ID Project

CUIN 7390: Instructional Design University of Houston
Planet Resolvere Mission Report Template
Your name: Frankie Garrett
1. Goal Statement
System employees will demonstrate writing professional and readable emails by utilizing
the Flesch Reading Ease Test on Microsoft Outlook and the Zero Harm communication
tool, Team Member Checking.
2. Description of learner interview

I conducted my interview with 24 staff from various departments, in both clinical and
non-clinical roles. Twelve employees of this group were selected based on individual
feedback I had received from them regarding their email pet peeves. The other half of
the group have taken a previous course that I have facilitated and were polled during
that course to gauge interest in an email etiquette course.
Interview questions included:
“How important is email in our communication as a system (company)?” This was
answered as “extremely important” by almost all the employees interviewed. All
employees agreed that email is the most used form of communication used between
coworkers and departments.
“We have courses about general customer service as well as a deep dive course about
phone etiquette. Do you believe that a similar course about email etiquette or writing
more professional emails would benefit our employees?” All but three staff
interviewees believe that a deep dive email writing course will be beneficial for all levels
of staff.
“Are you familiar with the Flesch Reading Ease Test or the Flesch-Kincaid Grade Level
Test and how to use it in Microsoft Outlook?” The answers to this question surprised me
because out of 24, only four employees had heard of these tests and out of those four,
only two knew it was an available option to turn on in Outlook and neither of them were
using it. Most of the employees were excited at the prospect of learning a new tool to
make their emails more professional.
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3. Learner Analysis
Questions about Learner characteristics:
Entry behaviors: Unwillingness to wait for a team member check before sending a new
email or email reply.
Prior knowledge of topic area: The staff are already familiar with both Microsoft
Outlook and Zero Harm communication tools. Outlook is installed on all system
computers and the Zero Harm course is mandatory for all employees.
Attitudes toward content: Both managers and staff-level employees have requested
more training in how to sound more professional in their email communications while
still maintaining the ability to communicate effectively across all job levels.
Attitudes towards the delivery system: The content will be delivered via classroom
instruction. This is the delivery system that the employees are most familiar with and
therefore they are comfortable with this system.
Academic motivation (ARCS): Pertaining to attention, the staff has been requesting
further training on writing more professional, effective emails for several months. It is
relevant to all kinds of employee roles throughout the system since email is our primary
form of written communication. Most staff that were interviewed were confident in
their ability to learn the tools and skills necessary to improve their email writing. Others
felt that their confidence would increase after they took the class. All employees
seemed satisfied that learning these additional skills would immediately improve their
emails and decrease frustration with writing and receiving poorly written emails.
Education and ability levels: The employees that will take this course are diverse in
their education and ability levels. They range from having earned high school diplomas
to doctorates. Some employees speak English as a second language, with Spanish being
the most common other first language. Their ability level ranges from someone with
very little email communication experience to someone who communicates by email for
most of their work day.
General learning preferences: Most staff prefer classroom instruction with a live
instructor while also having the tools that they will use in their work environment
available to practice with.
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Attitudes toward class, group, or organization: The employees appreciate our company
providing free, on-site professional development courses.
Group characteristics: The group consists of 24 individuals, which is the maximum

number of seats in most of our on-site classrooms. The group includes both new
employees (employed within the last year) and veterans (one or more years of
employment).
What data sources did you use for your responses to the previous questions? Learner
interviews, manager and employee requests for email etiquette instruction, and
previous Accountability and Professionalism course evaluations.
What implications do these answers in your learner analysis have for the way you
design your instruction? This allows me to be prepared for all learner ability levels and
factor in plenty of time for practical application, review, and correction before the end
of the course instruction.
4. Context Analysis
Questions about the learning context (where the instruction takes place):
How compatible is the learning context for the instructional requirements?

Include both physical and social aspects.
The training site will be a classroom in which many employees have taken classes
previously. It is centrally located inside the hospital. Many times, employees
from the same teams or departments will take a training class together which
increases the likelihood of engagement and participation in the session.
How adaptable is the learning context for different instructional approaches?
The training can be delivered as a computer-based training (CBT) with no

instructor-led portion.
What constraints are present in the learning context that will affect the design
and delivery of the instruction?
Ensuring that the session is the right length of time, that employees will sign up
to attend voluntarily, and making sure there are enough training facilitators to
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lead sessions during different shifts.
How relevant are the skills that are taught in the learning context to the goals of
the workplace or school system?
The health care system the employees work for already mandate that all new
staff attend the course, Zero Harm, to improve communication skills. A deep dive
into written communication is a natural follow-up to that.
If the performance context (where learners carry out the skills and concepts that they
have learned) is different from your learning context, also answer these questions:
How adaptable is the learning context to simulate the performance context?
The learning context is adaptable since all employees use email to communicate
and have access to computers at work.
What implications do these answers in your context analysis have for the way you
design your instruction?
It needs to be designed in such a way that employees find it applicable to their

work environment, so they will continue to practice the skills they will learn.
Planet Artem Mission Report Template

1. Goal Analysis
a. System employees will demonstrate writing professional and readable emails by
utilizing the Flesch Reading Ease Test on Microsoft Outlook and the Zero Harm
communication tool, Team Member Checking.
b. Instructional goal’s domain of learning classification: Psychomotor/Intellectual
4
c. Major steps:
1. Open Microsoft Outlook application
2. Enable Flesch Reading Ease Test option
3. Determine if this is a new email message or a reply to a previous message
3.1. New: click on “new email” on toolbar
3.2. Reply: open email message that you are replying to
4. Compose message
5. Review message using “spelling and grammar check”
6. Make necessary corrections
7. Review readability statistics to ensure proper reading level
8. Conduct Team Member Check
9. Make necessary revisions
10. Send email
d. Diagram:
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2. Subordinate Skills Analysis

a. Enable Flesch Reading-Ease Test option
b. Selected step’s domain of learning classification: Psychomotor/Intellectual
c. Photo of Subordinate Skills Analysis on Notecards/Post-it Notes:
6
d. Diagram:
Planet Consilium Mission Report Template

Goal: System employees will apply the “readability statistics” option in Microsoft Outlook and
the Zero Harm communication tool, “Team Member Checking” in order to produce professional
and readable emails.
Notes on revisions made since prior mission report submissions: Changed verbiage to reflect a
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more intellectual domain.
1. Performance Objectives
a. First goal step
i. Navigate to and open Microsoft Outlook. Open composed practice

message located in the “drafts” folder.
ii. Performance objective(s):

Given a desktop PC or laptop PC (CN), employee will use mouse to
navigate to and open Microsoft Outlook and the practice message (B)
without assistance (CR).
b. Second goal step
i. Enable “show readability statistics” option in Microsoft Outlook

With Microsoft Outlook open on a desktop PC or laptop PC (CN),
employee will locate and enable “show readability statistics” option
inside Microsoft Outlook application (B) without assistance (CR).
c. Third goal step
i. Review message composition using “spelling and grammar check”

Using practice message (CN), employee will demonstrate ability to use
“spelling and grammar check” feature in Microsoft Outlook (B) without
assistance (CR).
d. Fourth goal step
i. Review readability statistics to ensure proper reading level
8
Using practice message (CN), employee will review readability statistics to

ensure the message reading level (B) is no higher than 9th grade (CR).
e. Fifth goal step
i. Make necessary corrections

Using results from spelling and grammar check and the readability
statistics (CN), employee will make any necessary corrections (B).
Corrected message should be free of all grammatical/spelling errors (CR).
f. Sixth goal step
i. Conduct Team Member Check

Using corrected practice message (CN), employee will use “forward”
feature to send email to another employee (team member) and request
second employee to conduct Team Member Check (B) without assistance
(CR).
g. Seventh goal step
i. Make necessary revisions

Using suggestions from Team Member Check (CN), employee will revise
email, if necessary (B) without further assistance (CR).
2. Assessments
a. Assessment measure for Objective 1:
Email Writing Checklist
Name: ______________________
Observer: ____________________
Date: _______________________
9
Instructions to the observer: Provide employees with a desktop or laptop PC with

Microsoft Outlook installed. Employees will practice using the “readability statistics”
option and Zero Harm Team Member Checking to revise a practice email message.
Please note any assistance given on any objective in the comments section.
Did the employee locate and Yes No Comments:

navigate to Microsoft Outlook
application?
Did the employee open the Yes No Comments:
practice message in the “drafts”
folder?
Did the employee enable the Yes No Comments:
“readability statistics” option in
Microsoft Outlook?
Did employee demonstrate the Yes No Comments:
ability to use “grammar and
spelling check” to review
message composition?
Did employee use “readability Yes No Comments:
statistics” option to check for
appropriate reading level?
Did the employee make any Yes No Comments:
necessary revisions to the
practice message?
Did the employee use “forward” Yes No Comments:
feature to send practice email to
co-worker for Team Member
Check?
Did the employee make Yes No Comments:
necessary revisions based on
Team Member Check
suggestions?
b. Assessment measure for Objective 2: See email writing checklist
c. Assessment measure for Objective 3: See email writing checklist
10
d. Assessment measure for Objective 4: See email writing checklist
e. Assessment measure for Objective 5: See email writing checklist
f. Assessment measure for Objective 6: See email writing checklist
g. Assessment measure for Objective 7: See email writing checklist
h. Assessment organization chart
Goal Analysis Step Performance Objective Assessment
1. Navigate to and open Objective 1: Email

Microsoft Outlook. Given a desktop PC or laptop PC (CN), Writing
Open composed employee will use mouse to navigate to and Checklist
practice message open Microsoft Outlook and the practice
located in the “drafts” message (B) without assistance (CR).
folder.
2. Enable “show Objective 2: Email

readability statistics” With Microsoft Outlook open on a desktop PC Writing
option in Microsoft or laptop PC (CN), employee will locate and Checklist
Outlook enable “show readability statistics” option
inside Microsoft Outlook application (B)
without assistance (CR).
3. Review message Objective 3: Email

composition using Using practice message (CN), employee will Writing
“spelling and grammar demonstrate ability to use “spelling and Checklist
check” grammar check” feature in Microsoft Outlook
(B) without assistance (CR).
4. Review readability Objective 4: Email

statistics to ensure Using practice message (CN), employee will Writing
proper reading level review readability statistics to ensure the Checklist
message reading level (B) is no higher than 9th
grade (CR).
11
5. Make necessary Objective 5: Email

corrections Using results from spelling and grammar Writing
check and the readability statistics (CN), Checklist
employee will make any necessary corrections
(B). Corrected message should be free of all
grammatical/spelling errors (CR).
6. Conduct Team Member Objective 6: Email

Check Using corrected practice message (CN), Writing
employee will use “forward” feature to send Checklist
email to another employee (team member)
and request second employee to conduct
Team Member Check (B) without assistance
(CR).
7. Make necessary Objective 7: Email

revisions Using suggestions from Team Member Check Writing
(CN), employee will revise email, if necessary Checklist
(B) without further assistance (CR).
Planet Materia Mission Report Template

Notes on revisions made since prior mission report submissions:
1. Instructional Strategy
a. Sequence and Cluster Objectives
12
CLUSTER OBJECTIVES TIME
1 1. Given a desktop PC or laptop PC, employee will use mouse to 10

Preparatio navigate to and open Microsoft Outlook and the practice message. min.
n 2. With Microsoft Outlook open, employee will locate and enable
“show readability statistics” option inside application.
2 3. Employee will demonstrate ability to use “spelling and grammar 10

Practice check” feature in Outlook by locating 4 spelling and 2 grammatical min.
errors in practice message.
4. Using practice message, employee will review readability statistics to
ensure message-reading level is no higher than 9th grade.
3 5. Using results from spelling and grammar check and the readability 15
Correction statistics, employee will make any necessary corrections. min.
4 6. Employee will use “forward” feature to send email to another 10

Team employee in the class (team member) and request second employee to min.
Member conduct Team Member Check.
Check 7. At this time, employees will also be conducting Team Member Check
on fellow classmates’ emails.
5 8. Using suggestions from Team Member Check, employee will revise 15

Revision email if necessary. min.
b. Pre-instructional, Assessment, and Follow-Through Activities
PRE-INSTRUCTIONAL ACTIVITIES
Motivation: Be sure to address ARCS.
I intend to grab the Attention of the employee learners by showing them examples of poorly
written emails.
The employees will understand the Relevance of the instruction since email is our company’s
primary form of written communication.
The employees will feel their Confidence in email writing skills increase as they become
familiar with the tools available to assist them.
Satisfaction will be achieved when they see the improvement between the practice and final
messages.
13
Objectives: The objectives will be listed on a slide before instruction begins. Employees will
have clear expectations on what they will accomplish by the end of instruction.
Entry Skills: All employees are required to complete New Employee computer-based training
when they are first hired, so prerequisite skills, such as knowing how to login to the company
system, are already met.
Student Groupings and Media Selection: Each employee will have their own desktop or
laptop PC to work on in the computer lab. After a brief PowerPoint presentation with email
writing skills and tips, employees will work independently.
ASSESSMENT
Pretest: No pretest will be given.
Practice Tests: Employees will practice using the email writing skills from the PowerPoint
when correcting and revising the practice message.
Posttest: I will examine each final email using a rubric and suggest corrections or revisions
that should have been made, if necessary.
Student Groupings and Media Selection: Each employee will receive individualized feedback
based on the rubric.
FOLLOW-THROUGH ACTIVITIES
Memory Aids: A handout of the email writing skills and tips will be available for the
employees to take back to their work environment.
14
Transfer: Each employee will receive feedback from me regarding their final email before
leaving class. Performance context will not differ much from the learning context. Employees
will be able to utilize similar equipment and be required to use the skills learned in class when
in their work environment.
Student Groupings and Media Selection: Employees will work on their email revisions
independently until they request a Team Member Check during which collaboration will occur
via email.
c. Content Presentation and Student Participation
Objective 1: Given a desktop PC or laptop PC, employee will use mouse to navigate to and
open Microsoft Outlook and the practice message.
CONTENT PRESENTATION
Content: will be presented in a face-to-face format. Students will have a desktop or laptop PC
to use.
Examples: Employee will login to company system, open Microsoft Outlook, and then open
the practice message.
Student Groupings and Media Selections: One large group with each employee having a PC.
STUDENT PARTICIPATION
Practice Items and Activities: Students will attempt to open Microsoft Outlook and find the
practice message.
15
Feedback: I will ask students to confirm verbally when they have opened the practice
message.
Student Groupings and Media Selections: One large group, working independently on their
own PC.
Objective 2: With Microsoft Outlook open, employee will locate and enable “show readability
statistics” option inside application.
to use.
Examples: Employee will enable the readability statistics option in Microsoft Outlook.
Student Groupings and Media Selections: One large group with individual PCs.
Practice Items and Activities: Students will attempt to enable readability statistics.
Feedback: I will walk around and help individuals who cannot find this option.
own PC.
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Objective 3: Employee will demonstrate ability to use “spelling and grammar check” feature
in Outlook by locating 4 spelling and 2 grammatical errors in practice message.
to use.
Examples: Employee will read practice message and then use the spelling and grammar check
to locate the purposefully made errors.
Student Groupings and Media Selections: One large group with individual PCs.
Practice Items and Activities: Students will attempt to locate errors in the practice message
using spelling and grammar check in Microsoft Outlook.
Feedback: I will be available to answer individual questions and will ask for verbal
confirmation that they have found the errors.
own PC.
Objective 4: Using practice message, employee will review readability statistics to ensure
message-reading level is no higher than 9th grade.
to use.
17
Examples: Student will use readability statistics and locate reading level.
own PC.
Practice Items and Activities: Student will review readability statistics window to determine
practice message reading level.
Feedback: I will ask students to verbally confirm when they have found their message’s
reading level.
own PC.
Objective 5: Using results from spelling and grammar check and the readability statistics,
employee will make any necessary corrections.
to use.
Examples: Employee will review practice message after using spelling and grammar check and
readability statistic functions. Employee will then make necessary corrections.
18
own PC.
Practice Items and Activities: The students will be correcting the spelling, grammar, and
reading level of the practice message.
Feedback: Feedback will be provided as I walk around looking at their corrected message or if
they indicate they have questions.
own PC.
Objective 6: Employee will use “forward” feature to send email to another employee in the
class (team member) and request second employee to conduct Team Member Check.
to use.
Examples: Employee will forward practice message to a fellow classmate. During that time,
that same employee will review a message that has been forwarded to them.
own PC.
Practice Items and Activities: Students will be forwarding the practice email they have been
19
working on to a classmate.
Feedback: I will walk the room and watch for employees that might be struggling and answer
questions as they arise.
own PC.
Objective 7: At this time, employees will also be conducting Team Member Check on fellow
classmates’ emails.
to use.
Examples: After review, each employee will formulate a response, with suggestions for
improvement if needed, and send the message back to the original sender.
own PC.
Practice Items and Activities: Employees will be reading and reviewing a practice email sent to
them from a classmate.
Feedback: I will walk the room and watch for employees that might be struggling and answer
20
own PC.
Objective 8: Using suggestions from Team Member Check, employee will revise email if
necessary.
to use.
Examples: Employee will revise email using the suggestions from their fellow classmate.
own PC.
Practice Items and Activities: Employees will be rewriting their practice message.
Feedback: I will walk the room and look for students that might be struggling and answer
own PC.
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d. Assignment of Objectives and Activities to Session(s) with Time Estimates
SESSION OBJECTIVES AND ACTIVITIES TIME
1 1. Students will attempt to open Microsoft Outlook and find the 60 min.
practice message.
2. Students will attempt to enable readability statistics.
3. Students will attempt to locate errors in the practice message
using spelling and grammar check in Microsoft Outlook.
4. Student will review readability statistics window to determine
practice message reading level.
5. The students will be correcting the spelling, grammar, and
reading level of the practice message.
6. Students will be forwarding the practice email they have been
working on to a classmate.
7. Employees will be reading and reviewing a practice email sent to
them from a classmate.
8. Employees will be rewriting their practice message
e. Consolidation of Media Selections and Choice of Delivery System(s)
SESSION OBJECTIVES STUDENT GROUPINGS DELIVERY SYSTEM(S)

AND MEDIA SELECTIONS
1 1 Objective 1: Given a desktop Delivery will be face to face. We will

PC or laptop PC, employee will also use a brief PowerPoint
use mouse to navigate to and presentation presented to the
open Microsoft Outlook and group. There will be a handout with
the practice message. some email writing tips that they
can use for reference during class
One large group, working and take back to their work
independently on their own environment.
PC.
2 Objective 2: With Microsoft

Outlook open, employee will
locate and enable “show
readability statistics” option
22
inside application.
One large group, working

independently on their own
PC.
3 Objective 3: Employee will

demonstrate ability to use
“spelling and grammar check”
feature in Outlook by locating
4 spelling and 2 grammatical
errors in practice message.

PC.
4 Objective 4: Using practice

message, employee will
review readability statistics to
ensure message-reading level
is no higher than 9th grade.

PC.
5 Objective 5: Using results

from spelling and grammar
check and the readability
statistics, employee will make
any necessary corrections.

PC.
6 Objective 6: Employee will use

“forward” feature to send
email to another employee in
the class (team member) and
request second employee to
conduct Team Member Check.
23

PC.
7 Objective 7: At this time,

employees will also be
conducting Team Member
Check on fellow classmates’
emails.

PC.
8 Objective 8: Using suggestions

from Team Member Check,
employee will revise email if
necessary.

PC.
2. Instructional Materials
Email in the Workplace PowerPoint:
https://uofh-
my.sharepoint.com/:p:/g/personal/flgarret_cougarnet_uh_edu/EdOmFOG2qA9NmFwuMjOk
PBUBAMOQnHoFWFEsMxrkC-OtzA?e=ZyMXKV
Planet Censeo Mission Report Template

24
Notes on revisions made since prior mission report submissions:
1. Formative Evaluation Plan

For my one to one evaluations, I chose three computer trainers that I work with. I
chose them because training employees on how to use Microsoft Office Applications (along
with other health care related software) is what they do every day. I wanted to find out if
they could follow my instructional design with no input from me and accomplish the final
goal. In addition, because they teach in our computer labs, I knew they would have valuable
information about the learning environment and if it was compatible with the instructional
design.
For my small group evaluations, I used a pilot group of eight fellow educators from
my department at work. I invited 12, but four had conflicts and I felt fortunate to get 8 in
the same room at the same time. This was helpful since my work schedule is so full and it
would have been difficult to carve out another meeting time. This group, while all
educators, have diverse roles in our company. Most were clinical educators, meaning they
normally teach about topics related to nursing, therapy, etc...I had two non-clinical
educators, like myself, that represent the administrative side of health care.
I did not create anything for the evaluators to use formally. Most made notes as
they went through the instructions and then we debriefed verbally when they finished. The
computer trainers finished before the hour was up, which I expected. They did not have
many questions during the exercises, but gave feedback after.
2. One-to-One Evaluations
a. Description of who served as one-to-one evaluators and why they were chosen
I consider all three of my one-to-one evaluators to be subject matter experts in
computer training.
Jared – technical educator for our company; Instructional Design, IBSTPI
Shelley – technical educator for our company; RN, BSN
Pam – lead technical educator for our company
b. Length of the one-to-one meetings

Jared completed the objectives in about 40 minutes, not including the verbal
debrief following.
Shelley took the longest at 50 minutes. She is the only trainer that had questions
25
during the completion of the objectives

Pam took 45 minutes.
c. Description of the activities done during the one-to-one meetings

Each trainer began by going through the PowerPoint slide deck to see examples
of poorly written emails. Then they went through each objective in order until
they had a revised email to share.
d. Remarks on how long it took the evaluators to complete the activities

I did not expect that the computer trainers would need a full hour because they
are used to troubleshooting any issues they might run into when conducting
their own classes. I let them know I was open to answering any questions, but
Shelley is the only one that had any. She wanted to know more about the
“readability statistics” option and how I discovered it. (She does not teach MS
Office applications, she teaches clinical software and application training.)
e. Results of the assessments that evaluators completed

My one-to-one evaluators did not use any assessments. They offered verbal
feedback when they had completed the objectives.
f. Feedback received from the evaluators during these sessions

Feedback was generally positive with some opportunities for improvement.
Jared, having a background in instructional design, believed that the steps were
clearly laid out and easy to follow. His only concern was for employees that are
more technically savvy would become bored while waiting for others in the class
to “catch up” while completing each objective. Shelley enjoyed learning
something new. She thought that there needed to be more explanation at the
beginning of the class about why this is so important and how it could serve
anyone who takes the class not just in their work environment but outside of
work as well. Pam like the inclusion of the PowerPoint that had examples of
“what not to do” when writing an email.
g. Description of revisions that could be made to instruction based on feedback

Shelley’s suggestion to include more about the “why” of the course resonated
with me. We work in health care where every minute of every day is valuable, so
26
including the reasoning behind the class and really driving home how it will be
worth an hour spent away from patient care to learn about written
communication is important. I would like to incorporate that into the
PowerPoint or lecture portion at the beginning of class.
h. Links to any questionnaires, documents, or materials created specifically for

one-to-one evaluations
My one-to-one evaluators gave all feedback verbally.
3. Small Group Evaluation

a. Description of how many learners were in the small group and how they
represent some of the subgroups within your target learner population (such
as achievement level, native language, learning preferences, age, etc.).
My small group consisted of eight educators that work for the same health care
system as me. I chose them because they have experience as both trainers and
learners in clinical and non-clinical settings.
b. The length of the small group evaluation session

I could not decide at first whether to keep the class on track to finish within an
hour (we have strict instructions from leadership to never let a class run long) or
to let them go through the objectives at their own pace and see how long it
takes. In the end, the evaluators regulated their own time because most of them
had somewhere else to be at the end of our hour together. I believe, however,
that the evaluators still would have finished within the hour.
c. Description of the activities that you did during small group evaluation session
The small group watched the PowerPoint that gives examples of poorly written
emails, then dove straight into completing each objective in order.
d. Remarks on how long it took the target learners to complete the activities
Since all of the evaluators were from a professional background, I am not
surprised that they were able to complete the activities in the allotted time. I
would like to have been able to branch out to other departments, such as
environmental services or dietary, to find out how long it would take them as
they do not use email as extensively, but I could not pull them away from their
27
normal job duties.
e. Results of the assessments that target learners completed

I gave them copies of my assessment questions but no one completed the full
assessment. I think this was for the sake of time. It was faster for them to give
verbal feedback.
f. Feedback received from the target learners during these sessions

One evaluator felt that a handout with email writing tips (similar to the
PowerPoint tips) would be helpful to have during the class and to take back to
their work environment. This led to discussion about why this class should
maybe be a computer-based training instead where learners follow prompts to
complete each objective and then self-assess their own revised email at the end
of the course. Since I am, by nature, a facilitator just learning instructional
design, I understood the point but think instructor-led would be more beneficial.
g. Description of revisions that could be made to instruction based on the

feedback
 More background information given regarding the Flesch Reading Ease levels
and why they are important to consider when using written communication.
 A handout (given at the end of class) with the email tips from the PowerPoint
along with the steps for enabling the “readability statistics” option at their own
computer or workstation.
 Although every employee will have exposure to the Zero Harm tool “Team
Member Checking,” explain to employees at the beginning of class why we chose
to concentrate on that particular tool and remind them that all Zero Harm tools
are aligned with our health care system’s core value of collaboration.
h. Links to any questionnaires, documents, or other materials created specifically

for your small group evaluation
I did not create anything specifically for the evaluators. I encouraged them to use
the assessment as a guide to tell me how easy the steps were to follow, but all
chose to give verbal feedback.
I believe it would be useful if one of my one-to-one evaluators (the computer trainers)
28
would use the instruction manual and teach the class without me present. I think I
would get feedback that is more valuable if I were not there in the room.
29

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CUIN 7390: Instructional Design University of Houston

Planet Resolvere Mission Report Template

Your name: Frankie Garrett

2. Description of learner interview

Group characteristics: The group consists of 24 individuals, which is the maximum

How compatible is the learning context for the instructional requirements?

How adaptable is the learning context for different instructional approaches?

The training can be delivered as a computer-based training (CBT) with no

lead sessions during different shifts.

How adaptable is the learning context to simulate the performance context?

It needs to be designed in such a way that employees find it applicable to their

Planet Artem Mission Report Template

b. Instructional goal’s domain of learning classification: Psychomotor/Intellectual

2. Subordinate Skills Analysis

b. Selected step’s domain of learning classification: Psychomotor/Intellectual

c. Photo of Subordinate Skills Analysis on Notecards/Post-it Notes:

Planet Consilium Mission Report Template

more intellectual domain.

a. First goal step

i. Navigate to and open Microsoft Outlook. Open composed practice

ii. Performance objective(s):

b. Second goal step

i. Enable “show readability statistics” option in Microsoft Outlook

ii. Performance objective(s):

c. Third goal step

i. Review message composition using “spelling and grammar check”

ii. Performance objective(s):

d. Fourth goal step

i. Review readability statistics to ensure proper reading level

ii. Performance objective(s):

Using practice message (CN), employee will review readability statistics to

e. Fifth goal step

i. Make necessary corrections

ii. Performance objective(s):

f. Sixth goal step

i. Conduct Team Member Check

ii. Performance objective(s):

g. Seventh goal step

i. Make necessary revisions

ii. Performance objective(s):

a. Assessment measure for Objective 1:

Email Writing Checklist

Instructions to the observer: Provide employees with a desktop or laptop PC with

Did the employee locate and Yes No Comments:

b. Assessment measure for Objective 2: See email writing checklist

c. Assessment measure for Objective 3: See email writing checklist

d. Assessment measure for Objective 4: See email writing checklist

e. Assessment measure for Objective 5: See email writing checklist

f. Assessment measure for Objective 6: See email writing checklist

g. Assessment measure for Objective 7: See email writing checklist

h. Assessment organization chart

Goal Analysis Step Performance Objective Assessment

1. Navigate to and open Objective 1: Email

2. Enable “show Objective 2: Email

3. Review message Objective 3: Email

4. Review readability Objective 4: Email

5. Make necessary Objective 5: Email

6. Conduct Team Member Objective 6: Email

7. Make necessary Objective 7: Email

Planet Materia Mission Report Template

a. Sequence and Cluster Objectives

CLUSTER OBJECTIVES TIME