Final Report for EDET 722, Fall 2012, Group project, SocialComm

1. Effective Work Communication: Phone vs. E-mail
SocialComm
Daniel Brown
Ann Bryson-Eldridge
Lisa Kolakowski
Artevia Murphy
Executive Summary
Before viewing the Instructional Systems Design (ISD) module, it is important for
learners to know why there is a need to address appropriate communication, phone or
e-mail in the workplace. As a group, we concluded that misunderstandings and other
communication disruptions in the workplace can occur when communication is used
ineffectively. Having poor communication in the workplace can result in negative
employee relationships and workflow, and it can create a negative image for a company
when communication with customers is disrupted.
By using the following module, learners will be more equipped to determine the proper
mode of communication, a phone call or e-mail, in different scenarios and why that
form of communication is appropriate. This particular topic allows us to define basic
learner characteristics: learners should be those who are expected to use both phone
and e-mail communication in some way, have prior experiences with both
communication formats, and are working adults. The design team used Universal
Design for Learning to accommodate learners of different age groups, educational
backgrounds, and work experiences. The media focused development of the module is
user friendly, providing real-life simulations and questions for learners to help
determine the best form of communication to use in different situations. The feedback
from the evaluation section allows us as a group to see the success of the module in its
entirety and based on specific criteria. We hope you enjoy our ISD module and we
appreciate all feedback concerning our topic.
Analysis
Objectives
The purpose of this module is to educate users on Workplace Communication,
particularly the choice of sending an e-mail versus placing a phone call. After taking
this module, users will have:
• Improved awareness of the importance of appropriate communication in the
workplace
• Been provided information about the skills and knowledge an employee must
possess to successfully choose the appropriate communication tool
• Been provided opportunities for the learner to test these skills

2. Each member of the group contributed research to the analysis, including articles,
anecdotes, and in particular a [[#|survey]] which was then distributed by each of the
group. Our analysis allowed us to determine our specific topic, e-mail versus phone at
the workplace. We found the survey particularly helpful because we were able to assess
the target audience and determine their needs.
Process used for this analysis
For the analysis portion of this project, each member of the group took a type of
analysis, needs, content, learner and context. For each type of analysis, articles,
websites, books and a survey were used to come to any decisions.
For needs analysis, we determined our topic based on the expertise of our content
expert, communication; to narrow down the field to a topic that could be adequately
covered in the scope of one lesson required further research. Through discussion of
several topics of interest and need (based on anecdotal evidence) among the group, we
focused on Workplace Communication, specifically the choice of e-mail or phone call
as a method of communication in differing situations.
For content analysis, we determined the main goal of this project would be to train
learners to determine the proper mode of communication, a phone call or an e-mail, as
many employees do not fully utilize work time. While there are various forms of
communication, e-mails and phone calls seem to be the most prevalent in the business
world.
For learner analysis, we determined the profile of the learner by using several
instructional design approaches. Each approach has a list of factors for determining
the learner analysis, therefore conducting the analysis using several approaches
allowed for a more complex understanding of the learner.
For context analysis, we determined the first thing that learners need to know is “What
are the steps involved in determining effective communication techniques?” After the
purpose has been established, next is an analysis of the audience. Using the gathered
understanding of purpose and audience, the user can select the communication tool
and create the message.
Needs analysis
While in this case we have determined our topic based on the expertise of our content
expert, communication, to narrow down the field to a topic that could be adequately
covered in the scope of one lesson required further research. Through discussion of
several topics of interest and need (based on anecdotal evidence) among the group, we
focused on Workplace Communication, specifically the choice of e-mail or phone call
as a method of communication in differing situations. As a group, we agreed that
misunderstandings and other communication disruptions can occur when methods
and practices of communication are not effectively applied. The results of such
miscommunication can include poor employee relationships, negative impact on
workflow, and even poor customer service, resulting in a negative impact on the
company/organizational image.

3. Each member of the group contributed research to the needs assessment, including
articles, anecdotes, and in particular a survey which was then distributed by each of the
group. The results of our inquiry are as follows:
Skill in communication is a quality employers have consistently reported as desirable
in employees, as studies as early as 1988 report "listening and oral communication"
among the top skills employers seek (Carnavale, A.). Yet, communication etiquette is
changing as digital communication becomes more common and new methods come
into play. Only 39 percent of men and 47 percent of women used the internet for any
purpose work in 2003 (US Census Bureau, 2005), and by 2008 that number climbed
to 86% of all Americans who use the internet or e-mail at least occasionally at work
according to the PEW Internet and American Life Project's report, Networked
Workers.
Our group postulated that this would create a gap between the need for professional
electronic communications skills and the development of those skills in the employee
population. This has led to a debate about the validity of e-mail as a communication
tool and the process for making such a decision through a variety of channels, official
and mundane. See Resources below for some examples from this conversation.
At best, communication methods are a choice, but one that should be carefully made.
The results of our brief survey indicated that most people use e-mail more often than
the telephone, unless phone communication is a part of their work (e.g. outbound or
inbound calls), and that relationship with the recipient, type of communication, and
the need for documentation or attachments all influence the use of e-mail vs. the
phone. Through our evaluation, we found that opinions of proper communication
formats varied, and that encouraging awareness of these differences might be a
valuable addition to future updates to this training, or as a focus of the additional
roleplaying exercises.
Goal analysis
The main goal of this project is to train learners to determine the proper mode of
communication, a phone call or an e-mail, as many employees do not fully utilize work
time. While there are various forms of communication, e-mails and phone calls seem
to be the most prevalent in the business world. When deciding when to place a call or
send an e-mail an employee needs to evaluate the receiver, the urgency of the
information, and the primary purpose of communication. In order to assess the
efficiency of the training itself, we estimate that at least 90% of the users will pass the
assessment at the end of our training.
E-mails can be used to communicate a wide range of information types, from a brief
reply to a detailed report. The main advantage of e-mail is that it allows one to
communicate with others when it is convenient without inconveniencing the receiver.
E-mails are great to send when a record of the communication is required or when an
agreement or proof of delivery is needed. E-mail is also useful to keep track of small
details like dates, times, and locations of meetings. Finally, e-mails are a good choice
when you need to send brief updates to multiple people working together.

4. However, there are times at which e-mail communication is insufficient. “Voice is also
good for discerning tone when emoticons don't cut it"; therefore phone conversations
are ideal for sensitive topics like complaints as the employee can both convey emotion
easily, and respond appropriately to the customer’s emotional and practical needs
(Krause, 2008). Phone calls can also be better for clarity, particularly in English, in
which many words have multiple meanings and shadings dependent upon inflection
and tone.
Interpretation of the use of e-mail can depend upon the recipient’s age and
technological familiarity. For some users, e-mail can seem impersonal, resulting in
feelings of alienation and an inclination toward negative misunderstanding. In
addition, any social faux pas can be magnified through time, distance, and even
forwarding of the e-mail to multiple parties before direct confrontation can alleviate
the problem. With phone calls you can ask for clarifications but ''you can't interrupt
someone in an e-mail or use body language" (Bruce, 2001).
In phone calls, the conversation is oral, requiring further communication in person or
via e-mail for agreements that must be in writing. It is also important to consider the
time zone of the person with whom one is communicating when using the phone. If the
recipient is in another time zone, it may be inconvenient or disruptive to call, especially
if the recipient’s business line is forwarded to a cell phone. Overall, whether to send an
e-mail or to place a call should be based on the task at hand and the employee’s
relationship with the recipient of the communication.
In evaluating our content, we found that learner opinions were mixed, implying that
for some users the content was needed and sufficient to its purpose, while some
learners were familiar enough with the content to render it redundant. In reviewing
results, the group determined that it would be important for management to carefully
review employee history and performance to determine whether or not this training
was required on an individual basis, rather than assigning it to all employees.
Learner analysis
In determining the profile of the learner, several instructional design approaches were
considered. Each approach has a list of factors for determining the learner analysis,
therefore conducting the analysis using several approaches allows for a more complex
understanding of the learner. Robert F. Mager recommends analyzing and articulating
several key characteristics of the learner, based on learner demographics and
motivation:
• Age: 18-65
• Sex distribution: both male and female
• Nature and range of educational background: High school degree, associate
degree, bachelor degree, master degree and doctoral degree
• Reason(s) for attending course: Manager required, gain knowledge, learning
credit for work

5. • Biases, prejudices and beliefs: Some learners may already have a preference,
phone or e-mail or they may believe in only using one or the other
Mager’s approach allows us to define the basic characteristics of the learner. Using
Dick, Carey and Carey, more information can be determined about the target audience,
focusing on the learner’s behaviors and prior experience:
• Entry skills: currently use both methods in some fashion at work, some may
have had positive experiences with one type, and negative experiences with the
other type
• Prior knowledge: own experiences, influence from others
• Attitudes toward content and delivery: some learners may be in training
departments, some may not like self-paced training
Another aspect to consider in the learner analysis is Universal Design for Learners
(UDL). Since the profile is of the learner would include different age groups,
educational levels, cultural backgrounds and work experiences, UDL will help ensure it
is captivating for all. User interactions such as quiz questions, “click here for more
information,” and real life scenarios where the learner determines the outcome will be
very beneficial. These aspects were incorporated in the training.
Task analysis
In order to determine the best method of communication (phone/e-mail) in a given
situation, the first thing that learners need to know is “What are the steps involved in
determining effective communication techniques?” Richard's discussion of
"Communication Techniques in the Workplace" shows the steps to determine those
techniques, which have been narrowed down to phone and e-mail communication for
the purpose of this project. The first step is to determine the communication objective.
What is the purpose of the communication? Are you trying to inform, schedule a
meeting, persuade, influence, evaluate employee performance, express feelings, etc.?
Determining the purpose of the communication will help to determine whether to use
phone or e-mail to get the message across efficiently and effectively.
After the purpose has been established, next is an analysis of the audience. In this case,
the audience would be supervisors, customers, or other co-workers. If you have a
concern that you want to express to your supervisor, than sending an e-mail would not
be appropriate. In that case, it would be best to phone the supervisor to avoid
misinterpretations an e-mail may portray. That way the supervisor can hear your voice,
use verbal cues to improve understanding, and get the “human touch”. Great
relationships in the workplace result in using communication effectively which can
then increase productivity. Properly determining the best communication method can
help promote great relationships.
Using the gathered understanding of purpose and audience, the user can select the
communication tool and create the message. Phones are usually used to setup
meetings, discuss items for a quick resolution, avoid misinterpretations, etc. It is

6. important to already have your thoughts written down during a call and take notes
when possible in case you need to follow up with an e-mail. E-mail communication is
appropriate to deliver factual information and should have a subject line. Effective use
of e-mail includes the appropriate use of attachments and clear, concise
communication of important information.
Other research was gathered (see Resources), specifically related to when to use the
phone and e-mail in the workplace, and tied together with the steps in the
communication technique process. Further research was also completed on how to
properly send an e-mail and use the phone at work.
One aspect of context that became apparent later on was the importance of the
conscientious involvement of management at every step of the training, from
evaluation of which staff require training, to the concluding activities and follow-up
evaluation after training. Without a focus on the importance of using new knowledge,
it is unlikely that the new knowledge will be incorporated into new behaviors.
Design and Development
Description of the instruction
Setting, Activities, and sequence
Setting: This instruction (E-mail vs. Phone Communication) will be conducted online,
as part of a larger course set of instructional modules. Learning will be individual, on
the schedule of the employee, but typically mandated by management as part of a
larger training initiative. Some learners may be entirely self-directed, taking the course
without direction.
Activities: The instructional module is the primary activity, followed by a set of role-
plays to be determined by the individual functional team. Examples of material that
might be purchased to fulfill this need include:
PhonePro - Offers online and in person training
CRM Learning - Training DVD
Sequence: The sequence of instruction, including other modules of as yet
undetermined content would be as follows:
1. Management determines a need for Communication training and/or retraining.
2. Functional Team/Employee is informed of this requirement and sets a timeline
for asynchronous training completion with the Training Staff
3. Individual Team Members/Employee take the Communication training Course,
module by module, including the E-mail vs. Phone Communication Module,
and utilize the CRM Learning Training DVDs as supplemental material

7. 4. The Functional Team/Employee and Manager engage in roleplaying exercises to
assess learning
5. Additional Training is pursued/purchased if necessary.
Development process supporting the instructional approach
Major components
1. Testing and Evaluation Plans: Formative Evaluation via user survey in order to

8. gain constructive feedback for improvements to the product.
2. Grading Rubrics: N/A
3. Practice Activities: Simulations within the instructional module, follow-up
activities purchased by the Training department for use within the functional
team. (This is not a Face-to-Face course, so training will occur within the team,
rather than directed by the Training Department.) These activities will serve
both as extended learning/practice and an assessment of the learner's skills
prior to formal evaluation by management during on the job activities. Options
offered by the Training department include:
a. PhonePro - Offers online and in person training
b. CRM Learning - Training dvd
4. Feedback Mechanisms: Learner Evaluation Survey in order to gain constructive
feedback for improvements to the product. Formal meetings with management
to review the results of the surveys and managerial observations at regular
periods determined by management and the Training department.
5. Introductory Presentation of Instruction: Introductory text on the landing page
of the instruction (TBD).
6. Motivational Strategies: The training is primarily mandated; however the short,
interactive, multimedia nature of the training can help improve engagement by
appealing to the needs of the user (relevant, easy to break down into small
chunks of time, etc.)
7. A List of Materials in your instructional package: Captivate Module and a list of
additional resources for those requiring additional training
Evaluation
Key development decisions and justification
In order to ensure that the instruction was effective for learners we implemented
several features. First, the instructional module contains a section on the objectives for
the course. This was included to help users understand the goals of the instruction and
to clarify its limits. We included both forward and back buttons on every slide except
the scenario slides. This was to allow students to stop and review information they had
already received, improving retention. For the purpose of instruction we kept the
content short and simple, focusing on what we wanted the students to take away,
rather than including extraneous content. This approach was inspired by the theory of
cognitive load, as developed by John Sweller. In order to begin engaging learners in
using the new information they learned within the lesson, we included two brief,
simple scenarios to start the process of thinking about the instruction. The intention

9. was that further practice and role-playing would be introduced in a group setting at a
later date. Finally, we also focused on keeping text to a minimum on the slides, relying
on the narration and visual images to convey information, rather than cluttering
communication channels with redundant information.
In order to make the instruction easy for the students and trainers to use, we chose to
use Captivate, an online instruction development tool to create a lesson that could be
taken at any time, from any computer. Our plan was to use the HTML5 publishing
option, allowing the lesson to be viewed from any device, including the iPhone and
iPad, but due to problems with the software that were beyond our control, had to use
Flash to publish. The forward and back buttons mentioned above were added to ensure
efficacy, but also served to make instruction easier for students, as it allows them to
stop in the middle of instruction and quickly navigate back to where they stopped, even
from another device. We also included Closed Captioning as an option for the module,
a function of Captivate, in order to reduce the load for instructors who would otherwise
need a transcript of the narration for those employees with hearing impairments.
Evaluation
Our formative evaluation and summative evaluations were very similar, as our lesson
was designed to be delivered to adults, via a web interface, without an instructor's
guidance. This is a common situation in training adults for professional and continuing
education purposes. The difference between the two evaluations lay primarily in the
functionality questions included in the formative evaluations. As Captivate is still a
young software tool, and has been going through major updates with HTML5
functionality, it was important that we ensure that users were able to access the
training, and that it functioned properly, on as many different systems and system set-
ups as possible.
Formative
The results of our formative evaluation, from our classmates, were relatively consistent
in regard to the professionalism and appeal of the lesson design and organization.
Evaluators disagreed wildly on the appropriateness of our content, some seeming
perfectly content with the difficulty, some believing it to be too simple, some too
complicated. All technical aspects of the project worked for the evaluators, with two
exceptions 1) one evaluator had problems with the sound which we could not replicate,
and 2) the closed captioning was lost from production to implementation of the
module. We continued to work on integrating the module properly in order to restore
the closed captioning to the finished product, completing work on both integration and
within Captivate in order to achieve the most accessible product within our power. In
the end, in order to ensure that all accessibility functions were functional, we had to
choose to publish our product in flash, rather than html5.
Summative

10. Our summative evaluation was provided to friends and family in a variety of fields,
results were included based on two criteria: 1) that each evaluator was an adult, and 2)
that each evaluator was employed. All other results were disqualified based on
intended audience. Our summative results were similar to the formative results,
differing primarily on the relevance of the content. Several evaluators in both the
formative and summative evaluations were unhappy with narration, leading the group
to conclude that a professional solution to audio would be necessary for professional
production of this module (something that we as students are unprepared to pay for).
In addition two evaluators reported difficulty with the YouTube video example that
could not be replicated by the team in any browser on several computers, and therefore
has remained unresolved by necessity.
Discuss your formative evaluation and how it affected your overall project. Then
discuss how you conducted summative evaluation. Discuss your ISD process in terms
of effects on student or learner achievement. Be sure to include the results from
formative evaluation that you conducted and for which you received feedback –
surveys, user trials, SME reviews, small group evaluations.
Expected maintenance and distribution requirements
The most difficult aspect of updating the instruction in the future is a common issue in
asynchronous training development, the revision of narration. If one has a stable
development team, it is possible to use a team member for narration without too much
difficulty, as most training will remain stable, or be discontinued due to outdated
material after several years regardless. However, if your development team is not
stable, or you lose the person who recorded the training in the first place, it can be
difficult to update the narration without recreating it entirely.
If your company or team has the funds to hire a consultant to do the narration, this
problem may be relieved if the consultant agrees to be on call for a certain period of
time. However, this can get costly as the consultant's time will have to be paid for every
time revisions are required. If you do not have the funds for an outside consultant, or
are completing a project for a class, revisions will require new recordings.
Distribution is relatively simple due to the asynchronous nature of the product. Most
professional organizations have either a LMS (learning management system) or an
intranet on which the training can be deployed. If confirmation that the training has
been completed is required, and a learning management system is not already
installed, a basic Moodle can be installed and configured relatively easily for
asynchronous training. While it would be an investment in time for the training team,
the system only has to be installed once and then all asynchronous training can be
uploaded into it. The additional training, roleplaying and simulation with management
in order to improve communication as a team, is up to the management, will be
purchased from an outside organization.
Ease of use and distribution were primary concerns when developing a plan for our
training, as most organizations are trending away from face-to-face instruction and
toward asynchronous online training for the following reasons:
Cost: instructors are expensive and face-to-face training is time consuming, requiring

11. that employees spend large chunks of time away from productive work
Convenience: when instruction is broken into smaller sections, employees can view it
quickly, in between meetings or customer interactions, first thing in the morning or at
the end of the day when time might be less productive, etc.
Retention: Face-to-face training occurs once, sometimes with supplemental material,
but isn't naturally geared toward review. Asynchronous training can be viewed as often
as necessary.
Our instructional module will continue to be available on this wiki page, which will be
maintained for at least two years as part of group member's Educational Technology
program resources. In addition, the module source material will be distributed to each
group member for his/her use.
We consider this particular training to be incomplete, suggesting that a professional
audio solution be located and additional role-play material purchased by a larger
organization (as suggested in our design section). However, this training is not a stand-
alone module, and will be part of a larger course on Communication in the Workplace
as a whole.

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