Learner Analysis

General Characteristics

The learners consist of the student employees who work the front line on a daily basis.

The learners are the first point of contact when students and visitors come into the office. The

student employee staff is 75% female and 25% male, with ages ranging from 18 to 28 years old.

Most of the student employees have prior administrative work experience, possess the ability to

work in a fast-paced environment and have basic customer service skills. Student employees also

must be fluent in English, which is spoken throughout the entire university. However, speaking

another or multiple languages is an added bonus.

Specific Entry Characteristics

The learners must have prior knowledge in operating a computer. Student employees also

must have knowledge of Microsoft Office, specifically Outlook, Word and Excel. They will use

these programs to communicate within the university as well as process different procedures and

processes. Learners must also be a currently enrolled as a student at the university. The front line

student employee staff is a primary source of information regarding office procedures as well as

information throughout the university. The position is specific to current students who have a

general knowledge of the inner workings of the institution.

Personal and Social Characteristics

It is imperative that the learners are able to conduct themselves in a professional manner

while fulfilling their shift on the front line. They must be motivated towards completing tasks to

keep up with the productivity of the office. Since customer service plays a major role in front
line duties, student employees must possess a pleasant demeanor when assisting others. The

ability to work in a flexible fast-paced environment is also an important skill learners must

possess. The front line staff must be able to focus and work in noisy environments. They must

also be flexible in changing desk spaces throughout their shift as the amount of students

scheduled to work fluctuates. Often, learners also have to transition from task to task quickly, or

maneuver through different departments and campus independently.

Contextual Analysis

Orienting Context

There are two primary goals that the learner may have for completing the course. These

goals will depend on whether the student employee is new or seasoned. A new student’s main

goal of completing the course is to understand the position and their responsibilities. A seasoned

employee taking the class as a refresher, is driven by the monetary reward that comes with

receiving a positive performance evaluation. The learner’s perceived utility of the instruction is

important to consider. A new student employee needs to know that the course will provide them

with relevant up-to-date material on office procedures and their responsibilities. The relevance of

the material will also play a big part in seasoned student employees finding the course useful.

They are driven by their upcoming review and want to make sure they have accurate

information.

The learner’s perception of accountability will be shaped by the material throughout the

course. New student employees and seasoned student employees will be reminded throughout

the course of the importance of be being knowledgeable of office procedures and dealing with

confidential material in a way that aligns with FERPA guidelines. It will be reiterated that a big
part of their job is following these important guidelines and giving accurate information. Their

accountability will also be reiterated by the mandatory nature of the course for new student

employees and experienced students employees will want to perform well on it in order to

receive a positive performance evaluation.

Instructional Context

The instructional environment in which the content will be delivered is important to

examine. The instruction will be delivered during the student employee’s work day at a desk with

a computer and scanner that is located in the back room. Attention will need to be given to the

noise, equipment, seating and scheduling. It can become noisy in the the back room when other

student employees are working on administrative projects. Student employees and staff will need

to be reminded to be quiet when entering the back room. The equipment required for instruction

includes a desk, a computer, chair and scanner. Student employees will need to have access to

the NolijWeb and CX (enrollment management systems) as well as the internet. The scanner

will also need to be linked to the NolijWeb and CX. The desk will need to be cleared to allow

room for taking notes, they will be provided with a pen and paper. Scheduling of instructional

time is important to consider. Student employees will need to have time set aside to complete the

course during work hours. This will mean supervisors will need to ensure there is proper

coverage on the floor.

Transfer Context

The skills and knowledge provided by the course requires an environment for learners to

flourish. The student employees will be given access to NolijWeb and CX (enrollment
management systems) as well as the scanner to practice inputting documents into the system.

The supervisors will assist by checking in with the student periodically and seeing if they need

help with their practice. At the end of each session, the student employee will share with their

supervisor what they learned, what was difficult and what was easy. This will assist the

supervisor in assigning tasks that will best help the student employee meet their goals. The

student employees will be able to see an immediate connection between what they learn in

course and its immediate applicability to their jobs.

Task Analysis

Topic Analysis

I. Customer Service

A. Answering questions

1. Providing accurate information

a. Identify forms and their purposes

b. Knowledge of departments within the university

c. Form due dates and procedures

i. Required Signatures for certain forms

ii. Procedures for turning in a form late

2. Voice tone and body language

a. Friendly speaking manner

i. Eye contact throughout conversation

b. Sitting upright when seated

B. Greeting the public

 1. Saying hello to everyone who walks in

a. Smiling when saying hello

2. Offering your assistance

a. Calming down fragile individuals

i. Offering assurance that you are there to help

C. Answering phone calls

1. Beginning each call with standardized greeting

a. Example: “Good morning Registrar’s Office, this is ______ how may I help you”

2. Writing down important information

a. Repeating back what the individual has said for clarification

3. Transferring call to right department or individual when needed

a. Making the individual aware of the call you are transferring if needed

i. Example: “Hello _____ I have a student on the line for you”

4. Asking for assistance when question cannot be answered

Procedural Task Analysis

I. Usage of Enrollment Management System

A. Enter ID number to confirm identity

1. Log into CX (enrollment management system)

2. Click on student enrollment information button

i. visual cue: it will be labeled as a question mark within magnifying glass

ii. question mark magnifying glass will bring up student profile CX

 3. Ask student for university issued ID

i. Student university ID is preferred primarily for student ID number on card

ii. Other forms of identification are acceptable

4. Lookup ID number by using name search engine

i. Enter last name using capital first letter of last name

ii. Enter first name using capital first letter of first name

iii. Press enter to bring up student file

5. Type number issued on university ID into number queue on CX

6. Press green check mark to bring up student file

i. visual cue: check mark located in top left corner of CX interface

ii. can press enter key on keyboard to get desired result

7. Double check ID to make sure name and identification number match student

enrollment record

i. If student ID has not been provided, check name on identification card to

make sure it matches student’s file

B. Identify if student has/planned to graduate

1. Enter student ID number into CX

2. Click on page turning button to view second page of student’s enrollment file

3. Identify the graduate date entry on middle of page

i. Confirm if student has planned to graduate

ii. Confirm if student has conferred graduation date

4. Confirm graduation information to person(s) inquiring

 5. Answer supplemental questions regarding graduation and enrollment

i. Questions answered within FERPA guidelines

C. Identifying if there is a FERPA on file

1. Open NolijWeb (enrollment management system) from computer desktop

i. Enter log-in information

2. Switch user view to registrar view

i. visual cue: drop down menu in the top right of NolijWeb interface

ii. select “user registrar”

3. Enter provided ID number

i. Can aslo search using student’s last name followed by percent sign,

comma, then student’s first name then pressing enter key

ii. Click on student’s file

4. Search file for document titled “Parental Release”

i. dentify names on student’s FERPA release and relation to student

7. Relay information on form to person(s) inquiring for information

II. Handling forms

A. Withdraw from classes forms

1. Explain that a “W” will appear on the student's transcript

a. Reiterate that a W means “Withdraw” and is not a fail

2. If student asks about refund explain policy

 a. Explain that there is never a refund for withdrawing from a class since it is past the

due date

3. Explain that an add drop is different than a withdraw

4. If student is dropped below full time, warn them

a. Let them know that this could influence their financial aid and housing

b. Tell them to consult financial aid

c. Tell them to consult housing

3. If they are international tell them to contact the international students office

4. Take completed forms from students

5. Ask student for their ID

a. Verify their identity

6. Ensure that that the form is filled out entirely

a. Ensure that class number and name are accurate

7. Stamp form

a. Review form one more time

a. Sign your initials to stamp

8. Hand form to staff assistant for immediate processing

B. FERPA release forms

1. Verify student’s identity if they are asking for information that is protected by FERPA

a.Ask to see student ID

b. Match student ID to present student to verify identity

 2. Ask for another form of ID if student ID card is not available

a. Give examples of acceptable IDs such as a driver’s license or passport

b. Match student ID to present student to verify identity

3. Ask staff assistant to verify student’s identity on the directory if no form of ID is available

a. Explain to student that it will be just a minute

b. Direct student towards available staff assistant

4.Ensure that a FERPA form is on file before disclosing information on the phone or in person to

anyone besides the student

a.Ask for the student’s ID

b. If the individual does not know the ID ask for the student’s first and last name

c. Enter ID or first and last name into CX (enrollment management system)

d.Select student’s name to open up profile

e.Look for “PAR” next to Parental Release to indicate a FERPA is on file

5. Enter student’s ID number into NolijWeb (enrollment management system)

Visual cue: Look at the student’s profile on NolijWeb, if you have forgotten the ID, it will be

in the upper left corner

a.Scroll down documents that have been scanned into the system for the student

Visual Cue: It will be labeled as “Parental Release Form”

b. Ensure that you are looking at the most recent FERPA form if there are multiple ones on file

c. Select FERPA release form

6. Verify the individual who is inquiring, name and relationship to student

a.If the name matches the name on the document, you can proceed
 Visual Cue: Make sure there are added notes on the document that say it is expired

b. Refer to FERPA regulation FAQ sheet on desk if you are unsure of what you can disclose

c. Ask a staff assistant for clarification if needed, before disclosing information

7. Explaining FERPA form to a student or parent

a. Explain that FERPA protects a student’s privacy

b. Remind that individual asking that it is the federal law

c. Give examples of information that can be disclosed to individuals who appear on the

FERPA form

i. Example: Parent could have access to professor’s email from a class the student is

enrolled in

d. Explain that the form will be immediately put into the student’s file and will become active

as soon as it is submitted

9. Entering FERPA form into CX (enrollment management system)

Ask for ID from student to verify identity

a. Ensure that form is legible and ask for clarification as needed

b. Check that form has signature of student on the bottom

c. Stamp form with received stamp and initial

d. Enter the student’s ID number into

Visual Cue: the student’s ID number is written in the FERPA form

e. Select Parental Release section

f. Enter “PAR” to confirm that a FERPA release is now on file

g. Place form on top of “to scan” pile

C. Transient Forms

1. Explain process of transferring credits into UT

Indicate where to look up courses on database table

b. Explain obtaining signature from Department Chair by providing syllabus/course

description of outside course

c. Indicate how to obtain signature from faculty advisor

d. Explain turning form back into Registrar’s Office

i. Express clearly turn around time processing form

ii. Instruct student to bring ID when picking up form

e. Make sure transient form is completely filled out

i. Browse over form to make sure all required sections

and signatures have been filled out

f. Let student know form is acceptable

i. Give form back if required section is missing

ii. Let student know what section they are missing

iii. Give form back to student to get required section

filled out

g. Place form in Transfer Evaluator’s mailbox for processing