Report 1: Michelle Kupper & Jill Doty

Phase 1 1. Problem Analysis 1.1. What is your system of interest? As admission officers, it is very important to track students throughout the admission process. This allows the university to report data on conversion rates from prospects to applicants and a large part of tracking students involves recording their information into the Customer Relations Management platform. Staff members travel nationwide and can submit a huge volume of contact cards which backs up the work flow of staff that also need to begin reading applications. Therefore we are interested in training students working in our communication center how to enter information from contact cards into the CRM. 1.2. What are the sub-systems There are several components that factor into solving this problem. Personnel: Students are interviewed for the communication center positions and work alongside full time staff members which are already trained in using the CRM. Staff members travel to high schools and various programs around the country and have over 30,000 people visit campus each year. Some visitors have not created accounts with the CRM. CRM: This platform houses all student data including biographical, geographical, student, application, interests and communication information. We are able to track what students respond to and invite them to various programs on campus. This system also allows us to see what students have attended events and track yield rate for special programming through the admission office. Contact Cards: These cards capture biographical, contact, major choice, and student information so we are able to track their high school, graduation date, and send e-mails. 1.3. What symptoms drew your attention to this system of interest? As a consequence of a backlog of contact cards needing to be entered, other areas and responsibilities of full time staff members suffered. Cards were taking 2-3 days to be entered into the CRM which prohibited follow up communication to be triggered. This gap in customer service and communication does not represent the branding of our office. 1.4. Are there performance gaps involved in this problem that might justify a learning intervention? Yes, there is a gap in performance that justifies a learning intervention. As the college application busy season ramps up and the desire to provide excellent and timely service, we will need additional assistance to enter student information into the CRM.

Report 1: Michelle Kupper & Jill Doty

YES S IF THEIR LIFE DEPENDED ON IT, COULD THEY DO IT?

Is there a gap in performance?

NO ASK THESE QUESTIONS: Students have never been trained to enter contact information in the CRM. IS PERFORMANCE PUNISHING?

YES

NO

IF NOT, THEN USE THE FOLLOWING

IS NON-PERFORMANCE REWARDING IS IT MOTIVATIONAL

TRAINING

Students will be trained to use the computers to log into the CRM and enter contact card information. Providing immediate feedback and shadowing students while they work in the Communication Center will be crucial to their training. Veteran staff members will follow up with student workers if any information entered is incorrect or if a backlog occurs. Students will continually receive updates on their performance as well as rewards for excellent performance. We will assess need for any additional training and coach workers on time management to be able to answer any inquiries while entering contact card information. Job aids will include a visual aid with pictures and descriptions of how to log into the CRM and display the navigation screens to enter information in.

IS IT ENVIRONMENTAL

FEEDBACK

COACHING

JOB AIDS

MENTORING

Students will be scheduled to work in the Communication Center with a veteran staff or veteran student worker to create and foster mentoring relationships.

There are other factors could affect student performance as illustrated on the other side of the Mager and Pipe Performance Gap Analysis Model. As student employees are typically paid nominally, making sure their daily responsibilities are rewarding is very important. Explaining the importance of their role in the office as well as the positive impact their work makes on the entire staff can help to increase motivation in students. Providing opportunities for recognition such as rewarding students that enter more than 100 contact cards per day can also help prevent performance gaps. The overall environment of the student workspace can have a great impact on performance. Student employees often get the worst office as the better offices are reserved for professional staff. Creating an open workspace with multiple desks and windows allow students to foster relationships with coworkers and also feel valued.

Report 1: Michelle Kupper & Jill Doty

We also appreciate the value of simply saying, thank you whether it comes from their direct supervisor or other professional staff members it can make work more gratifying for the students. 2. Needs Assessment 2.1. Optimals 2.1.1. What information and data would you collect? We would first need to determine the number of contact cards received per day and evaluate the time it takes to enter the information into the CRM. 2.1.2. How would you collect that information and data? The amount of time it takes to enter the information into the system would be determined by timing a fully trained staff member while they enter the information. This can then be used to determine the time saved from counselors if students are entering the contact information into the CRM. 2.2. Actuals 2.2.1. What information and data would you collect? Utilizing the average time it takes to enter information into the CRM from the contact card, we would college information regarding the time counselors are spending entering the contact cards instead of reading applications or responding to inquiries such as email and voicemail follow-up with students, parents and high school counselors. 2.2.2. How would you collect that information and data? All full-time staff members with regional responsibilities will track their data entry time. The amount of contact cards will vary for each staff member at different times during recruitment depending on the level of student interest in a particular region, so the team member will need to get an average. Using this average, an amount of time spent entering prospective student for the particular office can be determined. 2.2.3. What are the discrepancies between the current (actual) and desired (optimal) state? The discrepancy is utilization of time. While entering prospective student data is an integral part of recruitment and management of customer relations, the peak college application time also means that students are submitting applications and have many questions throughout this process. Utilizing time to enter student contact cards not only takes away from reviewing applications, but more importantly, takes time away from maintaining excellent customer service by responding to inquiries in a timely manner. 2.2.4. What priorities can you assign to the identified discrepancies or goals? The priority needs to remain at maintaining the excellent customer service brand of the office. This can be accomplished by keeping the high-need responsibilities (application review, territory management and responding to customer inquiries) of the full-time staff member first and assigning secondary responsibilities (entry of prospective student data) to part-time student positions in the communication center. 2.2.5. Prepare a goal statement. 2.5.1 Conduct a goal analysis for your problem using the Learning Goal Worksheet (see below) 2.5.2 Write out a goal statement in narrative form. Using a computer-based CRM platform in a lab setting, student employees will learn how to enter this information from a contact card.

Report 1: Michelle Kupper & Jill Doty

LEARNING GOAL WORKSHEET

Program: Office of Undergraduate Admissions Date: September 16, 2013 Instructor(s): Jill Doty and Michelle Kupper

LEARNING GOAL
Students will enter prospective student contact cards into the computer-based CRM platform.

MEASUREMENT
Class Evaluation.. _ _X_ Performance Test _X _

On-the-Job Follow-Up. _ X_ ROI Effect __X__

Performance
(tasks to perform goal)

Condition
(learning environment)

Learning Outcomes

Criterion
(restrictions, tools)

Intellectual Skills Students will learn how to enter a student contact card into the CRM platform by following a SMEs step-by-step simulation Students will utilize a computer to type a student information card into the CRM platform Communication center / computer lab

Cognitive Strategies

Verbal Information

Motor Skills

Attitude

Digital overhead projector will serve as reference to students during instruction

Communication center / computer lab

Supervisor or SME will monitor students and provide additional support Performance evaluation; supervisor or SME will complete feedback form

Students will show and explain the basics of the CRM platform, including particular tabs and fields used in entering prospective student data to a partner Without direct supervision, students will enter contact cards and log the amount completed within their allotted work time.

Communication center / computer lab

Communication center / computer lab

Students will turn in weekly log of entries; supervisor/SME feedback and cross check

Report 1: Michelle Kupper & Jill Doty

In understanding their role in maximizing communication to prospective applicants, students will strive to surpass goal number of contact cards to be entered within a particular time frame Communication center / computer lab

Weekly log of contact card entries; supervisor or SME use to evaluate time that full-time staff utilizing for other primary responsibilities (ROI eval)

Report 1: Michelle Kupper & Jill Doty

3. Instructional Analysis 3.1. Goal Analysis 3.1.1. What is the domain classification and type of learning (or type and level of learned capability) for your problem? Our goal for students to be able to enter contact card information into the CRM system requires an intellectual skills type of learning.

Retrieve Contact Cards from Admission Counselor s

Log on to computer and CRM system

Open Contact Manager in CRM

Review Contact Card informatio n

Is the contact card filled out completely?

YES

Enter all information into the CRM.

NO Dispose of contact card in recycling bin.

3.2. Subordinate Skills Analysis 3.2.1. Choose an appropriate analysis method and provide an example of a subordinate skills analysis associated with the instruction that you will provide. 3.2.2. Show which skills are entry-level skills