CRS Upskilling .pptx

By Paola Pedroche

CRS Upskill

PART 2: Microlearning & prototye

PART 3: Rollout & Evaluation

PART 1: Learning Personas

Section 4 - HOW

Section 3 - WHAT

Section 2 - WHY

Section 1 - WHO

PART 1 Learning Personas

Section 1 - WHO

PART 1

Learner Personas

Becky

Anna

Carlos

Jai

• 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.

Analyisis and Considerations

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.

Refective Commentary

Section 2 - WHY

PART 1

The Changes

KPIs

• The CRS will start using a new 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
• The Quality & Assurance (Q&A) guidelines will be updated to reflect changes above and revised to include a more rigorous monitoring of Soft Skills.

Find below the affected KPIs statistics, these findings are ultimately what the business wants to change and improve. The data is comparing stats from a year ago:

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.

Business Needs

In this scenario, the learning needs and goals are based on objectives set by the company 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 Gap

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

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

Comply with the updated Q&A guidelines to deliver excellent customer service.

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

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

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

Learning Outcomes

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.

After a few attempts at writing the learning outcomes, I realized that for this type of corporate training, where the desired performance level will happen on-the-job and after training, it makes sense to use the ABCD framework. 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 objective. 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%.

ABCD

Bloom's Taxonomy & LOTS to HOTS

Reflective Commentary

Section 3 - WHAT

PART 1

The program modules are based on the learning outcomes. There will be 5 main modules, the 6th learning outcome is designed as 'Putting It All Together (PIAT)', which is integrated in every module.

Putting It All Together (PIAT)

Controlling the call

Quality & Assurance Guidelines

Complaints Procedure

Data Proteciton Procedure

Introduction to ClientOne

Program Modules

Call Listening & Discussion

Putting It All Together

Topic 4

Difficult Calls

Topic 3

Customer Experience

Topic 2

Benefits of Call Control

Topic 1

Controlling the Call

Module 5

Call listening & Scoring

Putting It All Together

Topic 3

Process Review

Topic 2

Introduction

Topic 1

Q&A Guidelines

Module 4

Q&A & Discussion

Putting It All Together

Topic 3

Process Review

Topic 2

Introduction

Topic 1

Complaint Procedure

Module 3

Call Listening & Discussion

E-learning Activity

Putting It All Together

Topic 3

Process Review

Topic 2

Introduction

Topic 1

Data Protection Procedure

Module 2

Contest

Putting It All Together

Topic 3

Task & Processes in ClientOne

Topic 2

How to Navigate ClientOne

Topic 1

Introduction to ClienOne

Module 1

Modular framework

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.

Reflective Commentary

Section 4 - HOW

PART 1

Linear Flow

Blended lEarning

• 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.

Business Needs

Online Delivery

• 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.

Mode of Delivery

Activity

Assesment and Feedback

Content

Online Facilitation

Building Blocks

Hook

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. 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.

Assesment and Feedback

Content

Activity

Online Facilitation

Content

Modular Flow

Activity

Topic 1: intro

Topic 3: PIAT

Topic 2: Process Review

20 Min

Module 3 - Topic 3

40 Min

Module 3 - Topic 2

2H

Module 2 - Topic 3

Training Timeline

10 MIN

Training Survey

40 MIN

Knowlegde Test

30 MIN

Study Time

1H

Module 5 - Topic 4 PIAT

45 min

Module 5 - Topic 3

1H 40 MIN

Module 5 - Topic 2

15 min

Module 5 - Topic 1

1H 15 min

Module 4 - Topic 3 PIAT

DAY 3

DAY 5

DAY 4

1H

Module 4 - Topic 2

15 min

Module 4 - Topic 1

1H

DAY 2

Module 3 - Topic 1 Call listening activity

10 min

Module 3 - Topic 1 Intro

25 min

Module 2 - Rest of Topic 2

10 min

Module 2 - T2 Process review: read policy

15 min

Module 2 - Topic 1 Intro

3h

Module 1 - Complete

DAY 1

Notes

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. Lastly, feedback is important and always recorded in the system, I also scheduled time for the knowledge test and the learner feedback survey.

Part 1 Reflective Commentary

• https://educationaltechnology.net/flipped-classroom/

Virtual Classroom structure

• https://educationaltechnology.net/using-blooms-taxonomy-to-write-effective-learning-objectives-the-abcd-approach/#:~:text=First%20you%20need%20to%20establish

Bloom's Taxonomy

• https://eduhub365.com/learning-objectives-abcd-method/
• https://ecampusontario.pressbooks.pub/envisionyu/chapter/two-models-for-goal-setting-abcs-smart/

ABCD Framework

• https://courses.digitallearninginstitute.com/enrollments

Digital Learning Desing

• https://theelearningcoach.com/elearning_design/audience/learner-personas-for-elearning/
• https://elearningindustry.com/steps-to-creating-learner-personas
• Inspiration on persona template: https://userforge.com/w/-O2im2drMRndrCtHORFa/usergroups/-O2imSmQOvWDKGQQxMba

Learning Personas

• https://educationaltechnology.net/the-addie-model-instructional-design/
• https://www.getguru.com/reference/addie-model

ADDIE Model

Part 1 References

Section 4 - Prototyope & Commentry

Section 3 - Design documents

Section 2 - Scope Document

Section 1 - Introduction

PART 2: Microlearning & Prototype

Section 1 - Introduction

PART 2

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 be sufficient to engage learners and ensure retention.

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.

Instructional Design Plan & Prototype

Section 2 - Scope Document

PART 2

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

Module 2 Learning Objectives

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.

Learning Outcomes

Module 2 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.

The Learner

Scope

Microsoft Teams

PowerPoint Presentation

E-learning in LMS

Microsoft Teams

Link in LMS to Sharepoint page

Microsoft Teams

Content: Short presentation of reasons why the process has changed

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

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

Content: Read process guide in Sharepoint (digital PDF)

Activity 3: Forum - Call Listening & Discussion

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

Putting It All Together

Topic 3

Process Review

Topic 2

Introduction

Topic 1

Module 2 Topics & Sections

Scope

Section 3 - Design Documents

PART 2

Sc 13 - Content

• Presents knowledge to learners

Sc 14 - Transition

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

Lesson 7: Next Steps

Sc 25 - Transition

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

Scenario 03 - Sc 24. 03

• Question 3 -Multiple choice
• Feedback

Scenario 03 - Sc 24. 02

• Question 2 -Multiple choice
• Feedback

Scenario 03 - Sc 24. 01

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

Scenario 02 - Sc 23. 03

• Question 3 -Multiple response
• Feedback
• Transition

Scenario 01 - Sc 23. 02

• Question 2 -Multiple response
• Feedback

Scenario 02 - Sc 23. 01

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

Scenario 01 - Sc 22. 03

• Question 3 -Multiple choice
• Feedback
• Transition

Scenario 01 - Sc 22. 02

• Question 2 -Multiple choice

• Feedback

Sc 17 - Transition

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

Sc 21 - Introduciton

• Mini Hook from section
• Instructions for scenario activity

Sc 07 - Content

• Presents knowledge to learners

Sc 05 - Transition

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

Sc 01.02 - Learning Objectives

• Outline of Lerning Objectives

Lesson 7

Sc 20 - Transition

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

Sc 19 - Content

• Presents knowledge to learners

Sc 18 - Acivation / Hook

• Mini Hook from section

Lesson 5

Sc 12.02 - Content

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

Sc 11 - Avtivation/Hook

• Present stimulous to learners

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

• Tool: Storyboard branching

Sc 08 - Content

• Presents knowledge to learners

Sc 06- Activation/Hook

• Presents stimulous to learners

Sc 26 - Next steps

• Positions next steps in the learning journey

Scenario 01 - Sc 22. 01

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

Lesson 6: Practice

Lesson 4

Sc 16 - Content

• Presents knowledge to learners

Sc 15 - Activation / Hook

• Mini Hook from section
• Mini activity

Lesson 3

Sc 12.01- Content

• Presents knowledge to learners

Lesson 2

Sc 10 - Transition

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

Lesson 1

Introduction

Sc 04- TakeAway

• Top tip: Presents knowledge to learners

Sc 03 - Practice

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

Sc 02 - Activation & Content

• Mini Hook from section
• Present content to learners

Sc 01.01 - Course Overview

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

Wireframe & Screenplan: PIAT - Activity 2

• 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: Course Outline

Sc 13 - Content

• Presents knowledge to learners

Sc 14 - Transition

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

Lesson 7: Next Steps

Sc 25 - Transition

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

Scenario 03 - Sc 24. 03

• Question 3 -Multiple choice
• Feedback

Scenario 03 - Sc 24. 02

• Question 2 -Multiple choice
• Feedback

Scenario 03 - Sc 24. 01

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

Scenario 02 - Sc 23. 03

• Question 3 -Multiple response
• Feedback
• Transition

Scenario 01 - Sc 23. 02

• Question 2 -Multiple response
• Feedback

Scenario 02 - Sc 23. 01

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

Scenario 01 - Sc 22. 03

• Question 3 -Multiple choice
• Feedback
• Transition

Scenario 01 - Sc 22. 02

• Question 2 -Multiple choice

• Feedback

Sc 17 - Transition

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

Sc 21 - Introduciton

• Mini Hook from section
• Instructions for scenario activity

Sc 07 - Content

• Presents knowledge to learners

Sc 05 - Transition

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

Sc 01.02 - Learning Objectives

• Outline of Lerning Objectives

Lesson 7

Sc 20 - Transition

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

Sc 19 - Content

• Presents knowledge to learners

Sc 18 - Acivation / Hook

• Mini Hook from section

Lesson 5

Sc 12.02 - Content

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

Sc 11 - Avtivation/Hook

• Present stimulous to learners

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

• Tool: Storyboard branching

Sc 08 - Content

• Presents knowledge to learners

Sc 06- Activation/Hook

• Presents stimulous to learners

Sc 26 - Next steps

• Positions next steps in the learning journey

Scenario 01 - Sc 22. 01

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

Lesson 6: Practice

Lesson 4

Sc 16 - Content

• Presents knowledge to learners

Sc 15 - Activation / Hook

• Mini Hook from section
• Mini activity

Lesson 3

Sc 12.01- Content

• Presents knowledge to learners

Lesson 2

Sc 10 - Transition

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

Lesson 1

Introduction

Sc 04- TakeAway

• Top tip: Presents knowledge to learners

Sc 03 - Practice

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

Sc 02 - Activation & Content

• Mini Hook from section
• Present content to learners

Sc 01.01 - Course Overview

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

Storyboard: PIAT - Activity 2 / Articulate Rise 360

Section 4 - Prototype & Commentary

PART 2

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. They then access the LMS (Workday) to complete the activity individually, with the facilitator available in the chat for any 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 the branching activity designed following the 3Cs model. The challenge is a scenario where the lerner 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.

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

Prototype

Challenges

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.

Learner Focus

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. The interactive activity developed as the prototype aligns with Constructivist Theory (Image from DLI Module 2 toolkit):

Rationale

For this instructional project, 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.

Reflective Commentary

ADDIE: Design and Development. Although I learnt a lot using this approach, I think I would use the SAM method for this type of trianing next time.

Design Princples

Reflective Commentary

Digital learning Institute: Modules 1, 2, 3, 4 and 7.

How the 4 C.R.A.P. Design Principles enhance User Experience: https://clueify.com/blog/crap-design-principles/

Inspiration for the prototype on Third Party access. Barclays Bank UK PLC and Barclays Bank PLC: https://www.barclays.co.uk/third-party-access/ 6 Authorization Letter Samples to Act on Behalf of Someone. Wordtemplatesonline.net: https://www.wordtemplatesonline.net/authorization-letter-to-act-on-behalf/

Legal authority documents in the UK. Open Government Licence v3.0: https://www.gov.uk/government/publications/deputy-and-attorney-guidance-dealing-with-banks/manage-a-bank-account-for-someone-else-web-version

Inspiration for the prototype on Security Questions: What Are the Best Security Questions for Call Centres?. Call Centre Helper 2002 - 2025: https://www.callcentrehelper.com/what-are-the-best-security-questions-for-call-centres-13520.htm

How to Write an eLearning Storyboard | How-To Workshop. The eLearning Designer's Academy by Tim Slade: https://www.youtube.com/watch?v=MuqKkOMqEqg

Carrousel Icon Image: https://www.iconfinder.com/search?q=carrousel

Accordion Blocks Image: https://www.accurateexpressions.com.au/help/accordion-blocks/

Planning the prototype. The correct Digital Learning Design Principles: https://elearningindustry.com/correct-digital-learning-design-process

How to Scope an e-learning project - The eLearning Designer's Academy by Tim Slade: https://www.youtube.com/watch?v=fhIza7VSZIM

Scenario based learning- Digital Learning Institute: https://www.youtube.com/watch?v=Cj6z9FybqcI&t=1s

Part 2 References

Section 3 - Commentry

Section 2 - Evaluation

Section 1 - Roll Out

PART 3 Rollout & Evaluation

Section 1 - Rollout

PART 3

All systems above 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.

Workday

SharePoint

MS Teams

Learning Platform Functionalities and Rationale for use

Rollout

Launch Plan

Soft Launch Plan

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

Testing

Explanation of the review and testing process

Final Rollout

Training goes life

Rollout

Facilitator / Instructor

• Takes care of all admin task regarding training
• Moderates the virtual classroom
• Presents content and gives feedback
• Support learners

Content Creators

• Digital learning designer takes care of Articulate 360 tools
• Instructor designs content for activities and virtual classroom

Instructional Designer

• Is the project manager for the training development
• Manages Digital Designer

Training Manager

• Training manager is kept in the loop of all communications
• Is available if the facilitator has any issues

Training team

IT specialist and administrator

• Provide access to training systems
• Make sure all equipment is available for learners

Other departments

SMEs

• Provides content and feedback
• The facilitator may need to contact them when the learners ask questions the facilitator can’t answer

Contact Centre Team Leaders

Contact Centre Manager

• 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

• Decides the learners that attend training each week
• Meets with Instructional designer and training manager to discuss training needs

Staff to support the rollout

Rollout

Learners clic the link and wait for the instrucor

Instructor send reminder as follow up email

Instructor sends email with link to MS Teams Room

First Virtual Call

First Day of Training

Training Reminder

One day before training

Training Invitations

One Week Before Training

Outline of rollout plan

Rollout

The training team made sure to include several techniques and formats to ensure accessibility and engagement during the facilitation. Various techniques and formats were included to ensure accessibility and engagement during facilitation. The training program uses a blended approach, combining, both virtual classroom and e-learning design were considered for accessibility and engagement. The UCDL Honeycomb Model Checklist and the UDL Checklist for Digital Learning Evaluation were useful early in the Design and Development phases as well as in the Rollout and Evaluaiton phases.

Accesibility & Engagement

e-learning

BLENDED LEARNING

Virtual Classroom

Rollout

Section 2 - Evaluation

PART 3

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.

Reaction

Learning

Kirkpatrick 4 levels of evaluation

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?

Results

Behaviour

Evaluation

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.

Desireable

Credible

Usable

Findable

Accessible

Useful

Valuable

Evaluation

Learning Analysis & Insights

I am following the step-by-step guide for learning analytis provided by the Digital Leanring Institute. In the evaluation phase we have already seen where and how to find teh data that now we need to analyse. I see this process as a collaboration between the L&D team and the contact centre:

Evaluation

Learning Analysis & Insights

The Learning Anaysis phase follows this structure established by the Contact Centre managers and the Leanring & Development Managers: 1. Data Collection: Identify where and how to find the necessary data. This is crucial for ensuring that we have comprehensive and relevant information to analyze. 2. Collaboration: Involving both the training team and the contact center is a great strategy. This collaboration ensures that insights are gathered from multiple perspectives, leading to a more holistic understanding of the training program's effectiveness. 3. Data Analysis: Analysing the collected data will help identify trends, patterns, and areas for improvement. This step is essential for making informed decisions. 4. Actionable Insights: Once the analysis is complete, we can take action based on the insights. This might involve adjusting the training content, delivery methods, or support mechanisms to enhance learning outcomes. 5. Measuring Return in Value: By evaluating the impact of these actions, the business can measure the Return in Value (RIV). This involves assessing how the training program contributes to organizational goals and learner success.

Evaluation

It was hard ot imagine a whole process rollout and evlauation process in a hipothetical scenario, however thanks to all the checklists provided by the DLI, I could see the picture. I have never been involved in teh whole RollOut and Evaluation process, just parts of it, I found it interesting as well as challenging. For the future, I would consider using microleanring platforms like 7taps for quick morning recaps, to make leaning more engaging.

Part 3 Reflective Commentary

Learning Insights & Insights

The Learning Anaysis phase follows this structure established by the Contanc Centre managers and the Leanring & Development Managers: 1. Data Collection: Identify where and how to find the necessary data. This is crucial for ensuring that we have comprehensive and relevant information to analyze. 2. Collaboration: Involving both the training team and the contact center is a great strategy. This collaboration ensures that insights are gathered from multiple perspectives, leading to a more holistic understanding of the training program's effectiveness. 3. Data Analysis: Analysing the collected data will help identify trends, patterns, and areas for improvement. This step is essential for making informed decisions. 4. Actionable Insights: Once the analysis is complete, we can take action based on the insights. This might involve adjusting the training content, delivery methods, or support mechanisms to enhance learning outcomes. 5. Measuring Return in Value: By evaluating the impact of these actions, the business can measure the Return in Value (RIV). This involves assessing how the training program contributes to organizational goals and learner success.

Part 3 References

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.

• Flexibility

• Financial aid

• Back on track

Motivations:

Working Pattern

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

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.

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.

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.

Becky Hunt Age: 29 years old Education: College degree

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

Working Pattern

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

Barriers to Learning

• English is not his first language.

Needs

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

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

• Remote working

• Development

• Financial aid

Motivations:

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.

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.

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.

Working Pattern

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

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

• Remote working

• New Skills

• Pension

Motivations:

Anna Pring Age: 56 years old Occupation : Farm Owner

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.

Working Pattern

• Jai works from the office everyday
• Works full time

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

• 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

• Socialbility

• Financial aid

• Kickstart career

Motivations:

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

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.

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.

• 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 2 Learning

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 4 Results

• 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.

Level 3 Behaviour

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.

Microsoft Teams allows file and link sharing, keeping all documents in the chat. Facilitator can make use of the breakout rooms for groups activities. It is easy to use, and staff is already familiar with it. MS Teams has tools for virtual classroom like the following: presentations, whiteboard, polls and voting, use of the chat, hand raise and screenshare.

The company’s Learning Management System is Workday. It can be accessed from the company’s computer, and there is a mobile phone app available. The training content is exported from Articulate as a SCORM file and added to Workday. In Workday, we will create a learning program or path called 'Operations 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 need to be enrolled either by the contact centre manager or the learning and development team. 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.

Virtual Classroom

Digital Synchronous

Blended

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.

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

• 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

Level 1 - Reaction

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 input

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.

Takes 20% longer to resolve queries

Average call Q&A score - 20%

40 more formal complaints

+20% more breaches

Contact Centre Stats

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.

Linear Flow

Usable

Monstly based on the UCDL Honeycomb Model Checklist, the facilitator included accessibility and engagement techniques for the virtual classroom, like the following:

Virtual Classroom

• Explanation from facilitator to break down informaiton
• Screenshare to demostrate where to go on the LMS
• Hooks and morning recaps where learners answer most quesitons
• Gamification: contest
• Group activitities: teach back presentations, scenarios
• Social interactions: Discussions and roleplay
• Self study time
• Microfost Teams Captions
• Option for private conversations and feedback sessions

Mostly based on the UDL Checklist for Digital Learning, the facilitator together with the digital designer, ensures the digital training material is accessible and engaging.

E-Learning

• Clear learning path in LMS and clear communication channels
• Different ways to access the content of the training program
• Using Articulate Rise 360 and Storyline 360 in a consistent way and allowing all accessibility options
• Add a glossary to the LMS
• Activities are designed to support the learning outcomes