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CRS Upskilling .pptx

Paola Fernández Pedroche

Created on September 13, 2024

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Transcript

CRS Upskill

PART 1: Learning Personas

PART 2: Microlearning & prototye

PART 3: Rollout & Evaluation

References

By Paola Pedroche

PART 1 Learning Personas

Section 1 - WHO

Section 2 - WHY

Section 3 - WHAT

Section 4 - HOW

PART 1

Section 1 - WHO

Learner Personas

Jai

Anna

Carlos

Becky

Rationale & Commentary

Analyisis and Considerations
  • The main purpose of the upskilling training is to give the learner time to familiarise themselves with the new system and processes and to practice in a safe environment. There will be a facilitator that will support the staff and their different needs.
  • To accommodate their different working patterns and and localtions, training will be hosted in Microsoft Teams so that everyone can attend. The learner will log in the morning to the morning in the vitual classroom and follow the facilitator's intructiosn and the trianing timeline.
  • To make trianing possible, all remote workers need the necessary equipment: laptop, mouse and extra monitor.
  • It is recommended to design content and activities that cover all different learning preferences. There will be self-paced learning in the form of digital courses and videos with quizzes at the end, as well as individual activities. Group activities will be included to foster collaboration, along with contests. There will be simulations and role-playing to make practice as realistic as possible. Additionally, there will be instructor-led presentations and discussions.
  • All content, including quizzes and knowledge tests, will be hosted in the LMS. Progress will be documented in the LMS as well.
  • The instructor will always be available and will work closely with SMEs to answer any questions from learners.

When designing the learning personas, I tried to capture the diversity of individuals typically found in a contact centre. These personas are based on my own experience as a facilitator, where I have encountered a wide range of employees—from those embarking on their first job to those approaching retirement, each bringing unique work and life experiences. One of the challenges I faced was reflecting this diversity and envisioning how these individuals use technology in their personal lives, beyond their professional roles. This aspect is usually uncovered during training sessions, not beforehand. However, I learned the value of having this insight in advance, as it helps for better preparation and to anticipate unexpected events. This exercise highlighted the importance of the facilitator's role in being available to assist learners with accessing the necessary technology, websites, and software during training sessions.

PART 1

Section 2 - WHY

Business Needs

The Context

The Company is a share registry, serving companies listed on the London Stock Exchange. The ultimate customer is the shareholder. Within the Contact Centre, Customer Service Representatives (CSRs) address inquiries from these shareholders and associated individuals. Through the analysis of these calls, the business has pinpointed the Key Performance Indicators (KPIs) that require improvement. Click the + to see more:

KPIs

The Changes
  • The CRS will start using a new Customer Relationship Management (CRM) system called ClientOne
  • Change sin the Data Protection process: Security questions on every call are changing and staff need to know where to find the answers in ClientOne
  • Changes in the Complaints Procedure: A new process is implemented to ensure customers are treated fairly and SLAs met.
  • The Quality Assurance (QA) guidelines will be updated to reflect changes above and revised to include a more rigorous monitoring of Soft Skills. CRS need to adhere to these guidelines as they are used by the Quality Coaching team to score their calls.

Learning Gap

The learning needs and goals are based on 6 areas the company has identified, with training they hope to enhance the customer experience and educate learners on new systems and processes. The existing staff is already familiar with the concepts and tasks of the role; therefore, the main need is to design an upskilling training programme.

Learning Outcomes

By practicing in the test system, learners will navigate the ClientOne platform to effectively respond to queries.

Successfully complete Data Protection Process on every call and report any Data Protection Breaches within the appropriate time frame.

Implement the new steps of the Complaints Procedure to promote the resolution of complaints during the initial call.

Demonstrate understanding of all topics through activities and practice, in order to handle various customer service scenarios effectively.

Comply with the updated QA guidelines to deliver excellent customer service and meet SLAs.

Apply soft skills techniques to control the call and improve customer experience.

Rationale & Commentary

ABCD

After a few attempts at writing the learning outcomes, I realized that for this type of corporate training, where the desired performance level will be achieved on-the-job and after training, the ABCD framework sets clear expectations without being too specific in the time frames as learners will achieve teh desired skills at different times. Also, I found it easier to link the Blooms Taxonomy to the ABCD framework than with the SMART one. Audience: The customer service representative, in order words, the existing staff. Behaviour: The behaviour is clearly defined in every learning objectives. By using action verbs, I was able to explain WHAT needs to be achieved to fulfil the learner expectations during and after training. Condition: Refers to the procedures and instructions learners need to follow to achieve the goal. As I see it, the condition is the HOW of the learning objectives because the learners will have to read policies, watch videos, listen to calls, practice with the system, etc to apply the concepts learnt. Degree: The desired outcome is on every objective. Learners will have extra support, coaching and feedback during two weeks after training to achieve the level of success marked by the business, which summarises all training program in a KPI call quality score of 90%.

Bloom's Taxonomy & LOTS to HOTS

I believe that writing clear and specific learning outcomes is highly beneficial for setting expectations for learners. The lower levels or skills are based on new theory and cover the training content, including individual activities primarily used to understand, memorize, and recap learned concepts. These activities include navigating the new system ClientOne, reading and understanding procedural changes, and applying them to daily tasks and calls. In contrast, the higher levels or skills are implemented through group activities, forums, and simulations where learners evaluate, analyze, and occasionally create scenarios themselves. These activities are more focused on preparing learners to face the reality of implementing these changes and equipping them with the tools and resources to succeed in their calls. Therefore, they emphasize decision-making, the use of soft skills, and the quality of service they provide.

PART 1

Section 3 - WHAT

Program Modules

The program modules are based on the 6 learning outcomes. There will be 5 main modules based on the lower levels of Bloom's Taxonomy (LOTS), the 6th learning outcome is designed as 'Putting It All Together (PIAT)', which is integrated in every module and consist in ativities linked to the higer levels of the Bloom's Taxonomy (HOTS) .

Quality Assurance Guidelines

Introduction to ClientOne

Data Proteciton Procedure

Controlling the call

Complaints Procedure

Putting It All Together (PIAT)

Modular framework

Module 1

Module 5

Module 3

Module 4

Module 2

Introduction to ClienOne

Controlling the Call

Data Protection Procedure

Complaint Procedure

QA Guidelines

Topic 1

Topic 1

Topic 1

Topic 1

Topic 1

Benefits of Call Control

How to Navigate ClientOne

Introduction

Introduction

Introduction

Topic 2

Topic 2

Topic 2

Topic 2

Topic 2

Customer Experience

Task & Processes in ClientOne

Process Review

Process Review

Process Review

Topic 3

Topic 3

Topic 3

Topic 3

Topic 3

Difficult Calls

Putting It All Together

Putting It All Together

Putting It All Together

Putting It All Together

Topic 4

Contest

Q&A & Discussion

Putting It All Together

Call listening & Scoring

E-learning Activity

Call Listening & Discussion

Call Listening & Discussion

Rationale & Commentary

I found the bottom-up approach very useful. Starting with what the current situation is, defining what the desired state looks like, and then creating learning outcomes to bridge the gap felt like a natural flow and a good strategy. From there, I took the first five learning outcomes to create the training modules and integrated the sixth learning outcome, ‘Putting It All Together’ (PIAT), as a subtopic in every module. PIAT consists of activities where learners can apply what they’ve learned in a practical context. This worked well as a solution for the corporate training challenges I am facing: it is often seen as boring, and it is not chosen by the learner. It is a good strategy to make learning more engaging and to allow the training program to have a variety of content to accommodate the different learning preferences the staff has. This way, as the instructional designer, I made a note to myself to make practice time as important as theory time. I strongly believe that this balance can significantly enhance learning retention and application. In my experience as part of the training team in a financial organization, there is always a challenge delineating what is owned by the learning teams and what is owned by the BAU contact center/content owner. When facing different SMEs, a solution is to include all links to policies and procedures in the LMS so that updates can be managed efficiently without overhauling the entire content, ensuring that the training remains current and relevant.

PART 1

Section 4 - HOW

Mode of Delivery

Business Needs
Online Delivery
  • There are currently a total of 40 individuals employed in the contact center who require training.
  • Some of these employees work full-time while others work part-time; therefore, the training sessions cannot exceed four hours in duration.
  • The business cannot train all staff simultaneously, as they are needed to handle customer phone calls.
  • Training will take place in a virtual classroom environment.
  • The whole program can be delivered in one week and in part-time a hours: 4 hours a day.
  • The training program must be conducted over the course of one week, accommodating up to 10 participants per week.

Blended lEarning

Linear Flow

Building Blocks & Formats

Assesment and Feedback

Activity

Content

Online Facilitation

Learning Flow

Evey morning, learners will login to the vitual classroom where the facilitator will guide them though the day. Every module starts with a quick introduction from the facilitator. This introduction can range from a simple question to slides presenting a business problem. This is used as a hook to engage learners. Learners then move on to the content, which is introduced in Topic 1, Topic 2 and/or 3. The content is accessible in the LMS, typically as a video with interactive elements like quizzes or 'now you try' activities or it is a PDF that learners read. Occasionally, the facilitator shares a Power Point presentation as content, which is also hosted in the LMS for later access. The middle topic concludes with an activity, which can be individual and self-paced, group-based and collaborative, or social as a discussion. The final topic in each module is always PIAT (Putting It All Together), these are activities where learners apply all the content learned so far. These are mainly group activities and discussions lead by the facilitator, where the instructor assesses the learners' input and provides feedback. If it is an individual activity, PIAT will be used to debrief it collectively.

Topic 1: intro

Topic 2: Process Review

Topic 3: PIAT

Content

Content

Activity

Activity

Assesment and Feedback

Online Facilitation

Hook

Training Timeline

DAY 5

DAY 4

DAY 3

DAY 1

DAY 2

Module 3 - Topic 1 Call listening activity

Module 1 - Complete

Module 2 - Rest of Topic 2

Module 4 - Topic 3 PIAT

Module 5 - Topic 3

3h

45 min

25 min

1H 15 min

1H

Module 2 - Topic 3

Module 5 - Topic 4 PIAT

Module 5 - Topic 1

Module 2 - Topic 1 Intro

Module 3 - Topic 2

1H

15 min

40 Min

2H

15 min

Module 2 - T2 Process review: read policy

Module 3 - Topic 1 Intro

Study Time

Module 3 - Topic 3

Module 5 - Topic 2

10 min

30 MIN

20 Min

1H 40 MIN

10 min

Module 4 - Topic 1

Knowlegde Test

40 MIN

15 min

Notes

Training Survey

Module 4 - Topic 2

1H

10 MIN

Rationale & Commentary

For a blended learning approach, it is important to always be available to learners. Some may struggle with individual activities or lack the confidence to ask questions aloud in the virtual classroom. This is why group activities and discussions are heavily emphasized, ensuring everyone has a voice and eventually feels comfortable speaking up. Once I had the structure of one module, I followed the same for each module, I found this to be very useful in order to incorporate a variety of learning methods, catering to different preferences and allowing learners to seek help in their preferred way. I find it highly beneficial to encourage questions in the classroom, as this promotes the sharing of knowledge and tips. To facilitate this effectively, it is recommended to limit the program to a maximum of 10 learners. I found it very challenging to design a training timeline to accommodate the time constraints of both learners and the business. Consequently, the learning flow is linear and spans 5 days. Modules are not tied to specific days, meaning Module 1 can start on Day 1 and continue into Day 2. This flexibility allows each day to begin with a recap, reinforcing what was learned previously. I also like to give learners a couple of options and let them choose what they prefer to do, for example, let them choose in between reading the process of the next module or work in groups gathering questions for the contest that will be a game the next day.

PART 2: Microlearning & Prototype

Section 1 - Introduction

Section 2 - Scope Document

Section 3 - Design documents

Section 4 - Prototyope & Commentry

PART 2

Section 1 - Introduction

Instructional Design Plan & Prototype
Introduction

The scope document covers all aspects of Module 2: Data Protection Procedure. The remaining documents—Wireframe, Screenplan, and Storyboard—focus on Module 2, Topic 3- PIAT: e-learning activity. This activity is an Interactive version of the Data Protection Process Guide with Scenarios, developed as my prototype. The tools used to design the prototype are Articulate Rise 360 and Storyline 360. The Data Protection Security Questions Process is available in PDF format for learners and hosted on SharePoint (Company’s Intranet). The activity guides learners through the process of asking callers the necessary security questions to verify their identity before disclosing information or making changes to their account. It includes interactive scenarios where learners engage with a caller, ask the appropriate security questions, and successfully pass the Data Protection Procedure (DPP) on every call.

Developing the E-Learning Activity

After reviewing the scope document for Module 2: Data Protection Procedure, it became clear that an interactive approach would be highly beneficial for learners. The scope document highlighted the importance of ensuring that employees thoroughly understand and can effectively implement the Data Protection Process. Given the critical nature of this procedure, a traditional, static learning method is not sufficient to engage learners and ensure retention.

PART 2

Section 2 - Scope Document

Scope
Context

For my prototype I am developing an e-leaning activiy included in Module 2, which contains a mini Storyboard 360 activity and a mini scenario ativiy buildt in Rise 360, along with content covering the Data Protection Procedure. The scope document covers all Module 2, which is part of an upskilling program designed for Contact Centre staff to upgrade their knowledge and continue performing their roles effectively after changes in software, processes, and guidelines. Over time, this training program will also be used for new starters during their induction.

Module 2 Learning Objectives
The Learner
Learning Outcomes covered in Module 2

After completing this module, CRSs will be able to:

  1. Follow the new process of verifying the caller when speaking with a shareholder or a third party
  2. Identify caller and ask the appropriate security questions
  3. Advice what to do when caller cannot answer questions
  4. Raise a DPP fail with the fraud team

The audience is the Custome Service Representative already working in the contant centre. They are the frontline contact person and need to verify callers on every call using the Data Protection Procedure guide. Failing to do so will result in a breach of the data protection policy.

Learning Outcome 2: Successfully complete Data Protection Process on every call and report any Data Protection Breaches within the appropriate time frame. Learning Outcome 6: Demonstrate understanding of all topics through activities and practice, in order to handle various customer service scenarios effectively.

Scope - Module 2 Topics & Sections

Microsoft Teams

Hook: Discussion - What is the current Data Procection proccess?

Topic 1

Introduction

PowerPoint Presentation

Content: Short presentation of reasons why the process has changed

Link in LMS to Sharepoint page

Content: Read process guide in Sharepoint (digital PDF)

Topic 2

Process Review

Microsoft Teams

Activity 1: Discussion - What are the changes in the Data Protection process?

Topic 3

Putting It All Together

Activity 2: Interactive version of process guide with scenarios (prototype)

E-learning in LMS

Activity 3: Forum - Call Listening & Discussion

Microsoft Teams

PART 2

Section 3 - Design Documents

Wireframe & Screenplan: Module 2 PIAT - Activity 2
Lesson 6: Practice
Lesson 2
Introduction

Sc 13 - Content

  • Presents knowledge to learners

Scenario 03 - Sc 24. 01

  • Presents scenario to learner
  • Question 1 -Multiple choice
  • Feedback

Sc 21 - Introduciton

  • Mini Hook from section
  • Instructions for scenario activity

Sc 01.01 - Course Overview

  • Welcome lernears to the course
  • Outlines benefits to learners.
  • Outlines what learners will experience
  • Toolkit - link to progcess guide

Sc 06- Activation/Hook

  • Presents stimulous to learners

Sc 14 - Transition

  • Tells learners what's the next step
  • Continue button

Sc 07 - Content

  • Presents knowledge to learners

Scenario 01 - Sc 22. 01

  • Presents scenario to learner
  • Question 1 -Multiple choice
  • Feedback

Scenario 03 - Sc 24. 02

  • Question 2 -Multiple choice
  • Feedback

Lesson 4

Sc 08 - Content

  • Presents knowledge to learners

Sc 01.02 - Learning Objectives

  • Outline of Lerning Objectives

Sc 15 - Activation / Hook

  • Mini Hook from section
  • Mini activity

Scenario 03 - Sc 24. 03

  • Question 3 -Multiple choice
  • Feedback

Sc 09 - Practice/Activity Challenges learner with an activity based on content from this section.

  • Tool: Storyboard branching

Scenario 01 - Sc 22. 02

  • Question 2 -Multiple choice
  • Feedback

Lesson 1

Sc 16 - Content

  • Presents knowledge to learners

Sc 02 - Activation & Content

  • Mini Hook from section
  • Present content to learners

Scenario 01 - Sc 22. 03

  • Question 3 -Multiple choice
  • Feedback
  • Transition

Sc 25 - Transition

  • Tells learners what's the next step
  • Continue button

Sc 10 - Transition

  • Tells learners what's the next step
  • Continue Button

Sc 17 - Transition

  • Tells learners what's the next step
  • Continue button

Sc 03 - Practice

  • Challenges learner with an activity based on content from this section.

Lesson 3

Scenario 02 - Sc 23. 01

  • Presents scenario to learner
  • Question 1 -Multiple response
  • Feedback

Lesson 5
Lesson 7: Next Steps

Sc 04- TakeAway

  • Top tip: Presents knowledge to learners

Sc 11 - Avtivation/Hook

  • Present stimulous to learners

Sc 18 - Acivation / Hook

  • Mini Hook from section

Sc 26 - Next steps

  • Positions next steps in the learning journey

Scenario 01 - Sc 23. 02

  • Question 2 -Multiple response
  • Feedback

Sc 05 - Transition

  • Tells learners what's the next step
  • Continue button

Sc 12.01- Content

  • Presents knowledge to learners

Sc 19 - Content

  • Presents knowledge to learners

Scenario 02 - Sc 23. 03

  • Question 3 -Multiple response
  • Feedback
  • Transition

Sc 12.02 - Content

  • Tells learners what's the next step
  • Continue button

Sc 20 - Transition

  • Tells learners what's the next step
  • Continue button

Lesson 7
Storyboard: Course Overview
  • The activity is a mini course developed in Rise 360 and Storyline 360.
  • Based on the wireframe and screen plan, I put together a course overview to plan a visual of the landing page the learner will find when opening the course.
  • This document is used by the learning designer, and it takes into consideration the organization's branding elements like colors and fonts.
Storyboard: Module 2 PIAT - Activity 2
Lesson 6: Practice
Lesson 2
Introduction

Sc 13 - Content

  • Presents knowledge to learners

Scenario 03 - Sc 24. 01

  • Presents scenario to learner
  • Question 1 -Multiple choice
  • Feedback

Sc 21 - Introduciton

  • Mini Hook from section
  • Instructions for scenario activity

Sc 01.01 - Course Overview

  • Welcome lernears to the course
  • Outlines benefits to learners.
  • Outlines what learners will experience
  • Toolkit - link to progcess guide

Sc 06- Activation/Hook

  • Presents stimulous to learners

Sc 14 - Transition

  • Tells learners what's the next step
  • Continue button

Sc 07 - Content

  • Presents knowledge to learners

Scenario 01 - Sc 22. 01

  • Presents scenario to learner
  • Question 1 -Multiple choice
  • Feedback

Scenario 03 - Sc 24. 02

  • Question 2 -Multiple choice
  • Feedback

Lesson 4

Sc 08 - Content

  • Presents knowledge to learners

Sc 01.02 - Learning Objectives

  • Outline of Lerning Objectives

Sc 15 - Activation / Hook

  • Mini Hook from section
  • Mini activity

Scenario 03 - Sc 24. 03

  • Question 3 -Multiple choice
  • Feedback

Sc 09 - Practice/Activity Challenges learner with an activity based on content from this section.

  • Tool: Storyboard branching

Scenario 01 - Sc 22. 02

  • Question 2 -Multiple choice
  • Feedback

Lesson 1

Sc 16 - Content

  • Presents knowledge to learners

Sc 02 - Activation & Content

  • Mini Hook from section
  • Present content to learners

Scenario 01 - Sc 22. 03

  • Question 3 -Multiple choice
  • Feedback
  • Transition

Sc 25 - Transition

  • Tells learners what's the next step
  • Continue button

Sc 10 - Transition

  • Tells learners what's the next step
  • Continue Button

Sc 17 - Transition

  • Tells learners what's the next step
  • Continue button

Sc 03 - Practice

  • Challenges learner with an activity based on content from this section.

Scenario 02 - Sc 23. 01

  • Presents scenario to learner
  • Question 1 -Multiple response
  • Feedback

Lesson 3
Lesson 5
Lesson 7: Next Steps

Sc 04- TakeAway

  • Top tip: Presents knowledge to learners

Sc 11 - Avtivation/Hook

  • Present stimulous to learners

Sc 18 - Acivation / Hook

  • Mini Hook from section

Sc 26 - Next steps

  • Positions next steps in the learning journey

Scenario 01 - Sc 23. 02

  • Question 2 -Multiple response
  • Feedback

Sc 05 - Transition

  • Tells learners what's the next step
  • Continue button

Sc 12.01- Content

  • Presents knowledge to learners

Sc 19 - Content

  • Presents knowledge to learners

Scenario 02 - Sc 23. 03

  • Question 3 -Multiple response
  • Feedback
  • Transition

Sc 12.02 - Content

  • Tells learners what's the next step
  • Continue button

Sc 20 - Transition

  • Tells learners what's the next step
  • Continue button

Lesson 7

PART 2

Section 4 - Prototype & Commentary

Prototype

https://360.articulate.com/review/content/630af7ab-3f47-4b67-8122-ce15d987677e/review

How is this activity integrated in the trianing plan: The facilitator conducts the entire training plan in a virtual classroom. Module 2 begins with an introduction to the topic by the facilitator, followed by learners reading the how-to PDF guide. Learners access the LMS (Workday) to complete the activity, with the facilitator available in the chat for questions. After completing the activity, learners debrief in the virtual classroom, where they can ask questions and engage in discussions moderated by the instructor. Purpose of the activity: The interactive activity aligns with the scope document’s goal of providing practical, hands-on training. By simulating real situations and requiring learners to ask the appropriate security questions, the activity ensures that they can confidently and correctly verify callers’ identities before disclosing information or making changes to accounts. This method not only reinforces the learning objectives but also helps achieve the desired outcomes of module 2. Tools: I used Articulate Rise 360 and Storyline 360 for the prototype. While I presented documents for Rise 360 only, the prototype includes designs created in Storyline. In lesson 2, screen 09 there is a branching activity designed following the 3Cs model. The challenge is a scenario where the learner gets a call and has to choose the correct security questions to verify the caller. Each decision (yes or no) has a different consequence, feedback is provided for every choice and its consequence. Later in the activity, there is a scenario-based practice design in Rise 360, where the learner is presented with three different scenarios, each involving a different caller, there are questions about each situation, making it a decision-making activity.

Prototype

https://360.articulate.com/review/content/630af7ab-3f47-4b67-8122-ce15d987677e/review

How is this activity integrated in the trianing plan: The facilitator conducts the entire training plan in a virtual classroom. Module 2 begins with an introduction to the topic by the facilitator, followed by learners reading the how-to PDF guide. Learners access the LMS (Workday) to complete the activity, with the facilitator available in the chat for questions. After completing the activity, learners debrief in the virtual classroom, where they can ask questions and engage in discussions moderated by the instructor. Purpose of the activity: The interactive activity aligns with the scope document’s goal of providing practical, hands-on training. By simulating real situations and requiring learners to ask the appropriate security questions, the activity ensures that they can confidently and correctly verify callers’ identities before disclosing information or making changes to accounts. This method not only reinforces the learning objectives but also helps achieve the desired outcomes of module 2. Tools: I used Articulate Rise 360 and Storyline 360 for the prototype. While I presented documents for Rise 360 only, the prototype includes designs created in Storyline. In lesson 2, screen 09 there is a branching activity designed following the 3Cs model. The challenge is a scenario where the learner gets a call and has to choose the correct security questions to verify the caller. Each decision (yes or no) has a different consequence, feedback is provided for every choice and its consequence. Later in the activity, there is a scenario-based practice design in RIse 360, where the learner is presented with three different scenarios, each involving a different caller, there are questions about each situation, making it a decision-making activity.

Rationale & Commentary

The target audience is existing staff who need upskilling due to the implementation of new systems and procedures. Drawing from my experience in similar organizations, I aimed to create a digital and interactive version of the procedure. This approach allows learners to go through the process, apply the guidelines, and ask questions during the follow-up virtual classroom session. The goal is for learners to encounter work situations and discuss them, enhancing their understanding and application of the material. For the prototype, I chose a hybrid format, blending elements of an e-learning course and a micro-learning activity. This format is designed to help learners practice the process of verifying a caller. To achieve this, learners first need to understand the process in the PDF how-to guide and then put it into practice. The hybrid format makes the how-to guide interactive, breaking it down into manageable parts and incorporating scenarios for hands-on practice. Real-life systems cannot be used in training to view actual accounts, making scenarios essential. Role-playing is not always appealing to every learner, and the guide can be complex. While the how-to PDF guide is a passive training material, I wanted to make it an action-based learning material. This activity allows learners to go through each step of the guide and apply the content, catering to various learning preferences. I designed it to give learners the opportunity to practice the new concepts before doing the job, which I believe helps keep them more engaged and builds confidence . This approach also fits with the idea that people learn best by doing and building their own understanding—something that matches well with Constructivist Theory. The activity encourages learners to actively think and apply what they’re learning, rather than just passively taking in information. Preparing a screenplay and storyboard for a prototype that combines e-learning and micro-learning was challenging. I wanted to include an activity that was digital, interactive, action-based, and that also had scenarios. I created my own templates, drawing from course materials and external references. I incorporated Storyline 360 elements into the Articulate course but decided not to include the storyboard for the Storyline section. Instead, I planned the section in a notebook and then created the mini activity seen in the prototype. Undertaking this course independently, without a real team or SMEs, was challenging, so it helped me to base this assessment on my previous work experiences and the project exemplars available in the DLI website.

Reflective Commentary

I began by implementing the CRAP model, I tried to make the design as clear and easy to follow as possible by focusing on things like contrast, alignment, and consistency. Keeping the layout clean and well-organized helped me make sure that learners wouldn’t feel overwhelmed and could focus better on the content. I incorporated the 3Cs model in one of the activities within the e-leanring mini course, it was built around giving learners some challenge and choice. I believe that when people have options and feel involved in their own learning, they are more motivated. This idea really guided me while designing the task and helped me keep the learner's experience in mind. Although the The UDX (User Experience Design for Learning) checklist is meant to be used during the evaluation progress, it was particularly valuable during the design stage, as it helped me maintain a learner-cantered perspective throughout. The most challenging aspect was that I lacked access to real SMEs and business needs. Since I am not taking this course through my company, I had to rely on hypothetical scenarios. This limitation made it difficult to create realistic and relevant examples for the assessment. I relied heavily on the project exemplars from the DLI website to understand the expectations and would seek more external resources in the future. Using the ADDIE model for this project was very insightful. However, for the development of the prototype, I would prefer using the SAM model. The SAM model is less time-consuming and jumps straight into prototyping, which feels like a more dynamic approach to the development and design phases. In a real scenario, when designing training material, I would consider using other authoring tools, specifically for mobile activities and micro-learning. A tool I will continue to use is AI, as it has been a significant help in breaking down content and conducting research. AI is now integrated into Articulate 360 to correct text and create content from a document. This is a great tool to get a first draft of a prototype to share with stakeholders and for making quick changes. Overall, I’ve learned that good design is not just about visuals. It’s about making something that works well for learners and supports their journey. The different design ideas I used helped me bring everything together into a more complete and useful learning experience

PART 3 Rollout & Evaluation

Section 1 - Roll Out

Section 2 - Evaluation

PART 3

Section 1 - Rollout

Learning Platform Functionalities & Rationale for Use

All systems are chosen and licensed by the company; there is no option to use another system due to the data protection policies. The rollout plan is based on this technology. Although the business has already decided and paid for licenses, the LMS Checklist & Platform Adoption provided in Module 10 is a good reference for what to check when deciding on platforms. All systems above tick all the boxes in the list needed for the rollout.

MS Teams

SharePoint

Workday Learning

Prior to training, learners are sent an invitation to Teams. On day 1, the facilitator takes them through the steps to find the training material.

Learner enrols in the trianing program so that it stays in their 'My Learning' tab in Workday.

Learners click link on SharePoint to Open the trianing program in Workday

Layout in LMS

The course layout in Workday Learning is based on the modular framework. The learning path will consist of 5 modules with a lesson per topic. Each lesson includes documents to download, and links to e-learning and videos. Workday Learning keeps track of the progress of learners, which helps them see their progress and set expectations. It is also a centralized space for all training material.

Staff supporting the Rollout

  • Contact person if there is any sort of issue with the staff during training
  • Liase with IT system access for learners and any IT issues
  • Gives learner heads up ahead of training in one to one meeting
  • Provides content and feedback
  • The facilitator may need to contact them when the learners ask questions the facilitator can’t answer
  • Nominates learners that attend training each week
  • Meets with Instructional designer and training manager to discuss training needs
  • Provides access to training systems
  • Makes sure all equipment is available for learners
Other departments

Contact Centre Manager

Contact Centre Team Leaders

SMEs

IT specialist and administrator

  • Takes care of all admin tasks regarding training
  • Moderates the virtual classroom & supports learners
  • Presents content and gives feedback
  • Training manager is kept in the loop of all communications
  • Is available if the facilitator has any issues
  • Is the project manager for the training development
  • Manages Digital Designer
  • Digital learning designer manages Articulate 360 tools
  • Instructor designs content for activities and virtual classroom

Training Manager

Instructional Designer

Content Creators

Facilitator / Instructor

Training team

Launch Plan

Soft Launch Plan

Testing

Final Rollout

All steps involved in the process of rolling out the training.

Explanation of the review and testing process

Training goes life

Rollout Plan Outline

One Week Before Training

One day before training

First Day of Training

Training Reminder

First Virtual Call

Training Invitations

Instructor send reminder as follow up email

Learners clic the link and wait for the instrucor

Instructor sends email with link to MS Teams Room

Accesibility & Engagement

Learning methods and preferences of the learning personas are different. The aim is to give everyone the opportunity to learn their preferred way and make training as engaging as possible, this is why every module has the following engaging techniques:

Multimedia Content

Interactive content

Gamification

Learning Path

Social Learning

Feedback and Assessment

Real World applications

Open communication channel

Virtual Classroom

Study Time

Documents

Rationle & Commentry

This implementation plan was created as part of the course project, so everything is hypothetical. Even though I didn’t actually carry out the rollout in real life, I tried to think through how it would work in a real company setting, based in my work experience. The goal was to design a training programme for contact centre staff using digital learning tools, and to plan how it would be delivered step by step.
 One of the first things I focused on was choosing the right platforms. I decided to use Workday as the main learning management system because it’s commonly used in companies and supports SCORM files, which can be exported from Articulate. I also included SharePoint as a central hub for resources and Microsoft Teams for the virtual classroom. I thought this combination would give learners easy access to everything they need, whether they are on a computer or mobile device.

Since this was a made-up project, I didn’t actually test the systems or get feedback from real people. But I imagined a soft launch where the training team and subject matter experts would review the content and make sure everything worked properly. I included steps like checking the user experience, testing the links, and making sure the communication channels were clear. I also added a sign-off process to make it feel more realistic.

 One thing I tried to do was think about how to keep learners engaged. I know from my own experience that training can be boring if it’s just reading or watching videos. So I included a mix of interactive elements like quizzes, polls, breakout rooms, social learning and even some gamification like points. I also added real-world scenarios and group activities to make the content feel more relevant and practical.

From the learners personas analysis, I imagined learners would have different preferences and learning styles, so I tried to include a bit of everything—videos, articles, discussions, and even time for revision. I also thought it was important to have an open chat in Teams so learners could ask questions anytime, even if they weren’t in the live session. This would help create a sense of community and make the training feel more like a real classroom.

Rationle & Commentry

One challenge I thought about was that not everyone might be confident using digital tools. In a real rollout, I think it would be important to check people’s digital skills beforehand and offer extra support if needed. Another thing I realised is that creating and testing content takes a lot of time, so in the future I would build in more time for that part of the process.

Even though this was a fictional project, I learned a lot from planning it. I now have a better understanding of how digital training programmes are structured and what needs to be considered to make them successful. If I were to do this again, I’d probably try to implement more engagement techniques like micro-learning that can be accessed from a smartphone, however this is hard to achieve in a corporation, I see this techniques working better for other types of education. 
In summary, this project helped me think through the different parts of a training rollout, from choosing platforms to engaging learners and planning communication. It wasn’t based on real experience, but it gave me a good foundation for how I might approach something like this in the future.

PART 3

Section 2 - Evaluation

Evaluation

The E in the ADDIE model. I am integrating the Kirkpatrick model for Evaluation, this way I can ensure that the training programs are not only well-designed and implemented but also effectively evaluated for continuous improvement.

Results

Kirkpatrick 4 levels of evaluation

Behaviour

During training, the facilitator will evaluate Levels 1, 2 and 3. When training is finsihed and learners are 'on-the-job', Levels 3 and 4 are evaluated by the Q&A team and the team leaders that are risponsable of tracking CRS performance. In this stage of the evaluation process we want to find out the following: Level 1: Do learners like the learning program? Level 2: Are they learning somehting? Level 3: Are they applying it to the job? Level 4: Is it helping the besiness?

Learning

Reaction

UX Evaluation

To evaluate the CRS Upskilling program, I am using The User Experience Design for Learning (UXDL) Honeycomb model developed by the University of Waterloo. The UXDL Honeycomb was inspired by Peter Morville’s UX Honeycomb, which the University of Waterloo has adapted for a teaching and learning context with permission from the author. This information is shared with the wider training team inorder to implement changes:

Useful

Usable

Desireable

Valuable

Accessible

Findable

Credible

Learning Analysis & Insights

TThe Contact Centre and the Training team need eachotehr feedback in order to conclude if the trianing is effective and to measure the Return in Value. To make this possible the trianing team will collect data turing the rollut and share it wih the contact centre, during the year the contact centre will collect data is sahre it with the training team.

During Rollout

Post Rollout

Data exported from LMS and Survey

Data gathered by the facilitator during training

Data from Contact Contre

Rationale & Commentary

Although this project was hypothetical, I tried to imagine how each level would be assessed in a real-world scenario. One of the key insights was the importance of gathering feedback from learners to understand their satisfaction and engagement. Using tools like Microsoft Forms or Survey Monkey for feedback surveys and observing learners' interactions during training sessions provides valuable data on their reactions. I realised that learners' feedback is essential for continuous improvement and helps in making the training more relevant and engaging. Assessing learning outcomes was another critical aspect. In a real rollout, quizzes, final knowledge tests, and interactive activities would be used to measure how much learners have absorbed. Facilitators' observations during discussions and activities would also offer insights into learners' understanding. I learned that combining quantitative data (like test scores) with qualitative observations provides a comprehensive view of the learning process. This also allows the facilitator to identify the weaknesses of the learners so that they are supported din the next stages after rollout. Evaluating behaviour change on the job is perhaps the most challenging part. In the hypothetical scenario, I imagined that team leaders and Q&A staff would monitor calls and provide coaching sessions to ensure that learners are applying their new skills. Tracking KPIs and business metrics would help in understanding the impact of the training on job performance. This stage highlighted the need for ongoing support and follow-up to reinforce learning and address any gaps. Finally, measuring the overall results and impact on the business is crucial. Customer satisfaction ratings, call quality scores, and other KPIs would indicate whether the training has achieved its goals. Sharing these results with the training team would help in refining the content and delivery methods. I realised that effective evaluation requires collaboration between different departments and continuous feedback loops.

Rationale & Commentary

Reflecting on this evaluation stage, I made some notes for future projects. First, conducting a pre-training assessment of learners' digital skills would help in providing targeted support and reducing frustration, when this is not possible, offering additional resources and tutorials for those who need extra help would ensure that all learners can fully engage with the training content. Even if is just 5 minutes on a one to one call when the rest of learners are doing an activity. Second, integrating learning analytics more deeply into the evaluation process would provide richer insights into learner behavior and outcomes. Using LMS analytics to track engagement, completion rates, and assessment scores would enable data-driven decisions for continuous improvement. Finally, establishing a robust feedback loop post-training is essential. Encouraging learners to share their experiences, challenges, and suggestions would not only enhance the training itself but also build a community of practice. Regularly reviewing and updating the training content based on feedback and performance data would ensure its relevance and effectiveness. In conclusion, the evaluation stage provided valuable insights into the effectiveness of the programme and areas for improvement. By focusing on learner feedback, assessing learning outcomes, monitoring behaviour change, and measuring business impact, we can ensure that the

References

References

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Chahal, B. (2025, January 15). Maximizing Learner Engagement: Proven Strategies for Effective learning. eLearning Industry. https://elearningindustry.com/maximizing-learner-engagement-proven-strategies-for-effective-learning ELM Learning. (2025, March 20). Learner Engagement: Definition, Importance & Strategies. https://elmlearning.com/blog/learner-engagement/ Debrief2Learn. (2016, August 27). Promoting excellence and Reflective Learning in Simulation (PEARLS): a blended approach to debriefing - Debrief2Learn. https://debrief2learn.org/resources/promoting-excellence-and-reflective-learning-in-simulation-pearls-a-blended-approach-to-debriefing/ Nevase, S. (2025, February 26). Learning Analytics: Transforming Education through Data-Driven Insights. eLearning Industry. https://elearningindustry.com/learning-analytics-transforming-education-through-data-driven-insights Siddiqui, U. (2024, June 2). Data-Driven Decisions: Using learning analytics to improve your eLearning programs. eLearning Industry. https://elearningindustry.com/data-driven-decisions-using-learning-analytics-to-improve-your-elearning-programs LinkedIn Learning. (2018). A Playbook for Boosting Employee Engagement with Online Learning. In LinkedIn Learning (p. 8) [Book]. https://learning.linkedin.com/content/dam/me/learning/en-us/images/guide-images/learner-engagement/18621_LNK_EngagementTacticsPlaybook_withResources_R2_V1.pdf Lesson 4: Accessibility & engagement - Digital Learning Institute. (n.d.-c). Digital Learning Institute. https://courses.digitallearninginstitute.com/courses/take/(2024)-module-10-rollout-and-universal-design/multimedia/50466237-lesson-4-accessibility-and-engagement Allen, M. W. (2012). The eLearning handbook: Developing and delivering learning in the digital age. John Wiley & Sons. Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34-37. Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory (1st ed.). Springer. Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. Piaget, J. (1973). To understand is to invent: The future of education. Grossman Publishers. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

UCD Access and Lifelong Learning. (2019, May 15). Sue Meehan - Accessibility and eLearning [Video]. YouTube. https://www.youtube.com/watch?v=8LVG7mgr1Xo Programme Evaluation Planning Template from the Digital Learning Institute CAST, Inc. (n.d.). The UDL guidelines. https://udlguidelines.cast.org/ Treser, M. (2021, May 12). Getting to know ADDIE: Part 5 - Evaluation. eLearning Industry. https://elearningindustry.com/getting-know-addie-evaluation Staff, T. (2025, May 2). 12 Examples of gamification in the classroom. TeachThought. https://www.teachthought.com/the-future-of-learning/examples-gamification/ Weijers, R. J., De Koning, B. B., & Paas, F. (2020). Nudging in education: from theory towards guidelines for successful implementation. European Journal of Psychology of Education, 36(3), 883–902. https://doi.org/10.1007/s10212-020-00495-0 Accordion Blocks – accurate expressions. (n.d.). https://www.accurateexpressions.com.au/help/accordion-blocks/ Iconfinder. (n.d.). 43 carrousel icons - Iconfinder. Iconfinder. https://www.iconfinder.com/search?q=carrousel The eLearning Designer’s Academy by Tim Slade. (2022, July 7). How to write an eLearning Storyboard | How-To Workshop [Video]. YouTube. https://www.youtube.com/watch?v=MuqKkOMqEqg The eLearning Designer’s Academy by Tim Slade. (2021b, July 5). How to scope an eLearning Project [Video]. YouTube. https://www.youtube.com/watch?v=fhIza7VSZIM

Mostly in the LMS but also in the Virtual Classroom:

  • E-learning Course hosted in LMS
  • Insights Videos hosted in LMS
  • PDF file with policies and processes hosted in LMS via link to SharePoint
  • Instructor's presentation in Virtual Classroom

Becky is a hardworking young lady that is ready to get back to work now that her child is 3 and nursery fees are affordable. She has worked for this company before, therefor is familiared to all systems. Kate feels that she will need some extra help getting back on track with work. She uses a lot of technology in her personal life: a phone, a tablet and a personal laptop, she organises all her appointments digitally.

Becky Hunt Age: 29 years old Education: College degree

Motivations:

  • Financial aid
  • Back on track
  • Flexibility

Needs

  • Becky enjoys interactive training but values having a guide for notes, enhancing her engagement.
  • She needs business support to regain her confidence and productivity.
  • Working from home three days a week provides her with the flexibility she needs.

Barriers to Learning

  • It has been a long time since Becky has had a job and needs time to re-adjust.
  • She doesn't sleep very much and has a demanding domestic life.

Perception of Digital learning

  • Comfortable with technology.
  • She is familiar with some of the systems used for the role.
  • Becky enjoys social learning and fears that digital learning will be very individualistic.

Working Pattern

  • Works 2 days from home and 3 days in the office
  • Works reduced hours: 30 hours a week.

Carlos has worked before for a similar corporation and has aspirations of becoming a team leader and eventually a manager. He is originally from Spain and even though his English is really good he feels he needs to work harder due to the language barrier. He is good with technology, but not passionate, he mostly uses his phone over other gadgets.

Carlos Perez Age: 32 years old Education: Bachelors degree in communication

Motivations:

  • Development
  • Financial aid
  • Remote working

Needs

  • Carlos will need to clarify concepts due to the language barrier.
  • Check other references and find different wording.

Barriers to Learning

  • English is not his first language.

Working Pattern

  • Carlos works full time and goes to the office every day.

Perception of Digital learning

  • Carlos has gone through corporate training before, he most benefits from videos and simulations. He likes to have other resources to expand on the content.
  • He prefers face to face training

Anna has worked in the family farm business. She has always combined family life and work life, therefore is very good at prioritising and multitasking. She has a back problem and can’t do physical work anymore. She wants a part time job until she retires because is more manageable. She uses her phone just for calls and messages, and her computer for emails and websites. She has never enroled in digital learning before.

Anna Pring Age: 56 years old Occupation : Farm Owner

Motivations:

  • New Skills
  • Pension
  • Remote working

Barriers to Learning

  • Lack of experience with technology
  • She has never worked for an employer
  • She had had training linked to her business before but haven't studied in over 10 years and feels a bit rusty.

Needs

  • Extra support with technology
  • Works remotely, because she leaves in the country side is difficult to commute to the city.
  • Frequent brakes to ease back pain

Working Pattern

  • Anna works part time and fully remote. She will carry on helping the family business.
  • 20 hours per week.

Perception of Digital learning

  • Anna prefers to have an instructor, she likes to ask a lot of questions.
  • Simulation is a good way for her to learn as will fulfil expectations.
  • She enjoys social learning.

Valuable

In the LMS and in the Virtual Classroom:

  • System navigation in test environment (ClienOne training platform)
  • Group Contest
  • Synchronous call listening activities
  • Group Role Play
  • Groups Teach-Back activities
  • Digital Asynchronous activities:
    • Listen to a story without taking notes and answer the quiz.
    • Interactive simulation / e-learning activities

Credible
Useful
Accesible

Jai has been doing the job for 6 months, this is his first office job since he finished his university studies. He feels this role is a great opportunity to kickstart his career. He shares an apartment with 3 other people and wants to work from the office everyday where he hopes to get to meet people. He studied remortely during the pandemic, and he is very up to date with technologic trends.

This is Jai’s first office job since he finished his university studies. He has worked before as a waiter an in the post office so he has some experience in customer service. He thinks this is a great opportunity to kickstart his career. He shares an apartment with 3 other people and want to work from the office everyday where he hopes to get to meet people.

This is Jai’s first office job since he finished his university studies. He has worked before as a waiter an in the post office so he has some experience in customer service. He thinks this is a great opportunity to kickstart his career. He shares an apartment with 3 other people and want to work from the office everyday where he hopes to get to meet people.

This is Jai’s first office job since he finished his university studies. He has worked before as a waiter an in the post office so he has some experience in customer service. He thinks this is a great opportunity to kickstart his career. He shares an apartment with 3 other people and want to work from the office everyday where he hopes to get to meet people.

Jai DonovanAge: 23 years old Education: Bachelor’s Degree in History

Motivations:

  • Financial aid
  • Kickstart career
  • Socialbility

Barriers to Learning

  • It has been a long time since she had a job and needs time to re-adjust.
  • She doesn't sleep very much and has a demanding domestic life.

Barriers to Learning

  • He is used to self-paced learning and will have to adapt to the pace of others for social learning activities

Needs

  • He hasn't got a lot of experience is problem solving and soft skills.

Perception of Digital learning

  • Comfortable with technology
  • She is familiar with some of the systems used for the role.
  • Kate enjoys social learning and fears that digital learning will be very individualistic.

Perception of Digital learning

  • Jai is very good with computers
  • He studied during the pandemic and has used digital learning platforms before
  • He prefers e-learning courses that are self-paced

Working Pattern

  • Jai works from the office everyday
  • Works full time

Level 2 Learning
  • Facilitator’s Observations: the instructor will take note and summarise the learner’s performance during the discussions, activities and morning recaps.
  • Scores: All the quantitative data that is recorded in the systems like the quizzes scores and the final knowledge test.
Level 4 Results

The contact centre department tracks metrics such as customer satisfaction scores and the other KPI figures that promoted the need for training, usualy every quarter, to see if there has been an improvement since the training. They share their analysis with the training team and necessary improvements to the training material can be made.

Level 3 Behaviour
  • Facilitator’s Observations: During the role plays and scenario activities, the facilitator will observe if the learner is understanding and applying the new concepts.
  • LMS: there are also interactive scenarios that will register the learner’s score.
  • On the Job: During 2 weeks after training, the staff will have extra support and their KPIs will be measured in an academy form that can be used for analysis and feebback for the trianing team.

Training Template Invite includes:

  • Training schedule from start to finish
  • A brief explanation of what will be covered
  • MS Teams Link to access the virtual classroom on day 1
  • Contact details for questions
  • Mailing list: all learners, their team leaders, contact centre manager and learning manager.

The company’s Learning Management System is Workday Learning. It can be accessed from the company’s computer, and there is a mobile phone app available. Each module has gor its lessons, with descriptions of that each lesson will cover and training materials nedded. The training content that is e-leanring is exported from Articulate as a SCORM file and added to the relevant lesson. In Workday, we will create a learning program or path called 'BAU Contact Centre Upskill' that will host all modules. It will include all digital lessons and activities included in the training program that showcase learners' progress. Staff enrol themselfs of first day of trianing. Workday tracks progress, completion, and scores.

Reminder Email

  • Body of the email is a template used by the training team reminding learners when training starts
  • MS Teams Link to access the virtual classroom on day 1Contact details for questions
  • Mailing list: all learners, their team leaders, contact centre manager and learning manager.
Blended Learning

Training will be conducted virtually to accommodate both in-office and remote learners. The company will supply the staff with computers or laptops with the appropiate technology to participate in the virtual classroom. All content will be hosted in the company's Learning Management System. The facilitator will present content, guide learners through e-learning modules, and moderate social and collaborative activities, as well as supporting individual learner activities. The facilitator serves as the primary point of contact between the contact center managers, and the learners.

Blended

Digital Synchronous

Virtual Classroom

Findable
Desirable

In the Virtual Classroom:

  • PowerPoint presentation on Virtual Classroom by instructor
  • Walk-through screen share by instructor Instructor led forum / discussion, mainly used for debriefing activities
  • Instructor lead hooks and engagement practices using Microsoft Teams tools:
    • Chat
    • Whiteboard
    • Polling
    • Hand Rise Voting

Level 1 - Reaction
  • Facilitator’s Observations: During the training sessions, the instructor evaluates the engagement of learners, general behaviours, performance in the activities, social learning and discussions.
  • Feedback Survey: At the end of the training program the learner completes a survey to give their feedback. We will use www.surveymonkey.com

Sharepoint is the Intranet of the company. There is a learning hub that hosts a link to Workday - Operations Contant Centre Upskill training programme. Also contains:

  • Agenda of the training week.
  • Links to company policies and processes.
  • Links to training content
  • Next steps: explore the topics covered in the upskilling training program using LinkedIn Learning

In the LMS and the Virtual Classroom:

  • Quiz with feedback
  • Final Knowlegde test with feedback
  • Group activities and social learning with facilitator's assessment & feedback

Day 1

  • Learner clicks on the MS Team link and lands in the virtual classroom where all learners can interact without the instructor
  • Instructor checks everyone is there, and if not they get in touch with the contact centre team leader in charge of the staff.
  • Instructor checks everyone's access to all needed systems and reports any issues ASAP.
  • Instructor welcomes everyone and starts the training program.
Contact Centre Stats
+20% more breaches
40 more formal complaints
Takes 20% longer to resolve queries
Average call Q&A score - 20%

Linear Flow

Staff will have a sheduled trianing agenda. All modules follow a similar structure, starting with a hook, then the theory, which is always followed by practice or activities. Every morning, larners will log into the virtual classroom and the instructor will guide them through the content and activities they have to complete.

Usable

Microsoft Team is where the virtual classroom is hosted. It integrates a lot of features that makes communicationa nd collaboration easy:

  • Videoconferencing & Screen-sharing
  • Chats
  • File shsaring
  • breakout rooms
  • polls
  • Whiteboard
  • Classroom management - facilitator can mute attendees for example