some of them are biased
toward their store and feel their store is better than ratings are showing.
Outside of work, these managers interests vary greatly, from exercise to cooking to
community involvement. Most of them have children and a spouse, though that is not true for
all. Family and friends are priorities for nearly every manager.

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Specific entry competencies. Managers will need to have basic working knowledge of
the internet and access to a company-issued or personal computer. They will be introduced to a
variety of technology tools, so some prior knowledge of widely-used tech (YouTube, social
media, etc.) would be a plus.
Learning styles. Although the managers will have a variety of learning styles, this
training will lead to on-the-job implementation, so a practical, hands-on approach would be
best. An attempt will be made to provide a wide variety of instructional materials, ranging from
graphs of current corporate data (visual), direct instruction (auditory), introduction to technology
tools (visual, auditory, hands-on), small group practice on how to train employees (kinesthetic,
hands-on), and reflection on how components of this training can address each stores individual
needs (problem-solving).
Learning Environment Analysis
For the analysis being done on Sizzles Restaurant Corporation, the learning environment
that will be created is a very dynamic and complex one. Since many people will be involved in
the training process, the learning environments will have to shift based off of the specific
audience that is targeted with the training platform. Figure 2 below describes the relationship of
the learning environments through three different instructional segments. The segments in this
analysis are relationships that will be realized through the corporate and managerial levels, the
managerial and staff levels, and the corporate and staff levels. The corporate representatives are
the instructional designers and any executive that is involved in the design process. The goal of
creating this dynamic learning environment is to have all staff members of the company gain a
customer service certification, which will be achieved by completing a series of online
assessments. The managers will be trained by the corporate instructors to teach and demonstrate

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the needed skills to their employees in order for them to pass the assessments. Along with this
process, the online learning system will provide ongoing, open-ended learning material that will
reinforce the staffs knowledge. This will be accomplished by creating three separate learning
environments: a learner-based environment with management, knowledge-centered environment
with the staff, and assessment based environment with the staff to corporate relationship.

Figure 2: Learning environment cycle for customer service training program

Corporate - management learning environment. The methodology that will be used

for the managers is a learner-centered perspective with direct teaching. The management within
the company is responsible for directing the day-to-day activities of the business and staff at each

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established location. These employees are experienced and typically are accustomed to a certain
standard within the individual branches they manage. They also take corporate directives and
apply them within their individual locations as well. In order to establish the overall corporate
goal of increasing customer satisfaction ratings for the Midwest region of the corporation,
instruction will teach the managers the proper customer service training pedagogy. The goal of
the managers will be to learn the customer service curriculum well enough in order to prepare
their staff to pass the corporate online certification.
The management training will be conducted in a face-to-face, workshop environment at
the regional office in Chicago. Since the managers are experienced employees, the perspective
that will be used in the workshops will be learner centered, where the instruction will utilize the
attitudes, skills, knowledge, and beliefs of the managers to facilitate the new customer service
skills being taught. As Brown & Green state, the instructors will use information about how the
learners relate to the content as well as the learners preconceived ideas or misconceptions to
create situations where the learners generate new perceptions of content (p. 117). Ideally, the
instructors of the workshops will prompt real world situations to random groups of managers to
facilitate discussion and enable learning. The instructor will make a point to introduce different
perspectives that force the managers to apply their perceptions of customer service skills and
correct any misunderstandings. To conclude the workshops, the instructors will give a
curriculum to the managers for them to use at their individual location when conducting staff
trainings.
Management to staff learning environment. Once the managers become trained and
capable of training others, they will meet the individual staff and create a knowledge-centered
perspective in each individual location. Since the employees will be going through the training

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with their managers, the managers will pass on information and practices through a direct
teaching method. Through a series of workshops, the managers will use the training curriculum
given to them by the instructional designers to teach the staff proper customer service skills,
which encompasses skills at the counter, on the floor, and in the kitchen (counter culture, floor
culture, and kitchen culture). Since the current staff has had limited training on customer
service, the managers will be mainly presenting material and then have the staff practice the
learned skills in group settings. The inclusion of direct instruction of material will be the best
method of coaching for staff, because of their limited customer service training. As Brown &
Green describe about the knowledge-centered environment, learners are exposed to wellorganized knowledge in order to facilitate planning and strategic thinking (p. 117). It is
important that a knowledge based environment is used because, since the staff has little training,
any preconceived attitudes or notions towards customer service could negatively affect the
instruction, so this environment provides all material and skills needed. As stated earlier, the goal
for the staff at the conclusion of these workshops will be to earn a customer service certification
through a series of online tests.
Corporate to staff learning environment. The final environment that will be created
will be the corporate to staff training and will focus on an assessment perspective. Since the
Midwest section of the company is so large, we will create a way of evaluation by providing
assessments and tests on a distance learning platform. The employees will be required to pass all
assessments in order to receive a certification. According to Brown & Green (2010), the testing
will provide learners ways to rethink and reinforce their ideas and skills. Along with the
assessments, the online platform will allow for a community-based environment as well, where a
platform will be created for employees to continuously share ideas, experiences, and skills in an

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ongoing fashion. This will allow managers and staff the opportunity to learn from each other
and quickly pass along information and skills in an ongoing basis.
Evaluation. This plan will allow for formative assessments to consistently occur from
the management and staff training environments. As the staff takes their certification
assessments online, the data will be automatically transferred to the instructional designers on the
corporate level. The staff will be evaluated by either passing or failing the certification
assessments. The managers will be evaluated on the pass and fail rates of staff certification tests
at each of their locations. Since the instructional designers will receive the assessment data
automatically, they will have the ability to revise the curriculum as needed in accordance with
the data. Ultimately, the main evaluation of the program will be to have an increase in the
customer satisfaction rates published by the proper authorities.
Summary. The corporate, management, and staff training approach will allow the
instructional design team to create a well thought out design plan that will facilitate the needed
instruction in this complex situation. Ultimately this approach will lead to the overall increase in
customer satisfaction of the Midwest regional restaurants within the corporation. Along with
this, a residual effect of the training program will hopefully be to increase the employee morale
and better the corporate culture in each individual franchise. Through this directive and analysis,
the design process can now begin and the recommended instruction that was found in this
analysis can be carried out.

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Design and Development Phase
According to Brown and Green (2010), Designing the best instruction possible involves
organizing instructional activities to create a satisfying an effective learning experience (p.
101). Although this design team is creating a plan for Sizzles, a corporate client, one cannot
discount the importance of creating a satisfying learning experience. Training attendance will be
mandatory for the participants, but the lessons will be much more effective and long-lasting
when learners are enthusiastic about the subject being taught.
This curriculum is designed to teach on three levels: from corporate to management, from
management to staff, and from corporate to staff. According to Posner, as referenced by Brown
and Green (2010), instruction should be organized on macro and micro levels. By focusing on
the above three elements, this design will allow for emphasis on both the macro and micro levels
of instruction, specifically for instruction of the staff by both the management as well as the
larger corporation. Also according to Posner, curriculum can be organized by either content or
media. In this design, both strategies will be utilized. In focusing on the corporate to
management level of training, the curriculum will be organized according to media in an attempt
to train managers in how to effectively use the chosen forms of media within their stores. Also,
the corporate to staff level of instruction will follow this media-centric approach. However, the
management to staff level will focus on a content-based organization. This change in
organization will allow the learners to focus on building enthusiasm and mastering the skills at
hand.
To use Brown and Greens (2010) metaphor; the flow of instructional events is
analogous to the consideration that goes into a well-planned meal: the order of dishes served

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affects the overall experience (p. 104). With this in mind, Gagnes instructional design plan will
be used to organize these lessons. The steps included for Gagnes design include:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Gain learners attention

State the objective
Stimulate learner recall
Present the lesson
Guide learners
Elicit performance
Provide feedback
Assess performance
Enhance retention

Using this model, this design is intended to inspire learners to improve their customer service
skills, and to train them so they may retain the lesson for practical implementation on the job.
Performance Objectives and Assessment Instruments
The main performance goal is to increase sales by improving the overall customer service
rating. This target was fueled by these needs: decrease turnover, increase efficiency, bolster
employee morale, develop management training, and accountability. For these objectives, the
design team will utilize a variety of assessment instruments including performance assessment,
direct testing and surveys. The objectives are outlined in the table below:
Skills
Analysis

Performance Objectives

Professional
Standards

1.1

Managers will use

corporate data to identify
areas of needed
improvement, both at the
corporate level and at
their individual store
level.

ISPI
Accreditation
Standard 1:
Partner &
Collaborate

Type of
Assessment
Instrument
Objective test
(worksheet)

Sample Items
Or Tasks

Media Delivery

Home store
worksheet,
uploaded &
submitted as
assignment on
Blackboard.

Whole group
meeting (breakfast
provided);
instructor-driven
presentation to
look at various
parts of the data
(by corporation,
by region, & by
store) with small
group discussion
in between to
process.

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1.2

Managers will be able to

explain the new corporate
expectations/standards for
customer service in all 3
areas of the store.

ISPI
Accreditation
Standard 2:
Lead the
Organization

Performance
assessment &
constructed
response

Glogster
presentation &
discussion
response on
Blackboard.

Whole group
meeting (lunch
provided);
Instructor-driven
presentation of
new corporate
expectations;
small groups to
create visual
displays
representing the
new expectations.

1.3

Managers will be able to

navigate the Blackboard
training modules with
100% proficiency.

ISPI
Accreditation
Standard 5:
Manage the
Department or
Organization

Observations/
Anecdotal
Records

Observation by a
workshop leader.

Small groups (one

instructor per
group) for guided
instruction; use of
laptops to access
Blackboard.

2.1

Managers will be able to

create webcam videos
using YouTube with
100% proficiency.

ISPI
Accreditation
Standard 2:
Lead the
Organization

Performance
assessment

Manager creates
video following
specific
guidelines;
checklist used for
assessment.

Whole group
introduction
(breakfast
provided); Small
groups (one
instructor per
group) for guided
practice; use of
laptops &
webcams.

2.2

Managers will
successfully model a
training session to be held
with their own staff,
utilizing scripts, videos,
and role play.

ISPI
Accreditation
Standard 2 & 5

Performance
assessment

Observation/anec
dotal records by a
workshop leader;
rating scale used
during modeling

Whole group
introduction
(lunch provided);
Breakout sessions
(managers will
rotate through
sessions); each
session will focus
on one training
module (counter
culture, floor
culture, & kitchen
culture); training
videos and scripts
provided.

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2.3

Managers will pass a

customer service
certification exam with
100% accuracy.

ISPI
Accreditation
Standard 3

Objective
Test

Online customer
service
certification
exam

Testing
environment;
practice test to
identify areas of
further instruction
(instructors
available for
assistance); final
exam completion
by end of day.

3.1

Managers will
demonstrate use of
Twitter and Tweetdeck as
a PLC with other
managers with 100%
proficiency.

ISPI
Accreditation
Standards 1 & 2

Performance
assessment

Observations/ane
cdotal records by
a workshop
leader; managers
complete specific
tasks & checklist
used as
assessment.

Whole group
introduction
(breakfast
provided); small
groups (one
instructor per
group) for
completion of
tasks.

3.2

Managers will identify

the expected timeline for
introducing the training
techniques learned at this
workshop (YouTube
videos, staff training, and
Twitter) with 100%
accuracy.

ISPI
Accreditation
Standard 5

Performance
assessment

Calendar
developed based
on corporate
timelines & home
store schedule;
uploaded &
submitted as
assignment on
Blackboard.

Whole group
introduction
(lunch provided);
individual work
time to create
calendar; use of
laptops.

4.1

Employees will
understand the issues that
cause customer service
problems and learn
methods to alleviate
them.

Employees meet
with managers in
after work
meetings.
Managers will
give examples of
customer service
issues.

Managers can use

direct instruction,
youtube, videos,
and Backboard to
give the examples.

Manager to Staff Training

ISPI
Surveys,
Accreditation
checklist,
Standard 2:
Performance
Lead the
rating
Organization

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4.2

Employees will be able to

explain the new corporate
expectations/standards for
customer service in all 3
areas of the store.

ISPI
Accreditation
Standard 2:
Lead the
Organization

4.3

Employees will learn how

to navigate the
Blackboard training site
and complete the
certification tests.

ISPI
Accreditation
Standard 2:
Lead the
Organization

Direct
Instruction,
objective test

Managers will
Managers will
show employees show the staff how
new Blackboard
to navigate the
site. Will give
website and
them brief
administer a short
multiple choice
multiple-choice
quiz to ensure
quiz to make sure
learning objective
employees
was met.
understand the
site. Employees
should be able to
access the
certification tests
and supplemental
material through
Blackboard.

4.4

Employees will learn how

to access any
supplemental training
materials on the internet.

ISPI
Accreditation
Standard 2:
Lead the
Organization

Direct
Instruction,
objective test

Managers will
introduce
employees to
supplemental
materials/website
s on the
internet. Will
give short
multiple choice
quiz to ensure
learning objective
was met.

Direct
Instruction

Employees will
view a
Powerpoint/
Prezi/etc.
presentation that
is prepared by the
managers,
outlining proper
standards for
kitchen culture,
floor culture, and
counter culture.

The presentation
will be a
powerpoint
presentation or
similar medium.

Managers will
show staff how to
use additional
websites and
social media.

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5.1

Employees will
participate in staff
meetings, utilizing
scripts, videos, and roleplay.

ISPI
Accreditation
Standard 2:
Lead the
Organization

Performance
rating,
Objective
tests, Direct
testing

Using various
methods, the
managers will
present
information,
allow employees
to practice, and
then have them
take a review test
on the scenario.

The use of
computers and
Blackboard will be
required for this
exercise.

5.2

Employees will pass the

customer service
certification with a score
of at least 90%.

ISPI
Accreditation
Standard 2:
Lead the
Organization

Direct
testing,
observation
& anecdotal
records.

The training will

ensure the
employees pass
the certification
exam and
managers will
observe
employee
attitudes in the
field to evaluate
attitude
adjustment.

Computers and
Blackboard will be
required for this.

5.3

Employees will practice

customer service skills in
group and breakout
sessions during the
training.

ISPI
Accreditation
Standard 2:
Lead the
Organization

Observation
& anecdotal
records,
surveys &
questionnaire
s, interviews
(assess
change in
attitude)

Groups will
practice
hypothetical
customer service
situations.
Managers will
prompt groups
with scenario and
groups will
practice
alleviating the
issue.

Breakout sessions,
group sessions,
presentations on
Powerpoint.

6.1

Employees will
participate in their
locations PLC and stay
engaged in the social
networks.

ISPI
Accreditation
Standard 2:
Lead the
Organization

Performance
rating

The employees
can participate in
a Twitter chat
and discuss a
particular
customer service
issue.

Twitter, Facebook,
Blogs, Blackboard
discussion groups

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7.1

Employees will integrate

vocabulary aligned with
corporate customer
service standards into
their professional practice
in 4 out of 5
opportunities.

7.2

Employees refrain from

using negative language
in their professional
practice, as defined by
corporate expectations,
with 100% success.

Corporate to Staff Training

ISPI
Performance
Accreditation
Rating, Short
Standard 1:
Answer Test
Partner &
Collaborate

ISPI
Accreditation
Standard 1:
Partner &
Collaborate

Checklist,
Objective
Test

Managers will
rate usage of
vocabulary in
each of the three
areas over a
twenty minute
period.
Employees will
complete a
twenty question
short answer
assessment
providing sample
interactions and
asking staff to
respond using
expected
vocabulary.

Visually
interactive lessons
on the computer
will provide
explanations of
expected
vocabulary to be
used in certain
interactions.
Corporate
produced videos
will demonstrate
proper usage of
vocabulary.
Objective online
pre-tests will
allow staff to selfassess their
readiness prior to
summative
assessments.
Job aides will be
displayed in
employees areas to
promote positive
word choices.

Managers will
use a checklist to
monitor the usage
of the twelve
negative
words/phrases,
the Dirty
Dozen, over a
twenty minute
period of time.
Employees will
take a True/False
and MultipleChoice Test to
identify and
evaluate poor
choices of words
given situations.

Visually
interactive lessons
on the computer
will provide
explanations of
twelve words or
phrases that do not
promote a positive
cultural climate.
Corporate
produced videos
will demonstrate
undesirable usage
of vocabulary.
Objective online
pre-tests will
allow staff to selfassess their
readiness prior to
summative
assessments.
Job aides will be
displayed in

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employee areas to
discourage
negative word
choices.
8.1

Restaurant staff will

improve their customer
service ratings by 5%
from the end of Q3 to the
end of Q4 2014, based on
online and phone surveys.

ISPI
Accreditation
Standard 1:
Partner &
Collaborate

Online and
Phone
Surveys

2000 postcards
soliciting survey
responses from
customers will be
provided to each
restaurant to be
dispensed over a
48 hour period
beginning
Thursday, Sept.
29, 2014 and
again on
Thursday, Dec.
29, 2014.

Smile of the
Month program
will reward
exemplary
performers in
customer service.
Parking spot,
photo display and
$50 Visa Gift
Card as reward.
Restaurants with
greatest gain in
customer service
ratings will
receive rewards:
weekend retreat
for top growth in
region; staff
dinner outing for
top in local district

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Sample Instructional Materials
Glogster Rubric:
Levels of Achievement

Criteria

Meets Expectations

Below Expectations

Not Acceptable

Glogster

Followed all instructions

provided to create
Glogster display,
following principles of
good visual design and
production. Presentation
is posted and includes
working hyperlink to
view the output. [4 points]

Followed most of the

instructions provided to
create Glogster display,
following some principles of
good visual design and
production.. [2 points]

Followed few or
none of the
instructions
provided or did
not post Glog
display. [0 points]

Representation
of New
Corporate
Standards

Glog shows a complete

understanding of Sizzles
new corporate customer
service standards. Each
standard is clearly
displayed and explained
with no misconceptions or
errors. [8 points]

Glog shows a basic

understanding of Sizzles
new corporate customer
service standards. Standards
are clearly displayed but may
contain 1-2 misconceptions
or errors. [4 points]

No understanding
of new corporate
standards.. [0
points]

YouTube Video Checklist:

Task
Working video uploaded
Video includes working audio
Video follows Sizzles corporate script
Video is embedded into announcements board on
Blackboard

Completed

Not Completed

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Sample Units
Unit 1
Prepare to Practice
Objectives
1.1 - Today, managers will use Sizzles corporate data to identify areas of needed
improvement, both at the corporate level and at their individual store level.
1.2 - By the end of todays session, managers will also be able to explain the new
corporate expectations/standards for customer service in all 3 areas of the store.
1.3 - Finally, managers will be able to navigate the Blackboard training modules
with 100% proficiency by the end of this session.
Skill check description
After reviewing Sizzles corporate data, managers will complete a worksheet to
identify areas of needed improvement in their home store. They will upload &
submit this as assignment on Blackboard.
Managers will review and discuss the new corporate expectations and standards
with other managers, using Glogster and the discussion board on Blackboard.
Managers proficiency with Blackboard will be determined through observation
by a workshop leader, who is also there to assist them.
Description of relevance
Knowledge of Sizzles current corporate data is important to them because the
customer service ratings have dropped severely in this region. The data will help
managers understand the need for our new customer service standards.
Managers who know the new standards and effectively implement them in their
home stores will be recognized. At the end of Q4 2014, any Sizzles store with
improved customer service ratings will receive incentives ranging from store
recognition and bonuses to a local promotional commercial.
Managers will need to have a working knowledge of the Blackboard learning
system, since that is where much of their learning will take place.

OBJECTIVE 1.1
Modeling (demonstration) of correct performance
The instructor will present the current Sizzles customer service data. Managers have
copies of the data at their tables; they should follow along and take notes. At different
stopping points, managers will work with the others at their table to determine what this
data says about their home stores.
Relevant Practice
Practice
Managers should review the first three data sheets with the other managers at their
table. They should then complete the first section of their home store worksheet.
Feedback
Instructors will come by each table to see managers results and have a
conversation about what the data says about their home store.
Assessment
Skill check

23

Managers should save the completed worksheet as a Word document on their

computer. Managers will upload and submit these to Blackboard this afternoon.
Self-evaluation explanations
E.g., Did you feel comfortable working with the data? Can you explain the data
to another manager? Could you apply the information to what you see at your
home store?

OBJECTIVE 1.2
Modeling (demonstration) of correct performance
Managers are presented with Sizzles new corporate standards. A Q&A session is held to
clarify any confusion related to the standards. Managers then repeat the standards out
loud to commit them to memory.
Relevant Practice
Practice
Managers work in pairs to create a Glogster presentation of the new corporate
standards. These Glogs will be posted as an assignment in Blackboard, where
other managers can comment on them.
Feedback
Instructors and other managers will comment on the Glogs on Blackboard.
Assessment
Skill check
Glogster and Blackboard responses will show understanding of the new standards
Self-evaluation explanations
E.g., Can you list the new corporate standards? Can you explain why they are
necessary?

OBJECTIVE 1.3
Modeling (demonstration) of correct performance
An instructor will present how to log in to Blackboard and how to access the Midwest
Regional Training Course, the Readings & Resources section, the Assignments
section, and the discussion board.
Relevant Practice
Practice
An instructor will be present at each table to assist managers as they explore the
various components of Blackboard
Feedback
Table instructors will provide immediate feedback as they assist managers with
Blackboard.
Assessment
Skill check
Home store worksheet & Glogster presentation are successfully uploaded to
Blackboard. Discussion responses are posted. Table instructor has observation
and anecdotal records for each manager.
Self-evaluation explanations

24

E.g., Do you feel comfortable navigating Blackboard? Do you know how to

access readings and resources? Do you know where to find your
assignments? Can you successfully post to a discussion board?

The media used in Unit 1 includes Blackboard Learning Management System and
Glogster. Blackboard was chosen because it is a manageable learning management system that
is easy to navigate and Sizzles has a contract with the company from previous manager
workshops. Glogster was chosen as an interactive display board since the tool is free for 30 days
and provides a variety of interactive options. Glogster also shows managers an example of
display boards they can create in their home stores.
This unit included a mixture of whole-group instruction and small group
instruction. This delivery system was chosen so that all managers could be introduced to new
information and then have an opportunity to practice with peers and produce materials with
immediate feedback from table instructors.
Unit 2

Prepare to Practice
Objectives
2.1 - After this mornings session, managers will be able to create webcam videos
using YouTube with 100% proficiency.
2.2 - Later today, managers will successfully model a training session to be held
with their own staff, utilizing scripts, videos, and role play.
2.3 - By the end of the day, managers will pass a customer service certification
exam with 100% accuracy.
Skill check description
After learning how to create a webcam video, managers will create a YouTube
video following a specific checklist.
During their model training session, an instructor will use a rating scale to
determine managers success level.
At the end of todays training, managers will take an online customer service
certification exam.
Description of relevance
Managers will be using videos to introduce each training module to their staff, as
well as to provide feedback to them throughout the training process. A working
knowledge of webcams and YouTube will be necessary.

25

Managers will be responsible for training their staff on the new customer service
standards. It is necessary to understand how to use the training videos and scripts
effectively.
All employees will be required to pass the online customer service certification
exam. It is necessary for managers to be proficient in all areas they will be tested
on.

OBJECTIVE 2.1
Modeling (demonstration) of correct performance
Managers will watch an introductory video posted on Blackboard. This video will
explain the steps to making their own YouTube video.
Relevant Practice
Practice
An instructor will be present at each table as the managers create their own
videos, using the introductory scripts provided by the corporation.
Feedback
Instructors will provide immediate feedback as they assist each table.
Assessment
Skill check
Videos will be uploaded to Blackboard and graded using a checklist.
Self-evaluation explanations
E.g., How do you feel about the video you created? Do you understand how to
use YouTube? Can you describe a situation where you may want to use video
feedback for your store employees?

OBJECTIVE 2.2
Modeling (demonstration) of correct performance
The instructor will introduce the training modules for 3 areas of the store that need
improvement: Kitchen Culture, Counter Culture, and Floor Culture. Then he will model
the first training, using volunteers.
Relevant Practice
Practice
Managers will be given time to review the training modules. Then they will
rotate through a series of breakout sessions to practice modeling training for
Kitchen Culture, Counter Culture, and Floor Culture.
Feedback
Instructors will provide immediate feedback in each breakout session.
Assessment
Skill check
Instructors will use a rating scale to rank each managers performance during the
modeling.
Self-evaluation explanations
E.g., Do you know the purpose of each training video and script? Do you feel
comfortable training your staff with these resources?

26

OBJECTIVE 2.3
Modeling (demonstration) of correct performance
The instructor will show sample test questions & answers. He will also provide a list of
customer service skills the managers should understand.
Relevant Practice
Practice
Managers will take a practice test to get a feel for what the exam is
like. Instructors will be available at each table to assist or answer questions that
arise.
Feedback
The practice test will provide immediate feedback with each question, and
instructors are available to provide feedback as well.
Assessment
Skill check
Successful completion of online customer service certification exam
Self-evaluation explanations
E.g., Which areas of customer service do you have a strong understanding of?
Which areas of customer service do you need more practice with?

The media used in Unit 2 includes YouTube, training videos, training scripts, and an
online exam. YouTube was chosen since it is free with a Google account and user-friendly. The
training videos and scripts were provided by Sizzles. The online exam was designed in
collaboration with the American Customer Satisfaction Index, a company that measures the
satisfaction of U.S. consumers with the quality of services provided.
This unit again incorporated whole-group instruction and small group practice. It also
integrates role play and modeling. The modeling is necessary for managers to feel comfortable
with the new training materials and to gain confidence when training staff. The final delivery
system is a testing environment in order for managers to successfully complete the certification
exam.

27
3.1 - 3.2: Day 3 of Corporate to Management Training
On the final day of this workshop, managers will learn how to use Twitter and
TweetDeck as a Professional Learning Community (PLC) to communicate with other
managers. Managers follow @Sizzles to stay informed on corporate happenings. Managers will
also use a variety of corporate hashtags to provide updates on the progress of their
training. Hashtags will include #sizzleskitchenculture, #sizzlescounterculture,
#sizzlesfloorculture, and #sizzlesdirtydozen. Lastly, managers will develop a training
calendar. Corporate will provide a suggested timeline for rolling out each training module, and
the managers will create a schedule that works with their store.
4.1 - 6.1: Managers to Staff Training
Objectives 4.1-6.1 of the instructional design focus on individual location training, where
the managers of the locations will conduct trainings with the restaurant staff. The previously
described training phase of the ID plan armed managers with the knowledge they would need in
order to train their staff in proper customer service skills. By enforcing these skills through
various methods in after hours workshops, the staff will ultimately have enough skill and
practice to pass the online customer service certification exam. In this phase, the managers will
utilize direct instruction, group sessions, and online media to get the staff to achieve the learning
objectives set forth in the ID plan.
The training sessions are going to be in person, at the restaurants, and either before or
after the workday begins or ends. Managers can offer several trainings where employees can
attend at their discretion, however, every employee must be trained. The training session will be
broken into three, half-hour sessions with 5 minute breaks in between each section. The basic
format of the training can be found below:

28
Manager - Staff Training Sessions - 1 hours
Introduction (First hour). This part of the training will mainly be in the form of direct
instruction from the manager, to the staff. For this portion, the manager needs to introduce the
issue to the staff, describe how they are going to learn to overcome the issue, learn how the
culture is going to change for the better, introduce new incentives, and review Blackboard
navigation. The goals of this session are to have the staff understand the reasons customer
service issues arise, know that the corporate culture will be improved, be introduced to basic
customer service skills, and become comfortable with navigating Blackboard. After this initial
session, then the manager will proceed to the next.
Group Work (Second hour). This session will consist of role play and case study
analysis in different groups. The manager will break the staff into groups no larger than five and
present them with a customer service issue and steps or suggestions to resolve the issue. While
the groups practice, the manager will walk around to each group and monitor their
interactions. Also, the manager could add hypothetical situations to each group that would
challenge their skills.
Break-Out Sessions (Last hour). For the last part, the manager will set up three
separate sessions that focus on different areas of the restaurant. The sessions will focus on the
restaurant area where conflict may occur and will provide strategies that will help resolve the
conflicts. For example, one session will focus on kitchen culture. For this session, a
hypothetical situation can be given where two employees get into an argument. The employees
will learn that the argument could hurt the morale of the staff and then reflect poorly on customer
service, so they will practice on conflict resolution in this session. Likewise, the other two
sessions (counter and floor culture) will focus on those specific areas and similar situations that

29
could occur. Every employee will attend a session for 10 minutes, then switch to the next
session. The goal of this is to give them exposure to potential issues and knowledge to resolve
those issues in all parts of the restaurant.
To conclude the session, the manager will introduce the new employee incentives, learner
communities, and localized social network that are all available online. Also, the manager will
set the expectation that all employees must complete their certification by a specific date. They
will also make themselves available for further training and describe that supplemental training
will be made available to the staff on Blackboard.
7.1 - 8.1: Corporate to Staff Training
In order to provide uniform instruction and support managers with the training of staff,
the Sizzles regional corporate office will supply instructional media, assessments, job aides, and
incentives to each restaurant. The Counter Culture curriculum includes specific dialogue and
behaviors designed to shape the new customer service image in regional restaurants. Using the
Blackboard learning management system as a delivery tool, Sizzles employees will participate in
visual and interactive learning activities. Professionally produced videos, guided by Counter
Culture goals and objectives, will teach and model the use of desired language and behaviors in
contrast to the Dirty Dozen words/phrases to eliminate from restaurants. Job aides will be
provided to managers to hang in employee areas to reinforce and remind staff to practice their
new mode of service. Pre-assessments will provide formative feedback to employees as they
learn and prepare for summative objective and performance assessments. In these ways,
managers will have a flexible and sustainable method of instruction to provide their diverse staff
on which they may build their individual methods of training.

30
The regional office also wants to offer incentives to Sizzles restaurants that demonstrate
significant growth in customer service ratings. Each restaurant will be provided 2000 postcards
to solicit online or phone customer survey responses at the end of both the third and fourth
quarters of 2014 (Thursday, Sept. 29, 2014 and Thursday, December 29, 2014). The restaurant
that demonstrates the most growth in the region will win a weekend retreat for staff and a local
promotional commercial. The top restaurant in each regional district will earn a staff dinner
outing. In addition, restaurants are encouraged to start a Smile of the Month program to
reward an exemplary staff member for Counter Culture customer service skills. Hopefully, the
emotional climate change and increased profits over time will also serve as motivators for
change in each Sizzles restaurant.

31
Implementation Phase
After the analysis, design, and development phases, it is time for the actual
implementation of the instructional design plan. In order for the ID plan to be successful, every
detail needs to be considered so there are no barriers to learning. According to Dr. Joel Gardner
(2011), there are three steps to the implementation phase: training the instructor, preparing the
learners, and arranging the learning space. Dr. Gardner suggests that one way to train the
instructor and evaluate the design plan at the same time is to hold a pilot test. This would act as
a trial run of the planned instruction. Duane Shoemaker (2010) agrees with Gardner, indicating
that the instructional designer should use the pilot test as an opportunity to check the following
items: 1) ensure course objectives are met; 2) document the timing of topics presented; 3)
observe communication between the instructor and learners; and 4) verify the appropriate order
of topics. At the conclusion of the pilot test, any needed revisions can be made to the final
design plan.
Once the plan has been finalized and the instructor has been trained, it is time to launch
the program. All stakeholders involved in the project need to be notified that the training is
ready, and the learners need to be prepared. It is necessary to ensure all prerequisites have been
met and learners are aware of where and when the training will take place. Additionally, the
learning environment needs to be arranged. Any handouts, workbooks, or job aids should be
printed and copied, and all technology should be secured (Gardner, 2011). The actual classroom
should be set up and materials organized in preparation for the training.
Entering the implementation phase does not mean the instructional designers job is done;
rather, now is the opportunity to gather data on the effectiveness of the instruction so that future
improvements can be made (Shoemaker, 2010). The designer should communicate with the

32
instructor as frequently as possible during this phase to acknowledge the successes and problemsolve the challenges of the training.
Classroom
Preview the materials. In order to prepare the learning environment for the Sizzles
corporate-to-management training, the corporate instructors will need to preview the
materials. Two weeks prior to the training conference, the design team will meet with the
Sizzles corporate representatives who are hosting the conference. During this meeting, the
design team will give an overview of the training plan to corporate. Many components should
already be familiar, including the customer service data, the training scripts and videos, and the
certification exam. All of those components were developed or utilized with the input of Sizzles
Corporation, so the representatives will just need to make sure they are comfortable with the
material. Additionally, the representatives will be introduced to Blackboard, Glogster, YouTube,
and Twitter. It is vital that they have a solid understanding of these technology tools so that they
can train the managers how to use them effectively.
Prepare the materials. One week later, the corporate representatives will again work
with the design team to conduct a pilot test. Volunteer managers from Sizzles stores not
involved in the training conference will act as the students during this pilot. This will give
corporate experience with the delivery of the materials, and it will allow feedback from sample
learners. Following the pilot test, the design team will make necessary adjustments and
improvements based on the success level of the trial training. Then all final materials will be
prepared, including copies of corporate data for each manager attending; training scripts and
DVDs for each manager; all readings, resources, and assignments uploaded to Blackboard; all
discussion boards set up on Blackboard; a working link to the customer service certification

33
exam provided; and the instructors presentation saved to a flash drive in case of internet
problems, and printed off as handout if needed.
Prepare the environment. Sizzles Corporation has already booked a meeting room and
hotel rooms for the conference at Embassy Suites in Chicago, IL. The hotel staff will work with
the design team to setup the instructional environment. The room will have forty-seven circular
tables with ten chairs at each, providing room for nine managers and one instructor when
needed. A laptop cart with projector access will be set up in the middle of the room, facing a
projection screen. Corporate data handouts will be placed on the tables along with seven
pens. Additionally, instructions for accessing the hotels Wi-Fi will be at each table. The hotels
catering service has the dates, times, and menus for breakfast and lunch service each day of the
conference. Tables will be set up on the west side of the room for food and dining utensils. New
Sizzles polo shirts are folded and placed on each table, with a name card placed atop each.
Prepare the learners. The managers were told about this conference several months ago
and given a general idea of the purpose at that time. One week prior to the conference, an
agenda will be delivered with the dates, times, and outline of the training. The hotels address
and phone number is included, as well as the contact information of the corporate
representatives. The managers are also asked to bring their store laptop or let a representative
know if they will need a laptop to be provided.
Provide the learning experience. On day one of manager training, a continental
breakfast will be provided from 8:00-9:00 a.m. Managers will have time to eat and socialize
before sitting down at their assigned tables. Each manager will receive a nametag with their
table number listed. At 9:00 a.m., the corporate trainers will welcome the managers with a
morning cheer of Lets get Sizzlin! The lead instructor will give a presentation of current

34
customer service data. Following that, managers will have fifteen minutes to look at copies of
the corporate data, process the information, and brainstorm reasons why customer satisfaction is
so low. The lead instructor will call the managers back together and solicit responses from
various tables. Managers will then have twenty minutes to complete a Home Store Analysis
worksheet, which they can access in their email inbox.
At 10:00 a.m., the lead instructor will introduce the new Sizzles customer service
standards. Managers will learn the phrases Floor Culture, Counter Culture, and Kitchen
Culture, as well as the Sizzlin Service Standards: Sizzlin Food, Sizzlin Atmosphere, &
Sizzlin Experience. The lead instructor will then provide directions for logging into Glogster,
and managers will be directed to work in pairs to create a Glog that represents the Sizzlin
Service Standards in each area of the store. Instructors will rotate around to each table to provide
assistance.
At 11:30 a.m., the lead instructor will bring the group back together to present 4-5 Glogs
that instructors felt exemplified the Sizzlin Service Standards. The group will then break for
lunch, which will be catered to each table; managers had already turned in their menu choices
upon check-in to the hotel.
At 1:00 p.m., the group will reconvene for the afternoon session of day one. The lead
instructor will give an overview of the Blackboard learning management system, while managers
follow along on their laptops. Managers will then be given time to submit their Home Store
Analysis worksheet as an assignment, post a link to their Glog in the discussion board, and
respond to a discussion board question, How will the new Sizzlin Service Standards impact
your store? After completing these tasks, managers are dismissed from day one training.

35
Day two of the manager training workshop will follow a similar structure. The morning
will begin with a continental breakfast, and the workshop will commence with a cheer of Lets
get Sizzlin! At 9:00 a.m., the lead instructor will give an overview of YouTube and managers
will create their accounts. The managers will be provided with a sample script for their initial
YouTube staff training video, and then given time to create it. During this time, managers can
choose to create the video in their hotel room in order to cut down on background noise and
distractions. The group will meet again at 10:30 a.m. to post a link to their YouTube videos on a
Blackboard discussion forum. At this time they will receive the training scripts for each staff
training module. The lead instructor will give a general overview, and then managers will be
dismissed to different rooms (based on table numbers) to see a model of a staff training. In each
break-out room, the instructors will model a staff training session and then managers will work
in groups of three to role play the training. Each model/role play session should last no longer
than 20 minutes.
At 12:00 p.m., managers will return to the main room for an hour lunch. Afterward, the
lead instructor will introduce the online certification exam and answer any questions. Managers
will then be directed to an online practice test, which they will need to complete with 90%
accuracy before leaving for the day. Instructors will rotate around to different tables to provide
assistance and answer questions.
Day three of the manager training workshop will again begin with breakfast and a Lets
get Sizzlin! cheer. At 9:00 a.m., the lead instructor will introduce managers to Twitter and
share Sizzles hashtags (#sizzlinservice, etc.) Managers will complete a series of Twitter-related
tasks to gain familiarity with the technology, including following Sizzles restaurants on Twitter
(@SizzlesRestaurants). At 10:30 a.m., the instructors will host a general question-and-answer

36
session to clear up any uncertainties for the managers. At 11:00 a.m., the lead instructor will
introduce the timeline for the rollout of the Sizzlin Service Standards program, and managers
will complete a calendar with projected training dates based on their home store schedule. These
calendars will be uploaded and submitted as an assignment on Blackboard. Managers will then
be dismissed to a buffet lunch in the hotels restaurant. When they return to their home stores,
they will use the calendar they created to guide staff trainings.
Organization
ID Plan Budget for Sizzles
Expenditures

Budget

Total

Blackboard Subscription (5,000 users) $100,000 $100,000

Manager Training Travel

$150,000 $250,000

Manager Training Meals

$40,000

$290,000

Manager Training Materials

$25,000

$315,000

Smile of the Week Bonus

$40,000

$355,000

Instructional Design Consultant fee

$100,000 $435,000

Glogster Subscription

$10,000

Total

$445,000
$445,000

The budget allocated for the training program is modest compared to other expenditures within
the company. Because this program utilizes different kinds of free tools (YouTube, Twitter,
etc.), the costs can be kept to a minimal amount and allow the company to allocate funds
elsewhere. However, the effectiveness of the program is intact since all of the tools that will be
used can adequately lead to the completion of the learning targets.

37
The budget can be broken down into three main components: Blackboard subscription,
management training, and ancillary costs. The subscription to Blackboard is costly; however, it
is the most important. Blackboard will serve as the main communication element in this
program and will be a resource for all participants to receive and share information. Also,
Blackboard will be used to administer the certification exams and will collect crucial data, which
will be used and analyzed to enhance the program in the future.
The second expense bucket that is crucial to the program is the management training
workshop. The allocation of funds to this will cover the transportation and lodging costs of all
store managers for three days, training materials, and meals during the conference. The training
workshop is an essential element in this program since all managers will receive direct
instruction from the trainers, as well as have the ability to build networks with other managers
for continued support. Also, they will leave the workshop with the ability to train the staff at
their individual locations and meet their specific learning targets. Ultimately, they will be able to
train their staff well enough so that their locations receive a 90% pass rate on the certification
exams. The pass rates will reflect on the management evaluations for the program.
The final expenditure group is ancillary costs. This group includes necessary fees, such
as the consultation fee for the program and other subscriptions that will be utilized by
management. Also, included in this budget is a Smile of the Week expenditure, where a
weekly award will be given to the employees who demonstrate excellence in customer
service. The restaurants will be given $200 a month for the managers to allocate to their
outstanding employees. This allocation contributes to the work conditions and will give
employees incentive to perform their best on a day to day basis.

38
Force Field Analysis
A force field analysis was conducted prior to creating the design plan. The possible
issues and challenges that can occur during the implementation can be found in Figure 3 below;
however, we have found strong support in favor of instruction.
Change Resisters:
High turnover in staff.
Managers have to attend workshop.
Staff must complete test.
Staff must attend workshops after hours.
Cost of implementing plan.
Learning curve with new technology.

Change Supporters:
Improved customer service.
Improved working environment.
Increased manager, staff interaction.
Creates positive work environment
Increase use of social media aids marketing
Increased productivity

Figure 3. Force field analysis

Diffusion Strategy
Since the goal of this program is to increase overall customer service ratings within the
Midwest region of the company, the program directly correlates with the general success of the
company. Customer service determines the reputation of Sizzles over its competitors and it also
reflects the sentiments of the employees and staff at each location. Although some resistors were
found in the force field analysis, the design team believes that implementation of the program
will be well received by all management and staff. The main reason for this belief is that the
program will include strategies to increase the satisfaction of the work environment for the staff;
it does not just solely focus on customer service. Because the certification exam is one of the
main resistors, promoting a positive work environment will help overcome this concern.

39
The successful implementation of this plan depends on the rollout of the program
phases. As discussed in the planning phase, this program has multiple elements that are complex
and have to be finely organized and executed in order to achieve success with this program. The
plan calls for a manageable timeline for execution, while the full implementation, including
evaluation and analysis, will be realized in six months (3rd & 4th quarter). The general rollout
plan can be seen in Figure 2 below.
Time
Activity

June
2014

July
2014

Aug
2014

Sep
2014

Oct
2014

Nov
2014

Dec
2014

Planning Phase

Management Training
Workshop

Staff Training
Completion Time

Certification Exam
Passing (Nov. 1st
deadline)
Summative Evaluation
surveys (staff)
Summative Evaluation
Surveys (Restaurants)
Figure 4. Gantt chart

The program is designed to include specific dates as benchmarks to determine the

progress of main points in the program. To give more detail to what is displayed in the Gantt
chart, the first day of the planning and preparation phase will be June 16th, 2014. One month
later, the management training workshop will be held. Upon the completion of the workshop,

40
the managers will have six weeks to complete their individual staff trainings at their respective
locations. Then employees will have two months to pass their customer service certification
exams on Blackboard. During this time, pre-assessment and post-assessment surveys will be
posted on Blackboard that will provide data for the formative and summative evaluation of the
program. Throughout the program as well, supplemental training material and videos will be
made available on Blackboard for employees to use as additional resources.
By implementing the program over a six month period and allocating specific time for
training and enrichment, the learning targets will achieved with limited stress on the
employees. Also, the residual goal of making the working environments better will be achieved
throughout this process as well.
Evaluation Phase
Formative evaluation is conducted to determine the weakness in the instruction so that
revisions can be made to make them more effective and efficient. This helps an instructional
designer know whether the instructional materials are there yet or whether she needs to continue
the design process (Brown & Green 2010 p.162).
Formative Evaluation
The formative evaluation for this instructional design plan will follow Smith and Ragans
(2004) model to assess the effectiveness of instruction in meeting objectives and the quality of
learning. The formative evaluation will be completed by a team of customer service experts,
educators, this instructional design team, and key corporate staff.
The first step in the formative evaluation will be to verify the information presented
through these lessons. It will be essential that the Sizzles corporate office be highly involved in

41
the initial formative evaluation to ensure that the information disseminated by this training
program matches the brand and goals for success. It will be essential to clearly promote the
ideals of enthusiasm, accountability, and service to ensure that management and staff begin to
think about building up their local branches, which by extension, will eventually improve their
local communities. This team of experts will divide changes up into three categories: revisions
that need to be made immediately, suggested revisions that require additional data which can be
gathered during final two stages of formative evaluation, and suggested revisions that should be
ignored.
The next step in our formative evaluation will be during the development of this program.
As before, this planning section will begin by consulting with Sizzles corporate office to gain a
clear understanding of the purpose of this training. In this instance, it has been determined that
the Sizzles corporation is interested in increasing sales by implementing a cultural change within
its restaurants in the Midwest region. This formative evaluation will be conducted by the expert
team and will be evaluating both management and hourly staff members.
In regards to management, the team will determine whether the learners are successful in
understanding how to utilize YouTube, Twitter, Glogster, and Blackboard. Also, members of
management will be evaluated for their ability to inspire and lead their teams to follow the
Counter Culture model. This evaluation will occur before the Midwest regional conference. It
will be presented as a miniature version of the conference in order to evaluate the lessons being
prepared. Following this question, the team will determine which aspects are most and least
understandable, and whether the learners find the web-based self-instruction helpful in learning
the content. In order to evaluate the managers, the expert team will watch a test group of
managers demonstrate how to create and upload videos to YouTube, create a Glogster poster,

42
create discussion board posts on Blackboard, and post to Twitter using the #sizzlinservice
hashtag. The expert team will also ask managers to perform a mock training session to
demonstrate their ability to educate their staff. The expert team will ask questions related to
Counter Culture and real world scenarios to challenge the managers knowledge of the presented
materials. This evaluation should determine whether instruction has been successful in attaining
the specified goals for counter culture.
For hourly staff, once again, this evaluation phase will begin before the Counter Culture
plan is fully implemented. The expert team will determine if the concept of Counter Culture is
well understood and the staff is successful in implementing the new strategy. In order to do that,
the evaluation team will create a multiple choice quiz that will be administered online. The quiz
will include sample scenarios in which difficult customer service challenges are presented. For
example: How would you handle a customer who is clearly dishonest? How should you respond
to disruptive and unruly customers? This evaluation should allow experts to determine whether
the training is comprehensive and realistic in retraining staff members.
As data is collected from each of these phases, the expert team will determine the
effectiveness of each set of instruction. They will make decisions about what information needs
to clarified, updated, included, or omitted. This information will be provided to the ID team, who
will create a report to present to Sizzles corporate office. This report will include data, analysis,
and recommendations for modifying the current instruction to improve the instructional design
plan.

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Summative Evaluation
The summative evaluation of the Counter Culture program will begin at the end of the
fourth quarter 2014. Sizzles Corporation leadership will select an independent firm of program
evaluators to organize and summarize assessment data by mid-first quarter 2015 (Brown &
Green 2010, 169). These evaluators will, at minimum, use assessment tools already designed
and approved by Sizzles leadership. Such assessments can be categorized by Kirkpatricks Four
Levels of Evaluation (170):

Reactions To assess the Counter Culture program and how it was implemented in
regional stores, Sizzles employees, from regional directors, to managers, to restaurant
staff, will be provided surveys. Pre-assessment surveys will be given at the beginning of
the third quarter to address perceptions about customer service and restaurant cultural
climate or morale. Summative surveys, at the end of the fourth quarter, will address the
same questions, but add others to assess staff satisfaction with the instructional model
used to implement the Counter Culture program. Example questions:
On a scale of 1 to 5, how do you feel about the following statements?
1) It was easy to find the correct activities and lessons on Blackboard.
Strongly Agree
5

Agree
4

Neutral
3

Disagree
2

Strongly Disagree
1

2) I felt like Counter Culture lessons applied to my work experience.

Strongly Agree
5

Agree

Neutral
4

Disagree
3

Strongly Disagree
1

Strongly Disagree
1

3) Counter Culture video lessons were helpful.

Strongly Agree
5

Agree

Neutral
4

Disagree
3

4) My co-workers are regularly using the new Counter Culture vocabulary and phrases.
Strongly Agree
5

Agree
4

Neutral
3

Disagree
2

Strongly Disagree
1

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5) Our store manager has made it easy to find time to perform online lessons and tests
during my shifts.
Strongly Agree
5

Agree
4

Neutral

Disagree
3

Strongly Disagree
2

Learning Direct testing will serve to provide data related to the degree of
comprehension and understanding acquired through Counter Culture training. Restaurant
employees will take a customer service skill pre-assessment before the end of the third
quarter. Another similar multiple choice test will be given at the completion of the
program for staff to earn Counter Culture certification. These results will be compared to
assess growth. Example question:

34. While at the cash register taking Customer As order, Customer B approaches and interrupts,
saying, The drink machine is out of ice. How should you respond?
1) Tell Customer B, Ill be right with you. Continue taking Customer As order.
2) Tell Customer B, Can I help you when I am done with this order?
3) Ignore Customer B while you are taking Customer As order. Then say to Customer
B, I apologize for the wait. How may I be of service?
4) Tell Customer A, Just a moment, please, and find someone to fix the ice machine.
5) Tell Customer B, My apologies. Ill gladly help you in just a moment, and continue
taking Customer As order.

Transfer Each restaurant will be provided 2,000 postcards to solicit online or phone
customer survey responses at the end of both the third and fourth quarters of 2014
(Thursday, Sept. 29, 2014 and Thursday, December 29, 2014). The change in customer
experience will be used to assess the degree to which staff have implemented Counter
Culture curriculum to change the Sizzles dining experience. Managers will also perform
rating scale assessments to tally the use of positive language by restaurant staff over a
period of time. These scales will also be utilized prior to and after Counter Culture
instruction for the sake of comparison.

45

Results Though data related to earnings and restaurant staff retention may prove most
valuable to Sizzles Corporate leadership, some of these results may be best assessed over
a longer period of time. Q4 2014 earnings and retention rates may give some indication
of change, but these numbers will better convey impact after a year of implementation
and data collection.

In mid-February, the selected firm will provide Sizzles Regional leadership and our firm their
summative evaluation. By March 1st, Sizzles Corporation and this design team will develop
responses to be shared and discussed at joint meeting and propose recommendations for the
future of Counter Culture implementation in Sizzles restaurants. Decisions will be addressed
concerning the future of the Counter Culture program and the ongoing collaboration with our
firm.
Conclusion. The instructional design plan for Sizzles Restaurant Corporation is mainly
designed to help achieve the overall goal of increasing the customer service ratings for all
restaurants located in the Midwest region. The design team found that customer service ratings
were affected by a combination of environmental issues between management and staff within
each location as well as generally poor education of customer service skills. Using this data, the
design team created a multifaceted training approach that fully incorporates skills training and
provides a platform for proper evaluation methods on the management and staff levels. By
training management in a large workshop, the design team has the opportunity to teach the
management new skills, as well as communicate environmental issues that cause staff members
to treat customers poorly. The workshops will provide a base for the managers to learn and share
ideas, ultimately preparing them to teach their staff the new skills at their individual locations.
Once the managers teach the staff the customer service skills and roll out the new incentive plan

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to increase the mood of the workers, the staff will then be evaluated by passing the customer
service certification exam, which will be posted on Blackboard from the design team. The data
gathered from the tests will give both formative and summative evaluation metrics they can use
to improve the program, as well as other data metrics that would be collected from various
surveying methods. The evaluation ensures that the program will constantly be training at a high
level and will also ensure that the ultimate goal of improving the customer service ratings for
Sizzles will be met.

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Brown, A., & Green, T.D. (2010). The essentials of instructional design: Connecting
fundamental principles with processes and practice (2nd ed.). Upper Saddle River, NJ:
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Clark, D. (2012, January 12). Task analysis in instructional design. Big Dog & Little Dogs
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Dick, W., Carey, L. & Carey, J. O. (2009). The systematic design of instruction, 7th edition.
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