applying learner centered methodology - case studies

Instruc(onal Designers Community of India

9/30/09 1 © Kern Learning Solu(ons

Applying LCM

By Geeta Bose Founder‐Director Kern Learning Solu(ons

An innova(on and learning company

Quick Check


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?


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.


Key Principles

What’s New?


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…


For One?

For All?

Live Case Studies


A large energy consor(um Godrej & Boyce Focus on Research & Sustainable learning

Focus on Evalua(on

Agenda for Today…

BP

EC – Case Study


Problem Statement from EC

Alternate energy products

Network Coordinators

Train

Distributors/ channel partners

Village level entrepreneurs

Phase 1 ‐ Research


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


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


• 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


• 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


Persona Crea(on

Prakash, NM ‐ Primary persona

Jyothi, VE ‐ Influencer persona

Ram Babu, Distributor ‐ Influencer persona

Phase 2 ‐ Design


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


Frequency of Delivery 2

Example – Implementa(on Plan


Implementa(on Plan 3

Phase 2 – Design Challenges


• 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


• 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


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


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


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…


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


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


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


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


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


Evalua(on Checklist

Example – Measuring Performance


Example – Interven(ons by Store Chief


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.”


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)


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


Thank You!

applying learner centered methodology - case studies

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