# Feedback

comment:
same thing here - picture on the right already had a green check mark next to it with the text under the picture - I was not able to choose which picture was the correct answer


comment:
the notepad covers the directions on the right-hand side of the screen


comment:
this is the same on one of the previous screens - the heading looks like it is positioned a little too high on the document, and it isn't underlined (it is underlined in the English version)


comment:
the heading on this page looks like it is positioned a little high - also, it is not underlined (it is underlined in the English version)


comment:
the text in the article on this page does not fit within the confines of the paper on the page - a screen a few slides earlier with the same look and feel had a scrolling function, but this one does not, and the text runs over


comment:
this layout is a bit different than in English - in English, the text is on the left-hand side of the screen, and the notepad is on the right. Here, the notepad is below the text. Also, the bottom of the notepad covers the blue directions on the bottom right-hand side of the screen.


comment:
Here, it looks like the number 3 and the text next to it are overlapping the email just a bit - it looks fine, though


comment:
the same situations are happening here as other spots in the course with this format:
1) when the correct and incorrect feedback boxes pop up, they are almost overlapping Kyle's body - there is not much space there at all
2) when the correct and incorrect feedback boxes pop up, the end punctuation is outside of the quotation marks - is that a big deal?


comment:
What is the image on his shirt?  I think the NPS closed loop, but hard to tell and wondering if there is a clearer image to use.


comment:
NPS Score 5:  Need to add 'to' to '...and will have to work rebuild the relationship'. 

I think the impact of talking to a customer that way - 'no reason to take it out on me' may be more irritating for a lower NPS score than the parallel scenario where the customer feels ignored with a score of 3.  Maybe the scores should be swapped?


comment:
First scenario - path 'Document the call in Allegiance...' I think should end with let the customer know about the outcomes from the workshop - the improvement initiatives.  We want to reinforce closing the loop by communicating back results from the workshop.  As written it kind of sounds like they are just telling the customer about the plan to put the feedback into the workshop.


comment:
top middle pic, incorrect feedback: 2 spaces before "Click Continue..."


comment:
top right pic, incorrect feedback: 2 spaces before "Click Continue..." check all other feedback places for 2 spaces here, too, and I won't keep entering these as additional edits! :)


comment:
bottom right pic, incorrect feedback: 2 spaces after "Sorry, ..."


comment:
Make sure each course outline graphic is updated with new Module 1 title, Navigating the Closed Loop


comment:
Audio went very low compared to the rest of the presentation. Inconsistent volume levels.


comment:
The line "On the Middleware Primary server, you can also check the hard drive usage..." is chopped, so "Primary" sounds like "primer".


comment:
The controls on this demo are different to the others and overlap the screen, rather than appearing below.


comment:
The demo control issue is more widespread.

Also, I thought we were going to add playbars in the non-demo screens.


comment:
Can we pull this screen up during the review and have the team specifically verify the purge days/where the purge happens?  I want to say it's technically purged Monday here, but since the purge happens in the morning, it's gone for practical purposes.


comment:
Clear hold for verification button confusing.


comment:
The COBAS X, COBAS Z, and LIFE NEEDS ANSWERS trademarks aren't needed in any of these modules.


comment:
Is it possible to tweak the wheels and bucket in this image to make them sufficiently huge?  (Leave the cab small.)  This current graphic looks smaller than the semi.


comment:
Cannot see indicator - control bar is over area of screen


comment:
Can we - across multiple modules - have an extension for the "demo" pieces like we have here?  It helps clarify which is the setup screen versus the other part.  That said, can we name them all "Simulator", since that's our reIMAGINEd term for them?


comment:
Incorrect display on areas clicked.  Ones displayed for clicking Rules and Specimen Management lines are two parts of the same display that should show up under Rules


comment:
Options are incorrect - Should be 2nd, 4th, and 5th options.  Currently accepts 2nd, 3rd, and 5th


comment:
Can you get past this if you don't get the right answer? Is there a clue or help?


comment:
Move the What's Next for Participants" to same location of cobas 6000 (above the "What do you do next" table).


comment:
Change the bullets under the third bullet point to 
-Calibrations are monitored from this screen
-The status of the calibration is displayed using the following letters:
   -P:Processing
   -S:Successful
   -F:Failed


comment:
Signs of Successful Calibration table:
Need a bullet for "Evaluation Result Message on report with:"
Also change first bullet under Evaluation Result to "L.-Calib. was generated! OR"
Change second bullet under "Evaluation Result Message" to "L.-Calib. could not be generated. Released by the system as an R. Pack calibration."


comment:
Remove the activity referring to the user assistance application.


comment:
Again, I couldn't get the Provide Feedback button to work on previous screen where Bill decides how to communicate. I chose web-conference but was told that was incorrect. But the feedback said a web-conference or live meeting was right. Also, I'd add "Face to face" to team meeting.


comment:
It wasn't obvious from the first time I saw this screen that it was a landing page. You either need audio here to click the 2nd question Bill is thinking, or directions to that affect.


comment:
Third bullet - "Invite your team to the question" sounds odd to me.


comment:
okay I think the directions on screen must have come up after the rest of the screen. I see them now!


comment:
Tip #7 - I think this tip is maybe supposed to read "Don't WAIT for something to happen; make it happen."


comment:
Do we need a Note to MISO for this vision activity? What is X, Y, Z and A?


comment:
This screen seems out of place to me, at first it sounded like you were just telling the MISO review team why the activity is in the course. Is this screen needed?


comment:
I suggest replacing the screen before with audio on this screen that very quickly sets up the activity.


comment:
When the manilla folder opens and the first section of text comes up, it skips to the next section too quickly - I didn't have time to read it all.


comment:
The buttons to see how change impacts the individuals, teams and organization didn't work.


comment:
Not a fan of the "happy Amy" images. She seems like she's too happy or something. Like she's on the phone with friends hearing gossip. :)


comment:
I like the idea behind this activity but I'm not sure how its going to work - will each combination have a different outcome? I don't understand the "Schedules a team meeting..." point under the Employees column.


comment:
I don't really understand this activity. What is change point?


comment:
Li's thought bubble comments seem overly negative. Would that be realistic?


comment:
This is a little confusing. I know what you're trying to do but it's hard to visualize each piece of the story/cell. Also, when I click Replay and come back, should my previous choices go away?


comment:
Is it wrong to say they learned the "magic formula" for managing change? Seems odd. Also the cornerstones of customer service, etc. look like buttons to me. I thought we were supposed to click them


comment:
This is related to the last screen in course (there was no provide feedback tool)--Remove quotation marks in front of email address. Also Change Resources Tab to Resources link. The menu on left says the last screen is called "Untitled Slide". Also IS that the last screen? There is a Next button but I couldn't get it to work.


comment:
Resources link is empty. Should there be something there? Perhaps put a Note to MISO there asking?


comment:
Second bullet - workforce planning should be lower case.


comment:
Definition of neutral.  Given our emphasis on the difference between change and transition, I think "changing" is the better word here.


comment:
I see Li in more of the neutral phase - she is ambivalent and skeptical that the change will even last.


comment:
Second bullet:  "changing up" to "rearranging" or something like that.


comment:
This audio speaks of Li's ambivalence; this goes to the exercise about what phase each is in.  She should be in neutral rather than new beginnings.


comment:
Do not like the phrase "access to power".  Something like "added responsibility" or "advancement opportunities" would be better.


comment:
I would remove the vertical line/triangle piece of the graphic.


comment:
A back option to scroll through the tips again would be nice.  I actually accidently skipped a tip by double clicking and couldn't go back to read it.


comment:
This exercise is a bit too challenging.  Perhaps leading people through to the correct answers will help.  For instance, highlighting the incorrect rows or entries.


comment:
The definition of a manager "I am a..." flashed away too quickly.  Not enough time to read/absorb.


comment:
First bullet "over" should be "our" or better, "the".


comment:
Fifth bullet - I would add "if necessary".


comment:
All of these examples seem specific to the workforce change, yet the lead ins are general.  We may need to talk this through on Friday.


comment:
This story line doesn't tie to the manager pictured as the others do.


comment:
Bill has to create a "departmental resource plan"


comment:
Question: Would it be code? Or maybe data entry?


comment:
Hire at the organization versus MISO. Let's have her here for one year


comment:
Considered the expert in creating tracking systems and plans


comment:
remove the MISO - should we do organization?


comment:
Bill's options - should we consider saying, "Charu...let's schedule a time to discuss this efort" I am torn with asking, "do you want to talk about it?"


comment:
Question: "Do we want to also add a tidbit, "Pull levers...so to speak..."


comment:
Perhaps we should say, "Competencies and Expectations" versus framework

performance management versus talent management

and, let's consider the removal of "MISO"


comment:
The use of capital letters in french is not as frequent as in english ("Avant de Commencer le Cours, Vérifiez ce qui Suit" : only the first "A" is correct. Other capitals should be lower case). Same thing for "Découvrez De quelle manière naviguer au sein du cours ". "De" should read "de".


comment:
The red header mixes english and french (Home/ help and imprimer...)


comment:
Red header contains mixed english and french.


comment:
"Malpoli" is not french. "Impoli" is the correct word.


comment:
Functions/ titles are not the ones commobly used in french. The lady should be a "correspondant client" and the guy should be a "chef d'atelier" etc.


comment:
"Bon de travail" is not used. "Bon de réparation" is better.


comment:
There's a box "Essentiels du service" that overlaps wit the text.


comment:
In the dialog box (when the guys mentions the price), there's an error. "ce prix inclue" instead of "ce prix inclut".


comment:
Same thing. There's a box that overlaps with the text on the right.


comment:
"La ceinture" should probably be "la courroie".


comment:
The letter in the mail never shows the note mentioned in the script: "Congratulations! You have inherited a rice farm..."


comment:
Insert Calibration Alarm activity from table.


comment:
In the "Complete the following training with your group." area, add that they will also need the Calibration and Calibration Installation Quick Reference Cards.


comment:
In the "Explain about installing calibrators" section second bullet - why does is say OK, leave as is? I am wondering if this came from Julie's edits and she wanted the original info to stay as it was for this bullet?


comment:
Q1 - change download to access. Change the answer to "You can access package inserts from the cobas e-library on the analyzer. The inserts can also be accessed from USDiagnostics.Roche.com (US only)."


comment:
In the What's Next for Participants?" section: change the second bullet point to "Practice manually ordering and canceling calibrations using the Calibration Quick Reference Card or Operator Notebook."


comment:
Objectives - second bullet. Change to "Manually Order QC at the Control Unit."


comment:
Remove second period after "Tell participants to take notes..."


comment:
remove the bullet "Add an additional bullet after the color description..." I believe this was an instruction from Julie and not a bullet that needed to be added.


comment:
Add the Finding QC in Data Manager activity (from the table) after "Demonstrate how to evaluate Standby bottle QC in both the QC Routine and QC Standby bottles component and explain:"


comment:
In the note, delete the second and third sentence. Only keep the first.


comment:
Flip the order of the Objectives. Have "Initiate a Run of Patient Samples" first and then "Program Patient Test Selections Manually" This will then match the order they are discussed in the content section.


comment:
Change second bullet in the "Demonstrate how to initiate a run of patient samples and explain:" section to "How to navigate through the Start screen and discuss the buttons that are important to your lab."


comment:
Change "What fields are required to create a patient order:" to What fields are required to create a patient order (refer to Operator Notebook for steps):"


comment:
Remove second and third sentence in the Note.


comment:
the person in the middle was there, and then disappeared.


comment:
The directions need to be updated to include the text about the scroll bar.


comment:
Update your Resources links to match what is here.


comment:
You can remove this note. Sorry! We are keeping these as they always have been! No change!


comment:
Is the text in the transcript popup a proposed transcript for this screen? Or something leftover from another course? Suggest just deleting and putting "Transcript goes here" or whatever if it is not what we are suggesting appear on this screen.


comment:
the screen shot is not translated on this page


comment:
in the first column, "Lotus Notes" is not translated


comment:
the feedback boxes are pretty far to the left (almost running into Kyle's arm) - does this matter?


comment:
"Lotus Notes" as answer choice 4 is not translated


comment:
just like the other scenarios - the feedback boxes are positioned pretty far to the left and almost run into Kyle's arm


comment:
when clicking on the pictures on this page, the text is off. for every picture, it appears as though some of the picture covers some of the bulleted text underneath


comment:
in the English version, there is a bulleted list instead of a numbered list to the right of the first picture


comment:
the directions are in the far bottom right-hand corner - in the English version, they are right underneath the other black text on the screen


comment:
the red checkmark picture is missing on this page in the Chinese version


comment:
in the multiple choice questions in which there are bubbles to the left of A, B, C, etc., they look a tiny bit higher than they should be - they don't look like they are immediately to the left of the letters


comment:
Certificate of Achievement and the date are written in English on the print certificate


comment:
Bill's perspective: Should it say "tracking system and plan" here, too?


comment:
Should it be "tracking system and plan" on every employee's screen?  Not sure--that's kind of how I took it during the meeting.


comment:
Audio still refers to "MISO" instead of "the organization".  I don't necessarily think you should rerecord, but it may be worth pointing out when you release the Beta that the script has been updated, not the temporary audio.


comment:
The "notes" tab has content from the original interaction template in it.  Should probably delete that.


comment:
When I come back to this screen using the "prev" button (from the Bill's Team screen), the audio doesn't play. Is that intentional?


comment:
The blue directional text has a drop shadow on it that doesn't seem to be on the other directions on previous screens.  Need to remove it to be consistent (plus, it makes the text harder to read).


comment:
Once you click on one of the team members, you can never get back to the main layer view of the screen again. I think that if you come back to this screen from some other screen, it shoudl reset to the main layer.


comment:
Change pop-up: the last paragraph is a little close to the bottom. This is totally picky, but if you have time, you might want to bump up the text box a little so the text isn't to close to the edge of the pop up box.


comment:
When you come back to this screen, the last option clicked still shows. Should probably be reset to the "main layer" view (no pop-ups showing) if someone returns to it from another screen.


comment:
The Prev button takes you back to "Evaluating the Team (Matching)" instead of to "Managing the Ending"


comment:
There is no PF button when you click "See it in Action" on this screen--have to come back to the main screen to provide feedback on the Ahmed scenario.


comment:
Nice to have edit: On the second screen of the Ahmed interaction--where it's three panels showing him talking to different people--I think Ahmed always looks slightly too large or something compared to the other people. I think it would look better if you either scaled Ahmed down or scaled the other characters up to make them look more proportional to Ahmed.


comment:
In the scenario, it seems like the tabs should have a "selected" state so you can keep track of which one you're on. They kind of expand when you hover, but if you move your mouse off they all look the same.


comment:
If you select any options on the "What should bill share" activity, leave, and then come back...your previous selections are still showing. Should reset.


comment:
Also, can't change your answers when you return to this screen.  Whatever you answered the first time can't be changed.


comment:
When you do click submit and the feedback comes up, there is a horizontal white line that appears in the text area to the right of the feedback.


comment:
There's a white line appearing to the left of the feedback box--need to delete.


comment:
Need to clear out the "notes" section--audio script from a previous screen is still in there.


comment:
Bill's vision screens: I think that the blue arrows for navigation should be more centered under the thought bubble...maybe even put them inside the thought bubble on each screen?


comment:
Nice-to-have/my opinion, only: I think the text above the images of Bill should stretch across the entire width of the images under it. I feel like it looks off-balance when the text above is "shorter".


comment:
The title on the audio script is "Change Basics_nav"--looks like it's pulling an audio file title. Need to update it so it matches the screen title.


comment:
Need to reset this screen so no pop ups are open when you revisit.


comment:
Love the updated note cards!  Very nice.


comment:
Should probably reset so the first "TIPS" notecard shows when the screen is revisited.


comment:
I think there's an extra space between "change" and "or" in the first sentence in the text box on the bottom of the screen


comment:
need to clear the content out of the Notes section--it's the direction text from the original Storyline template


comment:
Need to have the options reset to starting option when learners revisit.


comment:
Totally picky, but Li should be moved down a couple pixels to cover up the white bg at the bottom of the screen.


comment:
Again, totally picky, but since the audio says "down to the individuals..." it seems like it would make more sense to have the MISO logo as the top click and the Charu image as the bottom one. Please don't kill me for suggesting it :-/, and feel free to ignore!


comment:
Not sure, but I think that the words on the notebook paper describing the manager's role were supposed to be blurred out so "steward of change" was even more prominent?  Is that coming later when we get the background graphic from the MISO job description doc?


comment:
Ghandi quote needs quotation marks around it.


comment:
Resources tab: Delete e-learning standards


comment:
Re-word the "CEO video" to read: "CSE Interview Video with Tom Linebarger"


comment:
1:13 in video: Every Time should be two words.


comment:
0:13 in video: edit text, "Aggressive financial and growth targets over the next several years."


comment:
Per spdsht item 18, need parallel structure of bullets beginning 1:15: Adopt a growth mindset; Shift from multi-national to global; Demonstrate supply chain excellence; Develop leaders


comment:
Cummins logo looks low-res/shaggy to me.


comment:
Directions after exercise is complete: "Roll over the Numbers to see the source of the information. <hard return>
Click the Next Arrow above to think about how your behaviors support customer success.


comment:
Last stat rollover needs first quotation mark.


comment:
If bullets are made to match size of rating (smaller?) can we fit in the words "Opportunities for improvement are highlighted for you." at the top?


comment:
"Safe" header in first grid is a larger font size than subsequent grids.


comment:
Internal Mexico example: edit "Six Sigma Black Belt" and move down right above "cummins filtration."


comment:
In US internal example, Delete first sentence (Those guys in accounting...). Edit remaining paragraph: "I know you have some outstanding invoices that have not been paid. Send accounting a copy of anything you are still waiting on, and tell them if they expect us to send things in on time, they better start pulling their weight." 
First thought bubble should read: "He does not expect me to write that... does he?"


comment:
Edit first sentence: "Over time, you become comfortable in your own environment, and may overlook items that send the wrong message to customers and co-workers." <Hard return>
"What items do you find distracting in this co-worker's work area?"


comment:
Add directional text: "Click the Down Arrow below to see how each Cummins co-worker impacts this customer's experience in a positive way."
For negative impact example, change directional text to "negative way." Then, remove the "Positive/Negative Impact" headings.


comment:
Can we move the ideas icon between para 2 and 3?


comment:
free text field is limited to 40 characters--not enough.


comment:
Free text field should also appear on printout.


comment:
0:05 in video: capitalize Vision and Standard


comment:
This page should transition automatically to next page.


comment:
Will want to hide Next button until user clicks "continue" so not to confuse navigation.


comment:
Para 1, sentence 2: capitalize Vision and Standards


comment:
I think this course map should come between "What does customer see" and "Who are your customers" screens


comment:
If quiz is now the next page, then quiz icon at bottom is now pointless(?) Please delete icon, and edit directions to read "Click the Next Arrow to learn more about what makes customers loyal."


comment:
When you click the transcript button, Edwin and the intro text disappear


comment:
disregard my question about the transcript.


comment:
the yellow note box doesn't disappear til a little while into the animation


comment:
CIDI text in gray box with guy/computer looks like a different font


comment:
Do we refer to these as markers in other courses? I feel like we should be more specific, like "orange circles" or "orange markers" maybe?


comment:
Search results popup - add a comma after PDF


comment:
Versioning popup - 2 spaces before last sentence


comment:
Change the word "readability" to "reliability"


comment:
In the STUC text box, in the second to last sentence, change the word "Evened" to "Even".


comment:
Is there a way that we could have the STUC text box either blank or have it show up when the learner first clicks on STUC on the timeline? That way there are less initial words on the page, causing the learner to initially focus on the intro text. Thanks!


comment:
In the intro text, could we bold "resource-specific" and "global resources"? Also, change ":Fixes" to ":fixes".


comment:
Edit directions sentence 2: "It will not stick if it is not correct, so keep trying until you match them all."


comment:
Edit para 3: "The four Standard behaviors are the heart of supporting customer success. Can you define each Standard?"


comment:
Negative impact second-to-last screen (customer): replace "their" with "his"


comment:
Edit para 3: "Use this as a tool to guide discussion with your supervisor about how to incorporate CSE actions into your existing workplan items. Be sure to print a copy to help prepare for your discussion and act as a reminder of your personal commitment."


comment:
Add page title, "Course Map." Move map to far left; on right side of screen, include text:

Welcome to Customer Success: Everyones Job! This course is organized into 3 sections:<3 bullets>
"	Introduction to  Customer Support Excellence at Cummins, 
"	The Vision and Standards of Customer Support Excellence and how to apply those Standards, and
"	 Customer Success and You: putting Customer Support Excellence into action.

Lets get started!

<directions> Click the Next Arrow for an Introduction to Customer Support Excellence at Cummins.


comment:
Add page title, "Course Map"
Move map to right; add text on left side:
"Now that you know what Customer Support Excellence is and what it means to Cummins, lets dive a little deeper to discover the Vision and Standards and what those mean in your job."

<directions> Click the Next Arrow to see an example of Customer Success in action.


comment:
Edit direction text: "Click the Next Arrow to explore the Customer Support Excellence Vision and Standards."


comment:
Add page title "Course Map"
Move map left, and add text at right: 
"As you can see, there are many ways that you can support Customer Success. Lets explore the next steps for putting those ideas into action."

<directions> Click the Next Arrow to explore how you can support Customer Success. Every Time.


comment:
For the three "nonverbal" examples: need to make sure that these look the same--when submit is clicked, answers box should disappear, and correct answers should be in place.


comment:
Three nonverbal examples: after submit is clicked, both the user answers and the correct answers are displayed, one on top of the other.


comment:
Three nonverbal examples: Please make sure each page has the answers in two columns and that the three correct answers are intermixed.


comment:
Can we hide the "Next" button until after the learning objectives display.  When the quote first comes up, some may read faster than others and think they have to hit next for it to progress, thereby missing the Learning Objectives completely.


comment:
Remove word "the" since not all had them before.  It should just read "You may be familiar with previous standards of Customer Support Excellence."


comment:
on third bullet point, add "Success Obstacle System (SOS" just after NPS.  We've recently began communicating that as a common  tool.


comment:
When I first get to this page, it says "Five minutes later" with no introduction?  That threw me off a little.  Is there suppose to be something before??


comment:
We should have Jason offer to get the customer scheduled in for service by a qualified Cummins repair technician (upsell). We preach this to our distributors all the time, and if we don't at least elude to it, it could be a big miss?? (reference "Ellifritz")


comment:
We still need to replace the two images with the guys shirts untucked.


comment:
It is taking my computer quite a while to load this page.  I'm not sure if others are experiencing the same thing, but can someone check and if they are, can we do anything about helping it load quicker?


comment:
The feedback is incorrect.  We need to actually let learners know just simply that "While the Standards usually work toether, and even overlap.  Ocassionally you may need to make a decision that requires prioritizing one over another, but this should never be done at the compromise of Safety which should always come first!"


comment:
The fourth one, about "not walking and texting" is a little confusing on how you would rate yourself from Always to Never as it's currently stated.  Can we rephrase this to make it easier to think about , so maybe "I make sure I pay attention when walking instead of texting and walking through ......"


comment:
can be add a wuick blurb at the top to say "Opportunities for improvement are highlighted for you. Use this list as a starting point in identifying specific actions you can take to demonstrate our CSE Standard behaviors"


comment:
We need to hide the Next button until they have pushed at least one pushpin.


comment:
We used Darby's picture as North America pushpin on the into slide and here we are saying Czech Republic?  Should we either switch up the pushpin on intro slide, or change out picture.


comment:
I know this sounds nit picky, but we need to decrease the size of the Cummins logo on this ladies shirt.  It is way too obvious and throws it off.


comment:
Replace Responsive photo with smiling lady from earlier :-)


comment:
on this second scenario we need to again hide the "next" button until after we see the re-write.


comment:
We need to hide the Next button until they click at least one example.


comment:
Quality Engineer cartoon character needs a more passive facial expression on the "bad" example.


comment:
The course map image is taking quite a long time to load.  Can someone else please check, and if they too have the same problem (approx. 5 sec.) then maybe can we do something to help it load faster?


comment:
Technical- United States, need to replace image with guy having shirt tucked in.


comment:
Supply Chain - England, we are using Darby again here, (which is fine), but we have given him yet another country he is associated with- England.  We need to either change his location, or change the picture.


comment:
Finance South Africa- We need to replace this image with a guy having his shirt tucked in.


comment:
We re-use Jorge's picture here again (which is fine), but we are now associating him with India.  We need either a different picture, or change the location.


comment:
Is it possible on the slide in the video that gives the four standards to use the same icons as you have at the end of the course instead of plain bullet points?


comment:
The Cummins logo here is not brand compliant.  It should never be red C on a white background.  Would be better to use Black than red.


comment:
We need to hide the next button until these are matched correctly.  This is really where we are introducing and defining them.  This is a key slide in the overall training and we need to ensure they spend time reading or thinking it through.


comment:
We should hide the next button until at least one pushpin has been opened.


comment:
1) Font in video is under the Cummins logo for word "excellence" in this section"
How Does Customer Support Excellence Support Cummins Goals?
2)Video: How Does Customer Support Excellence Support Cummins Goals - should it be Cummins' goals? possessive?
3) Font in video (written font?) is poor quality with missing portions of the letters


comment:
Cummins ability to work through issues - should it be Cummins' ability - possessive?


comment:
This line: either fosters customer loyalty to Cummins or causes a customer to defect to a competitor - I think this is too either or - and not true. Should be: it could either foster customer loyalty to Cummins or could cause a customer to defect to a competitor.


comment:
The list of drivers or factors has most words beginning in caps except: Repair quality


comment:
While it is nice to reference sources for this section, it doesn't add value - will everybody know what TARP is?


comment:
Suggest instead of "the heart of", "core to"
heart could translate oddly


comment:
It isn't clear that you have to go back to look at the other pushpins - I think Jenni captured that in her comment - it is not easily understood how this section works.


comment:
this section is not clear how to go back to the previous images of the people - if you click on one you don't automatically go back to the other 2


comment:
Customers don't just order through ECI or account manager. They can order in many other ways - why not just say something generic like customer orders a Cummins product?


comment:
HR, Australia - she was an engineer earlier!


comment:
We say there are exisiting tools at the bottom - but we don't say where to find them - it's not obvious where to look.


comment:
The section on Clinical Validity starts with a paragraph on Analytical Validity. I think we should either change the title to Analytical & Clinical Validity or separate them out. Since most of the content is on clinical validity, we might want to add some content to analytical validity topic. For example, we should describe each term clearly:
Analytical validity of a genetic test defines its ability to measure accurately and reliably the genotype of interest. Clinical validity of a genetic test defines its ability to detect or predict the presence or absence of the phenotype, clinical disease or predisposition to disease.

Analytical performance
How reliably and correctly test measures analyte
Clinical performance
How reliably test measures clinical condition


comment:
The following bullet in the Companion Dx section needs correction from " "Recognition that test performance cannot be determined if only marker and samples are available (such a case results in selection - but not predictive  claim)" to ""Recognition that test's predictive performance cannot be determined if only marker positive samples are available (such a case results in selection - but not predictive  claim)"


comment:
Unload a Rack section:
change from "Explain why participants would want to unload a rack:" to "Discuss examples of when a rack might need to be unloaded:"


comment:
Replace activity with Navigating in Data Review activity from the activity table.


comment:
Delete the two activities currently in the app and replace with Navigating in Data Review activity from table. This activity should be at the end of the content.


comment:
Remove the first two bullets in "What's Next..." section because they will be accomplished in the activity.


comment:
Add additional bullets under "Review Patient Results" that says "Show where result alarms are displayed." Demonstrate how to find patient alarms using Online Help."


comment:
In note, delete the second and third sentence.


comment:
I was referring to the first note when deleting the second and third sentences.


comment:
Change the second Note to:"A lab may have different reasons it validates results, depending on the Data Manager features it uses. These include if the result has a data alarm, if the QC for the test fails, or if the result is outside a defined validation range. Even though these features require additional setup and are not commonly used, make sure you know what features the lab is using, and teach those features."


comment:
In the first note, delete the second and third sentences.


comment:
Change text of Learning path icons to say
1. Pre-Work for Maintenance and Operations Training
2. Maintenance and Operations Training
3. Perform Maintenance calls with a mentor and complete pre-work for Install and Repair Training
4. This one is good to go!
5. This one is good to go!


comment:
remove reagents from title "pooling consumables and reagents" because no reagents are used in pooling


comment:
question 1: also need to load primary tubes before starting run


comment:
under demonstrated primary pool of 1 with library plate, this statement is incorrect "150 ¼L aliquot aspirated from primary tube is dispensed into a different well on the library plate. 1sample: 2 wells."

It should read '150 ¼L aliquot aspirated from primary tube is dispensed into the same well on the library plate. 1sample: 1 well.


comment:
The 3rd bullet point in explain flexible loading needs clarification.

If the number of samples for the last pool is not equal to the configured pool size, the system will create as many full pools as possible. The remaining donors are pooled into what is called a flex pool. To create the flex pool the system either automatically pipettes an additional aliquot from one or more samples, or increases the volume so the final pool size in the secondary tube contains the volume needed for testing (1 mL).


comment:
Just above what's next for participants add a note stating that flexible loading and error handling can both happen in the same pooling run.


comment:
At :37.  Change Ravi to "Ravi pays monthly support for his two children to his ex-wife, Nitta."


comment:
Please change "local" to "resource-specific" for all instances on this page.


comment:
In the Outages text box, spell out "Outage Management System (OMS)..."


comment:
In the Topology text box, spell out "Energy Management System (EMS)..."


comment:
The following paragraph should be removed. tHE ide EXEMPTION comment is not relevant here. and the special control topic is not relevant to IDE exemption. It is not correct:

"Most IVDs are exempt from investigations through Special Controls. They are exempt if the test does not introduce energy into a subject, the test results are not returned to the patient or physician, no invasive measures are needed to get a sample, or if samples have been obtained from another procedure."

Special controls should be explained as follows instead of the above paragraph:

Special Controls include: 

- Special labeling requirements, 
- Mandatory performance standards, 
- both International and United States Postmarket surveillance 
- FDA medical device specific guidance 

The new device should be low to moderate risk and likely to meet the statutory standards for classification into class I or class II under section 513(a)(1) of the FD&C Act, e.g., general and/or special controls would provide reasonable assurance of the safety and effectiveness of the device.


comment:
define what LoC means! Explain the following:

The documentation that is recommended to be included in a premarket submission generally depends on the devices Level of Concern (LoC). Level of Concern refers to an estimate of the severity of injury that a device could permit or inflict, either directly or indirectly, on a patient or operator as a result of device failures, design flaws, or simply by virtue of employing the device for its intended use.FDA recommends that you describe the role of the software in causing, controlling, and/or mitigating hazards that could result in injury to the patient or the operator, because this is also a factor in determining the appropriate Level of Concern for your device.


comment:
Please order the standards as:  Safe, Caring, Dependable, Responsive


comment:
Capitalize V & S in vision and standards in second person pop-up to be consistent with capitalization of other sentences.


comment:
In the introduction text beside video - make "Cummins has set agressive targets for 2015" without a year like in the video.


comment:
The addition of the quote of Tom saying we now have a common vision and standards felt out of place.  The order goes from the first introduction of CSE with the growth accelerators and then into that quote and then onto what does it look like.  Would that quote work better right before the standards?

Remove 's' in "Net Promoter Scores" title in video image


comment:
Detractor comment:  change 'an' to 'and' after tedious.  I think we need to remove 'JCB' and make generic or note customer name removed.


comment:
Can we add a statement with the question to set up the example?  Something like "How does your work ... enable customer success?  Here is an example of hiring in a new employee"


comment:
Update side text "The four behavior Standards are.." putting behavior before standards.


comment:
For Al's I don't feel comfortable saying he is "lazy" based on the picture given.  Is there another adjective to use for the picture or remove it?


comment:
Similar concerns with the other two pictures. Dustin's - impatient, Scarlett - fogetful and angry

Also if I press back after going through Al's (first) scenario, it takes me to the submittal page for Scarlett (third) scenario.  Shouldn't it take me back to all three to pick another one to go through?


comment:
Update Customer...Mapping to Customer Experience Process Mapping - add Process


comment:
Please update the standard diplay order to Safe, Caring, Dependable, Responsive


comment:
Replace Promoters text - second sentence to:  They are advocates for Cummins who generate positive word-of-mouth and are more likely to re-purchase.


comment:
Modify feedback to reflect correct/incorrect: "Exactly! You know what your responsibilities are..." OR "Not quite, but you know what..."


comment:
Title of course should be "What You Will Learn"


comment:
Replace italics with quotations to improve readability


comment:
move call-out box over right side of To/Cc/Bcc lines.


comment:
Bullet formatting in popups is inconsistent.


comment:
bullet point formatting in rollovers is inconsistent.


comment:
Recognition rollover should be "Recognizing Success"


comment:
2nd bullet in each column, substitute "success" for "service"


comment:
For some reason, Nicole Hackman often comes up as the second example, even though I do not select her.


comment:
Check formatting of bullets in the popups


comment:
Label each boulder with the corresponding obstacle (i.e. Lack of Personnel)


comment:
Customer success logo should appear once all boulders are cleared.


comment:
Add new direction once all boulders are cleared: "Click Next to review leader expectations."


comment:
This video turned out beautifully! Love it.


comment:
Disregard previous edit about the PAGE title


comment:
Add text to page: "Customer Support Excellence is not new at Cummins.  Throughout this course, you will see many examples of customer success to apply in your role."


comment:
Add direction: "Click each leader to see how they are already putting Customer Support Excellence into practice."


comment:
Change page layout: 4 "leader" headshots along the bottom of page. When clicked, thought bubble pops up with corresponding text/existing photo.


comment:
Martin Royer, 2nd comic frame: Delete "Martin jokes," along with quotation marks in the statement.


comment:
Nicole Hackman: delete <surprised>/<smiling> in her two responses--these were meant to guide image selection.


comment:
Oksana Gogol: typo in part 2, box 2: "could"


comment:
Oksana Gogol: Delete <Nervous>/<Scowling> from Oksana's responses


comment:
Hakeem Olawie: delete <puzzled> from hakeem's response.


comment:
Jian Zhou, 1st comic frame: delete quotation marks


comment:
Jian Zhou: Delete <frowning> from both of Jian's responses.


comment:
Dhaval Singh: Delete <frowning> from Dhaval's response.


comment:
Armand Bellard: Part 2, response 2 is not clickable


comment:
Armand Bellard: typo in feedback #3, "Armand"


comment:
Nicole Hackman: Part 2, 2nd option should be "I am glad to hear that..." (currently repeat of option 1)


comment:
We need to offer a better wrong answer. The wrong answer would be considered appealing to many users.  Can Aaron right a faulty answer?


comment:
384 total samples can be processed so if the tube is one, it would be 383 (or 384 total.)


comment:
Video is too fast, can not read the inscription on the bottom of the screen on this video. Can we slow it down?


comment:
Lets keep the mention of the conveyance system. Even though we do not have it available now, readers will realize that the system has been designed for it and it is on the horizon.


comment:
Can we comment on no-Batching and no-pre-sorting as well.  Vials do not need to be pre-sorted on size of vial, type of test, or primary or secondary tubes. Aaron - can you fashion a statement for this?


comment:
I belive that this is the same as the previous 8800 description.


comment:
I do not think this is the correct video clip. Can we confirm?


comment:
The verbiage in the prior clip is not correct.


comment:
Is it the goal to show what is unique about the 8800 or to have this static slide highlighting the differences of 8800?  If that is the goal, I think this is ok, however, would be better if we targeted this to each system module.


comment:
"Experienced the PCR reaction in the Processing Module is not correct. Processing module separates and isolates the nucleic acid.  Can Aaron write the phrase or Isabel


comment:
Sophia Chao comment: Please replace competitor by driver (we should not consider S201 and CAP/CTM competitors).

Please change the panther driver with cobas s201.


comment:
CAP/CTM answer: please add: No, but we can do interleaved batches!


comment:
Goals: Creation of Custom goals to optimize customer lifetime value  What good are meticulously planned campaigns if they dont produce results? Thats why youll have the power to measure your campaigns against the goals that are meaningful to your businessbeyond clicks and conversions. You can track and test every campaign element in real time, and even measure the ROI of a campaign such as [enter renewal campaign scenario]


comment:
In the "What's next for participants section" delete the second bullet point.


comment:
Add Performing Monthly Maintenance activity.


comment:
In the "What's Next for Participants" section, delete the second bullet point.


comment:
Add Performing 2 Month and Quarterly Maintenance activity.


comment:
Delete the first 2 delete bullet points. These will be included in the added activity.


comment:
Should be cobas® link the first time it is displayed on a page.


comment:
Should be cobas® e-library the first time it is displayed on a page.


comment:
Change the objective to "Use USDiagnostics.Roche.com (US only), cobas link, and cobas e-Library to find Roche documentation"


comment:
Under the Topology text box, combine the first two sentences to read "If you suspect that there is congestion impacting your ability to have your resource picked up, you need to check your system configuration to identify errors."


comment:
In the Base schedules text box, change the first sentence to read "When you have identified that you have a resource-specific error, you must first determine whether or not the demand vs. available resources is balanced."

For the second sentence, change it to read "Make sure that your base schedule is valid."


comment:
In the Outages text box, change the first sentence to read "You suspect that your bid is not being used in the market due to a resource outage."


comment:
PLEASE USE THIS LANGUAGE INSTEAD OF THE ALTERNATE COMMENT THAT I PREVIOUSLY ENTERED. 

Under the Topology text box, combine the first two sentences to read "You suspect that there is congestion impacting your ability to have your resource picked up, therefore you need to check your system configuration to identify errors."


comment:
Remove "future concerns" part of the feedback.


comment:
change question to "Based on this information from the site, what should Mark try to get from the site to get the information he needs?


comment:
Blue directional text: Need to bold the action (Check) and the target (CSE responsibilities)


comment:
Submit btn on iPad - make it Cummins red, not blue


comment:
once I click submit - there's green checkmarks and also the boxes are filled in blue with little black checks like checkmarks would normally be on regular internet site... I've never seen us have it this way before, but I'm not sure how you go about fixing. Will send you a screenshot


comment:
Screen title text (Welcome) looks larger than it should be


comment:
Let's anchor the bottom of this graphic to the bottom of the UI. Just be sure it doesn't overlap the bounding box (aka move it to bottom, then arrow up one pixel)


comment:
I've had this happen before but been the only one experiencing it - but the body text is in Times New Roman-ish font for me on this page, not Arial. Just double check that this isn't happening in a few browsers


comment:
Change blue directional text to Click the envelope instead of Email button


comment:
The line length is really long on this screen. We typically don't have text going across the whole width of the UI unless that's the only way it can work on screen. Suggest having the text be a column on the left with envelope pic on right, maybe larger


comment:
When I arrive at this screen, there's just the screen title and square play button on screen. Should have intro/body text, directional text, and the video should have a poster image on it before play is clicked


comment:
I feel like this video could really benefit from some music, but we'll have to talk to Jenn/Laura L about it.


comment:
When video is first played, there's a little rectangle at bottom left that says "jwplayer" - this should not be there


comment:
When video ends, it shouldn't just jump to the next page. It should either stay on a still of the last "frame" or return to the poster image before it was played, then learner clicks next to advance to next screen


comment:
I feel like when each icon is clicked, there needs to be a "title" for the popup text. LL should be able to specify.


comment:
the layout of this screen feels a bit jumbled. Sending you a mockup of proposed new way to lay it out.


comment:
In red "title" bar for popup text, I think we should have the word that was rolled over followed by text currently there. Example: "Communications: Sharing Information" so you have a better idea of which one you've rolled over. Could also maybe have a red circle highlight around the circle you've rolled over laying over the graphic?


comment:
When you arrive at this screen, the red box is already there with the words Good/Better. I feel like this shouldn't appear until you first rollover something.


comment:
"CLEAR ALL" button should be Cummins red, not blue


comment:
START button - on rollover, change red to gray and keep text white, instead of changing white text to yellow


comment:
Raoul's response if option1 is clicked: There's an extra space before "Why, did you hear me say something wrong?"


comment:
"CONTINUE" button after employee's response - should be Cummins red not blue. Rollover should be gray with white text, not lighter blue with yellow text.


comment:
Raoul: I selected 1st option both times. In feedback, there's a few extra spaces between sentences (Before "Tying the script back to Customer Support..." And in 2nd sentence missing a space between he and uses


comment:
GLOBAL on buttons: Don't use yellow text, blue buttons, etc. Stick to red, gray, black for btns, white for text


comment:
Raoul: I selected 2nd option on first click - His text "Really? I thought it went well." - the word "well" is on the next line - move up with other text.


comment:
Raoul: Chose 2nd option both times; on feedback - there's two spaces after first sentence ("Your approach could have been more effective by involving Raoul in the conversation...")


comment:
Martin: 1st choice option, there's two spaces between a and troubleshooting ("This is a good time to talk; we can file a troubleshooting ticket...")


comment:
Martin: Feedback if I choose 1st option both times, two spaces between was and observed ("The group was observed your personal investment...") Also, that sentence doesn't even make sense. Maybe the word "was" is supposed to be "has" ?


comment:
Martin: I chose 2nd option both times; feedback - there are extra spaces before the word "better" in 2nd sentence ("You missed the opportunity to demonstrate your own commitment to fixing the problem. While teamwork is important, the reason it is important is ultimately to provide a   better customer experience, no matter how long an employee has worked for the company.")


comment:
Should have in blue directional text that learner should click next after selecting 2 people


comment:
Oksana: Cartoon area, text from customers is not all within white box for me


comment:
Oksana's photo: anchor on left of screen since her computer is cutoff there


comment:
Oksana: Chose option 1 at first choice, 2nd choice of answers, 1st answer - Extra spaces after first sentence ("I know you are very busy, Oksana. Obviously, we want to do...."


comment:
Oksana: Chose 1st option both times - feedback: there are two spaces after first sentence ("Oksana knows how important customer success is and agrees to help..."


comment:
Hakeem: Chose option 1, on 2nd choices, #1: two spaces after comma in 2nd sentence before and ("Well, imagine the situation from his perspective. He still had several hours of daylight left,  and wanted...") And multiple spaces before last sentence


comment:
Hakeem: Chose option 1, 2nd set of choices, #2: two spaces after first sentence


comment:
Hakeem: Chose 2nd option, then on 2nd time of choices, #2: Two spaces after first sentence. In second sentence -- should be


comment:
Hakeem: Feedback for chosing 2nd option both times: Two spaces after first sentence. Extra space between "...customer service training" and comma


comment:
Elena: Comic area - text is outside of white boxes in both frames


comment:
Elena: Chose option 1, next set of choices, #1: two spaces after comma in first sentence ("A customer request may seem insurmountable,  but those are great opportunities..."


comment:
Elena: Chose option 1, next set of choices, #2: -- should be


comment:
Elena: Chose option 2, next set of choices, #2: 2 spaces after first sentence ("Well we must do everything in our power to avoid...")


comment:
Jian: Chose option 1, second set of choices, #1: In second sentence, 2 spaces between need and to ("...relying on you to provide them with the information they need to better serve...") and two spaces before last sentence


comment:
Jian: selected 1st option both times, feedback: Two spaces between approach and to in second sentence (" Nice job helping Jian deal with a change! Your approach  to work directly...")


comment:
Jian: Chose option 1, second set of choices, #1: Two spaces between me and set in second sentence ("Let me set up a call for you so you can...")


comment:
Dhaval: Chose 1st option, 2nd set of choices, #1: 2nd sentence - two spaces between this and is ("As the chairman of the commite, I can tell you that this is an important CSE initiative...") and two spaces after 2nd sentence ("...CSE initiative to improve the customer experience. I think it would be valuable...") Last sentence two spaces between greatly and from ("If it detracts to greatly from Naomi's work...")


comment:
Dhaval: Chose 1st option, 2nd set of choices, #2: 2nd sentence - two spaces between Obviously and I ("Obviously I have very specific goals and timelines...")


comment:
Dhaval: Chose option 1, then option 2, Dhaval's response ("<frowning> No, I think I better pass for her...") There are two spaces  between has and its in second sentence


comment:
Dhaval: Chose 2nd option, 2nd set of choices, #1: 2nd sentence - missing the words "able to" between be and provide "Actually, I think she would be able to provide valuable input..."


comment:
Dhaval: Choose option 2 then 1, feedback: two spaces after first sentence ("You did a great job of making this about the customer, and not about Dhaval.  Your approach could...")


comment:
Camila: Option 1 - 3-4 spaces before last sentence


comment:
Camila: Chose option 1, second set of choices, #1: Two spaces between I and just in second sentence. Two spaces before 3rd sentence ("Remember a couple weeks ago when...") Last sentence two spaces between a and definite (" The way we work with colleagues has a definite impact...")


comment:
Camila: Chose option 1, second set of choices, #2: 2nd sentence space between co-workers and apostrophe. Two spaces before last sentence


comment:
Camila: Chose option1, then 2: Two spaces between but and you in first sentence ("You gave Camila the opportunity to bring up any questions, but   you could have...")


comment:
Armand: 1st set of choices, #2: Two spaces after first sentence


comment:
Armand: Chose option 1, second set of choices, #2: two spaces between plateau, and but in second sentence.


comment:
Armand: Chose option 2, then 1, feedback: Two spaces between nicely and by; should be Armand, not Armandl


comment:
Armand: Chose option 2, second set of choices - Not able to click #2


comment:
This screen is also a bit jumbled like other one with the CSE people graphic and icons. Sending you mockup for this one


comment:
Sending mockup for this for new layout. Popups can maybe stay as is, or otherwise change to size/shape of img in mockup


comment:
Make text larger to use more space up on the iPad screen.


comment:
Intro text: Weird that it ends with a colon when it is not a bulleted list right below. Maybe should say "...adopt the CSE action items seen here."


comment:
shouldn't have the "jwplayer" rectangle thing at bottom left in beginning of video


comment:
When you arrive at the page, only has page title and play button in center of video. Needs poster image on video, and perhaps intro text and directional text to click play.


comment:
LOVE THIS VIDEO! Music works perfectly with it too


comment:
Still need to update these: 2nd bullet...Start the evaluation documentation process in Trialforce 3rd Bullet...Ensure any required confidentiality agreements are in place


comment:
last bullet:  Review the information as requested from the site in preparation for the evaluation visit


comment:
for consistency, label the button emails


comment:
change beginning of this to "The information you are NOT able to obtain...


comment:
In the narration, after the second sentence, add the following language "Since I am not sure if this is a base schedule, I will need to take a look. I can most easily confirm this by looking in BSAP." This comes before the language regarding checking OMS.


comment:
Please change the order between "Confirm that this is a self-schedule" and "Check system topology" to be consistent with the troubleshooting guide and later narration.


comment:
Can special requirements be on its own line?


comment:
Missing a comma after facilities (not a deal breaker, just doesn't match the course title which has the extra comma).


comment:
If it is not already in here, this page might be a good spot for a pop-up that says something like "Questions may be study specific or change over time, but the concepts of good evaluation remain."


comment:
Sorry Ryan, didn't get this to you earlier. Would you update the SPI question on IATA to this wording? "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?"

I am not going to update the screenshots, but think since we are calling it out in an editable format here it should reflect current. Thanks!


comment:
on 5, if we change the 2nd sentence to "Both are important, but only objective documentation..." will it fit better?


comment:
Based on recent "we're not sure" processes around the SOC equipment question, I would add the following to the end of the pop-up. "This is also likely easily understood as applicable for the trial by the basic types of procedures performed in that trial, such as blood pressure and weight/height measurement." Need Nancy's agreement, but I think adding a brief "Even if there isn't a 'this is standard per TA list', it is not a super difficult concept and should be pretty easily understandable." would be smart.


comment:
For the "See it in action" slides, "Check the topology" should come before "Check the self-schedule." This will be consistent with the troubleshooting guide, the request made on the scenario and the narration on the "Check for outages" slide.


comment:
The gray "sky" makes it hard to see the lighter skin/white person's head. Make it white or just barely gray, like 5-10%


comment:
When video ends, end with poster image of last frame instead of going to white.


comment:
Change the blue directional to the same brighter blue used on other screens in the course


comment:
Line between the two resources, there is a little link on a space there


comment:
Between each sentence in the intro paragraph, insert a line space. Let's get some white space on there.


comment:
Disregard Laura's feedback. Just make the feedback: The correct items have a green checkmark next to them. Compare those to what you selected. Each of these responsibilities help you create and sustain CSE within your team.


comment:
ignore all of laura's comments except to add the CSE isn't new....sentence. Add that sentence and the following directions above the images: Roll over each image to see examples of how leaders already putting CSE into practice.


comment:
Sent email to you and Christa about this.


comment:
Let them click next even if they don't watch the video. It's review and there's no reason they can't skip it.


comment:
Ask christa for an image of someone working at a computer to put on the main screen. That can also be used to create your columns she talked about.


comment:
Add text at the top of the screen: Communicating Customer Success can be like working with a trainer. Click play to see how a trainer helps someone be more balanced physically.


comment:
Absolutely needs some music. Ask Laura L to help you find some.


comment:
I feel like we never see his legs get any bigger? That's the whole point of the trainer coming over. Also, maybe cut a few of the reps...can we get this down closer to 30 sec?


comment:
Agreed these need titles. Should be able to get from Laura L


comment:
Ask Christa to provide you a version of this graphic that has some depth.


comment:
Ok - somethings off with your feedback tool set up. Each person should be on a seperate lectora page and then have a seperate feedback tool page assigned to it. Ask Kendell or Nick to help you out if needed.


comment:
When I selected Raoul and Oskana - i just got a blank page.


comment:
Camila's cartoon - i can't tell that the 2nd statement is actually coming from her. It needs to be clearer


comment:
Overall on all of these pages - most of these people are way too smiley - usually they are not having pleasant conversations. Ask Christa what our options are.


comment:
Add titles for each icon. Ask LL to help


comment:
I can't get out of this area. I've pushed all of the pins several times.....I can't progress.


comment:
Change the second bullet point. See "usdia edits 12172015" document for edits.


comment:
Change first activity to Find the Insert! activity in the table.


comment:
Q1 - reverse the order of the sentences for the answer. It should not start with a negative sentence is this app is customer facing.


comment:
Q2 - third bullet point. change to "Access Roche Diagnostics University for available online training courses." Remove the info in ().


comment:
If Start Conditions is mentioned, change to Start screen.


comment:
In the note, delete the second and third sentence.


comment:
to "Which documentation..." on the feasibility item, put "if applicable" in parentheses


comment:
For the question that reads "LMP anomalies can help identify if the problem is local or global", change "local" to "resource-specific"


comment:
The quiz scores are not recording. I got a message that said that I did not pass - I got a 0%.


comment:
add lines to the first image so it can easily be distinguished as a document. Great choices for images.


comment:
What is the yellow bar being used for? Old progress bar?


comment:
use same font size with streaked plate as others. I like the hover addition!


comment:
Last 2 sentences of the instructions appear repetitive.


comment:
rewrite:
Nice work! The blood culture will be tested for suspected septicemia infection at the blood bench.....


comment:
agree with Beth regarding further clarification on uses of these different methods.


comment:
We need to be consistent with the terminology. 
Use patient's chart (vs EMR-electronic med record)
Use health care professional (vs technologist).

Need agreement from all parties. Mike suggested HCP.


comment:
Based on Beth's point (to which I agree), use the following rewrite:

Based on the test results, the clinician may need to consult with various individuals including the Lab Director, pharmacist, and/or the Antimicrobial Stewardship team. They will help the clinician to evaluate the results and use it to guide the treatment of the patient.


comment:
rewrite:
If the clinician changes the patient's treatment plan based on the lab results and consultations, then the changes are logged in the patient's record. The medication changes will be sent to the pharmacy. 

Second bullet:
The selected medication will be administered to the patient. Their progress will be observed to make sure the treatment is effective.


comment:
rewrite:
-A report is formulated by the Microbiologist.
-The Microbiologist's conclusions are communicated to the clinician.
-Clinician interprets the report.
-Based on the lab results along with consultations, the clinician may make changes to the patient's treatment plan.

Please see Beth's comments to confirm final wording.


comment:
Change Phlebotomist in script to health care professional


comment:
how should preliminary report look? Ask MSA.


comment:
Could we include a short text explaining the principle and the goal of a/b and c?


comment:
Need to drop the word 'Natural' in relation to Gas as Biogas eg landfill sites is not Natural Gas, maybe word it as '...benefit from using Gas to fuel their Gensets'


comment:
Loose the word Natural in the last text, change to .....learning more about the gas business and what we can offer, reach out to .....'


comment:
The process Map button must link to the UI: http://lillynetcollaboration.global.lilly.com/sites/CDCI/os/SitePages/Home.aspx
We can't link directly to maps.


comment:
The questionmark-button, can that be replaced with something more liekly to be clicked on by learners? E.g. "More on head and heart"? Just a suggestion


comment:
The links to the Guidebook and process map are mixed up. Please correct.
Guidebook links to the process map and vice versa


comment:
Like the idea of this one but concerned that only smaller laptops like Cummins 14inch and on tablets the text will be too small on the PC screen


comment:
May have the same issue as previous screen ie text too small on some devices including Cummins laptops, maybe there is a way to enlarge it or zoom in


comment:
And again on this one, size of text will be an issue on Cummins laptops


comment:
good exercise and nice that the wrong answers can be moved to the other column without the need to restart the whole thing


comment:
Waiting for final feedback from SME but may have to rename Utility to 'Power Plant' or similar, concern that Utility is purely an American term for the application - needs to be confirmed


comment:
Should the cloud have a red outline indicating that this is the next place to click, like the clipboard and PC in previous sections


comment:
Not sure on the 'explain the ratings for hospitals'  need to see what the SME comes back with, maybe you mean 'duty cycle' rather than rating


comment:
Love the idea of taking a break as its the end of the day, and doing our homework overnight


comment:
need to ensure these tablet screens will be big enough to read


comment:
Minor suggestion to change 'aren't' to 'are not'.
Also per Tera's would prefer to define ICF and TCED on this page where first mentioned.


comment:
'....Lilly will be limited as to what data and samples can be collected....


comment:
I like the reference back to the homework


comment:
This is not strictly correct as a question as the CO2 is from the exhaust and not specific to the CHP side of the application


comment:
Makes no sense on the may why we drove past the Waste water plant to get to the Data Centre, can relocate the icons so the route makes sense whilst keeping the waste water plant next to the river.


comment:
Does this or the layout slide actually explain what Trigeneration is? I don't think I see this in here


comment:
This is definitely not Natural Gas this would be Bio Gas so we need to watch the wording, perhaps referring to Lean Burn Gas gensets rather than Natural Gas


comment:
Had a couple of people think Gloria is the same person as the customer, may need to further differentiate them other than Grey or Brown hair and black or grey suit


comment:
'....rationale/decisions of whether or not to update the ICFs'.


comment:
Sorry, meant to say that my comment applied to the 'Assess Impact of Changes & Determine Consenting Needs' box


comment:
Develop Site Informed Consent: '..develop, review and obtain approval of the....'


comment:
Feedback for the Correct Answer.  Would suggest to just stop at '...and study participants could be at risk.'


comment:
need click Next instructions when the audio finishes.


comment:
replay never appears, also need click next instructions


comment:
also couldnt click next at all actually. the button didnt go to normal


comment:
be sure to use the darker gray color for the instructional text


comment:
I am not really sure about the terminology "Lack of personnel" ... it just did not register with me.  While I grasped the information in the slide, it seemed more the challenge was "Lack of Interest"


comment:
Suggest to increase the TEXT FONT SIZE in the notes that arise throughout the Video segment


comment:
Type your first... and Type your WWID... text are too high up (I had this problem, too). FIX IN TEMPLATE


comment:
move img 1 pixel left and 1 pixel up so it isn't overlapping the outer gray line bounding box of UI


comment:
Doesn't seem like Company-owned should be capitalized (Right after red 600), unless this is some sort of Cummins convention you know of.


comment:
move map up and left 1 pixel so it isn't overlapping gray line outer bounding box of UI


comment:
Mining/Marine, etc popup: I feel like we need to break up all the listing of each type of equipment, maybe we'll let Laura give exact way, though. Should it use semi colons to separate each "list" ??     "The Mining, Marine, Oil and Gas and Government markets cover equipment like haul trucks and excavators for mining; commercial marine vessels, pleasure and fishing boats; oil and gas drilling and well servicing equipment; and defense equipment ranging from logistic trucks to heavy artillery.


comment:
Construction and Agriculture popup: 2 spaces between of and a in first sentence


comment:
Construction and Ag text on graph - do you think it should be spelled out Agriculture since it is that way in the popup?


comment:
GLOBAL: Move your icon denoting section over left a pixel or two so it isn't overlapping gray line outer bounding box of UI


comment:
Power Products popup: 2 spaces after first and second sentences


comment:
Power systems popup: text above table - last line is overlapped by table


comment:
missing blue directional text on this screen


comment:
Do these things need to be labeled what they are?


comment:
Lead in text: maybe add something like "These are some of the key products." ?


comment:
It might just be me (I've seen this problem before and been the only one seeing it) but the text for EcoFit Thermal Mgmt Systems is too long and going outside of the red box


comment:
I never fully understood this screen so what I'm saying might not apply - but is there a reason that the arrows off of the pics are different lengths and that the Power Turbine doesn't ave one?


comment:
Isn't this screen about the DBU, not the EBU? If so, fix in first sentence.


comment:
Text for graph isn't lined up with the lines for me. Will send you a screenshot.


comment:
Last bullet on Service and Support: two spaces between of and Customer


comment:
I need to clean up the cutout on Emission Solutions (and gray silhouette). It has ton of grainy-ness around the edges. Will send you new imgs.


comment:
3 spaces before last sentence in Important Note. FIX IN TEMPLATE


comment:
In the first scenario we should add the opportunity to reinforce doing their "homework" before they make the call.  They should review the survey and be better prepared versus a cold call.


comment:
I wonder if people will be confused on how the initial survey score was 7 and there are different scores at the bottom.  I get it since I heard the concept before.  Is there a way to indicate adding or detracting from the experience through their decision process that then equates to better overall or worse feelings than before?


comment:
Need to check on how relatable a super hero icon is globally.  Want to make sure what we use works cross culculturally while still making it entertaining, professional, and fun :-)


comment:
Even if we do use the super hero, we need to remove the Cummins logo belt buckle (branding police), and the icon on his shirt is not readable.  Looks like some sort of process, but I only know because I'm in the weeds.  Perhaps we add just NPS???


comment:
We need to check with Holly and Justin if alerts actually happen that quickly. I'm not sure, maybe they do, but just want to make it realistic.


comment:
Would be nice to someway interject some additional distractions without just being on a list, (like boss dropping off more work on desk, co-worker asking for help, phone calls distracting,etc)


comment:
Add the Masking and Reasons Why activity below the content.


comment:
If this is a standard for Middleware please ignore... otherwise, we don't typically refer to the "x-out button"; directions would say something like "Click X in the top right corner to continue."


comment:
Remove the first bullet under "What's Next for Participants" since this will be covered in the activity.


comment:
Second bullet "Discuss the following troubleshooting strategies..." Change the second bullet to "Only cover the modules that are applicable for your configuration."


comment:
In the current Operator Notebook, the items for Troubleshooting Strategies are listed as bullets not numbers.


comment:
Refer to current notebook for how the "Perform ISE Check..."item is displayed.


comment:
In the "What's Next for Participants" section, change the second bullet to "After this training, consider taking the calibration online courses in Roche Diagnostics University found at usdiagnostics.roche.com.


comment:
Delete "User Assistance Application" reference throughout program. Not launched yet and not sure of when it will be.


comment:
At 1:25. Please change this for a graphic representation of a mailbox.  The whole picket-fence thing doesn't fit with our urban demographic.


comment:
2:45.  As with other checklists.Separate items at bottom with periods.


comment:
At 1:14.  Can we change the $500 to a lower figure?  maybe 200?  Then it can be reduced down to $50 and up to $300.


comment:
At 1:37.  Please reword script: "Child support ends when children turn 21 or are emancipated by joining the military or getting married. A child support case will remain open until all outstanding debt is paid."
Graphics:  Can we find a better one than the military helmet? Put a black line around the diamond in the ring, it's almost invisible so hard to tell it represents a marriage band.


comment:
At 1:20.  As with the other checklists, separate items with periods at bottom.


comment:
Graphic: You use bullets for the points under the "Both" heading, but not for those under the CP or NCP headings.


comment:
3:03.   Revise wording "Children who receive child support re more likely to complete school and have better behavioral outcomes across the board."


comment:
At 2:26. Reword:  "In addition to cash assistance, custodial parents who work with OCS may also receive a pass-through bonus of up to $200 per month when the noncustodial parent pays current child support. this is in addition to their cash assistance grant.


comment:
At 2:25. Pass-Through needs to be hyphenated both in the graphic and the running text.


comment:
2:55. Reword: "Custodial parents who, like Sofia, are not on cash assistance start the child support process on their own.  Sofia is doing this to make sure that her son, David, gets consistent support from both parents."


comment:
3:32.  Rewrite: "At OCS, a caseworker asks Sofia questions and helps her open her child support case. The caseworker also screens Sofia for any domestic violence concerns. This part of the process is the same for all custodial parents."


comment:
3:45.  Change "Served" to "served court papers"


comment:
4:46.  Social Security Number is usually lowercase, while ITIN is initial caps.


comment:
4:54. Recommend revising the end of the list to read "parents' places of birth and names, including the mother's maiden name"


comment:
5:11.  "caseworker" should be one word throughout.


comment:
:41.  Says "their two children" but running text reads "his two children"


comment:
2:28.  See earlier note about SSN and ITIN; comma after "worth" and before "which".


comment:
1:19 Add "either parent, or if the child's needs change."


comment:
1:34.  Double hyphens should be replaced with an em-dash.


comment:
3:24 Recommend revising this to read "The Support Through Employment Program, STEP, helps connect noncustodial parents to employers and provides job-readiness and vocational training."


comment:
3:32. Recommend revising this to read: "sends text messages about job listings directly to noncustodial parents in the Child Support program".


comment:
Screen 2 and Screen 3: Remove periods after bulleted points.


comment:
Links screen: title case for publications ("Handbook for Noncustodial Parents." "Manager Your Child Support", etc.).


comment:
I do not think Proficiency is something that can be logged as a competency


comment:
I think the "monitor test result reporting and recording" is misleading.  There is the requirement to have a operator perform test results, but I think customer will be lead to think they can go to select "recording and reporting" as an option.


comment:
For "Review of worksheets, QC, PT, and maintenance records"  The only option is to perform QC testing for re-certification.  I think again this is misleading to make people think they can set up PT testing and maintenance records as a separate option.


comment:
insert a comma after "course" in the first sentence


comment:
for Course Navigation, it seems as though where "Print current screen..." starts should be on the next line to match up with the other boxes


comment:
in EBU definition, put a comma after "manufactures"


comment:
in PGBU definition, put a comma after "manufactures"
in PGBU definition, i would replace "as well as" with the word "and"


comment:
in Components Business Unit, add a comma after "manufactures"


comment:
in DBU definition, insert a comma after "parts" and change "service" to "services" (add s)


comment:
I don't think there should ever be an apostrophe in "Cummins" - take out in first sentence


comment:
in the paragraph, add a comma after "distribute" and a comma after "emission solutions"


comment:
in the top sentence, change "give" to "gives" - i would also maybe change "was built" in this sentence to "has been built"


comment:
when clicking on the United States box, not all of the text fits within the red border


comment:
the text looks squished in the United Kingdom box


comment:
in the text boxes (most of them), it looks like some of the text in the second line of the bullet aligns all the way back to the left-hand margin - and then other times it does not - seems inconsistent


comment:
when you click on the different business units, the text box overlaps the text above (the top sentence above the pictures) - is this all right?


comment:
in the PGBU box, i would maybe just put "and" instead of "as well as" in the main paragraph


comment:
in the DBU box, change "service" to "services"


comment:
on chart, change the "&" to "and" in "Mining, Martine...."


comment:
Medium Duty Truck popup: add a hyphen between "Medium" and "Duty" in the title; then, add a hyphen between these same words in the first sentence (in two locations)


comment:
Medium Duty Truck popup: add a comma after "shuttle" and change "shuttle" to "shuttles"


comment:
Light Duty popup: add a hyphen between "Light" and "Duty" in the title; also, add a hyphen between these same words in the first sentence of this box


comment:
Light Duty popup: in the list of items (second sentence), take out "the" before "ISF2.8" and "ISF3.8" - add a comma after "ISX15" in this same sentence


comment:
construction and ag popup: add a comma after "QSB6.7" in the list (second sentence)


comment:
Mining, Marine, etc. popup: I agree with Christa in that I think semicolons are best here. I would do: "The Mining, Marine, Oil and Gas, and Government markets cover equipment like haul trucks and excavators for mining; commercial marine vessels; pleasure and fishing boats; oild and gas drilling and well-servicing equipment; and, defense equipment ranging from logistic trucks to heavy artillery."


comment:
mining, marine popup: in the last comment, it should be "oil," not "oild"


comment:
I love this graphic! But, I don't have a "Click Next to Continue" button on the bottom


comment:
Power Products: not all of the text fits into the red box


comment:
Power Products: don't know what the rule is here - but it seems strange that you have "MW" and "kW" in the "Products" column - two capitals and then one capital letter


comment:
Power Products: change "&" to "and" in "Segments" column


comment:
Power Products: put a hyphen between "high" and "volume" in the first sentence


comment:
Power Systems: add a hyphen between "lower" and "volume" in the first sentence


comment:
Power Systems: two spaces between first and second sentence


comment:
Power Systems: put a comma after "amps" in the first sentence to read: "...1600 amps, are sold..."


comment:
Power Systems: change "&" to "and" in the Integrated Power Systems column


comment:
Maybe instead of "I attend meetings of the CSE team" it should be I am a member of a CSE team? Because there are multiple teams in a BU or org.


comment:
I think the 2 items that are supposedly not enabling customer success could be misleading and confusing. People may not understand why attending a CSE team meeting NOT enabling CSE - they may misunderstand this exercise.


comment:
Service Business Development Manager, Cummins Power Generation is Greg's old title - suggest change to PGBU SOS leader.


comment:
I don't get the connection between the trainer and implementing or coaching CSE.


comment:
A recommendation is to "establish a reward" that could be interpreted as start your own recogntion program - we should instead direct leaders to contact their CSE leader to identify if any CSE recognition programs already exist and how to get involved.


comment:
Power Solutions: insert a comma between "large" and "gas-powered" in the first sentence


comment:
Power Solutions: change "&" to "and" under the "Segments" column


comment:
Power Solutions: same issue here with the "kW" and "MW" - but my guess is how this is how it's supposed to be since it was like this in two places


comment:
I would change the beginning of the second sentence to "It sells components..."


comment:
I would change all these bullets so they begin with verbs. Under third picture, change to: "Combines DOC+DPF+SCR into one system." Under the fourth picture (first bullet), I would change to: "Provides a passive, flow-through catalyst (3-way, DOC)"


comment:
there are periods after these bullets but not for the ones on the previous screen - make consistent


comment:
If the bullets are changed on the previous screen to all start with verbs, these will have to be changed as well. Or, maybe you don't think this is a biggie, and you pass. If you do change, I would do the following:
- Under second picture (first bullet): "Fits internally in DPF and SCR"
- Under third picture (only bullet): "Allows DEF to dissociate into ammonia and carbon dioxide when sprayed into the hot exhaust glasses" (Is "Mixing chamber" necessary here?)
- Under fourth picture (second bullet): "Does not require air supply and other associated components" (take out "Airless")
- Under fourth picture (third bullet): "Tolerates fuel sulfur"
- Under fourth picture (fourth bullet): "Works effectively for applications with low exhaust temperatures"


comment:
under second picture (second bullet): add hyphen between "flow" and "through" and between "wall" and "flow"


comment:
is the 4th bullet necessary under the first picture? You say "airless" above already.


comment:
in the second bullet at the top, change "&" to "and"


comment:
take "our" out of second large statement; change simply to "the"


comment:
take "our" out of third large statement; change simply to "the"


comment:
change "&" to "and" in "Parts, Filters, and Consumables" (also insert comma after "Filters"


comment:
Parts popup: Change the title to: "Parts, Filters, and Consumables" (add comma and take out "&")


comment:
under first picture:
- add an "s" at the end of every one of these verbs in this list (Ex: "Offers services..." and "Provides mobile..." and "Uses global..." and "Gives consistent...")


comment:
under first picture (first bullet): change "our" to "an" and insert a hyphen between "factory" and "trained"


comment:
under first picture (second bullet): add a comma after "Teams"


comment:
second picture (first bullet): change "released" to "release" and delete "our" completely


comment:
second picture (second bullet): add a hyphen between "competitively" and "priced" and add a comma after "suppliers"


comment:
under second picture (third bullet): add a comma after "parts"


comment:
under third picture (first bullet): change text to read: "Covers Mining, Oil and Gas, and Marine markets (HHP MRCs) in strategic locations."


comment:
under third picture (second bullet): change to read: "Supports customers where engine transport logistics are prohibited (Distributor Rebuild Centers)."


comment:
in people popup: change "that" to "who" to read: "The motor home is serviced by distributors who are part of the Distribution Business Unit."


comment:
I would re-word this: Establish CSE as part of your organizations functional excellence work to something like: Ensure CSE and FE customer forcused work is aligned in your organization.


comment:
in the first sentence of the first paragraph, change to read: "...given a six-question assessment to ensure..." (write out 6 and add hyphen)


comment:
write out "6" in word form at the beginning of the second paragraph as well


comment:
firt sentence of second paragraph: add comma after "course," to read: "...credit for this course, you will need..."


comment:
seems here like the directions should be underneath the question


comment:
may be a universal edit: seems like the directions should go underneath the question here


comment:
Reword - this sentence - it is a bit odd: Your time is a valuable asset, but CSE can have a significant return on investment. What is the real message we are trying to communicate or action we want leaders to take?


comment:
i'm getting a few problems on this page (don't know if it's the computer or the program): i click next, and then i end up on a page that says "The webpage cannot be found." When I click the dot next to "True," the dot disappears completely - then, when I clicked next to "False," the dot disappears


comment:
Reword: Link your CSE efforts back to the CMI Goal Tree where we try to become the First Choice of Customers. To: Link your CSE efforts back to the CMI Goal Tree where our objective is to become the First Choice of Customers.


comment:
just a note about my comment for Q3: I think it may have been this computer because upon trying again (after getting out and then back in), I didn't have any problems.


comment:
Balanced scorecard is a distributor performance measurement term/tool and only refers to transactional NPS.


comment:
a note about all directions: I would take out the comma and simply replace with "and" to read: "...answer and then click..."


comment:
Prior screen has 3 checklist items, then we have several more presented in the final video. Is that a confusing message?


comment:
to start with a verb at the beginning of every bullet, I would change the bullets under the first picture to read:
* Pumps Urea out of tank (Urea Supply Module).
* Injects Urea into decomp reactor (Urea Doser).
* Manages controls and dosing (Urea Control Unit).


comment:
under third picture (first bullet): add a comma after "backpressure"


comment:
for first bullet, put a hyphen between "drop" and "down"


comment:
We need to insert a <Your Name and Brand Compliant Signature> or something to that sort so we don't contradict ourselves from what we expect in the Everyone's Job examples


comment:
Without knowing the background from Jennifer, I honestly don't think I would quite follow what was going on here.  I see the trainer come in, but feels a little lost on what they are discussing, or what the point here is.  Maybe we would add some simple captions to help guide that it's about the trainer telling him how to improve.  I am curious to see how everyone else feels to this example.


comment:
I don't think this will resonate well.  I understand what they are trying to do but it seems out of context.


comment:
Instead of suggesting establishing an award for recognition they should establish a plan to implement the CMI CSE Customer Support Medalist Award - this is for all of Cummins - this encourages them to develop something outside of a company wide program.


comment:
Have employees include CSE in work plan, and add a note on your calendar to follow up with employees monthly on those initiatives. I think it should be in their work plan.

Empower employees remove their own roadblocks to Customer Success - shouldn't there be a to before remove?


comment:
Again for recognition there has been a company wide program developed. There does not need to be a contest and they do not need to create an award - there is a program they can implement that allows for employee to employee recognition - it also allows for employees to know they have been recognized.


comment:
When I see the little guys around the fire - the first thing I think is SAFETY - there may be a better way to show this than with a fire.


comment:
I don't think the "Cs" on the little guys or the flag are brand complaint - I think they should be.  Also, one of the little guys hands his coworker a red star - this does not align with our recognition program - we use medals, recognition forms and certificate it would be more appropriate and would support our message better if he pinned a gold medal on his coworker.


comment:
A potential concern - are we jumping too quickly into terms like Everything Speaks and SOS when that is not covered in the basic training?


comment:
Update bullet two to "behavior standards'


comment:
Should we allow them to proceed without viewing the example?


comment:
Let's require at least clicking one before being able to proceed.


comment:
I don't really understand this one - Meeting:  Apply the standards to virtual meeting environments equally to help demonstrate the standards to your remote team members.


comment:
Reporting - maybe add something about identifying and tracking measurements of the customer experience or how they enable co-workers.  Meeting - maybe add point about making sure the impact on customer is considered in all decisions.


comment:
Communication - extra bullet point in better column.  Change emphasis to emphasize


comment:
Missing a 'to':  Really? I thought it was up the Facilities staff to notice those things.


comment:
Can you bold the terms on the rocks to stand out more?


comment:
I think language should be stronger more evocative. "major role in supporting" "practical" "enabling"
- Maybe something like "Changing Cummins into a company that cares more about the Customer than our competitors through CSE  can not be accomplished without harnessing your skills, experience and passion to create Customer Success. Every Time."


comment:
1) attend meetings should be "contribute to meetings"
2) should extend the "its in work plans" concept to be "customer-focused and/or CSE" plus it is in my employees and in my work plan


comment:
1) with this training coming out possibly long after the leader has taken the first class the wording in the email may need to be updated

2) Will we provide a sample of the text? Can we add a "click here to copy this text to your clipboard or desktop" function?


comment:
in the "four little guys in a chain with last one has hands raised" I think the last guy is supposed to be the customer and in this video it comes out as the manager/leader - not right message??


comment:
A thought - Can we add a little comment for each person to highlight the type of coaching situation?  Sometimes that may be helpful in picking a scenario.


comment:
Just a check - do we have scripted responses in these scenarios?


comment:
CSE or spelling out Customer Support Excellence are not consistent through out the scenarios


comment:
Can we tie the coaching feedback better to the CSE standards instead of generically CSE or customeer success?  Or can we outline speficially why the actions are important, for example in this scenario '...Make sure you always say these things in order to give customers the best possible experience.' could we end with 'in order to let them know we value their business and give them the pertinent information available'.


comment:
Fix grammar:  I guess we can talk...  I just already have more work than I can get done in one day, and I am not sure how I feel about adding additional tasks. 
Remove 'just' or 'already'


comment:
Do not allow them to press next and skip past both examples.  Allow Next after they at least press start for the first.


comment:
This references they looked at the customer but this scenario is based on a call.  Needs corrected.
Start the conversation. 
Sure, we can talk. The hotel was a good option, right? I thought Yoshi would appreciate a comfortable place to stay, and we did not have to keep the shop open late. 
I thought that was a good option. We were closing in 15 minutes, and I thought he looked like he could use a rest.


comment:
Remove '15' and just leave it as "pulling the report this way for years'


comment:
Same applies in this different selection, remove '5' years and leave it generically as years.


comment:
Remove 'just' in 'I just wanted'also this sentence is a bit misleading.  The customer experience is really just the external customer, but those only with internal stakeholders should still enable co-workers to be successful which will ultimately lead on out to helping those who do directly support customers be more successful.
'I just wanted to make sure that you understood that the customer experience can be external customers or internal co-workers. '


comment:
This does not read right, I think you want to remove the 'take'.
'The opening of your conversation was accusatory, but you recovered nicely by empowering Armand to take help himself and the team. '


comment:
The print on the computer screen is pretty small and hard to read.


comment:
second bullet point should be "CSE Vision and behavior Standards"


comment:
It is a little querky when we try to highlight the text.  You have to get it just right or else it tries to highlight the entire image.


comment:
1. I hire and promote customer-focused employees.
2. I look for ways to increase customer visibility for my team
3. I encourage CSE participation for only a select group of employees
4. OK
5. I actively search for ways to get involved in CSE such as participating in a functional Customer Experience Improvement Team
6. OK
7. OK
8. OK


comment:
modify the first pop up explanation.

"The Service Quality Processes leadership team meets periodically to review direction and progress of its key CSE initiatives.

Engine Business - Service Quality Processes Leader"


comment:
understand the strength trainer, but not sure the general audience will understand the connection to CSE coaching.


comment:
require to click each of the 4 communication examples, before allowing student to progress to next slide


comment:
Verify how Customer Success (e.g. NPS) is being measured on your business unit's scorecard and understand how you and your function can make an impact in that area.


comment:
Simplified goals statement: Goal Tracking: Set unique goals and define next steps when they've been met.


comment:
Replace Help by Hint button (with direct link to Hint page) and place in in the top right side.

When the mechanic disappears a picture of the system should appear in the same place as he is.

The fuel tank should be highlighted or be blinking so it is easier to understand where you need to put the ingredients. 

Mechanic text:

Find ingredients that are labeled with the top three advantages that cobas 6800/8800 have over Tigris in Blood Screening. Drag all of them to the fuel tank and start the engine." (this change applies to Panther and m2000, but Roche systems will be different. 

The button ready to drive should be replaced by "Start your engine".


comment:
When the incorrect mix is done, you should have a mechanic, sad, but not angry...

The text should say: 
Unfortunately this is not correct! While these are advantages of cobas 6800/8800 systems, they are not the top ones against Panther. Try again."

This change applies to Tigris and m2000 as well.


comment:
"can you find the top three reasons for a customer to convert form cobas 68..."

Remove the last sentence after the question mark. 
This change applies to CAP/CTM as well.


comment:
REMOVE THE LAST SENTENCE after the question mark.


comment:
Delete "do not forget to account for reagent preparation time"


comment:
Answers
Tigris - No, it takes 1.5 hours to thaw and prepare reagents.

Panther - No, it takes 1 hour to that and prepare reagents.

cobas s 201 - Yes, reagents are refrigerated and can be loaded directly without any preparation

CAP-CTM-Yes, reagents are refrigerated and can be loaded directly without any preparation

6800/8800 - Yes, reagents are refrigerated and can be loaded directly without any preparation


comment:
Tigris - No, only 3 hours. You must return to reload samples and consumables

Panther - No, only 2 hours. You must return to reload samples and consumables

CAP-CTM and s 201 - change to 6 hours


comment:
No (R) in cobas s 201
Can we make complexion of s 201 driver less pink.
Swap dark complexion on Panther with another.


comment:
"makes it clear what <the> Trigger is listening for."


comment:
Can we remove the click that you hear before the Second Bubble appears in the imaginary chat between the employees


comment:
Can we create a state for the buttons on the screen so I know whether or not I have clicked on a TAB or not...


comment:
Might either want to add how do we get to the screen, we don't really talk about that at all.


comment:
Can we add back in the music under the VO


comment:
Instead of ORANGE buttons, can we use a graphic/icon to distinguish between GUIDED TOUR and PRACTICE that we could use throughout the lessons?  If needed, we should be able to provide some thougths.


comment:
May want to provide an example of what an COMPLEX STRUCTURE would be...Jim Eup should be able to provide thoughts on examples.


comment:
Same feedback from Lesson 2
- Add in Musci
- Add in Icons


comment:
Need to think about the wording here on Creating a Custom Trigger.  A User may or may not have to create one, so we may want to avoid saying - (Paraphrasing) - When you need to create your trigger, go to Trigger Administration...


comment:
For the available vs. unavailable Trigger section, we may want to use the terms USERS instead of MARKETERS.  Our users would use that as the context, instead of the blanket MARKETERS statement.


comment:
Though I love that we are sharing this video, I don't think it makes sense here.  Journey Builder as a product is never mentioned in the video, nor have we introduced Journey Builder.  

It would be much more suited later in the lesson, possibly after the introduction on the next couple of slides.


comment:
I have no idea what we are trying to do with the Brand X and Brand Y "How's our campaign doing?"  "I think it should start picking up steam soon."

I'd like to get rid of it.  

After the narrator says "lets look at an example," it would be great to go to the video shared on Page 4.


comment:
This isn't an example of how Journey Builder works which I believe is what narrator said on the previous slide, this is an intro to Jim the figure that will be used in the training.  All we are doing here is setting the stage and introducing his goals.


comment:
Is the menu done?  We normally lump the menu more into categories to prevent sharing every slide up there -- it doesn't really matter, but I thought I'd mention it.  :-)


comment:
I'm not sure we truly explain the value of setting goals.  :-)

If possible, I'd think of removing it as a objective.


comment:
In the first lesson, they click on the sticker to get started.  In this one, they click Next.


comment:
Cab we take the ellipsis off of Jim's goal?


comment:
if someone isn't paying attention, they could miss the highlighting of the Data Designer, Data Extensions, and Contacts Configuration areas of the screen?  Could we do a zoom region after the audio ends to make it more obvious?


comment:
First bullet: Last line, it says contract.
Second bullet: Would it be prioritize which address to use, on which channel, when communicating with customers. Am I nuts?  I may be nuts.  :-)


comment:
Could we use a phrase other than Customize Your Journey here since we are talking about Contact Builder?  I know it isn't necessarily talking about Journey Builder but it is confusing?


comment:
Any chance we could record the simulations without the red boxes during highlight?  We don't use them generally because they are distracting.


comment:
The guided tour needs a bit more set-up.

We are talking about a lot of terms that we aren't defining well.  

Some options: 
- Before this slide or after they click Guided Tour, bring Jim back in again and get down and dirty onto what he is going to accomplist
- Remind me in the tour exactly what I am doing (You are creating an attribute group in order to...)
- Define terms like Attribute Group, etc.


comment:
Can you change the VO to not use the word Journey?  Since we are in contact builder, it was confusing to go back to Journey Builder.  I think you can just generically say to be cautious so it doesn't inadvertently affect areas in the system its connected to.


comment:
I'm not sure we need to mention Journey Builder at the end of the simulation since they haven't even been into Journey Builder yet and Contact Builder is a completely different app.


comment:
It could be confusing that we are linking Contact Key with Contact ID since we are leaving a Contact ID unlinked in the system generated data.  Could we think about using a different attribute?


comment:
Change Roche Technical Support to Customer Support Center and add the phone number 1-800-424-2336.


comment:
Change Roche Technical Support to Roche Customer Support.


comment:
Remove "troubleshooting tool" from first bullet under What's Next for Participants"


comment:
Change the note to an activity. Refer to activity list for details.


comment:
need to replace this question with the new one I'm emailing to you.


comment:
insert a comma after 2,4-D in the sentence below. 

Corn with the Enlist" trait will be tolerant to 2,4-D glyphosate and FOP chemistries.


comment:
the question about a resistant weed can be confusing.  I actually missed this question because I confused with the answers.  The correct answer describes how a resistant weed population develops in a given field...where the weed was controlled in the beginning but over time could no longer be controlled.  

In reality resistant weed biotypes cannot be controlled by herbicide X at anytime.


comment:
The title is still a working title. 

Not sure if Menu is done with words like splash page...


comment:
As a learner, I am not sure why you are sharing all this information about Interactions with me.  

We need to introduce the Why.  

We also probably need a transition from the definition piece to the next slide instead of digging right in.


comment:
You used the words "if you are not an admin here" but haven't shared the why.


comment:
Modified text.

Here is where you see the name the Trigger will be known by and it's description.  Create a name that will be clear to others in the account, and use the description field to share information about the trigger's purpose or how it works.  

To edit the Trigger, click the Name.


comment:
For the usage tab, could we just say start instead of spur?


comment:
Availability Column - We are using the term Event, but I thought we were talking about Triggers.  Did I miss a definition?


comment:
Can we define expression? 

Also possibly defining or introducing that triggers are simply an expression that tells the system...


comment:
at the beginning it says, they guy goes to Contact Builder, a separate app in the Marketing Cloud. It is actually a "Marketing Cloud Tool". small change, but for consistency's sake.


comment:
"Create Attribute Group" can ONLY be accessed in the upper right hand corner, it will not be accessible in one of the circle jobbies.


comment:
we need to revise the definition of the Contact record. We need to strike the term "subscriber" and replace that with Contact. The contact record is the core or base record in the ET system, all other attributes will be in data extensions and linked to the contact record.I am working on finding out what the complete set of attributes is that is in the contact record. not necessary for the definition, just for you guys to know.


comment:
Change blue directions to: "Click the Menu button above to return to this screen at any time, and click an option on the right to get started!" (bold Click, Menu button, click, option) - sorry Michelle, the first part of the directions were not removed.


comment:
third bullet - change to "...hours 'work-away' time (always single quotes around work-away and hyphen between the two words)


comment:
add (r) on cobas(r) 8800 System icon - need to add this because this is the first instance of this on screen


comment:
on cobas 8800 popup: delete last bullet (Built-in Inventory Manager) - they don't want this there at all anymore...


comment:
cobas 8800 popup: only single quotes around 'work-away'


comment:
the labeling and the arrows look good, michelle!


comment:
top bubble: change text to "5-position sample racks" (still keep underlined)


comment:
bottom speech bubble: add comm after "samples" in third line to read: "...for 225 samples, and the..."


comment:
this screen looks a little crowded with the analyzer picture. What if we just took the analyzer picture out? I think that'd be okay, and then there would be more "white space" on screen.


comment:
same thing here - I think we could remove the analyzer for more white space on screen.


comment:
also remove the label on the analyzer if you remove the picture


comment:
add a comma after "Now" in the directions to read: "Now, click on the..."


comment:
in the third speech bubble: I'd not put the hard return there. Just make this all one speech box and have the text "flow."


comment:
in the second CC segment, change to: "...up to 3 different assays..." (use number form of 3)


comment:
again, i think you can take the picture of the analyzer out. it looks crowded.


comment:
same - you can delete the analyzer here.


comment:
change 1 to: "Loading and unloading of samples, reagents, and consumables."


comment:
change 2 to: "Removing liquid and solid waste."


comment:
add a period after 3 - make sure there are periods after 1-3.


comment:
add an additional sentence in front of the blue directions. It should say: "The cobas 6800/8800 Systems allow users to perform these manual steps while the system is running." (I know this is going to make this larger - so I think it's okay if you make the font smaller here to fit it all.)


comment:
I'd center "Loading," "Removing Waste," and "Releasing Results" instead of aligning them to the right margin of these buttons.


comment:
change the correct feedback to: "The loading process is simple and easy, saving lab techs time in the lab. No pre-sorting or batching is required!"


comment:
We have an additional sentence to add in the top speech bubble box (per Isabel's request). Put after the first sentence and make it say: "All reagents have RFID (Radio Frequency Identification) chips that store the number of tests remaining, lot information, expiration dates, and other important data."


comment:
on the label of the first cassette, add a hyphen between "Test" and "Specific" to read: "Test-Specific Reagent..."


comment:
I lied - ignore the last comment. Don't add any additional text on this screen.


comment:
second sentence: change beginning of sentence to: "All reagents have RFID (Radio Frequency Identification) Chips that..."


comment:
I wonder if in this section they will want the Continue button to be hidden until all of the reagents/consumables are clicked on...may be worth asking Nancy about before you make the change, though. I just think they might want this based on the fact that Continue is hidden in Watch the Sample.


comment:
We are missing a screen after this one. It's slide 22 in the Help the Lab Tech ppt. I click Continue and end up back on the Section Menu screen (which is okay). However, you need to change the text.


comment:
first sentence at top: add a comma between "currently-available" and "real-time" to read: "...of currently-available, real-time PCR assays."


comment:
second sentence at top: capitalize "Utility Channel"


comment:
HIV description at top: change "two" to "2" to read: "...up to 2 other assays..."


comment:
in description at top: change "two" in two instances to "2"


comment:
change "two" to "2" in two instances at description at top


comment:
second line at top: add a comma after "and" to read: "...sample input volume choices; and, can be used..." (I know this looks funny - but I promise it's grammatically correct!)


comment:
at top: add hyphen in lab-developed to read: "...versus lab-developed tests."


comment:
at top (beginning of second sentence): add comma after "batching" to read: "Through mixed batching, there is..."


comment:
at top: change "two" to "2" to read: "...with up to 2 other assays..."


comment:
at top: add a comma after "HBV" to read: "...HIV, HBV, and HCV through..."


comment:
at top: change the end of the second line to: "...results, flexibility, and 'work-away' time." (comma after "flexibility" and hyphen in work-away)


comment:
in correct feedback, two spaces between "the" and "same"


comment:
at top (second sentence): add comma after 680 to read: "With the cobas p 680, it is possible..."


comment:
Currently - "Click the Next Button above to continue"

Add - Select one or markets and then 
Click the Next Button above...


comment:
top speech bubble: change end to: "...no batching or pre-sorting are required."


comment:
i got no video here -- the picture jsut got bigger and then smaller.


comment:
completely froze on me the screen before this.


comment:
after i finished the transfer module, it took me back to teh menu screen and told me to take teh transfer module -- did not mark it complete.


comment:
OK, the arrow is pointing to the 2nd module, and the text is for the second module, and there is no check on the second module, but the third module (which is the correct one) is the one that is clickable.


comment:
ok -- i swear there was a page before this -- but it just blinked really quickly and moved on


comment:
mobile app promo card in intro - are we ok w/ this image?


comment:
Stylist benefit: reword as "easier to focus on the guest in your chair"


comment:
Would it be possible to add a "Back" button below the topics that takes you to the main menu?


comment:
last bullet on this page appears to be navy vs. black (unless my eyes are messing w/ me!)


comment:
Is it possible to have checkmarks for completed topics in the dropdown menu?


comment:
On other earlier screens where we cue the stylist to select an item on the app, we display a red circle.  Should we continue that same method for these as well? (red circle around "your stylist?) seems like that would be more consistent


comment:
On other earlier screens where we cue the stylist to select an item on the app, we display a red circle.  Should we continue that same method for these as well? (red circle around "your time"?) seems like that would be more consistent


comment:
Do you know how to manage Mobile App tickets in the POS (add the App)


comment:
I think we need to direct the question more clearly since we haven't yet trained the stylists that they have to click the Ok button.  Suggested: "Tim checked in using the Mobile App, and his ticket just appeared on the POS.  Click on the "OK" button so that the ticket goes into waiting."


comment:
Instead of the image with the four profiles on page one please use the boxes on page 33 of the Sales Planning Guide.


comment:
On the video popup, I think we need to add a note that says "Please be patient. Due to file size, video takes about a minute to load."


comment:
I'm still getting a popup asking if I want to install Adobe Flash Player when I get to this screen. When I click "Don't Install" the video still runs, though...


comment:
I think we need something at the animation where people can either click to replay or get instructions to go to the next screen.


comment:
Font on this screen looks like Arial instead of Arial Unicode.


comment:
The 10 COS practices need to pop up in a new window.


comment:
In the intro piece, Heinrich should be the employee and Donna is the manager. Can we swap that in the language?


comment:
About halfway through the story, Jenny's talk bubble is covering her face.


comment:
Need a checkmark or something to show which resources have been clicked.


comment:
too much extra space between "spirit" and of functional excellence.


comment:
image here is not the same as current splash screen (spirit, living the vision are in arial here)


comment:
10 COS practices PDF: assuming this is what was provided, but kind of weird to have all the crop marks - this is a press-ready version.


comment:
Previous red btns have not had text as all caps like this one does


comment:
Directional text "Click each Level..." doesn't make sense at first because the only thing to click is the button called Objectives


comment:
After clicking everything, you get the text referring you to the resources, but there's no resource btn available.


comment:
Whole graphic needs to be moved up a pixel or two so the white bkgd isn't overlapping the gray outer bounding box of UI


comment:
Move image up a pixel or two so it isn't overlapping the outer gray bounding box of the UI


comment:
The Start btn style is different than previous btns. Also, text needs to be centered vertically within btn - right now it is up too high


comment:
Same problems with submit btn - not the same style, text is up too high in btn


comment:
Since the box style is so close to your btn style for the course, it makes it seem like these should be clickable. Maybe have a red outline with a gradient light gray fill?


comment:
Three spaces before "and" at very end of paragraph


comment:
Two spaces between "Cummins" and "segments" in 2nd sentence


comment:
Two spaces between "the" and "knowledge"  near end of second sentence


comment:
Btn text seems really small, and you have plenty of room to make the btns bigger to accommodate the normal size btn text as seen on other btns earlier in course


comment:
Directional Text - "Next" should be bold


comment:
End of click through - blue directional text: "Arrow" should be bold


comment:
Should get blue directions "Click the Next Arrow..." after clicking all three components


comment:
agree with Christa - also "the spirit of functional excellence" and "living the vision" need to be in italics


comment:
Awkward sentence? - should be "both support the business and act as keepers the core values." (?)


comment:
Is it not required that you click everything/answer questions, etc. on a given screen before the next button is available? Most if not all screens in this course have the next btn initially visible.


comment:
Center text "Functional Excellence Framework" and make it a little bigger


comment:
Line spacing inconsistent between first two paragraphs, additional paragraph that comes up after all are rolled over, and directional "Click next..." text


comment:
Amit's file - uncapitalize Years in second bullet


comment:
Move directional text up closer to the intro text and not so close to their heads


comment:
Popups for each person: Gray COS text - All have first word of practice on first line, and rest on second line... would be better to have the whole practice (Involve people and promote teamwork.) on one line together with "COS Practice #X:" above on first line


comment:
For the client version, remove the spaces in the course name (the URL is showing up with % signs where spaces would be). Let's use underscores - "Intro_to_HR"


comment:
Mobile App should be consistently capitalized (as such) unless team disagrees


comment:
Click OK to acknow the mobile APP checkin


comment:
Please include the "Customer account profiling tool" on page 36 of the Sales Planning Guide.


comment:
Same as earlier comment, we need to be prescriptive that stylists are to mouse over and click on the portion of the screen to answer the question


comment:
The customer segmentation basics should have an introduction to the profiling. Please use the text on page 31 and 32 of the SPG.


comment:
Mark again - we definitely need to instruct the stylists to mouse and click on the desired answer


comment:
I got the "you completed this mod" w/o having to select Lisa or Mona


comment:
these lady names are not consistent - they are jane and mona here, and lisa and mona later


comment:
I like that we say "where on the screen should you go..." but we need to be prescriptive and say click on the area


comment:
the stylist image page changes - ladies are in different order


comment:
this iS GOOD "select the button on the left that you should press to move Mona to servicing.."
do we want to add red circles around the area to be clicked? (team to discuss)


comment:
we need to word better" 'if you use that, you can check it...' too much that and it

Also - can we be more prescriptive about "select below to show how you can promote the mobile app..."


comment:
the "45 minutes is too long of a wait" doesn't make sense based on the selected answer


comment:
instead of "I would recommend..." how about "I recommend "


comment:
Does this language match the new screen shot. Group discussion.


comment:
universal comment - we need to be prescriptive like "click below" or "select answer below" or 'click on screen above"


comment:
45 min on the incorrect answer also needs to be updated


comment:
instead of "into a chance" s/b "into an opportunity"


comment:
Do we want something in this answer about why the guest out use the app in this situation?


comment:
Add an apology statement before "she used the mobile app to check in".. something like "I'm sorry for the confusion.  She used the mobile app..."


comment:
instead of "i can do this" - should be more positive like "I'm happy to add that to your service today!..."


comment:
Reword: Selecting a signal to monitor and engine relying on an analog signal". Not sure what you are trying to say here.

Change "performance preferences" to "optimize performance".


comment:
Percent throttle should be showing throttle percentages, e.g. 0%, 50%, 100%


comment:
scenario is ambiguous... option 1 and 2 are technically valid.  Option 4 is not all inclusive.  Consider revising either instructions or the options.


comment:
This should say Speed Signal to... instead of "Fault Flash out.."


comment:
Spell out DO - Dual Output, may want to say aka Dual Output


comment:
Remove G-Drive pages since it is not included in the training.


comment:
The light should go off if the switch is off.  Does not turn off.


comment:
Same place where jenny's bubble covers her face, also looks like her photo is squished vertically


comment:
Blue directions after click throughs - "Arrow" should be bold


comment:
YES feedback: Two spaces after first sentence in black.


comment:
NO feedback: Two spaces after first sentence in black


comment:
Need to change course title in red title bar at top. Should be "HR the Basics: Introduction to HR"


comment:
Amit's bubble - two spaces after each sentence


comment:
Jenny's bubble - two spaces after each sentence


comment:
The COS pdf shows a blank first page; am I supposed to see something? If not, can we delete p. 1?


comment:
FE portal pg popup: Two spaces after first and second sentences


comment:
FE portal pg popup: Says "as shown in the example below" but the example is not below. Change to "as shown in the example to the right"


comment:
HR Calendar popup: two spaces after first sentence


comment:
OneSource e-Learning popup: 2nd sentence - delete space between e- and Learning


comment:
Email from John Smith - two spaces after first sentence


comment:
the first image in the movie isn't the same as the one from the very first screen - "the spirit of functional excellence" and "living the vision" need to be in italics


comment:
Is there a way to get rid of the "jwplayer" in the video player?


comment:
The "From:" and "Subject:" text is in the right area for John Smith's email, and then jumps up on Amit's reply


comment:
Email from CorpFE: Two spaces after 3rd sentence


comment:
in the intro text of the movie that says, "Welcome to Human Resources (HR) the Basics," I think the "(HR)" needs to be earlier in the course - like on the previous screen in the title - it could say "About Human Resources (HR) The Basics"


comment:
After all click throughs, blue directions - "Arrow" should be bold


comment:
Text on left - two spaces after: #1 after first sentence, #2 after first sentence


comment:
The last sentence before the directions seems to hang out in to the white space too far. Can you drag the right side of the text box in some so that "HR Strategic Partners" is all on the second line?


comment:
Should have "Click the Next Arrow..." text after all 3 have been rolled over


comment:
Edit text, "For a specific example, see the 2012 Goal Tree by clicking the Resources button above."


comment:
Move people up a pixel or two so white bkgds aren't overlapping outer gray bounding box of UI


comment:
In the "try again" popup box - can we make the "What is Cummins business?" question a new paragraph so it's separated from all the red text?


comment:
The "Click here to see what others have to say" seems weird, and not consistent with other places in the course. Seems like there should just be an X at top right of chalkboard to close it


comment:
No page count between back/next btns showing for this chapter


comment:
2nd paragraph: two spaces before last sentence


comment:
directions - then should not be capitalized


comment:
Odd to have feedback telling you the right answer when you have to get a 100%


comment:
Directions should be "Select all that apply, then..." instead of having directions, then question, then more directions


comment:
comma should come before "then" in blue directions


comment:
Blanks 2 and 3 really need a comma after.


comment:
Same here as on previous select all that apply question


comment:
Same here as previous select all that apply for directional text


comment:
in the first bullet, change the word "that" to "who" to read: "...of leaders who model..."


comment:
the text "For a reminder of the 10 COS Practices, click below." should be in blue since it's instructional text. Also, it looks like Arial rather than Arial Unicode.


comment:
Can we insert a directive into the correct feedback: "Click the Next Arrow to continue."


comment:
Popup that shows your score before you get to this page - again, seems odd to show what the correct answers are when you require the learner to pass the test with 100%


comment:
change "that" to "who" in the second sentence to read: "...hires who are a fit..."


comment:
add a hyphen between "high" and "priority" in the first line to read: "...to high-priority initiatives..."


comment:
in the first bullet for leverage common processes, add a comma after "quality" to read: "...quality, and effectiveness..."


comment:
In the EBU popup, I think there needs to be a comma after oil and gas? (if intent is separate categories of oil and gas//military equip


comment:
in "Catalyst to Create Excellent Leaders," there is not the same format in the bulleted list (the top line is a sentence and the first bullet doesn't start with a verb like all others) - change the top part to something like "Important for leaders to promote talent management" and then the first bullet to "Supports leadership talent management efforts."


comment:
Great work on this screen! Really clear way to present sooo much info. Probably my fave in the whole course.


comment:
I think box should be labeled "Corporate HR"? Alicia?


comment:
Why is there not a screen showing how Line HR fits into the internal structure?


comment:
It looks like a mistake that CBS HR screen has map in the background and Corporate does not. Is there a reason not to include here?


comment:
in the conversation, maybe change the color of the words you drag over into the conversation to make them stand out a little more


comment:
"Heinrich" is listed in the conversation - should "Donna" be too? We were told her name on the previous screen.


comment:
I think we need to provide some examples of Line HR functions. After the bulleted lists of Corp/CBS, Amit looks dispensable.


comment:
check two spaces after periods in the conversation - particularly on the 4th and 6th parts of the convo


comment:
Inside the Jenny popup, her last name is still Wong instead of Li.


comment:
on the 3rd blank, Six is spelled out, but in the 5th blank, 3 is not. Spell out "three" in this instance.


comment:
i think there are a few too many exclamation points in this conversation, esp. after what "Heinrich" says in the 3rd blank and 5th blank - I would only put one in each of these instances instead of one after each sentence. in 3rd blank, put a period after "see" and in 5th blank, put a period after the blank


comment:
When you hit Try Again, the answer options need to snap back to the left (it's not intuitive that you have to drag them out of the sentence back to the left, then move them around).


comment:
put a comma after "course" in the third sentence at top


comment:
Change "No one sub-function alone" to "No single role can"


comment:
no periods after "types" and "units" in the boxes


comment:
Change text in second paragraph to: "Heinrich is a new Cummins HR employee. He just completed Global Onboarding and HR The Basics. He calls his manager, Donna, to talk about how his individual work plan links to the Corporate Goal Tree."


comment:
add a comma after "brands" in the first sentence to read: "...partners, brands, and a..."


comment:
Make sub-bullets different than main bullets (maybe a dash, open circle, etc?). This applies to all On the Job screens.


comment:
in the first sentence at the end, change "their" to "its" to read: "...advantage in its respective..."


comment:
Font on screen looks like Arial rather than Arial Unicode.


comment:
in the first sentence of the second paragraph, pronoun "their" isn't necessary - take out completely to read: "...deep understanding of local markets..."


comment:
looks like there are two spaces after opportunities in last line of second paragraph and you need two additional commas here - change to read: "...opportunities; and, hire, develop, and..."


comment:
I feel like the paragraph and instructions are in a different font?


comment:
Buttons should be in this order: Line HR, CBS HR, Corporate HR


comment:
Please check all text/popups on this page for font consistency.


comment:
in the Power Gen popup, add comma after "components" to read: "...systems, components, and services..."


comment:
Still need to make edits to Talent Management (per line 72 of the spreadsheet). We should probably also move Talent Management to the last thing on the list.


comment:
in Cummins Engine Business, looks like there are two spaces after every period - change to one


comment:
in Cummins Engine Business, add a comma after "automotive" in the second sentence to read: "...light-duty automotive, and a number..."


comment:
in Cummins Engine Business, I think there needs to be a comma between "mining" and "marine" (I assume those are separate categories) to read: "...mining, marine, oil..."


comment:
in Component Business popup, need commas in these places:
Cummins Filtration: after "manufactures" and "chemicals"  
Cummins Emission Solutions: after "components" in last sentence 
Cummins Fuel Systems: after "develops"


comment:
in the component business popup: check to make sure only one space after periods - esp. in the Cummins Emission Solutions and Cummins Fuel Systems sections


comment:
in component business popup: in Cummins Emission Solutions, add a hyphen between "after" and "treatment" in the last sentence to read: "...after-treatment components..."


comment:
Text looks like Arial instead of Arial Unicode.


comment:
in organizational structure popup, check for two spaces after a period in the second paragraph


comment:
Don't like the way "results" is hanging out alone on the last line in the Functional excellence definition. Can we pull that box in on both sides so the definition is offset a bit from the paragraph above?


comment:
Edit text, "In Amit's situation, there was an opportunity..."


comment:
sorry - last comment is about distribution business popup (as is this one) - in the second paragraph, second sentence of the popup, add two commas after "services" (to read: "...products, related services, and...") and "services" (to read: "...engineering services, and customized...")


comment:
Can we expand notes page just a bit? I was copy/pasting all the bullets, and not all of them fit.


comment:
in the paragraph at top, should Company be capitalized? i would lowercase.


comment:
Links should be accessible through the Resources button; Instructions should be "Click the Next Arrow for HR-specific resources."


comment:
Remove goal tree bullet point from Amit popup.


comment:
Edit corpFE email so closing is "Sincerely, [enter] Marguerite Rivas"


comment:
In amit's last comment make "time saver" two words.


comment:
looks like there is more white space between the 2nd and 3rd buttons than the first two


comment:
Answers need to show right/wrong somehow - i.e., green checkmarks/red X's, or similar.


comment:
when I click print, all formatting is lost.


comment:
Write out 10 in word form for the first lady


comment:
"OnBoarding" was written as "Onboarding" on the previous screens - which is the correct way?


comment:
The gray popup boxes with the feedback are really close to the question text - can then be moved down just a little (looks like there is space on the screen)


comment:
in the second guy's question (second sentence), add a comma after "plant" to read: "new plant, and we..."


comment:
in the second sentence up top, add a comma after "strategy" to read: "...cohesive global strategy, HR employees..."


comment:
on the Knowledge Check setting a new policy (when Ana is selecting roles for each HR function), "Alignment with other programs," "Administration (proof of membership, sign-ups, etc.)," and "Payroll implications (taxability, reimbursements)" need to be centered in the boxes


comment:
For "Corporate HR," "Line HR," and "CBS HR," put periods after these bullets.


comment:
On "CBS HR," change "Provides" to "provide"


comment:
in the paragraph at the top, add a comma after "talent" in the parentheses to read: "(tools, processes, talent, and communications)"


comment:
in the business results popup, take out "their" to read: "...expectation of customers..."


comment:
don't get the blue directions after rolling over all four of these


comment:
when rolling over "People," it says "OnBoarding" - saw as "Onboarding" earlier in the course - not sure which is the correct way to write


comment:
in the second paragraph up top, put a comma after "support" to read: "...business support, we must..."


comment:
HR Talent popup: Change title so there's a comma after "Development" and "and" instead of "&" to read: "...Development, and Assessment"


comment:
in common and capable tools popup, add a comma after "analysis" to read: "...workforce analysis, and compliance..."


comment:
common and documented policies popup: add comma after "policies" to read: "...HR strategies, policies, and processes..."


comment:
last line of top paragraph talks about clicking the Resources Button at top, but there is no Resources Button


comment:
in Jenny's talk bubble about halfway through the story, there are quotes at the end that should be removed


comment:
at end of story when all three characters are next to one another, Jenny's last name is "Wong" - change to "Li"


comment:
in Amit's question box, there are two spaces after the period between the first and second sentence


comment:
Amit's picture doesn't change when clicking on YES or NO - it seems okay for NO bc that's the right answer, but he did something wrong and is smiling real bag when clicking on yes - should we use a different pose here?


comment:
in Amit's YES answer (third sentence), pronoun "they" needs to be defined - who is "they"? It could be "auditors" or the sentence could be changed to read: "During a recent audit, it was determined..."


comment:
I rolled over all the partners and then didn't get the blue text directions to click the Next arrow.


comment:
in Global Human Resources Portal popup, change the end of the second sentence to read: "...business segment, and in other organizations" (comma after "segment" and add "in" before "other")


comment:
HR calendar popup: take out the comma after "process" in the last sentence to read: "...business process and by date."


comment:
OneSource popup: the text is really close to the bottom - can it be moved up a little so it doesn't look so squished?


comment:
Compensation and benefits popup: in first paragraph, change "&" to "and" in two instances - keep in "Q&A's" but change the other two spots this appears


comment:
after clicking through all, i don't have any blue directions prompting me to click Next at the top


comment:
text on left: #2 - change "their" to "her" to read: "An employee has a question regarding her relocation package."


comment:
text on left: #4 - add a comma after "assessing" to read: "...attracting, assessing, and selecting..."


comment:
in the blue directions (when my answers were wrong), delete the comma after "left" and add "and" to read: "...left and then..."


comment:
the second bullet mentions a Resources button - but there is no Resources button in this course


comment:
in Amit's popup, add periods after all of the bullets that relate to the different HR functions (currently only after the last one) and change "Provides" on this last bullet to "Provide"


comment:
need blue on-screen directions prompting learners to click Next


comment:
2nd paragraph: add comma after "course" in first sentence


comment:
this question is pretty difficult i think - "Adaptable" is not a correct choice, but I'd think Cummins would admire that trait even though it's not on their list - I would change Adaptable to one of the others on the list and have all answers be correct


comment:
On the first bullet point, add a hyphen between "drop" and "down" to read: "drop-down nagivation"


comment:
this is another hard question - i think unless it's important for them to have the four components of functional excellence memorize, the third distractor needs to be changed to the last correct answer and have all be correct or be changed to something that is more clearly incorrect


comment:
i think the part of this video in which the globe is spinning is a little too long - maybe even just take off a few seconds


comment:
Can we call out in a big way that they need to have their audio turned on?


comment:
I really like this excercise. I would like the X's and checkmarks to be larger on each icon though (when results are shown).


comment:
We need to build in Lectora action to hide the Next button until each step has been "Rolled Over" AND the correct order is selected.


comment:
I also really like this exercise!  I especially like how they link to an NPS score based on the decisions they make and how they follow-up.  However............I would like to hide the blank gray decision tree boxes so it only shows what you've selected so far as you progress.  Also would like to remove (or hide) the alternative option and path that you didn't choose, and fill the entire screen up with just what you did choose.


comment:
Possibly hide Next button until we go through at least two different paths???


comment:
Hide drown down menu (in publication file) until learner has successfully reached the completion page, then show the drop down for review later.  You can leave the drop down here during all of our internal reviews to help us navigate better, but just please take note for final publication file.


comment:
intro screen refers to box 'above' but the boxes are below


comment:
Are we confident a global diverse audience will be able to relate with a male superhero as the main character?


comment:
I think you are missing the most important part - where the action owner documents the call in the Allegiance tool. This makes it look like all the action owner does is follow up with the customer.


comment:
I am working with corporate communications to update this flow... there is nothing incorrect on this version you have here, but we may have updates. I will follow up with you on this asap.


comment:
I rolled over the placeholder text but did not get more information


comment:
Is there suppose to be something on this screen besides this?  Importance of Follow Up 
This screen tells a story of how an individual call from an action owner made a difference to a customer, and recaps how each call is an opportunity to improve in some way


comment:
Im not loving the one step at a time visuals. I would rather not see the 'tree' while selecting my options, but it unfold on the screen as I make my choices. I also think we need to have more scenarios that just these. I think we can help them come up with several more.


comment:
Also on one step at a time, for the issue where the customer rated us a '10', it really depends on if the organization took the feedback and actually did something about it. Maybe that should be included in the last box (ie. that the workshop led to an initiative that fixed the customer's issue).


comment:
The boxes are below not above as indicated in the instructions.


comment:
The transition on the course map and progress is not intuitive. For example, when I saw there was Slide 1 of 5, I thought that was it. But that was it for Module 1. Somewhere when we are in the module we should have indication on the screen of where they are in the course.


comment:
I am somewhat confused by the use of the term 'Course Map'. I see that there are 4 modules but it doesn't really portray what I would consider a map. I am just wondering if this would be confusing to a global audience.


comment:
Upper left box - I believe the option should be open or ignore rather than open and ignore. 

Alerts are generated every hour.


comment:
The first box should be customer completes the survey. Alerts are not generated without a survey being completed. I also agree that for the purposes of this training the process should include something in regards to system documentation. One additional consideration is to use a 5k process view instead of a 50k. Using a process with a more detailed view will show when the action owner receives an alert, prepares for the call, contacts the customer, documents in the system and conducts subsequent phone calls with the customer.


comment:
Everything that I noticed has been covered. I just want to reinforce a couple items. 1) Hiding the decision tree blank boxes. 2) The 10 score should certainly indicate that a customer painpoint or issue was resolved.


comment:
Discussing the score is a big no no. We especially do not want to encourage better scores as this is considered gaming.


comment:
I agree with LB. In addition, hopefully, we talk about each of these phases at some point in this course. If not, we might think about adding "drill-down" functionality and including some additional detail behind each step. Just a thought


comment:
Where do the scores at the bottom come into play? Is it essentially saying your ability to make a positive follow up can impact future surveys? I like the exercise but thinking of it as a new action owner I wouldn't make the connection


comment:
NOOOOOO!!!!!! Discussing the score is considered gaming.....we need to focus more ont he improvement side and context behind the customers answer


comment:
In this section we are talking about Corporate not just Corporate HR so HR should be removed from top level line.


comment:
top level should indicate CBS not CBS HR as we are talking about all CBS at this point in the materials.


comment:
for the Line HR role..we need to add some additiional language around HR business Process delivery ...business partnership


comment:
I see the line HR language was on the next page...


comment:
onthe Payroll Implementation at a check in the Other Groups (Tax), on the Communicaiton add a check in the other groups (Corporate Communications)


comment:
on the tools,..remove the word "online" in the training section as we have both online and instructor lead training.


comment:
Jenny's photo should be different as she looks way too happy given the gravity of the moment.


comment:
some change here to the wording...will get to you.


comment:
Change in first paragraph...Onesoure is the primary system of record for HR data across the company.  So..change from Only to Primary


comment:
When I open this module on my standard Cummins laptop, I have to minimize the screen to 95% to see the content - is that something we can fix?


comment:
I totally disagree that number 3 and 5 are something leaders should not check as their responsibility. I get what you are trying to do here, but our leaders DO select individuals to participate in CSE initiatives - not everybody is doing this, and we DO have leaders attend CSE  team meetings. I think this approach will be confusing to people. Either has to be re-worded or make all the items yeses.


comment:
Further to my last comment - on the next screen we show an example of how leaders are engaged in CSE and it's to be a member of a CSE team! So this screen and next are in conflict. We just told them on this screen that attending CSE team meetings is NOT something a leader can do to enable customer success. Huh?


comment:
Do you have a distributor CSE leader reviewing this material to provide context to the distributor examples - I think that is a REALLY good idea.


comment:
I agree with MP comments that we should be spelling out SOS at the very least before introducing this concept in this example.


comment:
On the previous page, What is Right for Your Group?, There is similar but not the same suggestions about recognition.


comment:
I know I already commented on how I didn't understand the connection. This text doesn't make sense: How is communicating Customer Success like working with a trainer?


comment:
we need to include something along the lines that it is considered "gaming" to discuss the score or the nomencalture behind the score in any way


comment:
At what point will the "Next" button be enabled?  It could be good for the learner to have to go through more than one path before they can proceed.


comment:
For the second bullet point, the approach is also determined by what they have to say.  Maybe it could be modified to "... passive, or detractor, as well as the feedback they provided."  I say this because someone may score a us a 7, and still have critical comments and issues that need to be addressed.


comment:
I concur with JB and DO, I liked the video until I reached that point.


comment:
I see now what the purpose was of discussing the rating model in the video.  I agree that having additional details about why this is wrong should be included.


comment:
Rather than providing the right answer if the learning answers incorrectly, I think the learner should have to go back and try again.  Also, when the learner selects the incorrect answers, there should be some explanation as to why it is wrong, rather than just "your answers are logical."


comment:
For the animation for the alert, it should be consistent with the reality of receiving an email alert.  When I read the description I picture a pop-up box on a computer and then two buttons to click "Open" and "Ignore".  Perhaps the email could come into the person's inbox, and then a thought bubble appears with the "Open" and "Ignore" options.


comment:
How will the animation progress from the alert to the action owner making the call? The flow right now seems broken..the bottom boxes go back to before the call was made.


comment:
I am not sure why there is a smaller loop within the larger one. I think that makes it confusing and does not add value. Why does the action owner following up lead back to survey sent to customer?


comment:
There was no content showing up to comment on


comment:
The next button should not be enabled until the trainee goes through a couple scenarios. One scenario should be the one they choose and the other should be an 'ideal' scenario or best practice. This way they don't really know what the other scenarios will lead them to


comment:
In the 5th question, there is a repetition of 'rating'. It reads 'by not disputing his or her 'rating' or discussing the 'rating' again. Why do we need the first part?


comment:
I understood why the video had that rating discussion when i reached the follow up question at the end of the video but i'm still not sure we want to include that in the video. We dont want any confusion of people thinking its okay to do that on a customer call.


comment:
Hopefully, the quiz will be more interactive


comment:
I agree with the global applicability of the super hero comments. I also think that the initial entry screen having these types of comic book type images may make NPS and the alert process seem flippant or not serious.


comment:
The smaller loop is confusing. The flow portrayed is the survey is sent, the action owner follows up and then the alert is sent to the action owner then the survey is sent. That does not make sense. Arrows are backwards?


comment:
We don't require follow up with passives - that is optional. Also, I think it is simplistic to think that an individual's actions with one customer can change their score. There are too many assumptions in that scenario. It would make more sense if the person following up was able to make an immediate impact by "fixing" an issue right then and there - for example the customer wants to know delivery date and the owner checks when the product was going to be delivered and provides a date.


comment:
For distributors, the business unit doesn't decide how to handle passives and promoters, it's the individual distributor or NPS champion.


comment:
I like the video, but I'm a little nervous about providing an example of how NOT to do follow up. People may remember the video script and not that you shouldn't try to influence the score. Even if you quiz them. I think it would be effective to have the "right" behavior portrayed, but I'm not sure how to demonstrate to owners things they shouldn't do.


comment:
I only see 2 of the 4 modules (it stops after module 2) and the links above to BLP's website do not work.


comment:
I think I can somewhat visualize this interactive exercise.  I like the visual challenge of having to unlock the phone. But, what happens if they get any of the questions wrong?  Will it show them the correct answer, or go back and ask them to try again (just the wrong ones), or ??


comment:
We may need to be more direct about the guidelines document in the resources tab.  Although you reference it in the previous slide, and elude to it here, we may want to make the lettering bold so it stands out and be more direct in that they should either Print the document or make sure that it is on their screen and they toggle back and forth if they need to reference.  I could see some users not getting our reference to "guidelines" and miss having that document handy.  Then they may be left thinking "What Guidelines?? Did I miss something in the training...."


comment:
In terms of "style" for this exercise..............
1.)  Fred needs to be talking on a phone like Karen.  Will make it feel more believable.....
2.)  I am not crazy about the filmstrip flipping style.  It was too distracting.  While I like the character photos, I think it would be more effective if we cut them out, placed each one on a plain white background (with a split between the two like you have today), but then have each expression photo fade in from the previous.  This will be less distracting in my opinion.

With regards to the how the scenario played out, I know you guys already have our feedback about mentioning the scale :-)


comment:
When they get the answer wrong, I would like for the feedback page to give them more than the brief verbiage.  I would like to make them go back and try again (at least one more time), and then at the end show them a visual of the right answers here as a reminder of what they should have selected specifically.

I also don't like saying "while your logic makes sense" because some will use that as an argument later on why they should or can mention the scale.


comment:
Would like to have some sort of character image on this menu page rather than just plain text boxes.  You may already be planning that.


comment:
Wasn't sure where to put this comment, but with regards to the resources, I am thinking we will host the actual documents through Cummins Connect, make them public files so anyone on Cummins Connect can access, and then link to those URL's rather than embedding within the Lectora in case if any of them change later.  This way we won't have to update the SCORM file in all the languages!

BTW.........I've already addressed AG's comments :-)


comment:
through is misspelled in the what's next for participants.


comment:
Change the Guide bullet points to Activities.


comment:
After the first video, I clicked the Continue button and it jumped past the second video back to the presentation


comment:
Update to previous comment. When I clicked Continue, it briefly restarted the video. It did not skip a second one.


comment:
This video is wrong.  Sorry. We need to discuss this before moving forward.


comment:
The direct observation text is confusing.  If the observer is using OTS on a meter (or in the future through POC Mobile), then they would not necessarily need to complete a checklist.  They may have a guide or standard they are watching, but the recording of the OTS completion on the device will finalize the record in the certification (no competency documentation would need to be separately filed).


comment:
patient result reporting. - I believe we call out patient result recording in the certification section as well, but I agree with Adam that this may be confusing in this module.  Can we expand the automatic explanation to state that the "patient results" option in certification will record results uploaded by an operator to automate the "recording of patient results" competency process.  In addition, it is important to note that when automating that process, only accepted results are counted as a "patient result" for the automated process.  If a result is rejected then it does not count as a competency for certification purposes.


comment:
Agree with Adam on the Worksheets, QC, and PT section.  Make sure that the automated option only states that we can automate the completion of QC.  If the customer wants to use other records, those would need to be manually recorded in the competency section.


comment:
for assessment of troubleshooting skills, we do not state how the record is recorded (like the other screens)  Do we want to mention that the competency is created and assigned here as well?


comment:
Minor edit to the definition  "Some of the competencies can be setup for automatic recording within the certification screen,  while others can be manually recorded using the competencies screen).


comment:
demo discusses the 6 elements as required for med and highly complex testing, but does not make mention of waived requirements.  Also, we show the competencies screen while discussing the certifications and how some of the competencies can be automated.  In addition, the OTS statement makes it seem like that only tracks device maintenance (even though direct observation is mentioned in the other bullet points).  Reviewing QC results does not monitor the recording of test results (QC is QC, not a test.  That is why the patient test section must be used).  Assessment of test perfortmance through testing previous specimens also cannot be automatically recorded (that would be a separate process such as a dummy patient and may be tracked manually as a competency or perhaps as a patient test if the customer chooses).  Finally, reviewing patient results does not show performance of maintenance (usually taught in a classroom and recorded as a roster, or an online exam), assessment of troubleshooting skills (recorded the same way as maintenance).  And direct observation is just that...direct observation.  Reviewing results is not considered direct observation.


comment:
when selecting things to do and things NOT to do...can the text stay visible until the next one is clicked rather than it disappearing as soon as you move the cursor, also title the text box that pops up with what you are looking at, or somehow show which item you are viewing


comment:
not sure the sun and rainbow adds any value to the course, more distracting then value added


comment:
Do we want this branded only for the cobas 6000?


comment:
Keep the text bubble the same width, adjusting the  height for the text


comment:
Keep the helpful tips until the next on is clicked, moving off makes the text disappear...Distracting


comment:
Understand why the roll-off what done. Can logic be employed, when all of the things to do are viewed a button appears so that the things not to do can be viewed and vice versa.


comment:
The text to move was a little hard to see at first. Could the text be bold, or slightly larger font?


comment:
spell out mechanism, don't refer to it as mech.


comment:
if we keep this fully branded as the cobas 6000, other areas of service will not be able to use the course.


comment:
There is some very quiet background talking that says something about audio.


comment:
jill still covering a little of the continue button


comment:
sound played when I came back to see it in action


comment:
ideally results would always fall in the center of the target


comment:
question mark appeared after the rest of the answer


comment:
make hte background to the spots for the pictures white


comment:
The Martin Royer example seems unfair. Just because this employee made fun of the clock being broken, why should his boss cite him to be responsible for putting in a ticket. I'm not sure it's a good example. Maybe have one where the employee is directly responsible for an area that has unsafe conditions. Please don't make the example their own desk and how messy it is!


comment:
Oksana Gogol example. Some customers made a request of you recently - suggest the training aspect is included as it is a bit awkward. For example: Some customers made a training request of you recently


comment:
the sentence towards the end "With the VENTANA HE 600..." has extra spaces at the start of it. remove


comment:
Reduce the length of the conversation - not so much back and forth..


comment:
Show the customer the list from Abbott (or direct them to click on the Resource tab to see the list)


comment:
Move comment box to the side more..not ideal position right now.


comment:
change the correct answer to say:

Discuss the limitations of mixed batching and turn around time on the m2000.


comment:
The answer provided once correct answer is chosen should change:

The mixed batching options and turn around times increase workflow efficiency for cobas 4800 System compared to m2000.


comment:
Should be "she" not "he" - Abbott rep was female.


comment:
Add "what turn around times" to the question.


comment:
...offer mixed batching capabilities and shorter turn around times that...


comment:
Change c.Diff & MRSA box to c.Diff, MRSA/SA & HSV 1/2

This and HIV-1, HCV & HCV GT are the only correct answers.

CTNG & HPV can't be run together. Please correct throughout.


comment:
In an 8 hours shift you can generate more results based on turn around time for the assays and by utilizing mix batching capabilities.
You can be confident in results.


comment:
Please keep the first sentence with test corrections then add below.


comment:
Make sure to change the tests that can be run together on the cobas 4800


comment:
Add... as many tests as possible in an 8 hour shift on a single platform..(second sentence)


comment:
Mix the answers  - they were all in order for the response.


comment:
In resource tab will include slide deck with competitive information. Should direct them to look at the resource tab here to get more information on Qiagen.


comment:
Move the conversation box more to the side


comment:
take out closed tube processing - this is not correct


comment:
This screen should be when the customer is standing alone in the congress aisle not the Siemens booth...


comment:
...uses  400 uL and only 200 ul for pediatric samples...


comment:
change all uL to the correct symbol for micro (u on the symbol fonts)


comment:
Take out "sensitive" should be "That is really great"


comment:
Use "primary tube processing" instead of closed tube - can you also use earlier in the exchange for Siemens?


comment:
Add direction to see the resource guide for more details on Cepheid.


comment:
Change question...What concerns should I have about that?


comment:
..have been underquantitated with a single target...


comment:
..pioneered by Roche for viral load monitoring...


comment:
Please ensure HIV is always HIV-1 throughout


comment:
Move this to the aisle to have a conversation with the customer. Should not be within the competitor's booth.


comment:
The Veris can load 48 samples and controls at one time. The system can generate up to 150 samples in an 8 hour shift.


comment:
Stop conversation at this point since we won't be in the Beckman booth (see last comment).

Change the response...Say...That is much closer to the batch size and throughput put our lab needs in an 8 hour shift.  
No other comments after that statement.


comment:
Based on change to the conversation this should be a follow up question to the customer to plant further doubt about Beckman


comment:
Change the correct response here to be about menu consolidation...they only have CMV for virology right now. 

Ask what tests in their menu on Veris are currently CE-IVD and timelines for development menu


comment:
Answer

Only CMV is currently CE-IVD for the Veris. Other assays are in development.


comment:
Delete the conversation about primary/secondary tubes. Just end with the last follow up question.


comment:
Change this to include comment on menu on cobas 4800 vs primary/secondary tubes


comment:
Can we say " What company will you be visiting next"?

Please change this throughout.

Also refrain from using contractions.


comment:
Change the correct response to..

PCR technology is the gold standard technology for viral load monitoring in clinical practice and clinical trials.


comment:
In the response to the correct answer, remove, this makes the strongest argument.


comment:
Add viral load monitoring for clinical practice and clinical trials to match change on the previous screen


comment:
As with the other competitors, have this conversation in the aisle not the booth


comment:
To convince MediMax labs that we have a better solution for them we need to further understand their needs.


comment:
Your job is to use the planning wizard to gather information needed about one of your current customers to bring with you to the launch event. There you will use this information to develop a winning strategy!


comment:
Just say...Click continue when you are ready to enter information about your customer.


comment:
For Competition tab, should be able to enter multiple competitors


comment:
Put a statement here to remind them to bring the printed form to the launch event meeting


comment:
Great work!  Now you are ready to create a winning strategy in Copenhagen.  Don't forget to print your customer profile and bring it with you to the launch event. 

See you there!


comment:
New: Can you bring down the word "Exit" in the header 1 pixel for all slide masters?


comment:
change You made it over the mountain of features and benefits to You got the scrolls up the mountain to the guru


comment:
replace the first couple sentences: How can you use stories to help customers see how the VENTANA HE 600 system meets their needs? Learn about the power of stories. Then, help the customers. Nine customers ....


comment:
you must watch = watch; be able to decide = decide


comment:
at the end, where the customer and the guru are together on the pillar, the customer's face looks fuzzy compared to the guru ... thoughts?


comment:
ok, I may be going crazy here, but in previous modules didn't we have the videos that were internal to the module (not in the intro) embedded in some kind of frame?


comment:
for all of these stories that will be replaced with video, can we do something graphically to make it look like it will? Like, put the story in the box that the video will play in?


comment:
the green guy jumps too much ... let's minimize jumping and focus on moving.


comment:
teh orange shirt girl is too extreme .. she needs to be a little less cartoonish in her movements


comment:
Add a label to the baggie with the tube of blood in it 'Blood Sample'


comment:
To be consistent - the word 'trash' should be a little clearer (lighter for more contrast)


comment:
Use 'Vial of Blood' so that it matches the question feedback.


comment:
I didn't realize the scnario had changed after I got the first one wrong.  
For the first one, can you add an image of the analzyer with tubing exposed (let me know if you need a pic of this).  Then the second image doesn't have the analyzer.


comment:
Reword to Broken Glass Test Tube, Contaminated Paper Towels, Not Contaminated Trash, Clean Glassware


comment:
Since we added the answer key, we should note on this page that the questions can be randomly selected from a bank of questions or something like that.


comment:
A co-worker is working with an analyzer...spashes in his eye.  Should rephrase answer to 'Through the mucous membranes'


comment:
I think the answers are too closely related.  So lets clarify the question:  you notice a small puddle of liquid on the lab work bench, you can tell it's not blood but you know work was done with human samples on the bench.  What should you do?


comment:
Buggy- I wasn't able to choose the features.  I could only click on "submit" which would then tell me I needed to pick something


comment:
Change HIV to HIV-1 throughout the course.


comment:
Change to CAP/CTM 48* with footnote at the bottom of the screen saying COBAS® AmpliPrep Instrument with COBAS® TaqMan® 48 Analyzer


comment:
Change her dialogue to: "Your job is to learn the differences in workflow between several different Roche systems."


comment:
Change this dialogue to "Great work! Knowing the differences between these systems helps us to provide accurate information to our customers, so they can make informed decisions."


comment:
Could we put a stock audio music bed in here to play in the background during this section? Something laid back? Nice to have, but might add to the section. These 3 videos are pretty long when you put them all together. It's a long time without any sound.


comment:
Progress bar time for cap/ctm isn't matching with actual time. Maintenance time says 32 minutes, but progress bar is still at 17.


comment:
If we use the progress bar, I think we need to label it somewhere to make it clear that it reflects hands-on time and not real time. The whole process really takes hours. I think it may confuse people otherwise. Maybe call it "Elapsed Hands-On Time" or something?


comment:
For the footnote on HPS CTM throughout video 3 and slideshow, use COBAS® TaqMan® assays For Use With The High Pure System


comment:
Since HPS has no maintenance, it seems that it should move on to the next phase before 4800. Now it moves on afterwards.


comment:
I thought we were supposed to have the joysticky thingy tool with a hand on it here to indicate how the rack gets into the machine.


comment:
The big clock looks pixelated when it animates into the cover page. Is there anything I can do to help you get a better image?


comment:
How would they know what to choose? I am not sure this info was covered prior to this activity.


comment:
Again, I am not sure this material is covered prior to asking for user input.


comment:
can we get rid of the thin border around IE symbol? And make the red "no" not as thick, so you can see a bit more of it behind the slash?


comment:
For the help screen, be sure to show the audio button, as well as the previous/next buttons. I think this page would be a good thing to show, once the next button is visible.


comment:
Let's make this an active step. "Use the Single Sign On (SSO) in FMC4ME to access the Allegiance Survey Platform. It won't be an option until you've logged in."


comment:
Again, active voice "Click the link to open the Allegiance Survey Platform. Pay close attention to the top navigation of your browser as it may open in a new tab."


comment:
can we have the I accept box show up when you say that in the audio? (You made the other one with the browser icons too fancy...) ;)


comment:
Instead of labeling each of these as a separate page, I think they can all be page 3 in the numbered text below. Because we're basically saying it's the same screen.


comment:
I'm noticing the page titles aren't here... Can we fix that please?


comment:
If it's not a huge pain, I intended for Login Basics and Getting Started to be screens within the same section. I think I had section titles? as well as screen titles in the doc?


comment:
Start with the verb "Select 'Dashboards 2' from the dropdown menu in the 'Dashboards' tab of the home page of the Allegiance Survey Platform."


comment:
Nope, we shouldn't have them clicking things they won't click in real life. If you can, just say the line at the top and have the screen show the prep data popup, then go immediately to the next step. Or add a note on the previous slide that says "there may be a delay while you're data loads."


comment:
Need to put a box to cover up that "3a" in the second item in the dropdown.


comment:
Let's make this a step "#. Select the dashboard you would like to view using the 'My Dashboards' tab. The Platform automatically opens the Participation Dashboard."

New paragraph "We'll look at the Participation Dashboard first. Click Next..."


comment:
I think this screen shot can be a little smaller. Its so big it's blurry


comment:
Opening sentence: This dashboard allows you to identify clinics or areas with lower participation rates so you can focus your attention on those locations to increase survey adoption.


comment:
Can we only have NEXT button appear once they've clicked all graphs?


comment:
It shouldn't just be the number that's the hot spot, it should be the whole thumbnail of the graph.


comment:
We need to let them close the screen. Right now, when I click the second legend box, it auto closes the view. That's not good. Let it close the legend popup, but leave the screen up. Then have a different close button to close this screen. Think of it like a popup...


comment:
Again, really need the page title. That's global!


comment:
I'm stuck. The previous button won't work. I have to re-click the checked off legend stuff to get out.


comment:
yep, not clicking the chart. we need a close button.


comment:
nice to have: we don't have to start every other audio clip with "now" it can just start "This view is.."


comment:
The Tip needs to be a separate paragraph. You can make the graph smaller if needed.


comment:
Can we add the rollover, so the number popups up? Slide 11 has the view you need.


comment:
The Previous button has to be programmed to go back to the Getting Started screen. Right now, it goes back to the last chart the learner viewed.


comment:
When you trigger the arrow to reappear, if you can bring back that note too, that would make it stand out.


comment:
Let's change the directions each time. First time "Click the data from the East to see more options."


comment:
change onscreen text to say "See how the data is now divided by regions?" then change directions to "Click the Northeast to take a closer look."


comment:
"Now the view shows you the data by various areas and states. Click Western NY to continue."


comment:
cert next steps - g is on the green outline


comment:
remove out of range no alarm from the menu


comment:
This got stuck for a moment. not sure if it's my system or if there's a glitch in the program


comment:
This took a long time to load. Was a blank screen for about 15 seconds.


comment:
I chose every answer and it said they were all wrong.


comment:
Okay. that was my fault. I was missing one of the three.


comment:
Please update all instances of cobas c 513 analyzer series to cobas c 513 analyzer. Series should not be included.


comment:
Edit from JG and BL. Please incorporate the fact that this analyzer tests for hemoglobin A1c. This would be an opportunity to incorporate the global diabetes statistics which are posted on basecamp.


comment:
We see that the statistics are included on the next slide. We are okay with moving to the next slide.


comment:
BL&JG - Is there another photograph of Emily that we could use here without her mouth slightly open?


comment:
BL&JG - The emphasis should be on the analyzer and what it does, the statistics should support the need for the analyzer. We would like to eliminate the Laura role. After discussing this, we have concerns that our learner will be inpatient with the focus on the story. They are familiar with diabetes. We also have concerns that we may be making claims that should not be included in the GRFT. Thank you for your work on this but we do feel that we need to eliminate the portion about Laura.


comment:
BL & JG. Can replace all of the Laura dialog with the following "when a physician suspects diabetes, the Roche hemoglobin A1c assay can be used as an aid in diagnosis of diabetes and as an aid in
identifying patients who may be at risk for developing diabetes".


comment:
BL & JG: The next slide could contain the following information or it could be included on the same slide. "Hemoglobin A1c determinations are useful for monitoring of long-term blood glucose control in individuals with diabetes mellitus." (Please note that I'm typing Hemoglobin A1c for BLPs benefit. The learner will recognize HbA1c and know that it means hemoglobin A1c. Please use HbA1c (as written here) in the GRFT.


comment:
Should we spell out NPS?   Although most (if not all) action owners should know what NPS stands for, and we will have previous introductory videos on the basics, something tells me having an acronym in the name is faux paus.  I don't think that is a best practice.  Maybe I'm off my rocker :-)


comment:
Do we need to remind the user to use only one type of browser again on this page?


comment:
Is there suppose to be something on this screen besides: Importance of Follow Up 
This screen tells a story of how an individual call from an action owner made a difference to a customer, and recaps how each call is an opportunity to improve in some way.


comment:
I can't get past this page by using the next button.


comment:
Screen One: Is this the first screen to appear? If not - then disregard.

If so - then this starts cold with no context behind


comment:
Your Role (loop screen)

I found this confusing - for a person who will be getting into it for the first time - it may not be intuitive

PS: I hate to admit it - but I couldn't get it right!! ouch - embarassing!!


comment:
Overall a very good outline and course

Would be interested in seeing how this 'fits' so that the flow and transition are contextual.

The passive video is very good (but Initially I was confused) - I am thinking that since videos are more memorable -I hope people don't ignore the text after - WHICH IS THE WHOLE POINT!!! Can we make THAT more graphical / visual?? Just because people remember pictures / sounds and videos more


comment:
I had to do this one several times.  The Action owner follow up is normally after the survey alert. moving it to the center is confusing as I haven't seen it presented this way before.


comment:
Nothing shown except text. Will provide better feedback when the screen is complete.


comment:
The functionality is great. However, I would like to suggest some wording modifications to the first detractor example (third section of the excerise), but I can wait til we get to that stage


comment:
Nothing on the screen except the intro text again. Please let us know when this section is complete.


comment:
Great functionality. I would suggest mixing up the good and bad examples though. Also, the bad examples need better explanations or examples to show the action owner what would've been a way to acheive a "good" quality documentation statement - they are currently too brief so I don't think they'll registar what was actually wrong


comment:
Again, it would be nice if these sections were complete before asking for us to review so we don't have to go back through everything.


comment:
Will the print funcationality populate the action owners name within the certificate? Surely, it can pull the name used at the begging of the course.


comment:
I realize you are trying to inject humor but Closed Loop Crusader may be too silly. Also is this translatable to other cultures?


comment:
I wonder if we should say the Cummins customer experience survey or refer to Cummins in some way?


comment:
Also if it's a phone call the customer didn't submit anything. Should it say completed?


comment:
Are we supposed to pick which response is best on the screen with 2 scenarios? It doesn't indicate that.


comment:
Agree with DO - we need to provide good and bad examples. Also what about examples where there is no resolution apparent or it's an issue the caller has no control over? Examples of how to effectively deal with these situations should be provided.


comment:
How do we suggest that the caller "keeps the customer informed at every step along the way?" Should they just "remember" to frequently check on the issue and call the customer to let them know? I think this works in certain circumstances but in many, that is not a feasible recommendation. Does Allegiance have some capability to assist such as issuing reminders? As far as I know once the issue is documented in Allegiance it is up to the caller or issue owner to take further action - there is no connection to Siebel or any other issues tracking system to identify the ongoing issue. Unless it becomes a workshop outcome which the caller may not be aware of.


comment:
Don't see the examples on the screen, just the heading text.


comment:
For some reason the functionality was not working for me. I was not able to go beyond the first 2 word clouds. I had to keep refreshing the screen to move forward. I could not complete the call scenario to provide any feedback.


comment:
I just had a tough time going through Module 3, I could not go through any call scenarios because it would not load


comment:
There needs to be some guidance on why it is 'bad' and how the action owner could have made it 'good'. The one which is an example of customer being unavailable - There is nothing the action owner could have done on that call, so why is it bad? Some guidance and explanation is definately required.


comment:
I feel like there should be some type of introduction before going right into the activities - maybe some information on the importance of removing trip hazards to our guests and employees.


comment:
We had decided that we wanted to make sure employees could read instead of relying on the sound, but I do think we should have both - narrated and wording.  They don't need to be exactly the same, but the verbiage on screen would be the back up in the event they cannot hear the narration.


comment:
I was able to click through all these activities without doing anything, and when I went back tot he home screen it had marked them as complete.


comment:
Hard time seeing her arms, maybe a different color shading would help for either the background or her arms.


comment:
Capes - there is an answer that capes should be rolled into a ball to carry.  Although this is not the correct answer, it is not necessarily a wrong answer.


comment:
Cords hazard.  Winding them up is how we tell them to do it but other salons have creative ideas on how to keep them coiled as well, maybe we should include those - I think Brooke has pictures of these.


comment:
Again, her left arm is a little hard to see.


comment:
Can we move the Submit button maybe up closer to the clock and change the name to "I'm Done" like the other slide?


comment:
Brooke - do we really have a rule to have another person hold the ladder, or is that a suggestion?


comment:
When I got it wrong, I could not re-do the activity.  There was not a "Try Again".


comment:
When they are wrong, and the person falls off the ladder, it is confusing to me what I am looking at, with the "cards" that fly off the screen.  Maybe more seamless would be better.


comment:
I did not pass the "Do you know the ladder safety rules" although when I go back to the home screen here it marks it complete.


comment:
When I do it the right way, the "scenes" flash by too quick - maybe we should add comments to them to reinforce what the right steps are and end with "You safety retrieved the product from the top shelf" or something like that?


comment:
When an employee clicks on the ladder, outside of the spreaders, there is no indication of where they clicked, so they may just keep clicking thinking it "didn't work".   Is there a way to change this somehow?


comment:
The feedback for the answer "Every Day" for inspecting the ladder is "You should check the ladder more often than that" is not always correct if they do not use their ladders every day. Also, inspecting them more often than advised shouldn't lead to her falling off the ladder.


comment:
Same with the spreader comment - need some type of shadowing or circle to indicate where the user clicked if they do not click on the belt buckle.


comment:
Could the flat iron cords be identified in one click instead of two?  When I took it I thought I had identified the cords were a trip hazard, but then I had to go back and click on the other one.  The cape on the floor also, the foot rest under the cape is a hazard as well, but could we have them identify this is a trip hazard in one click?  I had to go back and click on the chair, which is not the hazard, the foot rest point outward is. (or change the picture so the cape is on the floor and they can clearly see and click on the foot rest pointing toward the walkway?)


comment:
The "you can't work for a week" should have another consequence that makes them think about the injury and not time off of work.  Maybe it could say, "you can't work or drive a car for a week."  Just a thought.


comment:
Something I noticed is the stylist is trying to reach for a bottle of shampoo (I assumed it was for a guest).  Then later it says to wait until the traffic in the salon is light before you use a ladder.  Sometimes they may not have the option to wait.  Brooke and Nancy, do you think we should clarify this rule is for when they are doing a project on the salon floor, but they need to use a ladder to reach something for a guest they are currently working with too (even if they are busy)?  Or is this common sense?  To me, if you are busy, that is when I would choose not to use the ladder and climb on a washer, shelf, etc instead.


comment:
This page is still a  bit confusing.  Let's use the pictures from the next page instead of the words ..people, tools, processes communications/networks.  I think the HR Strategy is still confusing so can use to just explain via the existing rollovers.


comment:
I think at the beginning of the training there was a reminder to turn on your speakers, but I had forgotten about that so when I got to this screen I didn't realize at first that the customer was talking (my speakers were muted).  Could there be a reminder to turn on your speakers when you get here?  I also wondering if there could possibly be hearing impaired people who would go through the training and could benefit from having either closed captioning or a "conversation transcript" somewhere.


comment:
The question and answer options are confusing. Are the lamps driven by different parameter or not? Consider revising.


comment:
Suggest to move scenario description on top of the graphic for consistency.


comment:
The graphic doesn't work properly.  Make sure the conditions include an "and" so the user know that both conditions must be met.
Also, switch is in off position but the shutdowns still happen - that is wrong.  
There is not reset to restart the scenario to try different options.
Also, if during the 5 seconds a condition no longer met, the engine should not shutdown and the lamp should stop flashing.


comment:
Revise the questions.  Cummins engine should not be overheating if they are installed properly.  This is not a good scenario to use.  Suggest to use the following scenario:
I would like to make sure we protect machine transmission from overheating.  I'd like to... when transmission reaches a ...."


comment:
Revise "creating a lock key switch mechanism" to "Prevent key switch to be turned off.."


comment:
not sure why turborcharger type is being asked?


comment:
Another layer of data is visible. Click Hudson Valley to see more.


comment:
Here, you can see data by clinic within the Hudson Valley. Want to return to view by region or area? Use the navigation just below the graph title to return. Click "East" in this example to return to that view.


comment:
Make this part of the previous page. see how I re-wrote that section.


comment:
Notes button doesn't work. It should open a word doc.


comment:
We need to zoom this video a little more. Too hard to read in the Storyline player.


comment:
The cummins logo in the UI has a lot of pixelation around it. are you sure you had the right resolution to put in there?


comment:
US: This video gave me a loading screen and never really ran properly.


comment:
guys - why does this have the icons from the EXCEL course? You need to remove the items above the OneSource Navigation text and either put your own items there or just make the title larger.


comment:
Progress Bar - there was nothing in the progress bar on the first two screens. However when I hit the Back button on this screen, then it showed up. I would double check that functionality.


comment:
In the demo where it says he clicks log in. The word In needs to be capitalized to match the button.


comment:
You may want to take the yellow note out at this point.


comment:
Previous edit applies to Resources popup. Also, the Notes button doesn't work. It should open a word document, standard for every course. I have a copy if you need it.


comment:
US Practice: Ben - can you look at this practice. And confirm the ending is correct. I thought we clicked Budgets, and not Entries, but I could be mistaken.


comment:
Shouldn't it be "the data in OneSource" in the second sentence?


comment:
just confirming that employees should be capitalized?


comment:
i'm honestly confused about what the demo shows on this screen


comment:
US Practice- Screen is way too large. Needs to be reduced by a lot.


comment:
The site manager may or may not review the iSEC.  They confirm the IRB name/type but they do not QC the iSEC.


comment:
Although we do not NEED to ask for audit history now, should we say it is recommended because the outcome of an audit may trigger further follow up before the CDC decides to make a live visit?


comment:
Shouldn't the CDC also ask about their specific ICF process to make sure the PI properly delegates this task and has an MD answer medical questions?


comment:
Need standard blue "Click next.." directions


comment:
You don't have the e subscripted in the chapter title - guessing this isn't an option?


comment:
Earlier you use Euro 2-5, here you say Euro 2 to Euro 5 - change here or change earlier so it is consistent


comment:
The Click Next text shows up on top of boxes that drop out (I can see how it fits perfectly in the last box, but if you click the 3rd box last it looks funky). Maybe just move the click next text to above? I know we've done this in other courses when the bottom right was filled with content.


comment:
Aftertreatment and Filtration boxes - I think it is fine to continue to use left-justfied text


comment:
On past screens like this, the gray bkgds in the table extend all the way behind the engine


comment:
Extend gray bkgds of table behind the engine


comment:
Suggest making each column except the first one be centered text


comment:
Again suggest making # columns (Km, Hours, Months) be centered text


comment:
I lied, don't make Km centered. Just center the actual Km heading over the numbers.


comment:
Should the e be subscripted in the first sentence of intro text?


comment:
Maybe put a nice office-y background behind her that is faded out? I can send you one.


comment:
4th paragraph: hyphenate size constrained -- size-constrained


comment:
Remove the "_" between the top link and the bottom link.


comment:
4th paragraph reads weird with 2 "such as" -- maybe it should just read "...size-constrained installations, full size buses and double deck buses, are easily in reach of the ISBe's capabilities." LAURA - THOUGHTS?


comment:
4th paragraph - should e in ISBe be subscripted?


comment:
Upon clicking on the second link, it doesn't take me to a new window. The new page shrinks to the size of the Resources box and then when you click the "X," the Resources box closes.


comment:
B-series was seen as B series earlier (no hyphen). make it consistent - not sure which is correct


comment:
These words are all training-related words - probably remove the glossary box if no terms pertain to the course.


comment:
Why is one of the objectives for this section about the ISBe engines? Seems odd that the learner would need to know those sales messages if they didn't choose the ISBe section at the beginning.


comment:
Glossary and Resources are in a different order in the course and on the Help screen.


comment:
If you click the middle one last, the Click Next text is showing up over top - again, suggest just moving it above the buttons


comment:
Since you only have 3 buttons here, you could make them wider so you don't have to have such a drastic difference in line length for the first 2 lines compared to the rest of the text.


comment:
Text in pop outs is smaller than normal text. (I see that space is limited). May want to rethink layout a little, especially because the intro text they'll give will prob be more than 1 line.


comment:
Make gray bkgd extend behind the enigne, center text in columns


comment:
Extend line length on intro text so it only takes up 2 lines so the text intro text isn't so close to the table


comment:
The words "emission technologies"  and "increased" are a little hard to read with the engine images behind. Suggest make images a little more faded out.


comment:
Don't really need the gray boxes around images


comment:
"Aftertreatment" is spelled wrong in the gray box. Spell as I just spelled it (take out the extra "e").


comment:
Suggest having the Natural Choice logo thing disappear when a popup is up so its not just half showing behind it


comment:
Cooler Module popup: T-Start arrow is jagged looking because it is not quite straight


comment:
In the subheading at the top, the "e" is normal lowercase size - is that all right?


comment:
Get rid of space between Engine- and mounted (left i popup on right engine image)


comment:
Bottom right i - should it be High-volume?


comment:
Here I'm not getting the blue Click Next to continue directions (even after clicking all four boxes).


comment:
3rd bullet - 2 spaces after 1st sentence


comment:
In the blue directions (Click each emission level...), it looks like there are two spaces between "about" and "the"


comment:
2 spaces before ISB6.7 in blue direction text


comment:
In the second gray box, add a comma after "Euro 5" to read: "Euro 4, Euro 5, and EEV"


comment:
Suggest adding a "heading" to Bus and Truck so we don't have that blank area - maybe Vehicle ?


comment:
After clicking on both gray boxes, missing standard "Click Next to Continue" directions


comment:
intro text is overlapped by table. extend text box so intro text is only on 2 lines


comment:
Same thing as previous section with "emission technologies" and "increased" being hard to read. Fade engine imgs behind out a little more


comment:
Move high-volume oil pan i icon onto the gray area on engine, right now it is floating outside of the img


comment:
Remote-Mounted - not "Remove-Mounted" like my previous edit says!


comment:
1st paragraph - change "world-wide" to "worldwide"


comment:
Should it be 630cc Fully-Cooled Compressor?


comment:
re: paragraph 4 - maybe change to: "The ISB is capable of being used in weight-sensitive installations, such as multi-axle rigid trucks, and size-constrained installations, such as full-size and double-deck buses." (maybe that provides better clarity?)


comment:
5th paragraph: add a hyphen between "fast" and "response" in the last paragraph


comment:
2nd paragraph: add a hyphen between "cost" and "effective" in the second paragraph


comment:
I suggested changing the text that appears here again at the top earlier in course - if changed earlier, change here as well to: "...over more than 20 years with 10 million manufactured engines."


comment:
I noticed the hyphen issue too - I would maybe go with the hyphen (B-series) if the source literature doesn't indicate otherwise


comment:
In text at the top (first big paragraph), I think you want "form" instead of "from" to read: "These products form the basis of Cummins..."


comment:
In the Filtration Systems box, I would change the last sentence into 2 to read: "...predecessor. Its unique..." (add the period and the word "Its" in that spot).


comment:
Euro 5 (4th bullet): change to "Customer-supplied mounting" (added hyphen)


comment:
in the initial blue directions, it looks like there are two spaces between "the" and "ISB4.5"


comment:
in the 3rd message, change "4 cylinder" to "4-cylinder" (add hyphen)


comment:
Cooler Module popup: first bullet is sentence and all others are not - maybe change to: "Module-enabled flows for Euro 3 to 6 with no block change"


comment:
I would say yes on the "High-volume" change (add hyphen)


comment:
On info icon on top right, change to: "Remote-Mounted ECM" (add hyphen and change spelling of Mounted)


comment:
On info icon on top left, change to: "...Fully-Cooled..." (add hyphen)


comment:
in the top line, should there be a space between "Euro" and "5" - looks strange that there is for Euro 6 but not here


comment:
top line - add space between "Euro5" to read: "Euro 5"


comment:
BL & JG - We are good with the identification of the components next.


comment:
BL & JG - We like the concepts that you've covered in the information box.


comment:
May not need the second part of the disclaimer here.


comment:
May not need the second half of the disclaimer here.


comment:
audio says "select OK" but the screen capture says "Close". Can this be changed?


comment:
Picture is distorted. Looks like picture proportions weren't maintained when editing.


comment:
BL & JG - We like all of the activities included in this section. Could we make the highlighted choices more apparent?


comment:
I'd change the third bullet slightly and make into two separate bullets:
3rd: "Simpler and lighter key components because of the modular design."
new 4th: "Engine weight 10% lower than Euro 5, even with the addition of emission technologies."


comment:
Current 5th bullet: add hyphen between "4" and "cylinder" to read "...4-cylinder engine."


comment:
Benefit 2 - add some hyphens - should be: "Allows for weight-sensitive installations, such as multi-axle rigid trucks, and size-constrained installations, such as full-size and double-desk buses."


comment:
in the 3rd architecture, should that be "Adopts" at the beginning instead of "Adapts"?


comment:
I would say yes to "High-volume" (keep hyphen)


comment:
I would say yes on all Christa's hyphen edits


comment:
add space in "Euro5" in top text to read: "Euro 5"


comment:
intro. text to second set of bullets: change to "Euro 5" (add space)


comment:
first paragraph: change to "an assessment" to read: "You will now be given an assessment to..."


comment:
second paragraph: add comma after "course" to read: "...for this course, you will..."


comment:
The demo ends with a note about the status window. But then the screen changes and shows a new popup. Shouldn't there be text explaining the popup? I'm a little confused.


comment:
The edit in spreadsheet says: 2BOTH - Previously discussed. Who is in OneSource? Amit or the DD? It says, "Once the Data Detective logs into..." was it supposed to say DD?


comment:
There's a big disparity in audio volume between your screens and Ryan's demos. Even though we know we're swapping out audio later, i'd go ahead and bump up the volume on yours so reviewers don't have to keep adjusting the volume setting.


comment:
in instructions in demo, it says to type %Lopez. on screen it's typed Lopez%. make it consistent


comment:
Next button on this screen isn't working.


comment:
Need to put the course number in on the Course Info page


comment:
in demo - he searches by name and finds lopez. then he enters her employee id and finds her again. are you showing another way to find her? if so, I think that a simple phrase in the instructions like - Another way is to search by Employee Number. Amit selects the Number box....


comment:
Change the first sentence to "Once Amit logs into OneSource, he sees a list of Responsibilities. The Data Detective wonders what this list is for.


comment:
In demo, directions say that he types marta's name in box. But he doesnt, he types Lopez%. Sharon edit text how you want it.


comment:
In the storyline text it says previous time stamp - when the edit says to change to previous point in time


comment:
in storyline text, switched to converted. Just wnat to confirm because in the edit spreadsheet it says you changed to transitioned. confirm which word you want here.


comment:
captivate file says entered marta's last name, but really entered Lopez%. If they have to put the percent sign, that should be in the instructions too.


comment:
4_4Other is the wrong file, wasnt in Ryans folder.


comment:
Either this video is looping or it has duplicates in it b/c it just kept starting over.


comment:
This video has not been updated. Text is still at bottom of screen, no amit


comment:
there is some sort of fuzziness over this screen. not sure if there's anything we can do about it, but it's odd


comment:
Confirm that they actually click the budgets button?


comment:
confirm for me - this practice on page 3 is almost exaclty the same as the practice on page 2?


comment:
at the end of the captivate demo - there's some weird text that flashes on and off the screen - too fast for me to read


comment:
US practice - I got "incorrect" when I entered ZZ123 as the WWID. It change to zz123 in the field.


comment:
your drop down menu isn't working on this screen. when it's clicked in the drop down, i never got to this screen. i had to use navigation for it to show up.


comment:
storyline US - doesn't in second line second paragraph - does not


comment:
5_3Other is correct but needs to fix a code error


comment:
5_4Other right Captivate file, but need to fix a few things.


comment:
4_5US is correct video but need to fix the play bar to match the rest.


comment:
4_9US is the correct version but fix the quick end.


comment:
5_3US is the correct file but need to fix the code.


comment:
5_4US is the correct file but don't know why its zoomed in so much.


comment:
BL & JG - We like the activities included. It's great that this will be built out for each reagent type.


comment:
I think Ctrl+Alt+Delete might work to bring up the task manager. I'll try it & let you know for our meeting.


comment:
BL & JG - Please move the discussion of the sample probes and what each probe does to the Explore the Analyzer section. We could then discuss the sample probes and associated racks in the rack section.


comment:
The slide picture has distorted proportions (too tall). I can provide slide dimensions in mm, if that would help.


comment:
BL & JG - Please change Cfas to C.f.a.s. 
Also, please end C.f.a.s. description after the word "calibrator".


comment:
Also, the coverslip should be placed evenly over the tissue. An even margin between coverslip & edge. This coverslip appears crooked.


comment:
Again, slide proportions are distorted looking.


comment:
BL & JG - This is what we asked for. Look forward to developing this piece with you.


comment:
BL & JG - Please eliminate the Laura portion of this slide but keep the q & a portion.


comment:
do not need audio and play buttons on this screen


comment:
text in Why It Matters #5 is going over the box area. Easy button solution would be to reduce the leading to single spacing or slightly less than single spacing.


comment:
update text colors. body text shouldn't be the darker brown. this also looks like black?


comment:
remove "select all that apply" in the first paragraph


comment:
reduce button length so that you can move the buttons over to the right and the check marks (when complete) aren't so close to the folder icon


comment:
could we put the icons on these screens somewhere?  maybe put it right before the question text?


comment:
The SME and Template Owner wouldn't be helping with negotiating local regulations but help with negotiating changes to the wording in the template.....would suggest to re-word this last bit to'.... or ICF Template Owner can help with negotiating changes to the ICF.


comment:
Pieces of the ICF template are color coded


comment:
Click each of the red highlighted pieces of the ICF template to learn more


comment:
change nextb utton in directions to "right arrow"


comment:
Hmmm...above, it says I am commenting on a course called EURO 2-5?  Anyway, in the adjuvant advice, it says that NIS DO help with penetration...I think the subtle difference between penetration and uptake is confusing.  Also, in the question, it says that I am trying to penetrate a waxy cuticle, and the adjuvant advice mentions penetration.  I think we need to discuss this one with Ricardo and make sure we set this question up in a way that won't be confusing to a new learner.


comment:
Missing a word in the Click Next instructions (should it be "Click Next to see the results flow."?


comment:
Roll over again (make this a universal edit)


comment:
Text in the popup for step 5 is too small. I'm okay with the pop-up box overlapping the graphic some if we have to, to make that font size consistent with the rest of the popups.


comment:
In the drop-down menu, can we name things more specifically than "Tests in Communications Trace?" For example, "Creating Filters in Communications Trace", etc...


comment:
First sentence is missing a word - "You want to find out..."


comment:
To confirm - the directions in all these challenges say "Click one of the correct column headings..." - is there more than one correct way to go? If not, should just say "Click the correct column heading..."


comment:
Words out of order in the first sentence. Should be "You are seeing random issues occur..."


comment:
Text on this screen looks smaller than other screens.


comment:
On the other courses we've changed the intro text here to say "...you'll be able to do all the tasks listed below...and more!" Otherwise it looks weird to have the colon at the end of the sentence followed immediately by the "Click Next" navigation. Check out either Sarah or Nick's link if you need to see an example.


comment:
There's a random 18655 text box above the Roche building on this screen.


comment:
This question only gave me one attempt. Then when I tried to answer again, I got no feedback and no next button to move on.


comment:
The font size on this demo is significantly larger than on other demos


comment:
I do not think that we should be asking for new captivate demos at GM. You are for sure going to have a second beta if you do that.


comment:
are you 100% sure that he needs to go through the effort of clicking budgets again at the end and noticing again that her FTE is 1? I'm confused baout why it seems to start over at the end of the demo


comment:
US - Storyline - covered all his options sounds odd. Maybe "reviewed all his options" ? (total Nice to Have!)


comment:
in practice - there's a typo . it says review her salary by clicking the on the. remove the extra "the" and "on"


comment:
still getting the "incorrect" on the ZZ123 and the Lopez of the US


comment:
Also, on the very last screen, the text box we've added to the captivate changes for like .5 seconds and then closes the window. (I only noticed cause Amit moved)


comment:
Very last captivate box - I think Element needs to be capitalized.


comment:
BL & JG - Please make the choice more apparent. We did not realize that we had actually chosen the sampler unit.


comment:
BL & JG - Please make this slide similar to the cobas 6000 analyzer series GRFT. Please remove the Operator Notebook because GRFT is used for both Indy and Onsite. Please include the Learning Checkpoints and Simulator. Let's discuss whether or not the video library should be included since it will not be developed prior to launch.


comment:
Will provide resources to include on this slide.


comment:
Jill covers the transcript box when she slides in again at the end.


comment:
Left Nav - needs to have legal disclaimer at the end.


comment:
need a period after what's in the opening. Then add "Now you will:" - the current sentence structure doesn't make sense.


comment:
CC is off again - the stuff on the 1KS isn't in the CC, it keeps the text from the previous screen.


comment:
CC - again at the end it doesn't match what's said.


comment:
I don't think you need the comma after information. Isn't an information warning or an error alarm? or are there three? If 3, then you need a comma after warning.


comment:
CC not updated at the start with the new audio.


comment:
Try again button doesn't match course style.


comment:
The hint doesn't match the correct answers.


comment:
extra space in Mark's intro bubble between 1st and 2nd sentences


comment:
for questions in here with the right arrows, just use the continue button to advance. when you have the continue button hide the layer, i can then keep clicking submit while still being able to advance which is weird.


comment:
Purple text for Introduction instructions - add 'required tool' after the name of the NGD.  Also, do we need to mention where the QR checklists can be found?


comment:
not sure if we need it at this stage, but this feels like a wall of text. can we separate the email somehow? put it in a white email box or something?


comment:
add an X on the selected state to the far right of the dark purple bubbles so that it's obvious that's how they close it


comment:
not super critical, but i can click the last one without clicking any of the others and the next button appears


comment:
Under Quality Review Checklist, suggest to move the last sentence to make it the second sentence.


comment:
Under Elements for Consent Content Guidance Required Tool: 
Amend to second sentence to:  It provides information that must be included in an ICF template.


comment:
Should we give examples of who may request changes to a site-level ICF?


comment:
Depending on the situation, the changes may be approved, approved with modification, or rejected.


comment:
In the new version, shouldn't Regulatory Authority be Sponsor?


comment:
and she may need some help vs and Phoebe may need some help.


comment:
The previous module already have scenarios for negotiating changes to language in the ICF. In terms of maintenance, further changes should only be requested if the ICF is amended and re-submitted?  Guess I'm just not understanding why we have 2 modules dealing with negotiating ICF changes.


comment:
Just confirm that we are all aligned that the narrator is supposed to be different from the words in the slide?  So far they have all been that way and I don't know that folks will read the slide vs. just listen....


comment:
Answer pop-up: It is generally not the site that would submit to the Regulatory Authority and not always the site submitting to the ERBs - depends on the country/site set-up.


comment:
I like where Erin is going with this comment as we can put a more general comment to address - maybe revise a bit to reflect something like:  What is considered "basic/standard" equipment will be dependent on your therapeutic area and trial procedures, such as blood pressure, temperature height and weight.


comment:
'....Lilly will be limited as to what data and samples....'


comment:
Just thought of this as we have had some recent experiences with this- maybe at the end of the statement Reiterate.... we should include something like...on their own reminding her that to be considered for the trial a solution will need to be identified.


comment:
Remove the bolding for the "S" in She on this page.


comment:
BLP to confirm linked document. It didn't work for me.


comment:
Resources popup - move the purple circle closer to the text for the ICF sharepoint site popup.


comment:
no must - attributable electronic data might have


comment:
On the correct feedback, the "continue" button is riding overtop the feedback text.


comment:
Let's remove "and possible journal entry" from the end of the first sentence in the directions.


comment:
Can we put some real dates instead of <date>?


comment:
Nice-to-have: Can we make this look more like it might in the course? I envision 4 file folders. When you click on each folder a little popup comes up with the description. Then you pick which one you want.


comment:
There will be NO end-of-course assessment, correct? (Can take this out of system check page)


comment:
Activity screens are missing the "amit headshot" at the top


comment:
is it possible for only incorrect answers to reset as in the HazCom course?


comment:
On SMART meter, red letters should correspond to feedback "flags"


comment:
Negative feedback/red letters do not always appear on smart meter pages.


comment:
Is there a way to provide a popup with a normal-sized version of this page?


comment:
Screen text should read: "Take a look at Amits completed journal entries supporting his interpersonal skills objective. All of his entries were copied to his manager, so they can make the most of their development progress discussions."


comment:
There should be a green check next to the right answer, and a red X next to whatever wrong answer the learner made.


comment:
Edit for Matt: All images need to be reviewed against the new main pic we took (sunglasses are different, Aftertreatment doc is different, etc.)


comment:
This looks like Arial instead of Arial Unicode.


comment:
Once all of the items in the lost and found have been completed, new onscreen directions should appear (Click the Next arrow...)

Also, are we hiding the Next button on each screen until all activities are complete? If not, we should be...


comment:
were you going to make the images in this section larger?


comment:
The directions should read, "Type your first and last name in the box below." and "Type your WWID in the box below." (based on position of boxes)


comment:
In the "Take Notes" section, there are two spaces after the period in three instances (after each period in the paragraph).


comment:
I don't think you need the eLearning standards as a Resource here - there are two other job aids coming - I'll ask Alicia about getting them in.


comment:
Two spaces after Glossary in the top left box - only put one


comment:
Two spaces after Resources in the top left box - only put one


comment:
Take out Glossary tab here, as there is not a glossary in this course. Then, take out directions that reference clicking on the Glossary.


comment:
Two spaces after "to" and before "Course" in top right box - only put one


comment:
Add hyphen between "drop" and "down" in bottom left box - change to "...the drop-down menu"


comment:
Change "&" to "and" in bottom right box.


comment:
something kind-of funky - the subtitle says "Introduction," but the progress bar indicates that this is not the "Introduction" - can you take away some of the green in the progress bar so this is more realistic?


comment:
just an idea (bc there's so much white space on right side of screen) - can the two questions be next to one other and just have the text go to the next line if it's too long for one line? Then - move the "It sounds easy.." line up?


comment:
In second paragraph, underline "we need your help" in second sentence.


comment:
Bold "Safe. Sure. Secure." at the end of the second paragraph.


comment:
In the correct feedback for the USB drive, add a numbered list for all the things he could have done to prevent the loss (don't just make one paragraph - indent the numbers). Put a "1." before "He should have been more...", put a "2." before "He should not have saved...", and put a "3." before "He should not have used..."


comment:
See last comment about feedback for USB drive - make same change for incorrect feedback (as they are the same)


comment:
On Smartphone scenario (scene 5), add the word "immediately" onto the end of the text to read "She reported the loss to the IT Help Desk immediately."


comment:
I don't know if this is a big deal or not...but picture 3 in the hard copy section was a little confusing...I don't think that the document looks like it's in an inbox. It looks like it's the cover on a binder (or something similar). Could we change to a basket-type thing that maybe even has "inbox" on it?


comment:
Doorstop picture 5...could the two characters both be looking at one another or both be straightforward (not one in one position and another in a different position)?


comment:
in the correct feedback (scene 3) for doorstop, there are two spaces after the period before "Instead" (last sentence in first paragraph)


comment:
in the incorrect feedback for doorstop, there are two spaces after the period in three instances - after every sentence in first paragraph


comment:
Agree with Alicia's edit - after I completed all of the items, it would be nice to be prompted to move on in the course.


comment:
It seems like there is a lot of white space on this screen - could we maybe put "What is a security event?" in a larger font?


comment:
Bold the sentence "Some of the photos on this screen depict risky behaviors; others do not." in the second paragraph.


comment:
In the "For all other Security Events" box, add a comma after "Compliance" to read: "...and Compliance, or Global Security..."


comment:
Not all organizations need to show proficiency in all these areas for certification.


comment:
Think we might need a summary screen after this one before moving to next section.


comment:
the correct feedback doesn't match the correct answers. Please update to make the edit from the Roche team complete!!!


comment:
CC doesn't include the print format as PDF and log


comment:
I'm noticing a theme - CC doesn't match the updated captivate audio


comment:
Previous page - let's add the course number since we have it now.


comment:
title of two columns "expectations on electronic" etc


comment:
specifically call out EMR questions (very specific section in the SPI that may or may not be applicable); make sure EMR questions are on their own page


comment:
include all questions included in this course on the see the form


comment:
be consistent with incomplete/insufficient. check ryan's and update to match


comment:
send erin follow up email to get content for these q's


comment:
The click the next button came on before I clicked the last other colleagues button.


comment:
Are the fonts two different colors here?


comment:
Can we specify the resource in the text in case the learner fails to look at the header. I know it's obvious, but maybe not to all learners.


comment:
The checkmark has an icon over it for the first box.


comment:
I'm not sure the feedback for incorrect is right. Should it be. Not quite. You can expect your colleagues to help you with several things, but they wouldn't be able to provide you with information on legal actions against a PI. Or something like this.


comment:
When I hover over the external resources icon, it sometimes disappears.


comment:
Tell them it is external resources in the text.


comment:
Same feedback as before - include the type of resource in the text.


comment:
Just a tip that if you have a lot of page numbers for PF, you can label  them as 001, 002, etc so they show up in order in your report. :)


comment:
After completing the External resources, is there a reason to come back to this screen? The text hasn't changed except for the click the next button has been added.


comment:
Not a big deal, but this says it is scenario 2, but it was the first one in line. Should we use a different header text? Ask the Site - Greta, or Ask the Site - current trial?


comment:
Let's look at this for Beta. I need something to reference as I answer the question. Can we not put it all on one page?


comment:
Again - for Beta. But how do we know she got an email - is it on her clipboard? Do we have this person with a phone? Just trying to make the story realistic.


comment:
Beta - can we put this email on a screen?


comment:
When I hover over the SPI pdf, it moves. Nothing happens with the Answers pdf.


comment:
Okay - this is random, but somehow the link I am looking at is the html5 link? I don't think I usually look at those. So if I'm noticing things that no one else has, this may be why!


comment:
First and last items contain almost the same content. I would combine these 2 items to one.


comment:
First sentence - duplicate of the word discuss


comment:
Better write ICH GCP instead GCP; 
2nd row last column typo in the word Lilly


comment:
Scenario 2 in "What Do I Do When This Happens..." is a little confusing. I think the first screen and the third screen should not have pictures of the same girl. One of the pictures should change (first one as the phisher and third as the victim)


comment:
In the feedback for Option A (phishing email situation), change the second dash so it's as thick as the first one in the first sentence.


comment:
In the phishing definition (click on button to see definition), there are two spaces after the period in two instances.


comment:
In the incorrect feedback, bold "Travel Smart Travel Safe" in two instances at the beginning of the second paragraph - bold in the first sentence and in the second sentence


comment:
In the correct feedback, bold "Travel Smart Travel Safe" in two instances - close to the end of the second paragraph and in the first line of the third paragraph


comment:
Can the background of the two pictures on the right be lightened just a bit?


comment:
in the incorrect feedback for mining situation (third paragraph), change the second sentence slightly...I would change to: "Just because one employee may have access to Restricted Confidential information does not mean it can be shared with everyone." (change to take out "they")


comment:
in the incorrect feedback for mining situation (third paragraph), there are two spaces after the period at the end of the second sentence - change to one


comment:
in the correct feedback for mining, change the "Just because..." sentence in second paragraph to same as what's listed in another comment I added


comment:
in the correct feedback for mining, there are two spaces after the period in two instances in the second paragraph


comment:
in the Global Information Security caption, add a comma after "tools" to read: "...the technology, tools, and help..."


comment:
in the "For all other Security Events" caption, add a comma after "Compliance" to read: "...Ethics and Compliance, or Global Security..."


comment:
In last paragraph, bold "Resources button"


comment:
in third paragraph, there are two spaces after the period before "You"


comment:
In the heading, I would maybe put a dash instead of a comma here to read: "...complete - you can:"


comment:
Under "Review selected course material," add a hyphen between "drop" and "down" to read: "...the drop-down menu above..."


comment:
I don't understand the last line of directions in the third paragraph - "You will only be able to access..." (there is no Continue button present on the screen to push)...


comment:
Should we add an overview that shows performance management at Cummins and how the individual development fits in?
(BL- Bettina Liesinger)


comment:
I think it wold be helpful for the learner to not only learn what a career journey statement is but also how it looks like in OnTrack.


comment:
Is it possible to give short specific feedback why a specific selection is correct or wrong? Also, maybe the learner should only guess 3 times and if the learner is still wrong the correct solution could appear?


comment:
Great exercise! The only suggestion I have is to make the appearance similar to how it would like in OnTrack. That would help people link it to OnTrack.


comment:
Somehow this page does not allow me to proceed to the next page. Had to try a couple of times until I could proceed.


comment:
I feel there is too much information and the information is very small and hard to read. How about the learner has to scroll over the graph and for each segment the respective information shows up?


comment:
I really like the examples and pictures! The only suggestion I have is to add a 'X' for skip it and checkmark for journal it. Even though I like the fade away I feel it should be more obvious that it should not be journaled (by putting a 'X' there for example)


comment:
The pop up window for the lower row is not aligned correctly. It shows as if it would belong to the upper row.


comment:
To make it more visually attractive I would suggest we would the pictures from the page before and have the learners scroll over them. Once they scroll over the pictures the respective entry shows up. Once the learner has scrolled over all pictures, he/she can proceed.


comment:
I really like the pages before makeing the learner think about his/her own development and take notes. I would suggest that the learner's input on this page looks as it would look like in OnTrack so that the learner can make the connection to OnTrack.


comment:
The picture of the Cummins workspace has two desk phones.  Please remove one of them.


comment:
All of the items in the lost and found don't work correctly when selecting the photo where the loss could have been prevented.  When I selected the laptop, smartphone and USB drive and selected a photo it didn't register and therefore I got no checkmark.

When I scrolled through some of the lost and found examples, the verbiage below was garbled showing two sentences on top of one another.


comment:
When I clicked on Photo 5, the typed verbiage was garbled (like 2 sentences on top of one another


comment:
I think the problem might be that if you click on photo 2, then photo 3 and then go back to reread photo 2 that is when the verbiage is garbled because it shows both photo 2 & 3 verbiage.  Should you tell learners to rollover the photos in order and not try to re-read previous verbiage before selecting the photo to prevent the loss.


comment:
After I rolled over each photo and selected photo 3 to prevent the incident, nothing happened.  I then tried to click on another photo and still nothing happened


comment:
This time I rolled over photo 1 & 2.  Moved to photo 3 but photo 4 actually came up instead.

I think the back button does not always work proprerly.  Sometimes when I click back I get a gray sceen with the Resources.  Then I have no choice but to open one of the documents in the resources or close my browser which exits me out of the courese and I have to start over.

Is this course supposed remember where you are and take you back there or does it make you start all over.  Seems like it makes you start all over again


comment:
This time I clicked on the back button and it went to the next scenario.  Not the previous one as I expeced.


comment:
It took a long time for all 6 photos to show up.  Initially only saw photos 1, 4 and 6.  Eventually 2 and 5 became visible.


comment:
I Clicked on back button and got a gray Resouces screen.  If I click on a document, they do open correctly.  Ig I clikc on Close this Window, it takes me completely out of the course.


comment:
Why does a Green Check mark show up in both photo 3 and 4.  How does reporting loss to airport security prevent the loss?


comment:
I know the badge on the desk is risky behavior but so is the unattended laptop that does not  have the screen locked..... Some may select the document as being risky behavior as well depends on the subject or the data classification


comment:
Is this a photo from the COm building like hoteling.... I see the key in the desk drawer and something in the in-basket that could be considered risky aside from the laptop left unattended


comment:
Do we need to also state the sender requests that you to click on the link in the 3rd photo


comment:
This slide is busy.....

Maybe the last statement should be on a separate slide.  I missed seeing the Check out the Resources button... my first time through and had to go through the entire course again to watch for it 

Please check out the Resources button for important job aids and web links to help you understand your security responsibilities.


comment:
Consider flipping the order to start with why the IDP is important to YOU and then to Cummins, for example: Why is thinking through and taking ownership of your IDP imortant to You?...and then state why it is important to Cummins. Since this is about taking personal ownership then lets start with emphasis on that.


comment:
I backed out of the simulation and chose a different configuration. When I came back in the sim, it just took me from pop up to pop up without  showing the illustrated analyzer in between.


comment:
Can you highlight the sample probe rinse stations in the image or do I need to provide an image that is already treated?


comment:
"Sample cleaner 1" needs a capital c. I recognize that these are my content errors, btw. If you can do it, great, if not, I understand.


comment:
Sample should move counter-clockwise around the disk, rather than clockwise.


comment:
Do I need to get you an image already treated with some sort of highlight. I think they need called out.


comment:
Same question about highlighting - should I fix the image itself or can you do something to highlight?


comment:
Can we move flag 14? The blue on the dark background makes it hard to notice. Maybe just bump it down in the white area directly beneath where it is now?


comment:
After flag 14, sample (drops) paused and then the question came up. Before the question, the drops should disappear and then the sample (test tube) needs to appear at the back of the analyzer and travel out to the right.


comment:
After questions, the first pop-up (sample probes) came up again. Maybe we just need a screen that says "Next Module" or something so it is clear that after these questions, they'll go on to the c 502 or whatever is next in their configuration?


comment:
Positive feedback - "cobas" and "c" should be bold.


comment:
Field Service Representative text needs "cobas" bold and "modular" not bold.


comment:
Technical Support Specialist feedback - Delete text "Try again." since we have a button that says "Try Again" right under it.


comment:
This is an honest question, not a suggestion. Do we want to hide the non-fleshed out rounds of this activity so they don't have to wade through them when reviewing design proof? 

Same question for the "Say What?" activity.


comment:
Cobas (in Cobas 8000 Get Ready for Training) should have a lower case c and be bold (if the title isn't already bold - I can't quite tell.)


comment:
Bad writing on my part. Change last sentence "A sample will rotate..." to "During the testing process, the sample will travel around the reaction disk several times as reagents are added and reactions measured."


comment:
I realize that I should have done this in the content, but can we do abbreviations in parenthesis after each title?
Field Application Specialist (FAS)
Field Service Representative (FSR)
IT Consultant (ITC)
Technical Support Specialist (TSS)
Account Executive (AE)
Lab Process Consultant (LPC)


comment:
Reagent Probes pop-up text - last sentence "cobas" and "c" should be bold.


comment:
Reagent Compartments pop up text "cobas" and "c" should be bold.


comment:
cobas c pack large pop-up text - "cobas" and "c" should be bold.


comment:
Word doc for notes should not have the paragraph sympbols in it, etc.  formatting stuff


comment:
Not sure I understand the green check marks on the non security related lost items.    Additionally is the following the correct email address to send incidents to?  has this been approved?     Global.Security@cummins.com


comment:
I can't seem to get to page 2 of Why Security Matters at Cummins, only page 1.  There is no continue red arrow on page one.


comment:
Really like how it details which part (letter od SMART) I nned to adjust


comment:
Two thumbs up on this, BTW I may have misinterpreted the SMART section, I had the impression it was showing me which specific part of the SMART I was missing, versus globally saying it is SMART compliant or not.


comment:
Looks like the Provide Feedback button does not work for the entire section from screen 8 onwards in the What Do I Do section.


comment:
Agree with Bettina, need to add a brief paragraph on this page that makes the connection between individ dev and the Performance Management Process.  JJC to provide statement.  Also agree with IO comment on the order of importance...starting with the learner


comment:
Is it possible to show the statement as a screenshot out of the OnTrack system (to show it in context)?  Not a requirement, necessarily, just a thought for all of these exercises....ties to prior comment from Bettina, as well.


comment:
Technical function....I was trying to select incorrect, then correct responses...somehow, in the feedback window, both the TRY AGAIN, AND CORRECT buttons appeared, overlapping one another.


comment:
See prior comment.  Buttons are TRY AGAIN & CONTINUE.


comment:
I chose "in the next 6-12 months" v. Next assignment and was told my response was incorrect.  I think that these theoretically could be one in the same or equivalent responses.  We may need to revisit the feedback piece.  I like how the activity is set up!  It really makes you think about your selections to complete the statement!


comment:
Correction:  Help his complete his IDP, should say "Help him complete...."


comment:
Page seems "crowded" with text.  May be overwhelming to the reader at initial glance.


comment:
I like how the SMART feedback shows in the right column with the bright green letters!  Motivating feedback!


comment:
Need to add to directions "The response only sticks if it is correct."


comment:
05/21/13 Feedback from Shelley
Change the word 'owns' to 'is responsible' so first sentence on right
'Every Cummins employee is responsible keeping Cummins information safe.


comment:
05/21/13 Feedback from Shelley
Delete the words 'so intently' from the first line of content so that it reads....

Why must Cummins focus on security?


comment:
For images where the picture contains wording and that is part of the "clue" as to what the risky behavior is, how would you translate this? Or is this course in english only?


comment:
Are we saying physcially lock (with cable lock) or lock the screen?


comment:
I get a little lost on the focus of this course when I get to this screen. It's all information security related until I get to this one.  Okay to include both, but maybe that needs to be clarified early on in some type of "course objectives" at the beginning?  Right now, it seems a bit "out of place"


comment:
The statement "Cummins data is classified." seems overly broad."


comment:
I almost find this more confusing than helpful.  Does it really enhance our security that employees know the difference between these 2 groups?  If so, then I would make these definitions more clear and say exactly what you do.


comment:
Correct feedback for question 15: Looks like there are two spaces between first sentence and second sentence 
Also, add comma between "Registration" and "updating" in the second sentence


comment:
in the incorrect feedback, add a comma between "reagents" and "and"


comment:
correct feedback for previous question: make the same change as incorrect feedback (comma between "reagents" and "and")


comment:
Per the script in the third scenario - I think it is best they don't chuckle when the customer says it is supposedly their fault for not checking the box.  Also is this a realistic type of issue within Cummins?  Do we have this situation where customers could even check a box to receive communications?


comment:
We need to add additional clarification for when they get the answer wrong.  Can we provide a couple points of what they should have considered adding?  The first row, second column one's statement for the wrong answer is not clear to me in what it means - team response needed.


comment:
May just be due to prototype, but there is a delay in the next scenario appearing and scrolling down.  It makes one think there is nothing more and with no other options to select the Next option.  Will there be some instructional text here about selecting an option to work through the scenario?  I assume coaching will be added throughout or at the end?  The changes of the picture can be pretty sublte and not enough for knowing if one is on the right or wrong track.


comment:
Update on feedback, I see there is a coaching statement at the end, it is running delayed too in showing up.


comment:
When I try to drag : unleash the power of Cummins to its specific place, it goes back the left.
 HR Approach can not be read it is on other words when drag to the correct spot


comment:
Please ensure that Power Generation Business do not block the Cummins logo. Thanks


comment:
Please refer to word document for a proposal instead of images requested.


comment:
Add Diversity and Recruiting sub-functions
Reference to word document


comment:
When the 4 boxes have been seen, there is a new text that it is displayed and is on top of the last parragraph. It can not be read.


comment:
Spell out "Engine Serial Number (ESN)", not just engine SN.


comment:
I agree with Cassie's comments regarding some sort of reminder for audio.  Maybe we have some sort of speaker icon to represent the screens that have actual audio.


comment:
I also agree with Ann regarding some instructional text about seleccting one of the two caption clouds.


comment:
Audio should say "Engine Serial Number" not engine SN and also say "Vin" like a word, not V-I-N as in the letters.  This is not natural.


comment:
We need to check VIN numbers are unique to only certain countries or if all automobiles have them globally.  It may depend on the manufacturer of the truck, but just want to make this realistic.


comment:
maybe this is just because it is a prototype, but the customer audio sounds waaaayyyy ttooooo reserved and scripted.  A customer, although professional, will sound much more candid and not so rehearsed.


comment:
just a question for our group to discuss..........knowing that we will be doing translations on the audio, do we also want to consider having different accents?  Without sterotyping here, Sanjar Habib could very well be that well spoken in English, but I thought adding some diversity not only to the names but the voices would help give this a more realistic approach.  Just a question for the group.


comment:
We need to hide the Next button until the whole scenario plays through for risk of someone clicking next.


comment:
I like the hang up on the wrong answer at the bottom, but can we add in something brief before the click?  It may be perceived just as, the call ended without realizing it ended because the customer was ticked.  Maybe the customer makes a sound or sigh or something and then hangs up.


comment:
I'm not sure if the images are suppose to represent different action owners, or different types of documentation............the images are a little confusing to me.


comment:
Okay, so I get the photos now.  They are representative of different scenarios.  Since this is the case, we need to get more photos that are a mix of very professional office looking (which you already have) and some that are more casual or informal to make it more reaslistic.   

I also think we need to mix the good and bad up more, instead of top row all bad and bottom row all good.  

I also think there would be a better way to reword the opening instructions to make the exercise more clear.  So these aren't necessarily examples of documentation, but rather examples of how an action owner attempted to close the loop with the customer.


comment:
I'm just wondering if this one slide is going to be enough to wrap it up with a bow.  Should we maybe include one more after the Course Summary on Next Steps or something more motivating than just "this is what you learned"?


comment:
I am not seeing anything other than text. I assume it is b/c this will be video that has not been inserted yet?


comment:
When you click the correct option, I think the customer is way too happy. I agree they should react more positively, but I think it would still be more like a no so happy curious look.


comment:
The instructions for what to do should be on this page.


comment:
When complete, the screen should scroll down if possible b/c the feedback in blue bubble is not fully visible.


comment:
We should spell out SN to read Serial Number


comment:
On the replay button, it might look nicer if there was some sort of microphone/speaker icon.


comment:
Im not sure I like how the bubbles are so big and text does not fill them.


comment:
On the 'bad' examples, it seems like they are a bit exaggerated (extreme). I want to be careful that we do not 'insult' their expertise in talking to customer, while still giving them good feedback. I would stick to more realistic 'bad' examples. For example, on the 2nd set of bubbles, I would be very surprised if any customer facing employee was so blunt as to say 'what do you think?'


comment:
Clarifying my first comment above: I was specifically referring to the first scenario when they just begin talking. I think a detractor would start out still a bit upset but if handled correctly would gradually become happier.


comment:
On the bottom row, middle example, we do not ask our action owners to document anything after the immediate follow up. They would not be expected to document info from a workshop.


comment:
Some of these pics are a little corny. Top right, top and bottom middle.


comment:
I don't think is it possible to "bookmark" a course in Saba.  Change to "remember"


comment:
For Beta - I think we can make this look more like an email.


comment:
This is helpful to review the emails again!


comment:
I'm not 100% sure of the instructions. Am I clicking sections I think she should follow up on? Also, can't we call these statements instead of sections?


comment:
The answers didn't match up with the feedback. I clicked statement 3 and it gave me feedback about the wrapping up enrollment statement. Also I had no idea I could click 2 sections at once!


comment:
I would update this to be New Site for the title.


comment:
Robust Feasiblity Form is still in the feedback. Needs to be updated to Trial Feasibility Form per Ryan's email


comment:
General comment - it looks like you're using 2 spaces after periods. We don't do this - but it's hard to tell sometimes so i'm just letting you know.


comment:
Maybe a beta change, but once they click a form can you change the state of the image?


comment:
Directions need to be update if they can click more than one before submitting.


comment:
Oops. Sorry I see you say in the text one item, but then you call them sections. I still think the directions need to be updated.


comment:
We need to update the feasibility form text here, right?


comment:
Selecting Replay here took me to another slide. Please confirm that all your replay options work correctly.


comment:
1st question pop up:  We should say a live visit is HIGHLY recommended in any situation.  Right now it sounds like it is optional, even if this is the first time we are working with the site.


comment:
Last question pop up: We should state all action items from the site evaluation visit should be resolved before the site is declared Enrollment Ready.


comment:
Should there be a link to the DNU sharepoint site?


comment:
The Site Manager does not correct or input ant information into the ISEC


comment:
I will add to debarment lists, that there are local debarment lists depending on the local regulatory agency. MHRA has a list that can be consulted, so CDCs in UK are expected to review US FDA and MHRA websites


comment:
The US FDA inspects sites US and OUS. There are local regulatory agencies that have public information too... not all local regulatory agencies have this information. 
Last bullet: Can we change audits for inspections? regulatory agencies inspect sites, they do not perform audits


comment:
For the 2nd bullet should we include "and study participants" in line 6H? You may have done this live though.


comment:
Tera's edits for #4 says "may" and you have might. Which is correct?


comment:
Should we include "ICF" in the source documentation for when Phoebe first asks about it?


comment:
Should country level have a hyphen here?


comment:
Should the header be Maintaining ICFs: Conclusion? It may be right as you have it. Just checking!


comment:
Should the text on the left be country- and site-level ICFs too to match what is on the right?


comment:
Highlight color should be yellow instead of light purple to make the words stand out better


comment:
In order to remain consistent, use "trial-specific" instead of "protocol-specific" throughout the course


comment:
Per my last comment about the "crowdedness" of the screen, maybe if we can "center" the Specific objective box it won't look so crowded....just a thought.


comment:
Feels like a transition to this page is missing....may be the case for all changes in content or next focal area of the IDP that occurred prior to this point, as well.  Need to review and add transitions.


comment:
I like how the exercise is set up with the content review and especially the feedback!  I might highlight the journal items in Green.  This feedback "color" will be perceived more "positive" v. using the red and also will be consistent with how color feedback is used on the SMART exercise pages.


comment:
Jacquie to get access for BLP to get needed system screenshots from OnTrack


comment:
Agree with Bettina that the screen is a bit much....maybe use fewer journal entries.  Also, using a screen shot from the system may help.


comment:
Team may need to discuss if we want this to be an "end of year" discussion.  I don't want to mislead learners nor negate our efforts to promote the need for development discussions and action to take place the whole year through; mid-year is a good time for the formal discussion in alignment with the PM Process, as well.


comment:
This setup makes sense.  May likely disregard my prior comment a couple screens ago about the timing of the discussion.  The growth over a year's time seems reasonable.


comment:
I really like how this exercise is structured.  To this point, the learner has taken in a lot and has a good foundation to write a first statement.  Being able to revise and print is good.  Could the learner go back into the tool at this point and do this exercise repeatedly in the future?


comment:
Nice job on this design!  It looks good.  I'm looking forward to the improvements and getting into the development phase!


comment:
Need overview of the Learning objectives for the course


comment:
Team agrees that we need to add (from other materials) the circular arrow graphic w/triangle in the middle to help make the connection of Indiv dev to overall PM.  We typically focus on Performance in this graphic, we need to somehow highlight the word "DEVELOPMENT" in the triangle of the graphic and provide very brief explanation of the fit.


comment:
Need a transition to this page from the prior page.  This is the case throughout the course to improve the course flow between ideas/content focus.


comment:
In this photo I seen 2 risky behaviors and potentially a 3rd. The first is the badge, second is the unlocked computer and, depending upon the security classification of the documents, they could be a third risky behavior.


comment:
By the way, CMI - Cummins Team.

Okay, so Meet Amit AND One YEAR AGO pages should be combined into ONE and should be placed AFTER the WELCOME page.  The ending question of the video should also be accompanied by the transition to the Career Journey (or the latter should be part of the text from the Meet Amit page).  This is the COMMENT to follow in lieu of any others made relative to this same change.


comment:
team believes we were going to use profile data from one of the IDP guide employee profiles.  If not, let us know and we can provide details.


comment:
Overall, content and design approach are good.  Alignment of content on screen seems awkward. Could the box be indented to align with text on screen.  Applies to all screens as such.


comment:
Need the transition.....in video, pause, fades out....career journey to more specifics, refining SMART objectives....

Note to BLP:  Typically we enter objectives into the OnTrack system as early as Dec of the prior performance year.  The actual forms for performance and development are not released until sometime early Q1.  Once the forms are released, then the development objectives transfer into the IDP section of the form.  That is when the career journey, etc. is visible to the employee and they can create it.


comment:
Re: refer to prior OnTrack training courses where we used screen captures to make the training look like what learners will actually see.  JJC to set up something with Cathy Edgerton and BLP to get what's needed after we obtain alignment on this.


comment:
Can BLP offer some options for this screen.  Make it more interactive with rollovers perhaps.  We would like some ideas to discuss and further debate.  We are sort of a divided camp....a couple like it as is, particularly following the previous SMART activities, but then it has so much content on the page, that a couple of us thinks it may be better served as an interactive screen - somehow.  So show us what you have!


comment:
This is the team comment:  Functionality improvements.  If journal put a CHECK mark over the picture.  If skip it, put a RED X over the picture.  usage of Green and Red may not be user friendly for color-blind learners!  May need to also consider this for the SMART objectives exercise as well!  Phooey....we really like that one as-is.  Feedback boxes - some of the arrows don't point to the correct picture.  Need to fix.


comment:
Team agrees with Bettina's comments.  She made the connection to the team that these comments map to the ones from the prior exercise that should be journaled!  Excellent to do - thanks BLP, but on this page, we need to help learner make the same connection that they just helped Amit to build these journal entries in the context of the onTrack system


comment:
Team a bit confused about this page and its fit.  JJC thinks it may related to our desire for a conclusion page(s) that show Amit's final plan as an OnTrack screen shot with completed details AND what's next for the learner.  So, let's discuss in our meeting with CMI/BLP.  Thanks.


comment:
We've talked about this more than once, so do forgive the honorable mention yet again....using OnTrack screenshots with completed data helpful!


comment:
Uncapitalize "following questions." Make "determine your role" changed to "Choose Your Role"


comment:
Screen should read: Learning agent describes key benefits to the learner using voiceover with illustrations.

Learners then see an interactive learning map.


comment:
Change "Examine Roles" to "See the Other Roles"


comment:
I got stuck in this flow. It just kept going from pop-up to pop-up and won't let me out. A couple of overall things: 

1. I think they should be able to click on steps they've already completed to see them again. 
2. I'm tempted to number or draw arrows or something so that you can better tell where you've been with all of the little icons.


comment:
I would like to see in the prototype blank pages for the other three possible sections (that I'd only see if I had checked them). Just for each say "Interactive animation of the ____ module."


comment:
Add a sentence describing what's happening on this screen.


comment:
Would take out the part about "unprecedented growth".


comment:
Not sure what value some of these clickable items, like the umbrella are adding.  When I clicked on the laptop it instructs me to click on the picture where the incident could have been prevented, which I did, but nothing happens.  In general, this is a really long exercise.


comment:
This raises a question in my mind about the appropriateness of drafting a Cummins memo on a personal computer to begin with, if it contains Cummins confidential material.


comment:
Not sure who this course will be rolled out to, but we have many locations that do not have an onsite security presence, so for relevancy, would we say escort them to security?


comment:
Really confused on this one. Not sure exactly where I am supposed to be clicking but I am not getting the system to do anything no matter where I click and now I can't get the course to advance either?


comment:
We don't have a test at end of course. Delete sentence....

You will be required to pass an End-Of-Course Course Assessment with 100% accuracy in order to receive credit for the training.


comment:
We need to add Bolded on the left side

Resources 

Then describe;
Click the Resources button at the top of this window for Job Aides created for this course to help you understand your security responsibilies


comment:
On the welcome page, insert the following text:

Description of course goals and what learners should expect.


comment:
Replace latin text with:

Text provides a brief description of the analyzer and introduces the activity.


comment:
Text provides transition from selecting a configuration to the interaction.


comment:
I'm getting stuck where I'm being advanced from pop-up to pop-up without seeing the actual illustration portion of the interaction.
Seems to happen when re-entering the interaction, but not on very first time through.


comment:
Replace latin text with:

Learning agent explains importance of knowing Roche terms and introduces activity.


comment:
After not matching drag and drops correctly 2 times, maybe we provide a link back to the beginning of activity, rather than moving on. Also, is there a way to make it so that they must have something dropped in each area of the drag and drop? Otherwise it is very easy for the learner to just drop one term in 2x and move on without making an effort.


comment:
After adding feedback using feedback tool, our guy disappeared. His speech bubble is still there, just not him.


comment:
Replace latin text with:

Learning agent briefly describes the relevance of Roche support roles to learners and introduces the activity.


comment:
Add another sentence after "Learning agent briefly describes..." Sentence should say: Learners view Roche support roles map to see relationships between roles.


comment:
I don't know if we'll need any additional text above the resource links. Maybe just delete the latin here.


comment:
04/24/13 It is really taking a long time to load the photos.  I am on Cummins network connected via wireless.


comment:
Definitely take out the green checkmark off Photo 4.  
I understand that if someone turned the laptop in... but hte prevent the loss is really Photo 3


comment:
04/24/13 Question:  If I exit the course unfinished (ran out of time) isn't the course to remember where I was in the course and take me back to that point.

When I go back in, tt takes me to the beginning of the course


comment:
04/24/13 Load time for photos is way too long. Are you having problems with your server?

Or is it the connection from Cummins to your server


comment:
It took 4 clicks on various photos before the green check mark appeared.  Don't know if this is a result of a delay or a malfunction.


comment:
Do we want to state in the instructions that there can be more than one answer to these so that the learner can have this in mind as he/she is answering?


comment:
04/24/13 This feedback on behalf of Josh Murer (IT Audit Staff)
My only feedback on content is on the DropBox example.  I feel we need this to say " non-approved cloud services."  

Why? Like it or not the cloud will be integral so we just need to be clear on that now so that content can remain relevant in the future.


comment:
I tried clicking on the right answer 3 times and nothing happened. Then clicked on the other photos about 8 times before the answer appeared.


comment:
04/24/13 This feedback on behalf of Josh Murer (IT Audit Staff)
My only feedback on content is on the DropBox example.  I feel we need this to say " non-approved cloud services."  

Next time, avoid uploading Cummins information to an non-approved cloud services or other unsecured locations.

Why? Like it or not the cloud will be integral so we just need to be clear on that now so that content can remain relevant in the future.


comment:
For photo #5, do we want to include a time frame of when Joan called security?  i.e., Did she call security immediately?  Wait until the next morning when she was at work?  It appears from her change in clothing (business vice casual) that there was a delay in calling security.  Food for thought.  I had no issues or delays with the correct answer coming up on this slide.


comment:
04/24/13 This performance feedback is from Josh Murer whose computer was hard wired to Cummins network at his office in Indy

My session was slow and buggy.  Images we consistently not displayed properly and performance was poor.


comment:
"The use of a USB thumb drive, portable hard drives, or other storage devices should be minimized."  -- Believe that minimized leaves a lot to the individual's discretion and we perhaps should be more specific here.  Do we maybe want to say that they can only be used with approval from management?


comment:
Initial photo took a while to download on the screen.


comment:
This is the same photo that has the two phones on the desk (FYI) to make sure we change this one as well as the previous one.  There are multiple potential events - unlocked computer, and unattended document (depending on classification).


comment:
This provides one option when you click on the screen (clicking on the email address).  Do we want to consider including other options?


comment:
Document, depending on classification can be an item along with the key.  We may want to address these.


comment:
Shouldn't we also say that this incident should be reported to Cummins security?


comment:
The Global Security and Global Information Security icons and descriptions look good, however the box to the right on who to contact is a bit distracting and makes this slide busy, complicating eye flow of information.  Since we use this box in an earlier slide, we may want to consider removing it or maybe moving it elsewhere on the slide and minimizing it.


comment:
On the Exit page, the Yes and No buttons don't always download.

Sometimes when they finally do the Yes button seems to lock up and not do anything


comment:
During the Prevent the Loss in the Lost and Found
I a learner clicks on each photo and doesn't understand the direction to Eoll over each photo - does that impact the outcome when a user actually tries to select where it could have been prevented


comment:
No assessment at the end - as stated at the beginning of the course.


comment:
It should say in this course, relative to diagnostic services, facilities and equipment, you will learn.....  The way she says it, it doesn't say the topic.  Goes along with Nancy's comment.


comment:
She just says equipment in the voice but the words say facilities.  Shouldn't she mention facilities?


comment:
Question about write up:  Would CDC partner with site activation or the monitor to confirm it is put into place?  I think that monitors are supposed to partner with CDCs to ensure all open action items are met.


comment:
What is or the required system.  i have no idea what this means....


comment:
Is there going to be a list of basic/general equipment on the SEC for this question - I didn't think so.  If not, then we probably need to take out the list?  Question for Erin


comment:
I think it was just showing the answers but i wonder if it should hide the answers until I choose them - something to think about.  If makes sense to everyone else, it is fine.


comment:
Information popup - change study to trial.


comment:
Should we say - the site cannot expect that Lilly will suppply equipment that was on loan and is no longer available.


comment:
Change "Protocol Specific" to Trial-Specific Questions" on the image of the questionnaire. Also use a different example question that is more specific, e.g. Will the site have access to a PET scanner with Florbetapir F-18 perfusion imaging capability throughout the study duration?


comment:
Should the screen title remain Flashcard #1 instead of changing to Serology?


comment:
Picky edit: the bulleted items on the card are not evenly spaced


comment:
The backside of the card now has lines... make it consistent with the others


comment:
On behalf of my HR friend Jann Bullock who reviewed the course.
- She got the Roll over each photo part but toally missed 2nd part about the Click the photo where incident could have been prevented.
- Should we separate the two sentences by a single space.


comment:
04/24/13 4:25 pm Central time Sheila hard wired into course.

I did all the roll overs and then clicked photo 3 - nothing  happened.  I clicked again and again. 4th time finally got green checkmarks.


comment:
04/24/13 4:25 pm Central hard wired.

Had to click multiple times on photo 2 to get green Checkmarks


comment:
Should we add these words to first photo

Someone is looking at a list of email addresses on a mailing list they bought on the Internet


comment:
04/24/13 4:39 pm Central hard wired.

After I clicked on 'X' of the pop up window to close it - the screen went totally blank


comment:
Choices aren't showing up right. #1 is showing the question again. #2 and 3 are both the same answer.


comment:
I missed a section of latin text. Let's have this one say "Learning agent reviews what's been learned and re-introduces learning path.


comment:
Nitpicky alert - There is a weird line running through the feedback after the drag-and-drop activity.


comment:
04/25/13 Either way leave it as is or......

- We could always delete the word 'work' from the sentence and it would still be a really true scenario.  People often create something at home and bring it into work..... (right or wrong)
- He drafted a memo on his home computer and saved it to the USB drive.


comment:
04/25/13 After clicking 'No' response.  This may be the best wording.....

Thats right. Sensitive company information must not be stored in Cummins non-approved supplier cloud services or an employees personal electronic device.


comment:
04/25/13 After Clciking 'Yes' response.... This may be the best wording.....

The next day, you see an article about the potential for security breaches on cloud storage sites. Next time, avoid uploading Cummins information to Cummins non-approved supplier cloud services.


comment:
Insert some guidelines or suggestions around who intended sender should be so it does not create over-communication in areas where an employee has multiple managers or bosses (ABO's etc.)


comment:
Remove "perceived", it came come across as defensive.


comment:
The following wording needs to be corrected.

A compromised password is just as problematic a lost laptop.


comment:
04/25/13 My boss Scott Barnes caught a missing word 'as' in the 4th statement

A compromised password is just as problematic as a lost laptop.


comment:
05/25/13 Photo 5 Add words 'to the IT Help Desk' to the end of sentence.

The third day he reported the loss.


comment:
04/25/13 2:30 pm

If Andy Lamm is concerned about the word 'work' memo taken out then we need to modify the checkmark response also since it contains

Nice job! Martin had several opportunities to prevent the loss. He should have been more cautious about accepting a USB drive from an unknown source. He should not have saved a Cummins document onto a USB drive without knowing if his management approves the use of USB drives. He should not have used the USB to transfer a file from his personal computer to his Cummins computer.


comment:
04/24/13 4:45 pm Final decision after discussing with Andy Lamm.......  
Keep the scenario including work memo and the checkmark response AS IT STANDS IN ALPHA.

......Why?  Be realistic....We can't stop the Bring Your Own 'X' device.... and people today are creating Cummins data on various personal devices.


comment:
04/25/13 5:00 pm Scott Barnes (SB) commented the men seem to be standing or walking on air or jumping off and down since their feet are hovering above the grass


comment:
for the wrong answers, we should a very brief explanation in red.
(ex.  It's not just for select employees, but all employees.)


comment:
We should add red X's next to the two incorrect answers.


comment:
Capitalize the "S" in send, second sentence, second paragraph.


comment:
Make the Copy/paste instructions stand out a little more, or include them again when the email pops up.


comment:
We want them in both places.  Instructions AND on the pop-up


comment:
I'm not sure I get it, I'm not sure it is translatable into the different cultures.


comment:
Not sure what I am suppose to get with this?


comment:
Not contextual to CSE.  What does it have to do with CSE.


comment:
Make the text visual, don't need the animation.


comment:
Maybe a graphic of a person at a whiteboard with employees looking on, and have Daily Team Meeting, on the whiteboard.

Could have two-   #1 Daily Team Meeting  #2 Top Customer Issues...... We need to make sure we insert CSE.


comment:
In opening paragraph, replace "progress";

 "...how Customer Success drives Cummins growth."


comment:
Cummins logo on the "Self" icon is not brand compliant.  Maybe just remove.


comment:
Label the buttons on the right rather than waiting for them to pop up


comment:
Insert Roadmap between slides 6 and 7 and remove from this slide. 

If we need to keep the roadmap, then remove the Customer Success people icon above the line.


comment:
(Click the resource tab at the top of the screen, to access a sample customer experience mapping template.)


comment:
On "Customers" section, re-word the opening statement.  "Front of mind" may not translate very well and sounds a little awkward.

Suggestion to put "Put the customer first in the mind of your employees"  or something similiar so we hit the intent but don't make it sound awkward.


comment:
On "Meeting" piece, 
(Click the resource tab at the top of the screen, to access a sample Everything Speaks Checklist template.)


comment:
In the "Meeting" section-   we need to include a bullet about we need to continue to lead discussions around customers experience, customer voices, and real issues.


comment:
Should we remove "in place of"...

Empower employees to identify, submit, and address improvement opportunities rather than only complaints.


comment:
We need to hide the Next button until after they click all four icons.


comment:
Update blue instructions:

Click each Icon to the right, to see some examples of communication tactics.


comment:
Update "Coaching" label to "Coaching Communications" or something so users don't think they are moving on to Coaching.


comment:
re-phrase the part about "gotten into a rut"

This is slang and will not translate well.

maybe "Butyou may not be communicating as effective as possible....."?


comment:
We need to re-insert our roadmap highlighting the "Coaching" image so users know where they are in the journey before this slide.


comment:
Some of the rollover balloons are sticking.


comment:
Jenni needs to check MyCummins directory to make sure the names are not real employee names anywhere.


comment:
Opening paragraph needs reworded........

Some examples of real scenarios you may encounter.......  These are respresentative of actual scenarios.

Concern over letting people know that these are not REAL employees without calling it out directly.

Not real but accurate.


comment:
Update the blue instructions to something more like "Click one of the two responses below as to how you would respond to this employee"


comment:
Make the text box responses look more like caption baloons, but NOT coming from Elena's picture, but from the right side of the screen


comment:
Maybe replace the image of the employee characters on the Manager response slides, with some sort of manager siloutte instead of the character picture.


comment:
Hide the Next button on each scenario until they get to the feedback slide.


comment:
Remove roadmap from this slide and put it on it's only slide right before here.


comment:
Jenni double-check with Melinda that Corp.Comm's is aware of photo and quote being used.


comment:
Stike the word "Strategy" above instructions in blue text.

"Click each Icon for some suggestions and examples of how to sustain CSE."


comment:
Hide the "Next" button until after they click each icon.


comment:
Identify any employees who have not completed assigned CSE training.


comment:
"CSE should not exist as a separate initiative, but be built into existing work processes, attitudes, and behaviors".


comment:
Update "but the time you invest in CSE", should be more like "but the time you invest in enabling your cusotmer's success...."


comment:
There is a bug where on some of the text boxes appear to be transparently clicking on the boulders in the background and moving on to another text box.


comment:
Change E.G. to either "Including" or "Ex"


comment:
Include transition roadmap slide right before this slide for "Leading" item.


comment:
Change title from "Sustaining Customer Success" to "Leader Accountability" or something appropriate.


comment:
We need to revise the overall roadmap.  Reword the last element to something more like "Leaders To-Do, Leaders Accountability", etc.  This would be a global edit.


comment:
Action #2- consider changes from "Verify" to "Learn" or "Become aware of"


comment:
We need some sort of Actionable check-list reminding them of some of the items we've already mentioned.


comment:
In final animation the word "un-fold" should be changed, may not translate well.


comment:
We need to consider changing the title to this slide............"Sustaining"...?


comment:
We need to provide some sort of one page reference guide or check-list guide that we can give them the option of printing.


comment:
We need to include a link to the CSE Training Page, and Jenni will set up a Leading Customer Success section with a printable action item list.  This way as the list evolves or changes, we only have to update one source (MyCummins) but the weblink to the page that has that source will be the same in all Lectora files.


comment:
Should be cobas 8000 modular analyzer series


comment:
Change the order of Introduction and Welcome. Since they selected the Welcome button from the menu screen, it should be listed above Introduction.


comment:
ISE unit needs to be included with the c701 and c702 modules


comment:
Should the standards be capitalized in the second to last option?


comment:
Don't kill me, but I think the "How it Works" section could just be the summary screen in the previous module... Is that too much of a programming nightmare?


comment:
Is study periods correct in the information popup or should it be trial periods?


comment:
Do we need to remind them that if a third party is being used that the CDC does not have to assess it?


comment:
I like "Follow the Sample" better than "Follow that Sample"


comment:
I would like to see the video show the pipetting from the front of the instrument. This video is from the back. Also, please label the probes, A and B. We would like them to be able to identify these when they are here for training. That is why it is important for the video to represent exactly what they would see when they are standing in front of the instrument.


comment:
Be sure and include the c if front of 701 - c701.


comment:
Remove "to keep samples at body temperature." 

Change to "The sample probe delivers the sample into one of 406 reusable plastic reaction cells. These reaction cells are immersed in a 37 C water bath."


comment:
Please point out an individual reaction cell so they have an idea of where the sample probe is delivering the sample.


comment:
Please label the reaction disk and the reaction cells on this photo. Need to mention that the reaction cells are on the reaction disk. When the disk rotates the reaction cells are moved to sample and reagent pipetting areas. During the rotation, the reaction cells pass the photometer and absorbance measurements are taken. Not sure I would mention the cell rinse units yet.


comment:
There is not an easy way to go back a step. I would like it if you could select 1 and it takes you directly there but doesn't lose track of where you were.


comment:
What do the colored flags in the left corner indicate? I expected the color would stay with the numbered circle so the student would have a point of reference of whether the step applies to sample, reaction or reagent.


comment:
The Learning agents look better together as a group, you don't notice the little things we were noticing about clothing, etc.as much.


comment:
Would like to see the probes and rinse stations from the front of the instrument and labeled.


comment:
Label the cleaners and have picture be from the front of the instrument.


comment:
When a configuration with a c701 or c702 is chosen, the ISE Module and Rack Loader Unloader unit should also be present


comment:
Need video to be from the front of the instrument and probes need to be labeled.


comment:
This may be understood already, but a description of the Computer/Software components and some Core components such as racks and sample trays will need to be identified before we begin following the sample.  This is information I have provided in content I recently submitted.


comment:
In my newest content I provided for Amanda, I added general statements for each main module prior to diving in to each module's component.  For example: describe the c701 module: The c701 module is a high volume clinical chemistry module which measures up to 2000 tests per hour.


comment:
As with Lori, I would like all video to be from the front which is the operator's vantage point as well as sample probes A and B be identified individually.


comment:
I also think it is important to see an over all view of each module from the front prior to seeing the top view and the sample coming in.  Maybe show the overall view and include the decription of the module then come in close.


comment:
Change the second statement describing the sample probes to: The sample probes have clot detection, liquid level detection and abnormal descent detection.


comment:
Remove "to keep samples at body temp"  That was just a way to describe in layman's terms what is happening, but not necessary to describe here.


comment:
Ditto Lori's comment on labeling the reaction disk and cells and the change to the description of the reaction disk.


comment:
I don't think the color of the circles and indicator flags are vibrant enough to understand the purpose.  For the Rinse Station description, change the word "it" to the probe.


comment:
Highlight or label the sample cleaners in the picture.


comment:
SmpCln1 is a basic solution and SmpCln2 is an acid solution.


comment:
I would like to see the parts stay labeled after they are discussed. If we expect them to be able and identify the components before training (Indy or onsite) they need to see all components labeled throughout this training.


comment:
It is not clear that these cleaners are found in the front of the module. Maybe when the select the circle, the image rotates to show the front.


comment:
Need to show reagent probes from the front and have them all labeled on the schematic: R1-A, R1-B, R2/R3-A, R2/R3-B.


comment:
I would like the knowledge checks to be that they select specific components from a picture. That way we are testing that they know where the components are located.


comment:
Include onsite training as one of the roles for the FAS.


comment:
I feel like we are losing sight of the purpose of this training.  The focus should be to identify components and not necessarily the detail of exactly what is happening when. The Day in the life, is just the mode of identifying the components and to learn a brief description.  So, I would like to the Reagent Probes description changed to: The cobas c701 module has 4 Reagent probes responsible for delivering reagent from the cobas c pack large to the reaction cell that contains the sample. There are two reagent probes for Reagent Compartment A on the left and two for Reagent Compartment B on the right.  The probes towards the front of the c701 module are the R1 probes (R1-A and R1 B).  These probes deliver the R1 or the first reagent, to the reactions cell.  The probes toward the back of the c701 module are R2-R3 probes (R2/R3-A and R2/R3-B), which deliver a second reagent to the reactions cells.


comment:
Need to have both Reagent compartments labeled on the schematic and picture.  Also the number 7 should be on both compartments.


comment:
Need to have a brief description of each module. Also need information about core that inlcudes the sample trays and racks.


comment:
Would like to have a picture of the entire module and then have it zoom in to follow the sample. It may be difficult for a new operator to know what and where they are looking.


comment:
Change description to:  The c701 module has two Reagent Compartments.  Reagent Compartment A is on the left and Reagent Compartment B is on the right. (The rest can stay the same except remove the last sentence-the reagent compartment positions the reagent so that the reagent probe can pick it up.)


comment:
Add this info to the current description:  The cobas c packs large are identified by an RFID label.(label this in the phote) This label is scanned by an RFID reader in the Reagent Compartment covers. The caps to the cobas c packs large must be removed prior to loading the packs into the Reagent Compartments.


comment:
Quote for hands image, Power Gen - should we include an SOS example when we have not covered what that is and don't get into it in this module either?  We at a minimum need to spell out SOS at least once.


comment:
Change how the sample is represented on the reaction disk. Currently it appears as water droplets. I feel it would be better to have the reaction cell be the color that represents reaction. In the current prototye the color is purple but I would like to see this be a brighter color so the operator can see it on the disk.


comment:
Remove the second sentence: If additonal cleaning is necessary....

Since we can't see the special wash detergents I've decided we shouldn't mention them.


comment:
Need to point out the RFID label and that the reagent caps are removed.


comment:
Need a better picture of the lamp. It is hard to tell where this is.


comment:
change the description to:  Six Ultrasonic Mixers located within the reaction bath, mix the sample and reagent within the cell.  Last sentence stays the same.


comment:
Should the terms go back into the box for them to try again?


comment:
change description to this:The c701 module is equipped with a photometer to measure the absorbances of the reaction mixtures in the reaction cells.  Measurements are taken of each reaction cell, as the reaction disk rotates. (I got this description from the ops manual and thought it was concise)


comment:
Lori and I decided that we do not need the photometer itself described.  The customer doesn't work with it like they do the lamp and do not need to be able to identify it for training- so forget my description change.


comment:
change description to be more general: As the reaction cells containing the reaction mixtures rotate, a single photometer lamp is used for photometric measurement.


comment:
Label the Cell Rinse Units. Make description more general:  Once all readings are complete, the reaction cell contents can be discarded. The three Cell Rinse Units work continuously to wash, rinse and dry the reaction cells to prepare them for the next sample.


comment:
We would prefer an assessment on component ID with picturs, not the order of events. Maybe some questions regarding function, but not what happens next.  We just wanted to use this method of a Day in the Life to learn the components, not the exact specific of what comes next.


comment:
change the schematic to show the front of the anlyzer, it is not clear where they are at first since the 14 is on the top of the analyzer.  Label both cleaners in the photo.  Change description to: CellCln1 and CellCln2, located in large bottles behind the front panels of the c701 module, are dispensed from the Cell Rinse Units to clean the reaction cells throughout sample processing.


comment:
"5" refers to the cobas c502 module.  I think you know that and left it blank on purpose, but added it just in case.


comment:
I love the people you chose for the Roche roles!  The only thing I would change is switch the people you have for FSR and AE and that will be perfect!


comment:
Add to FAS- as well as provide onsite training.


comment:
Recognition - is the better second bullet different enough from good?  It is the same with an 'or' option.  Should it just be the Customer Success Medalist option?


comment:
Belinda's cartoon image does not look close to her picture image.


comment:
remove DATs from the sitution and leave TDMs.  DATs are not available on the c701 or 702- only on the c502.


comment:
Change the name of the Start Troubleshooting button. Maybe- Who's who?  or something like that.


comment:
Add reference to resources button for list of Tool suggestions where appropriate


comment:
What is the question here?  Are you welcoming and doing an overview or are you asking them to respond to the sentences?  It's not clear.


comment:
No checkmark appears - only a red "x" box


comment:
I'm do not see how this video is applicable to what we are asking the managers to do.  It's a stretch - could we potentially have a business based example i.e. manager helps employee become better at presenting in front of an audience or perhaps doing customer presentations, etc?


comment:
The Interviewing and Selection secion - last item "Consider customer focused behavior a trait in promotion" - I would suggest "Make customer focus.....".  It should be a yes or no proposition and yes is the only answer.


comment:
Hide Next button until after they click on the envelope.


comment:
What if a learner wants to pick more than two scenarios - should we limit them to just 2 in the initial selection?


comment:
Add the "Perception" piece within the detail box instead of the label.  We should address it or mention it, sometimes it's real, sometimes it's just perception and need to think outside the box, but it should be covered in the detail box.


comment:
include course summary (currently in Resources) as a printable slide on this screen here.  It seems hidden in the resources, and should be front and center.


comment:
We should reference the resources button link at the top on this slide here.


comment:
Course Summary page - white text hard to read in titles and numbers.  Change font color for ease of reading or darken background.


comment:
Course Summary very useful document - we should link to it directly in course and make available for printing.


comment:
I just verified that TDMs are also not available on the c701/702.  So change the scenario to say:  Our workload has really increased and we're going to add another 5.  I dont know if we should run any CC tests on it or just DAT and TDM assays.  Rest the same


comment:
change c701 module to c502 in his replay


comment:
This page is not supposed to look like it is part of the infographic. All of the "purpose" statements are supposed to be on the same page; it should just have Cummins standard titling, and no textured background, etc.


comment:
Didn't we talk about having some kind of brief "blackout" screen between the Jill audio and this, where the streaks would appear and then blend into the beginning of the infographic?


comment:
The question in the middle is missing...


comment:
Is there any way to make the numbers stand out more-- bigger or a different color for the circle or something?


comment:
WOuld be nice to go back to the previous screen. I think that there is a screen that appears after the audio has completd.


comment:
Study is also referenced in second I popup text.


comment:
I'm still getting the weird "window shade" effect (the panels "roll up" if you don't pull them down just right).


comment:
Can we slow down the animation on this a bit?


comment:
Once you visit a place on the program map, aren't you supposed to get a visual cue that the piece has already been completed? (Something like a green checkmark, etc.?)


comment:
Last frame, there's supposed to be an image of a computer with a screen shot of the self-assessment on it.


comment:
On the drag and drop, there is supposed to be onscreen directional text that says "Sort the statements below into the appropriate columns. Then click Submit."


comment:
There was no way to "submit" on the drag and drop, and nothing that let me know if I did it right/wrong.


comment:
The Program Orientation piece of the "path" needs to have a screen shot from the course as an image (right now it's just a black box).


comment:
Change directions to: "Drag the goals below onto the paper in the order you would like to complete them. Then print it out so you can monitor your progress."


comment:
edumercial video is not loading for me...


comment:
The course title should be "Building Success in Others: Leadership Essentials Program Orientation" instead of "Add Unique Course name"


comment:
We need to update the module names to what they are really called instead of infographic, vpt, edumercial. The infographic is actually "Leader's Digest"; the VPT is "See the Journey Ahead" and the edu-mercial is "Take Action Now"


comment:
Screen title should be "See the Journey Ahead"


comment:
I gave this edit to the edumercial - the background "outside the windows" should be white, not dark gray


comment:
If you click start without filling in both fields, there should be the red directions telling you that you must fill out both (remember how we had to manually add this on Sales Force courses?)


comment:
Take notes section - two spaces after each period.


comment:
I think we do have some specific things that are supposed to be in the Resources, right? Right now it just has the standard placeholder text in there.


comment:
Do we have glossary terms specific to this course? If not, we should remove the glossary button all together


comment:
In addition to Alicia's edit of naming infographic/VPT/edumercial... should we also have some different names for the pages other than Page 1, 2, etc. and "landing page" ?


comment:
Jill page - should we stylize the text some - make it bigger, make a couple of key words in red and in the Jenna Sue handwriting font?


comment:
I think the two red arrows pointing down should definitely have an "over" state, maybe something where it moves up slightly, then down fast?


comment:
Also on two red arrows pointing down - when they appear, I think it'd help them be noticed more if they animated in somehow other than just appearing. Maybe where it flys from bottom up to a little higher than where its supposed to be then snaps into position?


comment:
Accelerators black title text - need to move over to the right a few pixels, right now the A is further left than the red bar


comment:
Same thing on the A in black title text - move right a few pixels to align with red bar


comment:
Same thing on A in Accelerators on black title text - move right a few pixels to align with red bar


comment:
Same as on Jill screen - stylize text more by making some key words in red and Jenna Sue handwriting font?


comment:
Investing in your capability (text in red bar) is much smaller here than text in red bar on previous screens


comment:
I'm not a fan of the outline on rollover of program map title. I think just having it get larger on rollover is enough to know it is clickable.


comment:
The foundation row should have a white background on it under manager support and participant learning


comment:
After going through the "title" section, and then the "self-directed/structured" section, when I click Program Map btn at the end of that section, it brings me back to this beginning map page, and forces me to click the "title" section again to get anywhere


comment:
Leadership Conversations Overview sign - there's a hard return after participants near end of text block


comment:
Actually, after I complete ANY section other than the title section, I'm brought back to this screen, then I have to re-view the "title" stuff before I can click anything else


comment:
Me neither! Just has the poster image and keeps spinning behind play button at the center of the screen.


comment:
Onscreen text: "This section is a "virtual program tour" of the Building Success in Others - Leadership Essentials program. Use the Program Map to navigate through all of the program elements at your own pace.

Click the Next Arrow above to get started."


comment:
The red title should be "Building Success in Others - Leadership Essentials" and "Program Orientation" should be on the line below it.


comment:
I agree with Christa - the Jill screen needs to be jazzed up a bit.


comment:
The red/white header at the top should say "Building Success in Others - Program Orientation" (We can't use the "BSO" abbreviation.)


comment:
The "Building Success in Others - Leadership Essentials" does not need to be italicized (just bolded is fine!)


comment:
The "Five Key Leadership Skills" in red should be capitalized and italicized. (The same reference in grey can stay how it is because it isn't specifically referring to the tool.)


comment:
Delete "into" so it reads "...depends on leaders developing these five key leadership skills."


comment:
Is "building blocks" an American colloqualism? We'll have to ask Alicia about this.


comment:
Make "key skills" lowercase in the first pull down tab so it matches the others.


comment:
Change "you'll" to "you will" so it translates better.


comment:
Bold key text in other boxes. Starting from the left...
-Bold "learning methods and tools"
-Bold "leaders of professional and direct reports" and "leaders"
-Bold ""automatic enrollment" leadership initiative"
-Bold "actively involved in your development"


comment:
I need a way to tell what places I've already explored in the VPT - can we make the sections we've already clicked on fade or darken to show progress?


comment:
Is there a way to make these cards "flip" off the screen? I think it looks fine the way it is now, but I think it would look more exciting if the animation did something else.


comment:
your red circles on the timeline get a little off on the last two - the alarms and interrogate.


comment:
transcript - need to bold cobas IT in the first line.


comment:
As per my email,l this is the section that I was asked to change to a heterosexual couple.


comment:
Could we add a sentence that emphasizes that when a victim decides to leave it is often the most dangerous time for all involved? Therefore, staff should take extra precaution and should discuss with her/his supervisor.


comment:
Sarah could you replace "ADD" to "ADD/ADHD".


comment:
Sarah can we add demanding sex /sexual gratification  in the section of "Using male privilege.


comment:
In the section where the lab mgr is talking about diabetes, can we include the lab background? It's a little stark with just the white, especially when they are in white lab coats.


comment:
Are there any callouts we can do here in these last three screens?


comment:
On the rollover for PC it says "sample unit" instead of "Sampler Unit"


comment:
Behind the front doors pic is blurry to me.  May need to get another one.


comment:
As we transitioned to this screen, I saw a flash of red boxes (like from the click on the components activity)


comment:
Do we not have pictures of these?  I think they are great illustrations, but if we have a picture, let's use it.


comment:
When the rack pictures come in, they come in behind the agent.  Since she's pointing to the right, I feel like the ones at the right should come in first.


comment:
Can you move the talk buble down a bit so it leaves more room under the swoosh?


comment:
Her finger points to the analyzer is a bit too far. She can move to the left or you can pick out another pose with her arm that doesn't stretch that far.


comment:
Can the FB box come in from the right and on top of the drag & drop area? It flows better on the same side.


comment:
ARe these both sample cln 1?  I expected to see something different since both bottles are outlined in red.  Maybe add a connector between them so that we can see it's the same popup?


comment:
do not include any links directly to process map.  should link to the user interface to get to BWL per email exchange with Sharon R.   http://lillynetcollaboration.global.lilly.com/sites/CDCI/os/SitePages/Home.aspx

Linked Text should read "Develop R&R Strategy and Content Process (link from CDOS)"


comment:
I think there should be more explanation as to why it is a problem with the source data. That way people will see the specific problem and how they can fix it. 

Example: If the user searched "ZYDEK LLC" in the customer name filter...
-Problem: The sales of the order may be inputted under a slightly or completely different Customer name (ZYDEK Inc., ZYDK, ZDK International, etc.)
-Solution (in addition to the others that will be stated): Filter in the other names that the customer is under


comment:
Confirm with SMEs if we should remove wording "other required committees" and "a communication needs ti be sent".


comment:
The correct answers are good for the long run in minimizing the problem for the future. However, re-running the report with different filters is a necessary step if the problem is due to the customer name being inputted differently (see my example from before)


comment:
Right now I have to click on "Best Practices Sessions" under Participants on the Program Map-is there any way to allow this from the Managers column as well?


comment:
Make "Foundation Phase" red and in the different font to make this screen more interesting?


comment:
Can we mix up the order of the drag and drop boxes? Right now they are all in order.


comment:
Only make this part appear after all the other links have been clicked.


comment:
Feel strange that cartoon pictures and real people picutures were combined together.Suggest to remove the cartoon pictures.


comment:
I need to scroll the screen to see the whole content. For this screen, the red button


comment:
I tried to click "down arrow" but nothing happened


comment:
It may be better to add training map to help the participants to know the whole picture of BSO and know how to join all the programs step by step


comment:
I think this is a quote from Tom-- if so we need the proper quotations, etc


comment:
Bottom paragraph-- I think it's create the right environment to help people perform at high levels and reach their potential.


comment:
I think we need a smoother transition to this screen from the previous one


comment:
Alright-- I may be a bit sensitive-- why is the stick person a kid for the leadership development piece?


comment:
You are the leader means that we as leaders are accountable to develop the skills as both role models and champions-- I think the wording here needs to be tweaked to add in the accountability aspect


comment:
To identify the key building blocks-- not sure what the building blocks are-- are they the 5 skills-- are they the behaviors in the skill map?  Maybe it's to identify the full range of role model and champion behaviors to bring us to world class leadership levels in each skill


comment:
Is something missing here?  I clicked all over and couldn't get anything to come up-- and the next button brings me to the next thing


comment:
Sorry if this is a duplicate-- something happened when I was typing in the comment about READ-- there needs to be more explanation of it


comment:
I like how the graphic builds-- I think you need the READ in there-- also should have a few more things about the personality-- how all are important-- that at times they seem contradictory but provide balance e.g. to be driven to win and caring-- or to be decisive and agile at the same time


comment:
Also need that world class leadership at the right I would think


comment:
Sorry-- just figured out what that dot and line are on the bottom-- very cryptic to me


comment:
Just figured this one out too-- was clicking and not dragging-- so there is more on READ-- good


comment:
I don't think it's clear that role model and champion have distinct behaviors and that READ is a way to sort the behaviors of the two modes.  Perhaps you need more of the format of the skill map and then maybe fill in the behaviors somehow


comment:
That part that Tom says about doubling the size of the company-- may not be totally true anymore-- we have increased a good amount from when he originally made the statement and we are hearing that some BUs are not going to be growing all that fast any more considering a bigger denominator that we have now-- is it possible to edit that out?


comment:
In the explanation of this overview I would bring out more clearly that this is designed for the managers of Building Success participants.  Although you say it-- I hae to read it a couple of times to make sure it was for managers


comment:
I wonder if we can make this explanation a bit more generic-- in case we go a different way with the content


comment:
I like how all of program map takes you to the explanation


comment:
The program map piece is very good-- I think the explanation ahead of that is still pretty choppy and needs some info filled in.  I think it's hard to follow the way it is now.


comment:
Some indication to click on the bottom arrow or on next.


comment:
Again a note here to move the slider to see the graphic will help.  There was a problem when I tried to move it, some of the images went over each other.


comment:
Here again some instruction to pull the arrown down.  I tried double clicking it as it looked like a link.


comment:
On all the slides that I had to click to go back to the Program Map the Program Map did not show.  I could only see green check marks  and showed a windown to logon to allow Adobe Flash Player to make changes to this computer.


comment:
Yes, the leadership person could be taller.


comment:
Instructions will help - also would be good if the banners stayed down once pulled down. They seem to pop up like window shades


comment:
The checkerboard display seems to delay getting to the info I've clicked on   in the program map.


comment:
Best practices sessions webinars - odd that both can be clicked and have same description....Is there a way to activate both when either is clicked so people won't need think they need to click individually?


comment:
Energizing, great pace, faces all look good, quotes work well..... Yay!


comment:
Make the link to "READ" by changing this banner to "To role model and champion the 5 etc....." then the banners deliver the imperatives - Read, Evaluate, etc.


comment:
Making into a quote by Tom might help with that concern we had earlier - that this question makes it sound as if cummins is not already a place people want to come to work


comment:
Please capitalize "Self-Directed" on the bottom 2 panes


comment:
No response after clicking "Self-Assessment"


comment:
There will be a pop-up screen asked if I allow "Flash Player" change my computer's setting. It asked admin name and password which I have not. I clicked no, it continued.


comment:
Can not play the video fully. Stop at 00:07 always.


comment:
There are two "Best Practices Sessions". One is under Manager Support and the other under "Participant Learning". But only one under "Participant Learning" will be marked as completed. As they are same, it is better to be marked as complated at the same time whatever participant clicked.


comment:
May a hint to participant to drag the arrow down instead of click it


comment:
SCreen is blank no visul to indicate what to do next, "click here" type sign or arrow needed. slide screen slider no obvious


comment:
The right side of Program Map graphic looks chopped off...can't see the tip of the arrow.


comment:
Like the new progress bar and re-positioning of the back / next arrows!


comment:
Think we need to give you a text change for the middle question.  It leads me to believe this is a course about recruiting.  Also...the red bar in the course doesn't blend well with the red in the template.  Think we may need to adjust it.


comment:
The navigation button at the bottom of this screeen doesn't seem to work well.  3.75 of the images became visible.  The last one got "hung up" and never fully appeared on the screen.


comment:
I couldn't get the Skill Maps to appear.


comment:
Do we need an instruction that indicates the learner should click on the white arrows?


comment:
Think there is too much time after the 2nd pull quote before the 3rd and 4th appear.


comment:
Really like the navigation on this page, especially the way "learner feedback" is used.  Would like to change "Nice job!" though...it's something we encourage our leaders NOT to offer as feedback.  How about "Correctly sorted!" or something similar?


comment:
Like the use of the green arrows to indicate what segments have been visited!


comment:
Need to replace text related to definition of Structured Learning Resources.


comment:
Please remove the word "final" from the description of "Great Place to Work".  This will likely NOT be the last course in the curriculum.


comment:
On the Program Map, please remove the word "/webinar" from Leadership Conversations Overview.


comment:
Need to add a second green checkmark for the Best Practices Sessions webinars so that both the manager & participant are "checked" at the same time.


comment:
Let's discuss...may need to provide the path to the Leadership Development page because employees have to "sign in" to MyCummins to get to it.


comment:
I could not get the Self Assessment or the Skill Maps to open.  The transcripts all opened easily.


comment:
Let's add a green check mark to Self-Directed Learning.


comment:
Really like this approach for the Virtual Program Tour.  It definitely works for me.


comment:
I'm hung up...after I clicked on the last section of the Program Map, the progress bar went blank and there was no "Next" button.


comment:
Probably need to re-title this in the course index from "See the Journey Ahead" to Virtual Tour...Building Success Program" so that learners know what it is.


comment:
Love the way the edu-mercial turned out!  It got me excited.  Not sure, though, we want to end with the picture of the guy in front of his computer.


comment:
Need to re-phrase the 4th box..."Inspire you" to launch your self-directed leadership development journey.


comment:
This page worked fine the 2nd time around...not sure what happened.


comment:
As we move and place cursor on to the buttons provided on the top of the screen, it doesn't show us what is the functionalities of these keys or what are these keys meant for.


comment:
This again appears a blank screen with the header....


comment:
In order to view the Skill Map we first click on' Click here to see' and then click on the arrow.... cant we just view the Skill Map by just clicking on to the ' click here to see' rather tha double click


comment:
The answer for What will i learn does not appear.......


comment:
After compeleting all the sections in the Program Map. No link to next so it is not clear where to go next.


comment:
It might be helpful if we can show the sections that need to be clicked so the user does not miss on any section.


comment:
Very nice video.  Gives a good understanding.  Just one small point I noticed is the expression on the face of the lady who is showing the Leadership skills, for first 2 skills she is smiling and then the expression changee from Manage Diversity.


comment:
Could we add quotes around what Jill says on the slide?


comment:
The slider doesn't work smoothly. The panels 'get stuck' on each other.


comment:
The trophy is missing the badge that shows up later.


comment:
The slider doesn't work smoothly here eihter.


comment:
The timing between animations is a bit long.


comment:
Is there a way to gray out the previous and upcoming parts of the infographic to make it appear more like an infographic and less like slides?


comment:
I really like the animation on the Program Map!


comment:
Can we capitalize Structured and Self-Directed please?


comment:
The transition of the text from black to 'highlighted' in red, is pixelated.


comment:
Can we use the full course title: "Cummins Environment & You: Great Place to Work"


comment:
Can we distinguish that the Manager Guide is for Managers of participants?


comment:
05/10/13 In the More about phishing box..... 
Take out the 'hyphen' on the two instances of the word e-mail so it reads email


comment:
05/14/13 This feedback is from two of the Global Information Security team (Lisa Shaner and Michelle Crohn).

Hi Sheila,

I took this training today and I must say you guys did a great job. I have been involved in a lot of training development and this is good. I liked the Lost and Found, but ran into the part I didn't quite understand about it, but caught on quickly since I clicked on the glasses as my second choice and saw the check mark. I figured it out, but I never saw the 'Click on the Photo where it could have been prevented instructions' on my screen. 

Lisa Shaner and I discussed it afterward; she said she had the same issue...thought you might want to know. Other than that I didn't have any other problems and I liked it as far as "corporate learning" goes.


comment:
In the question itself, "Workflow" is one word. In the feedback, it's two. All materials I've seen have had it as two; therefore, change "Workflow" in question to "Work Flow Guide"


comment:
The answer is wrong for this question - correct answer (according to spreadsheet) is "It shows you how to review calibration and QC." Both correct and incorrect feedback need to be changed.


comment:
Spreadsheet comments indicate one of the answer choices should be "S.Stop" not "Stop"


comment:
In the correct feedback, add a comma after "loading" in the second sentence to read: "...reagent loading, and the look ahead time...


comment:
change answer choice "Calibrators and/or QC are expired" to "Calibrators and/or QC are recommended by the analyzer" (per Roche's review comments) - this is still the correct answer


comment:
sorry for the confusion - these should be the answer choices:
1. Calibrators and/or QC are recommended by the analyzer.
2. Calibrations were successful.
3. Calibrators and/or QC are expired.
4. Reagents are expired. 
* Correct answer is #1


comment:
same correction in the correct feedback - add a comma between "reagents" and "and" to read: "...the active reagents, and Stand..."


comment:
in question, add a comma between "controls" and "and" in the first sentence to read: "...controls, and the white racks..."


comment:
same issue applies in the correct feedback - add a comma between "calibrators" and "and" to read: "...for calibrators, and the white racks..."


comment:
add a comma between "storage" and "and" in the question to read: "...storage, and stability..."


comment:
This happened earlier, too - because these are randomized, the r ball does not show up in the first instance of cobas on this page - you could change question to read: "Which image is the ISE module on the cobas (r ball) analyzer?" to fix that...and then just take it off in the answer choice.


comment:
in the question itself, add a comma after "controls" between "controls" and "and" to read: "...calibrators, controls, and samples..."


comment:
in the feedback (both correct and incorrect) make the same change: add a comma between "controls" and "and" in both cases bc of commas in a series


comment:
in correct feedback, bold "cobas c" in the second sentence


comment:
add a comma after "detergent" in the question to read: "...detergent, or diluent would be..."


comment:
When you lead the participants through the elearning and ask them to click somthing, it wuold be good to have a box around what they are to click rather than trying to find it.


comment:
Can you make sure that this slide is working appropriately?  It seems to get "stuck" with certain responses.  At one point I had selected all 4 answers and hit submit but nothing happened.  The same was true when I selected the first 3 answers.


comment:
The message says Try again, but when you do it does not move forward on its own.


comment:
If you select all three it does not let you select the correct answer afterwards.


comment:
This question was not very clear as to what was being asked. Also the options on the left are very tiny and illegible..most would not likely be able to read the options.


comment:
The question...where you can go to "setup the report printer"...is too vague. Reason: you can do some setup if the report printer under the Configuration Editor also. If Connection Assignment is the correct answer, the question should be formed so that the user knows which one it is.


comment:
This question format needs a bit of adjustment. Perhaps "Under which menu item is the connection Assignment located" or something to that effect. The question as it stands seems incomplete.


comment:
When you select Yes there is a missing step the screen breaks up. A box pops up but there is no margin around the box and the click the x-out button to continue does not show an X anywhere on that screen. Could not go any further because there was no option to proceed through the rest of the screens.


comment:
After getting hung up on the first portion of this screen "Do you know the steps" did not have an option to get out the screen as the X did not show up. Unable to test the "What happens if you don't start the printer' and What happen when you turn the printer back on.


comment:
Please add the menu option prior to Step 1 so they know how to get to POM.


comment:
the message said on either Bill or Ben but it was Bill AND Ben in the actual task.


comment:
The voice over says open the Specimen Management menu but they actual do not mean the Specimen Management menu option, But actually the Specimen Management Configuration option. These are two different things as there is also a Specimen Management Menu at the top on the menu bar.


comment:
update legal number when Nicole provides :)


comment:
fun, the return to intro button doesn't work.


comment:
I'm pretty sure we should be deleting the second bullet, right???


comment:
I think you highlight the outlier a second or two early.


comment:
could you show the warning or error icons when you mention them?


comment:
I think screen three - target should be lower case in bullet one


comment:
Fourth screen - could we actually show a linearity chart and highlight the six points when you talk about them? just so it's not a blank screen the whole time.


comment:
The available linearity charts displayed in the list - the screen zooms back out and then the orange highlight and click aren't in the right spot - suddenly looks like you're clicking print


comment:
Print button isn't highlighted - just a little below and to the right


comment:
I think we need to add "and you can print the report using your browser." to the last text box and audio.


comment:
get rid of Including Y intercept and slope - just said that in the last one.


comment:
I feel like it's going to be a problem that the accept button is greyed out when you click it, but I don't see a way around that.


comment:
If we keep this screen, I think it goes after the next captivate where we accept results. Sharon - decide if we need this at all.


comment:
well, the continue button came up at the end of the practice, but it doesn't go anywhere.


comment:
Are these in the right order? It looks like we do multi-rules first in the left nav


comment:
maybe I'm crazy, but the transcript looks really big like it's the wrong font size.


comment:
Shouldn't it be something like "Once QC is complete, Jill's team is ready to start patient testing."


comment:
GLOBAL - the customer is taking this course. You is fine. Or even better, just "Verb and rest of sentnece. But I don't want to see "the customer" anywhere.


comment:
first popup - multi-rule is missing hyphen. do a global check.


comment:
Can we make the popups appear below or over the icons they relate to? Right now they just sort of float...


comment:
can we connect this back to all the multi-rule stuff we just did?


comment:
when you click the rings, I would have them fill in with a color. Just so they easily see the idea of how something can fall out of range.


comment:
GAHHH! ok, so it should be multirules no hyphens everywhere based on the software. Beth, you have to update the storyline file. Looks like the captivate is fine.


comment:
This screen looks cropped a little strangely. It's only taking up part of the screen. Matt, is that something on our end?


comment:
Also, I think we need some kind of starter sentence that ties this to the previous captivate. How does proficiency relate?


comment:
This feels very text heavy. Is there anything we can do here to lighten it up or include an image?


comment:
I missed a lot of the highlights because it goes so fast. Anyway to slow it down and maybe include a better way to show the information?


comment:
I don't really think this adds value to the course. Let's remove it.


comment:
check your screen titles in the left nav - several from Implant course.


comment:
05/22/13 Updating Shelley feedback.  Sentence was missing the word 'for'.

Every Cummins employee is responsible for keeping Cummins information safe.


comment:
05/22/13 Feedback from Bill Martin (Global Security)

Over all I liked the length on this one better. I had some trouble on the Lost and Found box with all the stuff in it (sunglasses, umbrella, jump drive, phone etc) When you scroll over the pictures to see how the story goes, the banner that tells you to click on the picture where the problem could have been prevented was very slow to show up. I had to go back to the first few after I saw it on the phone example.


comment:
05/22/13 Feedback from Mark Sifferlen (Ethics and Compliance)
1.   Quality over quantity.  Employees are getting bombarded with training.  Much better to have a highly focused 20 minute course, than a 40 minute course.  Put in perspective.  The recent Code of Conduct course - our most important overall course - was 25 minutes.  Some common sense background information can be assumed and you can focus on the main points you want to make.   And understand that some employees may touch this a lot and others not so much.


comment:
05/22/13 Feeback from Mark Sifferlen (Ethics and Compliance)

3.   Cummins has a new training coordinator, Greg Cyr, who has been reviewing all trainings and has good perspective.  I recommend getting his group's feedback.   We are working closely with his group on our training.


comment:
05/22/13 Feedback from Kris Ferkinoff (Ethics & Compliance)
I got through Security is My Job in about 25-30 minutes so it certainly wasn't 40, but I still think some of the activities are a little long, especially if the topic is very common sense and you are looking more at building awareness or reminding people about things they probably already know.  There are several places where examples are given of people leaving reports or badges, or blackberries laying around.  Not sure it adds value to have all of these example or to just do one and have a comment that reads "secure all of your company property (laptops, mobile devices, etc) and report it immediately if lost, etc"


comment:
05/22/13 To clarify change the Feedback sentence to read.  
Thats correct! Always lock your computer if you will be away from it (use Ctrl + Alt + Delete keys and select Lock Computer).' --


comment:
05/22/13 Feedback from Kris Ferkinoff....
There is the scenario with an email with an attachment and the right answer on this was to just delete it.  I know not to open an attachment but we have that "Report Spam" button in Notes.....why do we have that feature then? Could that confuse employees?


comment:
05/22/13 Sheila Feedback
Third box modify sentence of Feedback...... When you check your work email, you find an unsolicited message asking you to click on a link about clean technology.


comment:
05/22/13 Sheila Feedback
Value of Reporting Spam versus just deleting a message......

Reported Spam messages are analyzed and that information is used to filter out future spam messages. Each time you report a spam message, our filters get stronger and that means less spam in your inbox!

What is Spam?
Spam is unsolicited email. It is rarely harmless. This electronic junk mail slows down IT systems, costs employees productive time, and can spread viruses and other contaminated code, which may result in significant harm to workstations and networks.  It is important that you think before you click! Know how to recognize spam and how to report it. 

Here are some common types of spam to report.
- Unsolicited advertisements for products or services.
- Requests for personal information.
- Suspicious unsolicited web links.
- Messages that appear to be from a business or organization, but contain several spelling and grammar mistakes.
- Attachments from anyone you do not know.
- Forwarded jokes, videos or images, even if they come from a familiar email address.
- Anything with an unfamiliar topic or from an unfamiliar sender.

The guideline for handling SPAM or unwanted email is to highlight the e-mail in your Inbox, then select Report Spam under the Cummins Tools on your Lotus Notes tool bar.  Do not reply to SPAM or try to unsubscribe if it allows.  In some cases, unsubscribing only validates your account and you may end up getting even more SPAM.


comment:
05/22/13 Sheila Feedback........................
Background information.  This is an ok response but Deleted messages are not analyzed.......................................

Reported Spam messages are analyzed and that information is used to filter out future spam messages. Each time you report a spam message, our filters get stronger and that means less spam in your inbox!


comment:
05/22/13 Sheila Feeback .......................

The reason that Travel Smart Travel Safe was added to the course is because the SIMJ is mainly meant for new hires and potentially replaces the current new hire training 'Introduction to Global Security and Information' course


comment:
05/22/13 Feedback from Bill Martin (Global Security).......
On the screen that shows a guy talking to another guy at a soccer game are telling our folks the right thing to do is to intervene?   I'm not sure I understood the direction on that one.   Over all I liked it and thought it was good training.


comment:
05/22/13 Sheila Feedback.......................
One reason we said 'intervene' is that we are trying to get employees to take action and/or be proactive when they see something wrong or questionable that affects Cummins future growth.........................................

However, it is possible that employees will do nothing because 1) they do not know what to do or say or 2) are afraid of the potential reaction.  The next screen of the course states:

What do you do when you identify a security concern? 

" If it is wrong, do something about it. 
" If it is unsecured, secure it. 
" If it is open, close it. 
" If it is lost, report it. 
" If it could affect the security of assets or information, report it. 
" If you dont know the answer, ask. 

 Take action  Security is YOUR job.


comment:
05/22/13 Sheila Feedback to Kris Ferkinhoff feedback.......................

This course is intended mainly for new hires and potentially replaces the current Intro to Global Security and Global Information Security training..............................
Personally I think identifying the two organizations is important and that there is enough distinction between the two groups and yet we complement one another and work together.


comment:
Put a comma after "shift" in the question to read: "...with your shift, and another..."


comment:
on the correct feedback here, you need a comma between "processing" and "but" to read: "...initiate processing, but..."


comment:
I don't know if the questions randomize, but when they did, the cobas c 702 was 2nd, and that had an r ball around it (but the first one that appeared - cobas c 602) didn't - if this is an issue you could add "for the cobas 8000 instrument" after probes in the question sentence....


comment:
I'm pretty sure de-ionized water does not have a hyphen in it.


comment:
add the word "module" after "c 701" and after "c 702" to match branding guidelines


comment:
add comma in correct answer between "empty" and "and" to read: "...is empty, and no..."


comment:
add comma after "detergent" and "or" in correct and incorrect feedback for commas in a series


comment:
in the correct feedback, add a comma after "needed" in the second sentence to read: "...until it is needed, and the..."


comment:
in the incorrect feedback, bold "cobas e"


comment:
this is for the correct feedback on previous page (17): should say "Standby mode" not "Standby load"


comment:
in correct feedback, add a comma between "right" and "and" to read: "on the right, and..."


comment:
feedback doesn't match reviewer comments on spreadsheet...change incorrect feedback to: "There are additional details that correctly describe EcoTergent. Try again." change correct feedback to: "That's right. All of these details correctly describe EcoTergent."


comment:
In correct feedback, add a comma after "things" to read: "...four of these things, your ISE..."


comment:
in the question capitalize the "m" in "Manager"


comment:
in question, add a comma after "table" to read: "...values table, and the associated..."


comment:
in the question, add a comma after "filter" to read: "...filter, and delete..."


comment:
in answer choice "TraceDoc has successfully archived at the schedule time", change "schedule" to "scheduled"


comment:
make the same change (change "schedule" to "scheduled") in the correct feedback


comment:
the correct answer on this screen is false, not true


comment:
in answer choice "Highlight the samples in..." capitalize the "r" in "review" to read "Data Review"


comment:
in the incorrect feedback, change "allow" to "allows" to read: "Find the screen that allows you to..."


comment:
in the incorrect feedback, add a comma after "edit" to read: "...add, edit, and delete..."


comment:
This seems more like a statement than a question. I'm not sure what I'm supposed to select based on the question.


comment:
change the incorrect feedback to: "Find the button that allows you to manually change your calibrator set point." (extra "you" in text currently)


comment:
in correct feedback, add a comma after "Patient" to read: "...Patient, and Module Masking..."


comment:
in three of the four answer choices, add a comma after "calibration" before "and" when you have items in a series


comment:
in the correct feedback, add a comma between "programmed" and "and" to read: "...successfully programmed, and yellow means..."


comment:
in the question, add a comma after "Unit" to read: "...Control Unit, and Data Manager..."


comment:
in the correct feedback, add a comma after "cells" before "and" to read: "...wash the new cells, and a Cell..."


comment:
The Middle East ABO is currently in Distribution Business but it should be in Power Generation Business.


comment:
chapter 4 Is there another photo of Jenny as they are discussing the reduction in force.  She looks happy rather than thoughtful


comment:
Still think we should have all activities end with "I'm Done" rather than Submit.  Or keep consistent.


comment:
Probably don't want the next and prev buttons here.


comment:
Even though I click on the counter top, it thinks I am clicking on the stool when it goes to the feedback screen.


comment:
I liked the feedback from the alpha test when the stool with wheels is selected, it said something like, "what are you trying to do, kill me?"  Now I noticed the feedback is the same if they select the stool or the counter.


comment:
On the ladder climbing rules under Resources, I think the proper English for rule #1 is "that is defective" not "which is defective"


comment:
This slide is great, but should be after the magazine intro page, or at the beginning of the introduction.


comment:
There is still some uncertainty around the whole looks and feel of the "magazine" splash page.


comment:
Is there a way to have a button or something to replay the introduction? If you view the slide for a few seconds then exit and re-enter it picks up right where you left off (even if it's in the middle of a sentence).  If the user views this slide and doesn't re-enter for 2 weeks might be nice to have ability to replay the instruction.


comment:
Mop on the wall should be angled so it's flat up against the wall.


comment:
The cape "fix" at the end should go into her arms and folded nicely so it isn't dragging at all.


comment:
Cords - "nice job" feedback replace client with guest and customer with guest.


comment:
Distinguish the cords within the outlet more.  Hard to tell which cord is on the floor, just have them angled a bit different.


comment:
I received the "Times Up" slide when my time wasn't up, I just didn't identify all of the hazards.  The "Oh No" feedback came later, right after the "Times Up" feedback.


comment:
In this context, "Gender/ Date of Birth" should be "Sex/ Date of Birth".


comment:
The text in the boxes for 6 and 7a are larger than the others.  I'm inclined to say all the text should be of the larger size for easier reading.


comment:
"...is added to the Orders" should be "...is added to the Orders Database".


comment:
While the content here is good, it feels very flat simply reading it all.  Could we add a V.O. and convert these to some bullets, or have them revealed with clicking or something else to make it a bit more engaging?


comment:
Please check the framing of the highlight boxes.  Some of these seem more off than others.  Some, like this "is not equal to" one are partially obscuring the text.


comment:
The highlight of the 'O' at the beginning of the line doesn't match up with the audio describing it.  Highlight the test codes when they're mentioned (with the larger box) and add the 'O' highlight when that line is mentioned.  (The 'O' highlight is currently before the set of tests highlight, based on how I'd described them in my run through.)


comment:
Can you edit the image to show different test codes?  I'd like to have this slide, then a second slide with tweaked numbers, to make sure the learner is making the right choices, not only parroting the three numbers we've just mentioned a few times.


comment:
When going to the lower pair of messages, it's important to note that this is looking at a different Specimen ID (3221106).  We're going down there to see what we would *expect* the results to look like.  When we go back to the original SID (3221105), we're looking at what happened on the sample we've otherwise been following through the Comm Trace.  *That's* what we need the learner to follow.


comment:
When the audio says "going back to the first message", it's highlighting the lower/second message pair, which is confusing/misleading.  There's then a weird follow-on click on that lower message set, which doesn't follow the rest of it.


comment:
From the prior demo, since the Feedback wouldn't load for it: it's the "Instrument Manager directory" not "Management" as the placeholder VO said.


comment:
The "tracking events for a particular specimen" option could arguably be true; it's just much less efficient than the SEL.  Rephrase as "summarizing tracking events for a particular specimen".


comment:
7a should be split in two parts.  7a Instrument queries (arrow from instrument into the connection).  7b MW responds (arrow out to instrument).  Then old 7b is new 7c.  Also, they should line up left-to-right as a-b-c.


comment:
In the dossier, please copy paste the references from the restrictions table to the procedural notes pages at the end. CT/CG and the Hologic user manual on the first page of procedural notes and HIV-1 and the Hologic Ops manual on the 2nd page. We seem to be missing an IFU for their TV assay. I'll have to hunt it down.


comment:
Here is the TV citation for the restrictions table for TV and 1st page of the Procedural Notes: 503797-IFU-PI_001_2016_03 Aptima Trichomonas vaginalis Assay Panther


comment:
Reconstitution collars aren't exactly intuitive


comment:
The tilt play is very tight but the bar is long. Can we get more movement?


comment:
Replace this guy with the lady tha'ts the key operator. Matt can give you image.


comment:
The answer choices need to be changed. They make no sense. Michelle, you can do it or you can have Stephanie do it. I would start each option with "You can...."


comment:
When i leave a section and come back, it doesn't remember where i was...it kicks me back to the beginning of the section. can we bookmark?


comment:
Michelle, before you make Laura's edit, have stephanie confirm spelling in Roche docs.


comment:
on Question 14 (sorry, couldn't get back and wasn't going to go back through to do it) Incorrect feedback needs to be changed to "You clear the data from...."


comment:
Love the layout of this screen! Nice work!


comment:
Questions 25 and 26 - We have these images. Check with Matt to get them


comment:
I believe we have an image here already. Check with Matt.


comment:
On certificate, replace guy with an approved image


comment:
I think we need the "back" button on all screens. in case someone wants to go back and to help reviewers not go crazy! :)


comment:
Stephanie - I agree with Laura. I can't tell from the spreadsheet...what was the intent here?


comment:
If the correct feedback is showing on the screen, the provide feedback button doesn't work. Is there a way to fix this?


comment:
LOOK HERE FIRST MICHELLE! Ignore Laura's comment about the answer being wrong. The current answer is correct - it was just confusing the way Roche typed the response in the spreadsheet.


comment:
For the previous question - can we remove "True" from the correct feedback? None of the others have it.


comment:
Disregard my last comment - I see that we are adding "True" or "False" in the feedback for the T/F questions.


comment:
Need to figure out what to do with the r ball here - it looks strange only being on one answer.


comment:
We need to ask Roche about the incorrect feedback here - they provided this incorrect feedback but it doesn't really help me figure out the answer at all.


comment:
This is a T/F question. The statement is True. Correct feedback: "That's right. Just click the results you want to view." Incorrect: "Just click the results you want to view. Try again." Line 68 in the spreadsheet if you want to refer back!


comment:
In the correct feedback change it to say "...Start Conditions>Masking screen" (Just add the >)


comment:
Question 15 - in the correct feedback, needs a period.


comment:
Question 24 correct feedback - I think it refers to the wrong button name. double check.


comment:
It's actually two slightly different sentences. Stephanie: you need to confirm


comment:
My only question for this menu - are we 100% sure that none of the general daily checklist items should be used in onsite training - only the ones mapped to a specific module? Stephanie needs to check


comment:
That's Right feedback - have the first image stay for a bit longer, since most people will be reading the text as well.


comment:
Currently, the user cannot re-take or view the completed activities.  Is there a way to still have this marked as completed, but allow the user to go back in the see what the cards were or where they were placed?


comment:
Can't re-watch once you viewed it.  It would be great for the user to be able to watch more than once.


comment:
Dragging the box - ideally the boxes should be in the backroom, not on the salon floor.  Couple of options - extend the salon view to be able to drag the boxes into the back room or in the feedback identify that these should be ideally delivered to the back room, but if they must be stored momentarily to place out of walkways.


comment:
Counter top and stool have same feedback.  Previously the feedback was "are you trying to kill me!"


comment:
Review Quiz option - instructing to go to a specific section.  User is not able to view entire contents of that section.  Example, within Hazards some of the check boxes you can click on for info others you can't.


comment:
Resources - we would like to include a link to our Shoes For Crews section on our internal website, which will be changing.  What information do you need to include this?  I'm assuming this is something we can easily update, correct?


comment:
Volume is much lower than the intro screen


comment:
#1 - click on ALL 6 (or how every many there are) of the stylists.
#3 - Help the stylists adopt better postures.


comment:
The 2 chairs at the shampoo bowls should be shampoo bowl chairs not styling chairs


comment:
When you click on a stylist with the green check, you can't go through the senario again, just the last slide appears.


comment:
RLF is report layout file, not report design file.


comment:
VO "when you save a file to Instrument Manager" should be "to the Instrument Manager folder".


comment:
The bounding boxes for the top two should only include the first "Specimen ID:" and "Fluid Type:", i.e. not the Data Elements to the right of each of them.


comment:
Change "let's say that software updates are scheduled in your lab today" to "let's say that LIS software updates are scheduled in your lab today." Since we're otherwise talking about MW, people might mistake which is getting updated.


comment:
I agree with Louise.  "...where you set results to automatically send to the Report Printer" is a more specific definition.


comment:
Also, in the correct answer text, it should be "You should open the Connection Assignment window." (singular, not "Assignments")


comment:
In the second highlighted area: it is MW, not the printer, that has the queue.  Change text to "...then the results will be sent to the Report Printer Connection..."  Put a MW icon between the instrument and the printer, showing the results being sent to MW.  We can still show the printer & text, but no results actually "sending" to it.  Then, either "open" the MW icon to reveal the Send Queue with all the results backed up in it, or have it pop out below the MW icon in the middle.  Change the text there to "Instead, Middleware will hold the reports in a queue."


comment:
In the third highlighted area, have the initial arrow only point from the queue to the printer (nothing ever comes back from the printer).


comment:
We need to mention here (like in the QRG) that "this can vary with your lab's SOP, but these are commonly used steps."


comment:
(Current) Step 2: match the QRG updates.  Change "Patient ID" header to "Patient Information".  Change body text from "Enter the patient ID" to "Enter any required patient information, such as the Patient ID."


comment:
Err...nevermind my previous comment about SOPs.  This slide nails it. :-)


comment:
There should never be a question of "best" answer.  It should just be the answer.  Change the options to (respectively) "Select the tests/profiles to run and instruments to run them on", "Enter details about the specimen, like the doctor requesting the tests", and "Enable a new test/profile to be orderable".


comment:
In the answer text, change "...select the appropriate..." to "...select the ordered tests/profiles and instruments to run them on."


comment:
Clicking here other than "Yes" does a weird zooming in/out.


comment:
My prior "zooming" comment was on the initial question's screen.


comment:
Rephrase the question as "What should you do next to expand the profile into a list of ordered tests?"  (And remove "best" from before "answer".  There should only ever be one correct answer.)


comment:
The VO needs to be a little more directive in the initial few steps.  I wouldn't expect anyone at this stage to know what the Specimen Management Configuration piece is, let alone Test / Profile Setup, since we haven't touched it yet.


comment:
"Click the empty box below the Test Code and enter the Test Code" should be "On the left side of the screen, click the empty box below Test Code so we can enter a new Test Code".  ("Enter the Test Code" is scary when you don't know what code you're supposed to enter yet.)


comment:
Have the highlight of the last row (the new "GLU" line) appear when the VO is talking about it being added to the bottom.


comment:
Missing step should be to ensure report printer connection is on.  Typically this is always on to allow the customer to manually print a patient report any time they want to.


comment:
Second hint box "It's under Speciment Management" should be "It's under Specimen Management".  I do that way too often.


comment:
The text entry box for "BMP" seems to accept anything, as long as you hit tab.  It should only accept "BMP" in all caps.


comment:
For the computer image label, please change to: System Technology


comment:
First screen for Transfer Module of "Follow the sample" section: Strike the first sentence "samples are loaded with no batching or pre-sorting requirements."


comment:
In the 6800 image, bottom left, please add highlight to the transfer module as well as keeping processing module highlighted. This screen shows a transfer from one module to the other, not specific to the transfer module only.


comment:
First screen for Transfer Module of "Follow the sample" section: Please add green highlight to the sample supply module and keep highlight on transfer module.


comment:
Please add highlight to the analytic module and keep highlight on the processing module.


comment:
Please change reference to the different modules on the menu screen to sections. Since the system has modules itself, it is confusing to have modules for the modules of the system. Saying "In this section..." might be a better way to refer to the menu options.


comment:
Please fix the following sentence to read as drafted below: 

It also transfers controls from the control cassette to the processing plate (controls are always pipetted first).


comment:
Park Position for Tip Rack pop up: All this screen needs to say is: "There are two dedicated park positions to hold the tip racks."


comment:
Reagent Transfer Head pop-up: Delete the 2nd and 3rd paragraph please. 

For the first paragraph, all is good. However, reword last sentence to: Reagents and MGPs are aspirated from the cassettes and bulk reagents are drawn from the liquid system connected to the reagent transfer head.


comment:
For the MGP Shaker pop-up, CommEd will provide new graphic. Didn't realize that there was marker on the label.


comment:
MGP Shaker pop-up: It is actually MGP not MPG. This will need to be corrected throughout pop-up wording. :)


comment:
The accept button should be highlighted when talked about in terms of the 24 hour rule. Right not it is somewhat hidden by the text box.


comment:
If this woman is the doctor, can we put a stethescope on her or put her hands down or something.  It looks kind of weird.


comment:
I know this was their edit, but I think it should be trial drug.


comment:
Should study treatement group be "trial treatment group?"


comment:
The Additional Topics are not correct and should be replaced with the following:
- Specific site personnel requirements
- Access to specific patient populations
- Specific logistical requirements


comment:
Bold "cobas c" in the Correct Feedback when it talks about the "cobas c pack large".


comment:
On the previous question, make "Reagent" lowercase in the correct feedback.


comment:
Change analyzer to "module" in the question.


comment:
Previous question: Bold "cobas e" in the correct feedback.


comment:
Change "lights" to "light" in the question.


comment:
Let's combine "Standby" so it's one word.


comment:
Make Standby one word in the answer key. (Make this change throughout)


comment:
Previous question: I can't remember if there was a "Try again." at the end of the incorrect feedback? If not, there should be.


comment:
Roche added in both of these questions about alarms - leave as is.


comment:
The e602 sample probe is cleaned with water only, no alcohol.


comment:
Remove chem wipe and keep just guaze square.


comment:
change wrong answer 4.  It could almost be true.  Change to:  Maintenance is due.


comment:
change: ...requirements for a calibrator.


comment:
may need a different question here or move it to later where masking is discussed. Day1 we discuss Start conditions, but not sure we get into masking that much. Also if we keep it somewhere, make the answer be:  Verify appropriate masking settings for tests and modules.


comment:
need a pic showing the top of the module where you can see both ISE units, ISE 1 is on the right and ISE 2 is on the left


comment:
add:  QC routine>   right before control values table.  QC routine>Control values table.


comment:
either need a screen shot of the QC routine>control values table or just add "in the QC routine>control values table" to the end of first sentence after "blue".


comment:
either need a QC routine>control values table  screen shot or add "in the QC routine component" at the end of the question.


comment:
Add: "Control Unit>" before Workplace menu.
Workplaces is also used in the Data Manager and so we want be clear here.


comment:
05/29/13 Per Andy Lamm 2nd paragragh 2nd sentence....Delete the word 'proprietary' and replace with the word 'sensitive' since the Data Classification Policy was updated.......  Statement shoud now read:..........................................
Our sensitive information and technologies are targets for those who would like to duplicate our success.


comment:
05/29/13 Shelley Stewart Feedback..............
Only two observations from the "Risky or Not Risky" Section.  Can we enlarge the selection area on the desk when selecting the badge and around the performance document next to the printer.   Andy watched as she was close to each item and clicked to select, but the green check mark did not appear.   Andy asked for her to make sure the cursor was directly over each item and select.  When this occurred, the green check mark appeared and allow her to proceed.


comment:
05/29/13 Shelley Stewart Feedback..............
Only two observations from the "Risky or Not Risky" Section.  Can we enlarge the selection area around the performance document next to the printer.   Andy watched as she was close to each item and clicked to select, but the green check mark did not appear.   Andy asked for her to make sure the cursor was directly over each item and select.  When this occurred, the green check mark appeared and allow her to proceed.


comment:
The young brown haired girl was replaced - Matt, please make sure Nick has all the right people.


comment:
Course title should be "cobas(r-ball) 8000 modular analyzer series

Get Ready for Training (on the next line)


comment:
In the menus, flip the Introduction and Welcome text. Welcome is the name of the module, introduction is the screen.


comment:
Make same adjustment to the brown-haired lady


comment:
In first instance of cobas, include r-ball after the word cobas.


comment:
Feedback tool isn't scrolling. Please fix.


comment:
I know the black and white indicates the go-live, but I don't think it's intuitive. Matt, can you get the words "go-live" on the graphic please?


comment:
Change the on-screen instructional text to: Roll over the pins and boxes to explore your learning path.


comment:
Bulk Reagent Drawer pop-up: The graphic here is poor resolution. Did we provide you the global graphics folder? If not, let me know (Ashley) and I'll get that to you so this image can be replaced with the hi-res file.


comment:
When we meet on Wed. this week, Jenn will explain her vision for tweaking the layout of this page. :) 

It's probably easier to talk through in person.


comment:
Second paragraph reword: HBV must be run separately from different assays. However, the HIV...


comment:
I would change the question to: Select the date when Jill can approve the results on the calendar.


comment:
Provide updated incorrect feedback that includes the approval rule of 24 hours.


comment:
You say Error column, but it looks like the Alarms column. Is this the same thing?


comment:
Does Proficiency need to be capitalized? It wasn't in the next module.


comment:
Do you want them to click the rings in order from inside out? I was able to click the outside ring first.


comment:
There may be an extra space between "an" and "error" but it's hard to tell for sure!


comment:
Captivate should say "you wish to use", instead of just "you wish". (Minor edit though!)


comment:
congratulations text said I completed all 3 practice activities. There will only be 2, right?


comment:
See it in action wasn't highlighted after moving to Next steps on this page.


comment:
Is there an extra space after quality control and before course?


comment:
update resources phone number - missing dash.


comment:
there's a weird extra text box that shows up under the green question for me.


comment:
same issue with text box - extends from the right side of the screen all the way under the green box.


comment:
Again, I think we need a sentence at the end telling them they can print what's in the browser.


comment:
Your audio opening here matches the next screen almost exactly. Can you edit this one so it doesn't start with a question too?


comment:
Disable the sound when returning to the home page.


comment:
transcript appears to be missing the last sentence.


comment:
make the question mark bigger on the IT 1000 screen the first time


comment:
I'm not sure you need this screen. Sharon, what do you think?


comment:
Time is approximately 01:17.  The voice indicates to select "OK" when the button on the screen says "Close"


comment:
I'm going to say we should call them unknown patients, rather than bogus on the first page and in the audio.


comment:
how does this tie to the critical results? maybe something like "You may also need to search for unknown patients, as well as crticial results, in the cobas IT 1000 application. An unknown patient is ______. Take a look how to search."


comment:
My second question displayed was question 4. I didn't do the map in order though, fyi.


comment:
The comment box has the following sentence - The hat on the correct reagent can be replaced, and the "discarded" reagent must be discarded to avoid contamination.  The use of the first "discarded" doesn't make sense.  Is this considered the "wrong" reagent?


comment:
I'm not sure you need the metal detector in this one.


comment:
again, the animation does such a good job, I don't know that you need this screen.


comment:
I think the question numbering is off in the header. This said Question 5, which is may be overall, but in this section I think it was only question 3?


comment:
based on our call yesterday, this is being removed, right? kristen/sharon please let me know


comment:
Correct feedback: Add "to be" to the second sentence "needs to be changed.


comment:
when we do this in captivate, we use the > between the screen titles.


comment:
jill needs to be behind the green footer


comment:
kristen/sharon -- we have another patient 999999 demo i didn't see in here about updating the visit record. should that go after this one?

erika -- the demo can be found here: https://blp.basecamphq.com/projects/13366553-cobas-it-1000-reimagine-phase-3/posts/98423848/comments#345096457


comment:
This is a nice to have, but the demo that follows shows us modifying a 67 year old female named "Sam Elliot". Can you change this scenario and image to reflect this to match the demo and continue the story?


comment:
You can ignore the edit about swapping out the image of the girl. I've realized she shows up in quite a few places - but don't be surprised if it's a beta edit.


comment:
Can the arrow over the computers move as you talk about the three things? So it's pointing to the computer that she's talking about?


comment:
Add a second sentence to the instructional text: The numbers won't "stick" unless you have them in the right spot.


comment:
Add 2nd sentence to instructions: The numbers won't "stick" unless you have them in the right spot.


comment:
This learning check question makes no sense. I think you accidentally swapped from somewhere else.


comment:
Add same second sentence as in other modules. That should be consistent throughout the course.


comment:
"An" IT Specialist, rather than "A" IT Specialist, if possible.


comment:
Could the go-live indicator say "Go-Live" when you roll over it?


comment:
I couldn't place #4 because I don't think it had a landing spot? I'm perfectly ok just taking it off - there's a lot to match up on this screen.


comment:
I love how the View Other Roles function worked out for the Supervisor! Super clear and easy to navigate.


comment:
c.f.a.s. should be C.f.a.s. in all instances.


comment:
Not sure what you did, but the reloading of the analyzer in between audio clips is much faster and less noticeable now.


comment:
Add to FAS description ", as well as provide onsite training."


comment:
I don't think that the feedback and/or correct answer on this round is matched up correctly. It's talking about trainig, but the question is about costs. Please check agaist the script.


comment:
Ok, figured it out. Question for rounds 2 and 3 got swapped.


comment:
On Water Tanks, the "cobas" "c"s and "e" need to be bold.


comment:
Copy/paste error on the question, I think.


comment:
Design proof edit was to slide answers back to their homes if they don't get them all right, rather than leaving them where the learner placed them.


comment:
Even after I've looked at each screen in the course the "Take the Next Step" button isn't active.


comment:
Reagent Probes - last sentences "deliver" should have an "s" and be "delivers". Sorry about that. :(


comment:
A nice to have edit is for there to be some pull quotes or something as they describe the roles. It's a long time of just looking at a static screen and listening.


comment:
The last drag-and-drop is for the 602. I think it just got accidentally placed here in the 502.


comment:
I think I messed up the numbering for 12-14. 14 should be the magazine lifter, which is on the far right on the blue single door. 12-13 should be next to each other on the double doors.


comment:
I don't think we need an arrow on 4 (Incubator), since the flag is in the middle of the component.


comment:
The rollover on #4 says "ISE Drain Ports," but it should be "ISE Reagents"


comment:
Rewording just a bit:

You've followed a sample through all the modules in your configuration! Click Continue to move to the next section of the course. You can return to this screen and review any module by clicking Explore the Analyzer from the main menu.


comment:
Either the Reagent Probes picture for the 702 didn't get replaced or I sent you the wrong one. The correct one should have labels that say "R2/R3-x" instead of "R2/3-x". Let me know if you need a new image.


comment:
Cell Rinse Units should have an updated image (DSC_0197). This one is the 701 image.


comment:
I mixed up 2 and 3 here. #2 should be the Rack Unloader and #3 should be the Rack Loader. This was totally my mistake. I mixed them up on the image I gave you. :(


comment:
There should be an updated image of this (Reagentprobes.jpg) that is labeled "R2/R3-x" instead of "R2/3-x". It should be in the group I sent you over the weekend, but let me know if you don't have it.


comment:
Not sure if it was my internet being weird or what, but the "You are a: Supervisor" came up quickly and fine, but then it just lingered there for a long time. Eventually the path came up though.


comment:
OK has to be said at least once: THIS COURSE IS AMAZING. You guys did a great job putting this together.


comment:
Need a better Field Service Rep image...will provide


comment:
Derrr please disregard my comment for the other Learning Agent screen. forgot there was audio here


comment:
For the Reagent Probes picture, the red text may look better if it was in white. Not sure if this is pressing though.


comment:
Same comment as Amanda. Didn't think this was the same unit.


comment:
Here's my path: I selected ALL of the possible analyzers, so all of them were part of my selection. When I clicked the far right one (502?), it jumped into the 602. When I completed it, the green check appeared on the original one (far right) that I wanted to jump into. Hopefully this is just a small page jumping change.


comment:
Is the TSS the same guy as before? For some reason it seems like maybe he changed...


comment:
The FAS guy changed from round 1 to round 2.


comment:
TSS changed from round 1 to round 2, too.


comment:
Tried going back through as a Bench Tech, but didn't get the button to move on after rolling over all the learning path icons. Maybe that is only an issue when you go back through the course, though?


comment:
Went back through as QC Manager, but didn't get he "Explore the Analyzer" button when I was done rolling over all the learning path icons.


comment:
For beta: I feel like some of these audio explanations of the various cobas modules get really long with nothing else happening on screen. Is there a way to add pull quotes to the screen to emphasize what's being said? The name of the module, at a minimum?


comment:
when roll over simulator button, need a lower case c for cobas


comment:
When roll over Indy training Routine Operation and Troubleshooting, change last sentence to:  You will have hands on practice performing the Daily Checklist and troubleshooting.


comment:
If you do not know what modules your lab has, contact your laboratory manager to obtain this information.


comment:
Same thing cant figure out how to move forward...


comment:
changes to last 2 statements: We'll start by selecting the modules in your lab's configuration.  If you don't what modules are in your lab's configuration, ask your laboratory manager.


comment:
I like the CU graphic.  The DM and cobas link are the same graphic, yet they are not the same.  Will discuss options at the review meeting.


comment:
I like the graphics that pop up when each main module is identified.


comment:
edit to last statement: ...samples.  These samples are pushed into the buffer lanes of the rack loader area and are then transported into the analyzer.  300 samples can be loaded into the rack loader area at one time.


comment:
under Sample Type for gray racks say "routine patient samples"  if there is enough room.


comment:
change last statement.  Racks loaded into the STAT port will be given sampling priority within the modules as well.


comment:
Delete text for Pop-up for Correct after click on where amp plate goes and reword to: " Processed amplification plates are stored in the amplification plate drawer. The drawer can hold up to 12 amplification plates and needs to be manually emptied upon system prompt."


comment:
For the stylists - they arent really "leaders" - should we adjust that language to "As a stylist who services our guests every day..."


comment:
The little quiz around what they shuold circle - we could lose that if tight on time


comment:
I dont think stylists need to understand about alert TYPES - whole section could go


comment:
Am I crazy - i dont think the sub-topics were shown in the beginning screen on this module


comment:
Could probably cut the 'what type of alert' quiz from Salon managers - time issues


comment:
"each an everyone" should be "each and everyone"


comment:
after correctly selecting CIP (3rd term) no forward arrow appears and the tabs aren't working. I'm stuck on this screen


comment:
I like that you incorporated the headsets icon into the paragraph, but it needs to be larger and orange. You should also incorporate the actual next/back arrow in it's actual color too. Make the word "green" when you talk about the tab actually green font.


comment:
Audio says to click the yellow arrow to learn more, but arrow is orange


comment:
Directions Click the arrow have the word "the" bolded" but elsewhere in other directions, "the" is not bolded. Check consistency across all directions for what should and shouldn't be bold.


comment:
Replace the semi colon in the dialog box with a comma


comment:
There is no apostrophe needed in Employees, in the feedback dialog box.


comment:
The last sentence should be broken up into 2 sentences because "anyone...is not allowed" is not correct. Should be plural.


comment:
The first 2 sentences should be one sentence. Replace the period with a common and make "Where" lower case


comment:
Not all popup sentences end with a period. Add periods. Also, it would be nice to have red Xs and green checkmarks appear over the appropriate rooms visitors can access after you click them.


comment:
For the right answer, there is no X to close the feedback window, even though it tells you to click the X to close. Check all boxes to ensure X is there.


comment:
The Ctrl Alt Delete image is really hard to see


comment:
the opening statment in this one needs to be tweaked. You're adding the patient 999999 result to an existing patient record, not assigning that ID number to a patient


comment:
Could just be my wifi, but this one stopped playing in the middle and gave me a loading screen. I just want to confirm this is only me so that is why I am documenting!


comment:
Need to edit the description of the Onsite training. Will discuss with Julie.


comment:
In the Software Simulator description, need to change Cobas to cobas.


comment:
Need to modify the description for onsite training for the bench tech. Will work with Julie.


comment:
Remove the reference to Routine Operation and Troubleshooting in the Online Learning Checkpoints for the Bench Tech.


comment:
Need to modify the description of the Routine Operation and Troubleshooting course for Key Operator. Will work with Julie on this.


comment:
Need to modify the description of the IT specialist. Will work with Julie on this.


comment:
Need to work on the audio script for the IT specialist. Will work with Julie on this.


comment:
Change wording. Delete "and you can take them out." Change to additional sentence. When the LED in front of the unloading area is illumninated bright green, you can unload the samples by removing the sample tray." Will double check with Julie on the wording.


comment:
Change last sentence. "The racks on the sample tray are pushed to the main transport line and are transported into the anlyzer." Will check with Julie on the wording.


comment:
Please have the rack color/type in the same order as the racks in the picture.


comment:
Change to "Drag the label to the correct flagged location on the analyzer." I kept trying to drag to the general area not realizing I was supposed to move it to the flagged circle.


comment:
Not the correct description for ISE Reagents. It is the description of the ISE drain ports.


comment:
Change to "Drag the label to the appropriate flag."


comment:
When first completing the ISE module, only have the sample tube move from the sample probe to the main line. Do not have the sample circle move the ISE units to the sample tube.


comment:
Change to Follow the Sample: cobas c 701 module. Make sure the cobas and c  are bolded.


comment:
Need to make the c bold in cobas c pack.


comment:
I would like to see the RFID label pointed out in the picture.


comment:
I would like to see CellCln 1 and 2 pointed out in the picture.


comment:
Change to "Follow the Sample: cobas c 702 module with cobas and c bolded.


comment:
Change to "Follow the Sample: cobas c 502 module" with cobas and c bolded.


comment:
The labels on the picture are hard to see.


comment:
I would like to see the picture labeled so you know the angle you are looking at. Maybe have the front and back labeled on the picture. That way it makes more sense when the text says the probe in the back delivers a second reagent.


comment:
I think this should be moved to be included with the cobas c pack information.


comment:
Make sure it is cobas e 602 module for the Follow the Sample. cobas and e should be bolded.


comment:
Would like to see the cups and tips labeled on the picture.


comment:
Please label the Measuring Cell. Since this is the first time they have seen this photo, it is not clear which is the measuring cell.


comment:
Should there be a description of what this is used for?


comment:
I found this confusing with the dotted lines.Could they be different colors or maybe separated into two different slides.


comment:
I think there should be general instructions on what they need to do.


comment:
The picture of the man made me laugh out loud. Is there another picture we can use.


comment:
change the first sentence for the definition of C.f.a.s. HbA1c - "This calibrator for automated systems is specific for the HbA1c assay."


comment:
Make sure abnormal is bolded since normal was bolded.


comment:
The correct statement is not exactly true. We will need to reword this. Will work with Julie on this.


comment:
Add the word preventive maintenance to the FSR role.


comment:
Will they be able to test out if they have gotten the first two rounds correct?


comment:
Don't hate me for this, but I like the other IT guy better.  He was much better with the sweater,I just didn't like his clothes the first time.  Not a biggie, but he looked better.


comment:
I would like a little more information included for the Key Operator about what they will learn in Indy training. Will work with Julie.


comment:
Need to change the description for the QC Manager based on the information they learn during onsite training. Will work with Julie.


comment:
I would like to see the computers be selectable so they can review that information if they want.


comment:
the audio description of the QC Manager is a little long.  I liked the first fiew sentences.  I couldn't listen a second time. I will restart the training again later and determine what parts I want to keep


comment:
on the Onsite training description add an additonal sentence or reword it how you see fit with the following information:  You will also learn how to install and configure controls at your cobas 8000 analyzer.


comment:
The audio description was fine after the first statement, and then it was repetative.  It just may need to be shortened.  I could not listen to it twice.  I will have more conclusive feedback after I restart the program.


comment:
lower case c in cobas below top of screen title "Explore the analyzer"


comment:
change the audio description of the Rack loader Unloader to say: "Where samples are loaded for processing and then unloaded once the samples are done processing"  The current description is for the Core as a whole which includes the MSB also- it is too general for the Rack loader/unloader


comment:
When audio is re-recorded, the word "assays" is pronounced with the emphasis on the the first syllable instead of the second.


comment:
More changes to the audio description: The Core Unit, which includes the Rack loader unloader, is where samples are loaded for processing and then unloaded once the samples are done processing.


comment:
May need some general instructions about clicking on the number 1 to get started


comment:
Change Rack Loader Unloader description to:  Samples first enter the analyzer from the Rack Loader Unloader area which is part of the Core unit.


comment:
Agree with Lori's edit to the Rack Unloader area description.


comment:
In the photo of the Rack Loader Unloader highlight the two unloading trays on the left.


comment:
description:  Each ISE unit has its own set of three reagents: ISE Internal Standard, ISE Diluent and ISE Reference Electrolyte.   ISE Unit 1 reagents are located on the right and ISE unit 2 reagents are located on the left.


comment:
changes include the component title name and description:

Reagent Manager -Control Panel
  
Buffer and Direct Loading buttons are used to determine when and where a reagent pack is loaded.     
"	The Buffer button allows the operator to load a cobas c pack large and the pack will remain in the Reagent Manger until the analyzer needs the reagent.  
"	The green buttons are used for Direct (immediate) loading.    An operator can press the A and B buttons to load packs immediately to reagent compartments A and B, or let the analyzer decide the appropriate reagent compartment by selecting the Auto button.


comment:
change description: You can load up to 10 reagent packs, one right after the other, in the loading port.  The green LED indicates when the loading port is ready for loading.


comment:
this comment is for 12: position the 12 circle on top of the reagent compartment, not on top of the reaction disk.


comment:
Position the 13 circle next to 12 on top of the reagent compartment.  Change the 2nd statement in the 2nd description paragraph to: Reagent caps are automatically removed before packs are loaded into the analyzer.


comment:
Place a red circle around the lamp within the campartment to highlight it.


comment:
I really like the little call out box to the front of the analyzer.  Not sure if it was there on the design proof, but it looks nice even though it is small.


comment:
change part of description to: The sample probe has...


comment:
change title to Sample Probe Rinse Station

(there is only one)


comment:
Take the "if necessary" out of the description since when start with "When necessary".


comment:
Maybe move the probe labels down closer to the pink part of the probes.  I think that will make them easier to see.


comment:
end of description should say "reagent pack loading port"


comment:
use a red outline to highlight the reagent compartment in the photo.


comment:
This photo is highlighting the photometer window, not the photometer lamp.  The lamp is all the way under the center of the reaction disk. I will look for a photo


comment:
Label or highlight the EcoTergent bottle in the photo


comment:
Change title to Cell Rinse Unit (there is only one on the c502)


comment:
this comment is for the circle 11 location for the cell rinse unit.  It needs to be moved to be in the middle of the cell rinse unit in the 9 o'clock position.


comment:
this comment is for 12, Reagent Pack loading port.  I think it should come after the reagent compartment, so that would make it number 8 and the rest would need to be renumbered.  Not sure if that is possible, this is not a deal breaker if that change cant be made but it would be nice.


comment:
change title of component to:  Assay Tip/Cup Magazine   Change description to: Each magazine contains 84 AssayTips for the sample probe and 84 AssayCups.


comment:
this is for 12 still- since I changed the title to Assay Tip/Cup Magazine, be sure to change the label.  That goes for any title I changed, to make sure the component label gets changed as well.


comment:
change title and label to Pre-Clean Station and change description to: The Pre-Clean station carries out a pre-wash step to remove special serum constituents from the reaction
solution before measurement, if required by the assay protocol.


comment:
this comment is for 11 Measuring cells.  I think the position of the 11 circle can go next to the 12 in the front analyzer callout box instead of by the sipper probes.


comment:
this is a change to my previous comment about the positioning of 11.  Instead of putting it by 12 and 13 since it is a small space on the front callout, move it down from it's current location in the open area below the sipper probes.  Sorry about  the comments being all over the place, the program doesn't let me go back once I've looked at a component until I'm all done with the module and I am afraid I will forget my comment.


comment:
Add to description:  PreClean M is the washing solution used in the Pre-Clean Station.


comment:
in description just say "Assay Tip/Cup magazines"...


comment:
For 15: in description say " empty Assay Tip/Cup magazines..


comment:
Agree with Lori, it was busy with the dotted lines, maybe use solid lines for outlining or make two activities with fewer items.


comment:
The labeling quiz with the Reagent probes was difficult to see.  I think we should just have them label the reagent probes in general in the quiz, not the specific probes- the c502 quiz was this way and I think it worked well.


comment:
think after the Welcome tab, we need a directive to click on menu to choose the next tab or take us directly to Explore the analyzer like you do when we are finished with Explore the analyzer, it takes you right into the learn the lingo.


comment:
I meant in my previous comment, that you get a continue button after you finish Explore the Analyzer section.  That's all we would need to go from the Welcome to Explore the analyzer.


comment:
In his followup comment,he should say "..new c502 module" at the end.


comment:
change is first statement to: "So the 6 uses ECL to run IA instead of CC."


comment:
the following needs to be added to his statement for the pricing part to make sense:You are interested in running HgbA1c on your cobas 8000." Change the last statement to:"Contact your Roche AE or AS to get specific pricing."


comment:
In general, the instructions for what to do in this who's who section is not clear since it is off to the side with the hover instructions.  Maybe the hover part is on one page and the select the person on the next page. Or maybe the instructions and the question need to be separated.  Get group's input


comment:
Since there is audio sometimes and sometimes not, I missed this audio and was unable to repeat it. It frustrated me throughout when I couldn't go back. I would like the ability to repeat the last item, kind of like the beginning of Explore the analyzer.


comment:
maybe audio here saying the intro to this section


comment:
Just not realized that you must click or hover over all the learning path and additonal tools on the bottom to get the "Explore the Analyer" button to pop up.  As I was reviewing all the roles, I sometimes didn't click on the other tools since they were the same. So disregard my comments about the continue button between the welcome and Explore the analyzer.


comment:
Change onsite training description for Supervisor:  First sentence stays the same.  You'll learn to identify main hardware components, to navigate through the cobas 8000 software programs and to interpret and manage calibrations and QC on the system.


comment:
for the audio:  Keep the the 1st and 2nd statements as they are.  The 3rd statement needs shortened:  With the cobas 8000 it is easy to set up our QC standards and I always have an accurate picture of the quality of the samples we run. (the part about seeing multiple systems on one screen didn't end up being a feature of the 8000 and I don't want to mention the report generation- it isn't very good).  The rest of the audio is fine.


comment:
Keep the 1st and 2nd statements ( "Hi" and "You might have a diff title, but your job...") Remove statements 3 and 4.  I know I basically removed the benefits, but I am reaching out for help to get a new benefit.  If I cannot find one, then I say we keep the first two statements and go right into statement 5 where we talk about the training.


comment:
Change Core Unit audio to: " The Core Unit, which includes the Rack Loader Unloader....rest as is.


comment:
Move the number for the Reagent Compartment up a little to be on the compartment and not on the reaction disk


comment:
Also move the circle for the Reagent pack up with the circle for the Reagent compartment to be on top of the compartment and not on the Reagent disk


comment:
Highlight the lamp in the photo with a red circle.


comment:
The arrow for Reagent Compartment A is pointing off the photo.  Reposition to point more to the center of the compartment or may have the question point to compartment B. Because it is difficult to point to the probes in the back, I am ok if we want to just outline all the probes and match with Reagent Probes.


comment:
Add to the end of the last sentence: for a total of 1800 tests per hour.  I would also like a red outline around the measuring cartriges within Unit 1 in the photo.  We quiz them on this, so I think we should highlight and label it.


comment:
Just a preference of saying "will not" instead of "wont".


comment:
Same as previous comment that immunoassay emphasis is not correct


comment:
The numbers are a little hard to find sometimes. Brihter color?


comment:
Should the reagents be circled to show exactly what you is being discussed?


comment:
I dont like telling the techs to "discard" sample. IS this just refering to the sample mixture onboard?


comment:
Not sure if the ability to review a number after its been seen once would be a benefit?


comment:
do we mentioned how long to keep the reagent out first? 45minutes?


comment:
difficult to seewhat pic is referring to


comment:
I like that it shows where the lamp window is though.  Can we keep that somehow or add both?


comment:
The outline highlighting the reagent compartment needs to be a full circle.  I can illustrate during the review meeting.


comment:
I like the photo of the disk being raised, I would just like to see more of the lamp.  I will get more opinions at the review meeting to see if we want a new pic or keep this one.


comment:
PPUP has the word "abnormal" bolded so we probably should bold "normal" in the PNUP description.


comment:
I wish the image was much larger. Also, I kept wanting to click the numbers not the items, since I rolled over the numbers first. If the image was larger, you wouldn't need the numbers at all.


comment:
You need a space after the comma before numbers in the dialog box


comment:
when you say that mean something only to you, do you mean the symbol or the entire password? You might reword that sentence; it's long and confusing a bit.


comment:
Sometimes "log in" is two words and sometimes it is one work "login" -- make sure it is consistent throughout.


comment:
2nd answer option: when they are done. Shouldn't it be "when he is done" meaning when Mark is done? Singular.


comment:
Do you need CA in front of ISO? I thought the rule was to just use ISO. Check this throughout the course.


comment:
Remove the semi colon and word "and" in the dialog box and make that sentence two sentences.


comment:
My edit about the semi colon and "and" is in the Confidential pop up box. Sorry!


comment:
In a few cases, I wanted to know WHY something was classified a certain way when I got it wrong. Not sure if there is room for that but be prepared for that possible feedback from ISO.


comment:
This edit is actually for the previous screen. Once I selected an answer and got feedback, I could not go back and redo my answer and I couldn't even click the back arrow to go to previous screen before the activity. Seemed stuck


comment:
Change comma to either a semi colon or period just before "They"


comment:
To make the answer less obvious, you might say "long-time vendor" or "preferred vendor Marin has worked with for many years"


comment:
"the" in the bolded directions shouldn't be bolded


comment:
Feedback box last sentences are awkward. I'm not sure if sentence is complete, ends in "like" but nothing after it. Redo this feedback.


comment:
This should be audio to match the transition screens from the rest of course. If not, "this is it, folks" is it's own sentence.


comment:
Should "click" be bolded to match other directions?


comment:
Should the CA in front of ISO be removed in the certificate of completion?


comment:
There is a really small resources link in upper right hand corner above certificate of completion. Was it there the entire time on every screen in course? If so, we don't call it out in the Intro and there is nothing in it. Should there be? If not, remove it.


comment:
Now that I'm seeing the certificate, there is no way to go back to the course and X out. The directions said there would be.


comment:
Missing word "guest" in "guest requests follow up.  Same for audio too.


comment:
Love the audio in this section and ever better that you didn't read the text exactly off the screen!


comment:
Great add for the recap wrap up screen.  Perfect!


comment:
Can the image of the e-receipt and survey be brand generic?  Remove SmartStyle logo and references in email and Holiday Hair logo on survey.


comment:
Missing the word "to" in the question. "I want my guest TO complete..."


comment:
In the exercise when you select the incorrect items - please change the first sentence to be stronger versus "I don't think that's right."


comment:
The 2nd paragraph on the Guest Issue Alert needs to be changed for the SM module to reference it is the S/DL's responsibility and they may reach out to the SM to learn more about the guest visit before contacting the guest.


comment:
Second paragraph for the Guest Issue alert needs to be changed slightly for the RD module.  Should reference the S/DL has 48 hours to follow up with the guest and then it escalates to the RD to handle.


comment:
Remove reference to follow up with guests in audio and on-screen for the Salon Manager role.  They are not responsible for this action.


comment:
Same comment as in SM course - remove SmartStyle logo and in text on email.


comment:
Same comment as previous - remove Holiday Hair Logo on survey screens.


comment:
Need to re-think the alert section on-screen text and audio to make it applicable for the stylists.  I want them to know about the alerts, just a condensed version.  I want them to know their SM receives feedback and should be sharing it with them.


comment:
After watching the Receiving Feedback section we may not need the Understanding Alerts section for the Stylists.


comment:
Remove the reference to providing feedback through the system. Stylists do not have access to the MSL tool.


comment:
Overall, this course feels like it is getting long.  Any suggestions to cut it down or is the length reasonable?


comment:
Remove brand references to SmartStyle (email visual) and Holiday Hair (survey example).


comment:
Long pause after guest alert summary module and district by rank module.  This happened a few times for other sections too on the dashboard.


comment:
Modules are not equal in length.  Any suggestions on how to think about that?  Okay and just leave as is or move content from Module 1 to Module 2 to even out the module times?


comment:
Do you want me to send you a screen shot of the SM Dashboard?


comment:
Remind me, when we show the responses view, either form or filter views have we been changing the RD, DL and SM names to fictitious names?


comment:
Yes, the text on this slide is incorrect. Should read North American Electric Reliability Corporation - not Commission. Voiceover is also incorrect and should not say "commission".


comment:
No resources are listed when you click on the Resources tab.


comment:
The headphone icon did not appear when audio was playing, as described on the first slide.


comment:
Images have watermarks that that say Getty images.


comment:
"Elements and Facilities" - Why is facilities capitalized?


comment:
There are terms that have not yet been discussed in the training on this quiz.


comment:
Logical Access is not necessarily remote access. Remote access means you are accessing from a different location, but logical access also includes logging into a computer you have physical access to.


comment:
Physical access does not only refer to having access to a computer. Custodians have authorized physical access to the floor, but still are not authorized to put their hands on the computers.


comment:
Would be better if the color changes after you have already clicked it, but it works as is.


comment:
This term should be defined before the first quiz, since it is on the quiz.


comment:
I know SC capitalized the S in service training in her feedback but to me that seems like a regular noun that should be lowercase.


comment:
take out the comma after "learning what it does" (bullet 1) bc "learning" applies to both that phrase and the one after the conjunction.


comment:
graphic is incorrect. a rPP6 that is positive goes to resP1


comment:
retest isn't used in donor screening so remove it from objectives


comment:
please add a note to have instructor stress the difference between rejecting a pooling order vs rejecting a pool


comment:
The info about the ultrasonic sensor in the answer to question 1 is incorrect. The ultrasonic sensor measures the amount of liquid in each well of the processing plate

Question 2: the reagent needles are on the reagent transfer head not the processing plate


comment:
It says pipette tips are loaded in the drawer but doesn't say which drawer


comment:
again, just need a quick tie back to what they just saw.


comment:
continue button is showing before the captivate is complete


comment:
I assume this is the last page of the course that you reference needs updating?


comment:
she wouldn't show simone, so I would just say "Jill reviews the Patient Results screen." as first sentence.


comment:
I believe before this screen, you're going to want to insert the HOST SENT DEMO


comment:
once the last demo is in, you'll want to revise the opening sentence to reference it.


comment:
It was difficult to remain engaged with the character her. The still picture of Candice with the voice is does not match..


comment:
Tiny nit: on the "start" button, the word "start" is not centered vertically (it's up toward the top of the button)


comment:
Lectora bullets strike again. The hanging indent on the second, third, etc. lines of each bullet is not quite aligned with the first line. Also, there's different spacing between the first and second bullet in the first column than in the second column.


comment:
Seeing these things aligned in columns, the stuff in the Cummins column isn't really parallel. Remove the words "It helps" from the first bullet and "It ensures" from the second bullet and that should do it.


comment:
need an actual photo of Amit (Shadi) here.


comment:
NEVERMIND the hanging indent thing (only happened in IE10; when I switched to 8, no prob)


comment:
On the pop-ups for the second and third person, the word "pretty" is used ("pretty balanced", etc.). Can we use the word "fairly" in both instances instead? Feels more globally appropriate.


comment:
the popup on this screen scrolls horizontally and vertically


comment:
Can we use thumbnail images from any of our videos on this screen? If we could integrate that in 2-3 places, it might make a good tie-in.


comment:
On the March 10 title, it looks like there might be an extra spaace between "Relief" and "Corporate"


comment:
On the July 10th entry, there is a quote mark at the end that shouldn't be there.


comment:
Do we not have any Manager Comments? If not, I'll need to create some since Laura is out?


comment:
When it puts the statement together, it isn't putting spaces between the sentences.


comment:
Clicking the next arrow gets me to a big gray screen with Resources. Should this actually be the last screen in the course? Or is there one that tells you how to exit, etc. that should show up after you print the certificate?


comment:
Once you complete the course, should the drop-down menu show up?


comment:
Need to add the PDF to the Resources tab.


comment:
I don't remember providing this particular definition of FSR.  The only one I could find was in the FC app statements I provided at the beginning.  So we need to change it to: I perform scheduled preventative maintenance and repair or replace hardware on your cobas 8000 modular analyzer if necessary.


comment:
Next button should be hidden unless user has clicked all letters


comment:
You can also click the windows key and L key at the same time.


comment:
What's wrong with a public document? Shouldn't this be Classified?


comment:
Ignore last comment, but the clicking feature doesn't work.


comment:
The previous slide had the wrong caption in the bubble for ISO Man, it mentioned passwords when the issue was data classifications.


comment:
The colon is out of place under Cyber Security Incident.


comment:
Again - Colon is not needed in Cyber Security Incident definition.


comment:
I think this needs to be broader - more like Patient management and searching...


comment:
This audio and transcript need to be updated too


comment:
Same comment as MDD.  I would assume Ctrl+Alt+Del should get you to the task manager to be able to force close the application.


comment:
Since this entire library is supposed to be on troubleshooting, should we call the middle section something other than just "Troubleshooting"?  Can we be more specific so they know what to find in this area or do we call this General Troubleshooting?  Just doesn't make much sense when you look at it.


comment:
Can this section be titled "General Information" instead of global response?


comment:
Other patient tests- allows them to be entered, not run on the instrument.


comment:
All of these have "here" at the end of them. Do we really need it.


comment:
Download warning: It is not that they will be warned to dock the meter- yes, they will have to- but it is more important to say that it is the time before the operator will need to dock the meter and download the results on the meter. (Our meters can hold a certain amount of results and they need to be downloaded or it may fill up and they will not be able to complete any more tests.)


comment:
ID validation mode: this is to adjust how the ID is validated (if at all).


comment:
User ID Timeout: How long a user remains logged in after the meter shuts down.


comment:
Please make a note that this is an example for the Inform II. The other drivers may have different options.


comment:
User ID applicability: adjust for what tasks they need to enter their ID.

(These definitions are in the guide- is there a reason these were not used?)


comment:
User ID barcode mask: mask characters (could be letters or numbers).


comment:
(These are defined in the guide- is there a reason these definitions aren't being used?)

Patient ID Mapping: Defines to what the patient ID is mapped (an account number, medical record, visit ID, etc.)


comment:
Incoming patient list: Select "instrument use only" to send the patient list to instruments in one location where the patient is admitted or select "All patients" to send all the patients to all meters in all locations of a single site.


comment:
You don't show all the possible fiends on the screen or in the list. (ex. ID min. length/ID Max length)


comment:
Patient ID barcode mask: see previous definition.


comment:
Patient: Doesn't show the user ID min/max length in list.


comment:
Just before 00:42 the video shows the tech opening the door.  In this particular video there are no special instructions for using the tool to open the door where in other videos, there is.  Should we be consistent?


comment:
The video states that once the instrument has been turned off and the electricity has discharged and the racks to cool .....  Can we include 20 minutes time requirement for these things to occur?


comment:
QC Results display: display on the meter


comment:
Comments: how comments are documented
Display Strip Limitations Warning: this should be left unchecked as there are no limitations with our strips.
Result Range Messages: Display an institution's policy...
STAT Test Configuration: even if a QC lock is in effect.


comment:
Instrument: Not all the headings are represented- Download Lockout (Hours), Firmware Update Event Texts.


comment:
Patient section- If you are using the main headers, it should be Max no. patients to download. Please be consistent throughout.


comment:
Glucose (Patient) section: please be consistent in the header names vs. your bulleted list.


comment:
When we talk about switching vials on QC tests, the vial you use is for the test strips. If you want pictures of the real vials so you can be more accurate, please let me know.


comment:
We need to revisit this question. I don't believe the top answer is really right. Comments are not really for new processes, they are to explain what happened during testing or what was done after the test was ran (e.g. lab draw).


comment:
I don't believe this is really correct. It would be more likely (using the status screen) that someone would say their meter is not functioning such as it isn't turning on, isn't communicating, etc. If they say their meter is giving suspect results, that is more a Linearity/ L-J issue.


comment:
How many tries to they get- I never got this one right. If they are locked out, it is probably because they are not certified. If it were QC, they would get a message telling them to complete QC. If it is offline, how do they tell they are locked out?


comment:
Let's talk to the team about this. Even though the guide uses the terminology of on/offline for these icons, the meters still may work- I am afraid we are saying that they won't work if they are offline and reinforcing panic.


comment:
Technically, the first and third options are correct. What is even more likely is that it is a wired meter that hasn't been docked because someone just used it and put it down where ever they were and just forgot to dock it after testing.


comment:
QC tasks are not just for the Interim phase- this can be for any phase. Additionally, the system can automatically detect if the QC was done in the observation time frame and can automatically check that task off the list. I think there needs to be some context to make this right.


comment:
Makes it seem like the system can automatically decertify and deactivate.


comment:
David- are you trying to say that he gets a reminder and he performs tests that count toward his certification?


comment:
Vanessa- is it realistic that an instructor is going to tell her that she needs to complete her cert tasks?


comment:
In my world is is far more likely that they force the certification because they are expired or a new hire versus switching a system. If they are switching systems and coming to IT 1000, the installer usually imports a list of users with their current cert dates.


comment:
This isn't necessarily true. It depends on what stage they just completed training for.


comment:
Could we add a slide before or after this one (still in the next steps) to let them know who is available to help them (FAS, FES, Tech Support)?


comment:
Do we have customer facing documentation to support this particular video for removing a cover slip?


comment:
The pop up when you select the first answer may be incorrect as it references "re-running the tray" (which is the response you would expect if you select answer number 2)


comment:
The pop up when you select answer number 3 may be incorrect as it refers to "re-running the tray" and says nothing about calling CSC


comment:
The pop up that appears when you select the third answer does not appear to relate to the answer.


comment:
Let's beef up this note - what would our "real" video show? So what do we need from them?


comment:
I know it wasn't in the outline, but I feel like we need to call out that weird second piece that plugs into this on this screen. Can we add that?


comment:
let's see if Matt can make you something that looks like a prescription with Bill's info.


comment:
We likely need to confirm with Sonja tomorrow that the infustion mode is correct. And whether or not the flow rate is calculated by the programmer automatically.


comment:
looks like the #2 button is behind the left image. bring to front.  

also i'd reduce length of your popups so they dont overlap the image.


comment:
I noticed on some screens there is a "replay" feature for the narration but this is not consistent.  Please consistently apply this throughout this course.


comment:
After more poking around, I see the drop-down menu appears in earlier course screens, but not in this section.


comment:
I think there should be a subtitle for this front part (we get quite a few screens in before one appears). "Introduction" would be fine.


comment:
Do we happen to have another photo of Amit? Not lovin' the pose...


comment:
Bl=Bettina Liesinger
Is there a way to make this page more interactive? For example putting two icons/ graphs that present 'You' and 'Cummins'. The user has to click ont the icons which makes the text appear. The idea behind that is to engage the user more.


comment:
The course starts pretty suddenly--- I think there needs to be some more introductory comments-- doesn't have to be long--


comment:
We need something on this screen about aligning personal development needs with org needs


comment:
Not sure we need to cap. Indiv. Dev. in intro paragraph or elsewhere....


comment:
This screen is another example of a stark transition-- we need a transition screen or a paragraph at the top of this screen to say what we're going to do next


comment:
I wonder if we should be a bit more generic about the bio-- not mention that actual university-- of that he came from Chrylser in Detroit-- maybe we can say for example he came from a global auto manufacturer--and that he is working in an enging plant in the EBU-- one last thing-- why do we need to say he lives with his family?


comment:
IDP capitalized here is okay and ditto to JDJ comment.


comment:
Just wondering why the red text is not on 2.1.2-- that is actually more important in my view since it is a good example of SMART in an application sense-- the training one is the easy one.


comment:
There wasn't a next arrow on the previous screen to get to this screen


comment:
I think there needs to be some commentary here about the objective and measures and timing-- so for the objective-- that it describes the area of development and is not actionable by itself-- and for each measure and timing there can be commentary-- for example-- in the presentation the idea is that a presentation is a good way to demonstrate to self and others that progress is being made.  We can have short comments like that


comment:
I don't think it's a good idea to have a measure of presenting to CLT-- that is so far away for the vast majority of people-- and don't want people to think that is a suggested way to go-- love the presentation area-- make it a leadership team within the area-- and not even John Wall's team-- still too high-- we can talk about something appropriate or make something up.  In fact-- it shouldn't be that high since this person is not that far in his career-- maybe a leader of leader level team or a director and his team?


comment:
Although the answer is correct-- what I would rather see is a right response being an application.  So perhaps we can have the same objective-- and then also have that Amit is going to take this course as one aspect of measures and timing-- then we can say-- how would Amit have a SMART measure/timing to apply his learnings from the course?


comment:
ok-- I get where you are going with this-- that the previous screen wasn't the only one-- so I think what is needed is better setup-- to introduce the whole thing as putting together a full objective with a range of measures and timing-- it seemed on the previous screen that the response was not part of a range of measures and timing--


comment:
I like this screen-- and the fact that the three types are flagged-- and no numbers associated with them except the overall guideline-- I also like how it comes together in the plan


comment:
I'm still looking at this screen-- you say-- see how the objectives align?  Is that what you really mean?  If it is-- then we need to include the career journey-- because the objectives would align to that.  On the other hand-- maybe it's see how the measures and timing align to each of Amit's development objectives-- maybe we want all on there to show alignment at both levels-- not sure about that-- something to talk about


comment:
Is there a way to cut out Amit's foot?  He is showing the bottom of his shoe and in the Middle East culture that is considered very rude.


comment:
This needs some context setting-- there are no transitions before and after this clip


comment:
I know the trust thing is in the IDP guide-- just something to talk through-- it feels a bit exposed to put into OnTrack something about trust-- wonder if we could tone this down a bit more


comment:
Before we move right to career journey-- we should have a part about what an IDP is comprised of-- the big picture look at an IDP-- we are piece mealing it here I think starting with the career journey and then moving to the objectives


comment:
I don't think I would put the second picture-- so that's first row second picture-- in progress journal-- it's only saying that a self assessment is a good idea-- now if there was something in there about what the self assessment revealed-- that would be something of note.


comment:
The third box-- I don't think it's specific enough-- it's only saying that the person has been watching out-- we need an example here that would indicate active listening skills


comment:
Same comment with the 4th box in that row-- need something more specific-- not just a good idea to follow up on-- 
We may need to calibrate on what goes into the progress journal-- I think it should be something that demonstrates progress and insight-- not just intentions to do something


comment:
First box in second row-- good ezample of a journal entry


comment:
One other thought about the progress journal-- right now the entries are based on situations or episodes that indicate progress-- I'm thinking-- another good example for a progress journal entry would be to do a quarterly entry-- so it would be-- I thought I would take time now that we have finished the third quarter of the year to provide a summary of my learnings and insights for each of my objectives in addition to the ones that I mentioned above--- something like that.  In GLDP we are having people write progress reviews twice during the program that self assess on actions completed and then learnings.  Jacquie-- I will forward that template to you-- I don't think it's appropriate to apply the template to this program however you could frame up a progress journal entry that mirrors that format.


comment:
It would be nice to have someting teeing up this screen that gives a bit more info than Progress Journal in Action-- though I like the title-- the idea can be stated that the progress journal provides a good foundation of information to leverage in development conversations through the year


comment:
The title shouldn't be 1 year later-- the 1 year later video came out well-- for this we might title it something like -- sharing our experiences


comment:
K'm not sure what areas of focus mean-- would they mean skil or competency areas to address-- or would it mean content areas to focus on-- the term is ambiguous and I was struggling to figure out what to put in that space


comment:
Jacq-- One of the things you and I talked about including in the wizard are the givens-- they could be in the comments-- but what is the person clear about that is non-negotiable-- typically that has to do with mobility but can be different things-- perhaps it could be-- staying in HR or a functional area


comment:
I tried out the wizard-- generally it came out well-- considering I didn't spend lots of time wordsmithing it -- it was fairly readable.


comment:
I'm not clear what this screen does to the wizard-- does anything change as a result of picking the different boxes?


comment:
If I pick the stay in current role-- is there any way to have the next screen say something other than --in my next 1-2 assignments-- I have just said I don't want to move


