Overall Instructor Rating: Satisfactory

Ratings explanation:

• Exemplary - A model answer in almost every way (this is given out very rarely).
• Satisfactory - Very well done; you've met the expectations of the assignment. There are some minor problems, so read my feedback well.
• Marginal Pass - You pass, but there are lots of issues to consider. Read my feedback very carefully and be sure you understand the points/issues I raise.
• Not satisfactory, redo and resubmit - The assignment was not completed appropriately. I am concerned that you do not understand the process well enough yet. To get credit for the assignment, you need to redo it, most probably on another topic. Read and consider my feedback very carefully before redoing.

Instructor's Overall Feedback:

You did fine, but some of your wording of the objectives need to be revised -- this made it a little difficult for me to interpret. But I think you understand well how to design a unit.

1. Restate one of the unit (enabling) objectives or goals you identified in your course ICM, or change topics and write a new unit objective.

Click here to view your IDA on course design.

This objective will become the terminal objective for your unit. Compare the use of the terms "terminal" and "enabling" here to the last IDA, when you were creating a course-level ICM. These terms are relative to the ICM on which you are working. An enabling objective in your course ICM becomes the terminal objective in a unit ICM. Then, an enabling objective in your unit ICM becomes your terminal objective in a lesson ICM.

(Note: I interchange goal and objectives here because you may realize after further analysis that your objective identified in your course ICM was not clear or appropriate, which means that it is really a goal. After completing this IDA, you may need to rewrite your terminal objective for this unit.)

Be sure to include in your objective the learned capability verb that corresponds to one of Gagne's learning domains: Problem-solving (generate); Rule-using (demonstrate); concept (classify, identify); verbal information (state, recite, summarize); attitudinal (choose); psychomotor (execute).

Your final response:

Title: Listening effectively to customer feedback. Obj: Managers will be able to demonstrate the skills to listen to a customer's critical feedback without defensive remarks or justification, using appropriate body language and key phrases as tools. Managers will glean important details necessary to resolve the problems.

The instructor's feedback to this step:

Very good.

2. Identify the intellectual skill objectives for the lessons in the unit.

Based on the instructional goal(s) and learning outcomes, conduct an subordinate skills analysis as described by Dick, Carey, and Carey in chapter 4. You are now beginning to breakdown what the learner needs to know in order to achieve the instructional goal. Each objective you generate can roughly be considered a lesson objective (as we will discuss in class, some lessons may have more than one objective; but there is no sense risking confusion on this point now.)

Identify the 3-5 most critical parts of the unit (referred to as "lessons"). These should generally be limited to intellectual skills learning outcomes such as problem solving and relational rules. For some cases, there may be a need for an attitude learning outcome. (Note: the number of lessons will depend on your instructional problem and design. Add or eliminate lessons as you deem necessary). Write the lesson/enabling objectives below.

Example Title: Describing the learning context Obj: Learners will describe physical, social, and organizational characteristics of learning context.

Your final response:

Title: The root of the problem. Obj: Managers will train themselves to focus to train themselves to focus on the range and reasons for these critical customer feedback cards, some sent regarding their specific stores, .

The instructor's feedback to this step:

I'm a little confused by this one. The wording "Managers will train themselves to focus to train themselves to focus..." is confusing.

B. Lesson 2

Your final response:

Title: The customer is nearly always treated as though they were "right." Obj: Managers will take part in role-playing exercises to familiarize themselves with the styles and approaches necessary to handle critical customer feedback.

The instructor's feedback to this step:

I think I understand what you mean here, but this objective is not written well. Notice how you are letting an instructional strategy 'leak in' -- the objective should not contain information about "taking part in a role-playing exercise". Instead, this should denote simply what the learning will be as a result. Something like this: "SWBAT identify the appropriate approach for handling critical customer feedback."

C. Lesson 3

Your final response:

Title: We care. Obj: Managers will use key phrases (illustrated in examples and chosen by customer retention experts) to outline a hypothetical approach to a problem. In addition to key phrases, managers will learn what body language tells a customer and how to communicate a message of "we care."

The instructor's feedback to step 4:

Good. Be sure to use one of the capability verbs in the objective to clearly denote what intellectual skill it is.

D. Lesson 4

Your final response:

Title: The first step toward the fix. Obj: Managers will capture the actual details of the customer dissatisfaction to use as a steering tool to avoid other similar incidents.

The instructor's feedback to this step:

Same comment here. But it is clear you have thought a great deal about this!

3. Identify supporting objectives from the verbal information and attitudinal domains.

Identify these objectives using verbs such as "state, list, or summarize" for verbal information objectives and "choose" for attitudinal objectives. (If you have more than 2, just list those that best represent these other objectives. Be sure to include these objectives on your visual ICM to indicate which intellectual skills they support.)

Your final response:

Managers will be able to state the reasons for careful listening to customer feedback, while choosing to accept that the company philosophy is a clear and calculated business script.

Managers will summarize the causes for customer concern and what possible remedies they may choose to retain the customer.

The instructor's feedback to this step:

Good!

4. Identify entry behaviors (also known as prerequisite skills).

Entry behaviors are those skills and knowledge that you expect your students to have as they begin this unit. That is, you do not intend to teach these. Although you will undoubtedly have many objectives denoting entry behaviors, just list one example below (but be sure to include all entry behaviors on your instructional curriculum map).

Your final response:

Students will have general restaurant management experience.

The instructor's feedback to this step:

Good, but this is not written as an objective.

5. Draw an Instructional Curriculum Map (ICM) for the Unit

An ICM visually represents the optimal sequence of these objectives. (Just think of it as a flowchart.) Draw the ICM in "top-down" fashion with the terminal objective (i.e. unit objective) at the top. Instructional events are designed top-down, though learners will ultimately experience the instruction bottom-up. If there is room in your ICM, include the full objectives, otherwise, just include the title. Entry behaviors should be drawn at the very bottom with a dotted line separating these from the other objectives just above. Click here for an example (generated with Inspiration).

The instructor's feedback to this step:

Thanks for taking the time to make this available online. It was a little difficult to interpret this because you did not create links between the various boxes. I think I get the gist of it though. I assume the objective "illustrate concern" denotes an attitudinal objective -- be sure to use the verb "choose" here to make this clear.

Remember that key prerequisite skills should also be shown here at the very bottom with a line drawn above them to make it clear they are prerequisite.