DLI - Assignment 2 by fearghal duffy https://padlet.com/fduffy86/crz81952ayltrmew en-us 2022-05-02 13:47:23 UTC 2023-02-21 07:13:14 UTC hello@padlet.com https://padlet.net/icons/png/1f4d1.png Learner Persona 1 fduffy86 https://padlet.com/fduffy86/crz81952ayltrmew/wish/2166811579 Learner Persona: Sean]]> 2022-05-02 14:07:45 UTC https://padlet.com/fduffy86/crz81952ayltrmew/wish/2166811579 Step 1: Who fduffy86 https://padlet.com/fduffy86/crz81952ayltrmew/wish/2166812582 Who are the learners/audience?

Many of the learners have very little experience. Sean, for example, has no fintech or private sector experience. He is entry level and he’s unsure of himself whilst interacting with clients on the phone.

Ashling, although very confident regarding product knowledge, has no experience assisting client through phone support.

Link to Step 1 commentary.

]]> 2022-05-02 14:08:22 UTC https://padlet.com/fduffy86/crz81952ayltrmew/wish/2166812582 Step 2: Why? fduffy86 https://padlet.com/fduffy86/crz81952ayltrmew/wish/2166814065 The Business Problem:
CSAT and the Quality Assurance team (known as QA) scores for client engagement regarding this team have been lower than other teams with phone support options. The Quality Assurance team evaluates our analysts' interactions with clients and grades them. These grades are shared with management and the analysts themselves.

The Learner Gaps:

I’m a Learning & Development Lead for a relatively new Fintech company experiencing a period of hyper-growth. I specifically look after the Client Onboarding team. This team has experienced several challenges since I’ve joined:

Buddy System - there was no real formal training when I joined the company. Any soft skills that exist were learned from previous roles or the current buddy system.
Time Constraints - Due to the company’s hyper-growth, it is difficult to take analysts away from their work for interactive facilitation pieces. Managers are reluctant to give them the time.
Fast hiring - Due to the extreme growth and the fast influx of clients, the Client Onboarding team has had to hire quickly and sometimes hire analysts with less experience compared to similar teams.

Development of Learning Outcomes:

When putting my learning outcomes together, I knew they had to be SMART (Chatterjee and Corral, 2017).

Specific: QA evaluates our analysts based on client interactions. The training must address this need.

Measurable: Resulting CSAT scores and QA results.

Attainable: The outcomes have to be achievable within the confines of the course.

Relevant: The outcomes have to be relevant to an analyst’s day to day role.

Timely: They must reach their outcomes by the end of the course.

Learning Outcomes:
These use Bloom's Taxonomy as a guide from start to finish to ensure a holistic learner journey. For this course, we combined the Apply and Analyse stages.

Define phone support, the QA team, and helpful concepts associated with them in this course.
Identify how these concepts are beneficial for you and your clients.
Apply and test what you’ve learned in scenario based exercises.
Support your learnings by critiquing recordings of real client calls.
Develop your own phone support responses to use in future mock call situations.

Link to Step 2 commentary.

]]> 2022-05-02 14:09:21 UTC https://padlet.com/fduffy86/crz81952ayltrmew/wish/2166814065 Step 3: What? fduffy86 https://padlet.com/fduffy86/crz81952ayltrmew/wish/2167084517 Step 3 in the DLI course template is the 'What'. Here, we discuss and show the modular framework of our courses. Diagrams below will show a macro-overview of the phone support training and a more detailed overview of a single course module.

A lot of factors influenced the structure of this Phone Support training:

Learner time constraints
Majority of learners work from home
Stakeholder requests
Bloom's Taxonomy
Learner Gaps

Link to Step 3 commentary.

]]> 2022-05-02 16:57:23 UTC https://padlet.com/fduffy86/crz81952ayltrmew/wish/2167084517 Introduction fduffy86 https://padlet.com/fduffy86/crz81952ayltrmew/wish/2167265952 For this assignment, focused on analysis, we've been asked to use the Digital Learning Institute (DLI) template for analysing modular framework. The template, and this assignment, is broken into 4 key components:
Who? - Who is our learner and audience?
Why? - What we need them to learn and why.
What? - A macro level outline of the module framework.
How? - The full learning experience and how we're going to accomplish it.]]> 2022-05-02 19:04:23 UTC https://padlet.com/fduffy86/crz81952ayltrmew/wish/2167265952 Step 4: How? fduffy86 https://padlet.com/fduffy86/crz81952ayltrmew/wish/2167278033 For the 'How' step of the DLI format, we've been asked to look at 3 key components while putting our training courses together:

Mode of Delivery
Building Blocks and Formatting
Learning Flow

Link to Step 4 commentary.

]]> 2022-05-02 19:14:23 UTC https://padlet.com/fduffy86/crz81952ayltrmew/wish/2167278033 References fduffy86 https://padlet.com/fduffy86/crz81952ayltrmew/wish/2167411027 Wallace, D. (2019) Creating Learner Personas for Learning Success. Available at: https://trainingindustry.com/articles/content-development/creating-learner-personas-for-learning-success/

Malamed, C. (2009) Learner Personas for Instructional Design. Available at: https://theelearningcoach.com/elearning_design/audience/learner-personas-for-elearning/

Tarend, B. (2021) Bloom's Taxonomy: Benefits and Limitations. Available at: https://intentionalcollegeteaching.org/2021/04/30/blooms-taxonomy-benefits-and-limitations/

Armstrong, P. (2022) Bloom's Taxonomy. Available at: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Patten, B. (2016) How Microlearning Improves Corporate Training. Available at: https://trainingindustry.com/articles/content-development/how-microlearning-improves-corpor

Chatterjee, D. and Corral, J. (2017)

#:~:text=An%20effective%20learning%20objective%20should,a%20well%2Dwritten%20learning%20objective.

Sneed, O. (2016) Integrating Technology with Bloom's Taxonomy. Available at: https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/

]]> 2022-05-02 21:26:19 UTC https://padlet.com/fduffy86/crz81952ayltrmew/wish/2167411027 Macro-learning course view fduffy86 https://padlet.com/fduffy86/crz81952ayltrmew/wish/2169679708 Phone Support training: Overview of modules.]]> 2022-05-04 10:08:39 UTC https://padlet.com/fduffy86/crz81952ayltrmew/wish/2169679708 Single Module Breakdown: Module 3. fduffy86 https://padlet.com/fduffy86/crz81952ayltrmew/wish/2171738734 Module 3: Active Listening.

Empathy section contains some links in the PDF for context.
Audio exercises/examples could not be linked due to company privacy constraints. ]]> 2022-05-05 16:40:21 UTC https://padlet.com/fduffy86/crz81952ayltrmew/wish/2171738734 Leaner Persona 2 fduffy86 https://padlet.com/fduffy86/crz81952ayltrmew/wish/2172023621 Learner Persona: Ashling]]> 2022-05-05 20:11:02 UTC https://padlet.com/fduffy86/crz81952ayltrmew/wish/2172023621 Learning Objectives influenced by Bloom's Taxonomy. fduffy86 https://padlet.com/fduffy86/crz81952ayltrmew/wish/2172087760 2022-05-05 21:23:15 UTC https://padlet.com/fduffy86/crz81952ayltrmew/wish/2172087760