EXPENSE REPORT I NSTRUCTION
P ACKET {R EVISED }
Renee L. Cope
Instructional Design 610
Instructional Design 610
EXPENSE REPORT INSTRUCTION PACKET {REVISED}
Content
This learning instruction will be an instructor lead, self-paced, and paper-based instruction. The instructional content will be deductive with a complete
explanation of the information given for each step, then examples of what the learner will be required to implement with 100% accuracy.
Instructional Goal
Intellectual Skill
Given an expense policy document, mileage sheet, and receipts, learners will calculate business expenses incurred and complete an expense report with 100%
accuracy
Learning Tools
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
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Calculator
Training packet
 Instructions for completing the goal
 Mileage sheet
 Gas receipts
 Postage receipts
 Postage envelopes receipts
 Expense report
 Blank paper for notes
Pen or pencil
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Instructional Design 610
Learning Concepts
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Identify the correct documents to be used
 Mileage sheet
 Gas receipts
 Postage receipts
 Postage envelopes receipts
 Expense report
Differentiate between business and personal receipts
 Gas, postage, and envelopes acceptable
 Food, cigarettes, and gas outside the distance to job and back, not acceptable.
Calculate total miles and expenses
 Basic addition
Differentiate between business and personal expenses
 Basic subtraction
Write amounts in the correct spaces on the expense report
Final Instruction Goal
The learner will determine the total of all business expenses occurred with 100% accuracy for expenses.
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Instructional Design 610
Instructors Manual Outline
Instructor’s notes
MODULE 1Gain attention of the Learner
Time
Points to be covered
5 minutes
Introduction of the Instructor: Name, background, why you
are there today.
Gain Attention
Thank them for being there and taking the time to perform
the training.
Ask the questions:
 What is an expense report?
 Have you ever did a budget at home?
 Why it is important to you?
Provide a positive
atmosphere to the learner.
This will inform the learner of what materials are covered
in the training.
 Ask the learner if they have any questions over
the concepts.
Read aloud to the learner: Given the example receipts,
MATCH the correct receipt with its correct description with
100% accuracy.
To inform learner of
objective expectations.
Positive attitude toward
learner and delivery of training.
Begin by asking questions to
gain the leaners attention and
involvement.
Resource
Outcome
Gain Feedback
Ask questions for feedback.
Overview of learning concepts
to be covered in the training.
MODULE 2
Activity 1
25
minutes
Handout page
1&2
To inform the learner what
an acceptable business
receipt is.
Read Activity question 1.
State the rules on what is an
acceptable business receipt
compared to a personal
receipt.
Gain learners attention by
asking for examples.
Ask the learner for feedback.
 Explain what a business receipt is by verbally
giving an example and show the learner examples
from the handout.
 Explain what a personal receipt by verbally giving
an example and show the learner examples from
the handout.
 Ask if the learner if they can provide an example
of each.
 Ask the learner if they have any questions?
 The learner will now complete Activity 1.
3
Keeps learner engaged.
Keeps learner motivated.
Instructor gains feedback.
Instructional Design 610
Allow the learner time to
complete activity 1.
Answer any questions they
may ask pertaining to this
activity.
 Ask the learner to now complete activity 1.1
 Give the learner the opportunity to ask questions.
 Grade to ensure learner has mastered the skill 1.1
with 100% accuracy.
 When completed tell the learner “Great Job”!
Handout page 3
Provide positive feedback to
the learner even if they have
not completed the task
correctly.
Activity 2
Read Activity 2 question.
State the rule that P is for
personal and B is for a business
receipt.
Ask the learner for feedback.
.
Allow the learner time to
complete activity 2.
Answer any questions they
may ask pertaining to activity
2.
1.1 When asked either orally
or in writing to show which
receipts are the correct
receipts, learner will identify
the correct receipts from the
sheet. Learner should select
all the correct receipts to be
used with 100% accuracy.
Feedback
Mastery of skill 1.1
Positive motivation.
Read aloud to the learner: Given the example receipts, use
a P in the blank to show the receipt is a Personal receipt
and a B in the blank to show the receipt is a Business
receipt.
 State to the learner: “Now we just finished
reviewing what a personal and business receipt
looks like. Now in activity 2 use a P or a B in the
blanks to answer the following questions.”
 Express the importance of following the rule
 Ask the learner if they have any questions?
 Ask the learner to now complete activity 2.1
 Give the learner the opportunity to ask questions.
 Grade to ensure learner has mastered the skill 2.1
with 100% accuracy.
 When completed tell the learner “Great Job”!
Provide positive feedback to
the learner even if they have
not completed the task
correctly.
Handout page 3
Learner will use prior
knowledge from activity 1 to
complete activity 2.
Handout page 3
Trainer gains feedback.
2.1 When asked orally or in
writing what is an acceptable
gas, postage, and envelope
receipts, learner will be able
to distinguish between a
personal receipt and a
business receipt. Learner
should correctly name the
receipts with 100% accuracy.
Feedback
Mastery of skill 2.1
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Instructional Design 610
Activity 3
Read Activity 3.1 question.
Read aloud to the learner: Part 1 In the spaces provided
below, use the mileage chart and a calculator to ADD per
day, then per week business miles with 100% accuracy.
Handout page 4
State Rule on Addition
Answer any questions they
may ask pertaining to activity.
Provide positive feedback to
the learner even if they have
not completed the task
correctly.
Answer any questions they
may ask pertaining to activity.
Provide positive feedback to
the learner even if they have
not completed the task
correctly.
Activity 4
Read Activity 4.1 question.
 Show the learner the millage sheet with the miles
already given.
 Ask the learner to calculate the miles of each
location then add the totals for each day of the
week using a calculator.
 Ask the learner to now ADD all the miles for the
week with 100% accuracy.
 Give the learner the opportunity to ask questions.
 Grade to ensure learner has mastered the skill 3.2
with 100% accuracy.
 When completed tell the learner “Great Job”!
Explain to the learner that the learner can now finish
activities 3.1- 5.2 on their own. That if the learner has any
questions they are free to ask.
Feedback
Mastery of skill 3.1
Positive motivation
Handout page 5
 Give the learner the opportunity to ask questions.
Handout page 5
 Give the learner the opportunity to ask questions.
State Rule on Subtraction
Answer any questions they
may ask pertaining to activity.
5
Positive motivation.
3.1 Given a calculator,
learner will be able to add
the total miles. Learner
should be able to correctly
add using a calculator all
miles with 100% accuracy.
3.2 Given a calculator,
learner will be able to add
the total expenses. Learner
should be able to correctly
add using a calculator all
expenses with 100%
accuracy.
Feedback
Mastery of skill 3.2
Positive motivation
4.1 Given a calculator,
learner will be able to
subtract business expenses
from personal expenses.
Learner should be able to
correctly subtract using a
Instructional Design 610
calculator expenses with
100% accuracy.
Provide positive feedback to
the learner even if they have
not completed the task
correctly.
MODULE 3
Activity 5
Read Activity 5.1 question.
15
Minutes
 Give the learner the opportunity to ask questions.
Handout page
6&7
 Give the learner the opportunity to ask questions.
 Grade to ensure learner has mastered the skill 3.2
with 100% accuracy.
 Ask the learner if they have any questions after
grading the activities.
 When completed tell the learner “Great Job”!
Handout page
6&7
Answer any questions they
may ask pertaining to activity.
Read Activity 5.2 question.
Answer any questions they
may ask pertaining to activity.
Provide positive feedback to
the learner even if they have
not completed the task
correctly.
The instructor will provide the
learner with an overview of the
main points of the instruction.
Thank the learners
Provide and Receive Feedback
Ask the trainees for feedback from each question.
 Thank the trainees for participating in the
training.
 Ask them if there are any questions to clarify any
misinformation.
 Thank them once again “Again, thank you for
participating in this training.”
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5.1Given an expense report,
learner will be able to apply
the correct information into
an expense report. Learner
should be able to correctly
apply the correct
information into an expense
report with 100% accuracy
5.2 Given a calculator,
learner will be able to add
the total expenses. Learner
should be able to correctly
add using a calculator all
expenses to find total
business expense with 100%
accuracy.
Training is completed
Instructional Design 610
Handout Packet for Learner with Answers
Example A
Example B
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Example C
Example D
8
Example E
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1.1 Given the example receipts, MATCH the correct receipt with its correct description.
1.
2.
3.
4.
5.
A receipt that shows the total of gas cost ____C____
A receipt that shows the total of Envelope cost ____E____
A receipt that shows the total of Office Supplies cost ____A____
A receipt that shows the total of Not a receipt used ____B____
A receipt that shows the total of Postage cost ____D____
2.1 Given the example receipts, use a P in the blank to show the receipt is a Personal receipt and a B in the blank to show the receipt
is a Business receipt.
1.
2.
3.
4.
5.
Example A _____________B
Example B _____________P
Example C _____________B
Example D _____________B
Example E _____________B
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Instructional Design 610
Mileage & Expense Sheet Quiz
3.1 Part 1 In the spaces provided below, use the mileage chart and a calculator to ADD the per day, then the per week business
miles with 100% accuracy.
Mileage Sheet
Destination
Miles
Buckeylake
11.8
Canton
96.6
Monday
Newark
Buckeylake
Hebron
25.9
Cincinnati
147.2
Tuesday
Utica
Mt. Vernon
Dublin
80.7
Columbus
39.9
Wednesday
Columbus
Reynoldsburg
Pataskala
87.2
Coshocton
37.9
Thursday
Zanesville
Mansfield
Canton
Dayton
110
Friday
Dayton
Marietta
Coshocton
248
Dublin
42.6
Saturday
Lancaster
Westerville
Cincinnati
210.3
Hebron
9.1
Sunday
OFF
TOTAL
828.4
Lancaster
31.6
Mansfield
52.8
Zanesville
26.9
Total Miles
10
176.3
Instructional Design 610
3.1 Part 2 In the space provided below, use a calculator to Add the business expenses with 100% accuracy.
Business Expense
Postage
Envelopes
Office supplies
Laptop
Printer
TOTAL
$
$
$
$
$
99.90
15.99
53.97
4,999.99
2,489.99
$7659.84
4.1 In the space provided below, use a calculator to SUBTRACT personal expense from total expense with 100% accuracy.
Total Expenses
Postage
Envelopes
Office supplies
Laptop
Printer
Food
Desk top
computer
Digital Camera
Personal Expense
$
99.90
$
15.99
$
53.97
$ 4,999.99
$ 2,489.99
$
50.00
Food
Desk top computer
Digital Camera
$
50.00
$ 13,499.99
$ 7,584.99
$ 21,134.98
Total expenses
$ 28,794.82
$ 13,499.99
$ 7,584.99
$ 28,794.82
Personal Expense
$ 21,134.98
$ 7,659.84
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Instructional Design 610
5.1 Given the previous examples, apply this information into the correct spaces on an expense report with 100% accuracy.
THEN 5.2 In the spaces provided below, use a calculator to Add the business expenses with 100% accuracy.
EXSPENSE REPORT
NAME:
DATE:
3.1 Part 1
3.1 Part 2
Total Miles
Monday
Newark
Buckeylake
Hebron
25.9
Tuesday
Utica
Mt. Vernon
Dublin
80.7
Wednesday
Columbus
Reynoldsburg
Pataskala
87.2
Thursday
Zanesville
Mansfield
Canton
Friday
Dayton
Marietta
Coshocton
248
Saturday
Lancaster
Westerville
Cincinnati
210.3
Sunday
OFF
TOTAL
828.4
176.3
Business Expense
Postage
Envelopes
Office supplies
Laptop
Printer
TOTAL
$99.90
$15.99
$53.97
$4,999.99
$2,489.99
$7,659.84
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Instructional Design 610
Total Expenses
4.1
Postage
Envelopes
Office supplies
Laptop
Printer
Food
Desk top computer
Digital Camera
5.1
Personal Expense
$99.90
$15.99
$53.97
$4,999.99
$2,489.99
$50.00
$13,499.99
$7,584.99
$28,794.82
Food
Desktop computer
Digital Camera
$50.00
$13,499.99
$7,584.99
$21,134.98
Total expenses
Personal Expense
$28,794.82
$21,134.98
$7,659.84
Business Expenses
Total Business Expenses
$7,659.84
Business Expenses
Gas Expenses
TOTAL
$20.00
$7,679.84
5.2
Total Business
Expense
Total Busines Miles
13
$7,679.44
828.4
Instructional Design 610
MATERIALS REVISION MATRIX ANALYSIS
Instructional
Strategy
Problem Identified
Proposed Changes
Evidence and
Source
Pre-Instruction and
Motivation
There were no
problems to PreInstruction or
motivation aspects of
the training
Entry level skills
matched the
subordinate skills.
Nothing was changed.
Analysis data from
training and feedback.
Nothing was changed.
Analysis data from
training and feedback.
The material presented
and how the material
was presented for the
learning was
satisfactory.
I received great
feedback from my
learners. All the
learners suggested the
facilitator could leave
the learners to perform
Mod 3.1 – Mod 5and
the final instructional
skill on their own
without instruction for
grading.
Nothing was changed.
Analysis data from
training and feedback.
Changed Mod3.1- Mod
5.2 to allow the learner
complete activities on
their own. Learners
are still able to ask
questions and gain
feedback through each
activity.
Analysis data from
training and feedback
indicated the steps
were simple enough
the learners did not
need instructor-led
presentation for these
steps to be completed
with 100% accuracy.
Entry Skills
Presentation
Learner Participation
(Practice with
Feedback)
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Instructional Design 610
Assessment
The assessments were
right on target.
Nothing was changed.
Analysis data from
training and feedback.
Transfer
All learners were able
to transfer the new
knowledge with no
difficulty.
Nothing was changed.
Analysis data from
training and feedback.
General
The Analysis data from training was provided through observing the learners as I facilitated an
instructor led training. It was clearly evident that the learners were capable of completing the
activities after 3.1 without a facilitator explaining any directions, steps, or rules.
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