Training Industry Magazine - July/August 2020 - 49

collecting instructor notes, detailed
photos and graphics, group exercises,
possible scenarios, and discussion
questions from our experts. Next, we
began storyboarding the course by
asking three questions:
1. What techniques can be used to
change from PowerPoint to CBT?
2. Can an in-class activity be converted
virtually?
3. How can I make the slide interactive
and engaging?
From these three simple questions, the
transition from instructor-led course to
a virtual course began.
DEVELOPMENT
Our employees need this course
to keep their positions. Efficiency,
efficacy and simplicity would be
paramount, especially to a workforce
not comfortable engaging with online
training. We tackled the learning
content on the slides in several ways:
1. Narrated
image
captures:
A
visual reference to the content is
presented without bogging it down
with wordy bullets.
2. Knowledge checks: Participants are
prompted to respond to a question
about the content. The correct
answer is revealed even if the wrong
answer is chosen.
3. Reference resource: The track
compliance manual (TCM) was
incorporated, which must remain
with employees while on the job.
Employees must be proficient
in navigating the manual, so we
created screen captures with
highlighted reference points to
reinforce key concepts.
4. Chunking: Distilled information to
three or four points, with narration
lasting no longer than a minute.
These four techniques enabled the CBT
to flow logically and be an efficient guide
to our employees. Now we needed to
answer the question: Can an in-class

activity be effectively converted to
a CBT?
ENGAGEMENT
Calculation exercises using formulas
from the TCM were critical to the
training. The challenge was making
them
understandable.
For
each
calculation exercise, we used a narrated
demonstration of the formulas. Next, the
learners would practice the exercise. Like
all the knowledge checks, the answer
would still be provided regardless of
whether the learner answered correctly;
however, we wanted to take it a step
further. We opted to provide a step-by-step
guide on placing the measurements in
the formula to achieve the correct answer,
using narration with a short animation
of the calculation process. More than
getting the correct answer, we wanted
to show them how to get there, because
if calculations are wrong, derailments
could occur.

OUR MOST
SIGNIFICANT LESSON
LEARNED IS THAT
TRAINING MANAGERS
AND DESIGNERS MAY
WANT TO ASSIST
THEIR ORGANIZATION
IN A THOROUGH
REVIEW OF ITS MOST
VALUABLE SMES.
We also needed to convert classroom
exercises. We utilized images and
narration, but we wanted even more
engagement. By simply creating clickable
items on the screen, interactivity was built
in and engaged participants in the learning
process. For example, we found that, by
asking the same question regarding track
deviation using three different images,
engagement increased. Even if the answer
entered was incorrect, the course would
give them a definition for future reference,
replicating what used to take place in our
classroom environment.
There were varying levels of knowledge
among our employees who needed

recertification. Therefore, we needed
an additional engagement task to make
it more challenging for employees who
use the TCM often but would also allow
inexperienced employees to refer to
the manual as a resource. We built
this variance into the CBT by using hot
spots, hyperlinks and clickable objects.
This feature enabled less-experienced
employees to navigate the manual while
allowing experienced employees the
option to simply view it.
EVALUATION
We made our deadline. The course went
live on time. We reduced seat time from
eight hours to three hours with the same
effectiveness. The reduction in seat hours
not only enables employees to get back to
the job faster but also allows employees
to remain at locations without additional
travel costs and time. Our travel costs to
deliver this recertification course have
been eliminated. Our evaluations, to date,
are about 85% favorable for the first year.
We are continuing to make improvements
to the course, so we can increase that
percentage next year.
LESSONS LEARNED
Due to the technical course content,
effectively transitioning an instructorled course to a CBT course was - at
first - our biggest concern. Applying
a true design and conversion plan
solved our concern; it determined which
content could be interactive and which
needed to be chunked or eliminated.
Too often, designers can take an
SMEs availability for content-related
questions, activities and stories for
granted. Therefore, our most significant
lesson learned is that training managers
and designers may want to assist their
organization in a thorough review of
its most valuable SMEs, especially
their availability and time to retirement.
Think about the importance of building
one's bench strength. By doing so,
these experts can share their expertise
with the future workforce whether the
training delivery is led in a classroom
or online.
Joel Kosanke and Trent Bartholomew,
CPTM, are lead instructional designers
for Amtrak. Email Joel and Trent.

T R A I N I N G I N DUSTR Y MAGAZ INE -DATA FLUENCY IN LEARNI NG 2 02 0 I WWW. T RAI NINGINDU S T RY . C OM/ MAGAZ I NE

| 49

https://www.trainingindustry.com/magazine https://www.trainingindustry.com/magazine

Training Industry Magazine - July/August 2020

Table of Contents for the Digital Edition of Training Industry Magazine - July/August 2020