Sugarcane

According to Zack: \n\n"If we can show them how to recognize standard data and perform appropriate standardizing conversions, data entry accuracy and overall forecast quality will improve dramatically."\n\n[[Go back|Standardize]]

It's 8:15 a.m. on Monday, and you find the following client communication in your morning e-mail.\n# I need you to create a short e-learning course that will bring our Forecasting Level 1 analysts up to speed on the Basic Forecast (BF) process. We need to have it ready for global distribution as soon as possible.<html> </html>For reference, I've attached two files of information: a PowerPoint file with detailed technical information about the BF process and a two-year old manual of procedures.<html> </html> If you have any questions, Senior Analyst Zack is the go-to guy for Basic Forecast issues. He reviews Level 1 analysts' work and knows the process inside and out.<html> </html>Thanks for making this your top priority for the week!\n\n[[Next|Using Resources]]\n\n\n

Well done!\n\nThis objective \n\n# Standardize and upload rate data into the appropriate Basic Forecast model for automatic processing.\n\nrequires the learner to perform a job-related activity--the [[very activity|Zack's Insight]] that Zack cited as the key to error-free forecasting.\n\n\n[[Restart|Let's get started]]

This objective requires the Level 1 analyst to demonstrate his ability to regurgitate the correct explanation. That's great. But...will he then be able to use that explanation to plug the appropriate data into the Basic forecast model? Maybe. Or maybe not. Explanation is not a job-relevant activity here.\n\nRemember Zack's input about what Level 1 analysts need? Based on that, which of the following objectives would you choose as most meaningful?\n\nTry one of the other listed objectives. \n\n# [[Understand]] the types of rate data available.\n\n# [[Standardize]] and upload rate data into the appropriate Basic Forecast model for automatic processing.\n\n[[Restart|Let's get started]]\n

So...where do you begin? What is the best way to use your access to resource information to make your course design snooze-proof?\n\nYou have documented procedures. You can [[ask Zack to review|Ask Zack to Review]] and update the two-year-old documents. Then you can create a course that presents operations information online, using the e-learning development tool of your choice.\n\nYou have technical detail available in a straightforward presentation format. You can [[check technical details|Check Technical Details]] with Zack as you convert the PowerPoint bullet points to an online SCORM-compliant (HTML) format.\n\nAccess to a SME who is familiar with both the requirements of the job and the underlying technology is a huge advantage. You can [[interview Zack|Interview Zack]] to find out what problems the Level 1 analysts have with the Basic Forecast process.\n\n \n[[Restart|Let's get started]]

Based on [[Zack's input]] about what Level 1 analysts need, which of the following objectives would you choose as most meaningful? \n\nGiven a staging table of rate data from all regions, the learner will be able to:\n\n#[[Explain]] how to recognize and standardize formats for rate data. \n \n# [[Understand]] the types of rate data available.\n\n# [[Standardize]] and upload rate data into the appropriate Basic Forecast model for automatic processing.\n\n\n[[Restart|Let's get started]]\n

Having Zack review and edit the documented procedures for currency and technical accuracy will produce correctly updated procedures, but will not bring you any closer to understanding what aspects of Level 1 Analyst performance need to be improved. But maybe Zack can help you here as well.\n\n[[Interview Zack]] to find out what he knows about the performance problems that prompted the need for training.\n\n[[Restart|Let's get started]]

<html><a href="zoestory.html#8.1"><img src="start.jpg"></a></html>|\n\n

body {\n background-color:#fff;\n color:#000;\n font-size:14px;\n }

Interviewing Zack is like mining a rich vein of extractable ore. He is a treasure trove of information about what's going wrong. He tells you:\n\n# "Most of the automated forecast process is a simple matter of uploading accurately entered data, but that's the problem. Level 1 Analysts make data entry errors because they don't understand the types of rate data, they have trouble standardizing rate data formats from each region, and they're confused about when and where each type is appropriately input."\n\n# "If we can show them how to recognize standard data and perform appropriate standardizing conversions, data entry accuracy and overall forecast quality will improve dramatically."\n\nUsing Zack's insight into job requirements and areas where learners need to improve performance, you can [[move ahead|Move Ahead]] to design a course from the learners' perspective to meet the learners' needs. \n\n[[Restart|Let's get started]]\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n.

Tell a Learning Story from the Learner's Point of View

Having Zack verify the accuracy of the technical information you pulled from the PowerPoint file assures you that you're working with accurate data, but does not bring you any closer to understanding what aspects of Level 1 Analyst performance need to be improved. But maybe he can help you here as well.\n\n[[Interview Zack]] to find out what he knows about the performance problems that prompted the need for training.\n\n\n[[Restart|Let's get started]]

What learning activity can you build on this objective? How will the learner practice and/or be evaluated for understanding? An observable task might be more easily measured, practiced, and assessed.\n\nDon't forget Zack's input about what Level 1 analysts need. Based on that, select one of the other listed objectives.\n\n# [[Explain]] how to recognize and standardize formats for rate data. \n\n# [[Standardize]] and upload rate data into the appropriate Basic Forecast model for automatic processing.\n\n[[Restart|Let's get started]]\n