Brme Design Project Report 28 Aug 16 1

Running Head: BOARD REPORTS MADE EASY DESIGN PROJECT REPORT
Board Reports Made Easy

Design Project Report
Presented to
Yvonne Walker, Ph.D., IPMA-SCP
Learning and Organizational Development
Human Resources Department
County of Monterey, CA
By
Curriculum Manager
Darryl Sink, Ed.D.
IST 626, Advanced Instructional Design Professor
Instructional Designers
Deborah LeAnce, Rouwaida Mahmoud, Nawara Nassan, and Dana Payne
Master of Science in Instructional Science and Technology (MIST)
Graduate Students
California State University - Monterey Bay
August 28, 2016
BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

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Table of Contents
Introduction
Page
3.
Project Description
3.
Design Decisions
4.
Evaluation Methods
4.
Teamwork
5.
Methodologies for maintaining client communication:

Top three factors that worked exceptionally well:
Challenges
7.
Advice for Future Students
7.
References
9.
Appendix 1: Late Breaking Revisions Incorporated into the Final Build

10.

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Introduction
Monterey County Board Reports provide vital, permanent record that presents issues,
solutions, and actions taken by the Board of Supervisors. The Board of Supervisors face a
problematic issue: the quality of Board Reports presented to the Clerk of the Board are often
of substandard quality. Hence the need for a training program to develop the skills necessary
to create clear, precise, and comprehensive board reports by the employees entrusted with
this task. Monterey Countys Learning and Organizational Development (LOD) unit
recently provided California State University Monterey Bay (CSUMB) graduate students in
the Master of Science in Instructional Science and Technology (MIST) curriculum the
opportunity to assist Monterey County by creating three pilot learning modules to enhance
Monterey Countys Board Report process.
In collaboration with the LOD Unit, CSUMB MIST graduate students developed three eLearning, pilot modules for the LOD Units next generation, online, interactive, Writing
Academy. The purpose of this project was to address the Monterey County Board of
Supervisors need for accurate, timely, and grammatically correct written Board Reports to
increase productivity and efficiency. According to the LOD Unit, consistency in writing
board reports is lacking. Participating MIST graduate students choose to design, develop
and deliver these three pilot, e-Learning modules using Adobe Captivate, version 9.
Adobe Captivate 9 was selected because it provides instructional designers the potential to
transition seamlessly from storyboarding to responsive eLearning design to Create amazing
courses that run seamlessly across desktops and mobile devices. Captivate 9 provides the
capability to
author once and content will rearrange itself for the tablet and mobile views. Start
from a blank canvas, record an iOS device, or even import a storyboard using
Adobe Captivate Draft. Deliver multiscreen, location-specific, device-aware
learning experiences without programming. (Adobe Captivate 9, n.d.)
Instructional designers can use Captivate 9s preview capabilities to dynamically see how
their courses will look on various screens.
This Design Project Report provides an overview of MIST Team 2s Board Reports Made
Easy (BRME) pilot, e-Learning modules projects description, design decisions, evaluation
parameters, teamwork, challenges and advice for future students.
Project Description
The BRME e-Learning module covers essential aspects related to Board Report creation,
timely submission and tracking of Board Reports through the review and approval process.
The BRME learning module was designed and developed to instruct Board Report Drafters
on the key elements and process of writing, board reports, thereby empowering employees
creating board reports to produce more clear and precise board reports than otherwise

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possible. This module consists of five instructional units and a final unit to evaluate the
effectiveness of the module in conveying key aspects of training:
Unit 1: Sections of Board Report
Unit 2: Other Agencies and Financial Needs
Unit 3: Board Report Timelines
Unit 4: Approval Tracking Sequence (ATS)
Unit 5: Board Reports Attachments
Unit 6: e-Learning Evaluation
A key strategy in developing this e-Learning module was concurrent development Job Aids
for Board Report Drafters to use while engaged in BRME module learning activities as well
as Unit 6s e-Learning Evaluation. The Job Aids were also designed as a ready reference for
Board Report Drafters to refer to on the job whenever engaged in Board Report related
activities. In this way, Board Report drafters were introduced to and incentivized to use
these Job Aids to master the BRME module with the intent that the positive reinforcement
gained from successful use of Job Aids to master the module would translate to On the Job
use of the Job Aids thereafter.
Appendix 1 provides a summary of approximately 130 line-item (~9 pages, ~3,000 words),
late breaking revisions incorporated into the final build of the BRME e-Learning module
(e.g. Captivate file: Team 2 BRME V19.4.cptx). These documented revisions reflect
refinements to the BRME module demonstrated to the Client during the IST 626, Advanced
Instructional Design Courses Zoom Session on Saturday, August 27th.
As MIST Teams 1, 2 and 3 pilot e-Learning modules are employed in preliminary
instruction of Board Report drafters, continuous feedback from Monterey County
Management and participants will substantively translate to ever more advanced, e-Learning
modules.
Design Decisions
In the process of completing the stages of the design, there were few changes that were
implemented during the storyboard design that were different from the original design
document. There were also changes implemented during the design that were different from
the storyboard. The changes we made were necessary strategies to deal with the inability to
confirm content by SMEs due to scheduling and time. For example, the timeline of public
notice submission dates changed and became timeline of Board Reports submissions to the
Clerk of the Board before the Board of Supervisors Meeting. This change was due to lack of
information and feedback from SMEs to the storyboard presented. Other changes were
made due to the technical limitations presented when working with the software chosen for
this project, Captivate 9.


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Evaluation Methods
1. The first method for evaluation was a formative evaluation as learners were tested
during each unit of study. The evaluation tested learners understanding of the
information presented. The methods were mostly activities where the learner has to
grasp key concepts and demonstrate proficiency by selecting correct answers.
Feedback for incorrect answers provides a secondary learning opportunity.
2. The second method for evaluation was summative. The learner completed Unit 6
which consisted of 15 questions related to all five units at the end of the module.
During this evaluation, the learners had to correctly answer 13 out of 15 questions to
pass the test. If the learner did not meet this requirement, they are asked to review
the module once again.
3. The third method for evaluation was the tryout sessions conducted before final
delivery of the module to the County of Monterey LOD Unit. For this stage, the
LOD unit provided one employee to participate in the Learner Tryout. The Learner
Tryout required a Learner, a Test Facilitator/Observer, a quiet environment and a
computer with internet access running the latest version of the Google Chrome
Browser. Team 2 provided an on-site Test Facilitator/Observer to lead the tryout,
assist the Learner, answer questions and troubleshoot as needed. The Test
Facilitator/Observer explained the modules purpose, estimated time for completion,
as well as provided the Learner with paper and pen for taking notes and for
completing the BRME Usability Survey. Throughout this process, the Test
Facilitator/Observer noted the learners questions, comments as well as body and
facial language (e.g. collected observed usability data).
Feedback from the Learner Tryout:
1. There was enough information to use the module properly.
2. Participant was uncertain if there were sufficient prerequisites to prepare for this
module other than understanding what the purpose of the module is.
3. There was enough direction and resources to locating the materials to learn.
4. Participant indicated that module provided essential information necessary for
someone who has never written and/or coordinated Board Reports.
5. Job aids were beneficial and helped learner recall information without having to
go back to review previous sections within the module.
6. Information was well organized and easy to follow and the information did not
repeat itself.
7. The Learner appreciated the self-paced design of this module.
8. The interactive instruction was enjoyable and significantly preferred over the
traditional textbook and lecture approaches.
9. Participants prior experience coordinating Board Report items offered a different
view on the information provided.

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10. Content was outdated and some of it is irrelevant to the current practice at the
county in terms of Board Report Procedures.
11. Participant indicated that the module was inconsistent with current Board Reports
practices.
12. Participant indicated that newly implemented business policies and standards
should be taught to make sure all Monterey County employees follow the same
guidelines.
Teamwork
Methodologies for maintaining client communication
Communicated meeting schedule with SMEs.

Ensured clients knowledge of the progress in the project.
Met in person to address content details regarding the subject.
Coordinated and attended in-person to deliver presentation of the design of the
storyboards.
Scheduled in-person meeting with tryout learner and observed the tryout session.
Top three factors that worked exceptionally well
1. Division of Labor:
The team was divided into Writers, Designers, and Support. The team lead provided
extensive coordination of tasks, beginning with the end in mind all the way
through project completion. Completing a Gantt Chart was the initial organizational
tool that started the distribution of tasks. Each team member had a role in the
process. Frequent emails with updates were sent to team members assigning tasks to
focus on for each week. All team members had the opportunity to participate as task
lead as well as task support. In concert with instructor guidance, team member
assignments were informed by leveraging perceived professional strengths within
the team. For example, Rouwaidas extensive (pre-MIST) experience with
Captivate, made her a natural fit for the initial translation of Word-based
Storyboards into the Captivate realm. Debbies talents were leveraged in the
construction of many of the key learning activities as well as working with others
fully realize the potential of those concepts within Captivate. Dana was adept at
synthesizing the teams multifaceted contributions, synergistically combining all of
the above while working directly with Nawara to shape early drafts through final
deliveries of our Teams many products. Throughout the entirety of this process,
Nawara established and consistently maintained, effective lines of communication
from the Client to the Curriculum Manager to each and every member of our team.
2. Use of collaborative Technologies:
In the first 4 weeks, documents were created and shared between all members in a

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shared folder on Google Drive. All team members had access to the documents.
When it was time to work on the storyboard, it was more difficult to collaborate as
the work needed to be done in a master file, a word document. The same issue
presented itself when working with the design document. A master copy of
Captivate 9 (.cptx file) was created and the changes were usually made by one
person who has the file at that time. Any suggested changes were made in a separate
document and tracked. This system helped prevent data loss, and also helped team
members participate even when the master file was with someone else.
3. Quality Control:
Each deliverable had a lead member of the team assigned to complete the task at
hand. The others acted as support until the task was completed. For example, for the
writing assignments there was a writer, a co-writer, and the support team. The writer
would have other team members participate in the formation of the ideas and
concepts, then the writer would go in and rebuild and improve the information, make
additions or changes as needed and the co-writer would also perform final edits to
ensure our teams documents were conveyed with a unified voice that ideally
successfully addressed all essential requirements.
Challenges
1. Scheduling:
Coordinating with team members in an online course is very different from
coordinating with team members in a work environment. At work, team members
are focused on their work. They have specific hours to dedicate to work projects.
They usually all have the same schedule and are able to collaborate at the same time.
In this course, the team members were in different locations and, due to other
responsibilities, the hours set by the study team differed based upon their other
obligations. Finding time for all team members to meet was one of the challenges
and we tried to overcome it by scheduling meetings that will work for everyone.
However; as a team, we seemed to work more efficiently when communicating via
messages and emails. Email and messaging systems, along with real-time chat
within Google apps, helped overcome scheduling challenges.
2. Deficit of real-time collaborative tools:
This challenge presented itself in the second part of the class was the inability to
share the document that is worked on. Team members were not able to view the
work and edit during the construction period of the document. There was work done
by one person, the other team members had to wait till that work was done to be able
to view and edit. This challenge should be addressed in the future by the course
coordinators. Solutions should be presented to students to alleviate the loss of time
that could be caused by this scenario. Our team overcome this challenge with
patience and the attempt to solve the problem by using Word online. However, there

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were many technical difficulties with word online. We reverted back to a master file
system and we shared it in turns.
3. Limited time designated (and therefore available) for a project of this magnitude:
The time with the SMEs was very limited. The main SME had a vacation scheduled
during the main design time of the modules. This had a direct impact on the content
of our module. We overcame this challenge by looking for information online to fill
in the gaps in our content. The content discrepancies were clear during the tryout as
the learner from the county indicated our information was outdated. Had there been
time to receive the appropriate feedback, the team would have been able to present
up to date content.
Advice for Future Students
1. Plan ahead to ensure clear communication with SMEs regarding schedules. In a

project where content is dependent on SMEs feedback, it is imperative to plan
meetings ahead of time, communicate absenteeism from work, and find out who can
be the backup SME if main SME is not available.
2. Ask client to provide clear specification of the final deliverable. SME must be aware
of all the requirement for the project and be specific about what the expectation is.
There is no doubt that the SME we worked with were very knowledgeable;
nevertheless, the information provided was somewhat confusing due to the lack of
clear specifications.
3. The final advice is to carefully plan access to instructor(s) for guidance on technical
issues. Technical issues cost the students many hours of troubleshooting for
solutions to problems novice students would not be expected to know as a
prerequisite. Therefore, students can project and anticipate this in advance, find
resources, and schedule weekly, regular office hours with said professors to assist
during module production.


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References
Adobe Captivate 9. (n.d.). Retrieved August 28, 2016, from
http://www.adobe.com/products/captivate.html


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Appendix 1: Late Breaking Revisions Incorporated into Final Build - v19.4
Changes to ALL SLIDES

All Black trim boxes were changed into green matching Logo. (NN-Team 2 BRME
V19.1.cptx)
All Orange arrows changed to green. (NN-Team 2 BRME V19.1.cptx)
All Orange Text except for (Incorrect answers) were changed to green. (NN-Team 2
BRME V19.1.cptx)
All activities: Change color of correct answer to Green. (NN - Team 2 BRME
V19.1.cptx)
Three items: Monterey County Logo, along with the text beside this logo: Monterey
County Writing Academy Board Reports Made Easy as well as updated Growing
our Own logo were placed into a master slide renamed Background with Logos.
(DP-Team 2 BRME V19.3.cptx)
These three items were deleted on all applicable slides. The Background with
Logos Master slide was assigned to all applicable slides. (DP-Team 2 BRME
V19.3.cptx)
Added Fade Transition to all slides. (DP-Team 2 BRME V19.3.cptx)
Centered Titles on slides with Titles and added Titles to many slides previously
without a title; however, there are many slides titleless. (DP-Team 2 BRME
V19.3.cptx)
Corrected 26 Misspelled words using Captivates spell checker (DP-Team 2 BRME
V19.3.cptx)
Slide 2: Purpose
Improve upon the wording of the second paragraph, currently: You will be
provided samples and templates including requirements for each section of a Board
Report. Changed to: This e-Learning module provides you with the opportunity to
increase the depth of your knowledge and skills to enable more effective writing and
overseeing your departments Board Reports. (NN - Team 2 BRME V19.1.cptx)
Correct Audio to match text on the screen. (NN - Team 2 BRME V19.1.cptx)
Correct Audio segment pauses to conform to on-screen text punctuation (DP - Team
2 BRME V19.3.cptx)
Text and Text-to-Speech revised: The purpose of this module is to provide Monterey
County employees the requisite knowledge and skills to effectively produce clear
and precise Board Reports of specific types; and to submit and track those reports
until successful completion. (DP - Team 2 BRME V19.3.cptx)


11
Text and Text-to-Speech revised: This e-Learning module provides the opportunity
to increase the depth of knowledge and skills to enable more effective writing and
overseeing the departments Board Reports. (DP - Team 2 BRME V19.3.cptx)
Removed entrance effect, and replaced action of avatar with her hand holding five
fingers up. Repositioned Title to center. Repositioned and aligned paragraph with
margin. (DP - Team 2 BRME V19.3.cptx)
Decided to change the onscreen text to the following items:
Purpose of this tutorial
Provide knowledge and skills for more effective writing
Produce clear and precise Board Reports of specific types
Submit and track reports until successful completion.
Effectively write and oversee Board Reports.
Print the Job Aids prior to proceeding. (DP - Team 2 BRME V19.3.cptx)
Animated each of the on-screen text items to reveal one line at time in sync with the
audio/narrative. (DP - Team 2 BRME V19.3.cptx)
Slide 3: Learning objectives for this Module
Avatar moves to middle of page and is covering text. Change location of Avatar.
(NN - Team 2 BRME V19.1.cptx)
Correct Financing to Financial Needs. (NN - Team 2 BRME V19.1.cptx)
Changed Objective # 3 to Identify timelines associated with submitting public
notices and board reports to the Clerk of the Board. (NN V 19.1 8/26/16)
Text and Text-to-Speech revised: List and correctly write the key elements that
make up a Board Report. Identify timelines associated with submitting Board
Reports to the Clerk of the Board. (DP - Team 2 BRME V19.3.cptx)
Removed : from the slides title. (DP - Team 2 BRME V19.3.cptx)
Reformatted learning objectives so that first letter in the text on 2nd line aligns with
first letter in the text on the first line. (DP - Team 2 BRME V19.3.cptx)
fingers up. Repositioned and aligned paragraph with margin. (DP - Team 2 BRME
V19.3.cptx)
Changed Numbers 1-5 to a bulleted list (DP - Team 2 BRME V19.3.cptx)
Slide 4: Difficulties Board Report writers may encounter
Need periods at the end of all sentences. (NN - Team 2 BRME V19.1.cptx)
Correct word on text from Click to Hover. (NN - Team 2 BRME V19.1.cptx)

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fingers up . Repositioned Title to center. Repositioned and aligned paragraph with
margin. (DP - Team 2 BRME V19.3.cptx)
Text and Text-to-Speech revised: Understanding the life cycle of the Board Report
approval process, including who is those involved at each step and how to track it.
(DP - Team 2 BRME V19.3.cptx)
Removed : from the slides title. (DP - Team 2 BRME V19.3.cptx)
Changed Numbers 1-5 to a bulleted list (DP - Team 2 BRME V19.3.cptx)
Changed slide title text to Title case. Updated narration to match On-screen text.
(DP - Team 2 BRME V19.3.cptx)Change on-screen and narrations for first bullet
Fully understanding all of the Board Report elements. (DP - Team 2 BRME
V19.3.cptx)
Slide 5: The Board Report Process
Understanding the life cycle of the Board Report approval process, including who
is involved at each step of the process, and how to track it. (NN - Team 2 BRME
V19.1.cptx)
Narration of this slides title line needs to add one word: Here are some difficulties
Board Report writers may encounter. (NN - Team 2 BRME V19.1.cptx)
Revised Audio, second line to state: This is an overview of the process from start to
end that is also available as a Job Aid. (DP - Team 2 BRME V19.3.cptx)
Updated and centered new graphic: Board Report Process Chart-v1.2. (DP - Team 2
BRME V19.3.cptx)
Slide 6: e-Learning Module
Changing the slide title from Lets begin to reveal the Board Report process! to
The Board Report Process Rational - the narration does a great job of
personalizing the learning experience. The written conversational tone should be (as
much as possible) devoid of pronouns (like you, we, I, he/she, etc.) and also use
minimal use (if any) of emotion implying punctuation (like !). (NN - Team 2
BRME V19.1.cptx)
Slide 8: Unit 1: Board Report Elements
Positioning flashing arrows to be more aligned with items. (NN - Team 2 BRME
V19.1.cptx)
Recommended Change: Monterey County logo is stretched, should be replaced.
(DP - 28 August 2016)

13
Slide 9: Unit 1: Board Report Elements
fingers up. Repositioned and aligned paragraph with margin. (DP - Team 2 BRME
V19.3.cptx)
Text and Text-to-Speech revised: List and accurately address the five key Board
Report Elements provided in the job aid on the following slide. (DP - Team 2 BRME
V19.3.cptx)
Five elements left justified and modify: Distribute Vertically applied to create
even spacing between the 5 list items. (DP - Team 2 BRME V19.3.cptx)
Slide 10: Unit 1: Board Report Elements Requirements
Slide image and Avatar both need duration extended. Both stop after first few
seconds. (NN - Team 2 BRME V19.1.cptx)
Adjusted Avatar start & stop timings, vertical and horizontal positions to point to
each element's category titled; although plays as desired in timeline view, the fifth
avatar does not move as programed in next five slides preview view. (DP - Team 2
BRME V19.3.cptx)
Slide 11: Activity 1.1: Drag and Drop
Items on slide have incorrect duration. Even arrows top right goes off screen. (NN Team 2 BRME V19.1.cptx)
Bolded and slightly repositioned slide title. (DP - Team 2 BRME V19.3.cptx)
Slide 12: Activity 1.1: Drag and Drop (Contd)
I wasnt able to play slide. Audio has an error hovers Should be hover. Also,
boxes text shows all at once. (NN - Team 2 BRME V19.1.cptx)
Slide 17: Activity 1.2: Take a moment
Centered title on slide. (DP - Team 2 BRME V19.3.cptx)
Slide 18: Activity 1.2: Take a moment
Added Slide Title: Activity 1.2: Continued & lowered upper right yellow
background Financing Scenario information box. (DP - Team 2 BRME
V19.3.cptx)
Slide 20: Unit 2: Other Agencies and Financial Needs
Centered avatar, and un stretched her sign. (DP - Team 2 BRME V19.3.cptx)


14
Reentered Unit 2: Other Agencies and Financial Needs text (DP - Team 2 BRME
V19.3.cptx)
Replaced standing avatar with unhappy face with avatar sitting in a chair expression
of thinking. Repositioned Title to center. Repositioned and aligned paragraph with
margin. Changed font size in bulleted text to same size. (DP - Team 2 BRME
V19.3.cptx)
Changed to bullet to black diamond style for a crisper look. (DP - Team 2 BRME
V19.3.cptx)
Capitalize names of agencies listed. (NN - Team 2 BRME V19.1.cptx)
Deleted Avatar (with a confused look) to center slide content for easier viewing. (DP
- Team 2 BRME V19.3.cptx)
Centered all text on slide and synchronized all text and arrows to audio narration.
(DP - Team 2 BRME V19.3.cptx)
Two misspelled words corrected regarding & development. (DP - Team 2 BRME
V19.3.cptx)
Slide 23: Examples of Departments
Corrected spelling and sequence of sentence. (NN 19.2)
Aligned and formatted text. Centered Titled. (DP Team 2 BRME V19.3)
Grammar & syntax text and narration corrections on each of the 3 bullets (DP Team
2 BRME V19.3)
Slide 24: Activity 2.1: Here are samples...
Avatar: switched from negative to positive expression. Note: did not use animated
movement for Avatar on this slide as it seems more appropriate to reserve movement
for slides were text items were moving and/or avatar was pointing things out. (DP
Team 2 BRME V19.3)
Changed to bullet to black diamond style for a crisper look. (DP - Team 2 BRME
V19.3.cptx)
Slide 25: Activity 2.1: Read and determine...
Avatar: switched from negative to positive expression who is also holding a pen and
notebook (DP Team 2 BRME V19.3)

15
Added narration to slide using all text after Activity 2.1. Modified On-Screen Text
to reflect 4 examples. (DP Team 2 BRME V19.3)
Added slide title (ideally all slides to have titles) (DP Team 2 BRME V19.3)
Increased from Single to Double Spacing for body of text. (DP Team 2 BRME
V19.3)
Deleted the text Click on white arrow to continue and made slide advance
automatically. (DP Team 2 BRME V19.3)
Slide 26: Activity 2.1: Read and determine...
Change order of correct answers.
Slide 30: Unit 2: Financing and Budgeting: Review the ACRP
Recommend to add subject titles. DP
Slide 31: Activity 2.1
Alignment of text, title. (DP Team 2 BRME V19.3)
Added 5 text bullets consistent with narrative. (DP Team 2 BRME V19.3)
Revised onscreen text and narration: Pay close attention to which other agencies are
involved in order for his/her your report to proceed successfully. (DP Team 2
BRME V19.3)
Revised onscreen text and narration: Failing to follow the Review the ACRP and
that failing to follow their policy Advising Committee Report Policy will delay
processing and approval of the report. (DP Team 2 BRME V19.3)
Created Title Text Block and incorporate bullets for the two key slide points. (DP
Team 2 BRME V19.3)
Incorporated a more energetic Avatar photo. (DP Team 2 BRME V19.3)
Slide 38: Unit 3: Board Report Timelines.
Alignment of text, title. (DP Team 2 BRME V19.3)
Slide 39: Unit 3: Board Report Timelines
Delete the words: Public Notice and replace with Board Report. (NN - Team 2
BRME V19.1.cptx)
Alignment of title, text, and boxes.(DP Team 2 BRME V19.3)

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Slide 42: Activity 3.1 (Continued)
Drag the appropriate timeline to the Scenario Listed.
Alignment of title, text, and boxes. (DP Team 2 BRME V19.3)
Questions incorrect answer. (NN - Team 2 BRME V19.1.cptx)
Slide 48: Great Work!
Suggestion to create narration! Add Avatar. (DP Team 2 BRME 19.3) DP
Slide 50: Unit 4 - Approval Tracking Sequence (ATS)
Change the words: Scenarios to Options. (NN - Team 2 BRME V19.1.cptx)
Two Options. (DP Team 2 BRME 19.3) DP
Delays in the Approval Tracking Sequence. (DP Team 2 BRME 19.3) DP
Slide 53: Unit 4. Approval Tracking Sequence (ATS)
Alignment in text. (DP Team 2 BRME 19.3) DP
Slide 54: Unit 5. Board Report Attachments.
Avatar alignment. (DP Team 2 BRME 19.3) DP

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Avatar alignment- shorten distance. Edit with text. Text to speech (DP Team 2
BRME 19.3) DP
Text alignment... (DP Team 2 BRME 19.3) DP
Slide 59: Congratulations.
(DP Team 2 BRME 19.3) DP
Slide 60: Unit 6. Evaluation
Avatar alignment. (DP Team 2 BRME 19.3) DP
Slide 61: Unit 6. Evaluation.
Text alignment. (DP Team 2 BRME 19.3) DP
Slide 62: Test Item 1 (Unit 1: Board Report Elements).
Correct number of questions. (NN - Team 2 BRME V19.1.cptx)
Test item #2: Correct question type. (NN - Team 2 BRME V19.1.cptx)
Test item #5: Correct information. (NN - Team 2 BRME V19.1.cptx)
Change Text: You must answer 13 of the 15 questions correctly to achieve a score of
at least 80% to pass this module. (DP - Team 2 BRME V19.2.cptx)
All test questions: Confirm correct answers are selected in Quiz. (NN - Team 2
BRME V19.1.cptx)
Slide 62: Unit 6: Evaluations
Correct number of questions. (NN - Team 2 BRME V19.1.cptx)
Test item #2: Correct question type. (NN - Team 2 BRME V19.1.cptx)
Test item #5: Correct information. (NN - Team 2 BRME V19.1.cptx)
Change Text: You must answer 13 of the 15 questions correctly to achieve a score of
at least 80% to pass this module. (DP - Team 2 BRME V19.2.cptx)
All test questions: Confirm correct answers are selected in Quiz. (NN - Team 2
BRME V19.1.cptx)
Slide 63: Test Item 2 (Unit 1: Board Report Elements)
Text alignments (DP Team 2 BRME 19.3) DP
Slide 64: Test Item 3 (Unit 2: Other Agencies and Financial Needs)

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Slide 67: Test Item 6 (Unit 3: Board Report Timelines)
Slide 71: Test Item 10 (Unit 4: Approval Tracking Sequence)
Slide 72: Test Item 11 (Unit 4: Approval Tracking Sequence)
Slide 73: Test Item 12 (Unit 5: Board Report Attachments)
Slide 77: (Quiz Results)

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Brme Design Project Report 28 Aug 16 1

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Running Head: BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

Board Reports Made Easy

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

Methodologies for maintaining client communication:

Advice for Future Students

Appendix 1: Late Breaking Revisions Incorporated into the Final Build

Design Project Report

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

Design Project Report

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

Methodologies for maintaining client communication

Communicated meeting schedule with SMEs.

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

Advice for Future Students

1. Plan ahead to ensure clear communication with SMEs regarding schedules. In a

Design Project Report

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

Design Project Report

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

Changes to ALL SLIDES

Design Project Report

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

Design Project Report

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

BOARD REPORTS MADE EASY DESIGN PROJECT REPORT

Design Project Report

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