Collice K
Service with A Smile; A Student Workers Guide to Good Customer Service
Instructional Design Worksheet
PART I:
Lesson No: 1
Lesson Title: Course Introduction
Lesson Learning Objectives: Upon completion of this lesson, the participant will be able to
1.
2.
3.
4.
5.
6.
Demonstrate a knowledge of what is expected throughout the course
Ability to demonstrate knowledge of the syllabus and orientation
Develop communication with classmates
Demonstrate a knowledge of netiquette
Demonstrate a knowledge of blackboard tools
Develop and understanding of why customer service is important
Content Resources:
Resource
Read Syllabus and Orientation
Syllabus and Orientation Quiz
Netiquette Reading
Lecturette
Video Why Customer Service Matters
Learning
Objective(s)
Addressed
1
2
4
1
6
Supplemental Resources:
Syllabus and Orientation
Lecturette
References
Learning Heroes. (2015, March 18). Why Customer Service Matters [Video file]. Retrieved
from https://www.youtube.com/watch?v=nxtaMdu55Ug
Teaching Tip. (2016). Netiquette in online courses. Retrieved from
http://carleton.ca/edc/wp-content/uploads/Netiquette.pdf
Part II: Learning Activities: Student-Content Interactions
Learning Activity
Group (G) or
Individual
(I) Activity
Learning
Objective(s)
Addressed
1,2,5
Read Syllabus and Orientation
Students will read the syllabus and orientation to review
what is expected throughout the course. They will be
expected to know the requirements of the course and the
course layout.
Icebreaker Two Truths and One Lie
3,4,5
I
Students will write an original post giving a paragraph
description of themselves and at the end of the post the
student will write two things that are true about
themselves and one thing that is a lie. The students will
then interact with each other by posting to the discussion
board and trying to guess the other persons lie. On
Sunday evening the students will then reveal the lie in
their original post.
Part III: Learning Activities: Student-Student Interactions
Blog
Topic/Activity
(Note:
Group (G)
or
Individual
(I)
Activity
Learning
Objective(s)
Addressed
Assessment
of Learning
If
Assessed,
No. of
Points
Assigned
Group (G)
or
Individual
(I)
Activity
Learning
Objective(s)
Addressed
Assessment
of Learning
If
Assessed,
No. of
Points
Assigned
3,4,5
No
N/A
Discussion Board:
Topic/Activity
Icebreaker Two Truths and
One Lie
Part IV: Assessments (Other than Items in Part III Described Above)
Quiz/Exam
Type of Quiz
Learning
Objectives
Addressed
1,2,4
Total
Points
Special Features
10
Syllabus and
Orientation
Multiple Choice
Additional Learning Assessment
Description of Assignment
Group (G)
or
Individual
(I)
Learning
Objectives
Addressed
Total
Points
Collice K
Service with A Smile; A Student Workers Guide to Good Customer Service
Instructional Design Worksheet
PART I:
Lesson No: 2
Lesson Title: Never Let Backstage Come Onstage
Lesson Learning Objectives: Upon completion of this lesson, the participant will be able to
1.
2.
3.
4.
5.
6.
Explain what constitutes backstage in an organization
Explain what constitutes onstage in an organization
Demonstrate ways to keep backstage in the background of an organization
Content Resources:
Resource
Lessons from the Mouse Lesson 1 Never Let Backstage Come Onstage
Onstage vs. Backstage: The Behavior of a Service Superhero
Learning
Objective(s)
Addressed
1,2,3
1,2,3
Supplemental Resources:
References
Jones, E. (2016). Onstage vs. Backstage: The behavior of a service superhero. Retrieved from
http://ericjonesonline.com/onstage-vs-backstage-the-behavior-of-a-service-superhero/
Snow, D. (2010). Lessons from the mouse: A guide for applying Disney World's secrets of
success to your organization, your career, and your life. Orlando, FL: Snow &
Associates, Inc.
Part II: Learning Activities: Student-Content Interactions
Learning Activity
Read Lesson 2 Never Let Backstage Come OnStage
Group (G) or
Individual
(I) Activity
Learning
Objective(s)
Addressed
1,2,3
1,2,3
Students will read Lesson 1 in Lessons from the Mouse
Discussion question post
Student will answer the discussion questions on the
readings and reply to two other students regarding
discussion questions. Students will also respond by Sunday
night to someone who responded to their original post.
Part III: Learning Activities: Student-Student Interactions
Blog
Topic/Activity
(Note:
Blog
Group (G)
or
Individual
(I)
Activity
Learning
Objective(s)
Addressed
Assessment
of Learning
1,2,3
Yes
If
Assessed,
No. of
Points
Assigned
30
At the end of lesson 4 the
student will create a part 1 blog
reflection on what was read,
discussed, and learned
throughout these three lessons.
Blog Rubric
Blog _ Lesson 2 Excellent - 10 - 8
4
Content
Description
The blog
incorporates the
content the three
lessons and the
student
demonstrates a
knowledge and
understanding of
the content
The blog
description of the
three learning
units are clear and
understandable to
the learner
Acceptable 7
5
Needs
Improvement 4
3
Blog incorporates Blog incorporates
the content of two the content of one
of the three
of the three
lessons and
lessons and
demonstrates a
demonstrates
knowledge of
some knowledge
understanding
of understanding
Unacceptable 2
0
Blog incorporates
descriptions of
two of the three
learning units and
the learner show
understanding of
the units
Blog does not
incorporate a
description of the
lessons and does
not demonstrate
understanding of
any of the three
lessons
Blog only
incorporates
descriptions of
one of the lessons
and demonstrates
some
understanding of
the lessons
Blog does not
incorporate any
content from the
three lessons and
does not
demonstrate
understanding of
the lessons
Details
The learner
includes details of
the three lessons
learned
The learner
includes details of
two of the three
lessons learned
The learner
includes details of
one of the three
lessons learned
The learner does
not include
details of the
three lessons
learned
Points possible
30 - 24
21-15
12-9
6-0
Discussion Board:
Topic/Activity
Never Let Backstage Come
OnStage- Discussion Post
Group (G)
or
Individual
(I)
Activity
Learning
Objective(s)
Addressed
Assessment
of Learning
If
Assessed,
No. of
Points
Assigned
1,2,3
N/A
Part IV: Assessments (Other than Items in Part III Described Above)
Quiz/Exam
Type of Quiz
Midterm
Learning
Objectives
Addressed
Total
Points
Special Features
1,2,3
50
Submitted and graded through
blackboard
At the end of week
seven, students will
take a midterm exam
on lessons 2 7. This
test will be multiple
choice and fill in the
blank.
Additional Learning Assessment
Description of Assignment
Group (G)
or
Individual
(I)
Learning
Objectives
Addressed
Total
Points
Collice K
Service with A Smile; A Student Workers Guide to Good Customer Service
Instructional Design Worksheet
PART I:
Lesson No: 3
Lesson Title: What time is the 3 oclock parade is not a stupid question
Lesson Learning Objectives: Upon completion of this lesson, the participant will be able to
1.
2.
3.
4.
5.
6.
Develop ways to understand the question behind the question
Determine appropriate ways to respond to unusual questions
Develop ways to avoid internal speak with customers
Demonstrate how to listen to the need behind the question
Determine ways to let customers know they are wrong without embarrassment
Content Resources:
Resource
Lessons from the Mouse What time is the 3 oclock parade is not a stupid
question
20 Essential Customer Service Skills
Video - What is customer service ? The 7 Essentials To Excellent Customer
Service
Learning
Objective(s)
Addressed
1,2,3,4,5
1,2,4,5
1,2,4,5
Supplemental Resources:
References
Brownlee, D. (2013, May 21). What is customer service ? The 7 essentials to excellent
customer service [Video file]. Retrieved from
https://www.youtube.com/watch?v=tn0veQ7_stI
Miller, I. (2016). 20 essential customer service skills. Retrieved from
http://www.customerservicemanager.com/customer-service-skills/
Snow, D. (2010). Lessons from the mouse: A guide for applying Disney World's secrets of
success to your organization, your career, and your life. Orlando, FL: Snow &
Associates, Inc.
Part II: Learning Activities: Student-Content Interactions
Learning Activity
Group (G) or
Individual
(I) Activity
Lecturette and Lesson 2
Learning
Objective(s)
Addressed
1,2,3,4,5
I
Students will read the Lecturette and Lesson 2 What time
is the 3 oclock parade is not a stupid question from
Lessons from the Mouse
Discussion Questions
1,2,3,4,5
Students will answer discussion questions and while
applying what they have learned to their current place of
employment.
Reply
I
1,2,3,4,5
Students will reply to two students regarding discussion
questions. Students will also respond to at least one person
who has responded to their original post.
Part III: Learning Activities: Student-Student Interactions
Blog
Topic/Activity
(Note:
Group (G)
or
Individual
(I)
Activity
Learning
Objective(s)
Addressed
Assessment
of Learning
1,2,3,4,5
Yes
If
Assessed,
No. of
Points
Assigned
Blog
At the end of lesson 4 the
student will create a part 1 blog
reflection on what was read,
discussed, and learned
throughout these three lessons.
30
Blog Rubric
Blog _ Lesson 2 Excellent - 10 - 8
4
Content
Description
The blog
incorporates the
content the three
lessons and the
student
demonstrates a
knowledge and
understanding of
the content
The blog
description of the
three learning
units are clear and
understandable to
the learner
Acceptable 7
5
Needs
Improvement 4
3
Blog incorporates Blog incorporates
the content of two the content of one
of the three
of the three
lessons and
lessons and
demonstrates a
demonstrates
knowledge of
some knowledge
understanding
of understanding
Unacceptable 2
0
Blog incorporates
descriptions of
two of the three
learning units and
the learner show
understanding of
the units
Blog does not
incorporate a
description of the
lessons and does
not demonstrate
understanding of
any of the three
lessons
Blog only
incorporates
descriptions of
one of the lessons
and demonstrates
some
understanding of
the lessons
Blog does not
incorporate any
content from the
three lessons and
does not
demonstrate
understanding of
the lessons
Details
The learner
includes details of
the three lessons
learned
The learner
includes details of
two of the three
lessons learned
The learner
includes details of
one of the three
lessons learned
The learner does
not include
details of the
three lessons
learned
Points possible
30 - 24
21-15
12-9
6-0
Discussion Board:
Topic/Activity
Group (G)
or
Individual
(I)
Activity
I
What
time is the 3 oclock parade is not a
stupid question
Discussion Question:
Learning
Objective(s)
Addressed
Assessment
of Learning
If
Assessed,
No. of
Points
Assigned
1,2,3,4,5
No
N/A
Part IV: Assessments (Other than Items in Part III Described Above)
Quiz/Exam
Type of Quiz
Midterm
Learning
Objectives
Addressed
Total
Points
Special Features
1,2,3,4,5
50
Submitted and graded through
blackboard
At the end of week
seven, students will
take a midterm exam
on lessons 2 7. This
test will be multiple
choice and fill in the
blank.
Additional Learning Assessment
Description of Assignment
Group (G)
or
Individual
(I)
Learning
Objectives
Addressed
Total
Points
