# Courses

courseName:
IR Rebrand - Wave 1 - Exit Device Workout


courseName:
IR Rebrand - Wave 1 - Electrified Hardware


courseName:
Cummins CSO Careful Communication Vignettes


courseName:
Roche - Cobas 6000 Workflow App (popup text)


courseName:
RMS - Transplant Academy - Intro Animation


courseName:
Cobas 4800Virology - Infiltrate The Competition DP


courseName:
Cobas 4800Virology - The Power of Planning


courseName:
Cobas 4800Virology - Eyes of the Customer


courseName:
Cobas 4800Virology - Infiltrate The Competition


courseName:
Introduction to Allegion in the U.S. Market


courseName:
Roche: HE 600 Basics Online Customer Training


courseName:
Cummins - Fundamentals of Power Solutions


courseName:
cobas 6000 reTool: Get Ready for PM & Operations


courseName:
Regis: My Salon Listens 2015 (SDL Mod 1)


courseName:
Regis: My Salon Listens 2015 (SDL Mod 2)


courseName:
Regis: My Salon Listens 2015 (SDL Mod 3)


courseName:
Middleware 3b - SM Workspace Intermediate


courseName:
Regis: My Salon Listens 2015 (SDL Mod 4)


courseName:
Cummins OneSource Data Management Course


courseName:
Regis: My Salon Listens 2015 (Stylists course)


courseName:
cobas 6000 ReTool - Customer Connections


courseName:
MISO: Competitive Transmission Process Communication Protocol


courseName:
RMS Global Assay Launch-Know the Customer


courseName:
Cobas 6000 Get Ready for Troubleshooting


courseName:
Healthy Families America: Know Your Personal Beliefs Prototype


courseName:
Medtronic: Get Ready for RIS - New section


courseName:
HFA: Infant and Childhood Development Prototype


courseName:
CAISO - 8 - Metering foundational concepts


courseName:
Roche - cobas 513c GRFT - Learning Checkpoint


courseName:
Lilly NGD Developing Effective PS Training


courseName:
Lilly NGD: Getting the Big Picture of the TCED


courseName:
CAISO - 13 - Monitoring the RTM with ADS


courseName:
Cummins CSO 3..2...1 Go! Online Game (old)


courseName:
Lilly_ESSPRev_Dev. Site Act. and Enrollment Plans


courseName:
Medtronic New System Implant Programming


courseName:
Lilly_ESSPRev_Recruit Part. and Manage Enrollment


courseName:
CAISO - 18 - Monitoring the market with OASIS


courseName:
CAISO - 17 - Viewing_your_EIM_data_with_CMRI


courseName:
CAISO - 16 - Managing user access with AIM


courseName:
Medtronic: Get the Refill Right (new course)


courseName:
CAISO-12b-Managing Outages with OMS (trans)


courseName:
Lilly_ESSPRev_Creating Country and Site ICFs


courseName:
Cummins - Information Fuels the Business


courseName:
Lilly siteSelection: Site Evaluation ERB


courseName:
Medtronic New System Implant Programming GM


courseName:
RMS - Microbiology - Course 2 - Beta - Proofer


courseName:
Cummins - SalesForce - RLC Understanding Customer Requirements


# Feedback

comment:
Very nice to have the transcript in addition/as an alternative to the audio!


comment:
Pls fix alignment of text/bullet: Recognize the expectations Cummins holds for leaders in regard to each process.


comment:
I only clicked on one yet the response was if I had chosen all correctly.


comment:
With the change to include the door posiiton switch with every lock the wording on the text box could change to "if not previously installed"


comment:
the electric hinge black line should not be separate from the electric lock black line - the electric lock black line should go through the electric hinge


comment:
I think we need to give you a photo of just a smart card & keypad reader module to use in the last animation here instead of showing the photo of the mag stripe reader & keypad module with the hand.  The current photo suggests we are adding the mag stripe reader, not removing it from the lock.


comment:
Please add a pause in the audio where we removed reference to the perimeter door at the beginning of this page--right before "most other traditional electronic solutions..."


comment:
Our assumption explanation on this one is incorrect.  Fortunately, I believe the calculations are correct.  Here's how I would rewrite the assumptions: 
The calculations for the labor costs were based on 3 hours for a technician and 2 hours for an electrician to install a new traditional lock, while it would take less than 1 hour for a technician and less than 1 hour for an electrician to upgrade a module on the AD-Series lock.  We then used the labor rates you provided to calculate the labor costs.  

We then added up the material and labor costs of upgrading a traditional lock and the material and labor costs of upgrading the AD-Series lock.  The difference of these totals represent your potential savings should you upgrade your credentials.


comment:
After further review, ignore my first comment on this page.  Both the calculations and the description of the assumptions need to change.  In calculating the labor costs in upgrading a traditional lock, use 2 hours for a technician and 2 hours for an electrician for both the reader upgrades and the communication module upgrades.  In calculating the labor costs for the AD-Series lock, use .5 hours for the technician in both instances, and .5 hours for the electrician in the reader upgrade and 1 hour for the electrician for the communication module upgrade.  Then, change the assumptions to read as my first comment below with the updated numbers.  Sorry for the confusion in the numbers.


comment:
The line we asked to be removed - that goes across the door - is still there. The only line we need is the one that goes from the hinge to the power supply


comment:
The assumption does not reflect the calculation. The calculation is two hours elec and two hours tech for changing out a traditional lock but the assumption says 3 for tech and 2 for elec. The AD series is correct in both cases. Also I would change the wording to read "2 hours for a technician and 2 hours for an electrician to uninstall the old lock and then install and wire up a new lock", while it etc etc


comment:
again the assumptions do not reflect the calculations - same as last time. Use my last note on the reader change out


comment:
let's label each of the people as distributor and assessor. so they know who's who.


comment:
no green checks, instead if we could fill them in lightly so they know they've visited the icon that would be great.


comment:
don't kill me - but let's go ahead and take the text out of all of these after the first one. I think we need to re-write most of them to be a bit more detailed. I'm concerned that will distract the client too much.


comment:
the matching line to the DD Excel tool looks really jagged. Not sure if you can do anything about that.


comment:
the text on the grey buttons is really big. can we reduce to a 10-12 pt font?


comment:
is there any way to show the correct feedback as like green lines, with incorrect lines remaining?


comment:
We need to leave more space for the activity directions. It will likely be several lines.


comment:
feedback - directions need to say "below" instead of matches above.


comment:
Honestly, while shrinking the text will help, I think you should make the grey buttons bigger, as we will likely have 3-4 sentence descriptions on them when we fully script.


comment:
We need to re-write a couple of these options. Erika - they can't search online. I think they might review the tool, review the manual, talk to someone that has gone through an assessment, gather documentation, etc.


comment:
Instead of submit, can that just be "print" and the directions be "Click Print when you're satisfied with your workplan."?


comment:
I really want the print button to just print the grey section - the workplan. Any way we can do that?


comment:
Provide feedback doesn't work on Course Completion screen - I assume you didn't put enough pages in the course? Or is it some other issue? I'll log my edits to the last two screens here.


comment:
course completed screen - change title to Course Completion.


comment:
Course certificate - need to update the screen to say "Completed the course" not end of course assessment. Also, need to update the page title and course title in the top navigation.


comment:
certificate - make sure the certificate says the right course title.


comment:
resources - need to add note to cummins - what resources should we include? and remove current links.


comment:
Need to add progress bar and update course title. Also need to incorporate page numbers per Nick.


comment:
Popup for the guy in red: At the top of the popup, it should say, "Lead Assessor Introduction"


comment:
Popup for guy in black: At the top of the popup, please capitalize "Introduction".


comment:
Popup for lady: At the top of the popup for her, it should say, "Distributor Introduction".


comment:
First Card: Please update the text on this card to, "Decide who on their team will participate in the assessment."


comment:
First Other Card: Please update the text on this card to, "Define scope of an evaluation by choosing the evaluation type."


comment:
Feedback: Please update the table to the one I sent over that has bullets instead of individual columns.


comment:
There is a next button on this conclusion screen which leads to a page that mentions passing an evaluation. I think that should probably be removed.


comment:
I noticed the copyright is still 2013, does it need to be updated?
Also, if you could some way adjust the paragraph's width so it doesn't leave 'Bulletins.' as an orphan at the end.


comment:
After I closed the Legal Language window, the intro audio repeated again. Should it?


comment:
In 1st box, the text is without shadow, in others with shadow. You can remove the shadow, black text on light color background looks better without shadow.


comment:
I love the monitor's movement when she types!


comment:
cobas products' names in the 5th window are not cobas font. It should be.


comment:
The numbers when clicked on are not in cobas font. Can you change it?


comment:
The tubes image looks pixelated. I'll provide a better one, sorry!


comment:
Please change the buttons' font to cobas font (Play & Replay)


comment:
The lady pose on RFS module seems smaller than others, can you increase  the size?


comment:
Please move the description down closer to the picture on the left. Please do it for all pictures.


comment:
Text in feedback popup windows are not in cobas font. Please change.


comment:
Is there a check on the one already get clicked on?


comment:
The titles' color is too light. Can you make the font bold?


comment:
Remove the shadow of instruction text (Click each image below...) and should it be in green as others?


comment:
the guy is 1 pixel over the black band at the bottom. I would make the black the top layer. Also, I think the image is one pixel short - see how it doesn't touch the black bar?


comment:
Reduce the font for the title - VENTANA HE 600 system can't be split. Ever.


comment:
Remove the title/sub title from the main screen. On the remaining screens, reduce the size of the blue font so it's not touching the white font.


comment:
HE 600 system - system lowercase. Global edit


comment:
change title - coverslip issue (so it fits without the feedback cover it)


comment:
make coverslip in the first button lowercase to be consistent with all others. also, apply the title changes we suggested on the scenarios to the buttons here too.


comment:
global - when you click to enlarge the image, can the image center on the screen? also, for ones like this, can there be a white box around the slide, to the outline that's there? It looks weird to have the slide, transparent space, then an outline.


comment:
this image seems very blurry when we enlarge it. is this the most recent image Michelle provided?


comment:
still wrong image - should use the image from 4/22, called Fluid in Tray. please double-check all images to make sure we're using those posted 4/22.


comment:
update the video titles based on any changes to the scripts (I believe only the first title changed). Also, update the order to match the notes above the tables in the script as to what's first, second, third, etc. It should match the order we shot the videos in.


comment:
If you hit the transcript or audio button, the Back to Menu button disappears.


comment:
this didn't have the correct incorrect feedback. for incorrect, it should say "Rather than focusing on the ease of downloading the app or just featuring Game of Thrones, it's better to walk the customer through the download. Plus, you should explain all of the shows the app offers."


comment:
Still need to edit the first response down a little. For the last sentence, say "There are two short videos on the apps available at timewarnercable.com"


comment:
remove the "you'll want to" in sentence two and just say "Open the..."


comment:
the radio button isn't centered in the second answer choice.


comment:
The LEt's Get started needs to be bigger and not fade in as muche.  Also, we probably want to switch the logo and Student-Athlete Affairs, and center the student-athlete affairs with the logo.


comment:
This section looks good.  Might change out the Leadership picture, because the picture symbolizes winning a championship, while the other pictures articulate the attributes.


comment:
We talk in past tense about our mission.  

We need to re-craft and elaborate on the statement about the future of student-athlete affairs.


comment:
Would like to add more meat to both statements.


comment:
Do not like the words scrolling over Amanda.

Also, does her hand need to be up when the "We are here to serve you!"  pops up?


comment:
Thought we were removing the photo of Jonh Williams?


comment:
Maybe we can be clearer on how to access the Collaboration Zone from the NCAA website, especially now that the website has changed.


comment:
The mission and goal should have periods at the end of the sentences.


comment:
The "Click Next to Continue" at the bottom of tha page is confusing because the Next in that sentence is not the actual next button, but only refers to it.


comment:
The attributes listed should have periods after them.


comment:
Is there another diverse picture of student-athletes that we can use or somehow fade out where it says Temple on their apparel?


comment:
The text box at the end needs to read "The NCAA Student-Athlete Affairs's mission is to develop leaders for life....professionals, the student-athlete affairs unit...career (remove comma)..."


comment:
The faded developing leaders for life needs to be upper case.


comment:
We work with the National Student-Athlete Advisory Committees."


comment:
"We work with the Student-Athlete Affairs Advisory Committee."


comment:
The last screen shot should read: "Click each image to learn more about the NCAA Student-Athlete Advisory Committees and the NCAA Student-Athlete Affairs Advisory Committee."


comment:
Change verbiage to "We support athletics professionals like you...from colleges, universities and conferences."


comment:
"We are here to help you and support you."


comment:
"2. Enhance the student-athlete experience."


comment:
"6. Provide on-going education and training."


comment:
"7. Translate athletics lessons to life lessons."


comment:
8. "Engage affiliates and stakeholders."


comment:
The NCAA Student-Athlete Affairs's (SAA) mission...


comment:
Comments for sign in page:
- Add Salutation field (i.e. Mr., Mrs.,Ms. etc.)
- Add "other" as an option for Division.
- Require that people enter a title for their organization if they are not from a school or conference office.


comment:
- Make "Let's Get Started" larger and put in white text so that it stands out more.

- Photoshop out the school for the Temple football players or find another similar photo where the institution is not distinguishable.


comment:
Update with new SAA logo and center on screen. Amanda will provide.


comment:
Amanda will provide a style guide for you to use to update all written text in the course. This will be in addition to the style edits provided by Michele and Allison.


comment:
Change title on button to "Resources and Programming We Offer" in order to match the audio.


comment:
Is there a photo we can use here where the agent appears less confused?


comment:
The pop up box should read "Our mission in student-athlete affairs is to develop leaders for life. In an effort to assist student-athletes and athletics professionals, the NCAA Student-Athlete Affairs unit provides support in the areas of academics, athletics, personal development, career development and service through the distribution.........."


comment:
- Make the next in the "Click next to continue" instruction just plain text so that it's not as confusing.


comment:
Move the text that pops up during this piece further to the left so that the screen is more balanced.


comment:
In the blurb below the title, change "group" to "unit".


comment:
Change leadership photo to photo from one of our leadership events for student-athletes.


comment:
Do not repeat photos in the course. There are several photos that we saw a few times. We would like to avoid this. I can provide more photos if necessary.


comment:
Replace NCAA logo in 2010 with SAA logo.


comment:
The timeline at the bottom of the page is hard to read. Can we list out just a few years so that it's not so jumbled.


comment:
Message that appears when you hover over 2010 should say "CHAMPS/Life Skills combines with the NCAA's Student-Athlete Development unit to become Student-Athlete Affairs."


comment:
The blurb that appears when you hover over the future should read "More events, programming, and resources for the future."


comment:
The actual text when you click each of the four years will need to be updated for all four. Amanda will provide seperately.


comment:
NCAA National Student-Athlete Advisory Committees should always be plural and should always have NCAA before it.


comment:
The NCAA Student-Athlete Affairs Advisory Committee should always be referred to as a committee and should always have NCAA before it. The blurb above the photos refers to them as "team".


comment:
The blurbs when you click on both committees need to be updated. Amanda will provide seperately.


comment:
The change in Amanda's photo in the middle of  the section seems uneccessary. Can we stick to the first photo throughout this screen?


comment:
I would like to provide two more milestones to add to the timeline. They don't need to be mentioned in the audio or added into the graphic, but I'd like to provide them as an option for people to click on for more information. They will be for the first regional leadership conference andt the first summer leadership conference. I will provide information and blurbs for both seperately.


comment:
Eliminate the change to the second photo of Amanda and just go from first photo to second with the hand in the air. Have words scroll down in a more controlled fashion. Either have them come down in a straight line of have them pop up as bullets. Do not have words covering the learning agent. Switch to a different photo at the end where Amanda's hand is not in the air.


comment:
Is there a better photo where Amanda is holding a poster but isn't making such an awkward face?


comment:
Center "Events we Offer" on the posterboard.


comment:
Shouldn't the eight key benefits be included in who we are instead of the events we offer since the key benefits are about who we are and not our events specifically?


comment:
Thes Student-Athlte Affairs Education and Training Symposium photo needs to change. The photo provided is of student-athletes and that event is attended by athletics professionals.


comment:
Photo for Student-Athlete Affairs Regional Symposia should be a photo from one of our regional events.


comment:
Words need to be seperated more clearly on posterboard. Find a photo of Amanda making a less awkward face if possible.


comment:
Move the graphic with the laptop and the money up higher so that there is not so much dead space. Can we get an updated screen shot from the NCAA webpage so not every screen shot of the website is the same?


comment:
Computer screen looks blank. Can we put in a screen shot of our Collaboration Zone?


comment:
Student-Athletes should always be hyphenated.


comment:
Both types of programs under athletics professional should have photos of athletics professionals. These are both photos of student-athletes.


comment:
Can we change the word rollover to hover over instead.


comment:
All messages that pop up when hovering and clicking on all four types of programs need to be updated. Amanda will provide seperately.


comment:
I know we initially talked about people not having to scroll up or down in the course, but I have to scroll on most screens to get down to the next button. Can this be adjusted?


comment:
Athletics Professionals should always be plural.


comment:
Is there a photo of Amanda where she doesn't appear to be leaning back?


comment:
All blurbs on our workshops should match what is on our website currently. Some of the explanations don't match what we do. For instance, with branding we don't help brand athletics departments. If we can just stick to what is on our website with minor changes so that it doesn't read awkwardly, we should be good.


comment:
The needs assessment and grant application images are outdated. Amanda will provide new documents.


comment:
Heading over grant application should say Educational Affairs Grant Program.


comment:
All Collaboration zone screen shots are out of date. We have now updated the collaboration zone so that it does not say CHAMPS/Life Skills. All the screen shots in the course will need to be udpated.


comment:
Can we use a screen shot from the Collaboration Zone on the laptop in this screen instead of ncaa.org?


comment:
Our website has been reformatted, so you no longer log in the same way to the Collaboration Zone. The pages have all changed and you don't click Coordinator Resources anymore. You now have to click SAA Administrator login. I'm not sure how we want to rectify this with the audio, but it will need to change.Features within the Collaboration Zone are all basically the same, so just the screen shots will need to change once people get logged in.


comment:
Need to update the needs assessment and grant photos. Different screen shot for computer if possible for the sake of variety.


comment:
Our website address has changed. Amanda will provide updated address.


comment:
Change the conference office photo to a different photo.


comment:
NCAA watermark in the back is very light. Can we make it darker.


comment:
Need to specify that Jackie is from the NCAA. Instead of governance, can we put NCAA?


comment:
We don't call any of our programs conferences or seminars, so can we please change that screen in Chris Grant's video to say "Programs and Events".


comment:
In the blurb next to Chris, say "Creating success through community service. Building a custom program that fits the needs of your student-athletes".


comment:
Eric's institution should say University of Arkansas, Fayetteville


comment:
Use a different photo than the thumbs up. Change for all divisions and conference office.


comment:
Make background with words more interesting with a clipboard graphic or something else to frame the words. They appear to be floating and don't take up much of the screen. There's lots of empty space.


comment:
Can we change to hover over instead of rollover


comment:
Blurbs for all five steps will need to be updated. Amanda will provide seperately. This will apply in all divisions and for conference office as well.


comment:
Our web address is wrong. Amanda will provide update.


comment:
Remove link to National Student-Athlete Day.


comment:
List "Eckerd College" in Eileen's title so it's clear she does not work at the NCAA.


comment:
Eileen's voice seems to skip more on my computer than the other videos do.


comment:
In Lenore's blurb, hyphenate student-athlete. In James' blurb, make sure to refer to student-athletes rather than athletes/


comment:
Instead of "My Story" can we say "My Experience" or "Program Ideas". I would like a title that more accurately describes what the videos are about. We would need to change this for all divisions.


comment:
Remove thumbs up photo. Stick with the previous photos. Change in all divisions.


comment:
Update web address for SAA and remove NSAD link. Make this change in all divisions.


comment:
Leah's title should indicate she is from the NCAA. You can say NCAA Director of Division III or make it consistent with the Division I and II titles and add NCAA below Director of Division III, Governance.


comment:
No thumbs up. Center words and create background graphic so the words aren't floating so much.


comment:
Robert's second conference is SIAC not SAIC.


comment:
In Chris' blurb hyphenate student-athlete.


comment:
No thumbs up photo. Create background image so words aren't floating.


comment:
Click next button and play/pause buttons are on top of each other.


comment:
Audio says "you can get a program started for your campus". It needs to say "conference office".


comment:
All blurbs for the five steps will need to be updated. Amanda will provide seperately.


comment:
Why is top of NCAA disc cut off in the watermark?


comment:
Can we add something to the title of Explore the Possibilities that makes it clear that this information specific to divisions and conference offices. Maybe just expand it to "Explore the Possibilities for your Division or Conference Office."


comment:
Transcript button- The text needs to be justified.


comment:
Any time student athlete is referenced it should be hyphenated.


comment:
Transcript tab: Under the Who We Serve, the last paragraph, the text is in a different font style or font size.


comment:
Once Student-Athlete Affairs (SAA) is referenced the first time it can be referenced as SAA throughout where appropriate.


comment:
Student-Athlete Affairs should be referenced as a unit and not a group.


comment:
Student-Athlete Affairs should not be capitalized throughout unless it's referenced as NCAA Student-Athlete Affairs, in the beginning of a sentence, when referencing it for the first time as SAA, or as a header.


comment:
Transcript tab: Check font style and font size throughout, not all the same.


comment:
As Robert is speaking and the text pops up, there should be a period after 

Mission: To create dynamic programming.

Goal: To develop leaders for life.


comment:
At the bottom of page where it reads Rollover each event...change the word rollover to hover.


comment:
Transcript button: Under Our History the first sentence is duplicated.


comment:
Transcript button: Under A Closer Look at Events, in the second paragraph, National and Regional should not be capitalized.


comment:
Transcript button: Under A Closer Look at Events...Career in Sports Forum should have (Forum) after it since it references just the word forum in the next sentence.


comment:
Rollover should be changed to the word hover throughout the module.


comment:
Transcript button: Under The Collaboration Zone, the first sentence is duplicated.

Check for duplications on each page of this section.


comment:
Transcript button: Check font style and font size throughout, not all the same.


comment:
Transcript button: When referencing the different names of the buttons, need to make sure all of them are capitalized throughout to stay consistant.

For example, Under Welcome to Your Division in the third paragraph...help, home and transcript should all be capitalized.


comment:
If Student-Athlete Advisory Committee is referenced as SAAC in the same section it should be referenced as Student-Athlete Advisory Committee (SAAC) the first time it is referenced.


comment:
Make sure all hyphens are the same in the headers througout each page of this section.


comment:
Instead of Amanda's picture coming and going, can her picture stay the entire time?


comment:
Transcript button: Advisory committee should read NCAA Student-Athlete Affairs Advisory Committee.

NCAA National Student-Athlete Advisory Committees.


comment:
After each bullet listed there should be a period.

-Branding.
-Conflict Resolution.


comment:
SAAC should be spelled out as a bullet.  It should read Student-Athlete Advisory Committee.


comment:
Athletics professionals should always be plural.


comment:
The pop up We can still help needs a period at the end.


comment:
The still shot of Amanda when she's finished talking is an awkward pose and facial expression, can that some how be changed?


comment:
There needs to be a period after each pop up.


comment:
There needs to be a period after each of the five bullets Amanda is holding.


comment:
Need periods after each of the following:

Take what you can.
Change what you want.
Do what works for you.


comment:
At the end of each pop up there will need to be a period.


comment:
The video with James Knapp it is hard to read the institution he is from.


comment:
Educational Affairs Grant Program should always be proceeded by NCAA.


comment:
It should always be "D1A Athletic Directors' Association". In some places the apostrophe is before the s.


comment:
Text needs to be justified in all boxes and in transcripts.


comment:
The message that appears when you hover over 1994 should say "Introduction of the CHAMPS/Life Skills Program."


comment:
The Needs Assesment visual should only appear on the screen when Amanda is referring to it, not on both screens.  You could combine both screens so Amanda is talking about the Needs Assessment and then the NCAA Educational Affrais Grant Program.


comment:
The screen shot of the CZ needs to be larger and does not need the title above it as the title is already above Amanda's head on the screen.


comment:
The path to the SAA homepage should read:

www.ncaa.org/studentathleteaffairs


comment:
Robert's title should indicate that he works at the NCAA.


comment:
"life skills" should only be capilatized when referred to as the CHAMPS/Life Skills Program.


comment:
What "questions" are the administrators answering on the left-hand side of the page?

This is for all three divisions.


comment:
Need play/pause buttons on every page with voice over.


comment:
Can we add a feature above the play/pause buttons where you are able to rewind/advance  the learning agent/audio (similar to a youtube of WMP video/song)?


comment:
TM and H&S boxes are too tight for amount of text. Pls adjust to match other box xpacing.


comment:
Pls disregard previous comment - the issue was caused by the size at which I had the course displayed!


comment:
Pls disregard my earlier comment - the issue was caused by the size at which I had the course displayed!


comment:
Reword so it doesn't imply that you have to keep wearing PPE if it inhibits the person doing their job. Meaning, we want people to talk to us about their concerns so we can find the right PPE that protects them while allowing them to do their job as safely and comfortably as possible. If gloves or other personal protective equipment get in the way of an employee successfully performing a task, it is acceptable to occasionally take off the gloves or remove the personal protective equipment.


comment:
Pls fix in transcript:  You can navigation to specific processes  --- to "navigate"


comment:
There are unncessary periods in the bulleted list of areas and business processes.

For example:
- Corporate Responsibility. (does not need a period)


comment:
Not sure if periods are appropriate at the end of bullet points - just a thought to check out!


comment:
I like the way you have this screen set up with an explanation and then the ability to click to an example.  It took me awhile to find the example on the page-- I'm wondering if it would be a good idea to bold that bullet that refers to the local policy.


comment:
Number 1 directions-- I don't know that someone at this stage would know that the Global OnBoarding info would be under talent management-- might want to make that more explicit-- e.g. click on TM to the left and fine the bullet for Global OnBoarding etc


comment:
Wondering if you should use the term site onboarding in the description to match what is on the page in the support guide.


comment:
Worth a double check-- hasn't Prasheeb been a manager only a few months?  It says here that Kavvya has worked for him for a few years.


comment:
First sentence is awkward-- Carmen reviewed her future planning--- is it her resource planning?


comment:
Not sure your said this already-- I accidently closed the SUpport guide-- and had to click around to figure out how to open again-- if there was a way to be clear about where to go to open the guide in case it closes and to have that be available throughout the course-- that would be helpful


comment:
It took me awhile to figure out that in the recruiting section there was more than one page to look at- the page looked complete-- is there a way to let the learner know there are a few pages in the the recruiting section before going on to succession planning?


comment:
I think there needs to be another conversation step between these two-- somehow Ignacio has to acknowledge that there is an issue before the manager suggests they brainstorm solutions


comment:
I realized that I picked the less preferred otpion of framing the issue a bit more succinctly in the first choice-- I did that because it seemed to be tied more to 5 step model about framing the conversation-- to Marianne-- you and I should just calibrate on that to make sure we are aligned with PA-- Is it better to start off really open ended-- or is it better to frame the opening statement so that Ignacio knows what is coming?


comment:
When the question came up with the two responses-- some funky stuff came up with it at the left-- a number of rows of information that didn't make sense in one column


comment:
I think the benefits to the community need to be tweaked a bit so that the outcome to the communicty is clearer-- for example-- the second bullet about using needs assessment and 6S tools-- the way it is written I would say that Daniel benefits equally through gaining experience with the tools-- if it were framed as Effectively utilize employee skills and abilities in the community through the use of 6S tools-- it might be better.  With the verbs currently being used I assumed Daniel was the acting and therefore benefitting along with the community through his gaining experience.


comment:
Would it be possible at each leader wrap up to list which ones the learner had lesser impact?  In that way it would be easier to go back to vs guessing.  It might be difficult to remember which ones after going through all the scenarios.


comment:
This comment more to Marianne-- just didn't want to lose it-- Marianne-- the first page of TM in the support guide has the processes and oweners-- and you have Executive Directors/Directors listed-- that varies by who is in the role-- e.g. Doug Thomas is a Director-- not Executive Director-- and the next Learning and Development person is likely to be an Executive Director-- I suggest putting the owner names differently-- not with title-- maybe use the term leader?  That will get out of date easily and it will be a pain to keep that up to date-- I don't think it really matters either if the reader knows it is a Director or Exec Director


comment:
This has happened to me a number of times-- when I want to go back-- it seems I'm going back more screens than I want-- I was at the screen where the travel questions were and I wanted to go back to this screen-- but when I clicked the back arrow I went back to the screen before this that introduces this last section


comment:
Last bullet on p30 of the guide-- is just a period missing or are there words missing?


comment:
OK-- I give up-- where is the information on travel?  I have looked and looked for it-- I do admit I'm a bit thick when it comes to things like this-- just wanted you to know-- where is the information?-- suggest that you give a bit of a hint-- and in the first screen on this you don't mention to refer to the support guide for help at all


comment:
Just a thought-- I do like how you give lots of direction at the front and then give less about where to find things in the support guide-- you saw the comment about me not finding the travel things-- the thought is-- how about having a multiple choice question about where to find the information--in that way there is still some looking later on but the learner doesn't have to get frustrated with no direction in finding something and being at a loss to locate something?


comment:
on the Sub Function pae 2 of 5 HR Information Systems...please delete the last bullet point 

 Designs, develops, and delivers analytical tools, processes, and information to support the business.


comment:
Page 4 of 5 on HR Sub Functions - Right Environment too lengthy.  Would summarize as follows:

The Right Environment group focuses on establishing strategies, policies and practices that reinforce our core values in everything we do and enables an inclusive, safe, secure and healthy work environment where everyone is treated with dignity and respect.


comment:
page 3 of 5 of the HR sub Functions...Under the "click" Talent Management
Remove:  Recruiting and Internal Movement 
Note:  This should be in the Recruiting Sub Function.  

Note:  There are 9 sub Functions of HR (this was just recently updated).  In the Manual these will appear in Alpha order with Comp & Ben combined.  Would be good for them to appear in that same order in this module.

Compensation and Benefits
Diversity
HR Information Systems
Learning and Development
Line Human Resources
Recruiting
Right Environment
Talent Management


comment:
To the Tools Listing 
Add:  HR Functional Assessment Tool Kit


comment:
Overall comments:

Looks Great.  Once these changes are made, add back in Recruiting and Diversity in the Sub Function Area...Finalize music and we are ready.  Send me the final edits and I will shop it and finalize prior to year end.

Thanks for your Assistance.


comment:
In the practice, the user does not "Close the Oracle Developer..." window... It just opens and then opens application.


comment:
Video says "Notice Marta's was a Full..." should be reworded to "Notice Marta's Assignment Category was Full Time Regular"


comment:
This isn't date-tracking - it is a "search by specific criteria" type of exercise.


comment:
Remove the "closing the developer" window step in the video (mentioned in a previous comment)


comment:
"...good, complete..." to "...accurate and complete..."


comment:
"Good, complete..." to "Accurate and complete..."


comment:
"Amit enters his WWID..." comment is meant for the video on the previous page.


comment:
In the video "Amit enters his WWID" rather than his username.


comment:
Same problem with going back here-- after getting the answer to the question I went back and instead of getting to this slide-- it took me back one extra one


comment:
I know this has been re-worked and it is better than it was-- I still feel in this first bullet-- the one that is the right answer about the  variable pay factor-- that the there is a much stronger link between the work that the direct report is doing and the payout factor than there really is.  It could very well be that the work is stellar and the payout factor could be zero based of course on an array of other things-- I would think there needs to be something in the statement about how the payout factor is about everyone working together to make an impact-- meaning that in everything we do we have to ensure we have maximum impact through excellent work and that we aid other aspects of the business whenever we can so that overall we get the maximum results leading to a higher payoff


comment:
The picture on p 28 of the guide looks seductive to me-- that the two women are doing more than talking-- expecially since they are touching hand to wrist--just a reaction


comment:
In the first paragraph-- when it is stated that Colin had talked with Lucas previously-- probably should say what it was about-- so something like-- Colin has talked a number of times with Lucas about the impact he has when stating his opinions so bluntly-


comment:
In the response that is the best option here-- I think there needs to be some context setting-- For Colin to let Lucas know that he is talking with each of his direct reports individually as well as discussing the matter as a whole team-- the way it is framed it appears that Colin is zeroing in on Lucas as the crux of the problem-- which probably shouldn't be the case-- that Lucas is one of a number of issues-- and if he were the main issue-- then it's more of a performance management problem


comment:
word missing between perceptions and reactions-- an and?


comment:
This statement-- yes, Lucas-- it seems to skirt the issue that in fact Lucas is a bit of a problem-- I'm not sure we have that balance right of Lucas owning up to his behavior and helping out the team-- he seems a bit too clueless


comment:
After looking at the support guide-- I'm wondering if this is the right interaction to have-- the support guide gives only high level comments-- would it be better to have an interaction about getting the assessment going and getting involved in that since in level 2 the leader can be involved.


comment:
I finally see what I am doing with that navigation thing moving backwards too much-- I didn't close the window that said whether I was right or not-- I see it says that-- but others may not pay attention the same way I didn't-- once I closed it the navigation worked fine


comment:
Does it sound funny to you that Katrin would email her boss a question about leadership?  Would it be better to have her do it in one of their 1-1 meetings?


comment:
The other thing here-- if BSO is the correct answer-- then we should make a point to say that Katrin is close to getting her first management role-- and that within the next year she will likely be managing professionals.  Otherwise it would be funny to descrbe too much about that if she were a number of years away-- even though she has the interest


comment:
p15 of the guide-- we should probably say that the following  "corporate" programs-- the lead in sentence to that last group of bullets-- do we also want to say that there could be regional leadership efforts happening and to check with local HR rep?  Just a thought.


comment:
That sentence-- since you struggled with Colin-- make sure you consult the support guide... sounds funny-- gives a feeling that I'm a bit of a loser and make sure I have the support guide with me-- does that mean if I do well I don't need the support guide?  Maybe could be reframed-- and back to my other comment if it were possible to highlight which scenarios I screwed up on and to go back to them


comment:
that sentence-- but what are your responsibilities?  Sounds funny seeing that I am just about at the end and have spent the last hour working through them-- I think just leaving the sentence out would work


comment:
Changed my mind-- probably do need something in there to replace it-- I like the rollovers-- because they are succinct in outlining responsibilities-- maybe say something about reviewing the responsibilities


comment:
May need another sentence saying that the next step in Building Success in Others now that you have mastered the processes-- or something like that is Leadership Conversations-- although they have heard about Leadership Conversations in program orientation-- it would be good to have at least a sentence introducing the fact that there is a course and they will be attending it some time in the future


comment:
Not sure I'm being too sensitive-- that thought statement sounds like he is smitten-- finding the right words-- seems a bit romantic


comment:
What if she becomes emotional --- same thing-- may need to reword


comment:
This ends pretty abruptly-- with just a few statements-- I know this is difficult-- but it would be great to have Jill close this-- especially since she is so passionate about processes.


comment:
You know I'm not a big fan of certificates-- but ok-- I know the routine about why we should have them-- having said that-- I wonder if we should have a special design or wording-- that every certificate has Building Success in Others on it-- and maybe a few other things-- something about a leadership journey perhaps?


comment:
I know I have made a number of comments through this-- they are relatively minor-- I want to say that this version is really good-- I am really happy with the way this has turned out-- and a big, big step forward from the previous version.  I know alot of work has gone into this-- and the support guide-- it is clearly paying off and I think we have a really good course here about a dry topic that you all have made more interesting.  Thanks for all the time and effort.  I look forward to seeing the final version.


comment:
the highlighting is very "red" - hard to read the black text.  either red with white text, or lighter highlight color


comment:
Need to add course name at top. You have to do it on the little suitcase and the very top "course"


comment:
Talent mgmt popup, succession planning is outside the bottom of the box.


comment:
Can safety popup have a space between last line of text and the bottom of the box?


comment:
Need the new front screen of the support guide.


comment:
Again, new screen, possibly a different one so it doesn't look so similar to the last screen.


comment:
There needs to be a space between the sentences in the directions.


comment:
remove double spaces after the sentences on this screen and any others.


comment:
we need directions telling them to click the forward audio button.


comment:
replace the image of the process support guide with the updated one.


comment:
Ignore the other two edits, they look fine now. But on the diagram, safety has an extra pixel of grey above the word.


comment:
Can we get a border around the pages of the support guide? It looks like it's floating in space.


comment:
all the directions need to be adjusted since you can't click anything in the animation. And onscreen directions need to be added that say Click the audio forward button.


comment:
can the meter be where it really is in the activity? It seems odd just floating out there.


comment:
the process support guide opens really differently on this screen than the rest


comment:
at the end of the third paragraph, add a comma after "wrong" before "but"


comment:
in the third paragraph, I think there might be an extra space between the comma after "transfer" and "and even door operators"


comment:
add a comma after "example" in the first sentence of the question


comment:
on option "C," take out "the" before "current" to keep similar structure with the other three answer choices


comment:
From the question spreadsheet, it looks as though "Power is applied to lock the door" goes with question #1, but it's placed before question #2


comment:
"products" is capitalized when next to "Fail Secure" but not when next to "Fail Safe" - lowercase it when next to "Fail Secure"


comment:
Both the resource and the hint are different in the spreadsheet than what appears in the course. In the spreadsheet, the resource and hint are from the catalog. In the course, the resource and hint are from the Wikipedia entry.


comment:
"L-Series" is written like this in the question and like "L series" in option C - change option C to look like the question


comment:
pretty sure there is an extra space between the two sentences in the question


comment:
I would change the hint to read something like, See the section about electric strikes on fire-rated doors in the blog post "Decoded: Fail Safe vs. Fail Secure." That would make more sense than what is written currently.


comment:
no need to italicize or capitalize "Electromagnetic Locks" in the hint


comment:
"Select all that apply." did not make it on the end of the question.


comment:
the color in out periphery of the circle is pink, guess has to be changed to red.
Also in the program map, the leadership foundations course has been shown as a 2.5 days course and what we have been running is a 3.5 day course. another thing to notice on the map is " accelearting employee performance & development" a 2 days workshop which is an addition we dint know of.

navigation is very slow.


comment:
In Prasheebs case what is mentioned on the screen is to open the process guide but its no where to be seen on the screen.


comment:
Local process worksheet went to a zip file and it doesn't make sense.


comment:
Not sure if they are supposed to work but when clicking on "meet the leaders" thru to "conclusions" they did not work.  Or if it is the only option to move forward from the arrow below.


comment:
Rollovers work but there is not arrow to move to the next page (i.e. 4 of 6)


comment:
Felt there was a better explanation of the meter and how the process progressed from the first person to the most experienced leader.


comment:
The setup of this activity was confusing and a lot of data to compare that would not be accomplished unless you are able to print and compare.  Once I figured out what to do it was easy but not sure of the purpose of just comparing and then what?


comment:
Might be helpful here to remind participant how they will progress through this level vs. the last one of the experienced manager.


comment:
This activity is confusing.  The content in the guide does not differientate between what is a benefit to the community or the employee and believe that some of the responses would benefit both but it is an "either/or" response.


comment:
I went to health and safety section of the guide and I can't find any reference here or any other area regarding travel safety.  Maybe I missed this totally.


comment:
I could not find a Global Wellness strategy page but there is something referenced in the available resources for "travel safety."  I did get them right though!


comment:
Is it possible to start and stop within the course?  It would be helpful to give an approximate time of the entire module and each leader section.


comment:
It will not give me an arrow to proceed to pages 3 & 4


comment:
1920s not 1920's (header of box and in body copy)


comment:
Get rid of section level (see dropdown menu). just have the module and pages


comment:
Move the whole box up some so there isn't so much white space between it and intro text


comment:
Suggest making text block wider so all text is above map. If need be, have directional text in smaller "column" on left, but don't wrap it around Alaska


comment:
Disregard text box width comment - makes sense with popup. Just fix directional text before click to not be wrapping around Alaska (i.e. make text box a little skinnier)


comment:
Have the images be part of the "wipe" (group with text)


comment:
Let's make graph larger to fill more space on screen


comment:
Last sentence - spell out "...1000 units per year."


comment:
Change screen title to be just "Summary" instead of Module Summary


comment:
Review all of the wording here. Ex: "successfully changed the Marta's..."


comment:
Date-track backwards screen makes the user click in the Assignment Start Date field in the lower left rather than the date-track icon in the toolbar. Update to select the icon instead.


comment:
In the video: "Amit clicks No in order to view current-date information"


comment:
In any video, Amit should never be shown closing the Developer box. The application will not open if that happens.


comment:
In the People by Assignment section, the text about clicking Organization appears before the actual form opens.


comment:
For the CORE version, Amit types in his WWID and Password and then the screen blanks out and it says "true" in the upper left corner. Cannot proceed any further in the CORE version of the course after that. Template version functions as expected.


comment:
Remove reference to MODULAR and MYLABONLINE.  

Use Literature Number - 6372-00-XXXX.  Number to be updated once content approval is complete.

For the line - The informational and instructional...change to : analyzer series Service Manual, Operator's Manual and Technical Bulletins.


comment:
Change all references of FES training to Service training.


comment:
Also - last sentence here reword to: You will also preview what happens inside the system.


comment:
The Recognize the Basics section as a whole needs to be re-worked. We can discuss this in our meeting on Thursday. We have mapped out how we'd like for it to flow and will provide you a copy of our current in class training guide so that this section can be structured after it.


comment:
Reword parts of sentences to "on the system" instead of in the system and through the system.


comment:
The highlights are helpful here. However, some are incorrectly highlighted for removing waste and for loading. Let's be sure to discuss this on Thursday to correct the highlighted images. We can provide an image with the correct highlights to demonstrate how it should look.


comment:
Pull computer system to the left and move down so that it can be associated with both the 6800 and 8800 systems. It currently appears as though it is part of the 6800 only.


comment:
Though it is true that the samples racks are unloaded that way, the title of this section is loading samples so let's focus on only loading information here.


comment:
Rename the "pipette system" to "cobas omni pipette tip rack"


comment:
"The system separates the solid and liquid waste using containers in the wash/waste drawer."

Remove sentence starting "Luckily..." and the 2 bullet points that follow.

Also, remove second paragraph. 

Action statement in green should read, " Click the liquid waste container on the system."  (It's not cobas omni)


comment:
Waste containers are not branded (cobas omni).


comment:
Remove "click continue" the continue button is sufficient.


comment:
The Amplification Plates are loaded in one place and removed in another place. A new graphic is needed to show where they are removed in the Analytic module.


comment:
Remove "Nice Job!" 

Also, remove "Click Continue"


comment:
Remove CMV, DPX, HEV from this list. Not available in US.


comment:
Prework section: 

Module is not called GLP anymore. It is "Molecular Diagnostics Basics"


comment:
I need to be able to close the question to go back and open the support guide. If I can't open the support guide, I can't answer the question.


comment:
I think the screen needs to look a little more like the others with the illustrated desks. Perhaps with lunch trays?


comment:
should there be a manufacturing line in the middle of the "office" space? The places on the side make sense, but it needs something.


comment:
This is excellent and user friendly, I really cannot fault it


comment:
really like this part. Participants can have multi-choices


comment:
I didn't find the correct information on the wellness strategy page.


comment:
Really don't know which is the correct answer. I think we should talk about the overview as the only one. but not correct. tried other opinions but all incorrect.


comment:
In general I think it is an excellent training. Through content, format, structure. Just has the concern whether people can complete it within 1 hour.


comment:
It allows me to click start and go to the next screen even if i haven't entered anything in the boxes.


comment:
Change resources buttons to include the links in this message: https://blp.basecamphq.com/projects/9721403-cse-development/posts/65259823/comments


comment:
Notes button doesn't work - opens another version of the course. Check with Laura to get a copy of the Notes page...she was customizing it some.


comment:
Using the play button in the middle of the screen didn't seem to work. it just cycled until i pushed the small one at the bottom of the player.


comment:
Need to have feedback on questions once Next is clicked (Correct! or Sorry, that is incorrect.)


comment:
I think some of the examples should be more "realistic" emphasizing issues employees have actually encountered and stressing the alignment to the focus areas. For example, executing NPS with customers who are negative or being assigned to a complex obstacle and wondering if I should re-prioritize my work. Greg and I are working on some new scenarios - when do you need final input?


comment:
Suggestions for managers throughout the training module. I copied and pasted all the "suggestions" made for managers to adopt into an excel file because it appeared to me there was duplication and potentially different information in different sections. I think it helps to look at the suggestions as a whole. Let me know if you would like to review. I also think we need a follow on "training tool box" with the suggestions in an easy to use format because people won't remember the bulk of examples after they finish the training.


comment:
I sent an e-mail on this one as well. The correct answer is to use Select or Poast Ultra.  However in crop tillage is also an acceptable response  some old timers still scuffle their beans in 20 or 30 inch rows.  Can we leave the question to read as is  - select the best answer, but can we make BOTH answers correct. Participant would only need to select one.
Correct answer: Select®  or Poast Ultra®   and   Select®, Poast Ultra®, in crop tillage


comment:
Onsite Training section: Onsite App is now called "Onsite Training Facilitator Guide"


comment:
This section shows all items that are part of the ReIMAGINE package - however, not all operators/customers will have visibility to the Onsite Training Facilitator Guide. Maybe remove that all together since it isn't an asset specifically for the onsite training.


comment:
Onsite Training should also have learning Checkpoints listed and the Simulator should be listed for both Indy and onsite training. 

Also - we are not using Train the Trainer as an asset for customer training. The simulator can be listed in its place.


comment:
Click for Prework: Features GRFT, should reword to a general description of the available prework modules as GRFT isn't the only course.


comment:
Click for Indy Training: 

Reword to: "The Site Expert attends Indy Training to become capable and confident in performance of daily operations and basic troubleshooting. After completing training, the Site Expert may serve as the site trainer on an ongoing basis."


comment:
Remove "Important Phone Number" and make the RSN Molecular Customer Support Center the blue header followed by the phone number.


comment:
Field Engineering Specialist (Not engineer)


comment:
Change second Objective to "Perform Daily Tasks Specific to your Analyzer's configuration."


comment:
Refer to the activity spreadsheet for activity. Remove the note.


comment:
Remove the Ask section since information is included in the activity list.


comment:
Move the Explain section to be before the activity. The facilitator should discuss these points before setting them loose on the activity.


comment:
Replace this image with the lens image showing the processes around the edge.


comment:
Remove this screen all together. It's not in other Cummins courses and isn't accurate.


comment:
Remove glossary tab from UI - not used in this course


comment:
Add the local resources word doc to the resources tab. (posted on Basecamp)


comment:
There's a blank box where the "play" button should be in the player buttons. 

Agree with kristen - add instructions every time they shoudl be clicking next in the audio.


comment:
Update process tool pages with final versions


comment:
Tool is too small to actually read what's being highlighted. I would just fade out the page and then put the graphical organizer on there.


comment:
overall, the images of the tool are way too small. They need to be bigger so that you can see what's on there. Why not remove the intro text once the audio begins and use the full screen to show the tool?


comment:
Instructions need to be as written: Click the Process Support Guide button to see the Talent Management category.

Also, when you click on the tool, it should jump to or only show the page mentioned, educational assistance


comment:
Button name needs to be "Process Support Guide"


comment:
ok - now i get the yellow highlight. this activiy is very confusing to me and the player buttons aren't obvious. let's talk about how we can revamp to make it clearer what to do.


comment:
I'd like to see the meter have color on it so that you can obviously tell what's good and bad. So maybe the left is red, middle yellow, and right green? We can talk about options. Otherwise i think we need labels on the left and right.


comment:
I'm not sure what Kristen experienced here. I had the tool open in a separate window as it had before.


comment:
Add instructions to click next to continue once they've gotten the correct feedback.


comment:
on note pad, move the question up in to the white space so a line isn't going through it. Also, make the option circles more obvious - prefer that they be big boxes.


comment:
Tool opened to the job analysis page. Needs to open to the onboarding page.


comment:
Ignore comment about tool. WHat happened is that i still had it up from the previous exercise and it just brought the window up rather than moving the tool to the right page. if i closed that window and then clicked the button, it woudl work. let's discuss how to address this.


comment:
after getting the activity wrong, incorrect items should be highlighted for learner


comment:
post-it click is WAY to subtle on page. If you do as Kristen suggests, then put the post iton the table so its easy to see.


comment:
This isn't a "try again" activity. They get the correct or incorrect feedback and then need to move on.


comment:
A nice to have on these types of screens - can we have an opp for them to go back and either see the transcripts or try again and make different choices?


comment:
I'm not sure why some of these cirlces are hot buttons that take them back to the employee screens? Please remove.


comment:
Can we show on this screen where they started with the meter compared to where they are?


comment:
Add sentence to instructions: Then select a manager that is unlocked until you have completed all of them."


comment:
This does not look at all like a manufacturing floor to me, nor can i easily tell where to click. Remember this is cummins. a manufacturing plant should have engines, etc.


comment:
Multiple choice questions are not "try again"s. get feedback and move on.


comment:
We can't use the phrase "That's Correct" in this course. No contractions allowed due to translation. Either change to "Correct" or "That Is Correct"


comment:
The landing spaces for these seem to be all different. For example, i moved the "follow any local..." box to number one and it covers up the number 1, but not other boxes. please line up


comment:
i was able to click on image before selecting support guide. they shoudl have to open it first (everywhere except in the colin section)


comment:
when i click on the tool, it brings up invesigation process. should be talent management front section


comment:
add to the 2nd sentence of instructional text: Then click the Post-It to select all of the information....


comment:
when i click next from this screen, it takes me to the intro screen for carmen, rather than the manager wrap up screen.


comment:
I thought that the meter would "Reset" for each manager. is that not the case?


comment:
Move question into the white space. make lines more transparent so they aren't so distracting


comment:
i was able to make multiple selections at once. needs to be only one selection possible at a time.


comment:
in correct feedback, add space between "1-1 meeting"


comment:
in instrucitonal text, change "an" to "and"


comment:
remove current instructional text and just tell them to click next to continue.


comment:
I don't think the circles need to mvoe over the chairs at the end, it looks weird.


comment:
add instructions to click next in audio palyer buttons


comment:
remove yellow highlighted text from screen


comment:
Multinational to global - need to get to the entire world map - make the zoom out happen a little faster.


comment:
Every day - I'd like to see the calendar pages flip several times to have some movement on this one.


comment:
Overall - the animation looks great! The only global change is that I'd like to see pops of red more often on a screen. Whether it's highlighting a word, a customer, something - i think it would give a bit more visual interest.


comment:
You missed the last section of this page. There's a whole other set of text you need to add at the end. See script.


comment:
Environment pop-up. Need to bold "Everything speaks."


comment:
Interactions popup - Email is too small to read. Make it bigger.


comment:
Delivery - Make the lines under satisfied and loyal into bullets. Italize the words "satisfied" and "loyal" in the first sentence.


comment:
Blue instructional text - bold words to follow the pattern we do on every screen.


comment:
bold the word "next" in the instructions


comment:
Not wild about this road sign. At a minimim, change text on sign to "Leadership Foundations"


comment:
Keep title screen text the same as on the other pages in the course.


comment:
The lens graphic on the first page needs to be updated - it's an old version


comment:
I can't tell from my laptop, but be sure the course is 1000 x 650 to comply with the new Cummins Lectora template. That is the only thing about the new template we are applying to this course. height size change.


comment:
Are we using the Glossary tab? There is nothing in it now. If not, I'd remove from UI.


comment:
We need blue directions here that tell learners to click the forward button to move through the animation.


comment:
If we are being consistent with the BSO--Setting the Stage course (ECP), anything that has been clicked or rolled over should change colors so learners know what they already reviewed.


comment:
"Process" in front of Support Guide in directions text should be bold.
Also, 2nd and 3rd bullets either need commas, or you need to remove punctuation in 1st and 4th bullets


comment:
Put a black line border around the guide images so the images are sharper.


comment:
Bold "Process" every time it appears in front of Support Guide in directional text.


comment:
Should we be specific in the number of differences we should select in this post-it note activity?


comment:
Change directions here by removing everything after "click the notepads" with "to begin."


comment:
once i unlock all of the managers on this screen, clicking next takes me to the conclusion. I think it should just take me to prasheeb?


comment:
ignore my comment about jumping to the conclusion. it's fine.


comment:
The asian woman's response is switched with the bottom statement. The bottom statement should go in to the positive bucket. the lack of comm statement should go into the negative bucket.


comment:
Change the instructions to - Drag each photo into the corresponding bucket. Also, I'd like for the text and photos to stay on the screen even after they've correctly moved the photo - just gray out both so that they know they are already selected.


comment:
Move the "how likely" question right above the graphic


comment:
Replace this graphic with their new logo (on basecamp). Jenni told me last week they don't like this photo anymore.


comment:
We have room - let's get some space between bullets so they don't look so on top of each other.


comment:
These pop-ups need some work. they are supposed to show a chain of activity. The order of the people has to match what's in the script. Also, it should look more obviously like a process or timeline. It would also help if each person built rather than all of them being on screen at the same time.


comment:
Change instructions to "Click the Question Mark button...." 

Also get the button closer to the instructions. I had to look all over the screen to find it.


comment:
Quiz pop-up - None of the percentages could be moved in Firefox, but they did in IE


comment:
feedback needs some work. Instead of the xs and checks, it should show the percentages in the right spot. Also, the quotes have to be next to the reasons they are describing


comment:
Is there a way to get a summary of their final choices on the screen at the last feedback? If I don't remember which ones are a three, how will I know which ones to write on the notes document?


comment:
Examples need to be by each of the items that they are going tbe in. So, it should go: circles, definitions, then blanks for the terms. Add a headers above all three items as in the script.


comment:
Instead of the Xs and checks, do it as written where it won't land unless it's right. They need to see all four words in the right spot before moving on.


comment:
Move the word "together" up on the same line with the rest of the title.


comment:
You have the sentence written twice on the pizza boxes.


comment:
Missing the rollover info on each of the pushpins


comment:
Rather than the next button, completing an example should take them back to the map. They can cherry pick which examples they want to view.


comment:
Get "BU: Engine" All on the same line. Needs to be applied throughout this exercise.


comment:
Ignore the other comment - what I think happened is that it jumped me from the internal and external example. THat's fine - but we need a way to get back to the map


comment:
The edit spreadsheet said that this should have been the people holding hands logo.


comment:
Remove first bullet point in What's Next for Participants section.


comment:
Insert activity from spreadsheet at the end of the content.


comment:
Change Sample Overview to Sample overview. This is how it is displayed on the example screens.


comment:
Add additional info to question 2. Point to each area of the Sample overview screen and have them describe the information that is displayed.


comment:
Remove the first bullet point in the What's Next for Participants since we have added an activity.


comment:
Change download to display in the second bullet point.


comment:
Add a bullet under "Demonstrate how to download..." Review the Loading Calibrators and Controls table found in the Operator Notebook.


comment:
2nd sentence - change to "Now I need to put the order through...."


comment:
For all of the co-worker examples, let's change the button label to "Co-Worker's View"


comment:
Need to be a way to get back to screen 21 from each activity


comment:
Can we set up these feedback screens so there's a side by side comparison of what I chose and what i should have chosen?


comment:
The resolution of his face pictures doesn't seem great.


comment:
Add periods at the end of any of the people statements that don't have them.


comment:
This screen is too busy looking. Let's discuss other ways we can lay it out. I think if we put some items in boxes, make the images smaller, we can clean it up


comment:
Certificate page - remove red note to you regarding including it in the course


comment:
The course opened with this screen, then took me to system check screen and then took me back to this screen. Not sure why.


comment:
Love the video---it seemed to end very abrupty vs. fade out. Can we adjust the ending?


comment:
Delivery popup: does the statements under each customer header need to be bullets?


comment:
The word "Close" should always be in the same spot within a popup--upper right corner.


comment:
Close map within the popup (just like Close) should be in upper right corner. Because this popup is so big, it's likely learners would have to scroll to even see the Close Map option where it is now.


comment:
When you change the directions, be sure to remove the 2nd occurrence of "Quiz Yourself button".


comment:
I really like the quiz but I don't understand the end. I don't think I saw my overall rating nor did I get feedback on how I did. It just told me to go back and review my ratings again then said Great! What am I supposed to do when I go back? Re-rate myself to all Always ratings? This was a little confusing.


comment:
I think the directions should say "Read each definition and then Drag the term to the correct definition.


comment:
Don't mean to be a broken record here, but I'm noticing inconsistencies with using either "Close" "X" or something else as directions in a popup. We need to be consistent throughout.


comment:
The popup headers look odd to me. Why are we using semi colons?


comment:
Not a fan of the semicolon approach to categorize the example.


comment:
So the Try Again icon is literally to Try to rewrite the email? I think we should say that. I like how that works.


comment:
I love all the images of Al and the audio messages! I just don't understand the activity. What am I supposed to "construct" and what feedback should I be getting? This activity is confusing.


comment:
When I clicked the Notes Button, it took me to that stupid WWID log in screen and I had to re-enter the course. I never got to Notes.


comment:
There is nothing in Resources or Glossary, just placeholder stuff that comes with the CUmmins Lectora template. Should we remove those buttons?


comment:
2nd pushpin from left, under Situation: "manufacturing plans" should be "manufacturing plants" I think


comment:
Click the Tools tab should be Click the Resources button. And...none of this is in the Resources popup. I would remove all the bulleted resources on this page and put them in Resources.


comment:
Congratulations page references an End of Course Assessment. Remove, as well as directions about the assessment to the programmer that were a part of the cummins lectora template at bottom of screen.


comment:
Delivery: Line up the photos to correspond with satisfied vs. loyal; may need to shrink them down.


comment:
Change the word "bucket" to "category." I don't think bucket will necessarily translate if they don't look like buckets.


comment:
Can you include the head shots next to each example statement?


comment:
Let's take out the second paragraph ("even people...") It's pretty redundant.


comment:
move "click each pushpin..." right above map.


comment:
Line up verbatims next to corresponding reasons better.


comment:
Spell out contractions. Sorry, this is totally my fault.


comment:
Change "They" in the 2nd verbatim to "Our old shop"


comment:
Change period in second sentence to a question mark.


comment:
in the final feedback box: add (Sometimes) after "3"


comment:
Since there aren't numbers on the scale, we can take off the instruction "with 1 being never and 5 being always"


comment:
Add the direction from the script: Click the Customer Lens to read an example of each standard in action.


comment:
Weird--the "click customer lens" instruction shows in IE, but not firefox.


comment:
Oh, I see--I don't see the instruction because I can't complete the activity in Firefox. The "customer lens" instruction should be there before the activity is completed.


comment:
The semicolons are my fault. Subheader format should be:
Location: Mexico
BU: Filtration
Function: Quality


comment:
Again, let's change subheader format to 
Location: Mexico
BU: Filtration
External Customer


comment:
The written comm examples should have a "back to map" option after doing external/internal example.


comment:
Is it possible to insert our theme logo of "Customer Success.  Every Time." on this intro slide?


comment:
It is asking for an admin password to make changes to this computer.  It is trying to update the Adobe Flash Player.  Will users need to have this updated before it will play properly?  They do not have admin. rights to their laptops by default :-(


comment:
Change Cummins Customer Experience vision and standards to "Cummins Customer Support Excellence (CSE)Vision and Standards"


comment:
I am not able to play the animation video.  I get a play bar at the bottom of the screen, but it is just a plain black box, no image or sound.


comment:
-  I like the music
-  Writing on accelerators "growth mindset", "Leadership Development", etc. need to be written in the left column at same time or before animation for that piece is done.  It helps you retain what is being shown.  
- Can we get Customer Support Excellence on left column to stand out in Red
- I really like the images used here.  Especially the synchronization of the supply chain truck with music and the leadership development building someone up.  Great job!
- I also really like the Customer Support Excellence image with the people holding hands to support each other and then the customer in the end- Great job again!
- I'm not crazy about the drawing of Tom Linebarger.  I get the style you are going for, but not sure he would approve of this image as being flattering. Just a watch out, maybe we should run by Melina Kennedy (executive communications)?
- "What does customer success every time look like" slide goes by a little too fast.  
- "Building Customer Loyalty" slide we need to check on branding standards of how we spell Every Time, Every Day, Every Where, I think both words need to be capitalized.
-I like the new people icon on the Net Promoter Scores slide :-)   Good job!   Can we now get them to all migrate over to Promoters instead of stopping some at Passive?  It just might convey the wrong messag as if we accept mediocrity and we don't.
- Speed up the transition from the challenges slide to the what we need slide (Infastructure, Investment, etc.) it will synch better with the music
- I like the new investments icons and how you've included time and people in that
- I also like the new adaptable attitudes icon how she transitions to a smile- good job
- Is there anything we can do to the standards slide?  I'm not too crazy about just listing them there in bullet points.  Without getting to crazy, can we make each one fly in large and then shrink to regular size or something?  It just looks sort of plain compared to the rest of the slides
- The very last slide is rushed.  It's all building up to this one last slide and then it just flashes up very quickly but does not resonate.  We need to really take our time on this slide and let it stick there for a several seconds before fading away.  Make it a grand finale and really resonate.


comment:
The overall file looks grainy.  Is there anything we can do to improve the quality?


comment:
while I like the email example, as a learner at this point I'm drawn to the red text and confused trying to understand if that was really typed in the email and formatted as red (and why it would be) or if it is subliminal.  I know the answer already, but my point is we should somehow call it out as such.  I think it leaves learners having to figure out how to interpret it.  Maybe through a rollover or pop up?


comment:
I like the clean conference room image :-)


comment:
I'm receiving the Adobe Flash admin again on this slide.


comment:
I like the overall concept of the exercise here.  I also like how you incorporated real verbatims into the exercise.


comment:
I really like the pop up boxes and how you included real verbatims. 

Can you make all the boxes the same size/spacing.  Not a huge deal, but just a little distracting.


comment:
I am getting the Adobe Admin Rights pop up again on this slide.


comment:
Need to check with Melinda on the term of using "internal customer" at all. 

Recent announcement made at CSE Leaders workshop about stopping the use of this term and only referring to it as "co-workers".  We may want to consider re-wording?


comment:
The External Customer impact is absolutely wrong.  The end customer IS impacted by the employee transition.  Whether it's through unavailability of reaching someone knowledgeable to help, to having to re-establish a relationship and rebuild trust, the external customer can always potentially be impacted by employee transitions.


comment:
I feel we need more guidance around this image.  Although they each have a label and short description, as a learner, what do you want me to do here?  Read them..........relate to them.........contemplate on which one describes me........reflect back on a similar experience, etc. etc.  I want to make this more than just nice to know.


comment:
I'd like to hide the next button until all pushpins have been clicked. If a learner does not read the instructions under the map, they may click Next and never dig into the real info.


comment:
To be consistent with QuickServe roles, we need to re-label these.  We do not call the "Greet The Customer" role a receptionist, etc. We need to be consistent with QuickServe roles if this is intended to be a distributor/dealer example, or else change the descriptions a little since they are descriptions verbatim from QuickServe training. I can help.


comment:
Also need to make the images a little more realistic to each role.


comment:
The song playing during the growth accelerators sounds like it's saying: "I sop body O" or something like that!


comment:
I think people will not understand why the passives would fall into the category - not likely to talk about Cummins at all. There is not a good connection from previous NPS info and this exercise.


comment:
Need to explain what is environment and delivery - what does that mean?


comment:
Is keeping your desk clean the most important think I can do to be safe?


comment:
Remove the word "never" from the statement about talking or texting from a cell phone.  It's redundant with what they are ranking and can be confusing.


comment:
remove don't from last statment, again confusing with how we are ranking just state it as I talk....... and then they can rank "never", "sometimes", etc.


comment:
We need to change the instructions since there is no reference to numbers here (even though it says sometimes) and learners may not remember which end of the spectrum was a 1 or a 5?   Also some of the wording needs modified so it is not as confusing.


comment:
I think that this emphasis on the physical space is not as impactful as the actual customer examples of what is excellent support.


comment:
should be Cummins CSE Vision and Standards, not Cummins Vision and Standards.  The Vision is slightly different.


comment:
Need to update the definitions to match the most recent.


comment:
Image appears to overlap with blue lettering "Click each ....."?


comment:
I think employees are going to think this exercise is just plain stupid.


comment:
I don't see a strong connection with the caring scenario.  I'd like to see something more about the first bullet being how we contacted and consulted with the customer to understand their issues and needs, maybe even visited onsite to really see how they were impacted and to partner with them in a permanent solution (this is more caring to me than six sigma project team)


comment:
we may  need to change location.  I don't know that we have a PGBU representation (outside of DBU) in New Zealand.


comment:
The resources pop up window is too small and can't be expanded.


comment:
All these examples seem to be purely Service related - is there a way to get other functions?


comment:
there is a lot of trial and error needed unless someone is actually looking at an old presentation - maybe a line like "don't worry if you don't get the match right the first time - just keep dragging the number to a box - it will stick when the data is right ..."


comment:
standards are "how" or behavioral and this notion needs to be brought out more


comment:
agree the caring scenario is not demonstrative of the idea enough


comment:
Either change the words in both sentences to "below" or move the boxes above the text.


comment:
I don't think we need resources here especially if we have the articles they can download during the module.


comment:
The video and messages within the PowerPoint are very high level and don't really touch directly on aspects of automation/assay performance.  Can this opening statement be a bit higher level?
Metro hospital lab is concerned about how they can keep up with their increasing workload. They need to provide the highest quality results to clinicians in the most cost effective manner possible.  They need to partner with a company that understands their needs and provides total solutions. 

Or something to that effect....can discuss with the group.


comment:
Need an "other" category in drop down for competitors.


comment:
HR the basics should be larger, and the have the same amount of space above it as on the left before the red outline. Will send you screenshot of how it should be.


comment:
Was there music with this (sometimes my headset is hosed and I just can't hear it)? There is supposed to be.


comment:
There's usually music playing during these little splash screen intros on the other HR courses


comment:
Please remove the information in the (  )


comment:
Change question/statement by removing "is changing or" so it will just refer to "servicing batteries".  

Correct spelling of "sheild"    


I will be updating the answers to this question also, just not ready yet


comment:
The intro video for teh pre-work will come before this screen. It should be very first.


comment:
Your audio is very quiet in the intro and sometimes throughout the course. The video audio is louder


comment:
The nav is pretty simple to figure out, however, I think it'd be nice to have a watermark or small indicator of where I am in relation to the rest of the material/course/doc


comment:
I like the content of this vid but think it could be broken up into multiple smaller ones. The one long vid allows user to lose focus of the individual pieces of info and by the end it's just "menu"


comment:
perhaps a final comparison screen with all three products on it at once


comment:
also, a voice over highlighting the pertinent info in the charts and how it compares might be nice. If left to there own devices my eyes tend to un-focus at text heavy tables so voice over could keep my attn. Or snazzy info graphics!


comment:
I like the use interviews. I gives a good insight to real use


comment:
I was able to break the vids and got them all playing at once. You'll want to have the btns stop all other videos when a new one is started


comment:
All info seemed correct and I think a new user would know what lectora is used for


comment:
The Lectora point of view was unbalanced but there was a lot there on competitors software besides the tables and when Michelle talks about the difference from Articulate. If this is important you might want a little more


comment:
All btns were obviously btns and interactions seemed intuitive


comment:
Text is easy to read and the info is "accessible" overall


comment:
Overall, I do think it has an eLearning course feel. I think you have the content for more of a documentary feel if you want to go that route but will need to add more fluidity. There is a lot of next arrow clicking. Perhaps think of it more of an interactive movie where the user can almost sit back and watch it if they like or be in complete control and jump around, review, etc if needed. I think the interactions will mean more that way. This will involve more 'auto-play' in some sections but then you can bring the user into the material when they do interact. Just an idea... let me know if this makes zero sense.


comment:
For "How We Talk About It", it looks a little odd with only the "It" on the second line. Can you respace so "About It" is on the second line?


comment:
I believe the median definition should be a roll over instead of a click.


comment:
Looks like the first word on the poster might have a space before it. Second line of the second paragraph is also indented.


comment:
Amit's speech bubble - capitalize T in There


comment:
Since this is not a try-again question, we should have green checkmarks come up on the right answers to reinforce (this would apply to all similar question types in the course).


comment:
When hovering over the Tools icon, it looks like a white arrow appears????  I clearly see a white bar but a small little triangle at the top peeps through too.  Is this supposed to be an arrow and if so, reduce size so that it is visible.


comment:
HBO Go App - two answers have 'App' capitalized and one does not.  Capitalize the third as well.


comment:
"Good choice - you selected several key features and benefits to focus on.  Why were those options what you focused on?"
 - the wording above doesn't flow well
How about:  "Good choice - you selected several key feature and benefits in your response.  Why did you focus on those options?  Select all the reasons why  you focused on those features and click Submit."
- If using the word "positioned" include it in the question as well.  To an agent, focus and positioning have two very different meanings.


comment:
I don't like this question because there are numerous correct answers.  If I'm a tenured agent, I may have only needed resource support from KEY and TWC.com.  If I'm a new agent, I may have utilized many resources. The question needs to be rephrased so that it applies to all agents. Also, how about listing out all the options separately and have agents select all the options that apply to TWC TV app. The ">" are very confusing!  I had to spend a few minutes reviewing the options before selecting.  After my 3rd try, I was just clicking to try to get it right. Agents will get frustrated.

"One last question.  Where can you go to find the information you need to help a customer with their TWC TV apps?"


comment:
Audio of Customer - there is a small hiccup at the beginning of the script "I received my current bill and it...(hiccup)... is increased."
Script says "has" but actor states "is" in audio in the hiccup item above.


comment:
Text Correction
First Bullet there is an extra "You" in the text
Should be - Identify who to talk to at the lab.


comment:
-Change "Whole Home DVR" to "Whole HOUSE HD-DVR"
-For the correct answer - "DVR allows you to watch your shows anywhere." Please change to be a bit more specific.  Anywhere is way to broad.  How about "Your HD-DVR will allow you to record a show in one room and watch it in any other rooms that have playback boxes connected with the multi-room network."


comment:
I like the guy image shots but his shirt is wrinkled and we are tying to get the guys to have a more professional look but without a tie.


comment:
Not able to access What to say, you're on your own or Next steps. But was not sure it was supposed to be available either since we are in design phase.
Thanks for the good work!


comment:
Change the wording to provide clarity.  Provided feedback to the same question in Customer 1 scenario.


comment:
Same feedback for this question as in Customer 1 scenario.


comment:
"How would you troubleshoot the issue?" - This question immediately makes me think of an outage or a problem with service but yet the scenario presented is not focused on an interruption in service.  "Troubleshoot" isn't a good word to use as it has a different meaning for a Care agent.  Instead this is a billing request.  Rephrase the question to something like "How would you help your customer?"


comment:
I concur with Dustin...maybe include their logos or something? May be cool to have ONE chart that just shows the ratings for all three with regards to the categories and when you roll over each cell, you could show the comments.


comment:
Hitting the back and next buttons were a little counter-intuitive. If I was on that menu scree and jumped to the third button, the back button would take me through the other screens I skipped over. I think I'd rather have it jump me back to the menu.


comment:
In terms of overall look, I'd say it does feel like an e-learning course. I may try and go with something a little more like what we did with NxStage where there isn't so much a content box in the middle of the screen. You wouldn't really see a window-within-a-window in a movie. It would just be all on the screen. (I'd be glad to help with this)


comment:
I would remove the functionality of the two arrow icons that are part of the instructions here. Just make them static images.


comment:
The question mark button at the top doesn't go anywhere. Not 100% sure if you said this would be added in later or not.


comment:
Is there a way to have the videos end on something other than black screen?


comment:
Agree with Dustin on the next and back arrows. To my edit earlier, it may just be easiest for each section to have little to no "click next." Maybe just have the next arrows to show up after a video has finished playing?


comment:
The audio is not in the same order at the main menu.  He list the courses in a different order than what you read.


comment:
under compensation and benefits, how do managers play a role in the global wellness strategy or variable pay plans.


comment:
the audio says corporate safety while the slide just says safety


comment:
do we really have and use range of pay?  Not sure that we describe the deciles this way.


comment:
This section was confusing.  It told me to select the first two questions.  Having me click on the meter was not clear.  It seemed like it should have happened automatically. As it explained what was going to happen with each leader it was not clear.  Just a lot of clicking buttons.


comment:
too many appropriate answers to narrow it done easily to get it right.


comment:
On my screen, the "continue" arrow falls below the scrol line, so I don't actually see it.


comment:
My screen resolution is 1200x800 and the red "x" does not show in the lower portion of the screen


comment:
THe first three introductory slides seem like they could be put together rather than needing three clicks to proceed.


comment:
The words leadership and processes appear three times on this slide.  It's feeling redundant.


comment:
THe process guide was introduced in the earlier section.  This slide doesn't seem to add much to that inroduction at present.


comment:
Could use a carriage return after the semi-colon.


comment:
"Because of local variations, there is a resource in Tools that is designed to help you document your local variations and resources."  Could  be reduced to:

"A worksheet is available in Resources to allow you to document local process variations."


comment:
There is no "Next" button.  There is only the right arrow.  I'll click that and see what happens.


comment:
Kavvya's page: I clicked both the support guide and job positions, but can't progress past that stage into the conversations.  I note that the PDFs open into the same window, ifthat helps.


comment:
I got stuck at Kavvya's page, but was able to finish all other employees in Prasheeb's section.  I can't, however, seem to get any of the other leader's buttons to respond.


comment:
In the office scenario when selecting an answer the response can be "Not Bad"  Could this be changed to something less negative


comment:
Am not able to view the Local Process Worksheet


comment:
Would like to change the text on the safety "Roll over box to refer to "safe and healthy" work environment.


comment:
Also, can the hotspot for "safety" be changed to "Health & Safety"?


comment:
Would like the Process Support Guide for "safety" to refer to "Health & Safety" throughout.  Also, on the item that mentions "employees, contractors, community" would like to add "their families" after employees. 

I am also unable to view the Local Process Worksheet.


comment:
Reminder references "Tools" tab, but I only see "Resources"


comment:
Omit Your or The - What Is in Your The Essential Leadership Processes Support Guide?


comment:
Audio description of guide topics is in different sequence than what appears on the main menu.


comment:
If you're going to mention the FAQ, might as well refer to the References as well. Otherwise, it seems like you've mentioned the first six items on the list and what about the seventh?


comment:
RESPONSIVE? he is responding in 48 hours but not addressing the problem for a week so his words need to reflect that. Its not realistic to expect that everything can be solved immediately but it is realistic to at least communicate a "I hear you and I will look into it"


comment:
the "try writing the email" needs to have an email signature that meets brand standards


comment:
all these emails need to have a signature that conforms to Brand Standard


comment:
need to conclude with more power - need to repeat the Vision and Standards?


comment:
Can you make the pop up text box on this slide come up only after the student clicks on the "Next" button?  First time I went through this slide, the pop-up obstructed the background slide items before I had read them all.


comment:
great job on the animation.  I like the music, but the song or words that repeat at intervals throughout was confusing - could not really understand what was being said, but seemed to be something in english language.  Maybe should be just music without the repeating lyric.


comment:
Delete the last sentence on the page that refers to an end of course assessment.


comment:
This screen would work better with the icons placed horizontally, and the associated text under each icon


comment:
Guaranteed Allowances popup - extra spaces in 2nd bullet before the word "decreased"


comment:
I have submitted multiple answer combinations although I feel that some of the submissions were possibly correct.  Now I'm just trying different combos to move past the question.  I can see this as being frustrating to an agent.


comment:
What are the correct answers here?  I chose:  I made sure to agree with the customer that she could eliminate a box, I explained how Roku could work to replace a box, I emphasized the lower price point of Roku.


comment:
Same feedback as previous customer scenarios for this question.


comment:
Why would the Lab Supervisor call the FAS for a service problem


comment:
not sure about the rainbow and sunshine...


comment:
On these questions in all scenarios, the agent could be sitting there picking options all day and if they truly dont know the answer they are just picking until they get it right. At some point (maybe after 2-3 wrong choices) could the assessment give the agent the correct answer like it does on the resources page?


comment:
On this page for the middle (correct) answer I would recommend the verbiage to say educate the customer shows from premium channels like HBO (instead of offer).


comment:
I would recommend agents to do is ask the customer what they typically watch or what their favorite shows and/or channels are. What type of movies they like to watch, etc. That way they know the customers needs rather than throwing out benefits/features that are not relevant to the customer.  Maybe it could say something like Explain that the campaign for the bundle has ended. After learning the customers household needs, offer the features of the triple play video bundle and educate the customer on shows from premium channels like HBO.


comment:
Replace opening with "Youre right, you should always learn the customers household needs, explain the features of the triple play video bundle, and that the campaign for the bundle has ended."


comment:
Maybe start the sentence out with based on what you told me, I want you to be able to access the shows&&. (1st response)


comment:
Same issue JS points out - Should the last sentence say watch your shows from any box in your home? Watch your shows anywhere sounds like they can watch their recorded shows even away from home.


comment:
I would recommend saying based on what you told me you like to watch I recommend you keeping the preferred tv package so you dont lose your favorite shows. Then use the one option would be to && and remove the last sentence of what channels are most important to you?


comment:
Instead of emailing the speed test link, I would like the agent to ask the customer if they are by their computer, and walk them through a speed test right then and there.


comment:
Take out "formerly known as a Material Safety Data Sheet (MSDS)"


comment:
Remove "gloves" from the Great Work pop up.


comment:
The respirator should not be required for Clyde to enter the lab.


comment:
Global - I think we should have play/pause button.


comment:
Interim popup - last sentence needs a comma after "During this phase" instead of a semicolon.


comment:
Interim popup - label purple part "Observation Time (Days)"


comment:
certified popup - same thing - label as Observation Time (Days)


comment:
certified - change the Observation Time Frame in the sentence too.


comment:
second sentence of the question - should be 30 not thirty


comment:
instead of certificate in line two, it should be certification


comment:
remove "let's" from second sentence to eliminate contraction.


comment:
I'm confused about the checks on the left. will it really be this easy to just look for the things in th list?


comment:
I am wondering the imagery should not be food, but about the assay? we have to find the fine line here of continuing the story but also making the content make sense. Let's discuss!


comment:
Amanda - Did they approve this learning agent guy? I have a feeling they may not love him. If they have not yet approved him, I am not super wild about including him throughout the course.


comment:
too many words. Also, let's lose the "chef calculator" name. Again, I think we need to transition to the real content, rather than talking about the number of chefs. Ryan, this group does not want cheesy.


comment:
How are they going to know the answer for this? is this on the 68/88 or on what system?


comment:
I think the explore more should just animate on screen at the end as a final summary text box. Something that says "This is just an overview of the pump. For a deep dive into each screen, see the additional resources provided by Medtronic at INSERT LINK."


comment:
need the graphic you're clicking to change state somehow to know what you've done/not done.


comment:
This seems really awkward. Could we have them click a specific section of the programmer that would bring up the keypad in real life? and then show what it would look like on the programmer?


comment:
RTMO popup text: "If no logical solution is found after troubleshooting, contact the RTMO desk."


comment:
In the Process Support Guide: Under What Is It? typo: Formal education hat......
Also, because this is being used as an example: Call out more clearly in the guide that "Every country will have their own policy - the program will follow the eligibility requirements and the reimbursement process based on that policy."


comment:
Jane - "definitely" misspelled. Also, reference to "reminded her that the program is voluntary" but I don't see this in the comments....


comment:
For the Resources: Local Process Worksheet - it is a zip file and not sure what is supposed to be in it or what it is to be used for.  May still be in design stage.  The Support Guide opened and was able to review.


comment:
I noticed right away that I could not see the x in the 4 corners and the difference to see was so very small.  The thought of having to contact the Help Desk is discouraging.  Is there a way we can use a pop-up or link to say this is how you change your resolution?


comment:
Maybe it is in later material; however, my understanding is that we are building on the competencies of the Leadership Culture Series - Coach and Develop, Foster Open Communication, Diversity, Talent Management, Strategy.  And our CEO has made leadership development a top 5  accelerator - I believe is a connection with why we are doing BSO and setting expectations.


comment:
I think we should highlight as a core process the Cummins Business Model and Operating System.  This is a visual that links why we do what we do with the how.  One thing I see leaders need to do better is link the performance of the business with the talent of the organization.  This linking of business and talent impacts a majority of the Cummins processes we expect leaders to champion.


comment:
I like the guide - good one page overview for each concept;  will go back to previous comment about linking the needs of the business to needs of talent.  

We also include resource connections at the very end.  Would it be possible to put the resource connection in the section where it is discussed?


comment:
Did see that the page does make reference to "resources" so great and ignore earlier comment.


comment:
OK - maybe it's just my learning style.  Not sure where we discussed the "effectiveness meter" and how it would be used with the various scenarios and to measure the team.  Also, do you want them to go the Support Guide first and then the note on the table, can the go to the note without going to the guide?  I would suggest forcing the guide and then the note.  Also the note on the table isn't intuitive to me.  Maybe a pop-up that says "select to determine your effectiveness of your response" or something like that.


comment:
Again if they do go to the support guide, highlight with a pop up or something to move them to the next click


comment:
Maybe I've come to the end of the test phase.  I see the other leaders are "locked".  

From the start - we could manage expectations with how long we expect the module to take.  And how many scenarios do we expect them to do.  And can we force them to the next one to complete to make sure all concepts are covered?

I was interrupted will reviewing but not sure how the whole approach to using the effectiveness meter was introduced.

Will there be an opportunity for the participant to submit feedback on the process, tool, content and/or ask a question? 

Also I noticed that most of the reviewers of the module seem to be US based and English as primary language.  Maybe there are plans to have other global resources review (i.e. ABOs) and non-HR to test?


comment:
The voice mentions four things and there are only two things listed-- it got me a bit confused wondering where the other two things were


comment:
May need to clarify how the process support guide works-- I opened it alright and then minimized it-- thought it would stay after I clicked on close so I could continue with the course but then the guide went away-- I wasn't expecting that


comment:
The example given-- the -- for example-- was confusing-- better to just mention the 4 steps


comment:
should say-- the flow diagram-- on the right-- I was looking for a more technical flow diagram


comment:
Should the job descriptions at the top say CPMS????


comment:
I think the click and drag-- when it says go back-- I think it takes yoju back two screens instead of 1


comment:
The competency management sequence of having the discussion about future roles at the end-- that is different than the perf mgt approach to IDP dev where the career journey comes first.  We should connect with Candace or whoever owns SkillTrack page here to calbrate on this


comment:
What's the list of names with subtitles to the left of the two statements to click on?  I don't think it is supposed to be there.


comment:
Can these audios be combined together? It is inconvenient for users to click button so many times during a short period


comment:
correct feedback - The user can remain in the Interim phase for 12 months or until the expiration date.


comment:
Change buttons to say "Certification" instead of certificate


comment:
instead of observation time frame in second answer - observation time (days)


comment:
congrats screen - the continue button is wonky


comment:
Check that this is the correct list for POCCs - I don't believe they have server administration


comment:
HBO go needs the Trademark symbol, as it is trademarked. iTunes Stores should be updated to Store in the first answer selection. The phrasing "are you by your iPad" is very awkward, particularly since the customer just said he was trying to watch GoT on his iPad in the airport.


comment:
In our standards, we name the specific number of correct answers in multiple select questions. This question is also worded extremely awkward. We do not use "why" questions when possible.


comment:
in the feedback for getting the question incorrect, it says "you should focus on all the shows the app offers" is opposite of what is asked of them--compass behaviors & S3 tell them to focus on what the customer is interested in and not to overwhelm them with information that is no relevant to the customer. Change the feedback box


comment:
remove the placeholder image from behind the video.


comment:
Fix the semi-transparent bg behind the title/intro text so that it doesn't fade in.


comment:
Great animation - The voice over cut off a little short at the very end though.


comment:
The courses for this role are placed in a slightly different shape than other ones.  For consistency, the system outages course should be moved to the 2nd row, last column on the left, and leading the EIM transition moves one space to the left.


comment:
To be consistent with the shape of other role's courses - the managing inquiries course should move to the 1st row, far right, and managing user app access should move one space to the left.


comment:
When I click one role and see the courses and then go back to see another role the role is orange. But when I do it again, it does not hold the visited state. Should they all turn orange permanently when they have been visited?


comment:
Participating Resource - should have "an" EIM rather than "a" EIM in the first sentence.


comment:
Participating Resource: Should be 'an' EIM rather than 'a' EIM.


comment:
Transcript - paragraph 2 - 2 spaces after first sentence


comment:
Transcript - Sonee - 2 spaces after each sentence


comment:
Move paul down a few pixels so he is flush with the footer bar


comment:
Move the bottom button over to be in the first column


comment:
GLOBAL: The description for The basics of real-time markets - the last phrase feels weird. I think we should make it a sentence or part of the previous sentence.


comment:
GLOBAL: Managing base schedules with BSAP rollover - need a comma after submit


comment:
The player still says Design Proof. Probably want to change it to alpha version.


comment:
GLOBAL: BAAOP basics rollover - we already say how to at the beginning before listing things, so don't need to say it again. Have it read "Teaches how to create a manual dispatch, interpret market infeasibility indications, and identify and correct topology and market errors."


comment:
If i click the buttons, they stay orange and text turns white. If I rollover, they are orange on rollover. I think we need to remove the change on click


comment:
GLOBAL: Viewing EIM results with CMRI rollover - I don't believe we will be teaching about day-ahead market results. Day-ahead is not EIM.


comment:
GLOBAL: Managing inquiries and disputes with CIDI - this course is actually named Managing customer inquiries and disputes with CIDI (insert customer)


comment:
GLOBAL: Finding settlements files with MRIS rollover - add "the" before search


comment:
GLOBAL: Managing customer inquiries and disputes with CIDI - rollover - same as another earlier comment, last phrase feels weird. Can it be a sentence of its own or more part of the previous sentence?


comment:
Link text should be sentence case, not title case, so California ISO acronyms (PDF), EIM overview, EIM implementation process, EIM FAQs


comment:
Add orange to the directions - "Click the orange markers..."


comment:
EIM Entity popup text - this doesn't make sense. "A balancing authority area that is enabling Energy Imbalance Market to occur in this area..." Maybe we need to change to "A balancing authority area that is enabling EIM activity to occur..." or something else?


comment:
i like the concept of this activity, but don't get how the learner is going to figure it out or what information will drive this decision.


comment:
for system workflow, I think we should see the system! they should be identifying how the sample is moving through the 68/88 rather than just seeing text and an oven. We probably could steal some imagery and or programming from the 68/88 launch course or the customer GRFT


comment:
Replace comma at the end of second bullet point:
"You can customize IHC and ISH protocols for your laboratory and edit them as needed."


comment:
Correct "Owner's Manual" to Operator Manual to be consistent with Legal Language.


comment:
Subtopic is titled "Using Inventory Management" but when you select it the dialog states that you have selected "Use Inventory Management" - makes these match.


comment:
Actually "use" is in two places on this page - should probably correct subtopic to match these.

"Youve selected Use the Inventory Management System." and "Use the Inventory Management System" header.


comment:
Correct Ventana to be in all caps "Register VENTANA Bulk Reagent".


comment:
Question text: "The ISO simultaneously loses two major resources (total loss of 2500 MW)"


comment:
Should we use language that's a little more personal, like "our history", "our company"?  Also, picky detail but I feel like the modules should go in clockwise order (switch the location of module 3 with module 4).


comment:
Change onscreen box text to: #1: "Identify causes of market infeasibility by checking base schedules, outages, topology issues, resource parameters, self-schedules and ETSR limits." #2: "Follow market instructions to ensure reliability." #3: "Correct identified errors as quickly as possible." Keep the words that are currently green as green, and any new text as blue.


comment:
Capitalize Study Team in the last paragraph when you click on the Participants box to obtain more information.


comment:
Does this capture key highlights in Company history that I recently shared with you from the Baldrige organizational profile?


comment:
Edwin: Multiple times throughout the narration you see 2x Edwins onscreen


comment:
Transcript: Extra space between 2nd to last and last paragraph, drop down to a single line of space.


comment:
Transcript text: 1st paragraph - says OME Resource Summary, but should say OMS Resource Summary


comment:
Transcript, 3rd paragraph, 4th sentence: Since this lists multiple options to move ahead, these should go onscreen in a teal box with the items (e.g., topology, self-schedules, resource parameters) in a bulleted list.


comment:
I believe we should add bringing the waste water operations in house (no longer contracted out), 2017


comment:
Rate of Speech to high.
Neutral Accent required


comment:
how cummins culture impacts how you lead others can also be mentioned as how cummins culture impacts your leadership style. because the org culture does not only affect people handling skills.


comment:
Course outline is missing, the objective and the purpose of this module is not highlighted in the begining and also the take away of this session is not mentioned in the start of this module.


comment:
Course organization is absent.
Course completion time is not mentioned.


comment:
Fonts are too small... not visible clearly


comment:
The participants gets confused with these questions.


comment:
Not able to understand the logic behind this meter. It is also not giving any pop up to explain the purpose of the meter.


comment:
There is no option of taking the course without Audio


comment:
EIM Entity popup text - add "the" before EIM at the end of the sentence.


comment:
Market operator - if we're saying this is the ISO, then let's put the marker on the California ISO building...


comment:
The VO says intertie translation rather than transaction when referencing the resource type. This was a typo in the script. So, probably not a big deal for placeholder VO at alpha- but should be updated and changed before we send to VO talent for recording.


comment:
Ignore Perrin and Dennis' edit about changing a to an... it should be "the"


comment:
Participating resource popup - the first sentence does not make sense. "A resource located within the EIM that elects to make participate in the EIM." what?!?


comment:
Participating resource popup text - the 2nd sentence is weird too. Jenn - do you have a suggestion here?


comment:
Should we have the markers change to a color for "complete" once clicked?


comment:
in main sentence - extra spaces after first sentence.


comment:
last line of main sentence - resource (lowercase r)


comment:
remove your notes in parentheses in the transcript


comment:
move nicki down a few pixels so she is flush with the footer


comment:
Can the click here to continue button and or target be a bit bigger? I was clicking in the green box too far to the right and couldn't get it to work. When I clicked in the left side of the box it worked fine.


comment:
We need some images here. This looks very placeholder-y to me still. I'll make some.


comment:
I'd like to play around with the layout here, too. All these blue boxes feel kind of boring and placeholder-y too. (SAME FOR OTHER POPUPS)


comment:
top left box - looks like there are 2 spaces after the comma


comment:
feedback for Real-time market button - change to real-time market on bullet #1


comment:
Transcript - EIM BA: 2 spaces after first and second sentence


comment:
Transcript - Non-EIM BA: 2 spaces after 1st, 3rd, and 4th sentences


comment:
Transcript - Non-EIM BA: last sentence - bilateral (not hyphenated)


comment:
Transcript - EIM BA: 2nd last line - reoptimized (not hyphenated)


comment:
Kendell - When the VO talks about viewing the base balance viewer screen to see the UP value would it be possible to show a static screen shot of that screen in the open right side of the screen here? We could but the transparent box to highlight that Available 60' Flexibility column. That way the learner could see what field the VO references.


comment:
In the real-world I dont think they have to right click in the AS RD field to select submit base schedule. That is what the little help box said. I think they can right click anywhere in that lower section once they have entered MW. Do you think the little help box might be confusing?


comment:
When I added my 100 MW and 10 AS_NR I had to press enter on my keyboard. It looks like in the captivates that you only have to move the mouse to click into another field. Is this a big deal? Do we have to click enter to get the simulator to work?


comment:
First response option: there might be an extra space between show and whether. Not sure, sometimes storyline looks like 2 rather than 1 space.


comment:
Can we change "It is found" to It can be seen...on all three answers? It is found sounds funny...my bad.


comment:
I entered 138 MW and 5 in the AS-RU field and it kept telling me that was not the correct location.


comment:
In the congratulations box the first sentence is in the wrong font. But the quiz worked! Hooray! Very cool.


comment:
Oops, wait. I got the congratulations you passed before seeing this base balance viewer quiz question.


comment:
Viewing EIM results with CMRI. Day-head base schedules are in the objectives, but it may be confusing here out of context.  Delete day-ahead and real-time  so it reads:  "Teaches how to view base schedules, market results..."


comment:
Participating resource: Revise to read "A resource located within the EIM Entity that elects to participate in the EIM.  The resource submits bids through their scheduling coordinator which convey its availability in the real-time market to the market operator."

This reads better and is clearer.


comment:
When I click the transcript button it stops the audio. Then I click EIM BA again and it restarts. this is not how it works other places.


comment:
bilateral in pull quotes (not hyphenated)


comment:
Move Non-EIM BA up a pixel so label isn't overlapping the footer bar


comment:
"enabling EIM (Energy Imbalance Market) to occur"... this doesn't really make sense


comment:
add "the" before EIM at the end of the sentence


comment:
2nd line - should it be Energy Imbalance Market?


comment:
I don't think ancillary services should be capitalized?


comment:
Should either read "...the ISO demand forecast." or "ISO demand forecasts."


comment:
These buttons should be the darker blue as the UP state to be consistent with the convention used elsewhere


comment:
GLOBAL: We are not consistent with spelling out 5/five and use of hyphen on five-minute. Here it is five-minute. I know I've also seen 5 minute and maybe 5-minute. Let's pick a standard (let me know what it is so i can add to style guide)


comment:
On flashcard we used "7 days" - here "seven days" - follow whatever convention is decided for five minute


comment:
Others on the team can lend better insight than I on whether or not these are the key milestones to include in the exercise (LaTona, Greg, Jeff Brown).


comment:
Align all simulation teal/white text box text to the left, to be consistent with other course simulations.


comment:
I believe we should cross reference these key milestones with the ones that were part of the Culture Map exercise.


comment:
I can't get the slider to drag.  Will the pictures change as you drag the slider?  If not, can we consider that?


comment:
So, never mind my last comment.  I did not realize you had to drag the slider all the way from the left to the right (will others have the same experience?). Also, will there be more pictures and examples here?


comment:
will be important to get the team's feedback on whether or not we want to include a couple more of these


comment:
Transcript, 1st paragraph, 2nd sentence: Says "When I hover over Bid Operators" but should be "When I hover over Bid Overview - Generators"


comment:
I like where this is going.  Capitalize the word Trust throughout.


comment:
We can talk about some of our key areas/departments but we need to stay away from terms and org charts that will change and easily become outdated.  I'd use more generic terms like, operations, customer service, accounting and finance, human resources, etc.


comment:
Image: the SVG one-line graphic has most of the requested changes made to it based on the client feedback we received. However, 2 spots (blue text) are missing the word "to" (e.g. to 5_Avenue). Why not just use the image from the client doc?


comment:
I like the highlighted service areas but some are harder to see than others.  We will need to enlist team members in coming up with a good description of each.


comment:
"Select all that apply" didn't make it on the end of the question.


comment:
pretty sure there is an extra space after the period between the first and second sentence


comment:
"Select all that are true" didn't make it on the end of the question.


comment:
On the blog, it says that an "EPT" is an "Electrical Power Transfer," not an "Electric Power Transfer" - should this be changed in the question?


comment:
The Resource does not match what's on the spreadsheet - the spreadsheet says "Look in the Von Duprin Door Control and Security Hardware Catalog," not "Look in the Von Duprin 98/99 Catalog" (what's in the course)


comment:
in the hint, it references page 1 - were we trying to avoid page numbers? you can change to "See the section on door position switches in the Door Position Switch Information Sheet"


comment:
same issue with the page numbers - you could change the hint to: "See the section on Monitor Strikes in the Von Duprin Door Control and Security Hardware Catalog."


comment:
in the last sentence of the question, remove the word "remember" - will improve understanding of question


comment:
Change wording of option D to "Operators not requiring guard rails and canceling scanners" to be consistent with other answer choices


comment:
There is no hint and no resource in the course currently. The hint box pops up and says that there is no hint.


comment:
The "do" comment below about the first sentence of the third paragraph was not made in beta.


comment:
"Select all that apply" didn't make it on the end of the question


comment:
"Select all that apply" did not make it on the end of the question.


comment:
ignore my last comment - didn't see the change made in the alpha edits


comment:
in the hint, "Normally Open" should be italicized


comment:
ignore my other comment - i see from the alpha edits that there was a change


comment:
ignore last comment from me - change made in the alpha edits


comment:
"è‹y" is wrong. It should be "è‹y"This error exists in the name of the button as well as in the file attached when you click the button.


comment:
Q# should be 7, not 4. Also, the blue highlight for correct should include the last answer option and doesn't.


comment:
Change hint to "See the EPT Section of the Von Duprin 98/99 Catalog."


comment:
Change the hint to say "See the ALK section of the Von Duprin 98/99 Catalog."


comment:
Find the Answer and Hint have the text reversed. Please have just the catalog in the answer and the section information in the hint.


comment:
remove "Operators" from each sentence. Change ING to just verb. "Have a minimum opening speed..." "Require a..." "Use motion..." and "Do not require..."


comment:
The next button needs to be disabled until they answer the question.


comment:
Continue misspelled in instructional text.


comment:
Need to update DAS logo at bottom left with new logo (red diamond)


comment:
Update image - this has old navigation in header


comment:
Screen title "Help" should be in Interstate, not helvectica neue cond.


comment:
Screen title "Glossary" should be in Interstate, not Helvetica Neue Cond.


comment:
Why does all the body copy look so weird here? They are big on everything being as crisp as can be.


comment:
1st definition - should just be Ammonium sulfate (AMS) - delete FOP herbicides in front of it


comment:
Colex-D definition - add break in between #3 and next sentence


comment:
You have the menu text to replace the latin text with. It's on page 4 of the script


comment:
Screen title "Resources" should be in Interstate. Directions "Click on the links..." should be in Arial, Enlist blue for directional text.


comment:
Popup "You will not receive credit..." and all text in it should be in Interstate, not Helvetica Neue Cond.


comment:
All directional text should be in Enlist blue, not green


comment:
Body text is larger than in internal Enlist courses. Did someone request this? If not, should be same as in internal courses.


comment:
Can't break product names over two lines - 2nd paragraph Enlist DuoTM needs to all be on 1 line


comment:
1st corn image: I realize I gave you this image, but it looks really neon-ish in sky and grass... let's replace/fix


comment:
Enlist Duo logo - right side of outer bounding box is cut off/looks thinner than it should


comment:
SureStart logo is really pixilated. Christa should be able to get higher res one.


comment:
text "2013 crop year" and "2015 crop year" looks rough. DAS will insist on it being "crisp"


comment:
Who's responsible: EIM Entity scheduling coordinator (spell out)


comment:
Timing - why are we even talking about day-ahead if this is not part of EIM? It's not an EIM responsibility to submit a base schedule by 10 am the day before trade date for day-ahead schedules because there's no day-ahead anything in EIM


comment:
Who's responsible - Spell out scheduling coordinator (2 instances)


comment:
Who's responsible - Spell out base schedule coordinator


comment:
Who's responsible - spell out scheduling coordinator (2 instances)


comment:
Timing - same comment as on Base schedule detail text about day-ahead.


comment:
15 minutes (use numerals for numbers 10 and up)


comment:
2 spaces after first sentence in Description


comment:
Definition - 2nd sentence: The ISO forecasts... (add the)


comment:
Addressing my other edits - spell out one through ten, use numerals for 11+


comment:
Feedback button isn't working on definition 4 or 5.


comment:
Definition 4: previous screen uses mW, and here we have mega watts. Make it consistent - if spelling out, it should be one word megawatts


comment:
Definition 4: We also have mega-watts. Only uses should be mW or megawatts (no space, no hyphen)


comment:
We will need to decide as a team what to do/say about Resources,


comment:
Transcript, 2nd paragraph, 3rd sentence: It says you're checking Pacific Corp East 66 connected to the 106 South station. I don't think that's accurate based on the edits made to both the sim and the graphic. I think the audio and transcript should be  "Let's pretend I'm checking on the first resource, North 22, connected to the 99th Street Station."


comment:
on the email example, instead of adding the red text to indicate what the customer might be thinking, how about putting that red text into a "thought bubble" with it pointing to the email excerpt it applies to.  This might be less confusing to the student than just having the customer thoughts imbedded into the email itself.


comment:
The stick pin examples would come up and run the first time I clicked on each one, but would not run agaoin if I hit the pin again.  Need to be able to click on the pins as many times as you want and have them reliably execute the pop-up


comment:
I like your using pics and examples with employees happy and smiling.  This even makes the training more enjoyable to go through.  Nice job


comment:
like a prior comment I made ... instead of writing the customer's thoughts in red right in the email, how about adding them in red text in "thought bubbles" pointing to the email excerpts they apply to?


comment:
When the finalized slide comes up for each scenario, it looks like some text at the top of the slide that's been over written or covered up. technical glitch with slide?


comment:
after completing one scenario, maybe adjust the note to say "click here to Select another non verbal communication scenario to construct" ... and make the whole phrase a hot link to go back and do another one.  I was a little confused and used the BACK button at the top to go back and do another.


comment:
I really like the pointers provided by clicking on the light bulb   well done


comment:
agree with other comment --- need to have a concluding slide that re emphasizes the vision and standards and ties it all up for the student.


comment:
I would like to suggest that you change this page to more closely align with NPS.  I suggest that you change "not likely to speak about Cummins at all " to something like:  Could easily look for another supplier or be lured away by another supplier - that may not be the perfect wording but it ties into NPS - Those 2 customers are likely to look for a change.


comment:
Instead of saying my vehicle I suggest the monology that should be used would be my piece of equipment - this is broader and would suit all of our BUs.


comment:
This seems aimed at distributors and I am not sure the titles are correct for example you are missing the service writer - it would be great if you could make this as close to real life as possible


comment:
I never talk or text on my cell phone while driving.  I know the answer is always but it seesm confusing. Maybe something like:  Talking on my cell phone or texting while driving is something that I would never do.


comment:
First bullet in pop-up, should read: Define the Cummins Customer Customer Support Excellence (CSE) vision and standard behaviors.


comment:
The video player still requires it to buffer all of the way before it starts. Nick sent another video in the same player last night that didn't do the same thing - it started playing immediately. Can we please fix this issue?


comment:
When video ends, there is a 50px-ish vertical line on right side of screen above Next btn


comment:
When video ends, the text "Weed Control System" in the Enlist logo changes to a brighter blue... strange. should match the color of "Enlist" text above it.


comment:
I've never seen the the Enlist logo without the whole thing (not just "Enlist" text as in L column of table). We either need to just write it out to match other text (interstate), or use the whole logo.


comment:
Variable Compensation popup - does it need a period at the end?


comment:
I feel like maybe we should make the "Total Cash Compensation" at the end a little different since it isn't clickable and the directions instruct to click each icon. How about maybe just using the red money bags but getting rid of gray circle?


comment:
Directions in script say "Click the icons to see the different labor markets."


comment:
I feel like we should have the directions up above the icons since they are instructing the learner to click the icon. (And not to click next button which is what we usually have down there)


comment:
Same direction adjustment here as previous screen like this


comment:
Headcout Type/Professional - we use oxford comma here, but I don't think we did in other places. Typically oxford comma is our style for Cummins but I think maybe the HR courses wanted no comma? Let's check.


comment:
Also an oxford comma on Headcount Type/Student


comment:
Ok, ignore these edits about where we DO have an oxford comma, because that is correct. Will go back and put edits in for places that NEED an oxford comma


comment:
Stakeholder rollover: need comma after "simplicity"


comment:
Need to add a comma after sexual orientation


comment:
Salary Grade/Compensation Class: remove space between "no-" and "engineering"


comment:
Salary Grade/Compensation Class: actually, it should read "non-engineering"


comment:
Center words vertically in white boxes, too


comment:
July 2010 popup: suggest spelling out December instead of Dec.


comment:
July 2012 popup: suggest changing functions to function since the other items in the list are singular


comment:
July 2012 popup: add comma after function


comment:
July 2014 popup: extra space after first sentence


comment:
Process popup: I'd shorten the gray bar on IPE so it doesn't extend off the left side - will tie it more to its corresponding image then.


comment:
Definition #9 (merit increase): Extra space after first sentence


comment:
Definition #12 (base salary): add a comma after relevant skills


comment:
Definition #13 (work structure): add a comma after metrics


comment:
There was a bit of a lag loading the intro video- could also just be my bad wifi connection at home


comment:
What is it popup: Extra space after first sentence


comment:
See it work popup: Suggest bolding Payout: and 7,000 (and adding dollar sign so it's $7,000)


comment:
directions - script has Quartiles capitalized.


comment:
Need checkmarks on mods 1 & 2, make direction adjustment as on previous screens like this.


comment:
Jenny popup - need a comma after employee stock plans


comment:
Next button didn't remember when i completed, moved forward, and came back to this page


comment:
Need checkmarks on mods 1, 2, 3; move directions as in other screens like this


comment:
Man's speech bubble - remove extra line space between 2nd and 3rd paragraphs


comment:
the orange highlight on boxes 2-5 is thicker on top than other sides


comment:
Menu dropdown - Next steps (lowercase s)


comment:
Menu dropdown - Get ready to participate in the EIM splash screen


comment:
Scheduling coordinator system operator (both title and intro text). Also update in menu dropdown


comment:
Scheduling coordinator bid/base schedule submitter (update in title, intro text, menu dropdown)


comment:
Plant operator (update in page title, intro text, menu dropdown)


comment:
Scheduling coordinator manager (update in screen title, intro text, menu dropdown)


comment:
Scheduling coordinator meter data submitter (update in screen title, intro text, menu dropdown)


comment:
Outage submitter (update in screen title, intro text, menu dropdown)


comment:
ISO/SC settlement analyst  (update in screen title, intro text, menu dropdown)


comment:
RDT submitter (update in screen title, intro text, menu dropdown)


comment:
Point-of-contact (update in screen title, intro text, menu dropdown)


comment:
I feel like you should be able to click the transcript button here. Maybe it just has text in popup "Transcript text will appear here."


comment:
Transcript - "Let's take a look at the system operator..." (lowercase s and o) - right after the bulleted list


comment:
Transcript, last paragraph, text: capitalize Master File, P-min and P-max = Pmin and Pmax


comment:
There's obviously more examples of beneficiaries.  Let's discuss with the team which ones we want to feature.  Businesses that haven't yet moved here is a big one.


comment:
I would say who pay for utility services


comment:
Could the folders be a bit bigger on the screen?


comment:
We could do what Christa suggested, or we could change the on screen directions to "Click the first three icons to learn more."


comment:
Yes, I think Alicia is right. Also, was there some other indicator showing up in the middle?  A red line in the top of the bell curve?


comment:
The second sentence should read...
The are assessed at a local country level...

add an a


comment:
Please combine the final two points "How are they different" and "Where does this happen" under the "How are they different" heading.


comment:
Make it clear that they don't have to add 6 decision makers but just have a choice to add all the key ones.


comment:
2nd sentence should read 'working on a new team'. My fault!


comment:
Mary's question has two possible correct answers; 2nd and 3rd quartile.


comment:
All of the labels on all pages of this interaction disappear when you select the item and it is highlighted. If you look at the trash, the label stays all the time.


comment:
spelling "biosafety cabinet"  Sorry Ben, this was my typo the first time.


comment:
Maybe make a multiple choice for the lengths of shifts and number of shifts?


comment:
Is it known by everyone what Coach means in this context?


comment:
previous button is showing in the storyline player


comment:
Resource Center Link button doesn't work.


comment:
On the Help screen, is the course title supposed to be "%CourseTitle%" or is that supposed to be populating the name of the course based on a variable that isn't properly set?


comment:
I might be wrong here, but it feels like this screen belongs earlier in the course. By this time, we have already seen a Specimen ID and should have a general idea of what it does.


comment:
The actual Resource Center link doesn't exist yet, but please use this as a placeholder: https://usdiagnostics.roche.com/en/index.html

Thanks!


comment:
Add new second bullet - "Review the components of the system." then have the current second bullet as the third bullet.


comment:
I got feedback on the animation. They're very happy with it, they just want the zoom in on the open module to slow down (of course they do, because I had you speed it up, right?!?!).


comment:
Change the opening paragraph to "In this module, you will review the basic parts of the system by module. You will also have a chance to practice labeling components of the system."


comment:
Remove green click continue directions. And go ahead and change the button to say Main Menu - that's more consistent with the other modules.


comment:
Globally in this section - in the drag and drops, you need to remove the "Click Continue" directions whenever we actually edit these pages. :)


comment:
Update screen title at very top to "Loading samples"


comment:
add "and" before the bold cobas in the opening text.


comment:
Correct feedback - change are to "is" in the small speech bubble pointing to the tip rack.


comment:
Correct feedback - same speech bubble, omni needs to be bolded.


comment:
correct feedback - to be safe, let's put cobas omni in the main text before the list of stuff, so before processing plates


comment:
When finished - change Continue button to Main Menu to be consistent.


comment:
Way to go feedback - remove click to continue directions.


comment:
GLOBAL: Managing customer inquires and disputes with CIDI - rollover - let's spell out what AARC means since this is not a term learners have seen yet. (I have no idea what it means, it isn't in the acronyms list)


comment:
GLOBAL: Managing user application access with AIM (application should be spelled out)


comment:
GLOBAL: Managing user application access with AIM - rollover - spell out point-of-contact


comment:
GLOBAL: Managing base schedules with BSAP - rollover - Spell out Balance instead of BAL (2 instances)


comment:
update this definition to reflect john's wording change earlier in the course


comment:
Participating resource scheduling coordinator (lowercase r)


comment:
update 5 minute and 7 days here to match whatever is decided on later edit - consistency! :)


comment:
Course title: Managing base schedules with BSAP - update on plane and in storyline shell


comment:
top left of storyline shell - change (design proof) to (alpha)


comment:
In Michelle's version, the text in the storyline player is also in futura - update to match


comment:
Also in Michelle's curse, the "Click to enter" text in the cloud is in futura


comment:
Button should say Get started (lowercase s) and also should be in futura


comment:
Gave this edit in Michelle's - I felt like the transcript button should be clickable. Suggest having text in popup "Transcript text will appear here."


comment:
Change screen title to Setup (1 word) - update on screen and in menu dropdown


comment:
Managing base schedules with BSAP (update on screen title, in intro text, and in menu dropdown)


comment:
I don't understand sentence 2 of intro text... the part about "Each module builds.." builds how?


comment:
Here we use "Roll over" (two words). Menu screen has it as one word. Make 1 word everywhere.


comment:
In Michelle's, the description text under each button is in Futura


comment:
I know this screen isn't done... but just a reminder to update the directional text to be in Arial instead of whatever font it is in now


comment:
This screen should be named Make the connection: The big picture (update on screen and in menu dropdown)


comment:
Text change suggestion on directional text: "Drag the tasks that are performed in BSAP..."


comment:
directional text: should say the monitor, not the portal


comment:
Certainly need to talk through as a team what we want to accomplish here.  We need to send the message that as an employee, they are an ambassador of the Citizens brand.  They represent Citizens out in the public and should be ever mindful of the image they project of the Company. We are the face of Citizens to the customer.


comment:
I like the positive focus of how each and every employee makes a difference in the community.  We are all part of improving the quality of life for our customers and for the community.


comment:
I thought the intent here was for learners to share the story of Citizens in their own words - basically to answer the question of who we are, what we do and why we do it.  Not sure we have the right example here?  Let's discuss further.


comment:
Maybe we have learners write their story after they review these key lessons?  I'm also thinking at the very end it would be cool to have a closing message  that leaves the learner feeling valued and appreciated for the difference they make in the lives of our customers every day.  Perhaps an inspirational closing video clip featuring customers, a few community leaders, etc.??


comment:
Also, need to let learners know what they will do with their story following the eLearning (reinforcement piece).


comment:
Title of this slide: Step 1: Identify Key Risks and Key Points - Part 1...align with the title from the previous slide.  Please ensure consistently with future slides if using this title.


comment:
for CoLAB, remove site from site study coordinators


comment:
The Study Team has gathered the CoLAB results, RACT results and information from the Study Team Meetings.


comment:
RACT Results...more information for the trial:....are needed for the trial vs. are needed for the compound used in the trial.


comment:
Deliver specific training on special safety assessments that are needed for the compound vs. for a particular compound.


comment:
Update response as well: Deliver specific training on special safety assessments that are needed for the compound.


comment:
In the box with more information for These slides are all text....It also diverts the trainee's attention from what you are saying as they may try to read the slides.


comment:
Probably should define ICF and TCED somewhere.


comment:
Recognize which documents are used to CREATE the ICFs and what to do if these documents do not exist.


comment:
The feedback confused me a little bit at first.  I like the green arrows, but would make the health insurance sentence the second sentence and add this as the first sentence:
Base salary, guaranteed allowances and variable pay combine to make total cash compensation.


comment:
Under headcount, Technician: There should only be one OR after repairing and a comma after maintaining


comment:
Can we make the waste disposal can label a bit bigger?


comment:
All the correct answers are highlighted in blue. Is this because I've already gone through the course or is this the way the slide is set up for every user? They shouldn't get the hint right away.


comment:
Grrrr...ok, this comment is for the knowledge check. I think the woman on the side and her background look a little bit small. Can they be bigger to match other like screens, if she is indeed smaller?


comment:
Change "Other substitution controls, like good hygiene practices, needleless devices,"
to "Other controls, like good hygiene practice, substitution controls like needleless devices,"


comment:
Are there 2 spaces after the first sentence? It is hard to tell on some monitors and fonts.


comment:
Since the two middle answers are correct, I think that both radio buttons should light up when the feedback is displayed. I would also change the On screen directions to say: Select the best response(s), then click Submit. Do you agree? Now it seems like a trick question.


comment:
The employee group seems a little bit small on the page. Is there room to make them a little bit bigger?


comment:
I'm testing in Chrome. Onscreen direction is running into the left icon a little.


comment:
In the last icon, is there an vertical extra line before the word about?


comment:
I like how the sub steps are laid out beneath the three main steps, but am not sure if graphically we can make them more prominent?  For example, maybe instead of beneath all three high level steps they float up on top of the two other steps (During and PostWorkshop)?


comment:
I'm not a big fan of this layout personally. I can't put my thumb on it exactly, but it just feels very detailed, repetitive, and too complex, like an actual website type navigation.  I would prefer to simplify it so remove the menu from the left maybe and make the menu buttons along the top more prominent somewhow


comment:
Lets update this to be the same as the cobas 4800 e-learning. I will send you a graphic and link for the IS Doc page. The Grips page and link is good.


comment:
Lets change the guy to the same as used in 4800. No tie and cleaner look.


comment:
change: micro cups (c 501 only). Remove sentence about placing directly on sample racks or on tubes.


comment:
Change second sentence:
Sample racks placed into the STAT port are given highest priority and loaded and sampled by the system as soon as possible.


comment:
Change text to:
Once the sample probe dispenses the sample, the sample probe rinse station washes and dries the probe.


comment:
Change the Text to:
The two reagent probes deliver the reagent from the cobas c packs to the reaction cell. The R1 probe delivers the first reagent to the reaction cell. The R2 probe delivers an additional reagent to the reaction cell.


comment:
Change the title Photometer Lamp to just "Photometer"


comment:
Also change the label on the picture from Photometer Lamp to Photometer


comment:
Change text to:
CellCln1 and CellCln2 are dispensed from the ....


comment:
Change text to:
The Cell Rinse Unit cleans, rinses, and dries the reaction cells.


comment:
The flag buttons on the screen are hard to see. Maybe outline them in white.


comment:
scrub bar is acting funky on this screen (it doesn't actually "scrub" along with the V/O)


comment:
Prework - capitalize S in Systems after cobas.


comment:
Black background of popup window is a little short on top (to the right of Back button).


comment:
In the header for all print--Facilitator's Guide should be Facilitator


comment:
design proof edit - spell out base schedule instead of BS abbreviation


comment:
Move middle thought bubble down so it isn't overlapping the screen title


comment:
Here Roll over is 2 words, earlier in course it was 1 word. I gave this global edit to Michelle, too - so for consistency let's globally have it be 1 word.


comment:
NICE TO HAVE: Computers change to one of the other colors when completed instead of having a gray box appear behind the text


comment:
Edwin's size/placement feels a little weird. Can we make him larger and put him on the right of the screen in front of the TV? So his head is maybe to close to the dark gray bar in BSAP screenshot?


comment:
directional text - p in play should be lowercase


comment:
Shouldn't we have a transcript button on this screen?


comment:
I think we should call it the Message Viewer instead of message bar since that's what the section is titled in the screenshot


comment:
Same thing here on Edwin size/placement as previous. Update globally.


comment:
I think we can rewrite this example again to make it even better and also adhere to QuickServe Process.


comment:
In growth accelerators section, CSE needs to show up in the menu on the left like the other five items do


comment:
It looks like the provide feedback took stripped some of the original formatting. There should be an em dash or hyphens between "treatment--the" and "Room--is" in the first paragraph


comment:
please add text below each of the pictures in this order: Glass Sample Tube, Glassware, Liquid Chemicals, Paper Towels, Scalpel, Trash, Needle, Glass Test Tube


comment:
italicize the word apply in second paragraph


comment:
The correct answer should be mucous membranes of the eyes, nose, and mouth


comment:
There are two periods at the end of the first answer.  The box is also bigger than the boxes below that also have two lines.


comment:
New question: 
A needle breaks and spills blood. You use tongs to pick up the broken needle pieces to put into a sharps container. Then, you begin the blood clean up process. First, you put on appropriate PPE to protect yourself, then you cover the spill with paper towels. After covering the spills, what is the next step you should take?


comment:
Change answer choice 3: Pour a 10% bleach solution or other approved disinfectant over the paper towels and leave it on for 10 minutes or the recommended time as stated by the approved disinfectant.


comment:
Delete answer option: recap needles or syringes to avoid puncture injuries.


comment:
Delete answer choice: Decontaminate any materials you used to clean up the spill.


comment:
Answer two and three are the same.  Answer 2 should be "10, your home, co-workers"


comment:
The third answer should be The Bloodborne Pathogens Exposure Incident Report


comment:
and close parenthesis at the end of (SHE-005)


comment:
This is a page where I thought that ha-trang was creating a graphic for you like the ones that are in the other GRFTs? Ideally, that's what we have here rather than this graphic from the desgin doc. If we use this one, we need to create a better version where the text resolution is good.


comment:
in your green instructional text, remove the word "how"


comment:
Change text to:
The 54 position incubator is maintained at a temperature of 37.0+/- 0.3 C.  The incubator rotates to different positions during operation.


comment:
Change text of first sentence to:
The reagent probe delivers reagents to the AssayCup.


comment:
Add a screen to show the Cap Open Close Mechanism.

Text:
The Cap Open/Close Mechanism opens and closes the lids of the cobas e packs during operation to prevent evaporation.


comment:
Can't get past the part where you have to type in CRITICAL and hit the tab key.


comment:
Change text to:
The microbead mixer mixes the microbeads of the cobas epacks into...


comment:
Minor scrolling on this demo (up/down and left/right).


comment:
Same issue - can't get past the part where I have to enter a value and hit Tab.


comment:
Change text to:

....before measurement of specific assays.


comment:
Demo says to click "Manually Download Pending Results" button, but there is no such button...


comment:
The EIM ISN'T like a (farmer's needs to change to farmers') market because...


comment:
Change directional text to "Click play to give it a try."


comment:
5/22: It feels weird to have to click the calendar when the right date is already in there. Perhaps we change to the wrong date or just make the field blank before you click the calendar icon


comment:
9/22: Same thing as 5/22 - Also feels weird to click the dropdown to select Generator when that is the information already in there. Suggest having this be blank until you click to select Generator


comment:
Definition for "Bid": Ancillary Services should not be capitalized, for consistency.


comment:
Bids description. Timing: period needed at the end of the sentence.


comment:
...that a site-level ICF may need to be updated.


comment:
Communicate EFFECTIVELY and in a timely manner to the appropriate individuals about what is allowed when ICF changes are requested.


comment:
Creating country- and site-level Informed Consent Forms, or ICFs, ....


comment:
Most importantly, study participants must be able to make an informed decision about whether or not to participate in the trial...


comment:
I think in the last round of feedback, we said that in the voice over it should say site managers handle country and site-level ICF changes.....not only site-level...


comment:
Under Assess Impact of Changes & Determine Consenting Needs more info box....please tweak the last sentence: They also provide the consenting guidance to the site managers to provide to the site for all study participants.


comment:
Under Gather & Prepare Trial-specific Informed Consent Elements more information box.....first bullet: Uses the vs. Gathers the protocol, etc....


comment:
Info box for Develop Master Informed Consent: obtain Lilly approval vs. gain Lilly approval


comment:
Under Develop Site Consent info box: , and approve the site-level ICFs vs. and approval of the....


comment:
I've already received some training on this, but I was wondering if there is anything in particular I should avoid when starting to create an ICF?  Can I simply copy and paste information into the template?


comment:
What should I tell Phoebe about copying and pasting information into the template?


comment:
If there is a mistake in the TCED or other ICF source documentation, you should reach out to the Study Manager or CRP/CRS/CP assigned to the trial.  They can ensure that the TCED or other ICF source documentation is revised if needed.


comment:
Title should say; Need More Information vs. Need More Information Question....for consistency with previous slide.


comment:
I know where to find the country-specific ICF templates and believe I better understand how country-level ICFs work.  This information should help me be better prepared going forward.


comment:
Did we get the course number back from Lilly on this yet? If not, just add the Course number and Version 1 like we did in our Lilly templates.


comment:
More information under TCED template: If you do not have a TCED for your trial, use this template to help guide you when pulling language from the standard template to create your ICF.


comment:
under risk profile: Describes the risks for the Lilly drug/device.


comment:
Do the people who work there seem happy was not in the VO, but is in the transcript. Is it needed?


comment:
In the response,...CS-ICF template vs. Template...please check throughout course to ensure consistency.


comment:
In response, can you please check if required tool is or is not capitalized in course and be consistent throughout?


comment:
4th popup has an extra space in the beginning of the second paragraph.


comment:
Sometimes you may receive changes requested to a site-level ICF.


comment:
I am not sure you need the last sentence.  Seems duplicative.  I would add a sentence to say please let me know if you have any questions or concerns about my suggested change or something like that...similar to the previous expert response.


comment:
I think it should say withdraw of consent and use of samples from an ERB.


comment:
Under explanation strategies, I would be consistent with the language: 
-Provide a clear explanation about why you are suggesting an edit to their requested change.
-Always remain polite in your response
-Offer documentation or examples for your reasoning, if needed.


comment:
In each of the examples (original slides where it discusses who provides feedback and the folder shows the language), please make sure the language (suggested change) is underlined for ease of review.  Please do this across all examples.....


comment:
In the email: Upon review of the ICF, we have identified a change that we would like to be made to the ICF.


comment:
Phoebe pulls the CRP/CRS/CP into the risk language discussion....


comment:
I have a call scheduled with the study coordinator at a site that is requesting a change to the ICF.


comment:
Transcript: Missing any additional words after "...if I should contact the RTMO." New transcript needed starts with "It's important..."


comment:
Multiple Edwins appears onscreen when the transcript is open.


comment:
Transcript, first sentence: "resource-specific" (add hyphen between the 2 words


comment:
Please make sure the Resources layer matches this slide. Right now it is missing the last link.


comment:
Intoductory statement is way to wordy (that's coming from  me....lol).   I had to re-read it several times to process it.  A lot of "big" words.  

Maybe it would be better stated simply as...."Even though the end product or solution may meet a customers needs, their overall experience can still leave something to be desired based on our interactions with them along the way"


comment:
overlapping text, you can see some text behind the results text box slightly


comment:
there needs to be some logic built in where it takes you back to this into screen to click the other examples rather than moving you to the next module.


comment:
I am disappointed by the quality of these photos.  I know they weren't professional, but they are way too grainy for the quality we are shooting for.


comment:
scrap "physical engine part" and just say "physical part"


comment:
Your Information Technology leader description is wrong (repetitive of Hiring Manager).


comment:
External Customer should not say is never impacted because a successfull employee should always translate somehow into a successfull customer. This statement almost gives the wrong impression that it doesn't matter to the end customer, when it absolutely does.  They may not be able to tell you when it goes right, but they definitely know when something goes wrong and they pay the consequence.


comment:
I've gone back after clicking play once, and now when I click Play it says "Positive Impact", but is just a blank white screen beneath.


comment:
I wonder if we might be able to insert a cutout image of someone who might be representative of each of these scenarios to make it a little more interesting to read.


comment:
honestly, the quality of the photos for the nonverbal section are pretty bad - most of them look distorted. I'm not sure if it was the camera quality or what. Plus, photo shop job was pretty bad....some of the models heads are cut off, etc. If they were going to do this why wasn't the photos taken in front of a white screen?


comment:
We need to tell them that the numbers are roll-overable. I know there's not much room. My recommendation: 

* Delete the sentence that starts: You play. 
* Add sentence after instructions: Roll over the numbers to see a description of the steps.


comment:
The graphical look of this screen is not awesome. I'd like Christa to provide feedback and any simple suggestions for improvement.


comment:
Left side - 2nd decision point, the text is falling out of the box


comment:
Agree with Nick - Reach out to Ken and tell him to pick a voice and stick with it! :)


comment:
:12 add space between the I and T in "It" so it doesn't look like an H


comment:
Actually, I think this screen will need some narration. I think it needs to be more apparent that this is about the big picture.


comment:
I don't think this screen should auto advance. When they are done, have this instructional text show up: Click the numbers to explore more, then the Continue button when you're ready.


comment:
The number should be clickable again once they are all the way through it.


comment:
in your yellow box, you've got a comma in the middle of the word "Screen"


comment:
Since you made all of the numbers pop-ups, then i think you can remove the partial list from underneath. Please add these additional comments to Roche in your yellow box: Click each "stop" to confirm the step. This will be an animation showing the tube working through the analyzer.


comment:
please do not make us click each stop to move forward :) For now, just have a continue button at the bottom.


comment:
Once i click a person, how do i get out of there? Can we just have the talk bubble popup without the black background?


comment:
I couldn't get off the screen. I had clicked all of them, but then it didn't do anything until i just started randomly clicking. please check.


comment:
Remove the yellow note. You can just change the black text to: Insert question regarding FAS.


comment:
Same thing throughout these examples. I don't want them getting distracted by the words if we can help it.


comment:
Here, I think we need to indicate that GRFT is actually done.


comment:
If I only select 6000 on this screen, I get an error that i should only select one system. it forces you to select the 8000


comment:
extra space after "and" for "and  will ask you questions"


comment:
maybe personal preference, but i'd add comma after "During this activity" so it's "During this activity, I will introduce..."


comment:
capitalize "dip and dunk" in the sidebar?


comment:
capitalize "dip and dunk" in all of the captions?


comment:
bold "Click Begin Climb" in last caption


comment:
"Easy-to-access reagents..." and make "Exposure" lowercase


comment:
"...value-added activities" for choice a


comment:
remove comma after "pre-packaged" in the question


comment:
add hyphen for "cross-contamination" in answer c


comment:
make "pre-packaged" (question_ vs. "Prepackaged" (answer b) consistent


comment:
"These portals eliminate ..." instead of "eliminates"


comment:
take out a in front of beneficial in question or edit to say a benefit


comment:
I don't think I'd hyphenate ready to use since it isn't modifying a noun.


comment:
i need to give you an updated image for VENTANA VANTAGE integration


comment:
capitalize dip and dunk? sorry if this is not a real edit


comment:
In last answer choice delete to not need so it reads "histotechnologists' exposure is reduced."


comment:
Nevermind - was just confused. Looks like you are supposed to be making selections on the Customize pop-up window, but you are actually doing something outside of that.


comment:
Change text to:
Two measuring cells located inside the detection unit use electrochemiluminescence (ECL) to determine sample concentrations.


comment:
2nd question, 3rd answer - "Uncertainty MW are listed" - change is to are


comment:
Incorrect feedback - center X vertically within red bar


comment:
Gray box with my answer to first question - can you move down so it isn't touching the screenshot to mirror how this looks on the previous question screens?


comment:
a note for you to ask me later if it should be 15 minute or 15-minute based on what convention they decide in Michelle's course.


comment:
GLOBAL: Submit button should be in Futura


comment:
EIM Entity (this one goes against the rule of most)


comment:
Feedback window for selecting an incorrect answers stays on-screen even if the right answer is then selected.  The incorrect answer feedback window remains until closed even though the learner can continue to select new matches.


comment:
Same feedback on Try it around being required to click to edit fields that already have the right information in them. Also applies to Real-time market selection


comment:
Sim results popup - change all text to be Arial. Add outline on box in one of the brand colors if possible.


comment:
screenshot is overlapping directional text


comment:
EIM Entity. I think this can be fixed by deleting "area" after "A balancing authority".


comment:
After going through the course all at once, I think Flash card activity works better as an end of course wrap-up. Some terms, like Demand Forecast, aren't covered until the next section. Let's move this after the Digging Deeper matching activity.


comment:
Transcript doesn't match the voice over for the 3 types of training section.  3rd bullet point should read. "And the courses in the Learn the Application section teach you about the applications available for participating in the real-time market"


comment:
Energy Generator building should be a generator.


comment:
Remove Trial from the response button on the previous screen.  Should be CRP vs. Trial CRP


comment:
Transcript/audio - audio cuts out after 1st sentence of 2nd paragraph if the transcript is open


comment:
to maintain the ICF vs. to maintain your ICF


comment:
Something glitchy happened on the slide before this. I clicked the resources popup, and then I couldn't click the menu transcript or the provide feedback anymore. It might just be my computer though!


comment:
the text is not appearing in the animation


comment:
in the directions, just "Next button" should be in bold. Also add a period.


comment:
I clicked the Tell Me More at the end of the animation, when I closed the Tell Me More window, the animation started over again


comment:
incorrect feedback is from another question, needs to be replaced


comment:
When selecting answer c - it said correct, this answer is incorrect


comment:
in all feed back screens move "Click the Next..." to its own line under the feedback paragraph


comment:
change to "I am sorry to inform you, but you must score at least 80% to earn credit for the course.

To try again, click..."


comment:
in the correct feedback, add a period after "You're right." Delete " - this statement is false."


comment:
Agree with adding the Customer Success.  Every Time image and I would like to use a different picture.  I know success is a hard term to depict in a picture.  Maybe it is a picture of two people together in a little more engaging, friendly way?


comment:
Can you slow down the pop up people and text boxes?  I think it comes in a little too fast to read and then it fades away so I cannot referene it.  
The first sentence - update to "introduce you to the Customer Support Excellence vision and standards...".  In this type of description we still need to use CSE since it won't make sense with Customer Success since that is not the actual program.


comment:
Change title to "Introduction to Customer Support Excellence".  We need to update that opening paragraph to include something like "Customer Support Excellence is not new to Cummins and as we evolve CSE we now have a common vision and set of standards globally to align all of us as one Cummins..."  

In video, opening question should use term Customer Support Excellence.

I like images of growth accelerators.  To be true to how we see Supply Chain now, it should show parts going into the Cummins building and coming out as product and then shipping to customers.  I would speed up the truck piece and really images of the non-CSE accelerators.  We are almost a minute in before CSE comes up and it is one of the fastest out of the five when that is our primary focus in this training.

Remove "Customer Success" insert from Tom's quote.  I agree with Jenni, we'll want to run the image by him for approval. 

Building Customer Loyalty - Every day image I would prefer a calendar or some other generic day reference since it makes me question if March 4 is a day of signficance in this.

Agree with Jenni, the last two slides are a major point and need to be spiced up with more emphasis.


comment:
I think we should remove this slide with envioronment, interaction, delivery since we do not cover all aspects of it and it will create more confusion than clarity of the effort.


comment:
We need to use some other examples so they are not so distributor focused. Concept and exercise are great.


comment:
Second paragraph update to "measures customer loyalty"


comment:
It needs to be more clear you can click on the people to learn more.  I did not realize that until I saw Jenni's comment here.  The Promoter text should state "experience that met or exceeded all of their expectations..."  Then "are advocates for Cummins and may be willing to pay.." (insert may)


comment:
I think we need to discuss this slide and the intent.  Those are dated goals and we need to revist to align with the CSE business case or maybe change the slide to highlight what CSE is about which will touch on making customers successful, etc.


comment:
I just noticed in this module that the page numbers aren't updating. every screen says page 3 of 3 and the drop down menu just says course splach screen.


comment:
Laura - This looks a lot better and easier to understand. Only nice to have edit is to have the bottom border of the red box show up on the screen so that it looks more complete.


comment:
With addition of final screen, would update instructions to just click next to continue.


comment:
Update screen to remove "you passed..." sentence at the top.


comment:
path #1, option 3 edit text, "Document the call in Allegiance and assure the customer that their feedback will be included in an upcoming NPS workshop."


comment:
Path 3, option 3, "Make" should have lowercase m.


comment:
Change Mr. Habib to Mr. Moreno in intro sentence and instructional text.


comment:
Trans Passive final recording needs to be replaced with corrected version.


comment:
Delete extra period in first box, correct feedback.


comment:
Is it possible to move the instructional text down a line?


comment:
Take action screen should actually come BEFORE course summary page.


comment:
Change hyperlink text: "Cummins Net Promoter System public community on Cummins Connect"


comment:
Disregard my edit to switch screen order. Edit instructional text to: ...then Click the Next Arrow above to print your completion certificate.


comment:
Change "You can now:" to "You have learned:" and change course map titles to match module titles.


comment:
(I suggest that we have a direct dialog of the lab director with the systems and rewrite this section as below):

As you get ready for the Ultimate Race to change the way labs think and work, I would like to know the performance of each of you! You handle workflow a little differently...tell me what you can do!


comment:
The information is a bit unclear. Does the customer only run NAT testing at night or do they run a night shift in addition to daily testing. If it is only 1 shift, then the appropriate answer could be 1 x 8800 System or 2 x 6800 Systems. If they are running 2 shifts and only achieving 400 tests/day, then 1 x 6800 System would suffice. I would be very explicit about the number of shifts, as this makes all the difference.


comment:
I don't see the instructional text "Click right arrow to continue" that's in the script. Was this left out on purpose?


comment:
When I click the Rewind button in the Captivate player, it fills in the field and advances me to the next one. Is this something we can control or is it just a Captivate thing?


comment:
Follow up to my last comment. The results screen shows that I missed the questions where I clicked rewind to  advance, so I think it working as it should.


comment:
can we have the title "Learning Checkpoints" in blue under the white title in the black top nav? And get rid of the line of text at the top of the screen that says Learning Checkpoints for Indianapolis training.


comment:
Replace legal with the legal found at http://www.bottomlineperformance.com/clients/Roche/HE6000Basics_GM/story.html


comment:
when you get the legal in, be sure to change the copyright date and the course number to be xxxx-xx-xx16.


comment:
the link that I included for the legal language shows how I want the header to be.


comment:
unfortunately, we do need to change the button colors. These are cobas colors and don't work for Ventana. Check with Matt when he's back - he can tell you what colors we can use.


comment:
If this isn't the learning agent for this course, then why is she on this screen?


comment:
Instead of course information and main menu as buttons, let's make them white text on the header. and change course information to "Legal" - make it match http://bottomlineperformance.com/clients/Roche/HE600/TroubleshootingLibrary/story_html5.html


comment:
where the directions are green - they need to be blue. same for the submit button - needs to be blue. (I'm thinking the "shell" clearly didn't have all of the changes applied. I'm sorry Leo!)


comment:
They are going to want player buttons on this. And it is a fair ask. It's prettylong to have no control over it.


comment:
Christa - It's a little weird to me to see the illustrated style of the guy who's sad and then see the NPS people. can we be more consistent?


comment:
at the end when you're talking bout buyers and sellers - i'm not sure what the graph is at the top of the screen. can we add a label or something?


comment:
the visuals and script for the island explanation are really nice - good work, team!


comment:
re-write the question stem - How does a tray move through the components of the Ventana HE 600 system?


comment:
header - instead of Roche Diagnostics - should be VENTANA HE 600 system - like the earlier global edit.


comment:
Ideally, I'd like to see us bold the key terms in each bullet so that they are a little easier to scan. Like "staffing" and "resource planning" etc.


comment:
make the correct feedback match the incorrect feedback - that the parafin is cloudy.


comment:
delete first sentence of feedback on the incorrect answer.


comment:
Nice to have for alpha - I'd like to see states so tht you know which pins you've clickec


comment:
move this so it's not directly after Q12


comment:
why is this girl back? i thought the short haired brown lady was the learning agent?


comment:
Add the text: The terms won't "stick" if you put them in the wrong spot.


comment:
capitalize first letter of all anwswer choices - to be consistent with previous screens.


comment:
make all answer options plural and make the stem "are" - so assemblies, coverslips, trays (water is fine as is)


comment:
add sentence before blue text: Now that you know the EIM training plan, let's dig into more details of the EIM.


comment:
i don't really get the scale that goes up and down and up and down at the end. It doesn't seem like the best visual to support the vo.


comment:
remove note to Roche - I believe you're right, and they can tell us if you're not :)


comment:
this analogy is too complicated and long I think. My preference would be to get rid of it and just have two. But I'll let Christa and John make that final call.


comment:
The balancing authority should be a different picture - something that represents a BA. Perhaps an office building or something that says balancing authority.


comment:
add a period after"...Next button." delete "...below to continue."


comment:
The second sentence on this screen doesn't make sense: "Reproduction, distribution, display and use of permission of the speaker is prohibited."

Was this text provided directly from IR?


comment:
The blue box on this screen contains some text that includes the phrase "instructor led." There should be a hyphen between these two words.


comment:
When I clicked "AIA Non-member" I didn't go to test - I went to a screen that told me I hadn't successfully completed test and to click Post-Test tab.


comment:
In the question, "university" should be lower case except on its first use when it is used as part of the official school name "City University." There are two instances where you need to change it from upper-case to lower-case.


comment:
Nick - there is a mistake in this question somewhere. I've emailed Cheri (and cc'd you) asking about it.


comment:
"University" should be lower-case except for its first use as "State University."


comment:
In 2nd line of RED text, the word "choose" should be "chose"


comment:
I think the text on this screen could be put onto the previous "Conclusion" screen. I don't think we need 2 screens for Conclusion.


comment:
Part 1 of course does not use any audio (other than music for video).
Part 2 has a lot of it. Should we cue people that they will need a headset to listen to Part 2 of course? This is a question for Cheri.


comment:
I think it would look better it the bullet point text all aligned.


comment:
The last bullet bleeds into the IR logo.


comment:
Why is the first paragraph on this page red?  In other pages only action items are in red.


comment:
Again, not sure why first paragraph is in red.


comment:
so obviously there is a pattern with the read text.  I personally think that the only things that should be in red are action items.  Thought?


comment:
The certificate wouldn't appear. I will repost the certficiate that our field people use for AIA instructor led courses use.  It has all the information that is required for AIA purposes.

Also where does the person have to put in their AIA member number so they can get their continuing education credits?  I have to have that info so I can enter it into the AIA database.


comment:
Nothing comes up when I click on the course evaluation.


comment:
The program title should be: Today's Choices in Access Control


comment:
I now see you can select images of the diagram to see more.  I still believe this model should be removed since I don't anticipate we will continue to use it the same as before.  Can you highlight the three sections in a different way for them to review without the diagram?
Main page:
We should update the title to something like "What Does Customer Support Excellence Include?"

Update first sentence to replace 'customer success' with Customer Support Excellence.

Change second paragraph to something like "The core principle behind CSE is that we must demonstrate to customers that we care about their success more than anybody else. With true CSE, we deliver excellent customer support from the customers point of view thereby earning their loyalty and future business.  Two ways we can show customers we care about making them successful are through the envioronment, intersactions (I think delivery could be combined with ineractions or re-phrased to cover both).


comment:
Environment slide - Everything Speaks refers to everything a customer sees, hears, touches - the senses of their experience.  We should correct to mention the above beyond just what they see. For example, the tone of the voice on the phone.


comment:
Change title to "Measuring Customer Loyalty"


comment:
Update first paragraph - suggestion "NPS measures exeternal customer perceptions of Cummins and each of you have a direct or indirect role in creating that perception.  Your interactions with co-workers also make...

Second paragraph, second sentence, "For example this includes..."

Third paragraph, remove internal customer reference and I believe we should not try to define the internal group.  Maybe this is more of a statement that everyone has co-workers they must deliver to enable their success and which can ultimately affect the customer experience...End with a question like "Who are your customers or how do you enable co-workers to be successful with customers?"


comment:
Update Hiring Manager scenario to "after the previous employee changed positions" vs. resigns.  

These two examples need some more text / direction on them for how to think about it.  I get it, but I don't think it is intuitively clear how to interpret it.

Considering the push pin examples, maybe the title of this section is not "Who Are Your Customers?" but something like "We all impact the customer experience."


comment:
To get away from the WOW term, maybe the sentence below the bullets is "These are areas we can create an excellent customer experience and postively influence their loyalty."


comment:
I suggest emphasizing the text before the start of the second round saying to rate the customer / co-workers perception.  I could see them fly through that second round not fully understanding what changed.  Then should we really default in the answers they previously provided vs. force a new selection?  Can the summary at the end show the results of their self evaluation and perception ratings?  Can we add some verbiage about improving and seeking excellence no matter what they see as the current perception?


comment:
When I press next on the Quiz Yourself - why customers leave study - it takes me to the Standards self evaluation. I didn't fill out the quiz so maybe a bug?


comment:
In the cobas 6800 response, state that if the customer were to switch to IDT testing from pools of 6, then this customer would be an appropriate cobas 6800 System target customer.


comment:
Blue underlined term "Engine to Machine Interface Features" should be "Engine to Machine Integration   Features" instead.


comment:
Engine to machine interface at the bottom of the paragraph should also say "integration"


comment:
Notebook statements: 

Bullet five should say "Aiding engine start by using a Grid Heater"

Bullet six should say "Providing the OEM the ability to control up to six engines using Multiple Unit Synchronizaton."


comment:
Once you click submit and the pop up box comes up, the Submit button is still visible and should not be (should be hidden by pop up at least - or just hidden completely)


comment:
Thermometer in second icon got compressed so it looks funny.  Can we make this look more like a thermometer?


comment:
Kendell, I am pretty sure I gave you Matt's experience - can you confirm?


comment:
Since G Drive isnt included in this course, we need to grey out their icon and add the red slash like in throttles course.


comment:
Take the test button overlaps the writing/pictures.  Spacing needs fixed.


comment:
Does automotive use any of these features. 
We do not have them in PDF so they may need to be removed from the other parts of the course (take the test, choose your market, etc)


comment:
Can we make the formula look more like a formula instead of text - Kendell, if you want - Naila can send you a picture file of what she means and we can just include the picture - I have a program that will do this.


comment:
Change text under the equation to say "The Alternate Droop feature provides the ability to select multiple High Speed Governor settings, depending on the OEM requirements.  The droop setting may be selected..... "


comment:
The text will have the same changes as in the Lectora portion of the course on the Define it page.


comment:
Check "For a variety of reasons" I think this needs to be "for various reasons".  - Naila to confirm this.


comment:
Paragraph under bullet points should say "The Electronic Control Module (ECM) utilizes the state of the Alternate Droop Switch(es) or J1939 Multiplexed Input to determine the corresponding Alternate Droop settings."


comment:
Add a paragraph that describes the graph: 

"In the graph, the red line shows the Primary High Speed Governor (HSG) droop and two Alternate Droops (shown in blue and green)."


comment:
In the graph, we need another legend entry that shows the Rated Speed (so that it doesnt get confused with an isochronous speed).

Also, the green and blue lines should be truncated right where the dashed green and blue lines (respectively) start.


comment:
The application has a test 
mode that requires the 
engine to temporarily 
operate at a higher engine 
speed. 


Should be rewritten to say "...operate at a different engine speed"


comment:
Use this feature when: 

Add bullet "You need to have additional engine speed limiting capabilities."


comment:
Suggested change to the first sentence -
Within the Cummins Net Promoter System, action owners are the front line employees who are committed to improving the customer experience.


comment:
closed loop description suggested change - You will have a better understanding of the closed loop process and your responsibilities associated with the process.


comment:
Need to add the word "the" before "Cummins Net Promoter System".  This will be consistent with the verbiage on the previous screen.


comment:
In the second sentance, could it be reworded to "This course will explain the steps in the cloped loop process ..."?  By using "that process" it seems a bit confusing, I wonder what process "that" refers to.


comment:
remove hyphens in ready to use if you did on previous question


comment:
incorrect feedback for Depar/clearing agents needs to be "Aging depar/clearing agents ARE just one..."


comment:
Omit first paragraph.
Change second paragraph to:
ProCell M is a buffer solution used in the ECL measurement.  CleanCell M is a solution used to clean the measuring cell after measurement.


comment:
Remove: Located behind the right front door of the module. Then also remove the last sentence...The lifter.


comment:
Change text:
The analyzer moves used...
Delete last sentence...It can be emptied


comment:
Change word ejects to "disposes of"
Delete last sentence...You can replace..


comment:
Need a better picture.  Flag for sipper probes is too far from probes.


comment:
Add the instructional text: The characteristic won't "stick" if it doesn't belong to the EIM.


comment:
change correct feedback to "The VENTANA HE 600 system does not use DI water, alcohol, or xylene." (the yes... was confusing)


comment:
add sentence before instructional text: The EIM has a language of its own - Let's practice.


comment:
update correct feedback to be "the Coverslips are.."


comment:
These are WAY too long. And the words are so technical, you can't pay attention to it. We need to either cut these way down or something. I'm honestly tempted to lose the screen all together. Christa/John - let's discuss.


comment:
I think your instructional text is confusing here. Should change to: Look at the word and think about what it means. Then click the stars to rate how confident you are that you know it.


comment:
I also think you need to indicate whta the stars mean. Can we put lables on either side that say someting like: Total guess and Know it cold


comment:
Update transcript - audio continues after what you have shown currently.


comment:
Think about the tasks the site will need to complete once their receive the ICF changes.


comment:
You can disregard my comment above. I couldn't duplicate it again. My bad!


comment:
Remove the sentence: The COver Letter is on the right.

Revise to the following: Phoebe has already included several pieces of information in the draft email for the site; however, she is having trouble with the section below.  What is she missing?


comment:
Should this say "in this SECTION..." instead of course?


comment:
I think the title of the page is the wrong font. Also, I think we're missing a grey ? behind the text. See http://www.bottomlineperformance.com/clients/IR/IR_OnlineQuiz_SCORM_GOLDMASTER/test.htm.


comment:
Incorrect feedback text is the wrong font. Needs to be sans serif, what ever Q1 was.


comment:
The red Xs don't appear to be right. So I selected 14, 18, & 20 and they appeared next to those choices. However, they should have appeared next to 16 only, as it was the one that I needed to select and didn't. Nick - I think we'll need a call on this one.


comment:
Can the find the answer roll up enough to cover the IR logo? It did on Q1, but now appears shorter.


comment:
font for ABCD is wrong, see Q7 in http://www.bottomlineperformance.com/clients/IR/IR_OnlineQuiz_SCORM_GOLDMASTER/test.htm. Should be san serif.


comment:
No Find the Answer available on this screen.


comment:
Try again wrong font. I'm assuming even though it was right on Q1, at this point, it's a global issue.


comment:
Again, wrong font for ABCD. I'm again going to assume since I've seen it twice, that it's a global issue.


comment:
Try again feedback needs to be "See page 8.5.1 of the Steelcraft Tech Data Manual."


comment:
Question is missing the last line:  "Select the true statements regarding Steelcraft  closer reinforcements in the door."


comment:
Can you put the frame names out of order? Right now,if I drag in the order they're in, they wind up in the right spot. Maybe list them alphabetically?


comment:
Try again needs a space before the page number.


comment:
can we shift the whole question down a few pixels? right now, the blue instructions are bleeding into the grey of the top nav.


comment:
The find the answer needs the web address updated to the following: http://www.steeldoor.org/res/SDI_111_09.pdf


comment:
Find the answer also needs Recommended Selection and Usage Guide for Standard Steel Doors, Frames and Accessories in italics.


comment:
I think we need to label these images, if possible. From top to bottom:
Existing Masonry or Concrete  
Butted Masonry Brick 
2x4 Wood Stud with ¾ gypsum 
2 ½ or 3 5/8 Steel Stud with Gypsum


comment:
Try again text is wrong. It should be "See pages 2.4.5, 2.4.9, and 2.4.10 in the Steelcraft Tech Data Manual."


comment:
Scripting mistake. Remove the second "often" from the first sentence.


comment:
needs space before first page number in try again.


comment:
I'm sorry, this was in the wrong ppt template. It needs to be select all that apply, with "All masonry fire rated frames must be welded." as the wrong, unselected choice.


comment:
Italicize Galvanize the first time it appears in the question.


comment:
The question is missing the last two sentences "What are the other three elements? Select them from the list below."


comment:
In the description for step 2, there are a couple of wordings things that could be adjusted.
In the first sentence, I would refer to the "email alert" rather than the "email notification" to keep the wording consistent.  Also, I would re-word to "an email alert when a survey requires a follow-up with the customer" (adding an "a" before follow-up).  Another thing to watch out for is the consistency of follow-up vs. follow up.  In the icons follow-up is hyphenated while in the description it is not.


comment:
Description of step 3: The pronoun use of "their" is plural and does not match the singular use of "customer".  There are three options, change "their" to "his/her", make "customer" "customers", or re-word entirely (maybe to "Action Owners follow-up with a customer to offer appreciation for the feedback, to better understand the causes of any concerns and/or praise, and, when possible, implement solutions to improve the customer's experience.")


comment:
Use this feature when:  Add bullet "Your OEM wants to operate the machine at rated HSG breakpoint speed instead of the factory set HSG breakpoint speed."


comment:
Comment above regarding test mode that requires the engine to temporarily operate at a higher enging speed.  After that correction say "operate at a different engine speed.  This speed can be higher or lower than the default HSG speed."


comment:
Another addition to the comment: 

Comment above regarding test mode that requires the engine to temporarily operate at a higher enging speed. After that correction say "operate at a different engine speed. This speed can be higher or lower than the default HSG breakpoint speed."  (Just added the word breakpoint)


comment:
try again feedback is incorrect. it should be "See page 9.1.2 of the Steelcraft Tech Data Manual."


comment:
try again feedback is incorrect. it should be "See page 9.1.3 of the Steelcraft Tech Data Manual."


comment:
Thank you should be in the same font as "enjoy your workout" on the intro screen.


comment:
Above IR logo, there should be instructions that say "For help in finding the answers, roll your mouse over the Find the Answer button below." in blue text with FtA in bold. Should be on every screen in the course.


comment:
Is the registrationsymbol supposed to be a superscript? If so...it is not.


comment:
I believe "fire-rated" should be hyphenated. (3rd line, 3rd paragraph)


comment:
I think you need a colon in your stem instead of a comma "There are two types of frames:..."


comment:
In second option, is it "1-1/2" instead of  
1 1/2 since 1-1/2 modifies hour?


comment:
Hyphen usage (or non-usage, in these cases). should fire-rated have a hyphen? What about "seam filled?"


comment:
There should not be a hyphen between "commonly" and "used" Commonly is modifying used. They are not being used together to modify another noun.


comment:
Should "smoke-rated" be hyphenated since it is modifying "openings?"


comment:
Same comment for "fire-rated?" I've asked this one several times; I"m guessing they don't hyphenate, but I have to check.


comment:
You spell out fire rating here (three-hour); in a previous question you used numerals (1 1/2). I'd try to be consistent - what do they normally put on the fire-rating stickers they use - numbers or spelled-out words?


comment:
hyphen in "temperature-rise?" Again - probably not, but I have to ask. IR may be violating grammar rules all over the place!


comment:
I've tried twice to place the 'edge' text into the box and it won't take it.  So, I don't get the 'Submit' button on this page.
Plus, I seem to recall in our other classe, I could move a text box to another landing spot prior to hitting the Submit button.  I wasn't to move a text box from one landing spot to another.


comment:
Most of the videos are moving a bit quick for me when trying to switch between watching what is happening and reading the words that animate in.  Replay helps, but slowing things down a bit more might be a thought.


comment:
correct feedback for option c: remove comma


comment:
question before this screen... the correct feedback was a run-on sentence i think. there were a lot of "and"s


comment:
I don't understand why we state 'after its edge.' in the first sentence of the question.  Why not just say, "The top and bottom channels of a door play an important role in the performance of the door."


comment:
The Category listing on the side makes it appear as if the Door Attributes & Application secion is part of the Door Components section.  We need to find a way to add a blank line between the two categories.  What if we changed Hardware Reinforcements to just Reinforcements?


comment:
placement of text boxes was very finnicky and I'm afraid would discourage learners.  And, as mentioned in an earlier matching exercise, we need to allow learners to move their selections around.  It's especially important when there are several matches to be made.


comment:
The dotted line used for the jamb depth should be similar to the line used for the Throat.


comment:
Nice job on this course, BLP & Leon!  It feels like a good length with a nice variety of questions.


comment:
In the question, I would probably make the word "specifications" singular and delete the word "sheet"


comment:
The words "hallway" and "hall" are okay, but usually in this application we would use the word "corridor".  No big deal here but just a suggestion.


comment:
First paragraph, do we really need the words "in height"?


comment:
agree with Leon's comment in his email--take out the word 'behind' in the 4th paragraph of these instructions


comment:
In the text for the first "drop down" box on the left side, the text ends with "What do you do?" but then the two options are phrases that you would say.  The text could be re-worded to "You make the call and the customer's tone is pretty abrupt on the phone.  What do you say?"


comment:
When you select the option of "Listen, I understand that your experience was not perfect" option on the left side, the highlighted path of the red dashed line appears.  The line above the text box is not layers properly in that the line appears in front of the text box rather than behind it.


comment:
Switch the order of the When Is it Used: 
i.e 

*Is optional
*Is standard on some platforms


comment:
Why Do OEMs want it?

change "is" to "if"

Alternate Droop may be useful if OEMs:


comment:
After viewing the promoter follow up call, I responded to the follow up question with "he gave the customer a history and explanation of NPS".  When the question "Why was that your choice?" came up, there are two duplicate options.  The option, "Customers like to have as much info as possible ..." appears twice.


comment:
Why Do Oems Want It section: 

Change bullet points to: 

*Requires additional HSG breakpoint speeds or HSG droop settings for certain machine operations. 

*Want to give the operator the ability to adjust the HSG droop setting, which in turn changes engine performance and "operator feel."


comment:
the video was playing but i still had the message  Click Play to begin the video.


comment:
First bullet: 

*The number of Alternate Droop settings available vary by engine platform.  Some platforms allow up to nine alternate droop settings between hardwired inputs and multiplexed inputs.  If a MR/HD application requires more than two Alternate Droop settings, the additional inputs must be multiplexed.  Reference the applicable AEBs for platform specific information. 

*Applicable AEBs also address hardwired and multiplexed switch implementation details for the Alternate Droop feature.

*Get rid of first and second and third bullet (replaced by the above paragraph)

*If the Alternate Droop switch is permanently wired, EPA regulations require that the engine attains rated speed. 



(Note to Naila: AEB 15.49 must be included in Resources)


comment:
Bullet points: 

*Enabling the Alternate Droop feature and setting the alternate breakpoint speed to 50 RPM above the rated speed. Note: In MR/HD applications, 50 RPM above rated speed is the maximum allowable Alternate Breakpoint setting.

*Setting the Alternate Droop value between 0% and 17% depending on the acceptable variation of blade speed with load. 

Not a bullet point: Make it a separate comment: 

Maximum blade speed will be achieved at lowest load with the Alternate Droop set to 17%.


comment:
In second bullet add a sentence that says "
Note: In MR/HD applications, 17% is the maximum droop value allowed.


comment:
1. On the graph on the right, High Speed Breakdown should be "High Speed Breakpoint"

2. When the Droop Switch is ON - you should still be able to choose percent load - it just doesnt change the Engine Speed.

3. Is it possible to program it so that they can switch from any setting to another setting?  Right now - if you toggle the Droop Switch the %Load resets to 0% but really we want it to stay on whatever the user has chosen. 

4. In the legend - have the operating point at 100% Load first, then the Operating point at 50% Load, then the Operating Point at 0% load (Switch the order).


comment:
In the red box - we should say "The Operating Point is dependent on the droop setting as well as the percent load"


comment:
At the bottom of the page it mentions taking an End-of-Course Course Assessment, which is not true, there is not a test or assessment at the end of the training.


comment:
In the ICONS - all of the instances of "Auxiliary" are spelled wrong - missing an "i"


comment:
Note to Naila (again) - check variety of reasons vs. various reasons such as... (how do we want to word this)


comment:
the question before this one..."Pathologist" was capitalized in the correct feedback...should be lowercase


comment:
I would probably remove the "also" from the last text popup, so you don't have two sentences with also back to back.


comment:
Second answer option doesn't make sense. Maybe "Because mixing reagents increases chemical exposure risks for histotechnologists."


comment:
You know the resources button doesn't work, right?


comment:
The video player still does not have player controls in Chrome. Based on the last tech specs from Roche, we need to support that browser, which means we need the player buttons.


comment:
We need to publish this without the drop down menu. That can't be there for the client test.


comment:
Please remove page numbers that suddenly appeared at the bottom of the screen here.

Also, looking at feedback, this says it's the Avoid Post test??? Better double check this programming.


comment:
again, page numbers. Also again, check this as it's appearing to be the post-test question in provide feedback...


comment:
chiropractor on the green version of the button is spelled wrong.


comment:
Bad things happened with the scoring of the pretest. After getting all questions right through the end of the Avoid section, it bounced me out of the test, told me I had 63% and gave me the feedback popup for the Avoid posttest. We need to get this worked out.


comment:
pretest results - when I manually completed the pretest, it told me my score was 81% when I actually answered all questions correct. It also had a few of the wrong "correct answers" on the screen, which I'll document on this page.


comment:
Pretest results - provide feedback doesn't work.


comment:
Question: Which of these workers is following universal precautions? 

Answer should be the woman washing her hands, not the woman with the purse.


comment:
Avoid contamination/exposure, need to update the correct answer to this one:

Question: A needle breaks and spills blood; you know you need to dispose of it in the sharps container. Then, you begin to clean up and disinfect the area by using normal PPE to protect yourself and covering the spill with paper towels. After covering the spill, what is the next step you should take? 

Correct Response: Pour a 10% bleach solution or other disinfectant over the towels or rags and leave it for 10 minutes.


comment:
Abbreviations missing in this video. Should be in the text at :38 mark.


comment:
The header totally disappeared here. We still need the page title and the little BBP. The color also needs some work. That's not something we would likely see at Roche office - maybe more of a green? Get Matt to help.


comment:
Update main text to say "...missing the biosafety label in this new lab."


comment:
CC needs to be updated - the DiaDoc language at the end, as well as the reference to Exposure Control Program instead of plan.


comment:
Need to label gloves as "Nitrile Gloves"


comment:
Ignore Amanda's comment re: blue highlight. please keep it blue even on the first attempt.


comment:
If this is the email for the site, the first sentence needs to be revised: Please submit these documents to Regulatory Authorities (where applicable) and ERBs for approval.  Please remember if any changes (vs. an change)....

....before you submit them back to the Regulatory Authority (as applicable) or ERB for approval.


comment:
Transcript: first sentence, change "unfeasible" to "infeasible"


comment:
Transcript: remove blank white space at the end of the transcript


comment:
Remove the sentence: In addition, Lilly could be at risk if ICFs are not completed correctly.


comment:
Transcript is incorrect, I believe it's copied over from the first key points slide in the course


comment:
Transcript: 3rd sentence: change "See It section" to "See it in action"


comment:
That's right feedback: change "our" to "out" in "...our of its automated run."


comment:
Question text: remove a zero from the InterTie name (it doesn't match the listed Transfer Name in the image)


comment:
Answer options: change periods to commas


comment:
Feedback text: change periods to commas for the #'s


comment:
Should we do something to call out the title and "science of selling" in the gray text box?  Maybe bold or italics?


comment:
I love the sound effect, but there's nobody digging.  Maybe add a worker to the site.


comment:
Instead of Correct answer and distractor can you update these a bit to say "Correct plan element" and "distractor plan element"


comment:
I feel like we'll need a couple of pages of these at least.  Can you add a duplicate page and change the numbers to 5-8?


comment:
The submit button should go away when Digs gives feedback.


comment:
Same feedback as previous.  Change to "Correct plan element" and "distractor plan element"


comment:
Submit button should go away when Digs gives feedback.


comment:
same feedback:  Correct plan element and Distractor plan element


comment:
submit should go away when Digs gives feedback


comment:
Correct plan element / Distractor plan element


comment:
For incorrect responses, when Digs gives feedback, submit should go away here, too. (applies to this activity)


comment:
Can we add a title to the top of the journal/job aid page that says "Research Methods"?


comment:
I really like the customer verbatim examples used with this quiz, but I didn't notice that was an option until the 3rd review. May be just me, I have a hard time noticing the blue text which is typically telling me a key action.


comment:
Disregard my earlier comment about moving from the quiz to the standards self assessment.  I do believe the sequence is a bit abrupt and needs to flow better.  There needs to be a transition slide / comments or re-introduction to the standards of some sort.


comment:
Can we get a pop up of the scenario facts when one scrolls over the pushpin (BU, Location, Standards)?


comment:
We need to make a stronger connection to Caring.  Some things we talk about for caring are:  Demonstrate sincerity, interest and concern
Always be polite and professional
Treat others as they want to be treated
Actively listen and respond with empathy.


comment:
Maybe there are other more realistic clutter items we could add based on our observations of desks that need cleaned up.  For example, people storing a bunch of boxes around / underneath their desk.


comment:
The text screen shot is not real crisp so maybe try making the font a little larger to ensure ease of viewing?


comment:
Capitalize 'D' for Distribution on that pushpin summary and screen


comment:
All the email screen shots need to be enhanced or larger to ensure ease of viewing the content.


comment:
I think the environment / table options need to have a bigger contrast.


comment:
If I pick the bad scenario, shouldn't it point out what is wrong with it more clearly or refer them to the ideal scenario indicating the corrected pieces?


comment:
These are labeled as "Applying the Standards" but the CSE standards are not identified / referenced any where.  We need different terminology for this section.


comment:
I don' think the food / no food option is a good one since in many occassions and meetings food is involved with customers and co-workers.


comment:
Update text for on future e-learning courses to:  covered in future e-learning courses, and some will include:  Service Obstacle System (SOS), Customer Experience Process Mapping, Everything Speaks Checklist


comment:
We should elminate resignation factor and make it that the person changed positions.  We should double check roles in this scenario to make sure it is accurate with internal processes.


comment:
I think we need to review this list internally.  I think the order I would change in some cases, remove the Wow reference and maybe any other ideas we have for actions they can take now or long-term to consider.


comment:
I am assuming Lori's signature on the certificate is off center since the tempate expects two signatures?  I think it looks odd and we should add another signature. Maybe we add Pamela or Tom.


comment:
All-  The music will not have the words in it, it is just i-stock audio that BLP is sampling for us to make sure we like before they purchase.  Once they purchase it, it will not have the "I-stock audio" words in it.


comment:
Building on all of the previous comments, I suggest we remove the gray circle diagram and replace with photos the represent each of these bullets (or maybe only two if we combine interactions and delivery now).  Then, you can make the subsequent pop up boxes actions when you click on the main images.  The gray circle diagrams make me snore.


comment:
Change "Cummins measures Customer Success ...." to "Cummins measure Customer Loyalty".

We have many other metrics beyond just NPS to measure Customer Success (even though NPS is key), so I think rewording to really align with what NPS is here would be better.


comment:
Last bullet should be revised as "To enable Customer Success.  Every Time." from making them a promoter.


comment:
I agree with Melinda's point about needing to call out the wrong selection more.


comment:
This one needs to also point out the wrong selection more.  We need to elaborate more on why this might send a mediocre or negative message the customer so we are re-emphasizing the Everything Speaks message.


comment:
In second paragraph where it says "actual temperature": 

change to "...and calculates the temperature value using a resistance to tempeature relationship, which may be customized by the OEM.


comment:
In the 2nd bullet under Use Aux Temp Sensor when:

Make shutdown two words "shut down"


comment:
First bullet under Do Not use Aux Temp Sensor when: 

add the word temperature to thresholds - i.e. "The OEM is not concerned about controlling engine and machine operation with temperature thresholds"


comment:
First bullet:

*Temperature thresholds will be used to control engine or machine operations through other electronic features


comment:
Switch *Is standard on some platforms* and *is optional* (just the order) - global edit


comment:
What Does Cummins Recommend: 

*Separate paragraph into bullets - I think each sentence is its own bullet


comment:
First bullet: 

2nd sentence  "  ... the PowerMatch tool can enable the OEM temperature feature.  (enable instead of able)

The OEM can install the temperature sensor... 

(change "you" to "The OEM": and "an" to "the")


comment:
2nd bullet point: change to:

"With the OEM temperature feature enabled, the temperature can be read from the J1939 Datalink through PGN 65164.  This temperature can then be displayed on the OEM's controller without the need for a special temperature display unit."


comment:
Missing the graph on the right?  Don't see anything on the screen.  This needs fixed before we review this See It In Action.


comment:
How do we go from 'Your role in closing the loop' to 'Importance of a follow-up'? I had to use the drop down to navigate to the next step. There was no next arrow for me to click after the closed loop grid.


comment:
This section can be confusing to navigate, for me the question at the end didn't appear immediately after the video and so I didn't realize I had to complete that before I could move forward. Should we say something during or before the video to let people know they need to answer before they can move forward?


comment:
Not sure if I am the only one having navigation issues, after I finished module 3 and clicked on 'next' it took me back to 'call strategies'. I had to go back and next a few times to get to 'you're turn' finally.


comment:
The bubble text moves on it's own too fast. I think the timing needs to  be adjusted or should only advance on click.


comment:
I don't think it is intuitive that the user should hover over the machine to see where the Sample Supply Module is, and where they should click.


comment:
Can the play button here be more prominent? It gets hidden currently.


comment:
I'm not crazy about the term "Work Product".  I might suggest saying "Solution".


comment:
We need to build in a rule that an employee should click at least one (maybe at least three different) pushpins before able to proceed with the Next button.


comment:
Work Product should be replaced with solution or maybe just simply "support".


comment:
Should say "Identify how someone in your role can demonstrate a safe, caring, dependable, and responsive attitude."


comment:
Should say "Strive to make every exmperience for a customer or co-worker an excellence one" in place of the WOW bullet.


comment:
If this is a longterm goal it should say:
"Review your self assessment and focus on improving your support interactions or any areas of opportunity"


comment:
The other modules may not be available by the time and employee sees this.  I think it should say "Future courses that will be available as time goes on......" or something to that effect.


comment:
First bullet point about Supporting CSE, are we using an Oxford comma or not?   Some places we may have them (comma before the conjunction) and other places we do not.  

I know in Indiana we learn to use them, however in Cummins we follow the rule of not.


comment:
That's it???..............We need a better ending or summary.  This feels very weak and not a good conclusion.  Nothing resonates with me at this slide....


comment:
What happened to the exercise we were going to do regarding the panning of the office space or cubicle?  Was it replaced with the single cubicle shot?  I thought that the panning was kind of cool and interactive.


comment:
I would like the Customer Success Every Time logo on the final slide as a reminder.  Also agree with previous comments that this might be a good place to re-emphasize the Vision and Standards in some way?


comment:
Image quality is not consistent here.  I think probably because of lighting.....


comment:
some users are reporting that they can see an ouline square around the cummins logo..... looks 3d because two different red colors.


comment:
Introduction:  What is he saying that is repeating in the background?  Couldnt understand.  Didnt automatically roll to the next section.  I had to select it from the drop down.

What does customer success everytime look like.  Kept expecting something to be said.  Very little audio in the training.  

Goals of customer success:  NPS ratings help us know where and how we can improve. How will we know when we are successful? 
 Maybe NPS ratings and customer feedback help us know and how we can improve.
To build profitable customer loyalty  replace  with Provide value to customers that drive customer loyalty

Who are your customers?   Dont understand the statement under Dealer:  Should it be Dealer should never be impacted by personnel transition

Rate Yourself:  Why does it repeat twice with the radio button rating. 
Caring:  kind of weak.  How about  My customers know I care about their success by my actions
Responsiveness :  Instead of  email info, what about using.   I act quickly with a sense of urgency to solve the issue or provide service.

How the standards work together:  Love the examples.


comment:
I pressed the video play button instead of the continue  button and I get a blank screen.


comment:
This might just be me, but since this is a question that is select all that apply, should we let them see comments after 3 or 4 wrong answers?


comment:
Missing on paragraph 1 ->First,there ARE some guidelines...


comment:
The action owners are the account managers or account execs and not the "front line employees".  Confusing


comment:
Question #1 is Survey Transcript - are we thinking they are going to listen to the call or review the scores and feedback?  If it is the latter we should phase as Scores and Feedback in Allegiance and not transcript


comment:
If we state that it's best practice to follow up on promters and detractors - the passive video should be optional.  The training is already over 30+ minutes for the account manager


comment:
I'm not sure if this is best use of time.  I like that you are pointing out items but perhaps remove from earlier module and include in this one.  Again length of time is going to be an issue if all videos are included


comment:
We have business units that do not do transactional NPS and will not know what that means.  One type is sufficient


comment:
This is an example of transactional NPS and not Relationship.  Would not resonate with account managers who us relationship NPS as they deal with OEM's etc and not repairs


comment:
OK, I think the bubbles are too slow ... I almost clicked to move forward before the second one showed up. maybe add a click to change, or ...


comment:
I did not see a final message here after we completed all of the modules ... was that here?


comment:
any time there are multiple talk bubbles on one screen, I would like for them to appear more quickly so quick readers aren't waiting, and they can see the final directions.


comment:
again, I would like to see the talk bubbles appear quicker.


comment:
again, I would bring these on screen faster


comment:
wondering if we should show which "slot" the RMS goes into ... maybe show it disappearing into a slot, or show it with an arrow to the slot. Same with the two new ones on this screen ... can we color-code highlights or use arrows to show where they go?


comment:
again, I'd like to see the words appear more quickly


comment:
same comments about showing which item belongs in which cutout throughout this section.


comment:
after PCR assays , add a sentence: The utility channel and the pooler are other important aspects of the cobas 6800/8800. Then, for the direction, make it click a topic instead of click an assay.


comment:
didn't these have black text in the samples the client sent? I was thinking they wanted black text.


comment:
global in the feedback: Click continue to review another topic.


comment:
we need some kind of hint here ... too easy to get lost.


comment:
love the magnifying glasses on the charts!


comment:
there is a pooler on that opening screen ... if nothing else, we can take it from there.


comment:
when I went into pooler the second time, the "correct" screen was still up ... should be back to the question/text.


comment:
on other pop-ups, they showed up on rollover -- these had to click -- need to be consistent.


comment:
finished first two modules, clicked the 88000 icon, came back to this screen ... could not get into the processing module.


comment:
Not sure what the purpose of "Submit" button is, on the next page. There is no Provide Feedback button there, so had to give the feedback here. The last line on that page says: Click the Next Button to learn about the Course Flow.


comment:
Remove the word Mid Range from the last sentence of HHP Ind Market Description. The last sentence is: The Electronic features covered in this section are not available in the Midrange portion of HHP Ind market.


comment:
Can we modify the Speed values on this page for the three Operating Points? (2710, 2620 and 2530 rpm) Usually the speed values in the HHP Ind market are much lower in the ranges on 1900-2000 rpm till 2200 rpm (with droop).


comment:
As a new learner, coming into this interaction, I didn't quite know what this suitcase was all about.  I thought each sticker was going to launch a section?  Is that what will happen in the end?  If not, I'd make the selection of the 'monitoring interactions' sticker be a bit more visually obvious.


comment:
I would check and see if you could get access to the Redbox account or some other demo instance of Journey Builder.  You might need a guide from our Solutions Consulting team while you record in the account, so as not to break anything.  This request may not pan out, but it's worth a shot.


comment:
I would also take the text comments out of the text box, and place them individually on screen next to the elements of the screen that allow a user to perform the benefits listed (measure progress toward goal, track journey, and evaluate on the spot).


comment:
Not crazy about the flashing escape of the X's & O's graphic.  Will that be replaced by an animation? If not, I think it might be better to just take the middle step out.  Might also recommend a higher quality graphic in the end so that we have less fuzziness on that image.


comment:
Is gadget the correct term?  Have we checked that?  What does the Product Marketing Manager call it?


comment:
Shouldn't the starting speed for 0% load be the same irrespective of with Droop or Without droop, usually equal to the High Speed Governor Breakpoint? In this example the without droop speed is 2710 and with droop is 2350 for 0% load, which looks a little confusing.


comment:
Aggregated Goals Data.  last sentence...Highest and lowest what?  I'd fill that out.  Maybe say  "Highest and Lowest performing interactions"


comment:
There is a typo in the screenshot.  Is this in our product?  

Population - 4 million + - "People in all Interaction"  Should be 'Interactions'


comment:
Trigger Administration.  To set up what?  I get the feeling these are being left intentionally blank until we can get the correct copy for you, but just wanted to make sure.


comment:
This page seems to be broken. No graph of Resistance, the change in the temperature does not get reflected in the Thermometer.


comment:
Running Mode.  The last sentence is dense and a bit confusing.  Can we simplify please?!  Also, why not add a image of the blue arrow in this text box if you can?


comment:
Should course title be "%Course Title%" or does a variable need to be added somewhere to read that correctly for this course?


comment:
The 2 images can have same width and moved down to middle.


comment:
Title & sub title are a tad mis-aligned.


comment:
Y in 'You've completed...' should be lowercase after the comma.


comment:
I think the trademark line had been changed to just 'COBAS is a trademark of Roche.' Check with Ryan.


comment:
in second sentence delete "on". it' just click


comment:
In the Resources section, under Local Process Worksheet, Safety section, only "Safety" is listed.  We'll need to provide you with a list of initiatives to include, such as Cummins Driver Safety Program, Contractor/Supplier Safety Program, Ergonomics Initiative, etc.  Jim & Kelli - please take the lead to get a list to Marianne of the initiatives from your areas you'd like to include.


comment:
The audio pieces at the beginning and end slow down the user and do not add value.  There is a distracting disconnect between the audio and what bits are selected to appear in text. Its also not clear why there is audio  and then suddenly theres none. Text alone would be better.


comment:
Distracting to have audio competing with text.


comment:
Disconnect: The activity lists six steps and the guide has eight. Sequencing all six or eight doesn't make sense b/c the last 3 or so don't really require a sequence.


comment:
Show the grade levels on the job descriptions.


comment:
Feedback meter does not update when entering different responses for same activity.


comment:
This would be easier to follow if it began with Carmen's actions and then mentioned that Abril looked like a good candidate.


comment:
Typo in guide menu - Every Employee Ever Community - y missing from every.


comment:
This activity requires people to guess what someone thinks is most important. I think this could annoy people. Might depend on the situation.


comment:
Stopped mode.  There is no red icon shown on this screen shot as indicated in the first sentence.


comment:
stopped mode.  Just my opinion, but you don't need the additional commentary in the parenthesis.  I think people will know what stopped means.  

Also - can we add the stopped symbol into the text?  might be helpful if it looks alright.


comment:
Same feedback as already provided to you.  ET peeps - we need to get these folks a proper screenshot!


comment:
Need to beef up the value of setting goals, we did a good job of demonstrating the value of Journey Builder for designing and automating responsive campaigns.


comment:
The menu button doesn't work.  I'm trying to get back to the previous screen via menu and no dice.  The previous button also does not take me any farther back than this slide.


comment:
might want some sort of a visual callout to click the column headers.  The instruction might be missed audibly.


comment:
name and description.  This is a bit redundant.  Maybe the second sentence needs to be phrased as a recommendation for naming and describing triggers, rather than re-describing what these fields provide.


comment:
Actions - wouldn't activate and disable be options here?  Not just ETC.  I would say to include that, as you mention it and people will wonder how to execute that function.


comment:
take it or leave it - but it might be good to have a small x on the caption box to close it out if you wanna look at something.


comment:
Like to see us setup the journey and the usage of the story via the luggage.


comment:
Why not use that nice succinct description of name and description in the previous slide?


comment:
Can we add voices for those first talking points?


comment:
Can we add voiceover or music to end the lesson?


comment:
Great work overall.  Thanks! 

Sam Parsons


comment:
Automate this to go to the next slide? We'll need to swap out the logo on the bottom.


comment:
We are missing the step of showing how to get into contact builder and that its a separate application.


comment:
Slide 3: useful to highlight the tabs where the user will click within the app.

Contact Configuration Tab: We might want to bullet this slide as it s a bit wordy.


comment:
Can remove the click sounds from all slides since we have the red circle?


comment:
Mention that you can either Create a Data Extension or Link the Data Extension. We may want to push them documentation on how to create a data extension but we'll show them how to link a data extension.

The'changes' pop up is passed through and not discussed. We may want to stop and make sure they understand that making changes to existing attribute groups could have substantial effect on their system configuration.


comment:
We may want to frame more of the simulation on what they are doing here and why. This could be either voice over describing why you are doing this, or a text description. A short description of a use case may be helpful as well.


comment:
The pace of this simulation is pretty fast and seems a bit hard to follow for users not yet familiar with contact builder. It might be worthwhile to include a statement that there will be a quick simulation (show) followed by the interactive walk-thru of linking data extensions (try).


comment:
Lets change this out to a blank canvas (since a new customer may not see data when they first login) 

Can we take the spinners off the markers and have them expand without clicking?


comment:
It might be helpful to go from a full view to place the markers on a blank canvas.


comment:
We may want to remind individuals of goals. If we could we might want to think of another word than programs since we use that wording in another product.


comment:
We may want to clear to a blank interaction screen here.


comment:
Image on this page is not self sufficient. Needs a description or a signal to indicate what is happening in the Pump


comment:
Lets smoke and mirror that ending so you don't have to describe the click out.


comment:
The Next Button on this page does not work. Pressing on the Next Button, does not take one to the next Page.


comment:
More framing around why they are doing, what they are selecting.


comment:
The post Heating Phase of Grid Heater is not shown in this section.


comment:
remove marker spinners and remove click for information.

'Messages' pop-up: we may want to update language to specify that it sends to criteria set by an 'Event' rather than 'Activity' (the onscreen example immediately sends a message to the entire audience of the Trigger, and was not determined by an Activity)

I'm wondering if this content via popups is the best way to deliver this information. May want to brainstorm that a bit.


comment:
Can we do a screen that introduces the use case?


comment:
We'll need to explain also the different between placeholder, custom and creating a new trigger.


comment:
The OEM Engineer on this page is same as the previous section. Just FYI.


comment:
I'm wondering if we need to define the goal earlier in the process?


comment:
Highlight "save" better, and than also to highlight the trigger and goal you have just created and tie it back to the use case.


comment:
Mention that the emails will need to be created within the Email application.


comment:
There could be more explanation of what the 'Yes' and 'No' filters for the decision splits are, within the context of the use case.  Example: Purchase Date has a value, but what does that mean with regard to the use case?


comment:
Instead of 'Drag this to Day 4', something like 'NTO wants to wait 4 days before sending the next email.  Drag the 'Send Email' Activity to Day 4'.


comment:
can we include the term as a header on the back side of the card?


comment:
why is demand forcast showing on the screen when i first come to it?


comment:
This screen is called responsibilities. but there's nothing on it bout responsibilities - it's just terms. John - Monday I want you to come up with a new title for this screen and intro text that makes sense


comment:
asked for picture - but it will show instrument powered off. so you'll need to update the correct/incorrect when we receive it.


comment:
global - make all answer options capital, to be consistent


comment:
add comma in question stem after software


comment:
incorrect feedback - remove the "it's true" from second sentence


comment:
Missing "Waste Module installed by a Roche Service Representative." as a fourth answer option


comment:
yikes, this is way too hard! can we reverse and list the steps on the screen, with dragabble numbers. Have the steps out of order and drag the number to the right step.


comment:
agree with perrin on the "click here" target


comment:
Change stem "Which consumable do you need to remove immediately when it's empty?"


comment:
can you turn the wrong ones red here too? or reset the question if I have to start over?


comment:
continue button on correct answer doesn't take me back to the main menu as it should


comment:
am I crazy or are the pull quotes bigger than they are in the other course?


comment:
again, reset the question or make wrong red


comment:
remove quotes from Protocols. Capitalize it and put it in italics instead


comment:
can we make that screen shot any clearer?


comment:
my suggestion is that we zoom in on this screen so we're just focused on that left side of the screen and what we are explanning.


comment:
This is screaming for some on screen text to support the vo. Could we get a couple of boxes that support what's being highlighted on screen?


comment:
Resources - Accu-Chek with no extra c in Chek please.


comment:
bottom paragraph, first sentence, remove "r" from your so that it's you.


comment:
Given the limited space we have on screen, I really really think the following image will be fine. Please use: http://blptraining.com/imagelibrary/edit_image.cfm?ID=175


comment:
Can we make the managers and supervisors popup smaller? I know it's been consistent, but it seems huge. If we can't make it smaller, can we add an image, perhaps the desk chair from course 1?


comment:
Change directions to "Select the  reasons headsets cannot be used on campus and click the Submit button for feedback.


comment:
on the directions, bold Click and Step in the last sentence.


comment:
feedback - remove semicolon in the last line of the opening paragraph.


comment:
the chapstick doesn't look like anything. I know it seems strange, but we almost need something pink and glittery so they know what they're looking at. Or label all the images. Your call.


comment:
if possible, reduce image size and add third one: https://blp.basecamphq.com/projects/8617683/file/108632547/Redirected%20Vent-1.JPG


comment:
screen title should say special equipment, not site policies.


comment:
can the image be included in the popup? seems like there is enough space.


comment:
change Kathy in second sentence to Laura please.


comment:
Can we move the Haz Assessment button up? It can stay to the right, just put it up by the opening text, before the question.


comment:
In both correct and incorrect feedback boxes, change Kathy to Laura.


comment:
bold click and fire extinguisher in the directions.


comment:
can we add the image of the fire extinguisher from course 1?


comment:
change directions "Select the ladder you should use in the lab. Click the Submit button to see if you're right."


comment:
Why don't we use https://blp.basecamphq.com/projects/8617683/file/108632541/Ladder%20Improperly%20Opened-1.JPG and put the red "no" symbol over it.


comment:
I love this! I am totally reskinning as a newspaper and reusing. :)


comment:
Can the security guy be in a uniform? if not, this works.


comment:
change select to click in the directions


comment:
instead of Dustin's car levitating, can we use a picture of security?

http://www.istockphoto.com/stock-photo-7180693-security-officer-writing-report.php?st=889ea7b


comment:
in the feedback, remove the "e" on car at the end of the third line.


comment:
Is there anyway to crop out the other building behind the jeep?


comment:
the line You should (current bullet 1)  should not be a bullet. everything under that is a bullet.


comment:
Add periods to the end of all of the bullets.


comment:
remove the Your Role popup and button, as it was on the previous screen.


comment:
I put a lock in the tag column and still got correct feedback. I'm not sure this is programmed exactly right. I was assuming they wouldn't "stick" if you didn't have them in the right place.


comment:
Again, can't type my name in the certificate and I don't like how it auto popups on the screen. Can we add a button for them to click to access it?


comment:
The log off button isn't in the lower right, it's showing up in the upper right.


comment:
When I click the left nav, the checkmarkes go away. I've completed everything at this point, but suddenly it looks like I've not done any of the modules. I didn't have this issue on Meet EH&S


comment:
With these little photos, I keep expecting them to have links back to that ee's page, in case I want to revisit it.


comment:
The mechanics of advancing the audio and the correlation between the printed points didn't add a lot of value to the learner. In fact I found myself trying to follow the voice with the bullet points more than I was paying attention to either content.


comment:
There is a lot of information on the "Ongoing Learning" visual that is not covered by the audio. If the learner is expected to read this, the audio should explain this before advancing. Font is very small.


comment:
Concerned about so many activities based on sequence when these really aren't processes. Some things have a sequence, some are flexible.


comment:
Graphic is so different from rest of course - clashes a bit.


comment:
General comment - there are several features that individually might engage learners but collectively create extra work/cognitive load for the user (start-stop audio, clicking in various places in the activities, the effectiveness meter - this ends up being a lot to do along with the 18 ees scenarios and looking thru the guide). The result is that it takes a long time to complete and the extras might not add as much value in this particular course. Even with all the limitations of Level 1 evals, it would be good to gather feedback directly from users in the target audience (globally) about these features/activities to see what they find adds value to their learning and whether things might be simplified.


comment:
You advance some parts through an audio advance and others you advance at the bottom of the screen.  This may not be intuitive to the audience.


comment:
Many people would just click on the icon but here you actually have to click on the words.


comment:
On the last click it states to click the next button to meet the rest of the leaders and when you click the next button on the audio it repeats it then you don't have it as an option


comment:
I couldn't get anything to happen when I clicked the Post-It note


comment:
we miss the last portion of the bottom line of instructions


comment:
It states Good job and click the next button but it also has the Try it Again button on the screen which could be confusing


comment:
It took me back through the whole cycle again.


comment:
when I look at starting impact and final impact it looks like it is worse.  We need to think about a scale so they can see how they improved


comment:
The link took me to the generic Comp and Ben page and not the one on merit


comment:
This link is not realistic-- I don't think there is anyone in the BSO population that would have one particular project that would impact the payout factor-- if you want to include a point about explaining payout factors-- I think a better question from Magnus would be-- I understand that each year I have a bonus potential that is a set percentage initially but can vary.  What would make a payout factor vary and how is my payout factor determinded?


comment:
It states nice work and click on next arrow but I also have a Try it Again button.


comment:
Second paragraph--- do you mean Colin had talked with the group as a whole previously but now needed to follow up individually?  Not sure it makes sense that Colin talked with Lucas previously and now has to do 101s


comment:
I'm not so sure it makes sense for Colin to start with his ideas-- it says-- can we talk about some ideas I have...--might be better to say-- can we talk about ideas to make everyone here...-- that way it's more of a 2-way conversation.


comment:
We took out Profilor reference in the guide--


comment:
Change disinfectant SOP to just disinfectant.


comment:
Sink needs a bit more of a glow to make it obvious.


comment:
Must make sure the labels for the images appear behind the feedback popup. They cover the feedback popup now when you get it right or wrong.


comment:
Need to update closed captioning with the new audio.


comment:
Need to cut video at like 1:30... black screen just lasts for like 11 more seconds.


comment:
Congrats screen - the blue text is overlapping the blue of the swoosh at the bottom. Please fix.


comment:
First paragraph, extra space between treatment and the wellness. 

Also extra space between Room and is the key.


comment:
congrats message "Biohazard Exposure Control Plan" should be in italics in the last sentence.


comment:
blue directions too close to blue swoop. Move right.


comment:
Xylene is capitalized in some places and not in others.


comment:
In the feedback on the question before this screen there is a typo. And should be are (I think--now it isn't in front of me anymore!)


comment:
I think we need to check the encoding as this video is taking a very long time to load.


comment:
Answer choice three is still missing "Incident" after Exposure


comment:
Answer 3 is still missing Incident after Exposure


comment:
answer 3 needs to have the word "MINUTES" at the end. answer box may need to expand.


comment:
Change subtitle to "Welcome to the Congress" throughout


comment:
Change pop up header to "This is the Congress expo. You have two goals:"


comment:
on these external resources links, we will need to provide the direct URL from Cummins Connect since they may change over time but the URL should stay the same.


comment:
Text on button "Previous: Create Red Levels" spills over.


comment:
We need the "previous" and "Next" buttons to be more centered, more prominent, and less text.  Maybe just "Previous" and "Next" are sufficient.  You might be addressing this through aesthetics?


comment:
Start the Course button: can we make this match the standard button style across all courses? :)


comment:
Bottom paragraph: two spaces after first sentence


comment:
Left nav: can we make the "AND" in Safety and Security Procedures an "&"? Then the Y in Security won't be touching the content area bounding box.


comment:
Oh, fancy! the orange dots animate on.. :)


comment:
Managers and Supervisors btn is stretched taller - same as in Meet Nutley course - rounded corners aren't right


comment:
Same as on Meet Nutley - is the text in the gray boxes Arial Narrow Bold?


comment:
Should there be words bolded in 2nd sentence of blue directional text? click and step?


comment:
GLOBAL: Screen titles and any other titles should be title case.


comment:
Feedback text is smaller than other text in rollover pop ups - make it the same size


comment:
A note to myself: send you updated haz assessment image


comment:
GLOBAL: Submit button should match standard button style


comment:
Do no use any blue other than Roche blue.


comment:
I like! Seems like we should use this for Matt's story in Meet Nutley, too... and any other "stories" in the HLR courses


comment:
Can we make this bigger and/or center it in the content area (vertically and horizontally)?


comment:
Is feedback text a different size than other text in story in the pop-up areas? if so, make it the same size


comment:
shorten line length slightly so etc.) isn't orphaned on next line by itself.


comment:
regrouping pop-up: wrong blue, only use Roche blue.


comment:
Move your role btn up to right of text and extend image to the entire width of the content area


comment:
Change blue in headers of table to Roche blue.


comment:
the next button shouldn't be available until after they click play.


comment:
how different can they be fades on and off too fast.


comment:
There is an extra space after "one small mistake"


comment:
replay button at the end of the animation? right now the screen goes blank.


comment:
new barrels (I know you had it the alpha spreadsheet, just wanted it with other comments) :)


comment:
Can we remove the word common from title? thanks!


comment:
The level of impressed I am right now cannot be overstated. This works exactly like I want it to. Thank you so much Kendell and Christa!!!!

BTW - if you think when learning services sees this, they aren't going to want to do it again, dream on. :)


comment:
Love it! Swap the image of the haz container, add the replay button and we're all set.


comment:
I would just like to say that this is the cleanest "ready for client" alpha I've seen in a while. Great job making all of the edits, Kendell. Everything is checked off the list!!! Until Leanne adds more. :)


comment:
Does not have the link to the Resource Guide on these pages.


comment:
I think there is a typo on one of the answers: Ask Gemma is (it should be if I think)


comment:
The question here should include something about the fact that-- in addition to Colin talking about Cummins mission, vision, values and personality that lay the foundation for leadership at Cummins, which programs would it make sense for Colin to indluce in his discussion with Katrin?


comment:
Sorry-- wasn't clear in the last comment-- I think it's important to add the preamble above so that it doesn't come across that the only thing Colin is covering is program descriptions-- you do need to take the Profilor out-- I'm fine with keeping in Leadership criteria for programs-- can modify the question then to make that a seemingly viable option


comment:
One more thing-- Katrin is now a leader-- and Colin is the manager?  If so-- then Colin is a leader of leaders-- even though there are some of those in the target population not sure it makes sense to have Colin be one in the course seeing that the vast majority of participants will be leaders of professionals.  If Colin is not the manager-- probably need to  be more explicit about the role he has-- may need to say that even though Colin is not the direct manager, he has a good relationship with Katrin-- thinks she has high potential-- etc.


comment:
The steps aren't really sequential-- especially 4, 5 and 6-- not sure if people would get a bit tripped up-- I do see they are in the guide--


comment:
For the rollover I would in the box that pops up-- add in the title of the area-- so Safety, Corporate Responsibility


comment:
Those process areas are small-- is there a way to make that circel wider and the world sphere smaller?


comment:
It would be nice to have a rollover for the center world-- that would give some kind of info about the importance of essential leadership processes in the ongoing success of your individual direct reports as well as the collective leadership pipeline of the company


comment:
We'll need to decide between running mode and active.


comment:
Please ignore previous comment. 
We should re-write:
We are going to start Practice and Qualification Rounds for the Ultimate Race. Let's see what your systems offer!


comment:
Question:
Who can generate the first 96 tests results in 3 hours?"

Add a competitor that is a woman (CAP/CTM)


comment:
Question:
Do you have the flexibility to run 3 assays simultaneously?


comment:
Please place Panther system in the middle and not first in the row.


comment:
Panther system should appear in the middle.


comment:
Remove pre-sorting (too many negative answers).


comment:
re-write question: How many tests results can you generate in an 8-hour shift?


comment:
Replace question:

Do you have ready-to-use reagents?
Answers:
Panther: No
Tigris: No
m2000: No
All the remaining: YES


comment:
In the comment below "Qualification" should be "Qualifying".


comment:
Please replace all the comments by this final one:

"Before the Qualifying rounds of the Ultimate Race, lets see how your systems perform"


comment:
m2000 answer should be 3 and a half hours.


comment:
The cobas 6800/8800 Systems are top contenders for the pole position!


comment:
Replace the "Are you ready...Train to win!" by

"Now for the Qualifying Rounds! Let's go!"


comment:
Re-write (final):
How many test results can you generate in an 8-hour shift? Do not forget to account for reagent preparation time!


comment:
For this module, could we have a screen with a similar look and feel to the intro module? 
The competitors in the intro module could be replaced by customers?


comment:
Around the below comment, the layout of the screen can be the same with header and footer, but the boxes with customers would be replaced by a row of the customers similar to the intro module with competitors.


comment:
Check the updated powerpoint on this screen. I think I told you wrong when I said that all the changes were to Dr. Kule's dialogue. I made some changes to the wording on this screen also. Sorry about that!


comment:
This is one where I think either Dr. Kule gives the feedback or the feedback just appears since you're trying to decide what to say to this guy. He doesn't know that you're giving him the right answer.


comment:
put the word and before HCV and put a & sign between HCV & HCV-GT. Would like a second opinion on this though. Lots of ands going on here.


comment:
Drop the "and" from "and you'll" and just have "You'll"


comment:
I think on each report we need to include the competitor's name at the top. So this one would be "Top Secret Report about Abbott"


comment:
The learner should be responding to both the lab manager and the salesperson at the booth rather than in the aisle


comment:
remove "volumes" from the "input volumes" drag box. It's redundant.


comment:
lab manager changes poses here while the learner is still talking


comment:
Could we widen the report a tad here or make the boxes a little smaller? They are bumping to the next line of the report making for really short lines


comment:
lab manager changed poses while the learner is still talking


comment:
the sales rep changes poses and starts staring into space while the learner is talking too. It's just kind of weird. She won't listen to me!


comment:
this lady is so rude, staring at shiny objects while I'm talking. She's a jerk. I think this might be a throughout edit. Can these two keep the same pose until the learner hits continue?


comment:
Change wording at the bottom to say "Click the Continue button to follow up with Dr. Kule" instead of "Molly"


comment:
I haven't been able to go back to talk to the competitor's again after I've completed them. Can we allow them to re-visit if they want?


comment:
Need ending quotation mark after Planning.


comment:
There are no player controls for Chrome browser.


comment:
in the question stem, remove the comma after should in the first line.


comment:
Ignore player button issue - per Nick, it works in Windows 7, which is the Roche Tech Spec. Amanda, I don't know why it won't work for us but Nick may look into it later.


comment:
First sentence: "thing" should be "think"


comment:
Love the animation but something funky is going on with the 2nd and 3rd transitions. For the 2nd one, it disappears quickly and all at once (no fade out) so I couldn't even read it, and then for the 3rd transition, only the image shows up, no text at all.


comment:
Feedback on which step was the problem: Break the first paragraph into 2 to help break up the content starting with "The outer surfaces..." Also bold the 2nd to last sentence in final paragraph.


comment:
Is there a way to use checkmarks and Xs to indicate right and wrong answers as part of the feedback?


comment:
Could be my screen resolution, but the glove "blank" was not obvious to me. The gal on the right is very white all over, mostly because of her coat.


comment:
I wasn't sure how to scroll. Am I clicking the arrows on each side? Sometimes I couldn't get the image to change. Scroll side to side? Scroll and click? I just think we need to change the directions here.


comment:
We need to add text at the end of the course that we covered lots of important policies and procedures at a high level in this course but if you want to see the more detailed, specific Standard Operating Procedures (SOPs), click the Resources tab.


comment:
Recommend changing picture to Bldg 76 as Bldg 1 will possibly be knocked down.


comment:
In video you have a picture of a MSDS book.  We get our MSDS's online.  Substitute picture of MSDS book with picture of MSDS on a computer.


comment:
Change text to "...steps that you a required to follow to comply with Environmental Health & Safety procedures and policies at Nutley.


comment:
Change text to "Recognize where smoking is and is not prohibited."


comment:
Need to change map.  Remove Bldgs 28, 59, 63 104, 105, 121; they have been demolished. 
There are several bldgs that have the wrong number: change 48 to 46, change 75 to 76, change 35 to 39, change 38 to 36, change 80 to 85, change 88 to 66, change 318 to 716.  Also there are two bldgs 102 on map; the top one should change to bldg. 107.


comment:
change 3rd & 4th sentence to: "Site EH&S provides Ergonomic Evaluations for your lab or computer workstation.  Please contact Site EH&S at x5-2798 to schedule an evaluation."
Change text in last bullet to read "Use a regular sized keyboard & mouse, and a laptop riser with laptops used for more than two hours per day when you are working when traveling or at home."


comment:
Change chair picture to one that we use here- an NP8400.


comment:
Change text to "Call Site EH&S at x52798 for any assistance you need."


comment:
change text to:
"Roche does not allo the use of portable headsets in most areas on the company premises."


comment:
change text to "You may also use one ear headphones ...


comment:
change text to "..call your building's Facility Manager."

Remove all bullets.  This ventilation SOP is to deal with bldg ventilation.  

Add bullets:
1.  Don't block off ventilation vents
2. Don't redirect ventilation grilles.


comment:
Remove Managers and Supervisors slide completely.  This ventilation sop is not about labs.


comment:
change text to "Roche will provide all PPE to all Roche employees at no cost to the employee."


comment:
I'm assuming that this is more of a placeholder-- for this and the next screen-- there needs to be more here--


comment:
Somehow the term-- local variations-- sounds funny-- sounds like one locale has many "varieties"-- would the word "adaptation" be better?


comment:
not sure you need the word process in respond to process situtations-- and at the end-- in question--maybe it's something like-- how to best use Cummins processes


comment:
Select a manager that is "unlocked"?  What does that mean?


comment:
I am not wild about the picture-- he looks like he is starring in some novela


comment:
Clarifying the navigation-- so each person goes through 2 of the three leaders-- is that right? Are all of the scenarios covered with two leaders?  Just checking-- that's the way it worked for me.


comment:
We definitely need some closing words of wisdom after running through the sequence again-- also-- it may not be a bad idea to get a quote from Jill-- not required if it holds up things-- but she was so keen on the process piece being included.


comment:
I think we need a bit more content here-- why the focus on people processes at Cummins and how processes facilitate us getting to our short and long term goals as an organization--the importance of having processes to help both our individual employees in their current roles and to help build and sustain talent pipelines globally in all functions and leadership levels.  Executed right, processes will provide us a competitive advantage.  Well executed processes also support employee engagement.


comment:
I think there can be something in this screen about the importance of integrating/blending our processes with the upcoming skills in Leadership Conversations.


comment:
One more thought-- either here or at the beginning-- do we need the graphic with the arrow and the phases?  Just thinking that the more we can put that in front of people the better.


comment:
The 'Post - It' NOTE does not work..as in most other modules, the 'Picture Links' may ot may not work.


comment:
To ask for your global ID and then for your WWID in the next sentence may be confusion. The common nomenclature is WWID. It should be consistent.


comment:
I can see the red "x"s however, I have to scroll up and down even when changing resolution. Agree with the feedback below about contacting the help desk - it may add to the frustration.


comment:
I would like an option without audio. I like to be able to read the script rather than play audio.


comment:
It's a lot to take in at one time in a bit of an unfriendly manner - meaning it's challenging to try to navigate.


comment:
Is there a way to integrate the process guide into the training so I'm not having to toggle back and forth between two screens. Certainly I want to be able to download it for future use, however, it's very frustrating.


comment:
There are at least 3 different locations I have to click, the audio, the meter and the the "next" button. If you want me to click next, then perhaps instead of an arrow, it should just say "next".


comment:
Similar feedback - post it note is broken.


comment:
Having to constantly open the support guide is a bit of a time waster, if it cannot be embedded in the training, can it be kept open?


comment:
Under compensatin and benefits, the business may chanllege that how can we attract the best employees if we only target the median of the market.How about chang the best employees to right employees?


comment:
It seems the Local Process Worksheet is empty


comment:
The title "What is your the essential leadership processes support Guide?". Should we remove "Your" or "The"?


comment:
"Click the Process Support Guide to explore". Where is "Process Support Guide"?


comment:
The sequence is different between list and the audio


comment:
Have to keep clicking audio control buttons to move forward.


comment:
It is very hard to find "there is local variation in how the policy is administered based on applicable local laws or mandates"


comment:
Would there be any issue to number the desks in the office? Some people may try to move ahead of the audio just by clicking random desks.


comment:
It is hard to move between these staffs. Once click next button, it may return to someone I completed already


comment:
Please add lab coats to all customers and remove tie.


comment:
Could we use a check mark near the selected questions, so it is clear which ones have been selected?


comment:
in first paragraph everyday should be every day


comment:
video load times are really really slow. I just watched a youtube video to check the speed of my connection and it seems fine. may want to investigate.


comment:
The abbreviations you added should be in parenthesis after the words 
Hepatitis B (HBV)
Hepatitis C (HCV)


comment:
The label still disappears when you click the sharps container.  The others are working fine.


comment:
Change to "look for four items that are missing the biosafety label in this new lab."


comment:
All the labels disappear when I click the pictures.


comment:
This is very minor, but the timing of the CC is off from the audio in a few places.  Check with Kristen to find out if this is worth fixing ;)


comment:
It is a bit odd to have only the sharps label be orange. Might want to make it black too.


comment:
The image is duplicated when you click on it. one is now on top of the other.


comment:
all of the layering when you select stuff is like 2 pixels off. so I can see two sinks, two sets of beakers, etc.


comment:
Popup with test questions and answers for Dispose post test lacks the "Correct response:" in blue before the answers. Please add.


comment:
This needs to be the new question:
A needle breaks and spills blood. You use tongs to pick up the broken needle pieces to put into a sharps container. Then, you begin the blood clean up process. First, you put on appropriate PPE to protect yourself, then you cover the spill with paper towels. After covering the spills, what is the next step you should take?


comment:
The correct answer should be the incident report


comment:
Remove the comma after should in the first sentence


comment:
It may not be obvious to all that they should click on items in the box as well as those below.  Also would roll-over be better?


comment:
With c6000 connection do the samples move back to the 8100?


comment:
The button "Explore the Lab" doesn't describe the section.  Consider "Explore Lab Workflow" or "Explore Workflow with 8100"?


comment:
I checked All of the boxes and got the correct feedback. But health insurance is not a correct answer.


comment:
In the first sentence, Total Cash Compensation should all be capped. Right now, cash is not capitalized.


comment:
same comment as before, about when these are external resource documents we will need to provide direct Cummins Connect URL links instead of trying to embed the document here because the files may change over time, but the URL's should not.


comment:
change text to "loud noise can also result in fatigue and stress." Delete other part of that sentence.


comment:
Get a better picture of a face shield.  I can't tell what this is.


comment:
change text to:
"...or handling acids and bases; and during line breaking operations." Delete last part of sentence.


comment:
change text to "....passing through lab/manufacturing areas."


comment:
change text to "A respirator training class..."


comment:
Change picture of respirator to one we use at Roche.


comment:
Bad example.  Change example to:Laura works in a lab and is about to begin working and she wants to make sure...."


comment:
Answer is incorrect. Correct answer is safety goggles with a full face shield.


comment:
Take out second bullet.  Replace with:
-If ladder is over 6 feet, it can be stored either lying down on the floor or can be stood up & chained to the wall so it doesn't fall down.


comment:
Take picture of safety personel instead of using one that has wrong uniforms.


comment:
change text to "requires LOTO procedures, and Roche has developed a Lockout/Tagout..."


comment:
Under first bullet, "for use in LOTO.  This training does not qualify you as an Authorized employee."


comment:
Do not show tags used on devices.  Show just a picture of a tag.


comment:
change text "You now know how you partner with Site Environmental, Health and Safety to protect yourself...


comment:
In video you show picture of a worker without his safety glasses on.  Please use another picture that has a worker with safety glasses on."


comment:
There is only one exception for headphone use-in the fitness center. Remove " You may also use headphones if you're on the phone for extended periods of time."


comment:
Delete 53312 - no need to call safety operations to schedule an ergo evaluation.


comment:
Roche does not usually allow - delete usually.


comment:
1st bullet - change to: "e.g. engineering controls such as fume hoods or balance enclosures"


comment:
Does the technician wearing a lab coat deliberately not have safety glasses on because he is ignorant of the rules?  If so, then I am OK, but maybe he should get splashed in the eye during the incident, not know where the eyewash is (part of safety orientation) and not know how to get help, resulting in permanent loss of vision.


comment:
4th bullet should read: "PPE provides a barrier..."


comment:
I suggest for ventilation problem they call JCI44.


comment:
Middle icon - Safety glasses with side shields are common to the Nutley site.  Chemical splash goggles are used in special circumstances.


comment:
Last bullet should read: "The Hazard Assessment determines what PPE is necessary."


comment:
Add to end of last sentence: "in areas that store or handle hazardous materials (e.g. laboratories, chemical storage rooms, etc.)"


comment:
provide a better photo of the face shield


comment:
I don't like the placement of the green checks and the red Xs.  Maybe leave the fitness center blank.  the red X conflicts with the idea that it IS allowed and the green checks conflict with the idea that they are not allowed.  Maybe switch and put the red Xs on the not allowed things, with just the green check on where it is allowed.


comment:
This slide is confusing. Don't see the fire extinguisher.


comment:
I thought the step where it could have been prevented was him taking the computer out of the lab.  Why does two, the step before that where the computer stops working highlight?


comment:
In here we have to be able to see what are the features that the trainee have selected. I suggest we add a  check mark button on the left of each message. Only when they select all correct features to discuss, can they move forward.


comment:
Should we have this screen appear first...the sales call will be about questions?  Could we have the prior slide not be a question but just the facts of the account, and then the viewer comes to this page and can ask questions...I feel like the first page (prior to this one) makes the reader jump to conclusions.


comment:
I do like the idea of asking 5 questions.


comment:
I assume that there will only be one "right" question...is that true.  That is great if there is.


comment:
Could we make the person smiling and not look like they are unhappy with the s201?


comment:
We will need to work on the checklist .pdf and provide a direct URL for it where it will be hosted in Cummins Connect.  Sorry if you are going to address this in aesthetics.


comment:
I like the landing and high level navigation, but once you start to get into the sub-steps it takes you to more of a website layout and format.  It throws me off because they are two very distinctly different navigations and formats.  One is very simple and streamlined, the other seems navigational overkill and somewhwat confusing or too complex.  I'd prefer to keep the sub-steps navigations more like the first two slides where it is more simplistic, less menu redundancy, and less easy for a user to accidentally click the wrong section and get lost.


comment:
from about 43-46.....I would get rid of the image of the sleepy professor.  Just show the house and say "her professor was less that welcoming" or her professor wasn't exactly glad to see her"


comment:
Are we going to be giving them direct links to the pages where they can get info about each of the areas?  Or are we going to direct them through MyUindy?  If it is myuindy, then I think we alwasy need to say that.  If it is a direct link to the page, then we need to make that the link.


comment:
At the end, it needs to say that the directory is just one of the many important tools available on myuindy---it kind of sounds like it is the only thing that myuindy does....


comment:
I do not like the format. It is too cluttered. I like the 'timeline' for the pre-workshop process above via the red boxes, but I feel that the navigation on the left-hand side is a duplication and therefore irrelevant. I recommend removing the left-hand side navigation completely. Keep the timeline above and add breadcrumbs so that the user can navigate to previous pages.


comment:
Remove the process from the bottom. There is no need to have this at the top and the bottom of the page. I is just making it too complex. Again, I also recommend removing the left-hand navigation.


comment:
As previously discussed the 'Guided Demonstration' section should be larger than the other three.


comment:
Question: This is vastly different from all the other training that have been completed, the look and feel that is, can you explain why you choose to make this look so different?
I agree with the comments below but wanted to understand if there was an explanation for the change.


comment:
change the instructional text to "....button to decide how to continue this conversation with the Lab Manager."


comment:
Is it required to go through all the Pre workshop sub categories before going to the workshop? It would not allow me to move to The Workshop??


comment:
The fact that the correct feedback stays on screen when i "try again" makes it pretty darn easy to get it right. I don't have strong feelings about it - but you two talk about what the right approach would be for the learner and I'm ok with whatever you decide.


comment:
Nice to have - at the end of the paragaph where they are selecting the three things in a row - can they put them in any order they want?


comment:
Same deal here - plese update instructional text as I had you do it on abbott.


comment:
Ryan - the transition from the booth to this question seems abrupt. could you ask this question at the booth with both characters rather than going back to the other scene?


comment:
There appears to be an extra space between the words Payment and are in the wording below the video.


comment:
Nice to have - it would probably be good if she's not smiling at the end of this interaction. She'd probably be pretty ticked. Maybe end with her frowning face?


comment:
I would remove the "clinical" drag. It's a really easy one and not really testing anything specific.


comment:
In the instructions, add "button" after "Continue"?


comment:
In the instructions, maybe add "button" after "Continue"?


comment:
Add "button" after "Continue" in the insructions?
When I clicked the back arrow (for navigating the conversation not the one in the UI) it took me to the screen with the the first speech bubble from the Cepheid associate instead of the screen with the lab manager's last speech bubble.


comment:
the last sentence in the video is ... "for more writing lab tips, look below" 

I think it makes more sense to say "click below"


comment:
Prework shop navigation is working correctly.


comment:
This isn't a huge deal, but maybe the lab manager should not move on this screen. The pose is one that was used in another screen that showed that he is talking, but he's not the one talking here.


comment:
Maybe the lab manager should not move on this screen. The pose is one that was used in another screen that showed that he is talking, but he's not the one talking here.


comment:
The back arrow (not the one in the UI) sent me back to the first screen in this conversation.


comment:
Should the lab manager move while the learner is talking?


comment:
In the middle answer choice, it should be "...the system..." not "...they system..."


comment:
The second pose of rep looks like she's talking. Perhaps use a different pose?


comment:
I agree with the earlier comments.  There is a lot here to visually sort through and is a bit overwhelming.  We need to simplify and keep it intuitive.


comment:
I'm not sure that the Pre Workshop process step links need to be included here. When you click on the "Pre Workshop" link, it takes you to where these items are anyway, so having them available for direct click here doesn't really get the user to the content any faster. Instead, it clutters the page.


comment:
I personally like having the process steps appear when one places their cursor over the workshop phase - reason being is you can eliminate one additional click if they knew the specific content/area they wanted to view.


comment:
I don't think the 'Guided Demonstration' section should be larger than the other three - I think we just need to add some additional context to somehow illustrate it is going to walk them through the process and how it differs from 'The Workshop Process' section - which is for those who know the process and simply want to navigate to their desired area.


comment:
adding to my comment above....maybe it's something like..."New to the Team? Want a guided tour through the entire workshop process? Click Here"...maybe that's a pop-up when one scrolls over that section. We could do something similar to the others (i'll let the communication folks wordsmith it)


comment:
Becky and I are reviewing this together.
We would like a different learning agent if possible.


comment:
The other thing usually included with this info is adjusting contact lenses.  Could this be added and depicting a case, contact solution?


comment:
1. Security is not always present in the building.
2. Nicole should call the Security Console at 6660 if she requires any emergency help


comment:
If a hood isn't working right, they are to call JCI first, or building manager.  Departments can also call in National Air or a Biosafety Cabinet certifier.  Change from calling EH&S.  
The last bullet - start with "for a BSC, ..."


comment:
eyes appeared white before the glasses showed up on the guy.  He already had on the lab coat, so animations need fixing


comment:
A Supervisor Responsibilities chart pop-up here would be a good idea regarding the selection, training and monitoring the use of PPE


comment:
Hearing protection - need to add that Hearing Conservation Program training is required for people that are required to wear hearing protectors because they work in elevated noise areas.


comment:
Face Shield.  Identify what this is at the beginning of the pop-up and briefly it is for facial splash protection from chemical, biological or cryogenics


comment:
show a picture of real safety glasses with side shields either instead of, or in addition to the plano cover specs in this picture


comment:
under goggles, this is where to put the cryogenic splash hazard


comment:
The respirator class doesn't last 2 hours, generally


comment:
for my comment above regarding add to last sentence - it pertains to the screen on safety shoes


comment:
Change example to:Laura works in a lab and is about to begin working with concentrated Sulfuric acid and she wants to make sure...."


comment:
The hazard assessment should indicate splash goggles with full face shield. You need to use a different assessment. We can discuss on our conference call Wednesday afternoon.


comment:
You need to roll over the arrow then move cursor off arrow and roll over again. Maybe easier to just click arrow to move around room until you see extinguisher.


comment:
Change 2nd bullet to read: becoming trapped in a fire


comment:
Under Your Role - 1st bullet change to read: " Become familiar with when to use, how to use, and the limitations of fire extinguishers...


comment:
Your Role - most Roche Nutley employees do not use electrical tools. Need to change bullet items to equipment used in administrative offices and laboratories.


comment:
Change the speed that Jack exceeds to 20 mph


comment:
Under Your Role you must clearly state that employees must never touch or remove a lock or tag that is on an energy isolation device.


comment:
I thought this card applied to only the research buildings.


comment:
what about the required gloves and lab coat, they should also be available to select, to complete the PPE needed for the task.  Maybe also offer a Tyvek suite or shoe covers that would not be necessary


comment:
This photo of the fire extinguisher doesn't have an indicating locator sign above it, like in the pop-up.  Use a photo that has one clearly above it.  Some text that indicates that fire extinguishers are often located near the entrance to a room would be a good addition as well.


comment:
Add in this slide that fire extinguishers are to be used only on incipient (small) fires where you have a ready means of escape.  Only trained individuals are allowed to use a fire extinguisher.  Indicate how a person can get training


comment:
Place a work order for permanent wiring instead of relying on extension cords for extended use.


comment:
add confirmation when the correct step is selected (no. 2, right?)


comment:
In first sentence, end it with "during maintenance or servicing activities"


comment:
I suggest adding a picture of a multiple-lock hasp showing several locks on it for each worker on the project.  The lock cannot be removed until all workers remove their locks.


comment:
Yes, at the end, the lab guy definitely needs to have safety glasses with side shields on.  is it a lab worker or a custodian?  The bench picture doesn't match the picture of the custodian.  I would take out the custodian - at this site, they are supervised by a cleaning contractor, get their training from them, and are not a "visitor".  I think an equipment repair technician working on some technical piece of equipment, and the eye protection is a more realistic example.


comment:
Instead of "check with your supervisor if you would like to learn more"  how about "Your supervisor has determined your EH&S training requirements/qualifications.  You can check the EH&S training courses you need and your training status in the CHRIS LSO system."


comment:
The picture is of Building 1, which Roche is vacating.  I would prefer a picture of a science Building.  We will provide picture.

Lisa


comment:
It may just me but I don't see the fire extinguisher


comment:
Possibility that we separate by who is attending Indy training and who will only be trained onsite. That would mean only 2 roles would be on this page.


comment:
Let's change this dialogue box. I should have done this before to make it easier. Change the end of the first sentence to "...combinations of CTNG and HPV; c.Diff and MRSA; and HIV, HCV, and HCV-GT." Behold the power of the serial semicolon!


comment:
Change "lab managers" to "lab manager" since there is just one.


comment:
Change end of paragraph to "...combinations of tests: CTNG and HPV; c.Diff and MRSA; and HIV, HCV, and HCV-GT."


comment:
This should say "...in-house and IVD applications"


comment:
Would like to discuss different icons and flow. Don't feel the flow reflects what typically happens. In other GRFT we did not include the install of the instrument. Also the SCB should not be in the flow since only a specific audience would be required to take it. Would like to see the following: GRFT>Onsite or Indy Training>Go Live.


comment:
Software Simulator description - the simulator will include explore hardware, start up checklist, routine operation, configuration. We decided not to include troubleshooting since we were creating the video library.


comment:
Video library will also be used during Indy training.


comment:
Operator notebook - Need to reword the first sentence. The notebook is used in both Indy and onsite training and is really intended to be a book they use daily to perform their required tasks.


comment:
Global - anywhere we have "" use italics instead. the quotes are just annoying


comment:
all of these answer options need a comma before the and


comment:
yes, it's consumables. fix and remove note. :)


comment:
same thing, rest or red the wrong answers


comment:
same issue - continue on Q11 doesn't return me to the menu


comment:
Create Certificate Button gave me an error message - 404, page not found


comment:
I can't get back to the certificate screen to put this in there - but check the header in the top nav - I think it's screwy on that screen


comment:
rewrite question "A tray has some excess fluid so that when you tip the tray vertical..."


comment:
when the icons move from the computer to the agencies - let's have them go one at a time like they're sorting between the agencies.


comment:
could the CLIA and CAP have little buildings?


comment:
I think we need to add a check to the hospital during the last line to show compliance.


comment:
we don't need the checks on the icons when they're on the computer screen.


comment:
Transcript button disappears, and now I have no way to close the transcript to hit continue or replay


comment:
at the end, have everything but the hospital fade off the screen.


comment:
direct observation - needs to be Jill, a designated observer,...


comment:
direct observation - the info you added to the second competency needs to be here too - so both patient test results and QC results can be automated


comment:
ignore the info about adding the automatic stuff to the direct observation popup. It actually belongs in comptency 2 & 3 - so needs to be added to the QC popup


comment:
let's adjust the opening text. "Some competencies are automated within the cobas IT 1000 application; others are added by an administrator. Answer each of the following questions to review where the six competencies can be found within the application."


comment:
Correct feedback has not been updated. See the spreadsheet


comment:
correct feedback - put a period where you have the comma and make it two short sentences


comment:
i really would like for cindy to give us a better screen shot to use. Anytime we have to say - if there were....is a red flag. nothing to do for alpha, but to potentially add a yellow note to ISO to that effect


comment:
This doesn't work - see lines 19 & 20 in the spreadsheet. I don't think you completed the edits accurately.


comment:
2nd pull quote should be "...for the EIM entity...."


comment:
Christa - please confirm these pullouts are the right size? seem big compared to other course


comment:
agree with perrin that we should either show side by side or flip to tht screen to illustrate what we're talking about


comment:
nice to have - the lines on the notebook are distracting. recommend removing them


comment:
the feedback doesn't seem to go with the quesiton? why doesn't the feedback tell me what the right answer is as far as the number goes?


comment:
I don't remember this being in the course? are we sure it was covered?


comment:
Roll over the three  blanks: I can see the Safety Glasses , but it did take me some time to see that the girls gloves were white and his lab coat really doesn't look  blank it looks really white.


comment:
First picture of tech in lab coat should have safety glasses on.


comment:
Provide a box for supervisors and mangers to click on. Drop down should state "Managers and supervisors are responsible for selection, training and monitoring the use of PPE.


comment:
Under Head Protection change sentence to read: "A facial splash shield provides protection from chemical, biological, or cyrogenic hazards."


comment:
Clip Board needs to state "check all that apply". Also include splash goggles, lab coat and chemical resistant gloves as choices as correct.


comment:
It is confused with the meter "Starting Impact" and "Final Impact". What are these used for?


comment:
"...although he has personally had several performance problems this past year that Carmen addressed during his annual review.." this year or past year?


comment:
option 2, again, this year or past year?


comment:
The "audio next" button is not clearly located, or intuitively marked. I struggled for a few seconds feeling pretty stupid as to where I was supposed to click to move forward. Even though it's called "audio next", it appears to move the visual display as well. Maybe this should be named, especially if the visual always moves at the same time. A "next" button would suffice.


comment:
It seems that if we are going to enumerate the list of learning objectives, we need to compose the entire list. It left me with the feeling that I was missing something.


comment:
Good use of multiple delivery types, rolling over the graphic to read about the different types breaks up the routine, keeps the learner engaged <you probably already knew that...>


comment:
LOVE LOVE LOVE the Tookit! Very well organized and laid out, just the right amount of detail for Managers. 
Found a typo on page 12 - "What is it?" section has "hat" where we meant to say "that".


comment:
I'm having some difficulty with the multiple frames format our vendor is using to deliver this. Each time you are directed to click the support guide, which is often, a new frame fires. Unless you close it each time, subsequent requests for that page present an empty frame, or no frame at all. This is simple user GUI stuff that they should be able to address, and may just be due to its alpha test environment


comment:
Suggest adding the words "on the desk below" to clarify how to begin. Currently it is not intuitive and participants may select the "Notes" iconn on the navigation bar instead.


comment:
when I put the items in "incorrect" order the message states that those in the wrong order have been highlighted. However it does not display them until after you figure out to click the "x" in the upper right hand corner of the message box. This is not intuitive and suggest we add an icon to click on to access the correct sequence or include them in the message.


comment:
On the THINC graphic (this goes for everywhere in the course), can we move the black text closer to the big red letters so it doesn't look like there's a giant space between the first letter of the word and the rest of it?


comment:
Need to customize for this course. There's no glossary and no drop-down menu.


comment:
Need to reword. Select the Roche systems that will be connected to your cobas 8100 automated workflow series.


comment:
It only let us select one system. A lab could have all of these connected to one 8100.


comment:
the functionality of the drag here doens't work great.


comment:
i was able to click the back button here. should we be able to do that? what does that do to our scoring?


comment:
change question stem to "The picture of the VENTANA HE 600 system Coverslips shows the coverslips stored correctly."


comment:
can we put the answer choices in numerical order? 4-10


comment:
have the hotspot be the left lower dark grey part of the instrument. draw an outline around that and 3-4 other parts, like the software screen, the lower right reagent drawer, the right bottom side panel, etc.


comment:
can we make it so they can enlarge the image? it's a little hard to see


comment:
let's provide an outline on this one too. and the right answer is actually one panel up from where you have it. That very bottom piece on the right doesn't open.


comment:
Can we zoom in on the left side since there is so much white space on the right?


comment:
I could not right click on the screen to enter an AS-RD option, but was able to do a left click.  Should the help text be changed to "Click the AS-RD field" instead?


comment:
In the vo, when the base balance viewer description appears, it is referred to as the BAA balance viewer.  All other terms are called what is shown onscreen.


comment:
Is there a softer click sound available for these screens? Since they are the only sound, they come across extra sharp.


comment:
Is it possible to enter in a completely different example here or are we stuck with keeping most of the same information from the previous practice?


comment:
In the transcript at the beginning add commas:
To become certified, he or she must complete all QC, or Quality Control, tasks and OTS, or Observed Test Sequences, assigned to them...


comment:
In transcript add commas:
Melanie, the administrator, wants to record three elements of competency to help prove that Nathan, the user, is ready to use his instrument.


comment:
Optional, but I'd change option 1 to:
As a fully certified new user, the Interim stage allows David to keep learning while experienced users continue to observe him.


comment:
Option 3: The font looks bigger 
Tense changes in the middle of option. Suggest change to:
The Interim stage allows David to be observed at all times and verifies that he is ready to run all tests.


comment:
In correct feedback change do not capitalize stage in Interim stage.


comment:
Interim stage popup Along with Kristen's edit: During this phase, the exact OTF is customizable, but in this case Connie has 90 days.*


comment:
Transcript:
Now that you know the basics of certification, including all the different stages and how QC Every works, you can look....


comment:
Incorrect feedback "as of late October, so she should"


comment:
Is it ok that you gave the answer in the question?


comment:
Closed captioning spaces are all run together in the first screen when there is a colon after Pending:. 
The close captioning isn't aligned the beginning. Check the spelling of competency at the very end of closed captioning. I think there is a typo.


comment:
in incorrect feedback change to re-certified, which is the way I've seen it most. Make sure you are consistent throughout with re-certified and re-certification


comment:
Incorrect feedback: Should be Interim stage. Globally look for stage and make sure it is lower case with Interim, Pending, and Certification.


comment:
Certification Next Steps check consistency of re-certifying (and probably de-certifying). I prefer recertifying, but I've seen it re-certifying more often, so I think that is what it should be here. What does the style guide say?


comment:
first cobas should be trademarked on this screen.


comment:
change to re-certification in transcript


comment:
This screen got wonky on me. I'll send a photo


comment:
Last page of hardware and software overview needs correct feedback filled in


comment:
Regarding previous comment - remove the "request" document and just show a arrow that represents coordination between generators and balancing authority.


comment:
Let's take a look...at how this works inside of the ISO.  
Please add these words to frame where these applications live.


comment:
Change "Real-time market" label to "RTM".


comment:
We will need to update script to reflect that RTM is the real-time market application.


comment:
Change wind turbine to another type of generator (they are not often dispatched on)like a plant.


comment:
remove the " and the last sentence please - it's a note to Roche, not what belongs in the text box.


comment:
Popup 4 - List area. Remove Sort Data from the first bullet. Bullet should start with Sort DATE. (the edit was to fix the typo)


comment:
On resource balance viewer call out that the information is resource specific.


comment:
popup 3 - Navigtation tree - needs "the" before the triangle in line 2


comment:
1. Disregard my comment " Security is not always present in the building. 2. Nicole should call the Security Console at 6660 if she requires any emergency help"

2. The 2nd page of 2/7 - replace with: Even though most of her co-workers are gone, Nicole can request assitance incase of any emergency by calling Security Hotline *111 or with cell phone call 973 235 6660.


comment:
Please disregard my comment"I thought this card applied to only the research buildings"


comment:
Delete my second comment "Under your role - 1st bullet...


comment:
TOM 2nd comment - change to: replace picture to show person with words "Security" on there back not Safety.


comment:
Change -  Follow proper lockout/tagout techniques to -  Follow proper lockout/tagout procedures.


comment:
Under Your Role change the word "tools" in all bullets to "equipment. Also remove bullet #2 Use gloves and...


comment:
Change text to read "Another everyday item we dont..." - everyday is one word.


comment:
Definition needed when hover mouse over video buttons.  I don't see a difference between the single arrow and the double arrow.  back button does not seem to work.


comment:
Rollover #1 and #2 - the people do not have safety glasses on


comment:
Definitely too confusing.  Something needs to be done with this slide.


comment:
[Next] Button appears to be present prefore people click on your role.  This should be checked on all the other slides.


comment:
[Next] button appears before people have clicked on the emergency card.


comment:
Looks like Managers can proceed without clicking on the [Managers and Supervisors] button.


comment:
Under "Your Role" can the word "voluntary" be removed?  The Discovery Chemistry and Chem Synthesis groups have made the training mandatory.


comment:
If this training is for the entire site, should all building regriuoping areas be listed?


comment:
I want to customize the Training Note doc for this course; will send you an updated version.


comment:
In the Take notes section near the bottom, let's change "Interactive THINC Module" to "Scenario-Based Post Test"


comment:
Can we switch the yellow & red colors? I'd like troubleshooting to be red.


comment:
Flex requirement screen is only viewable by the EIM Entity BSC only.


comment:
QC - needs a comma after results management and Levey-Jennings


comment:
Materials - change "on the" in line 1 to "about"


comment:
organization - needs comma after certifications before and in line 4


comment:
need comma after certifications in center card "Manage users, certfications, and competencies."


comment:
need to remove the configuration card. can't get past this screen in testing.


comment:
this text seems really close to the top of the text box compared to other screens.


comment:
correct text - change saves you time to "save time."


comment:
the question needs to reset if I come back to it. Right now, the correct feedback still shows up. Check all four questions for this!


comment:
Per spreadsheet, make sure audio triggers are right. this is not a captivate edit, as you marked it Beth.


comment:
audio never played - and started out with continue button.


comment:
continue button is already visible without viewing captivate.


comment:
Where is the LDAP drag and drop? That was an edit from User Management - to move it to this course. I would make it an intro screen before the captivate.


comment:
make everything after "for example" sub bullets please.


comment:
Everything before and including the "with:" can be deleted. This was a "replace text with text" edit.


comment:
add a period after status page in opening text.


comment:
status popup - remove "Communication Status Icon:" from the opening


comment:
make sentences about red and green icons into bullets please


comment:
add additional sentence. You will need to manage HIS locations within the cobas IT 1000 application.


comment:
rollovers don't appear to work for the second or 3rd columns


comment:
when I click the purple button in IT and come here, no audio.


comment:
There seems to be some problem moving from one screen to another, throughout this presentation.  Oftentimes when you go to the next screen you get a blank screen that says "true".  I have to press the back arrow to get back to the CBT where it asks whether I would like to resume or start over.


comment:
Base balance viewer - why do I use this screen?
- to compare the aggregated base schedules to the forecasted demand
- to check the available flexibility, operating limits rerates and derates for each hour
- to see the types of resources that make up the hourly aggregated base schedules


comment:
Base balance viewer - what does it tell me?
- the details of the aggregated base schedules each hour


comment:
Resource balance viewer - why do I use this screen?
- To see specific information for resources that have submitted base schedules (expands on my first comment)


comment:
On Resource balance viewer - what does it tell me?
Your description is fine, but instead of the term "specific" use "Resource-specific".


comment:
Corrections to the script and the way the balls move:
It takes a lot of coordination between the energy suppliers and balancing authorities to maintain the electric balance of the grid.  All of the EIM applications work together to help you maintain the balance of the electrical market.  Lets take a look at how this works.  The data in the Masterfile application is used by BSAP, SIBR and many other applications.    ALFS supplies the hourly demand forecast for each balancing authority area to BSAP and then base schedule coordinators located in those balancing authority areas enter supply base schedules in BSAP.  Offers to supply energy in the form of bids are submitted in the SIBR application.  Data from both BSAP and SIBR go into RTM, the real-time market application.  The EIM entity scheduling coordinator uses BAAOP as a user interface to the real-time market application to validate commitments and make data corrections, if needed.  At the same time the OMS application supplies critical outage information to RTM.  Every five minutes the real-time market runs and using all of these inputs, makes decisions and send dispatches to generators through the ADS application.  Generators respond to these instructions by moving increasing or decreasing the MW provide to the market. Thats it.  All of these applications work in tandem to help you successfully participate in the EIM.

Balls go from master file to BSAP, SIBR, OMS and BAAOP 
Balls from BSAP go the RTM only
Balls from SIBR go to RMS only 
Balls from ALFS go to BSAP (not SIBR)
Balls from OMS go the RTM
Balls from BAAOP go to RTM only
Balls from RTM go to BAAOP and ADS.


comment:
Sometimes when I go to this screen the orange highlights are green.


comment:
The information on the screen is very small and it's hard to read the input fields.


comment:
The logo shows up every once in a while - please remove it.  Also, I thought the logo area would say something like "your logo here".  On other screens the white covering the logo is somewhat transparent and you can see the PacifiCorp logo underneath.  This needs to be removed.


comment:
Just as a reminder - we also gave you another example of how to enter an intertie transaction base schedule.  I think you told me that it would not be in this version, but I just wanted to point it out in case...


comment:
If you are entering a base schedule for the first time, after you fill in the filter pane and press "Apply" the data grid will be blank until you press "Create BS".  In our example, this was not the first time we were entering base schedules for that day so when we pressed apply the data grid returned. I'm not sure if you can mock this up or if we just state that this was not a new base schedule entry.


comment:
Change "Click into the Base Regulation Up Schedule, Base Regulation Down Schedule..." to say
"Click into the regulation up field, regulation down field, spinning reserve field, or non-spinning reserve field to add needed megawatts."
Along with the change in verbiage, please note that I have un-capitalized these terms.


comment:
In order to bring up the menu that has Submit BS, you do not need to click in the energy field specifically.  Anywhere on the highlighted row will work.


comment:
In the sentence that begins "Now you know..." change "lets" to "let's"


comment:
After clicking on the "What are base schedules?" box, the information box below says
"Base schedules are right energy schedules..." Change "right" to "forward".


comment:
Instead of "Show resource-specific data" it should say "base schedule details".


comment:
In the "That's right!" box change "resource specific data" to hourly base schedule data


comment:
Somewhere we should mention that BSAP is also used to cancel and delete base schedules.  A participant can "cancel" a base schedule that has a "valid" status and the market is still open.  The base schedule will not be processed further.  They can "delete" a base schedule that is in a "create", "invalid" or "rejected" status.  These types of base schedules have not yet been accepted by the market and will removed.


comment:
When the speaker explains that the aggregate base schedule is the gen + tie gen+ imports - exports, they should also mention the user van view these MW values on the screen.


comment:
"EIM Aggregate" in the first bullet should be "Aggregated base schedules"


comment:
I believe I provided you a screen with more than one resource.  I'm guessing this did not make it into this version but will be in the next one.


comment:
The additional resources we provided have bids associated with them.


comment:
We provided you with a base schedule and an additional base balance viewer screen so that you can see how adding a base schedule impacts the aggregate base schedule MW amount and the MW and percentage deviation.  I assume this will be added later.


comment:
I thought we provided you with a screen that had the Available 60' Flexibility fields filled in.  If not, we can provide this to you.


comment:
The feedback pop up for the next screen does not work, so I will enter my comment here.  on the next screen we state that they can look at current or past dates.  Somewhere, maybe not on this screen we need to let users know that data is only available in BSAP for 7 days.  Not just this screen, but the whole application.


comment:
"...flowing in a particular hour for your resource".  Please add the last three words to the third sentence.


comment:
When I answer the base balance viewer question with "Total aggregated base schedule MW" the box on the right pops up and the word schedule does not have an "e" on the end.


comment:
Add the word "capacity" after "Ancillary service" in both the box on the left and on the right (if it is selected)


comment:
I just noticed the magnifying glass.  Is there an explanation about this anywhere?  It's very helpful but I was not aware that it was useful and did not click on it til now.


comment:
In the second set of answers (why do you think this is the correct answer?) please add the word "requirement" after the word capacity in the first response.


comment:
I am stuck on the first question.  It will not let me select any answer and press submit.  Is this because I've done it too many times?


comment:
when we say "To connect to devices, users must first be added..." we need to revise it to say "To connect to devices, employees must first be added to the..." so it's not users must be added as users.


comment:
global - we're adding a play/pause button to animations. We need a graphic to do it, but we want to update all courses with it. Erika and Leo worked out the logic but I do know they need a graphic from you Matt.


comment:
Instead of "It appears you are an administrator" in the audio say "Since you are an administrator, we will ..."


comment:
left nav- where it says Administrator, change it to See it in Action as the section title.


comment:
continue button visible before the captivate played through


comment:
deactivate popup - need "the" before user in last sentence


comment:
user profile popup - need the before user profile in the first sentence


comment:
password popup - shoes is shows in line 1


comment:
status - lower case active in last sentence


comment:
reset password - sentence 2 change the user to the users to be consistent with they/their


comment:
can we fix the highlight around competencies/certifications? cert seems too big and competencies too little


comment:
I just noticed you can see the little guys feet behind the computer at the end of the animation


comment:
Next steps button doesn't appear to work


comment:
update per Erika's changes in Certification Basics. I think the storyline file is on Dragon


comment:
The question should read "Base schedules can be adjusted by the EIM Entity BSC until ____________


comment:
Change the term "EIM Aggregate" to "Aggregated base schedules"


comment:
Correct Owner's Manual to Operator's Manual for consistency with Legal Language.


comment:
Replace: "Performed by a Ventana Field Specialist" with "performed by a Roche Service Representative".


comment:
Don't kill me. I think we need to ditch the FF and RR buttons. Sometimes, I can't get them to work. And other times, they don't skip to where I thought they would. Can we just have Play/Pause and the replay?


comment:
Next button shouldn't be active until they rollover the three popups on screen.


comment:
Actually, I know we ignored Laura's edit, but in re-reading it, I think she's right the one that should highlight in blue is step 3, where he removes the laptop.


comment:
I didn't get the Next button until I rolled over each of the girls hands individually. Very strange.


comment:
Next button activated when I clicked the hearing icon and nothing else.


comment:
etc of last sentence needs a period. The () before needs the period inside. It's going to look double because of the etc..)


comment:
And I realize I like the SMEs forgot to tell you what popup - Safety shoes for my (..) edit. :)


comment:
change second phrase of blue directions to "and then select all PPE she needs."


comment:
Change directions to "Click the arrows..."


comment:
Bullet 2 on main screen, change "during" to "in"


comment:
Last page of the book needs to have a guy that says Security, not Safety.


comment:
Page 1 of the book needs to say Site EH&S training.


comment:
Your Role popup, change electric equipment to electrical equipment. The other just doesn't make sense. :)


comment:
We need to remove the regrouping info that they get when they click the site card. Instead, the site card should just enlarge so they can read it.


comment:
first sentence of screen, add "during maintenance or servicing activities" to the end.


comment:
We should use the same graphic of the outside tech here as we did in the opening animation.


comment:
This needs the same sentence added to the back/next info as I added to Meet Nutley.


comment:
Need to have a picture of the 8100 at the top and the systems that can be connected at the bottom.


comment:
Step 3 is not correct. The lab tech places the sample on the 8100. They don't need to manually scan it.


comment:
Step 7 actually occurs during step 6. We will need to rewrite this information. 
Step 6 - Tube moves through the 8100 and aliquot info is sent to MW.
Step 7 - Tube moves to analyzer(s).
Step 8 - If tube returns to 8100, storage info is sent to MW. Only applies to 8000.


comment:
We would like the arrows to disappear once you move the to next step. We found the screen too busy once we went through the process.


comment:
We would like this to be moved possibly at the end or an option on the main menu. We feel it should be its own button and something they can choose to view. It would be best if they learned about the 8100 first and then able to see how it differs from MPA.


comment:
We will need to edit some of the information on the slide. We will provide the info at a later time.


comment:
We like this screen. We would like this layout in the select your system connections that was earlier.


comment:
stars are not lined up here on the lower half of the screen.


comment:
Depending on the workflow of the lab, aliquots or primarys may go to the analyzer or they may go to the output station. In this example the primary tube is going to the analyzer and then being stored. The aliquot tube is going directly to the Output station.

Only systems with the bidirectional RFM will return to the 8100.


comment:
Seems like we need to have a high level overview of the 3 stations before we discuss the detail flow of a sample.


comment:
Sorry we just noticed the yellow box about the exploring each station. During this we would like each module of each station described.


comment:
Can we discuss different pictures of people?


comment:
Change final sentence to the following: "You'll listen in on conversations or talk to the competitors and customer directly. Use all your resources to get the information!"


comment:
Need to find a better AE description. Will provide at meeting.


comment:
Need to include flashcards in this screen and the screen like this that was earlier.


comment:
The video library includes maintenance and troubleshooting videos


comment:
Question should read "What are the forecast and uncertainty number for the second fifteen minute interval (:15 to :30) in the up direction?


comment:
I don't think the scores are correct based on my answers (although I didn't really keep track).


comment:
Let's put the picture of the instrument here, for a frame of reference.


comment:
Image needs rotated clockwise 90 degrees.


comment:
For the why on the flex requirement, please add:
-	To compare ramping requirements with available flexible capacity shown in the BAA Balance Viewer


comment:
Even though it really is "the Energy Imbalance Market" or "the EIM", we usually just refer to it as "What is EIM?"  rather than "What is the EIM?"


comment:
Comment above applies to multiple screens.


comment:
System operators do not focus on understanding settlements, although it's something they should be aware of.


comment:
"The courses in the Get Started section teach you about the ISO, basic concepts about EIM and the real-time market and helps you prepare your business for the transition into operating in the Energy Imbalance Market."


comment:
On the graphic, all of the resources are either wind or solar. We should include other types of plants.


comment:
Can you check the logic on this question? I'm getting only one outlined in red, which doesn't seem possible.


comment:
When the other BAs provide energy to the BA on the bottom, their green bar scale should reflect that the energy in their area is reduced (make their green bar shorter).


comment:
Rewording needed - your rewording of my statement changed the meaning of the sentence. Let's discuss.
"A tray has excess fluid when you tip the tray vertical and fluid runs down the tray."


comment:
Is this page present in all Learning Checkpoints? I'm not sure this is necessary since they can print a certificate from RDU once the course is completed.
Let's Discuss.


comment:
If we keep this page, the last sentence should read: Click "Home" near the top right of the page to review the Learning Checkpoints.


comment:
When describing the Foundation courses can we use a different term to describe it rather that "foundational".


comment:
Change sentence starting with "Problems arise..." to "Problems may arise if there is an unexpected imbalance because getting resources from other islands is typically a manual and inefficient process."


comment:
Change the word "authority" to "entity" in the sentence starting with "Centralized means..."


comment:
In the sentence starting with "And it's more efficient..." remove the word "dispatch" after the word "manual".


comment:
The EIM island concept is somewhat problematic.  The transmission lines should stay where they were before EIM, however the difference is that EIM may instruct the little pulses of light to go different places in a more efficient manner.  Instead of an EIM island is could be represented by a brain or a computer.


comment:
In the Get Started, they also learn about the ISO.


comment:
Officially, it's not "California ISO's Energy Imbalance Market", it the "western Energy Imbalance Market".  The "w" is not capitalized.


comment:
We need to change this from a cocktail party venue with alcohol.  Suggest a trade show with an ISO booth.


comment:
The character's movement (green guy moving behind the counter, etc.) is distracting.  Can we fix this or slow the movement down?


comment:
Not all the generation should be wind, hydro and solar every time.


comment:
Like the idea of the modeling by providing all the different pieces of information, but the box  and paper looks clunky.  Perhaps you could use a server farm with a monitor at the end.


comment:
Not wild about the last sentence in this script.


comment:
Manual Dispatch DOES apply to EIM.   We will need another term, like Frequency Response


comment:
Bids - Description  - "Bids are an offer to the market to increase or reduce supply at a given price...."


comment:
Bids and resource plan timing should be submitted "at least" 75 minutes before the operating hour.


comment:
Replace "...call Ventana CSC to schedule a Preventive maintenance is due." with "...call Roche Customer Support Center (CSC) to schedule when a preventive maintenance is due."


comment:
VENTANA should be in all caps under step 2

2. Inspect Ventana dispensers for fluid level at tip.


comment:
Need to have VLM in parenthesis next to spelled out version somewhere on the page. Maybe in the header:
VENTANA Lab Manager(VLM) Software (if applicable)


comment:
When describing Caregiver you should use the full product name. Also, the second (if applicable) is redundant.
Change to:
"Explain that the Caregiver remote instrument support software:"


comment:
I completed the first review as a Super User and then used the red "start a new training session" to clear it out. I chose Daily User & it came up with the correct training topics but they all had green check marks by them. Can you make sure the red button is clearing out the cache?


comment:
love the guy, but the necktie has to go. cummins is pretty much a "no tie" environment...


comment:
I like the images here. Any chance to get a little more color going? (feel very white) Maybe a red background behind the module text or something?


comment:
Need an instruction to "Click Rate Your Knowledge to get started." the first time learners hit this page.


comment:
Can we get an image of a mature woman here (I'm thinking gray hair). This girl looks a bit too green to be making deals :-)


comment:
Since this auto-populates the e-mail based on the name the student puts in, we might want to make the image of the person a bit more indistinct (in this case "Alicia" has sideburns and bit of beard scruff).


comment:
Can we make the math equation in the pop-up look a bit more like it's on a chalkboard (back or green board background)? i'm okay with using script text as well to look more hand-written.


comment:
First bullet, last sentence. Since we changed how the points work, let's tweak this a bit: "Correct answers in this module can earn you points toward the final post-test."


comment:
Let's make the exclamation point in the callout box red.


comment:
On the bullet points, bold the first letter or each bullet (to reinforce THINC).


comment:
Not sure how to do it, but we need a more visual tie between the notebook icon and the paragraph that explains about referencing the notebook (it's not immediately obvious that those two things are connected)


comment:
I think we should remove the back/next buttons from the notebook. The learner can already navigate via left nav and scroll, and the back/next looks kinda weird when you print it out.


comment:
Like the guys, think we may need to change the background. Let me look around - I think I may have some pics of a cummins plant somewhere.


comment:
Love the image! the look on the customer's face is perfect!


comment:
On the agenda, all of the agenda elements should have check boxes (e.g. Date, Attendees, etc.)


comment:
Let's remove the X from the two answers it shows. Makes it look like those were wrong answers.


comment:
again, let's bold the first letter of each bullet.


comment:
Each time learners hit the landing screen the first time through the directions need to prompt them where to go (in this case, "Click Show What You Know to start the post-test.")


comment:
For the background picture, can we find something more globally diverse? That group looks both very young and US-centric.


comment:
Make the exclamation point by the THINC Meter red.


comment:
Under the hear tab, feedback popup, last sentence of the first paragraph - change "supplier" to "customer"


comment:
Rework second paragraph of popup: "Because this product is not yet released, it is unlikely that a service technician or corporate communications manager will be able to help you."


comment:
Popup directions: let's swap the order of "manufacturing engineer" and "your manager" (the manager popup refers to talking to the product B team; would like to encourage the learner to read the rollovers in the right order)


comment:
On the think tab, first image option, let's change "messy work area" to "storage area"; i have an image of a big mess in a cummins plant i can send you for this.


comment:
on the Hear tab, change "Morimoto" to "Tanaka"


comment:
On the Interact tab, can we add a couple of drink cups along with the pizza box? (the feedback makes a point about the room being messy)


comment:
On the Think tab, once you click all the timeline buttons there should be instructions to "Click the Hear tab to continue the scenario."


comment:
In the feedback popup, second paragraph, change "client" to "customer"


comment:
Let's go with this text for this tab:

"One of our COS Practices is to Treat Preferred Suppliers as Partners. We value all of our suppliers and want to establish positive relationships that help us achieve and mantain a comparative advantage in the marketplace.

Treating our suppliers as partners strengthens the supply chain and allows Cummins to better respond to our customers' needs.

In this situation, we need to carefully consider how we communicate with both suppliers, in order to maintain positive relationships going forward."

Note: I have an icon that goes with the COS practice; will send.


comment:
Directions should say "Select the best opening, middle, and close from the options at right.  Drag your choices onto the space below to create the response."


comment:
When you drag the pieces over, it's a big confusing about where to put them (you sort of have to drop them right on top of the line). Could the drop spots be boxes instead? If so, could the boxes very lightly say open/middle/close? (I know there may be some limitations in Lectora with this)


comment:
Blue directions in popup box: remove the words "to continue"


comment:
I answered all the questions correctly, so it says my THINC meter is at 120%. Can we make it so it never shows over 100%? (I know the math has to work that way to accommodate the extra credit, but the learner-facing note should not show that)


comment:
Remove the end quote marks on each of the 3 comic frames.


comment:
Again, let's get more global with the images. Instead of the girl in front, can we find a more mature African American woman?


comment:
Nevermind my first note about the pull-down menu. I see that it appears after you go through the course the first time. Duh.


comment:
Let's go for a different image here. How about Latino characters? Also, the type of cars shown in the background look like ones that wouldn't use cummins diesels. If we're going to use a garage pic, let's grab one from QuickServe...


comment:
I think we need to move the Tracy video up to this screen. Let's leave only the first sentence on the screen, then add this direction: "Click the Play button to hear from Tracy Embree, President, Cummins Turbo Technologies."

Then after the video plays, have the last sentence (So, do you think commercially...) and click next directions appear.


comment:
Also, can we put Tracy's name and title on the lower third at the beginning of the video? (They were supposed to, but didn't.) Please check name spelling and title - the correct version is in the previous comment I posted (as part of the Play directions)


comment:
I think we need a different image. Since this is an engine validation meeting, it's likely these people were meeting in a plant somewhere. So we could either show a pic of several people standing around an engine, or we could just show a pic of the account manager at this desk typing on a laptop (as if he is creating the minutes). If you go that route, let's use an Asian male for the image.


comment:
My error here. In this scenario, Carl is a customer, not a supplier. Please make sure any "supplier" references are changed to "customer" in this scenario (I think I caught them all - on this screen it's in the feedback popups)


comment:
Second paragraph, we need to emphasize the sentence that describe how the meter works. Let's underline it.


comment:
Just a reminder to publish without alt tags.


comment:
I think we should make her smile a little and then when you pick s 201 she smiles even more.  She initially looks sad to use our product.


comment:
Is the guy up in upper right column with the 3 green men, to imply how many customers you need to go through...Is this redundant with the buttons of Customer A, B, C, etc?  Would make look less busy if did not need this and took it off the page (the four men).


comment:
Love the answers and bobbing heads!  Also the facial expressions. Thanks for including "Lab Director" on jacket.


comment:
for the responses can they say "No only 5 hours" vs. how about 5 hours?  It makes it less definitive sounding, almost like a question.


comment:
We need to proof these answers, as I believe some of them are not correct.


comment:
Aaron is producing a master list of feature performance across all products. We should proof these responses to that.


comment:
Can we state for the cobas 6800/8800 the performance of both systems in the answer...or is there not enough space..e.g. "The cobas 6800 can do 384 tests and the 8800 1,056 tests in 8 hrs".


comment:
Agreed - sentence two identify the process


comment:
Can we put some white space between the page description and the directions in blue. Once space should be enough.


comment:
First image rollover text, should it grammatically say "and responsibilities within in"?


comment:
Demand Forecast description - change the word "chunks" to "intervals" and then delete the rest of the words in the sentence.


comment:
The Pause and Play cover up the text on screen.


comment:
cobas and IT should both be bolded. Just marking this as a global edit now. :)


comment:
Please review this page. Not all areas are bolded correctly, and in one instance the words are too low and touching the white/green box.


comment:
End competency popup with a period. If this was a direct copy of a page from a different course, please make sure to post a new fixed page to others who need this page for their courses.


comment:
Oops ignore my pause/play comments - but when added please make sure they are moved down.


comment:
Is it once each competency is complete, or once each competency requirement is fulfilled? I might just be wordsmithing but this into to the different types is confusing.


comment:
Audio doesn't replay upon revisiting page.


comment:
Another idea regarding the EIM island - Start the animation with the island on the screen and some generation images, just like the other islands.  Have transmission lines to this island just like the others.  Then, when you introduce EIM, and the EIM letters to the island and continue with the existing script.  Perhaps the little light pulses could change showing that they are ensuring that all of the islands are maintaining enough capacity to keep the lights on.


comment:
When the other friends are introduced, it states that they will help you through the learning path.  Perhaps we can say something about the fact that you will see them in other CBTs.  Some were confused, because we never saw any of these people again in this CBT.


comment:
I think I wrote this comment before but I'm not seeing it.  When you refer to the "California ISO's Energy Imbalance Market" instead call it the "western Energy Imbalance Market".  the word "western" should not be capitalized.


comment:
Not sure what you are referring to when Sonee says she will help prepare for submitting inquiries.  Are you referring to the course on "Managing Customer Inquiries and Disputes with CIDI".  If so does not fall the category "Base Schedules" is not correct.  For that matter, submitting bids does not fall under the category of base schedules either.  We will need to think of another name for this category.


comment:
Who will be teaching "The basics of the real-time market", "EIM Resource Rules"?  Which category will these fall under?


comment:
It would make sense to have settlements as the furtherest right character, since this is the last thing in the bid to bill process.


comment:
"What's your path?" suggested changes - 
- for metering "I'm responsible for the meter data that is used for settlement purposes"
 - for management "I'm responsible for  ensuring available business resources and processes to support EIM"
- for outage "I'm responsible for reporting changes to generating resource availability"
 - RDT submitter - "I'm responsible for providing the ISO with the characteristics of all of the resources in my EIM BAA"


comment:
The intro paragraph for each role states that "Your path is timed...".  We will provide suggested timing to the EIM entities but we do not plan to release CBTs as they are needed.  It's up to the entities to tell their participants what courses they have to take and when.


comment:
Change the title of "Scheduling coordinator system operator" to "System operator"


comment:
Is there a logic to the order of the courses listed for each role?


comment:
If we are not going to include other Business Processes, it might be a good idea to indicate that these are "People" processes.


comment:
Great course, I had a couple of functionality issues (selecting images to advance to next portion), but was able to work through to completion.


comment:
Don't use the audio button to advance the course, use the next button


comment:
Our approach to Compensation and
Benefits is designed to attract and retain the
best employees throughout the world. . We
provide Total Cash Compensation (Base
Pay + Variable Pay + Guaranteed Cash
Allowances) to support the way we work
and to motivate our employees to achieve
increasingly higher levels of contribution
and performance.
While Total Cash Compensation is targeted
to the median of the market, high
performers are recognized through a higher
base salary.

Two Periods first sentence, Do you really want to call out that higher performers receive a higher base salary?  Is this based on potential or past performance, how do you determine who get this and can you move into this category?  Is this addressed?


comment:
So what is in the Essential Leadership Process Support Guide?

This sentence is redundant.


comment:
Audio Button should not be used to advance the page


comment:
Too much information with the six sigma drop down.  What is trying to be accomplished with this module.  Are you trying to show how to help with EEEC project or are we trying to help Prasheeb manage his people?


comment:
Overall good module, however there is a lot of information.  You may want to consider putting the support guide as something that can be saved and printed at a later date.  I would think that you would want to use this as a refernce that can be referred to later.


comment:
Too many options on this.  I would pick change it to pick the 3 of 4 that are most relevant.


comment:
This section is not intuitive.  It is too difficult to navigate.  You will lose your hiring managers very quickly in this section.


comment:
Recommeded rewrite for Global OnBoarding drop down:

Global OnBoarding
What is it?
Global OnBoarding is we welcome new employees to Cummins. The Global OnBoarding program engages employees through:
§ A common experience.
§ Content that is culturally and regionally flexible.
§ Activity-based learning.
§ Receipt of computing hardware.
§ Exposure to all mandatory programs in the Cummins Core Curriculum.
§ Ongoing activities throughout their first year


comment:
Support Guide Change add the word received

Site OnBoarding builds on the foundational Global
OnBoarding experience received during the employees first
week by providing:


comment:
Support Guide Global OnBoarding

Change Loaction Training to Site Specific Training

Site OnBoarding
Site OnBoarding builds on the foundational Global
OnBoarding experience during the employees first
week by providing:
§ Culturally and regionally flexible content
§ Business Unit training
§ Functional training
§ Location training
§ Role training


comment:
Need to add the video library and Operator notebook if we are including the flashcards and simulator.


comment:
Would like an introduction or video on what the 8100 does. Also would like a picture or video that shows how the entire system with analzyers/post analytical unit would look like. Could add a statement that each system is custom made.


comment:
We feel they need to select their 8100 module configuration. The order in See it in Action should be:Explore the stations>select your modules>verify connections>follow the sample.


comment:
This may be a good place for the MPA vs 8100 chart. Have it as a button that they can choose if they want.


comment:
If we are able to have a 6000 and 8000 connected in the GRFT we need to discuss difference in flow.


comment:
I have made feedback on the criteria document. Coming in an attachment.


comment:
In the form, it has a disclaimer regarding the design proof. This should be off for alpha, right?


comment:
For alpha we need the screenshot here, right?


comment:
Why are they clicking the resources button to get out of the course? wouldn't they cick the exit button?


comment:
The job number is 5628-00-xx15. We will need to edit the trademark line since not all of them are used in the training.


comment:
Guided Demo should be more prominent (that does not necessarily mean larger, but eye catching - draws your eye there first)


comment:
Agree with Jenni. Switching the format from the screen with the big 3 buckets to this one where the smaller steps move up to the top of the page is confusing visually. There needs to be some continuity from page to page. This can also be the bread crumb.


comment:
When you click on the article, too many things seem to happen at once and it is very difficult to follow. Did the info on the far left change?


comment:
When you click on the different steps at the top, for some the entire left hand side of the screen refreshes and is distracting.


comment:
I do not see any value of this over a wiki on Cummins Connect


comment:
last caption -- text getting cut off at bottom a little bit. not sure if you can adjust line height.


comment:
capitalization of Xylene in option B? should that be lowercase? It is in the third-to-last caption for the video


comment:
maybe have a slide with the finished raft visible? i didnt really get to admire the raft i built before clicking the continue button in the popup.


comment:
6th Caption: This caption appears to be left justified while the rest of the captions here look centered - suggest double checking this one.


comment:
First two captions: These both appear left justified. May want to check that they are also centered.


comment:
Third Caption: Appears to be left justified instead of centered.


comment:
All captions are left justified here. Suggest either making all captions either left or centered throughout the videos.


comment:
The captions are left justified here. Again, I suggest making all of the captions match throughout the videos.


comment:
Answer two: Suggest changing "coverslip" to "coverslips" at the beginning of the sentence.


comment:
Ok, seriously, arial 12 point font. I'm sorry, this looks huge!!! (I had Jenn check to make sure I was hallucinating)


comment:
Question 1 of X is great but no period. And put it in the bottom right if possible, in the white area above the submit button.


comment:
The feedback popups look much better, thank you!


comment:
Can the font size match the submit button? that is more the right size.


comment:
Do a global check for the & and take it out please.


comment:
Next header text in upper left when the customers animate and walk


comment:
I assume Replay Video isn't set up yet, correct?


comment:
Let's have the Roche and Ventana hyperlinks open in a new window.


comment:
This video stops in the middle of the elevator shaft. It does not move to slide detect and barcode reading.


comment:
Change "Scheduling coordinator bid/base schedule submitter"  to "Bid/base schedule submitter".
We probably want to remove the words "scheduling coordinator from the front of all of the titles.  If I see any that should remain, I will note them.


comment:
For the ADS description change "and demonstrate the ability to complete the key fields used in ADS" to "sort instructions by type, and interpret instruction components"


comment:
In the "Settlements Foundational concepts" please change the description to read "Introduces key concepts of settlements and settlement validation based on market outcomes."


comment:
Correct the description of the MRIS course to say " Teaches how to use locate and download settlement statements, invoices, configuration file as well as billing determinants."


comment:
Please correct the OASIS description to say "Teaches how to review publicly available information, including forecasts, load and nodal information and messages."


comment:
When you spell out the word "Independent" you are left with "Independent SO"  which looks strange.  Perhaps the SO can disappear.


comment:
A little concerned that the main character in this video is a transmission planner.  Everything he says about his job is correct, but it is not at all relevant to EIM.  It would be more relevant if he were a market operator or a settlements analyst for example.  Before you change anything here, let's discuss at Tuesday's meeting.


comment:
Suggest that you update the wording of the note to read "...and the locations are not meant to be interpreted literally."
That said, if there is some logic to where you put the markers I would move the balancing authority market on the light beige building with the steps in front.


comment:
Please change the wording for CIDI to read: "Teaches how to create, view, respond to, and add documentation to customer inquiries. Explains how to submit settlements disputes and requests for access to ISO (or market instead of ISO) applications."


comment:
For the AIM application please use: "Teaches how to view, add, or remove users; view point-of-contact profiles, submit requests for access to ISO applications, view access request history, and user data; and manage access control lists and email notifications.  "


comment:
Remove hyphen from heading in non-custodial parents


comment:
In the first line the first parenthesis is bigger and bold


comment:
I would remove this menu and just have a next and previous button to take you through the screens. Maybe poll one or two others and see what they think. I'm not sure if the player next and previous buttons will mess up the bottom navigation or not. You may need to add them to the slides instead of use the built in player buttons.


comment:
In the menu, take the hyphen out of non-custodial


comment:
Can the menu say menu instead of >>? I don't think this audience will recognize that as a clickable element


comment:
Is there any way to make the black lines on either side of the video go away? Or add one to the top?


comment:
I think cobas should have a trademark here?


comment:
In the transcript the last line says new users and should say new user. Also, there is one part of the transcript where the text runs outside of the green box.


comment:
Certifications: this may be a lingo thing but it seems like there is a missing word. should it read navigate to the Individual (Certifications) page...


comment:
will prompt the user to confirm

add the


comment:
Please remove 2nd sentence - Ventilation is a simple engineering control that can reduce exposure to certain hazards.


comment:
Under Manager & Superz...can you move the images underneath the text horizontially


comment:
X 
Hazard Assessment of Kathy's area 
This should read Laura's area not Kathy's


comment:
Under Youre right! Change to read -

"Since Laura is now working with concentrated acids, standard safety glasses w/ side sheilds are not enough. She needs to wear splash goggles and a full face shield in order to protect herself while handling the acid in the lab".


comment:
In 2nd bullet, change 2nd sentence to read: "This includes workstations set up in a conference room,....


comment:
Under safety shoes, remove one of the two periods after etc. at end of paragraph


comment:
1. Un-capitalize "employee" in the "An Employee just received an email..."

2. Choose one greeting (either "Hello" or "Hi") in the email and either the period OR the exclamation point.


comment:
Maybe capitalize "ALL" in "Check all that apply" to emphasize it


comment:
The book tab is blocking the quote/picture of the man.


comment:
In the previous review I recall seeing the directions in blue text separate from the page explanation/introduction. I am not partial one way or the other, but this needs to be consistent across the course.


comment:
Just an example of white space between the page intro and direction text


comment:
In response to some of the previous comments, this training is addressing the process of the action owners follow-up call process, and not necessarily the entire close the loop process (which should involve more than just the follow-up call).  We just need to be careful about how we phrase this.  Propose we reword as "This course will explain the steps involved in the Action Owners follow-up call process......."


comment:
After completing the exercise correctly the next arrow did not display.


comment:
I know I sound like a broken record, but the blue instruction text should be consistent. I noticed that on the previous page it is one space. This page it is 2-3 spaces. Not the most critical, but certainly needs addressed.


comment:
Should step 4 wording start out as "Aggregated" instead of "Aggregate" so it doesn't sound like it is starting off with an action?


comment:
In response to Justin and Pratima's comment abobve, you need to be sure that you have rolled over all the process steps after you get it right in order for the Next arrow to show up.


comment:
Confirm - the red dashed line appears on top of the box that states, "You change your mind and decide to make the follow up call immediately to let the customer know about the fix."


comment:
BLP-  can we recognize when a learner has rolled over each image BEFORE they click and drag and allow that as credit for rolling over each image?  As it appears today, you have to roll over each image AFTER you have all the steps correct.  They shouldn't have to rollover them again if they already did this while trying to figure out where to put each icon.


comment:
I am still not crazy about the gray "tube" timeline format with gray square boxes on top.


comment:
On the second large speech bubble that pops up, can you make smaller on the bottom so there's not the extra white space there?


comment:
I can't get past the first seven seconds of the detractor call "Hi this is Claudia" before it auto advances to the Follow Up question.  I tried going back and listening to it again but it does the same thing?


comment:
I received an error message stating that the video was not found or access has been denied for video nps_promotorcall_1.mp4 (yes the file name has promoter spelled incorrectly, that's not a typo).


comment:
I can't remember what we decided - can they go through these three sections in any order (ex: Help the Lab Technologist first, assays second, etc.)? If they have to do Workflow first, I was able to get into "Help the Lab Technologist" without going through workflow.


comment:
I think the pause between boxes is too long - I don't know what it is now, but I'm done reading the first one before the second appears on screen (on a few screens this is a bigger issue because the "Continue" button also appears, and I thought it was time to move on.)


comment:
The wording on these answers isn't great. 
Can we re-word?
1. It enables histotechnologists to spend more time on value-added activities.
2. Can we make this one a little less obvious?
3. It will help to keep reagent costs down.


comment:
Can we change "not mixing or filtering" to ready to use?
Answer suggestions:
1. It is not a safety benefit to histotechnologists.
2. It prevents the risk of chemical exposure to histotechnologists.
3. It saves time spent mixing and preparing reagents.


comment:
Can we clarify what "nominal staining protocol" means?


comment:
I think this question could be left out or turned into  a true false? Two of the answers are very obviously wrong.


comment:
Can we elaborate on wait point and touch point? These seem like our terms and not lab terms?


comment:
Please put (SM) after Specimen Management on the title page. The client wants us to refer to it both ways just once on the main page just to make sure people know both mean the same thing. Thanks!


comment:
CORE - Make sure to match the video still screen to the CORE forms.


comment:
CORE - Video happens so fast that you cannot see the Function selection after clicking on the Responsibility.


comment:
CORE - Amit uses the search tool multiple times. The first search is okay, but there is no reason to search again for the same person. Cut that section.


comment:
CORE - Loading screen shows again during video.


comment:
CORE - Remove text "Amit double-clicks Full Time Equivalent" as it is not a necessary step. You could say something to the effect "Amit notices Full Time Equivalent..."


comment:
I think you should be able to progress through the 3 leaders in the order that you pick them and you shouldn't have to unlock one to get to another


comment:
this is very systematic but too much information. Have the concern on how much the manager can take it. And the processes are all professional HR processes. Do the manager need to know all of them or they can ask for the help from their line HR.


comment:
Some type of feedback versus the incorrect would be helpful.


comment:
This feedback on correct items is helpful.  Not intially clear red is incorrect.  Maybe change to Red X on answer.


comment:
Rate of speech too fast for those where english is not first language


comment:
audio and screen content don't match - confusing when I think i should read along


comment:
Need all of the program objectives listed on the screen


comment:
I don't like having to keep advancing the audio and visuals.  Makes it very choppy


comment:
when the program map is displayed, would be helpful to show the learner where this course is on the map. otherwise i don't find much value in having the graphic here


comment:
This question was too vague - what type of emergency?


comment:
higher quality of care rather than "higher level quality of care"


comment:
This one will not work for me and I can't move past without getting the right answer


comment:
Perhaps we should add citation to our publication to back up the dip and dunk risk. Also, tissue cross contamination unnecessarily interrupts pathologist and lab workflow.


comment:
We need to provide a bit of overall context before we just start firing different features at the viewer. The overall value these features speak to is Workflow efficiency, so let's get this as an introductory context before showing all of these statements.


comment:
Answer 2 should read: current operating budget


comment:
If they get it right we should hide the Replay video and submit button.


comment:
"Tiles" could be "Tile By" which is how they are referred to in the program
"Key" should be "Legend" which is how it is referred to in the program


comment:
Can you align all the text and make the clickable items bold (at least for now) so they stand out?


comment:
Add to the instruction here at the end:  "...what each part means and how to use it."


comment:
Not sure if I have missed it elsewhere, but the first objective is missing "documentation" after ISEC (not currently grammatically proper)


comment:
data security issue - we probably want to use "fake" numbers instead of real ones


comment:
It might be cool to have a magnifying glass that can hover over different parts of the template (on 2 pages maybe?) - like customer analysis, competitor postioning, etc.  - and bullet list the types of information to include in each section.  Maybe if it's an item that has info to share, the item (customer analysis) turns red and the list appears.  Just a thought.


comment:
There are limited processes around Qualification. I don't think that is a great objective at this point; might suggest taking it out, or being prepared to take it out if others agree.


comment:
2nd bullet, I would suggest altering "processes" to "requirements" since there are more qualification requirements than processes.


comment:
Is the job aid on the right side of the screen going to provide info for this activity?  If so, learners may need to be able to turn the page to get additional information.


comment:
Add placeholder text to job aid so reviwers can tell that learners should be using this for the activity.


comment:
Don't have the script to comment on, but recommend that things like external sources (CV, licensure boards, etc.) are included in the "what the CDC uses to evaluate qualifications" early in the comments on this slide.


comment:
VO: Not "right and wrong way", rather, best way to complete them, along with examples of insufficiency."


comment:
is that the best way to share the report? I have not used that facility. I typically right click on the link and copy the link into an email or text message (the old fashioned way)... maybe this way is better .... let's double check what this does


comment:
When I dragged and dropped the answer here, I went to the next screen without receiving feedback.  When I clicked the back button (from the next screen) I saw the feedback here.


comment:
For the SEC Questions, reorder so that the qualifications question shows first in the list


comment:
2nd question on this page: "...to verify the investigator has not been debarred or disqualified from participating in medical RESEARCH activities"


comment:
Are these going to gray out once they've been clicked?


comment:
3rd question: "This can be OBTAINED AS part of..."


comment:
Remove last question, we have swapped that into the Trial Specific module.


comment:
Do we need to provide instruction to Click Next once all three personnel have been clicked?


comment:
so we don't embarrass Brisbane why don't we use a name which is not a real branch like "Red Planet Branch"


comment:
Same as previous screen - consider graying out each person after he's been selected and adding instruction ot click next.


comment:
I think you need a setup screen for this activity about the iportance of including the right people in strategic planning.


comment:
I would say something like: "Per GCP requirements the Investigator and Site are to have appropriate personnel to properly conduct the research activities of the trial. The site should therefore have understanding of and a process to communicate changes to their personnel about the conduct of research, both in general and for trial specific changes.


comment:
For this activity (Cummins and customer personnel) - include in the descriptor for each "Information about this role and their importance in strategic planning."


comment:
This is not the same formatting we have used in other modules. It's not bad, I am just wondering why it is different?


comment:
On all of these, I would highlight that these are GOOD answers. Either bold, a different color, something on the button that highlights the GOOD.


comment:
Need a setup screen prior to this one about how matching objectives to a client in their account plan is critical for all of the account team to stay on the same page about a client.  Or something better than that.


comment:
Reason good on Best Practices #4 - I would suggest updating first sentence to "because...it provides further evidence of the PI experience and qualification, along with prior experience with Lilly."


comment:
IN yellow box, change "account info" to "case study info."


comment:
Why bad - should include that it is incomplete and does not reference applicable local sources to verify that the PI has not been disqualified.


comment:
In yellow box, change "account info" to "case study info."  Applies to all of this activity.


comment:
Re-check the instructions of the activity to bold the verbs.


comment:
Change this to "This is an incomplete answer because it does not provide enough detail on information provided, nor does it outline why the site is still being evaluated when they don't meet requirements. It should include documentation of why the NO answer is acceptable in this case (e.g. study team approval)."


comment:
Change "Bad" to insufficient or incomplete throughout these examples.


comment:
Typo in clipboard question. Extra O after ERB


comment:
Update Why section to include "Use good documentation principles and when sections are optional, do not enter information that does not help provide appropriately detailed information to support qualification."


comment:
Why: "...because it does not provide any additional information of value."


comment:
Back button doesn't work in this activity.


comment:
The last face on the SC is a little crazy...


comment:
Incorrect pop-up for the "Sites are required to submit SAEs" is showing other training information (Diagnostic module).


comment:
Would suggest something like "while it is not bad to fully understand their safety reporting process, you had good information already and the conversation left openings to find out more about their safety mailing review process."


comment:
Need to identify somewhere in here (maybe in the answer pop-ups?) that the CDC should clearly outline the expectation of no more than 30 days for Safety Mailing review.


comment:
Suggest 2nd answer update to "delegates a staff member to review and sign safety mailings" (handle implies an OK process around getting and sending to IRB).


comment:
Include in the answer pop-ups the info on 30 day at most expectation and CDC mentioning that later...


comment:
"Additionally, PIs can delegate another site staff member to review safety mailings" - I am not actually 100% sure this is true and even if it is, the PI needs to remain involved in the process (can't abdicate) and should be involved.


comment:
The incorrect option here might actually be a maybe...ultimately, the site may turn out to be a "no" if the study team says no. I might add clarifying language to the pop-up that says this might ultimately be true, but further discussion can be had in many cases, so that wasn't the BEST initial choice.


comment:
Did you use the prototype from the design for this?


comment:
Answers on this one all say that the study coordinator says the PI is qualified...that is not an assessment for them to make. Either it was the CDC saying "I see he is qualified per our requirements" or the SC provided evidence needed to support his qualification. Those pop-ups need to be fixed.


comment:
May need to label the account plan in the backpack so learners know where to look.


comment:
I would rephrase the question on this one to "Is any further information needed" or something like that to identify that they need more info and it isn't a DONE topic (but it isn't necessarily a YOU"RE OUT scenario either).


comment:
Site response here, how about "Well, you obviously couldn't find any, and I don't know of any." ? Just not sure what system you are referring to here since it is site response (compared to Lilly that officially has a "System")


comment:
Anywhere it speaks about having a FDA inspection it should reference INSPECTION not audit for the visit/report type.


comment:
Need more on why we are focusing on these process areas specifically.


comment:
using global education as an example of local variation - the local variations don't jump out on the guide.


comment:
Clicking on the binder - the pop up box covers the original questions so I can't reference them when trying to complete this exercise.  The instructions aren't clear -  the box says "click the first two questions" so should I check the first two boxes, or select the two are best?  Also, the audio instructions don't match


comment:
Good Job screen - make it more clear in the audio that this is the type of information that will be seen going forward. it wasn't clear that this is being used as an example.


comment:
Efficiency Meter - the audio doesn't explain that this is an example of what will be seen going forward.


comment:
I don't like having to click the audio button so many times. automatically move forward after a pause.


comment:
the "unblocked" comment isn't clear.  After going back again, I see the "lock" on two of the managers, but it isn't intuative


comment:
If the support guide is left open from previous screens, it doesn't work to click on "process guide" again.


comment:
this version of a job profile is out dated.  See Corp Comp for a current template


comment:
Future state, jobs will be posted at the comp class level, not salary grade.  Check with Corp Comp on how to best reflect this for this example.


comment:
The "correct" sequence doesn't seem correct to me - I'd like to understand how this sequence was identified.


comment:
At first I couldn't get the post it to work on Kavvya's page - not made clear that the learner has to click on both of the other buttons


comment:
Joaquin - correct response is a bit formal - "getting in your way" instead of "impeding your performance"


comment:
Process link doesn't take the learn to Merit or Performance Management.


comment:
Don't mention Abril in the first sentence - its confusing until you realize that Carmen is looking for a resource


comment:
When the items are in the wrong sequence, it isn't obvious which are wrong - eventually the learner realized what the Red highlighted numbers mean.


comment:
Some of these aren't a sequencial step - not sure that this is the best way to test knowledge


comment:
It is awkward to keep going back and forth between the guide and the course.  can the guide be more embeded?  Leaving the guide open causes problems the next time, so its a lot of "clicks" to open, close, scroll, switch between guide and course


comment:
I'm not sure what process is intended here - performance management? Employee & Labor Relations? What in the support guide helps with this scenario?


comment:
I don't see the direct link between the rude and condecending feedback from the co-workers, and Carmen's response about building trust. Building collaboration or fostering open communication seem like a better fit.


comment:
The opening describes Julia as new to Operations.  Would be better to say she is new to Cummins - if she is an internal transfer she should already have completed core curriculum.


comment:
Some of the "incorrect" statements are appropriate - building skills, develop leadership, etc.  Frustrating to find the 3 that are considered correct.


comment:
this is the third community related scenario. seems skewed.


comment:
what process is this meant to link to? I assume variable comp since that is in both responses.  Seems like a better link with goal tree and work planning.


comment:
I don't like the audio - it doesn't really add value and the voice quality is not strong


comment:
This will not only assist you in the learning process, but will help you recall the material at the end of the course. 

Suggest:  This will assist you in the learning process and help you to recall the material at the end of the course.


comment:
Unless the TOOLKIT includes something other than the Process Support Guide, suggest we combine this page with the previous page about what's in the toolkit.  Seems redundant to have both pages.


comment:
Suggest narrator read the contents in the same order as they are listed on screen....less distracting for the learner


comment:
Narrator not enunciating well at times....someone unprofessional diction; cuts off the ends of words. Often appears to be rushing through the material without appropriate pause.  Concerned about global audience impact for those whom speak English as a second language.


comment:
Reduce wording from: "As a leader, you need to recognize when a process or program is: 

"         Global: the same for all employees throughout Cummins worldwide. 

"         Local: some slightly different variations in a process or how a program is administered at the local level." TO...As a leader, you need to recognize when a process or program is local or globally applicable to all Cummins employees worldwide.  (The additional descriptor for LOCAL is not needed...paragraph is a bit redundant.


comment:
Like the globe/leaders location setup. Nice touch.


comment:
She "loves" her position.....may consider different word choice.


comment:
Wonder how well "passions" will translate/fair with other cultures?


comment:
Feedback for Kavvya exercise never tells you what's correct.  Only continues to say what's incorrect.  After a couple trys, suggest give learner the correct answer.


comment:
The task was already completed when I came to the page.


comment:
"He now takes the times to stop and think before dealing with..." Change "dealing" to another word (interacting?) - it has a negative connotation.


comment:
Can we put the feedback box in a different color or shading so it stands out?


comment:
Replace "during which" in the first sentence with "and". Add "with her" at the end of that same sentence.


comment:
Email text: 2nd sentence (the question). Replace "what all goes into" with "how you calculate" (I think what all goes into sounds very Indiana). Alicia, at the very least, can we remove "all"?


comment:
Will this course be translated? If so, remove the contraction in the screen title.


comment:
I noticed there is no Back button here so I cannot go one screen back? When I click Home I do return to the Landing Page, but it's the version before I rate myself. How do I get back to see the directions for this module and post test? (I only ask because I was curious about the word "Remember" in the ! box. Did we actually explain how to earn points on the directions?)


comment:
Contraction let's in the transcript and the narration


comment:
Depending on how many correct elements there are, there may not be too much of an account plan that learners have built. May need to do this in a couple of screens before meeting the customer.


comment:
Can you please add language referencing the audit report, or more information about the audit if they can't share the report? Some people won't/can't share the reports, so want to be clear that you can't just write it off, you need to at least have a conversation if the documentation is not available to review.


comment:
I think this needs to be a bigger activity.  There should be at least 4-5 questions that the rep is answering or potentially ASKING the customer to further fill in information on the account plan.  Let's beef it up a bit by including a few more pages of questions.


comment:
Understand box - update to "Understand personnel qualification requirements for the trial." and then highlight in the VO that knowing those as early as possible helps to evaluate availability at the site before taking the time to do a full evaluation visit.


comment:
Update 2nd level CDC response (left side) to "Explain to her the Lilly expectation is for timely review, not longer than 30 days."


comment:
Can we call this page something other than Menu?  Maybe Site Map or Dig Plan or Excavation Steps?


comment:
Let's have a worker by the first shovel so learners know which one to click.


comment:
Add to last comment "We have an electronic delivery system so you have easy access to safety mailings."


comment:
It might just help to see the decision trees on this one. They are good overall, just need tweaking in a few spots.


comment:
Update last box "Does historical/available..." and add etc to end of parentheses wording.


comment:
I would pull the resources from the Preparing for Site Visit Module and let us delete as needed.


comment:
Could this be a dig site with Cummins people working "inside" the boundaries and customers working "outside" the boundaries and you click on each one to figure out when to best engage them?


comment:
The back button doesn't work when the info about external role 2 is up on screen.


comment:
Add some placeholder text to the case study to indicate the type of information that might be included.


comment:
Consider changing the instructions to "Who needs to know about this?"  Drag the phone to each role that needs to know.


comment:
I don't understand what the options are for.  Need some more setup on this slide.  Granted, the Design is light here - "select the best methods for communicating the account plan and see the outcome of their decisions."  Maybe this takes each role and the learner has to decide how to communicate with them about the scenario?  Have a placeholder image for the role and update the question.


comment:
for feedback on the options, it would be good to see from the person/customer/cummins point of view how they would really react to each of these options.


comment:
This screen needs some setup about how customer influence fits in to "assembling the pieces."


comment:
Can we include Digs on the screen and set this up like an old-timey projector?


comment:
back button isn't working in this section.


comment:
The activity allowed me to stack customers on top of each other in the chart.


comment:
Need a setup slide for this one with Digs.


comment:
This is a pretty amazing screen, just saying.


comment:
This is perfect, no really, just perfect.


comment:
Who doesn't like legal language? This is good legal language.


comment:
Emily looks less than excited. We need a new learning agent. That, or we need her to find her inspiration for this scene.


comment:
I think I would move each of these to right after the learner completes the improvement activity so they can see how their answers impacted the quality of the process going well.


comment:
Add another person/excavator to the site.


comment:
That's an elegant-looking analyzer, seriously.


comment:
I think this shot of the control unit would be better if we painted flames on the control unit.


comment:
Again, we need to paint flames on this analyzer.


comment:
Not sure why the voice talks through 4 purposes but only bits of 2 are typed on the screen.


comment:
On the framework diagram, participant benefits are bulleted, manager's are not and it looks odd.


comment:
Should "right environment" include affinity groups?


comment:
I'm not sure I understand why there is audio where there is and then why there isn't the option to listen to it...


comment:
I think it should say "Click on the Process Support Guide under the Resources tab above" so it's easy to find if someone flipped through quickly.


comment:
In the introduction, I didn't see pages 5 & 6.  After page four the forward advance arrow was gone...clicked on meet the leaders and didn't see them....


comment:
I quickly read examples and they are realistic.


comment:
It looks odd to just have red text on this screen. We don't have any supporting explanation text for these?


comment:
I did answer several questions correctly, but my meter is still starting at empty. Is that correct?


comment:
The "g" in Manager under the woman is cut off at bottom.


comment:
The transcript does not exactly match the narration


comment:
You're contraction in the transcript and audio


comment:
Let's in transcript, yellow box, and auido


comment:
Correct feedback remove comma before but


comment:
Since I can't see next steps let me know if I should edit later. If this screen is copied from other courses, check Erika's course, which I edited earlier this week. I can't remember if there were changes there but if so you can make the same edits.


comment:
Include CSC spelled out:
4. Contact the Customer Support Center (CSC) for replacement bottles and O-rings.


comment:
intro text refers to meet the customers. should be meet the judges


comment:
If we're making them click all probing questions - then what's the point of having them make a choice? are they supposed to ask all of them? Or are there some that they shouldn't ask?


comment:
I think taht depending on how well they do with each judge - this menu screen should change and you should see a thought bubble like if they do bad then the judge is grumpy and thinking - I can tell I'm not going to like this contestant. If they do well, then the judge is smiling and saying - I think this contestant could go all the way. 

What do you think?


comment:
this is a lot of clicking to do 5 questions. i lost interest andthink you guys need to think about how many quesitons you're really going to need


comment:
having to do two clicks for each one feels like over kill. Can't you amke this a select all - where I pick the three and then get feedback?


comment:
for 1 change wording to loading or adding bulks for 2 change to dispose or remove waste


comment:
#5 I have a few sites that don't have service contracts but their biomed departments change filters and some parts. maybe insert approved service technician.


comment:
add SSC to the tip: always fill the bulk reagents according to Reagent mixing chart


comment:
when we demonstrate how to fill the user filled dispenser we should also demonstrate how to prime it for use


comment:
First bullet suggestion: Describe the VENTANA BenchMark ULTRA System and its importance in the automated staining process. -or- Describe the VENTANA BenchMark ULTRA System and its importance as an automated stainer.


comment:
Central Management is also referred to as Ventana Lab Manager (VLM)


comment:
Since the slide is labeled as What to Say, shouldn't we use Things to Say and Things NOT to Say instead of using "Do"?


comment:
The description for Give vague information is not written to address the question of Things NOT to Do.  It needs to be rewritten for what they shouldn't do first.  The same holds true for the last description.


comment:
same issues - lower case elements of competency. It's not a section of the software, it's just a phrase.


comment:
correct feedback - change competency types to elements of competency.


comment:
CC needs to be updated. Globally check that in all demos please.


comment:
when you say single clicking the user, it zooms out and zooms back in. can we fix?


comment:
the CC got really weird on the page with the big note about QC


comment:
update left navigation to match new order.


comment:
Clear the gates - Resource button links.  The R&R Strategy Review Guide book links to the wrong resource. Need to get link from Carrie or Jenny.  Also, I didn't see a Branding Template, there is a Trial Branding Request Form on this site. Is that part of the request form?


comment:
"Make decision to closeout activated site"  - change wording in the box as what you have in there refers to the next step. Suggested wording: "A site closeout discussion is triggered by for example a site Last Patient Visit (LPV) occuring, a site is under-enrolling, a quality issue,a request from a site to be be closed, etc."


comment:
I've successfully reviewed all units of the cobas c 513 analyzer! Happy Day!!!


comment:
I like the added module titles on the left side of the screen at the end of the course.  I would add them as each module is completed.


comment:
Overall course feedback:  Review again and ensure the activities and the limited information we're providing make sense as our Cummins folks go through this.  Sometimes it was hard to get the objective of the activity.


comment:
Overall course feedback:  Need to ensure we have slides that transition from activity to activity so we can see how they connect.  Otherwise, even in the DP it seems disjointed.


comment:
Overall course feedback:  Feel free to add the yellow "Notes to Reviewers/Notes to Cummins" throughout where you think additional explanation of the screen is needed.  These should also be added where you feel like they might not know what sort of content to provide on some screens, too.


comment:
Overall course comment:  Check the functionality of the next and back buttons.  I don't think they're doing what they're supposed to on many screens.


comment:
Suggestion: "Recognise which ICF elements are REQUIRED and the risk to Lilly if they aren't included" to "Recognise which ICF elements are REQUIRED and the risk to Lilly and study participants if they aren't included".


comment:
Can we not say basic information and just say information


comment:
for the last bullet can the commentator say for example gathering the site profile information


comment:
Agree with EB comments:  not sure what we used for the site selection overview module but drawing from that for the COM and COPM would be good and we can adjust from there; are we suppose to be using actual titles or what is in the map:  site evaluator & trial planner?


comment:
The first sentence for the CoPM is correct but not the 2nd


comment:
#2 site selection guide book- not just guide book; why something like: the site selection guide book is what you reference for additional information throughout the process


comment:
#3 to EB's point something like:  as you look at the site in totality it is your decision to determine if the site is qualified and the right fit for the study


comment:
#4:  Establish partnerships with investigator sites acting as the face of Lilly


comment:
#4 why:  Remember that your objective is to develop and manage site relationships


comment:
#5 Revise last why sentence:  while both are important to consider only objective documentation is appropriate within the ISEC


comment:
#3- add to what EB said:  to include search local resources


comment:
To add to EB DNU comment:  first replace can't with cannot participate on Lilly trials.  This list must be referenced before an investigator is approached for consideration and again before the investigator is qualitifed.


comment:
Unless mentioned elsewhere we should include seeking input from other colleagues i.e. CDC, CRA


comment:
add to other colleagues:  site activation & GCBC to obtain historical enrollment readiness and negotiation information; also need to reference historical enrollment information from Orion or Impact


comment:
See my comments on the prior slide as there are other internal resources that should be added


comment:
Perhaps it would read better as "for the trial you are considering the site..."  This would read better than "The trial you are considering the site for requires..."


comment:
This screen should show my completed screen when I come back to it.


comment:
Let's make it more obvious what to click here.  Make the bold text red, too and update the instructions to click the red items to review the different components (or something like that).


comment:
This should be the second site after the first section is completed.


comment:
Check pages navigation.  After completing the objectives, I go to the map (it's correct this time), but I completely missed the put it all together section.  Went from objectives to the correct map.


comment:
On "Final insights from Digs"  We need to share why the remaining roles didn't need to be communicated with.


comment:
In activity setup, need to include that "not all roles may need to be communicated with for this scenario."


comment:
If this is being translated, I'd replace "in top shape" with "clean and organized"


comment:
Most of the answer options here have US Colloquialisms. "cut us out" "bucks" "crawling back" "that's business"


comment:
I don't remember this being an emergency situation on the previous tabs. Do we even need that first sentence?


comment:
I know I didn't answer all questions correctly, but my THINC meter never changed at all. It was empty the entire time. I don't understand what makes it move?


comment:
CORE - After date-tracking, FTE shows .5 instead of 1. Which would be right... However, we want it to be wrong. Can you please use the same FTE captivates that showed 1 (and possibly change the date on any window to reflect the future date he tracks to)


comment:
CORE - People by Assignment section: Amit does not click Find and then enter the search criteria, he enters and then clicks find.


comment:
CORE - In the transition from People by Assignment to Employees by Element, say something like "Amit closes the People by Assignment screen and double-clicks on Employees by Element..."


comment:
CORE - As mentioned before, change Marta's FTE to 1 rather than .5 after date-tracking. We want it to be wrong, and thus the detective solves the case.


comment:
CORE - Assignment spelled incorrectly after date-tracking and viewing FTE


comment:
CORE - Two things - 1: see template comments, this is not a date-track exercise. 
2: "You have found Marta's information by switching to element"... This is People by Assignment and should read something like "You have used an alternative way to locate Marta's information" 
3:Make sure not to use "good" but instead change to "complete and accurate"


comment:
I'm struggling to figure out why this is sized differently? I have it set up exactly like the other demos when I go to the original captivate file. Any chance that this is one of the previous versions I sent you? Let me know.


comment:
There is a lag on the tab function here. (By the way, you need to type a capital S and then hit tab) It works much faster inside the original captivate course, but I have no way to fix it. There's nothing to tweak on it within the software.


comment:
Volume or voice for intro screen and course titles is different.  Make them the same.


comment:
Edit Text on screen and audio to reference Regional Vice Presidents and Salon Support having access to the MSL tool as well.


comment:
Transitions between screens seem slow - too much dead space. Can dead space be removed?


comment:
Audio does not reference "every guest" but on-screen test does.  Match the two.


comment:
Is it hard to change the image of the women with gray hair out for a women with either blond or brunette hair as the Salon Manager?  If so, leave as is.


comment:
On the home screen it references "Select a demo", but in the end of the Introducing MSL section, it references the word "course".  Should the subhead refer to "courses" versus "demos"?


comment:
Needs more reference to the program "providing feedback on the Guest Experience" in order to celebrate what's working and understand what's not.  Can you incorporate the following verbiage somewhere? 
The My Salon Listens program gives our guests the opportunity 
to tell us about their experience in our salons. That feedback 
gets sent immediately back to our salons, so you can celebrate 
whats working and understand whats not.


comment:
Maybe add the following verbiage as audio on this screen?

The My Salon Listens program gives our guests the opportunity 
to tell us about their experience in our salons. That feedback 
gets sent immediately back to our salons, so you can celebrate 
whats working and understand whats not.


comment:
Font size seems larger on this screen than on the previous screen


comment:
Change image of guest to not point to mouth when asked to provide feedback


comment:
Remove stylist specific names and add generic names - Penny Pompadour, etc.


comment:
GM goes over in January so change last 4 of course number to 0116.


comment:
HT is right about the trademark. That's all we need now.


comment:
Audio does match on-screen text.  Please update or is this intention?


comment:
Change the order of the steps.  Step 2 should be first: confirm/ask for email and then Step 3: hand receipt after sale is complete.


comment:
Same comment as previous - change image of guest with finger on her mouth.


comment:
Change "participate" to "provide feedback".


comment:
Again, transitions between screen seem slow throughout.


comment:
Can the "invite every guest screen be deleted and instead incorporated into the previous screens when we talk about the steps to invite guests to provide feedback?  Incorporate into Step one after thanking guest for their visit by name.


comment:
Zoom out on the image of the guest head.  I wasn't sure what that was at first.


comment:
Participating resource description - please add "A resource located within an EIM Entity BA (or you could say balancing authority here) that elects..."


comment:
For the non-participating resource description please change it to "an EIM Entity BA that..."  instead of "a EIM Entity that..."


comment:
Balancing Authority description, please change to "A balancing authority or BA..."


comment:
The first similarity needs to be reworded.  Suggest "Money that is not used to pay monthly bills is available in your bank account for when it is needed, like EIM resources that have extra capacity available to help balance the market."


comment:
This should read "Daily Cleaning Cycle" or "Daily Cleaning Procedure"  There is an option to NOT do the cleaning on Shutdown, which may be chosen by the FES.


comment:
In the second difference delete the word "dramatically".


comment:
This module always will detect the presence of the slides in the tray, but will read the barcode only if it is setup to do so.


comment:
Please reword the third difference:
"EIM base schedules are required hourly, 24 hours a day, 7 days a week,  unlike bank deposits that can be made as needed.


comment:
Change "demand responses" to "demand response resources"


comment:
Change "We now submit base schedules through a scheduling coordinator" to "We now submit base schedules through a base schedule coordinator"

Also change "...which is reoptimized based on 5 minute forecast updates and base schedules" to  "...which is reoptimized based on base schedules and 5 minute forecast updates"


comment:
Disregard the second sentence in the comment above.  Instead, change the sentence that starts with "Our energy is dispatched..." to  "As additional energy needs arise throughout the day, energy is dispatched up or down every 5 minutes to meet the most current load forecast"


comment:
The way this is worded makes it sounds like you are selecting the tab that will complete the action mentioned. Instead it should mention that you are selecting the tab that by which you can get to that particular step: i.e. The settings tab doesn't open a PDF of the operator Manual, but you have to be in the Settings tab in order to get to the button that opens the PDF.


comment:
We tell them to remove the tray from the transport forks, but it isn't absolutely necessary. It is more of a precautionary step. The System can see the tray and account for it if the sensors are working properly, but if for any reason it is not stable when the transport moves, then it could fall and cause a huge mess.


comment:
Change outage description to "Outages are significant changes to a resources normal operating characteristic.  They may be planned or unplanned."


comment:
again, a shutdown may not perform the cleaning cycle, depending on the initial set up.


comment:
Correct the descriptions based on feedback from previous screen.


comment:
There is nothing about restarting the coverslipper. Will the next revision of software a) either not shut down the coverslipper or restart it automatically? and b) be available prior to the next class?


comment:
The description of the resource plan has the word "Resource plans are..." in it.  Maybe change it to "It is...".


comment:
A tray may have a small amount of clear fluid (which may run down the tray slightly) and still be acceptable. If the fluid is colored,if the fluid runs the length of the tray, or if it drips from the tray it is excess and not acceptable.


comment:
In the definition of bid, remove the words "or ancillary services".
Add "Bids include offers and self-schedules"


comment:
After the words "ancillary service procurement", please add "(in the ISO balancing authority only)"


comment:
Please remove the words "or ancillary services"


comment:
When the woman hands the crystal ball to the man, her hand ends up in an awkward spot.  Can we move it a bit?


comment:
Since he is a live person, the expectation is that there would be audio. If you aren't going to have audio, I suggest using an animated character.


comment:
Toward the beginning we should let them know that there will be an assessment at the end and that they need to pass by a score of 80%. That they will get 3 tries also.  Maybe this will be in the application overview CBT.


comment:
This screen should indicate the number of remaining opportunities they have to successfully pass the course.


comment:
Oleo-phallic is probably meant to read "oleophilic" but it still doesn't go along with "repeals water and oil" Oleophilic: affinity for oils, Oleophobic: repels oil


comment:
remove hydrophobic section. Just state, "that the protective flap repels both water and oil."


comment:
I don't agree with the comment that Lilly audits raise concerns brought up by a PI- doesn't make sense to me; also for the first option please revise to cannot and not can't


comment:
Debarment we need to check on as the approach to this changed over a year ago so let's have Peter or Sandra verify and if this is global otherwise we should either add other options to this to make it global in nature


comment:
We revised the 3rd question just need to update:  Does the study staff that prepares or transports dangerous goods have training that meets the IATA International Air Transport Association (US) or other countries hazardous training requirements for shipping dangerous goods?


comment:
Based on the information provided you didn't note what Greta has already obtained therefore every one can be an option; you can include some of the internal information she did or needs to check since it is a site known to Lilly- checked historical enrollment and enrollment ready cycle times for example


comment:
Need to remove the R-ball from the video in the middle where the guru is.


comment:
For the mid level activities can we use a continue button instead of an x?


comment:
For the blonde lady with the red shirt and glasses, I feel that I didn't see a correct response before she jumped the bridge, but I could be mistaken!


comment:
After it ended, and I got the conclusion screen it went back to the screen where the people start walking down the ladder, and then switched back to the conclusion page


comment:
The hyperlinks still open in the same window.


comment:
After I am done with the course, and hit home, it takes me back to the beginning and after the power of stories video, I go to the congratulations screen. It needs to go back to the customers again. Can they be reset?


comment:
The video of scanning barcodes seems to stop prematurely


comment:
With regards to the staining throughput of 200 slides/hour, we need to state that, based on thorough lab workflow studies, this throughput level is optimized to the typical workflow needs of labs.


comment:
Sorry disregard my comment about throughput and workflow


comment:
I thought this section was supposed to be about safety, not workflow. We need to move commentary about workflow to a different section and focus these comments to safety, either patient or technician safety.


comment:
We should state that many pathologists prefer glass coverslips due to the optical clarity they offer.


comment:
We should state the factors that cause variable quality in dip and dunk: reagent oxidation, reagent carryover, reagent dilution, reagent precipitation


comment:
After you get the feedback wrong and select "try again" the screen kind of flashes. Is there any way to adjust this?


comment:
I left my screen on the 3rd incorrect feedback and the feedback box went away. Check the timing of this box.


comment:
Check the timing on all of the feedback boxes for wrong answers throughout this course. They disappear after a while, so I think the timeline just needs to be adjusted on all.


comment:
Put a space between HE and 600 in the story text.


comment:
Add audio here.  Too much text and I don't think it will get read.


comment:
Responses are at the individual stylist level.  Remove references to "when a salon receives a score..."


comment:
Can the completing a guest survey section be combined with the previous "asking for feedback section as steps 1-3 instead?


comment:
You are able to move on without clicking on the 3 different alert types.  Can you change that?


comment:
This section needs some audio.  Can you read the guest comments?


comment:
Overall, can we condense the "answers" for this activity to touch on the main points?


comment:
This section references to refer to the "Acting on Feedback" module in this series.  I like this idea, but wonder if it will be confusing since it is technically in a separate module.


comment:
Add in audio and on-screen text to let them know they have to complete the other modules.


comment:
Should be a period after Log instead of a comma.


comment:
Update the core map to include the countries we removed from Template. So core should be all countries except the US, Brazil and India.


comment:
Change vacation days to "Vacation/Holiday Time,


comment:
Change last sentence to "Incomplete or inaccurate data also negatively impacts reporting and financial forecasting."


comment:
full-time and part-time should be full time and part time (no hyphens).


comment:
Captivate video: There may be an extra space in the Next he enters caption.


comment:
For the password reset captivate, can we update the video show Amit typing in ZZ123 instead of a real login?


comment:
In the captivate video, Amit enters is listed twice in the caption.


comment:
In the captivate video, the first text capture appears, goes away and then appears again.


comment:
For the captivate, let's say: "Amit clicks the OneSource User Name box and enters his WWID. (Bold User Name and WWID). Also the password part of the video text doesn't match what is on screen. Please review.


comment:
Many captions missing periods. Also, change the text to be "First Name box" (and bold First Name, don't bold the word box).


comment:
use "Network Password" instead of just "Password"


comment:
sorry, let's not capitalize the "t" in Tool.


comment:
The captions for the password box are displaying while he is typing his username box. Adjust the timing


comment:
The captivate video for the responsibilities section isn't correct. We show search instead. Please note that the comments above apply to the search video, which is shown correctly in the next slide.


comment:
Reminder - update the screen they click to start the demo so that it matches what is in the demo


comment:
Indy training - take off Train the Trainer in the graphic.


comment:
Resources tab - make the same change removing the blue important phone number as you did on this last page.


comment:
US: captivate - change the word Application to Applications


comment:
US: the captions where "he selects Password Management from the dropdown menu" moves way too fast. I couldn't read it all the first time I watched it


comment:
US: The Oracle Developer... caption never went away, and therefore the caption for the next screen didn't display.


comment:
US: I think something is weird with this demo. He clicks the PERC US link, then Maintain US Employees, then the demo ends on the screen where he clicks yes or no to change the date.


comment:
US: The caption "He selects the Organization box..." displays one screen too early


comment:
we didn't really get to the point about it adopting a configuration when it gets docked. see the first edit from Yi-Chun.


comment:
click continue - the continue needs to be lowercase


comment:
Let's talk through this - it's way too clunky as is. Could we use the main menu and let learners click each section, like Instruments/User/Patient/Glucose etc? Then, when that popped up, have text on the left that overviews all the fields they can complete and a scrollable image on the right. Matt and I talked about how he can put those together. With the bulleted list, it could be clickable so they get a quick definition of the field.


comment:
get rid of the Example and Another Example text at the top of the screen. The rest of this looks good!


comment:
can we get rid of the lines connecting the user, admin, and IT computer? or space them apart if we keep them, so they don't look so odd


comment:
incorrect feedback - I think the not in the question needs to be removed.


comment:
also, add how many correct responses there are in the incorrect feedback. so "there are three possible reasons in the list provided."


comment:
correct feedback - not specific details they need. shouldn't it be "record specific details with the test results."


comment:
you shouldn't have ignored line 15 of the feedback. see if you can work it in, please.


comment:
correct feedback - can't say certification issues, should say "connection" issues


comment:
we need a screen after this for the new maintenance captivate


comment:
Erika - compare against the captivate that was part of the User Management IT course. I think we need to pull some of the story elements from that captivate into this one. Can you spear head that with Matt?


comment:
I know this isn't final audio but this is really fast and a little hard to understand. If this is the first time they have seen this you might get some push back.


comment:
direct observation: Jill creates this competency IN the cobas IT 100 application and...

I think to should be IN or something else.


comment:
Assessment of test performance
change leads to lead


comment:
This screen refers to "the box above" - but both input boxes are below the text. Please change the word "above" to "below". Also, check out the spacing - I think the boxes need to be closer to the instructions.


comment:
In the last section on this screen (Take notes) - remove the stuff about the end-of-course assessment. There is not one for the course.


comment:
I'd like to customize the Training Note document so it's specific to this course (rather than <insert course here>). I'll update that and send to you (I won't change the doc name so your link still works).


comment:
This screen needs to be customized to the course. Need to swap out the screen grab of the nav, and add a line in the top left box on the screen for the Service Essentials icon (it could say "Click Service Essentials for additional reference information related to this course."


comment:
The title on the lefthand side says "Notebook" instead of "Handbook". This also needs to be changed on the popup window title.


comment:
Seems like we need an "establishing shot" of Thomas at the beginning of the scenario. The image of him making coffee doesn't really fit with the setup.


comment:
On the third "scene" (Thomas sitting with customer) - we need to change the text to make it fit with the scene. Change paragraph to: "After about an hour, Thomas comes out to the waiting area and explains that he has a quote ready to share with you. He shows you a printout."


comment:
I can't remember for sure now, but I think the "Empathy vs. Sympathy" icon popped up when I clicked the third statement, rather than the second statement. It should pop up with the second statement since that explanation talksa bout empathy.


comment:
Empathy vs. Sympathy text: So long, can we break it up into at least two paragraphs?


comment:
In the examples, I don't think we can use Dustin in the shot. He's in the course later with a tractor problem, rather than a van problem. Let's use an image of someone who does not appear elsewhere in the course.


comment:
Managing Customer Perceptions page: Text is cut off for me - looks like one whole line or more is missing, plus the last visible line cut in half (customer to make sure the other person)


comment:
Need to align the text on this screen with what appears in the Service Essentials Handbook. Change first sentence of the third paragraph to read: "During a service interaction, customers expect professional treatment, clear communication, speed, and quality work."


comment:
Nevermind, I'm dumb - it scrolls! Perhaps a scroll bar should be visible in case other people are dumb like me? 

Also this is a HUGE chunk of text with no breaks. Should break it out into a few paragraphs


comment:
On the first audio, we made it not the best choice because the person was talking too fast. Could you have your wife re-record it talking very quickly? (Right now she sounds too perfect!)


comment:
This one is a large chunk of text too, break into multiple paragraphs


comment:
On How Customers Judge page, "treatment, quality, timeliness, and cost" are all lowercase. Here the first letter is capitalized - choose one.


comment:
There's nothing to click to download a PDF. If you keep this as "Click here for..." make the text in red or something, too, so it stands out. Or make the text tell the learner to click a button, and add that btn below the text.


comment:
Should the blue links be the darker blue used for Cummins? Or maybe red?


comment:
Need to make it so the alt_tags don't show (this is on multiple pages).


comment:
Learn the Process has alt tag popups. No images should have these.


comment:
Since we are referring to the service folks by their names in the feedback, we should also put their names over their images. From left to right it is Akemi, Miguel, Thomas, and Kanaan.


comment:
Adjust width of text box with bullets so the dash isn't the first thing on the line on the 3rd bullet (2nd line)


comment:
We reference the Resources tab, but there is no Resources tab. We can remove the Glossary tab since we don't have a glossary and replace with Resources.


comment:
Directions of "Click the number below that indicates how you feel..." should be changed - you aren't clicking a number, but one of the dash/lines in the scale.


comment:
We have some wrong images on this screen. The Service Supervisor should be Kirk; Parts Professional is the guy in the red shirt with the beard; Technician is the guy with the hat & glasses in the blue shirt.


comment:
When the detective is speaking, change "I'm to I am"


comment:
change "first Name Box" to "First Name Box"


comment:
Captivate Video - add periods to all sentences.


comment:
All of the screens with this darker grey background (starting with this screen) overlap with the grey navigation bar. Compare this screen to the previous screen for an example


comment:
Captivate Video - change full time to Full Time Regular, and also change the last tool bar to be one word: toolbar.


comment:
Change Date tracking in the text to be "Date-Tracking"


comment:
Be consistent when capitalizing things - it was called the Last Name box and the first Name Box.


comment:
For this video, 1. the Organization box appears too early. 2. Also make sure you are consistent with the words Drop Down. 3. Capitalize the word Elements, and the 4. last screen disappears too fast so I couldn't read the closing text.


comment:
Change Budgets Option to Budgets option (captivate)


comment:
Remove the hyphens from full-time and part-time in the storyline text.


comment:
Change text to remove contractions. Now "it is" time for you....and "Let us try...."


comment:
Are the previous and next buttons supposed to be here?  Seems out of place.


comment:
In transcript, built in is only hyphenated if it is being used as an adjective modifying a noun.


comment:
It feels like there should be something on the screen while audio is playing.


comment:
audio says preventative and the on screen text says preventive. I'm pretty sure earlier in the course it says preventative. Do a find and replace to make it consistent.


comment:
problem-solving skills should have a hyphen on yellow onscreen text and script.


comment:
This should be consistent with the Get Started screen from earlier. In one there is a audio and a transcript and in this one there is text without audio.


comment:
The under each stage tab yellow box disappears for a while and then comes back.


comment:
ensure cobas IT is bolded in the transcript


comment:
recertification should be re-certification to match other courses both onscreen and in transcript


comment:
The transcript doesn't start when the audio does.


comment:
In this animation cobas IT 1000 application is all bold. In previous animation only cobas IT was bold.


comment:
Transcript, add a comma after now and bold IT in IT 1000.


comment:
In transcript the word document is spelled doument now.


comment:
Is there an extra space between cobas IT in the first sentence?


comment:
Second answer choice, remove the of
should read observations to the Results and Patients screen.


comment:
Where it says click certifications the button actually just says certification


comment:
Yellow text box, add comma: an OTS, and a competency.


comment:
What is the difference between this one and the last captivate? I feel like I did the same things, this one was just shorter.


comment:
next steps change to re-certification to match other courses.


comment:
Change "classroom training" to "hands-on training"


comment:
Submitting meter data subscription - change wording to "Teaches how to upload, view and manage meter data."


comment:
Contraction What's in menu and What's Your Role?


comment:
The web address in the transcript is different from what is in the audio.


comment:
This may be intentional but cobasIT is run together on screen and in transcript when naming the shortcut.


comment:
The print button transcript section runs off the green area of the screen and cuts off.


comment:
The multi-site area transcript section runs off the green area and cuts off.


comment:
do not like the bit about adjusting the pixels ratio - there will be service people that do not know how to do that.  may need to think about a link to instructions


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after adjusting the pixel ratio to 1024X768 I could still not see all 4 x's in the corner


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if this is a global course it could have some English in the video as well.  After all the majority of the people viewing it will speak or recognize English - also if the people in this page are supposed to be customers at least one of them could be smiling


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I like the click on Thomas thing but still think audio would be more impactful


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I would start this scenario with you as the customer being rnadomly paged to the service counter once there they discuss your quote while taking calls and talking to technicains.  
then the next scenario is when Thomas comes to the drivers lounge to discuss the repair with you. 
Also for the text from Thomas - again, audio better - but you need something more general like "your water pump is bad, it will be about $500" The text on the screen is a little unrealist to give a price and nothing else. The students may think "okay no one would do that" but how they do or don't deliever the details is the point


comment:
we may need to talk about the examples of a better way to say things on the clip board.  I think that examples 2 and 3 could be improved and I am not sure how many locationa are using a customer information sheet referrecned in the first example


comment:
add- A customer impressions of your facility, professionalism and capabilities will be largely based on their first impressions of your greeting. This can set the tone for the entire service event. Not doing this well can take a long time and much extra work to recover from.
Also consider changing "A friendly greeting" to "A professional greeting"


