Step one AD

During the analysis phase, the instructional issue, objectives, targets, learning setting, and learner knowledge and abilities are all described. In the analysis process, you respond to the following questions:

1. Who is the target audience, and how do they appear? (Who are the audience members, and what characteristics do they possess?)
2. Determine what the new options could be.
3. What are the limitations or barriers are there.
4. What elements do the audience and SMEs believe are missing?
5. What should you consider while facilitating and studying online?
6. Determine the pedagogical considerations for learning online?
7. When will the work be completed?
8. You may be asked to draft this part after modules 1-3.

The Brief

PART ONE

The Who ADDIE – Analysis

• Learning Preferences?
• Methods learners prefer i.e., videos eLearning mix
• Length of engagement online
• Types of support during digital learning
• Learners use platforms, social media sites, and apps.
• Learning needs?
• What experience do the learners have
• In terms of the goals and outcomes set by the stakeholders, what do the learners need to acquire.
• Experience and Knowledge of Digital Learning?
• What is their perception of digital learning?
• Expectation of what they expect from learning digitally
• previous encounters with digital learning in a prior organisation

What are the Demographics?

• The role they do
• Gender, they identify by
• Applicable culture
• Where they are located (may come under a PEST)

Accessibility

• Flexibility of time (school runs/part time etc.)
• Neurodiversity details
• Access to internet and digital devices
• Where they are located (may come under a PEST)
• Learning/working environment

TNAResearch

Analysis

Gathered data on present sales family (see next slide)

Gathered data on what happens presently (see next slide)

There were 140 dealerships and approximately 1680 personal within sales teams. Conducted 100 interviews mostly phone calls.

As part of the LNS/TNA conduct anonymous interviews with the dealership's sales families.

TNA/LNA

Analysis

Analysis

Gathered data - present sales family:•What do you like about the present training?•What would like to remove or put in?•Do you feel confident when talking to a customer?•How do you feel about the legislation that needs to be followed?•Sales executives only – What are the key point indictors that sales executives need to achieve. How confident are you they are achievable. (KPIs)

Gathered data on Training as it is presently:•Inductions are classroom/residential •Timings between courses•Locations•Attendance of courses•Feedback from courses•Is there an evaluation if so the pass rates•Manager/leaderships role in the team's development

TNA/LNA

Analysis

Analysis

TNA/LNA

KSA (knowledge, Skills and Attitude) against each task or competency

Create a task SCALAR

Complete (DIF) Difficulty Importance Frequency on competency's

Organised - Steering groups and used interview opinion to identify

What are the present demographics

Present Data available via HR such as - Labour turnover

Conducted a PEST and Swot analysis

Analysis

Technical Detail

Requirements

PART ONE

A learner persona: Create a minimum of one persona that could be used for your professional practice and use it for the purpose of the assessment. You can submit more than one if appropriate for your context.   In your commentary include general design considerations from your analysis of personas.

The Who ADDIE – Analysis & Design

The Sales Executive

This person and their data are fictional but represent the typology discovered in telephone interviews.

• The time it takes when he could be selling and earning money
• Needs to be shown how the course will benefit him

• Videos under 4 minutes
• Short engaging digital learning on the company LMS

• Previous companies made him complete click-and-read eLearning, which he found time-consuming and clunky.
• Enjoys new technology and the time flexibility that comes with today's digital world.

• Uses an Ipad for work and has a desk top pc
• Google Chrome and edge available on desktop
• Google Chrome and safari available on his Ipad
• Company uses a social LMS
• Able to access via home tablet and pc
• Recently had a faster band width installed to help use

• Providing for his family
• Wants to buy a house
• If extra qualifications mean he can provide more for his family, then extra qualifications it is.
• Recognition of being the top sales executive in his region.

Gareth Quinn

Age - Mid 30s Job - Sales executive Location - Leeds Time in automotive – 2 years Language – English

Gareth is married and has three boys, aged 2 to 12. He rents a home in Leeds. enjoys playing golf, spending time with his wife coaching a Tuesday night children's Taekwondo class and participating in outdoor activities with his wife and kids.

Personas

Technology Considerations

Perception of Digital Learning

Digital Learning Preferences

Technology

Personal Data

Barriers to Learning

Main Goals and Drivers:

Aspirations and Goals

About

Short Bio:

Name:

The Dealership Receptionist and Sales Administrator

This person and their data are fictional but represent the typology discovered in telephone interviews.

• Time as can only do with in work time
• Has dyslexia and this can be a barrier and a gift

• Courses that can be resumed
• Likes interacting with other learners so a social or forum aspect.
• Used a PC most of her life and in previous roles used office Microsoft

• In the pandemic completed a few online courses and learn to upcycle furniture on you tube.
• Has a perception that everyone is different and enjoys what the future

• Desk top pc
• Google Chrome and edge available on desktop
• Company uses a social LMS
• Able to access via home tablet and pc

• To be useful to the leadership and the team
• Enhancing Knowledge to become an expert
• If extra qualifications mean he can provide more for his family, then extra qualifications it is.

Nicola Rice

Age - Early 30s Job – Dealership receptionist Location - Leeds Time in automotive – New Language – English and Spanish

Nicola is working part time as childcare is expensive. Background was as a legal secretary working full time. Great face to face and on the phone. Has a ‘can-do’ attitude.

Personas

Technology Considerations

Perception of Digital Learning

Digital Learning Preferences

Technology

Personal Data

Barriers to Learning

Main Goals and Drivers:

Aspirations and Goals

About

Short Bio:

Name:

The General Sales Manager (GSM)

This person and their data are fictional but represent the typology discovered in telephone interviews.

• To be respected by the team as a font of knowledge.
• Recognition and respect because of his experience.
• Wants his sales team to the best they can be and either as a job master or enhanced towards management.

• The knowledge that PowerPoint-style eLearning has evolved
• Welcomes digital learning because of the costs associated with less productivity.

• Used a PC most of her life and in previous roles used office Microsoft and used since office 95.
• Is a keen automotive blogger so enjoys using online sites

• Uses an Ipad for work and has a desk top pc
• Google Chrome and edge available on desktop
• Google Chrome and safari available on his Ipad
• Company uses a social LMS
• Able to access via home tablet and pc
• Recently had a faster band width installed to help use

George describes himself as a Glasgow lad and has lived in northern England since his late 20s. Very proud of his Scottish heritage. George has worked in the automotive sector for over 40 years. Takes part in automotive blogs.

Age - Over 50 Job – General sales manager Location - Leeds Time in automotive – 25 years Language – English (Scottish)

George Sharp

• Not bought in to learning what he already knows so much.
• Knows Legislation and regulations change but hates to be told how to sell.

Personas

Technology Considerations

Perception of Digital Learning

Digital Learning Preferences

Technology

Personal Data

Barriers to Learning

Main Goals and Drivers:

Aspirations and Goals

About

Short Bio:

Name:

PART ONE

• Business Problem
• Learning Gap
• Draft 5-6 holistic learning outcomes
• Please provide the rationale behind the learning outcomes and refer to Bloom’s Taxonomy
• Use SMART learning outcomes

The WHYADDIE – Analysis & Design

Paraphrased resource from   5, Inchcape.co.uk net promoter score 2023 benchmarks. (n.d.). https://netpromoterscore.guru/inchcape-co-uk 6, Net Promoter Score (NPS): The Ultimate Guide - Qualtrics. (2020, July 14). Qualtrics. https://www.qualtrics.com/experience-management/customer/net-promoter-score/ In-Text Citation: (Net Promoter Score (NPS): The Ultimate Guide - Qualtrics, 2020) 7, Martinez, C., & Martinez, C. (2023, August 21). Net Promoter Score benchmarks: NPS by industry (2022) - Idiomatic. Idiomatic. https://idiomatic.com/blog/nps-benchmark-by-industry/

Business problem:

• The Net promoter score (NPS) tells us that retention is being negatively affected, and retention of customers will increase profits.
• Sales family are using basic sales steps and strategies and not adapting to the customers individuality and thus reducing the number of sales being closed.
• Sales executives are not effectively responding to the customer and are receiving passive rather than promoter feedback.

Business problem

Business problem:

1. The Net promoter score (NPS) tells us that retention is being negatively affected, and retention of customers will increase profits.
2. Sales family are using basic sales steps and strategies and not adapting to the customers individuality and thus reducing the number of sales being closed.
3. Sales executives are not effectively responding to the customer and are receiving passive rather than promoter feedback.

Business problem

The sales family understands sales procedures. There is a learning gap in altering or adapting behavior to diverse personalities, as seen in NPS results.

Learning gap

Learning Gap

Stakeholder goals

• Increase the sales revenue and profitability by understanding and influencing customer behavior and preferences
• Enhance the customer satisfaction and loyalty by providing more personalised and relevant marketing strategies and services
• Gain a competitive advantage and market share by attracting and retaining different types of customers
• Improve the sales executives’ skills and knowledge in customer typology and customer relationship management
• Reduce the NPS gap of passive to promoter scores and reduce the amount of distractor scores.

Stakeholders' goals

By the end of this course the learner can:

1. Explain the concept of customer typology and the benefits of using it to understand and influence customer behavior.
2. Distinguish between the four types of customers their motives, attitudes, and engagement tactics.
3. Demonstrate the ability to apply the customer typology approach to real-world scenarios and case studies of automotive, services and brands.
4. Evaluate the effectiveness and impact of the customer typology approach on customer satisfaction, loyalty, and retention.
5. Develop sales methods based on customer typology by attracting more customers and rewarding promoter scores

Learning Outcomes

PART ONE

• Outline the modular framework and associated topics as per the template provided.
• This is a macro-overview of the training offer. 

commentary:

• include approach to the design as well as reflections on terminology used when mapping out learning experience. 

The WhatADDIE – Design

PART ONE

Map out a high-level learning experience based on the following building blocks:

• Mode of delivery - provide an overview and rationale behind it  

• Building blocks and formats – Outline the core building blocks and formats

• Learning flow - a learning pathway for the training  

The HOWADDIE – Design

Provide an overview and rationale behind it

Mode of delivery

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Lorem Ipsum

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Lorem Ipsum

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Lorem Ipsum

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Lorem Ipsum

Right Perspective Stripe Cascade – Slide Template

Outline the core building blocks and formats

Building blocks and formats

• To follow

Design

A learning pathway for the training

Learning flow

Storyboard

PART TWO You will be asked to draft this part after modules 4-8.

1. Design Documentation for one format from your learning experience
2. Develop/Build a working prototype of the resource using a relevant tool e.g.  Articulate Storyline, PowToon, Audacity etc.

ADDIE – Development

16 words

This commentary focuses on the identification and characterisation of the learner in the context being discussed.

126 words

Commentary on ‘The Who’ of Learning I created different personas based on dealership positions as part of the design process. The sales executive exemplifies a common profile among sales professionals, characterised by a modest base salary and limited income prospects contingent upon the achievement of key performance indicators and sales targets. The acquisition of knowledge should be concise and demonstrate the advantages that can be gained. Gareth assumes the primary role of providing for his family and holds aspirations of establishing a suitable household for them. Nicola is a highly capable individual who possesses the ambition to attain leadership positions once the children have returned to school. Nicola, who has dyslexia and developmental learning challenges, is provided with inclusive learning strategies to facilitate her optimal academic progress. The inclusion of the general sales manager (GSM) in the design process is highly valued by the sales force.

Commentary on ‘WHO’ is the learner

24 words

This commentary discusses a phenomenon or choice's motivations. Consumer typology's "why" is examined to uncover factors, influences, and descriptions for commercial and calculating decision-making.

126 words

Commentary on ‘The Why’ of Learning The six learning outcomes are derived from the six stages of Bloom's taxonomy. Individuals who can effectively showcase their proficiency in all six outcomes will have the opportunity to advance to the management level. Action verbs have been used to make the outcomes measurable. The outcomes progress from LOTS to HOTS from memorising and describing, to calculating and making business decisions based on answers

Commentary on The ‘WHY’

18 words

This commentary focuses on the topic of learning and aims to provide an analysis of its fundamental aspects.

Commentary on ‘The What’ of Learning

Commentary on ‘What’ is the Learning

10 words

This commentary focuses on the methodology and process of learning.

Commentary on ‘The How’ of Learning Module 1: Number is where I'll get started with the online instruction. I produced a wireframe overview outline after considering what has to be taught in this module, in what order, and for how long, in terms of both theory and practice. The entirety of this course can be taken in an online format at your leisure. Learners are unable to consistently attend courses because of their dispersed locations and hectic work schedules. The learner can save time by skipping over previously covered ground thanks to the asynchronous format. The customer's typology will be explained using a combination of continuous knowledge evaluations via scenarios and on-screen text, films, and infographics.

COMMENTARY

• To follow

Development stage

PART THREE

• Description of a learning platform that could be used for your design/redesign with a reference to its functionalities.  
• Staff/Resources you will need to support the rollout. 
• “Go live” plan as per the template within module 9 (adjusted to your context)  
• Learner engagement tactics to be used in the rollout and the rationale behind their use.  

The commentary for this section should include your reflection on the implementation plan as well as some future considerations. Total word count for commentary only: 600 words.

ADDIE – Implementation

• To follow

Implementation Phase

• To follow

Evaluation phase

PART FOUR

The evaluation plan that should include:   Suggested approach to learning evaluation based on evaluation models positioned in Module 10.

Reference to accessibility evaluation based on UDL (Universal Design for Learning) or UXDL (User Experience Design for Learning).

The use of learning analytics and types of insights you expect to get from your learning offering.   The commentary for this section should include your reflection on the evaluation stage and some next steps for yourself.   Total word count for commentary only: 600 words.

ADDIE – Evaluation

Resources (not including interviews data)

• 1, Asynchronous And Synchronous Modalities: Part 1. (2020, April 3). ELearning Industry. https://elearningindustry.com/asynchronous-and-synchronous-modalities-deliver-digital-learning
• 2, Average turnover by industry - Office for National Statistics. (2021b, December https://www.ons.gov.uk/businessindustryandtrade/business/activitysizeandlocation/adhocs/14108averageturnoverbyindustry
• 3, Corporate Finance Institute (2023). Types of customers. Corporate Finance Institute. https://corporatefinanceinstitute.com/resources/accounting/types-of-customers/
• 4, Commence CRM. (2023). What are the 3 methods of customer profiling? Commence. https://commence.com/blog/2020/06/16/customer-profiling methods/#:~:text=The%20customer%20typology%20approach%20segregates,consumers%20are%20rare%2C%20but%20valuable.

• 5, Inchcape.co.uk net promoter score 2023 benchmarks. (n.d.). https://netpromoterscore.guru/inchcape-co-uk

• 6, Net Promoter Score (NPS): The Ultimate Guide - Qualtrics. (2020, July 14). Qualtrics. https://www.qualtrics.com/experience-management/customer/net-promoter-score/ In-Text Citation: (Net Promoter Score (NPS): The Ultimate Guide - Qualtrics, 2020)
• 7, Martinez, C., & Martinez, C. (2023, August 21). Net Promoter Score benchmarks: NPS by industry (2022) - Idiomatic. Idiomatic. https://idiomatic.com/blog/nps-benchmark-by-industry/
• 8, Selling a vehicle. (2019, January 22). GOV.UK. https://www.gov.uk/responsibilities-selling-vehicle
• 9, SMMT. (2021, October 12). UK Automotive Trade Report 2021 - SMMT. https://www.smmt.co.uk/reports/uk-automotive-trade-report/
• 10, Valamis. (2022, June 23). Bloom’s Taxonomy: Revised Levels, Verbs for Objectives [2022]. Valamis. https://www.valamis.com/hub/blooms-taxonomy
• 11, What Is Asynchronous Learning? (n.d.). Coursera. https://www.coursera.org/articles/what-is-asynchronous-learning

Analysis

Criteria Weighting Explanatory notes

• Fulfils brief - 8%
• Addresses all elements set out in the brief.  Fully meets the requirements of the assignment.
• Sufficient detail - 20%
• Covers the topic in depth. Provides both details and examples. All pertinent facts are precise, explicit, and accurate. 
• Demonstrates Understanding - 25%
• Provides a complete and accurate description of ADDIE Process with short commentaries for each stage.  Makes appropriate use of academic or technical sources.  
• Applies skills or theory to the project work - 25%
• Demonstrates a full grasp of the skills and theory by applying them to real-world practical matters. Shows awareness of current practices and trends in the real world.
• Presentation and Communication - 15%
• Communicates ideas clearly and in a way that is appropriate to the audience. Ideas are cogent and organised in a logical manner.
• Establishes and maintains a clear focus and presentation. Spelling, grammar and referencing - 7%
• Error-free spelling and grammar that demonstrate careful proofreading before submission.  
• All references are correctly cited using the required referencing protocol.

Your final grade will be assessed based on the following grading scheme: Pass = 40%  Merit = 60% -74%  Distinction=75% -100% Successful completion is applied when - completing the core modules in 90% (modules 1-3 and 9,10 + one format module) and a project work (pass required).

Before submitting your project work, please make sure you check it for the following: 

• Writing style. 
• Grammar and spelling mistakes. 
• Plagiarism and citations. 
• APA Referencing Style if needed. 

Below you will find some further information about ensuring you meet high standards in your submissions. When using web tools like Padlet, please ensure the link you submit can be accessed externally and submit it within a document as the LMS will not accept it as a URL  

• You can only submit one document/link so please note that when submitting, please ensure you zip your multiple files before submitting 
• Submission is via the DLI LMS only 
• Please ensure to check if we can access your submission.
• Go to FAQs to see how you can check your submission.
• Please do not submit any SCORM files, raw files, password protected sites/files or sites that need our assessors to sign up to.
• Submissions we cannot access will be penalised by -10% off the final component grade and graded outside of our grading schedules. 
• Watch the video below to learn how to submit via our DLI platform.

You can quote academic and non-academic sources within your project work submission.  There are many referencing styles in academia. We would like you to use APA referencing style during this programme whenever referring to any sources you might have found for your project work.  You might be required to use in-text citations as well as your footnote references.  Example: In-text citation:  In the most recent Horizon Report by Pelletier, K., at al. (2021) it is argued that Artificial Intelligence will enter soon higher education.  References:  Pelletier, K., et al. (2021). 2021 EDUCAUSE Horizon Report, Teaching and Learning Edition. Louisville, CO: EDUCAUSE. Retrieved 3rd March from: https://er.educause.edu/-/media/files/library/2021/2/2021_horizon_report_infosec.pdf? (opens in a new tab) You can use this great APA Generator (opens in a new tab)to help you with the references for your submissions. Check out also great examples here too. How to cite a website in APA Style APA website citations usually include the author, the publication date, the title of the page or article, the website name, and the URL. If there is no author, start the citation with the title of the article. If the page is likely to change over time, add a retrieval date

What I did:

• Conduct a training/learning needs analysis (T/LNA)
• What data can be provided?
• What needs to be learned?
• Conduct a PEST for external influences