1. Multinational Coffee New Franchisee Training Proposal

2. Instructional Strategy The coffee company’s franchisee training program is more generative than supplantive. Scaffolding will be limited, assuming franchise owners buying into this franchise have experience in the business. Since learners are familiar with the business, their level of knowledge indicates they do not require cognitive off-loading to help them focus on learning. Instead, the goal of the instruction is to help learners generate the skills required to be self-sufficient at the conclusion of training. Learning objectives focus on learner resourcefulness: the ability to locate manuals and working guides, problem solving techniques, and procedural knowledge. Source: http://images.businessweek.com/ss/06/06/sb_greencompanies/source/4.htm Source: http://images.businessweek.com/ss/06/06/sb_greencompanies/source/4.htm

3. Organizational Strategy At the start of each session, the instructor will call the learner’s attention to the subject, explaining why the content of the lesson is important to the success of their business. Each lesson moves from declarative knowledge into higher-order active learning and practice in support of the learning goal(s) for the lesson. First, stimulus materials will be provided, such as information about: equipment, business procedures, or real-life operational scenarios. The instructor will guide the learner by stimulating recall of prior knowledge and declarative knowledge presented earlier within the lesson. The learner will proceed into a learning activity designed to support the learning goal and elicit learner performance/active learning in accordance with cognitive learning theory. Throughout each activity, the instructor will provide informative feedback designed to enrich learner understanding. At the conclusion of each lesson, the instructor will assess learning in support of the lesson’s learning objectives.

4. Delivery Strategy The delivery mechanism for this course could be in- class with an instructor, blended, or entirely online. We recommend a blended learning solution in which the instruction will occur online with the help of a pedagogical agent and many learning activities will take place using videoconferencing technologies in order to connect the learner with an instructor. Additionally, the learner will participate in a summative two-week shadowing activity to truly practice the learned skills and concepts. If the course were entirely online, intensive time and resources would be required to develop robust simulations to adequately inform and assess learning. Source: http://www.kelley.iu.edu/KEP/Images/orientation_20080821_82.jpghttp://www.kelley.iu.edu/KEP/Images/orientation_20080821_82.jpg Source: http://www.kelley.iu.edu/KEP/Images/orientation_20080821_82.jpghttp://www.kelley.iu.edu/KEP/Images/orientation_20080821_82.jpg

5. Management Strategy This training should occur as soon as a franchise is purchased, before the store is opened under the new owner. To maximize group participation in a training session, training can be scheduled to begin on the first Monday of each month. Source: http://southwhidbeycommons.org/wp-content/uploads/2011/05/DSCN0748.jpg http://southwhidbeycommons.org/wp-content/uploads/2011/05/DSCN0748.jpg Source: http://southwhidbeycommons.org/wp-content/uploads/2011/05/DSCN0748.jpg http://southwhidbeycommons.org/wp-content/uploads/2011/05/DSCN0748.jpg

6. Curriculum Design Environment: The course will be hosted in an LMS that will enable company to add support for training through group discussions. The LMS will have a translate feature so content is available in multiple languages. Learning Goal: The learner will staff and manage daily operations of a profitable franchise coffee shop. Program Outline: Courses: (training is broken into 4 courses) 1. Machine/appliance operation and basic maintenance 2. Purchasing & inventory management 3. Hiring 4. Customer service Each Course will include the following: Introduction Goals/Objectives Demonstration Learning Guide Assessments

7. Course One Machine/appliance operation and basic maintenance This fits the generative strategy perfectly. We can work on the assumption (or diagnostic assessment results) that our learners are already familiar with the coffee shop business so they have the prior knowledge needed to make this a natural fit. Learning Goal Types: Declarative knowledge, procedures, problem solving Introduction: Done with a review of declarative knowledge. Body: Refreshes/shares knowledge of basic operations & maintenance and use of operator manuals in general. Tools/Training Aids Quick Reference Card Operation/Maintenance Guide Video Tutorials Activities: Scavenger Hunt-find resources to find items such as machine parts and manuals. Conclusion: The learner has demonstrated her ability to use the company resources to find the information needed to identify machine parts for service. Review quick reference guides and remind the learner to place them in easily accessible locations in their coffee shop.

8. Course Two Purchasing and Inventory Guide This also fits the generative strategy, as the learner is exploring the need for a database and how to use it. This can be done as a procedural lesson since entering information in a database is a step by step process. Learning Goal Types: Declarative knowledge, principles, procedures Introduction: Procedural lesson. May present a video or simulation asking the learner to gather the items needed to make a specific item. They find that an item on the list is missing. Leads to the necessity of databases for inventory and supply orders. Body: Teaches the procedures for entering data in the database and inventory spreadsheets. Teaches the ordering process. Enter data into database for tracking purposes Quick Reference Card Activities: Given access to the company database, inventory tracking sheet and purchasing schedule, the learner will order weekly supplies as required. Owner will populate a database for tracking and maintaining inventory based on headquarter guidelines. Owner will prepare a purchasing log for tracking financials. Student has a filled out tracking sheet and has to complete a purchasing log based off that information. Conclusion: The learner can now use the database to determine if the supplies needed for a specific item are available.

9. Course Three Hiring This also fits the generative strategy. Learning Goal Types: Concepts, principles, procedures Introduction: Concept lesson. Have learners recall a hiring interview they were part of. Discuss good/bad from the event. Body: Discuss legalities of hiring process and interviewing skills and considerations. Quick Reference Card How to interview tutorial-eLearning module with scenario based simulation Hiring tips sheet Checklist of things to do once person is hired Activities: The learner will practice a mock interview with a trainer at the end using videoconferencing technology. Conclusion: Review hiring process and corporate standards with emphasis on the need to apply these principles in real life hiring events.

10. Course Four Customer Service Declarative knowledge, concepts, principles, problem solving, attitudes Learning Goal Types: Concepts, principles, procedures Introduction: Concept lesson. Ask the question " Who has ever NOT been satisfied with customer service?". Discuss what went wrong, how could it be made better. Body: Review company values with respect to customer service; learn and employ company standards of excellence Quick Reference Card Webpage with FAQ's shared by all franchise owners eLearning tutorial with practice scenario Activities: Discussion of real world scenarios and feedback to learner. Conclusion: Discuss the need to satisfy customers and review principles and attitudes required to make that happen in accordance with corporate image and policy.

11. Final Learning Activity As the culmination to training the learner will shadow an experienced store manager for two weeks. This activity will enhance transfer by "giving learners opportunities to apply their learning to a variety of circumstances" (Smith & Ragan, 2005, p. 138). Source: http://www.latteart.org/Latteart/images/TrainingPontenure/JapRomBra/GroupCert.jpg http://www.latteart.org/Latteart/images/TrainingPontenure/JapRomBra/GroupCert.jpg Source: http://www.latteart.org/Latteart/images/TrainingPontenure/JapRomBra/GroupCert.jpg http://www.latteart.org/Latteart/images/TrainingPontenure/JapRomBra/GroupCert.jpg

12. References Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: Wiley

13. Multinational Coffee New Franchisee Training Proposal