Running head: Veeva training1

CALIFORNIA STATE UNIVERSITYMONTEREY BAY

Veeva Training

CAPSTONE Report

Submitted in partial satisfaction of requirements of the degree of

MASTER OF SCIENCE in

Instructional Science and Technology

Janice Richardson

November 29, 2016

Capstone Approvals: (At least one advisor and capstone instructor should approve)

___________________________ ___________________________ _____________Advisor Name Signature Date

___________________________ ___________________________ _____________Capstone Instructor Name Signature Date

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Table of ContentsEXECUTIVE SUMMARY.................................................................................................4

INTRODUCTION...............................................................................................................4

Background......................................................................................................................4

Problem Description........................................................................................................6

Target Audience...............................................................................................................7

Environmental Scan / Literature Review.........................................................................7

SOLUTION DESCRIPTION..............................................................................................8

Goals of the project..........................................................................................................8

Solution............................................................................................................................9

Learning theories and instructional principles...............................................................10

Media Components........................................................................................................11

Challenges......................................................................................................................11

METHOD..........................................................................................................................12

Design............................................................................................................................12

Deliverables...................................................................................................................13

RESOURCES....................................................................................................................14

Hardware and Software.................................................................................................14

Technical Skills..............................................................................................................15

TIMELINE........................................................................................................................15

EVALUATION..................................................................................................................16

Formative Evaluation....................................................................................................16

Summative Evaluation...................................................................................................18

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Conclusion.....................................................................................................................20

References..........................................................................................................................21

Appendix A........................................................................................................................22

Appendix B........................................................................................................................23

Appendix C........................................................................................................................25

Appendix D........................................................................................................................27

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EXECUTIVE SUMMARYVeeva is a customer relationship management system that every Sales Specialist in

Depomed is required to use to record and track their interactions and communication with the

customers. As part of the New Hire training curriculum, all new Sales Specialists are mandated

to complete the Veeva training in the first phase of the New Hire training curriculum, the Home

Study program, before moving on to the next phases of the training. This is to ensure the new

Sales Specialists will understand how to use the application to manage their dealings with the

customers. Additionally, it will ensure the reps are using Veeva properly so that we are in

compliance with federal regulatory agencies.

The current Veeva training is delivered once every other week to new hires by the Veeva

System Specialist via webinars. Due to the rigid webinar schedules, if a new Sales Specialist

missed a webinar, he or she would need to wait for the next scheduled webinar two weeks later

to attend the training. Therefore, he /she would not be able to complete the Home Study training

on time. The bottom line is the longer it takes a new hire to start in the field, the more it will cost

the company.

It has been recommended to develop an eLearning to allow the new hires the flexibility to

complete the training anywhere and at any time without having to wait for a scheduled webinar.

This is to reduce the possibility of delaying the Home Study completion, to ensure consistency in

the learning content, and at the same time enabling the Veeva System Specialist time for other

projects. The eLearning will also serve as a refresher for some seasoned sales professionals who

would like to have a refresher course on Veeva.

Part one of the Veeva eLearning consists of four modules and it covers the features in

Veeva Modern. The estimated duration to complete Part one of the training is about an hour

long. Part two of the eLearning will cover the features in Veeva Production. Part two of the

eLearning will be completed sometime in the near future.

INTRODUCTION

Background Depomed is a pharmaceutical company with its headquarters located in northern

California. The company has about 500 pharmaceutical sales representatives across the country.

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The Commercial Learning and Development (CL&D) team is responsible for providing training

to all field employees. The field employees are pharmaceutical sales specialists, district

managers, and national sales directors. The CL&D is chartered to deliver training on Leadership

Development, New District Manager Training, Advanced Management Training, and New Hire

Training (NHT). One of the most frequently held training is the New Hire Training program.

The New Hire Training curriculum consists of the following:

1. Home Study Program (HS) –10 to 15 days long

2. Field Rides with Mentors –1 to 4 weeks long

3. New Hire Classroom Training – 10 days onsite formal training

The Home Study Program (HS) is the first step in the new hire curriculum and it starts on

the new hire’s first date of employment. Depending on the new sales specialist’s product

specialization, he / she is assigned a list of sixty to ninety online training modules. The new

Specialist is expected to complete the online modules and pass all the assessments within a

specified period of time. The Home Study completion time frame ranges from ten to fifteen days

from the date of hire depending on his/her product specialty. The new Sales Specialist is

required to complete every training and pass every assessment before he can move on to the next

phase of the New Hire Training curriculum.

Another reason for completing the Home Study program is that it will give the new Sales

Specialist the official “Field Start Date”. The official Field Start Date will allow him or her to

start working in the Field and start receiving incentive compensation (I/C). The official I/C date

is an important date for all of the Sales Specialists and their districts – not only to receive sales

bonus but also to satisfy the annual sales quotas for the district. Therefore, the Specialist’s

progress on the Home Study training is closely monitored by management.

Immediately after the completion of the Home Study Program, the new Specialist is

qualified to go on field rides with their assigned training mentors. Every new Specialist is

assigned to a Field Trainer or Mentor who will work hand-in-hand with him on making sales

calls and visits to the doctors and prescribers.

The third part of the New Hire Training is a ten-day rigorous formal classroom training.

The new Sales Specialist is not officially certified on his / her product specialty until he

completes the third part of the New Hire Training. Once the Sales Representative completes the

classroom training, passes all the oral and written assessments, he/she is consider a ‘certified’

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Sales Specialist for that particular product line. The new Sales Specialist will then be officially

certified and be the “CEO” of his or her own territory.

Problem Description As stated earlier, all new Specialists are required to complete the Home Study program in

a specified number of days from the date of hire before they are eligible to go in the Field, start

receiving incentive compensation, and moving forward to the next steps in the training

curriculum.

As one of the requirements, every new Sales Representative is required to attend the

Veeva training and pass the Veeva assessment by the Home Study completion date. Veeva is a

customer relationship management (CRM) application that all field personnel are required to use

to track and manage their communication and interactions with the accounts. Additionally,

Veeva is used to record drug samples, lot and item numbers, that were given to the prescribers in

case we need to back track the items in a later date.

Currently, Veeva training is delivered via webinars once every other week by the Veeva

Systems Specialist. There is no self-paced training for Veeva. The problem with the current

delivery method is that the webinar schedule is rigid, training content delivered is somewhat

inconsistent, and is time consuming for the SMEs to conduct the training. The eLearning will

provide the flexibility which will allow the new hires to complete the training anytime,

anywhere, and repeat as often as he/she needs to. With the scheduled webinars, if a new

Specialist missed the webinar, he or she would need to wait for two more weeks to attend the

next scheduled webinar, and therefore it often caused delays for them to complete the Home

Study training on time.

On an average, the company hires approximately 100 to 150 new sales representatives

annually. The number of new hires is based on employee turn-over and territory expansion. If

the Home Study completion is delayed by a day or two, it may cost the company as much as

$300,000 annually in revenues, therefore, it is utterly important that the new hires start selling as

soon as possible after completing the Home Study training.

Having a Veeva eLearning will ensure delivering consistent training to all the users and

will allow the new hires the flexibility to take the training anywhere, at any time, and repeat as

often as needed. Additionally, many of the seasoned Sales Specialist are not utilizing Veeva

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effectively. With the new eLearning, it will allow the seasoned reps the option to refresh their

Veeva skills.

Target AudienceThe intended audience for the online Veeva training is the new pharmaceutical Sales

Specialists. The new Sales Specialists are between the ages of thirty and fifty. All are college

graduates with various degrees, and some with advanced degrees. The new Specialists are

required to have a minimum of five years of industry experience; most of them have between ten

to fifteen years of pharmaceutical sales experience. The Specialists are comfortable using

computers and mobile technologies to get what they need to accomplish the tasks, but many of

them are uncomfortable stepping out of their “comfort zones” for more advanced technologies.

In fact, many of them are afraid to try new gadgets or new applications because “they don’t want

to break it”, as stated by a Veeva Support Specialist. The majority of them are new to using

Veeva but a few have experience with some other CRM applications.

The Sales Specialists are located and scattered throughout the country and will be taking

the training independently. They all work remote from their own homes. They do not have much

interactions with their own team members except at their regular virtual team meetings and

quarterly offsite gatherings.

Environmental Scan / Literature ReviewCRM is an acronym for Customer Relationship Management. CRM are practices

companies use to manage and analyze customer interactions and relationships with their

customers and throughout the customer lifecycle. The goals of the CRM are to track, record,

store and retrieve pertinent customer information to increase sales and profit for the company.

The more the company knows about the customers and their profiles, the better the company and

its sales representatives can manage the relationships with them.

The four main vendors of CRM applications are Salesforce.com, SAP, Oracle, and

Microsoft. One of the main goals for CRM software is to consolidate customer information into a

single place so that companies and sales reps can access and manage the information easily.

Some of the main functions of a CRM is to record various customer interactions – such as email,

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phone calls, visits, social media and other features. CRM automates workflow processes such as

tasks, calendars, and approval processes.

Some companies are taking advantage of the increase of social media usage. They use

various tools that monitor social conversations, customer feedback on products and services.

They analyze and address feedback to resolve issues and improve services. Companies try to

integrate social CRM data with other customer data in order to get a single view of the customer.

Mobile CRM for smartphones and tablets are becoming a must-have items for the on-the-

go sales professionals to access instant data at their fingertips from anywhere and at any time.

The information is critical to the lifeblood in sales in order for companies to stay competitive.

Veeva is a CRM runs on Salesforce.com. The application contains both CRM social and

CRM mobile. Our company subscribes to customer profiles/data from a third party company

called SHA, Symphony Health Association. Veeva offers many features and some of them are

not being used at this time by our company, such as the email and phone call features. There are

future plans for our company to start using more features to enable the reps to better manage

their relationships with the customers.

SOLUTION DESCRIPTION

Goals of the projectThe goal of this project was to develop a Veeva eLearning to replace the current bi-

weekly webinars delivered by a Veeva System Specialist. The eLearning modules offer new hires

the flexibility to complete the training at anytime, anywhere, and not have to wait for a rigid

scheduled webinar every other week. All new Sales Specialists are required to satisfy the Veeva

training on-time as specified in the new hire Home Study program, in order for them to move

forward to the next steps in the new hire training curriculum.

The Veeva eLearning will reduce the possibility of delaying the Home Study completion

for new hires, to ensure consistent learning content delivered, and to relieve the Veeva System

Specialist time for other projects. The eLearning will also serve as a refresher for some seasoned

sales professionals who may need a review of the application.

By the end of the Veeva training, learner will be able to:

1. Explain what Veeva is and why it is needed

2. Describe what Veeva versions we use

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3. Identify what important detailed account information is in Veeva Modern

4. Describe the three tiers of prescribers

5. Explain what Call Plan Targets are

6. Identify what Validated and Non-Validated Prescribers are

7. Record calls/visits/samples

8. Use My Schedule

9. Explain other Veeva features

Part Two of Veeva training will be provided in the near future to cover the features on

Veeva Production.

Solution The Veeva online modules will replace the current Veeva bi-weekly webinars. Part One

of the eLearning consists of the following modules:

Module 1

o Introduction

o Home Screen

Module 2

o My Accounts

Module 3

o Record a call

Module 4

o My Schedule

o Other Veeva features

The eLearning has been created using Adobe Captivate. Each module consists of screen

captures and Captivate slides describing the features of the application. Knowledge checks have

been included in each of the sections. A software simulation has been included in module 3,

Record A Call, enabling user to practice and reinforce the steps. Throughout the training,

authentic and real examples have been used to create real work situations that the student can

relate to. Additionally, a male and female computerized voices were used as narrators to create

some variation in machine voices.

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Learning theories and instructional principlesThe Veeva eLearning was designed based on adult learning principles. According to

Knowles’ learning theories, andragogy is very different from pedagogy. Adult learners are

independent, self-directed, goal-oriented, prefer less structure, have pre-set motivations, expect

relevant, and useful practical instructions (Palis, 2014). Online training may not always be a best

option in some situation, but based on Knowles’ adult learning assumptions, eLearning is a good

option for our intended audience.

The Veeva eLearning was designed based on Knowles’s adult learning principles:

Need to know. Adults need to know why they need to learn something before

undertaking to learn it and why it is important for them to learn the topic (Chen, 2014)

Completing the Veeva training and passing the Veeva assessment are part of the requirements in

the Homes Study program. New hire also needs to know what benefits he/she will gain from

using Veeva and how it will help him/her to manage the relationships with his customers.

Experience. Adult learners have a large pool of knowledge. When planning instructions,

we need to keep in mind that the sales representatives come to us with a variety of background

and accumulated experience. They have different needs, interests, motivations, and goals. As

designers, we need to find ways to tap into this pool of experience and interest, and design

training content to help these learners associate the new learning to their accumulated experience

(Dernova, 2015). When applicable, live examples and real work problems were used in the

training to engage the learner and retain knowledge. Knowledge checks and software simulation

have been included in the modules to further reinforce learning and enable active participation.

Self-directed. Based on Knowles self-directed assumption, self-paced training would be

an appropriate instruction delivery method to close the training gap since adult learners are

independent and take ownership of their own training. The online training would allow the Reps

the flexibility to control when, where, how fast, or how often they would do the training. This

delivery method would give them the opportunity to be in control of their own training.

Readiness to learn. One of the major differences between pedagogy and andragogy is that

adult learners signed-up to learn. In a way they are much more committed, they are willing and

ready to learn (Knowles, 1973). Due to their internal motivation for various reasons, such as job

advancement, life changes, they have decided to take on the learning. The Sales Specialists are

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motivated because they are ready to acquire what is necessary to get them out in the field, start

selling, and be successful. The Reps are ready and willing to learn, and to complete the training.

Orientation to learn. Based on Knowles’s learning theories, adult learnings focus on tasks

rather than on subject. Experiential learning is the most effective learning for adults. Learning

should be relevant to their job and examples used should associate with their experience

(Knowles, 1973). Therefore, work related examples and case scenarios have been used

throughout the training.

Motivation to learn. According to Knowles’s assumption, adult learners are more intrinsic

learners. They look for self-satisfaction, enjoyment, freedom of choice, and have control of what

they want to learn. Adult learners are also extrinsic learners. The Sales Specialists enjoy the

external gratifications they get – incentive compensations, rewards and recognitions.

Media ComponentsThe eLearning was created using Captivate to describe the features of the application and

to capture the procedural steps on creating events. Since Captivate could not play computerized

voices at the same time when capturing video, Audacity and Camtasia were used to record and

playback the audio while capturing Captivate videos. SnagIt was used to capture and Go-To-

Meeting was used to link the two computers together since Captivate and Veeva were installed

on different computers. The eLearning is SCORM compatible and has been uploaded to Moodle.

Survey Monkey was used to create and deliver the questionnaire for the formative evaluations.

ChallengesThere were a few challenges with this project.

1. Learning the application. The designer was new to Veeva. Time was limited but

learning Veeva was not an option. Time was set aside to attend the training and regular meetings

were scheduled with the SME’s to learn and understand how/why Veeva was used in the Field.

2. Tools. The learning modules were created using Captivate. Camtasia, Audacity, and

Snagit were used to assist with the design and development. One challenge was that Veeva and

the authoring/editing tools were not installed on the same computer, therefore, the only way to

capture videos and screen images was to use Go-To-Meeting to link the two computers together.

The workaround worked well, however, the quality of the videos and images could be better.

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3. Technology. Captivate provides many features, however, it does not allow using text-

to-speech and capturing video at the same time. The workaround was to create the text-to-

speech slides first, then uploaded them to the recorded video slides later. The speed of the text-

to-speech voices had to be edited to match the timing of the videos otherwise the audios and

videos would be out of sync.

4. Testers/Evaluators. Although numerous evaluators were recruited but only a few were

able to complete the evaluations due to the long holiday between the completion and due date of

the project.

5. Time. Time for the Capstone project was limited and it was a challenge to complete the

project on time and with high quality.

METHOD

Design Captivate was used to create the slides and videos explaining and showing how to use

Veeva. Two avatars were used throughout the training as narrators and one avatar was used in

case scenarios. To create variation in computerized voices, a male and a female voices were used

throughout the training.

Each module began with the narrators reviewing what was learned in the previous

module, explaining the objectives of the current module, and ending with a summary of the

learning objectives. Knowledge checks with two to four questions were included at the end of

each module to reinforce the learning content. The knowledge checks included mostly multiple

choices. Feedback explanations were provided to all correct and incorrect answers. A software

simulation was included in the Record A Call module to provide practice how to create a call.

The color scheme was selected to match the Veeva colors and the company logo colors.

Solid and image backgrounds were used throughout the training. The Captivate control bar was

used to allow the user the capability to move back and forward, and table of content was used in

all the modules.

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DeliverablesThe learning modules were created using Captivate. Camtasia, Audacity, and Snagit were

used to assist with the design and development. The eLearning consists of the following

modules:

PART I: Veeva Modern

Module 1 (Duration: ~10 minutes)

a. Welcome

b. Learning objectives

c. Introduction

d. Knowledge Checks

e. Home Screen

f. Summary

g. Knowledge Checks

h. End slide

Module 2 (Duration: ~15 minutes)

a. Welcome

b. Review module 1

c. Learning objectives

d. 3 tiers of prescribers

i. Case scenario

e. My Accounts overview

i. Case scenario

f. Summary

g. Knowledge Checks

h. End slide

Module 3 (Duration ~20 minutes)

a. Welcome

b. Review module 2

c. Learning objectives

d. Record a call method 1

e. Record a call method 2

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i. Case scenario

f. Summary

g. Knowledge Checks

h. Software simulation

i. End slide

Module 4 (Duration: ~10 minutes)

a. Welcome

b. Review modules 2 & 3

c. Learning objectives

d. My Schedule

i. Case scenario

e. Other Veeva features

f. Summary

g. Knowledge checks

h. End slide

PART II: Veeva Online (near future):

This part will be developed in the near future to cover the features in Veeva Online.

RESOURCES

Hardware and SoftwareThere was some hardware and software constraint while developing the eLearning. All

the required tools, Captivate, Camtasia, Audacity, and SnagIt were on one computer and the

Veeva application was on another computer. In order to capture images and record Veeva

videos, Go-To-Meeting was used to link the applications together. It worked fine as expected,

however, the quality of the images and videos were not as high in quality as one would like, but

it was acceptable.

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Technical SkillsThe designer had to learn how to use Veeva but more importantly, understand why it was

being used by the company’s sales force. Understand why use Veeva helped to create live

examples and real problems in the training.

Learning the advanced features of Captivate was somewhat a challenge and time

consuming. The plan from the beginning was to use machine voice since using human voice was

not the best option due some technical issues. However, it was later discovered that using

machine voice was more challenging and more time consuming since Captivate does not have

the capability to play audio and record video at the same time.

The final product is SCORM compatible and it has been uploaded to a CSUMB Moodle

site.

TIMELINE

Milestone Start Date Due Date Comments

Determine framework and scope 07/01/2016 08/01/2016 Done

Create Capstone Proposal 08/13/2016 09/05/2016 Done

Design/Development

1. Design Module 1 09/7/2016 10/07/2016 Done

Develop Module 1-prototype 10/07/2016 10/25/2016 Done

Present prototype to SME 10/26/2016 10/28/2016 Done

2. Design Modules 2-3 10/18/2016 11/06/2016 Done

Develop Modules 2-3 10/28/2016 11/13/2016 Done

3. Design Modules 4 11/11/2016 11/15/2016 Done

Develop Modules 4 11/15/2016 11/21/2016 Done

Evaluations

1. Formative 11/21/2016 11/26/2016 Done

2. Summative 11/26/2016 11/29/2016 Done

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Final Project

Final Capstone Report 11/29/2016 11/29/2016 Done

Final Capstone Project 12/10/2016 12/13/2016 In progress

EVALUATION

Formative Evaluation Six users were recruited for the formative evaluation however, only five completed the

evaluations. There were no new Sales Specialists available for the evaluation. All five testers

were Home Office employees with good understanding of the pharmaceutical business but with

limited knowledge how to use Veeva, like many of our new Reps.

Instructions were sent to the evaluators stating that they need to complete the testing in

this order: 1. Pre-test, 2. Online training, 3. Posttest, and 4. Usability survey. They were

encouraged to take notes on any issues while going through the training so that they can provide

feedback and recommendations in the usability survey. The entire process took participants

about 90 minutes to complete.

The Captivate training modules were published and uploaded to

http://itcdland.csumb.edu/ and the links to the three modules were given to the evaluators.

Survey Monkey was used to create and deliver the survey questionnaire (see Appendix

A). The intended formative evaluation was to obtain feedback on navigation, instructions, look

and feel of the modules.

Based on a 5-point scale with 5 being the highest, the overall average rating received was

4.6.

Below are the suggested comments from the evaluators. Many of the suggestions have

been incorporated and corrected in the modules, a few are in progress, and several of them will

need further evaluation for possible future enhancement.

Below are some suggestions for improvement:

Formative Evaluation

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Feedback Action Notes

1 Use a list of items rather than replacing/writing over the items

Done The pop-up text are now lined-up below each other

2 Consider splitting My Accounts Details into a couple parts

Done There are now 4 instead of 3 modules.

3 Module 3 has no end button Done Added the End button to the slide.

4 Brian disappeared too early on slide 1

Done Adjusted the timing on slide 1

5 Long pause at the end of the slide before knowledge check 1

Done Shorten the timing on the slide before Knowledge Check 1

6 A few typos Done Corrected typos

7 Need more colorful graphics Done Added a few more graphics

8 Bigger graphics or wording In process Need further evaluation

9 Paused too long after answering a question

In process Will need to look into if it’s possible to shorten the wait time between QA slides.

10 I wish they spoke a little slower In process Modified a few slides to include more pauses in between words/sentences

11 Didn’t care for the female voice Future enhancement

Julie is one of the better voices but it is still a machine voice

12 Audio sounds a bit computerized and unnatural

Future enhancement

Will consider using human voice in the future since machine voice is robotic

13 Use more diverse cast of characters

Future enhancement

Need to change characters

14 Change gestures Future enhancement

Need additional characters/poses

15 Slides can be jazzed up with more vibrant colors

Future enhancement

Need further evaluation

16 Need Back/Forward, Status Bar Future enhancement

Need to reduce the screen size so users can see the Captivate control bar without having to scroll down

Below are some positive feedback from the evaluators:

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Positive comments

1. Simulation was good

2. Good hands-on practice

3. Instructions were clear

4. Used many visuals

5. Good visuals

6. Considering computer voices, the two used were alright

7. Liked the subtitles

8. Liked the use of examples

9. Overall lesson was very helpful

10. Good tool to learn Veeva Modern

11 Liked the 2 voices (male and female)

12 Loved the colors; warm and cheerful

13 Nice upbeat music to begin and end the modules

Overall Usability evaluation rating: 4.6(based on a 5-point scale)

Summative EvaluationA pretest consist of six questions (see Appendix B) was sent to the participants in

advance prior to taking the training. The pretest was to establish a baseline on what they already

know about Veeva. Based on the scores from the pretest, most of all the participants had limited

knowledge on the application.

A posttest consist of 11 questions (see Appendix C) was sent to the participants after they

have completed the online training. The posttest was to evaluate the effectiveness of the training.

Table A below shows the pretest and posttest scores for the five participants. As shown,

all five evaluators had limited Veeva knowledge. The pretest has a mean score of 20% and the

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posttest has a mean of 91%. Since the pretest and posttest were given to the same participants,

paired two sample was used to calculate the analysis. Based on the statistical analysis below, t-

Stat of 12.65 is greater than t-Critical of 2.13. The analysis indicates that there is statistical

significance and therefore we can conclude that the learning was effective.

Table A

No. Pretest (%) Posttest (%)1 33 1002 17 913 17 824 33 915 0 91

t-Test: Paired Two Sample for Means

  Variable 1 Variable 2

Mean 20 91

Variance 189 40.5

Observations 5 5

Pearson Correlation 0.4114756Hypothesized Mean Difference 0

df 4

t Stat-

12.65036545

P(T<=t) one-tail 0.000112417

t Critical one-tail 2.131846786

P(T<=t) two-tail 0.000224833

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t Critical two-tail 2.776445105

Conclusion Based on the feedback from the formative evaluations, the feedback overall was positive

and the users liked the design, the look and feel of the training. As for the summative evaluation,

it is evident that learners have gained and have increased their Veeva knowledge from their

training. All the participants have increased the posttest scores with an average of 71% more

than the pretest scores. We can conclude that there was a statistically significant improvement

and the learners have learned from the training. As for the usability of the training, some

recommendation are still in progress, and a few will require further evaluation for possible future

enhancement to the modules.

This eLearning covers only part one of the two parts training on Veeva. Part two of the

eLearning will cover the features on Veeva Production. It has been decided to wait until both part

one and part two of the training are completed before rolling out the entirety to the users.

We hope some of the challenges in this project will be resolved when part two of the

project begins in January next year. The company is considering of providing the necessary

software and tools to complete the second part of the project. If all goes well, our team will start

taking on more course design and development projects.

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Piskurich, G. (2015). Rapid Instructional Design. Hoboken: John Wiley & Sons, Inc.

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Appendix A

Please rate 1 to 5; low to high

1) Was the instruction clear enough to follow?

2) The lesson layout and design are appealing.

3) The graphics and video are informative.

4) The narration audio adds to the learning experience.

5) Did you experience any frustration while learning with the module?

Please write

6) What did you like about the instruction?

7) What did you dislike about the instruction?

8) Any suggestions for improvement?

9) The overall lesson was a good learning experience how to use Veeva Modern.

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Appendix B

Pretest

1. Veeva is a:

Payroll application

Finance application

Customer relationship management system

2. Our Company is currently using Veeva:

Veeva Modern

Veeva Production

Veeva Online

All of the above

3. What are the 3 tiers of prescribers in Veeva?

Eligible, Non-Eligible, High-Volume Prescribers

Nurse Practitioners, Physicians, Dentists

Call Plan Targets, Validated, Non-Validated Prescribers

4. What type of prescribers have call goals?

Validated

Non-Validated

Call Plan Targets

5. Call Plan Targets must have?

NPI#

SHA ID

Both NPI and SHA ID

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6. A valid call must contain:

Contain a product discussion with a validate prescriber

Must be submitted in Veeva

Both a & b

None of the above

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Appendix C

Posttest

1. Which version of Veeva does Depomed use?Veeva ModernVeeva OrangeSalesforce.comAll the above

2. Which is the most important tier of prescribers?Validated prescribersNon-validated prescribersCall Plan Targets

3. What type of prescribers have assigned call goals that sales reps need to meet?Validated prescribersNon-validated prescribersCall Plan Targets

4. What is the definition of a call; a call that you will get sales credit?A call that has been submitted and sync to Veeva ProductionA call that has been recorded in Veeva ModernA call made to a valid prescriber, included a product discussion, and submitted to Veeva Production.

5. What is the purpose of having an SHA ID?To ensure the license is validTo track sales and prescription dataTo ensure you can sample the account

6. Where would you need to enter vacation time off?Veeva OnlineVeeva ModeraBoth Veeva Online and Veeva ModernVeeva and the Payroll system

7. Can you view the same documents in both Veeva Production and Veeva Modern?YesNo

8. Can you accept your full Field Coaching Reports in Veeva Modern?Yes

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No

9. What color is a saved call in My Schedule?BlueGreenOrangeRed

10. How will you know a Health Care Provider is not a valid to receive samples?The Sample status is greenThe Sample status has a red circleThe Sample status has a red X

11. How often do you need to sync with Veeva Production?WeeklyDailyMonthly

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Appendix D

Welcome Page

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Learning Objectives

Introduction Page

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Veeva Login Page

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Veeva Modern Home Screen

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My Accounts Overview Screen

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My Accounts Detail Screen

Veeva Production Home Screen

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Knowledge Check

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Summary Slide

End Slide