Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Rhonda Sharpe

Submitted October 20, 2017

RSharpe EDUC 765 Portfolio Project 1

Project Proposal Module 2

PROJECT TITLE
Emotional Intelligence @ Educators Credit Union (EQ@ECU)

SPONSORING ORGANIZATION
Educators Credit Union specifically sponsored and delivered by the OD Department
(part of the HR Department).

Educators Credit Union is a non-profit financial institution located in Mt. Pleasant,

Wisconsin. Originally founded by Racine teachers, the organization has grown over the
past 80 years and is open to anyone who works or lives in Southeast Wisconsin. ECUs
mission is to Help people (members) by educating and advising and earning loyalty.

PROJECT DESCRIPTION
Many branch managers have acquired their position based primarily on their tenure.
Centered on their technical proficiency, they were promoted into branch management
positions without the additional training on how to effectively coach and develop their
staff. ECU does not have a unified training program focused on soft skills training.
Emotional Intelligence training would provide a foundational structure for (future) career
and leadership development.

AIM
Create a culture of service at all levels of the organization that is based on emotional
intelligence. This will contribute to building lasting relationships within and outside of the
organization.

TARGET AUDIENCE
Front-line staff (tellers and loan officers)
Branch management
Home Office Support staff (e.g. Operations Support, IT, OD)
RSharpe EDUC 765 Portfolio Project 2

DELIVERY OPTIONS
This instruction will be a blended, online (virtual) and face-to-face course. I will be
developing the materials to accommodate all modes of instruction. I lean towards the
ideal state being a blended course.

Front-End Analysis: Instructional Need Module 3

INSTRUCTIONAL NEED

In order to correctly determine if this was an issue/problem that could be solved via
instruction, the needs assessment/front-end analysis information was gathered through
interviews and observations while conducting site visits at two branches located in two
different cities. This was an informal process.

As the credit union continues to grow, through acquisition and merger, the need
increases dramatically to ensure that consistent member service skills training takes
place across all departments and geographical areas. Different management styles at
different branches has caused inconsistencies in regards to member expectations,
service delivery and employee job roles and responsibilities. The organization cannot
afford to have members experience unlike levels of customer service. Regardless of
what branch they choose, their experience should the same at any location. At the
same time, managers need to be held accountable to deliver consistent performance
evaluations, career pathing and oversight of their respective branches.

There has been some success through an organizational-wide Creating Member

Loyalty (CML) training program over the past year. While compiling the results of the
data gathering, I came to the conclusion that the CML training creates an easier
transition into the topic of emotional intelligence in the workplace. Terms that were used
in the CML training can be applied in order to create the connections with the EQ
concepts and supporting materials.
RSharpe EDUC 765 Portfolio Project 3

Front-End Analysis: Learner Characteristics Module 3

LEARNER ANALYSIS

Primary Audience
Front-line tellers
Branch Management
Home Office Support Staff (IT, Operations Support, Loan Processing, OD,
etc.)

General Learner Characteristics

Age: 18 - 80
Education: High School graduates through graduate degree
Tenure: 1 week to 40+ years

Entry Characteristics
Familiar with the Learning Management System (LMS) Litmos
Have completed annual compliance training in new platform
Understand organizational values and mission statement
Have completed CML training

CONTEXTUAL ANALYSIS

Orienting Context
Increase Net Promoter Scores (individually and organization overall)
Career growth opportunities organizational-wide
Need to refocus on the individual and move away from its someone elses fault
Learners may not understand emotional intelligence concept and be stuck in the
misperception that it is touchy feely and does not apply in the workplace
RSharpe EDUC 765 Portfolio Project 4

Instructional Context
Scheduling will be coordinated between the Organizational Development (OD)
Team and branch managers to ensure staffing needs are met and learners will
not be interrupted during training sessions
Physical spaces at each branch may require an on-site assessment by OD and
IT to evaluate each training environment including, but not limited to : lighting;
noise levels; seating; technical equipment and accessibility; temperature; etc.

Technology Inventory
Computer, two monitors, headphones/earbuds, reliable Internet connections,
LMS software, Skype for Business

Transfer Context
From CML to EQ
Opportunities to apply concepts learned will be available everyday topic
involves both external members and internal members/co-workers

Instructional Impact Based Upon Learner Characteristics

APPLICATION OF LEARNING THEORIES
In order to prevent cognitive overload, the course will be broken down into four
main categories/units (self-awareness; self-management; social awareness;
relationship management) (Zone of Proximal Development and scaffolding)
Each category/unit will utilize audio, visual and written materials (Multiple
Intelligence and Theory of Cognitive Multimedia Learning)
Leaners will actively apply concepts by category/unit two week minimum in-
between sessions is recommended to allow practice of each concept before
moving to the next level
Learners will be selecting an EQ Mentor (of their choice) to work with throughout
the course (Social Learning)
RSharpe EDUC 765 Portfolio Project 5

APPLICATION OF MOTIVATIONAL THEORIES

Learners will be selecting an EQ Mentor (of their choice) to work with throughout
the course; having an external person to report ideally will help to spur the
intrinsic motivation of taking control of their own emotions
Course applicable to personal and professional life
Organization investing in the whole person

IMPACT OF A DIVERSE AUDIENCE ON INSTRUCTION

No single benchmark or prerequisites due to age range of staff (high school co-
ops (under 18) 80)
All information needs to be introduced without being condescending or too high-
level
Instructor/Instructional Designer will need to be aware of ELL (English Language
Learners) and that there are staff members who are not native English speakers
Due to some branches having union employees, Instructor/Instructional Designer
will have to be sensitive to time constraints there cannot be different courses
for non-union staff
Jargon should not be used unless fully explained at onset of course (and
revisited periodically throughout)

Task/Goal/Performance Analysis Module 5

Goal Analysis
All staff will deliver a consistent and higher level of member (customer) service.
RSharpe EDUC 765 Portfolio Project 6

Performances considered acceptable to agree that the goal is achieved:

Net Promoter Scores (NPS) increasing across all departments.
o Increase from 75% to 85% overall score within 6-9 months of training
course completion (all staff).
The number of Lending a Hand stories and dollar amounts (members saved by
using our products and services) goes up.
o Each qualified staff member increases their current rate; staff who have no
Lending a Hand stories would obtain at least five (5) within 3-6 months
after course completion.
The number of new members organizational-wide increases.
o Each branch location increases their membership by 5% (actual numbers
vary by location).
The average number of shares (accounts) per member increases.
o Number of shares current average increases by 5% (based on each
branches active membership population).
The percentage of new employees who complete the New Hire survey increases.
o Response rate increases from 50% to 75% of those that are still employed
with the organization after 90 days.
Staff taking personal responsibility for their actions and not shifting blame onto
someone or something else outside of themselves.
o Staff present possible solutions to an issue instead of just stating the
problems to their managers.
Staff being able to identify their own emotions and redirect appropriately; creating
self-development plans and seeking out opportunities to put their plans into
action.
o Staff being able to apply self-management strategies in the workplace and
succeed by behaving professionally when faced with differing opinions
and/or conflict.
o The number of conflicts that involve HR intervention will decrease.
RSharpe EDUC 765 Portfolio Project 7

Staff correctly identifying the emotions of others and offering appropriate

solutions.
o Staff using empathizing statements when dealing with upset members or
co-workers.
Managers conducting informal, ongoing performance evaluations and career
pathing discussions with their staff.
o Increase in the number of Own It tellers (self-paced online course).
o Increase in the number of staff who meet the stated pre-requisites that are
sent to training (e.g. member service representatives, loan officers).

Instructional Objectives Module 5

PROJECT (INSTRUCTIONAL) GOAL
The goal of this course is for staff members to deliver consistent, high-level member
(customer) service by creating and maintaining positive working relationships through
the use of emotional intelligence.

TERMINAL OBJECTIVES AND ENABLING OBJECTIVES

Staff members will be able to identify and label their own emotions as they
feel them. [EQ component: Self-awareness Cognitive, Affective Domains]
o Identify the five core emotions as defined in the book (Blooms:
Knowledge)
o Compare the five core emotions to the three levels of intensity (high,
medium and low) in order to classify the differences of each
o Review the intensity of feelings chart in order to explain low level versus
high level variances of the core emotions
o Identify and record in a journal personal triggers that cause high intensity
of feelings compared to triggers resulting in lower intensity of feelings
(Blooms: Knowledge, Comprehension)
RSharpe EDUC 765 Portfolio Project 8

o Select two Self-awareness strategies from the 15 strategies listed in the

book and describe situations in which they could practice those strategies
(Blooms: Knowledge, Comprehension, Application)

Staff members will be able to convey formulated responses based on

review (internal personal assessment) of feelings. [EQ component: Self-
Management Cognitive, Affective and Psychomotor Domains]
o Create and develop a personal self-management action plan that results
in a formulated response (not reaction) to emotional triggers (Blooms:
Application; Synthesis)
o Develop a list of the professional benefits of executing self-management
and not giving in to emotions causing irrational reactions (Blooms:
Application)

Staff members will accurately identify the feelings of others and respond
with empathetic statements. [EQ component: Social Awareness] - Cognitive,
Affective and Psychomotor Domains
o Select Two Social Awareness strategies from book (Blooms: Knowledge)
work with EQ Mentor/Partner and explain strategy selection (Blooms:
Comprehension)
o Record interactions in the workplace for a period of two weeks and
describe how they (learner) used social awareness strategies and create
future responses when faced with a similar situation (Blooms: Knowledge;
Application; Analysis; Evaluation)

Staff members will engage in critical conversations and provide/receive

feedback without becoming defensive. (EQ Component: Relationship
Management) - Cognitive, Affective and Psychomotor Domains
o Select Two Relationship Management strategies from book (Blooms:
Knowledge) - work with EQ Mentor/Partner and explain strategies
selected (Blooms: Comprehension)
RSharpe EDUC 765 Portfolio Project 9

o Role play with co-worker the same scenario with two different approaches
in outcomes: high emotional intelligence vs low emotional intelligence
reactions/responses. In a virtual (self-paced) training, learners will create
the scenarios based on predefined criteria. (Blooms: Application;
Synthesis; Evaluation)

Enabling Objectives Matrix & Supporting Content Module 6

Enabling Objectives Matrix

Title of the unit/module: Emotional Intelligence @ Educators Credit Union (EQ@ECU)
Knowing Ones Self (Self-Awareness)
Brief description of target audience: Credit union staff: tellers, loan officers, member
service representatives, branch management and support staff (home office) between
the ages of 18-80 with varying degrees for formal education.
Terminal Objective: Staff members will be able to identify and label their own emotions
as they feel them.
Pre-Instructional Strategy: Participants will take the online emotional intelligence
assessment from TalentSmart using the code are provided in each book.

Enabling Objective Level on Learner Activity Delivery Method

Blooms (What would learners do (Group
Taxonomy to master this presentation/lecture,
objective?) self-paced, or small
group)
Identify the five core Knowledge Review the intensity of Group presentation,
emotions as defined feelings chart in order to discussion
in the book explain low level versus
high level variances of the
core emotions
Identify the triggers Knowledge, Record in a journal Self-paced
that result in high Comprehension personal triggers and
intensity of feelings possible ways to avoid the
compared to triggers stress reactions
resulting in lower
intensity of feelings
RSharpe EDUC 765 Portfolio Project 10

Supporting (Instructional) Content

EQ Self-Awareness Quiz (Sample)

Created in Articulate360, StoryLine360. This sample (note: the entire quiz has not
completed) addresses the Terminal Objective: Staff members will be able to
identify and label their own emotions as they feel them. This sample has been
created with the virtual (self-paced) format in mind. However, this can be
recreated for an in-person, face-to-face training as well.

Learners would be asked to do this activity once they have completed the first
module. Due to the nature of the content, it is critical that learners are able to
accurately identify the five (5) core emotions and differences in low-, medium-,
and high-intensity levels.

As displayed in the Quiz Settings, this is a graded quiz and 80% is the minimum
passing score. (Should the decision ever be made to have this be an activity
without scoring, that is possible to do via StoryLine).

Quiz Settings

Property Setting
Passing Score 80%
Randomize Questions
Question Group 1 No
Total Number of Questions 6
Total Number of Questions to Ask All
Display User Score if Passed Yes
Display User Score if Failed Yes
Display Passing Score if Passed Yes
Display Passing Score if Failed Yes
RSharpe EDUC 765 Portfolio Project 11

Questions
Question Group 1
1. Select the five core emotions as presented in this training. (Multiple Response, 10 points, 2
attempts permitted)

Correct Choice
Anxious
X Sad
Glad
X Happy
X Angry
X Afraid
X Ashamed
Mad
Guilty
Unhappy
Feedback when correct: That's right! You selected the correct responses! Once you can identify
the five core emotions, you are ready to start knowing what you feel when you feel it.
Feedback when incorrect: You did not select the correct responses. The five core emotions
presented in this training are: Happy; Sad; Angry; Afraid; and, Ashamed.
Feedback to try again: Those are not quite right. Please try again.
RSharpe EDUC 765 Portfolio Project 12

2. Based on the chart in the book, drag and drop the intensity level for Furious, then click
Submit.
(Word Bank, 10 points, 2 attempts permitted)

Correct Choice
Low
Medium
X High

Feedback when correct: That's right! You selected the correct response.
Feedback when incorrect: You did not select the correct response.
Feedback to try again: That is incorrect. Please try again.
RSharpe EDUC 765 Portfolio Project 13

3. Based on the chart in the book, drag and drop the intensity level for Distressed, then click
Submit.
(Word Bank, 10 points, 2 attempts permitted)

Correct Choice
Low
X Medium
High

Feedback when correct: That's right! You selected the correct response.
Feedback when incorrect: You did not select the correct response.
Feedback to try again: That is incorrect. Please try again.
RSharpe EDUC 765 Portfolio Project 14

4. Based on the chart in the book, drag and drop the intensity level for Cheerful, then click
Submit.
(Word Bank, 10 points, 2 attempts permitted)

Correct Choice
Low
X Medium
High

Feedback when correct: That's right! You selected the correct response.
Feedback when incorrect: You did not select the correct response.
Feedback to try again: That is incorrect. Please try again.
RSharpe EDUC 765 Portfolio Project 15

5. Based on the chart in the book, drag and drop the intensity level for Nervous, then click
Submit.
(Word Bank, 10 points, 2 attempts permitted)

Correct Choice
X Low
Medium
High

Feedback when correct: That's right! You selected the correct response.
Feedback when incorrect: You did not select the correct response.
Feedback to try again: That is incorrect. Please try again.
RSharpe EDUC 765 Portfolio Project 16

6. Based on the chart in the book, drag and drop the intensity level for Sneaky, then click
Submit.
(Word Bank, 10 points, 2 attempts permitted)

Correct Choice
Low
X Medium
High

Feedback when correct: That's right! You selected the correct response.
Feedback when incorrect: You did not select the correct response.
Feedback to try again: That is incorrect. Please try again.
RSharpe EDUC 765 Portfolio Project 17

References

Bradberry, T., & Greaves, J. (2009). Emotional intelligence 2.0. TalentSmart, San
Diego, CA.