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My main reflection is how different this process is to how I would have designed a course in the past.  Either an SME would ask me to create a course or we would identify the need for a course, and I would just straight into creating it.

There was no design process at all.  I would have an idea of what the course would be about, but no design considerations – it was made up as I went along.  The results of that were lots of similar but also different courses.  Different graphics, different course layouts, some with audio, some without, some in Storyline, some in Rise.  This means that the learner doesn’t have a nice experience going through the modules, they don’t flow one into the other, as they are not consistent in design or content.

Also we never used learner personas to keep the learner needs in mind.  We have struggled over the past couple of years with learners who just don’t seem able to grasp the concepts we are trying to put across.  We have a “one size fits all” training offering, where all learners follow the same path and we try our best to get them across the finish line.  In some cases, both the learners and the trainers have a difficult time.  Some learners are quick to follow digital learning and can put things into practise straight away, some of our learners require repeated exposure to the information before it becomes clear to them.  Some learners can’t follow a process that isn’t step 1, then step 2 and then step 3.  If it is step 1, then sometimes step 2 depending on the scenario, and then step 3 they get lost.  We need to provide clear process steps for all the main scenarios so these learners have an easy-to-use reference without having to wonder if they need step 2 in this case or not.

We have learned that we need to provide our training materials in different formats.  In the course I am designing, there are online demo and practice activities, written steps with screenshots, and a PDF work instruction and workbook that can be used during and after the class.  We give practice in the course but also practice in the system itself, with a training log in for learners to try as many exercises as they want.

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Prototype for Section 2 CO06 module - Rise module with Storyline elements 

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Prototype for Section 2 CO06 module - Rise module with Storyline elements 

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Chosen Module - CO06 Backorder processing

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Chosen Module - CO06 Backorder processing

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Backorder Processing is a top priority for Customer Service at the current time, due to chronic product shortages.
What used to be an occasional transaction is now a daily priority for all teams.
The Training and Development team have been tasked to develop a digital learning module on this transaction, to train both new learners and existing senior team members.

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Target Audience

·         Recently hired Customer Service (CS) staff who have 6 months experience and have completed all Level 1 training activities and are ready to move to Level 2 training.

They have been trained in the basics of SAP used for order management, deliveries and invoicing and will move to a more senior CS position when they complete Level 2 training.  One of the requirements for Level 2 training is to complete training on all reports.

·         Senior CS staff who have been trained previously on this task, who require some further on the job instruction as needed.

Learning Objectives

·         Understand how to run the CO06 report

·         Apply Commercial Team instructions to the backorders found on the report

·         Troubleshoot and resolve common issues that may arise

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Modular Framework of Digital Learning Elements

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I have chosen blended learning as the delivery mode.

The main reason for this is that time for training away from the day-to-day job needs to be scheduled.  Trainees can be assigned to training slots in the training room, with a facilitator who can answer questions and assist the trainees.

Also the management team usually require trainees to complete training within a shorter period of time, so that tasks can be assigned to a wider pool of trained candidates.

The digital content will also be available online after the training is completed, for reference as needed on the job.

The content will be delivered as an eLearning course, developed in Articulate Rise using Storyline blocks.

The flow model will be linear in the training class, as the trainee works through the modules, completes the online exercises and the exercises as laid out in the accompanying workbook. The material will also be available for users to dip in as needed on the job, so the flow of the course will not be locked.

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The main challenges with the current training class:

·       The current class is synchronous classroom learning – requiring one trainer and all trainees to be occupied for one full day.

·       Customer Service teams are stretched constantly and if people are on holiday or off sick, it is difficult to find time to send a person to a training class for a full day.

·       Many of the reports are very similar and require similar treatment. The trainee gets bored very quickly with the repetition of steps.  It is a poor learning experience.

·       Several of the report are complex, and the trainee finds it confusing to follow the written instructions.  The trainer is almost always required to step in and provide extra instructions for these reports.

·       For the complex reports, there are no digital learning resources that the users can refer to on the job – they must ask other team members for help or download a 100-page pdf work instruction and look for the correct section.

·       Several reports are very time consuming, up to one day, to prepare examples in advance of each training class for each trainee.

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Reporting SAP training is currently a classroom-based training with no digital learning.  It is a self-paced, SAP based training where the Customer Service (CS) trainee works through a workbook with  exercises on a series of pre-prepared reports.  The idea of the class is to show the trainee what they need to do with these reports once they are assigned these tasks on the job. The trainer is on hand in the room to assist with any questions or issues.

The aim of this project is to turn specific elements of this session into digital learning experiences.

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Current customer support staff who are on the team at least 6 months, and have passed all Level 1 training requirements.

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The content map lists all of the main topics or lessons that should be included in each module of the course. Using this content map, I can then map out the learning experience, with types of content and activities.

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According to Alan Cooper, the creator of personas, if you try to design for every possible type of user your product will become unusable.  However if you narrow it down to your specific users, you can develop a product that is effectives and targeted to them, and their needs.

Reference About Face 2.0, the Essentials of Interaction design by Alan Cooper and Robert Reiman

Up until now, our training classes were designed without personas, which meant that every learner had to follow the same training path, even though it was not always successful.  We struggled to understand why everyone couldn’t proceed quickly through the training materials in the same way, because to the trainer it seems simple and logical.

The learning personas I have created are 2 typical groups of trainees that we encounter in our classes.  The first, Lucia, is the young, digital savvy person who is used to digital learning and having access to information on the job, as needed.  They are used to working with different systems but they have difficulty following a series of written instructions.  They tend to skip steps and search for what they need, rather than start at step 1 and then go to step 2.  They will respond better to learning that will allow them to navigate as they wish and to complete the sections that they need to complete exercises.

The second persona, Andreas,  is a slightly older candidate, without much technical experience and coming from a customer facing career that wasn’t computer based.  They are more nervous using new technology, or several systems at the same time. They require more instruction, and providing extra practice and written instructions as part of the resources will assist this type of learner navigate the course.

To cater for different personas going forward, I now understand that we need to provide more than one path through the training material.  For persona type 1, we can provide more digital experiences, accompanied by streamlined instructions which are easy to refer to when needed.  There will be less reading and more doing exercises and practical activities.
For persona type 2, who are more used to following written instructions, they can follow step by step instructions, with the option of digital learning if requested or desired.
Another observation from recent classes, certain trainees find it confusing to follow instructions that contain steps that only apply in certain situations and in other situations they can skip that step. We will need to ensure that we provide clear instructions for each scenario where possible, and the trainee can follow step by step without having to figure out if it applies or not.

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For the trainee to feel more confident on the complex reports, more practise is required, however on the other hand the CS trainers are under pressure to provide more effective training over a shorter time.

Some of these complex reports, such as CO06 Backorder Processing, have become vital in recent times due to the requirement to manage stock levels very carefully, but it is very difficult to have these reports ready in the system for each training class.  A digital resource would mean providing materials that can be used over and over, both in the class and on the job.

A digital learning resource will also mean that trainees can complete the course at a time that suits them and their teams, from any location.  The course can be completed in sections, with the trainee performing on screen activities and evaluation as they go, providing continuous feedback.

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The learner will be able to do the following after the training is complete:

1.       State the role of reporting and its importance in the day-to-day job

2.       Describe the main reports and their function

3.       Apply the required steps for each report to achieve the required outcome according to the instructions

4.       Analyse the results and judge if the report is completed successfully or if more intervention is needed

Measure the results of each report and log it in the Key Performance Indicator (KPI) sheet

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The modular framework gives a high-level outline of how the course is going to run, with modules then broken down further into lessons.

Here I’ve taken a bottom-up approach, as I’m redesigning an instructor led training class into a blended learning experience including digital elements.
I have taken the required content and grouped the content into modules of similar content.  Some reports are more involved, and these reports make up their own module, with lessons on how to deal with different aspects of the report.

The modular framework should support the learning outcomes as stated in section 2.  The learning outcomes in this course are supported by each module,  for example learning outcome number three - Apply the required steps for each report to achieve the required outcome according to the instructions – will be covered by explanations and exercises for each report in each module.

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Starting the design process with a business problem and a learning gap helps to ensure that the learning experience and the learning outcomes are designed to close the learning gap effectively.

It also means that you can measure the effectiveness of the course, as the business problem and learning gap should provide key performance indicators (KPI) that can be compared before and after the training is completed.  In this case, a KPI which is of high priority in the CS department is to shorten the amount of time required to complete the training effectively.  Another KPI would be satisfaction in the learning experience, previously the trainees have given this course low ratings due to it being too long and too boring, therefore giving the trainees a negative impression of reports and the task of having to monitor reports.

The learning outcomes are based on Bloom’s Taxonomy, which is divided in to 6 levels and assist in the creation of learning outcomes, from lower order thinking levels of starting with Remember Understand and Apply, to higher order thinking levels of Analyse, Evaluate and Create.

This course is designed to bring the trainees from the Remember stage, linking into previous experience with report, to the evaluating stage.
I have used the SMART system to write my learning outcomes:

Specific, Measurable, Achievable, Relevant and Timely

For Outcome number 3:
Apply the required steps for each report to achieve the required outcome according to the instructions

This outcome is specific and measurable as the trainee is presented with the required steps in the work instruction and in the digital learning, if applicable.  Both trainee and trainer will be able to see the results and if the task is completed correctly or not, by way of exercises and knowledge checks.
The tasks are achievable and relevant as these tasks will become part of the day to day job of the learner once they complete the learning. There are no tasks included that the learner cannot complete following practice. The objective is timely as the learner is expected to be able to follow the instructions and demonstrate ability following the knowledge check.

These learning outcomes will be measured by continuous evaluation during the learning experience.

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https://360.articulate.com/review/content/2babc915-740e-4e7b-98a1-3c1e0c7c8e27/review