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Instructional Module
AET/520 Version 3
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University of Phoenix Material
Instructional Module/Training Plan
Part I: Vital Information
Author
Emma Avila
Instructional Topic
Customer Service Experience, offering more than common
customer service. Being able to go the extra mile for customer
therefore enhancing service to customer service experience.
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Instructional Module/Training Plan
Title
Customer Service I
Learning Setting
Customer Service I is an amplified service to employees. This
training will show employees how to extend an excellent
customer experience than just common service. All customer
based businesses offer service but how far can it be taken to
enrich the customer’s experience therefore welcoming them with
a desire to return.
Audience
Bankers with sales background. While presenting a sales pitch,
audience members will focus on customer service experience.
The sales position is important therefore adding priority to the
relationship of the customer and business will build stronger
customer retention.
Delivery Modality (online, hybrid,
face-to-face, and so forth)
Customer Service I will be a hybrid course that will be conducted
in a traditional classroom environment. The classroom will be in
the usual banking training rooms with the typical computer
systems.
The class will be divided into teams of two. Typical class size 14-
22 class members.
The system will be accessible so that the bankers can notice
where they lose connection between building relationships with
customer and just offering them a product. Instructor can do both
at the same time with proper attention dedicated to the teams.
Total Time Allotment
Customer Service I will occur twice within a year. This will allow
the participants to practice then reunite with positive feedback or
possible enhancements.
Each class will be a 6 hour course
Instructional Module/Training Plan
Goal
Customer Service I classmate will learn to identify when a
customer needs additional assistance. The classmate will learn
to work with other company departments to offer ONE face
contact for the customer.
Two Performance-Based Objectives
Objective 1: Customer Service I participants will be more aware
of providing a good customer service experience to each
customer.
Objective 2: Customer Service 1 participants will help each
other by properly identifying the need, solution, and ensuring a
positive customer service experience was achieved.
Summative Assessment Description
The Summative Assessments for the Customer Service 1
classmate will be their overall end of month sales numbers.
When done properly each customer will continue with banker
throughout the year and also refer business to banker. The
company for feedback on the customer service experience will
conduct random surveys.

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Instructional Module
AET/520 Version 3
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Part II: Development

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Attention Getter
The attention getter for this course will be by presenting them
with videos of actual scenarios of bad customer service. The
videos are short interactions with actors portraying actual
customer events. The time frame for them is 15 minutes.
Detailed Input of Content
In working with Customer Service 1 participants I have decided
to use Gagne’s Nine Events of Instruction (How to Make a
Lesson Plan. (2005). Retrieved from
https://sites.google.com/site/howtomakelessonplan/home/lesson-plan-
models/discussion.
Gaining attention: Gain attention of participants by showing them
the 15-minute video of actors portraying bad customer
experience in our company.
Inform learners of objectives: Inform participants know that the
video is there to guide them on what NOT to do when assisting
customers in the branch.
Present the stimulus: Show the 15-minute video to participants
and take note of behaviors, good or bad.
Provide learning guidance: A handout will be given with a brief
description on each skit so that they can take their own notes
and make positive suggestions.
Elicit performance (practice): Ask participants to share their
observations and offer positive suggestions to a particular skit.
The participants will act out, role-play, the skit in which drew their
attention most.
Provide feedback: After the class observes the role-play,
participants will be given feedback on their suggestions to the
scenario.
Assess performance: Once feedback is given to participants on
the skit, the facilitator will also follow up with their own feedback
of the suggestions. This will help reinforce their actions during
the role-play.
Enhance retention and transfer: Once the participants finish the
course, they will return to their branches. Branch managers will
assist in enhancing the retention of the course objectives. The
participants now have an active live daily practice of the
objectives learned in class.
Part III: Implementation
Instructional Strategies
Gagne’s Nine Events of Instruction is an effective step-by-step
process but along with this instruction Direct Instruction strategy
will be incorporated.
Direct Instruction consists of many processes that in combination
deem effective for class. According to "Instructional
Approaches" (n.d.), “This strategy includes methods such as
lecture, didactic questioning, explicit teaching, practice and drill,
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AET/520 Version 3
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and demonstrations.”
Formative Assessment
The methods mentioned above are steps that will open the
Customer Service 1 participants to read, review, practice, act,
and respond in an interactive manner. This will also allow them
to form their own choices in dealing with customers. The
outcome is ultimately up to the Customer Service 1 participants
but adding the proper tools and exercises will enhance their
performance thereby creating a Great Customer Experience vs.
generic customer service.
Closure
In using the mentioned instructions above, the Customer Service
1 participants are exposed to two different avenues of
understanding. The Gagne’s Nine Events give a step-by-step
and Direct Instruction enriches the common service into a
Customer Experience. The objective is that each Customer
Service 1 participant distinguishes himself or herself into a
personal consultant that will create loyal customers.
Materials and Resources
See Below:
(How to Make a Lesson Plan. (2005). Retrieved from
https://sites.google.com/site/howtomakelessonplan/home/lesson-plan-models/discussion.
Instructional Approaches. (n.d.). Retrieved from
http://teachinglearningresources.pbworks.com/w/page/19919560/Instructional%20Approaches
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