Instruc(onal Designers Community of India
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Applying LCM
By Geeta Bose Founder‐Director Kern Learning Solu(ons
An innova(on and learning company
Quick Check
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Who presented our last session? What was his
key philosophy?
What is the single most important element in your design process?
What is the first step in your
design process?
What is LCM?
What process do you follow?
What do you want to know?
• How to design learner centered courses?
• Can we use LCM for eLearning? • Quick-fix versus diagnostic approach –
how can LCM address both? • How practical is LCM? • How do we evaluate learning?
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Principles of LCM
• Learner is at the center of the development process.
• LCM is an itera(ve process. Every phase involves itera(ons within the phase before becoming input for the next phase.
• This is a diagnos(c approach to eLearning, which is in contrast to a quick‐fix approach.
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Key Principles
What’s New?
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Learner Research
• Needs, Mo(va(ons, Exis(ng skill, Business Perspec(ve • Persona Crea(on
Design & Prototyping
• Instruc(onal Audit • Concept Tes(ng
Development
• QA • Learner Tes(ng
Implementa(on & Evalua(on
• Learnability Evalua(on • Measuring Learning Effec(veness
Are you designing for…
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For One?
For All?
Live Case Studies
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A large energy consor(um Godrej & Boyce Focus on Research & Sustainable learning
Focus on Evalua(on
Agenda for Today…
BP
EC – Case Study
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Problem Statement from EC
Alternate energy products
Network Coordinators
Train
Distributors/ channel partners
Village level entrepreneurs
Phase 1 ‐ Research
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NM’s = Learners
What are their mo(va(ons to sell?
How do they really sell?
What kind of support do they get on the field?
What kind of situa(ons do they face and how do they deal with
them?
Are they aware of their roles?
Conducted Contextual Inquiry
Contextual Inquiry Findings
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Contextual Enquiry Statistics
Duration: 5 Days (24-28 May, 2008)
Sample Size: 37
(NMs: 12, VLEs: 19, and Distributors: 6)
Maharashtra
Tamil Nadu
Karnataka
• Demographics • Mo(va(ons • Process Knowledge • Training/Skills • Sales/Records • VE Recruitment & Management
• Distribu(on Process ‐ Facts • Communica(on channel with company • Payment system • Communica(on protocol with NM • Concern about social model
• Demographics • Mo(va(ons & Earnings • Managing records and stocks • Business overview • Social implica(on
Contextual Inquiry ‐ Implica(ons
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• Gender sensi(vity • Need connect with company vision and objec(ves • Clear understanding of company policies • Process knowledge – handle complaints, product flow • VLE Recruitment & management process • Sales and distribu(on process • Communica(on process • Time management
On NM Training
Contextual Inquiry ‐ Implica(ons
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• Relook at village entrepreneur (VE) recruitment process • Define network manager (NM) roles clearly, standardize promo(ons, incen(ves and leave policies • Conduct an NM induc(on program • Redefine distribu(on process – standardize across geographies • Define complaint handling and escala(on process • Define clear communica(on protocol between
• NM – Distributors • Distributors – VEs • NM – VEs
SOPs for Client
Contextual Inquiry ‐ Persona
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Persona Crea(on
Prakash, NM ‐ Primary persona
Jyothi, VE ‐ Influencer persona
Ram Babu, Distributor ‐ Influencer persona
Phase 2 ‐ Design
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Brainstorming Session
Skills Needed Frequency of Delivery ID Approach/Implementa(on Plan
Network Crea(on
Network Satura(on
Network Management
Timeframe Repeat Frequency
Monitoring
Theme to bind the program (Oorja Premier League)
Teach them selling skills and make them prac(ce behavioral skills
Combine classroom training with mentoring and monitoring
Define Measurement Metrics
1 2 3
4
Example ‐ Skills and Frequency Map
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Frequency of Delivery 2
Example – Implementa(on Plan
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Implementa(on Plan 3
Phase 2 – Design Challenges
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• Ensuring standardiza(on and maintaining quality across mul(ple loca(ons • Quick response to address business changes • Role clarity and differen(a(on through training • Disparity in NMs regarding skill and understanding • Not restricted to sales training or selling skills training
Challenges for
Phase 2 – Design Approaches
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• Common Theme – Premier League • Highly Engaging Program (awarded 4s and 6s) • “Power Plays” • Designed a marke(ng tool • Helpline for NMs
ID Trump Cards
At every point, map back to Prakash!
Phase 3 – Development
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Content & Scope
Contextual Inquiry Brainstorming
ID Approaches
ID + SME Inputs
Transla(on
Flash Modules
Videos
Games
Case Studies
Role Plays
Training Program
Phase 4 – Delivery
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Sustainable Learning
Series of (me‐bound ac(vi(es had to be completed end of each phase
1Each classroom session followed up by live on‐field tasks
2
End of Phase 1, NMs had to: • Prepare a business plan and get it approved by their business managers • Recruit VLEs in each village for the Oorja Premier League • Train each VLE on the induc(on module • Map each village; prepare a marke(ng plan based on the village map
Example
Phase 5 – Evalua(on
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Metrics & Methods
End of Phase 1: Define evalua(on metrics
End of Phase 2: Create evalua(on sheets
End of Phase 3: Begin evalua(on
End of Phase 4: Con(nue evalua(on and analyze results
Learner speaks…
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I believe in myself that I can do it! I understood Jyo( as a person and not someone working under me. I understood the importance of Jyo(, village cash mix, and how to convince the customer.
”
Godrej & Boyce – Case Study
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Problem Statement ‐ G&B
Grooming, personality development, and customer handling skills for CSEs
Customer Sales Executives
Train
Train CSEs in over 100 stores across India
LCM Approach
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Program Objec(ve
Phase 1: Contextual Inquiry
Phase 2: Design
Phase 3: Development
Phase 4: Delivery
To make CSEs more professional in their appearance and interac(on with customers. This course won the Brandon Hall Award 2008 for Excellence in Learning.
Phase 5: Evalua(on
Old Model vs. New Model
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Only Classroom Training Blended Learning
One Classroom Training can accommodate up to 15 CSEs.
In a year, G&B could conduct a max of 12 such programs.
Not scalable Scalable
Classroom Training for Store Chiefs
eLearning for CSEs
Each store chief trains/supervises many in the store.
Produc(vity suffers when CSEs atend training.
G&B: Evalua(on
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Parameters
Learners should complete the course
100% Improvement in applica(on within 2‐3 days 50%
Learners should show 90% improvement for knowledge level skills.
80% Improvement in skill applica(on over 15 days
70%
Improvement over 1 month with (mely interven(on by store chief.
80%
Example – Evalua(on Checklist
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Evalua(on Checklist
Example – Measuring Performance
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Example – Interven(ons by Store Chief
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5‐7 days, 10‐15 days, and 20‐25 days – as per evalua(on checklist Rate
1‐2 days aver ra(ng them; provide individual feedback
Group Sessions
High scorers, and give sensi(ve feedback individually Recognize
Results
• Train all new CSEs immediately irrespec(ve of when they join, thereby making store expansions smoother and faster.
• Minimize training (me (or (me away from work) substan(ally and consequently save cost on week‐long training programs.
• Involve the store chiefs directly in the training program, securing their buy‐in and making them “lead by example.”
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Resources
• LCM (htp://elearning.kern‐comm.com/?p=317)
• Contextual Inquiry (htp://elearning.kern‐comm.com/?p=571) • Persona Crea(on (htp://elearning.kern‐comm.com/?p=153)
• Learner Tes(ng (htp://elearning.kern‐comm.com/?p=561) • Evalua(on Methodology (htp://elearning.kern‐comm.com/?
p=156)
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A round of applause for all par(cipants.
A big thank you to Adobe for hos(ng us.
Three cheers to IDCI!
Connect, collaborate, learn!
htp://idc‐india.ning.com
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Thank You!