Chief Learning Officer - August 2008 - (Page 51)

Design Based on the analysis, it was determined that the ideal program would meet the following requirements: • Be deliverable in either large groups for rollout purposes or individually to accommodate ongoing turnover of chapter staff and volunteers. • Be deliverable by local chapter personnel who are not skilled trainers. • Largely be self-instructional to minimize staff time requirements. • Be suitable for users who may not have sophisticated computer skills. • Have two versions, one for the national staff and one for the local chapters. To meet these requirements, the program was developed in modular fashion, and since all the contact center chapters would have broadband access, it also recommended that the computer-based training be delivered online rather than by CD-ROM. Chapter staff would manage the instruction, but the main body of content would be delivered over the Internet and through self-instructional workbooks. Since the skills to be taught included using the computer and phone procedures simultaneously, it also was recommended that a scenario-based, cognitive learning approach called performance-centered learning be used. This would most effectively prepare learners to follow correct procedures while they spoke on the phone and used the computer to document calls and utilize online job aids. The job of the customer service representative is a complex one since they need to juggle several software programs while talking on the phone to callers who often are anxious or distressed and follow the right phone-handling procedures. Calls must be routed appropriately and entered into the callreporting system. Such complex jobs are best taught with a “learn by doing” approach, in which the trainee learns and practices the skills in an integrated manner as the various skills are used on the job, rather than with static presentation of each skill. The design recommendations included the following high-tech/high-touch blended solution, in which each delivery method was chosen for its strengths: This approach allows the different training delivModule Number 1 2 3 4 5 6 7 8 9 10 11 Media Live Online Workbook Online Workbook Online Live Workbook Workbook Online Live Subject Facilitator Meeting No. 1: Introducing Learner to Training Web-Based Practice: Opening Scenario Self-Study Guide: Beginning the Call Web-Based Practice: Beginning the Call Self-Study Guide: Using the Telephone System Web-Based Practice: Using the Telephone system Facilitator Meeting No. 2: Using Internet Resources Self-Study Guide: Using Internet Resources Self-Study Guide: Closing the Call Web-Based Practice: Putting It All Together Facilitator Meeting No. 3: Wrap-Up ery methods to be used to their best and most costeffective purposes: • Facilitator-guided modules to start, check in and end/evaluate the training session. • Computer simulations for interpersonal and phone skills. • Print-based workbooks to allow convenient, costeffective knowledge transfer and problem-solving exercises. • Guided exercises with live software systems (e.g., a scavenger hunt to help learners explore the internal knowledge management system). Using self-study guides instead of online training for some of the modules not only saved money, but it provided instructional and efﬁciency beneﬁts. These Chief Learning Ofﬁcer • August 2008 • www.clomedia.com 51 http://www.clomedia.com

Table of Contents Feed for the Digital Edition of Chief Learning Officer - August 2008

Chief Learning Officer - August 2008 Editor's Letter Contents Connections Business Impact Trends Best Practices Effectiveness High-Octane Leadership Development Leadership and Personality CLO Profile Discussion Groups: Harvesting Value from Real-World Experiences Kimpton 2.0: Discussion on the Web Learning Olympics: Development Through Competition Bypassing the Obstacles to Change Listen Up: A How-To-Guide for Podcasting University of Toyota: A Success Story in Podcast Implementation What Stinks About Webinars? Webinars for Learning Professionals Case Study Business Intelligence Advertisers' Index Editorial Resources In Conclusion

Chief Learning Officer - August 2008

For optimal viewing of this digital publication, please enable JavaScript and then refresh the page. If you would like to try to load the digital publication without using Flash Player detection, please click here.