Learning to Listen.
Training Overview
Proven practices and industry leading tools create a learning solution that produces results.
Tools
The tools used include Articulate Storyline 360, Adobe Express, Adobe Illustrator, Freepik, Google Workspace, and Miro.
Instructional Design
The ADDIE model guides the project through the analysis, design, development, implementation, and evaluation stages.
Learning Science
A SMART goal and Bloom’s Taxonomy of learning provide the foundation for the training, and Gagne’s nine events of learning, and Mayer’s 12 principles of multimedia learning guide the instruction.
Introduction
The following concept project is a scenario-based eLearning solution that allows call center agents to learn the traits of active listening and apply the skillsets while helping a call center agent with a call.
Business Need
An increase in escalated customer service calls has revealed a lack of skillsets and need for training.
The Problem
A call center observed an increase in calls that were escalated to supervisors for support, and stakeholders felt that many of their call center agents lacked the skills necessary to navigate difficult conversations and diffuse problems.
The Analysis
A staff survey was administered to analyze the call center agents’ formal and informal training in communication skills, and to assess their knowledge of active listening traits. The survey revealed that 15% of call center agents had taken at least one communication course in college, while the rest had never received any formal training. Responses also indicated that many active listening traits were unknown.
The Solution
A scenario-based eLearning solution that allows call center agents to learn about the traits of active listening and apply the skillsets while helping a call center agent successfully handle a call, prevent the call from escalating, and create a positive outcome.
Learning Outcomes
A SMART goal and Bloom’s Taxonomy for learning objectives.
The Learning Targets
I worked with stakeholders to write a SMART goal and a terminal learning target that addressed the business goal. This was written to include actions performed by call center agents, the standard used to determine the success of the training, and the timeline for accomplishing the business goal.
I then moved to Bloom’s Taxonomy of learning to write enabling learning objectives that communicate the goals of the training and prepare call center agents to meet the larger business goal.
Training Experience
Internal subject matter combined with business needs leads to targeted training.
Subject Matter
I worked with the SME and consulted research and best practices to gather information needed for the training.
Action Map
The learning target served as the focal point of an action map that included the steps that call center agents need to take to successfully handle a call. These actions were then aligned with the subject matter to develop a scenario that agents could practice making decisions in for an immersive learning experience.
Visual Design
Iterative design and development leads to strong visual design.
Style Guide
A style guide was used to create the visual design along with mock-up images. This allows stakeholders to review and provide feedback for the overall look of the training.
Sample Slides
Once the style guide and mock-up images are approved, sample slides are created and presented to stakeholders for another round of feedback and approval as part of the iterative visual design process.
Learning Design
A Backwards Design Model was used to prioritize the business goal, the purpose for the training, and the performance tasks and goals for the participants.
Learning Flow
The eLearning follows a linear learning flow so that learners apply the active listening skills sequentially throughout a mock phone call.
Building Blocks
The content includes a topic, three subtopics, practice opportunities with a question and formative feedback, a summary, and a transition to the next topic. The training concludes with a final summary, next steps, and a downloadable infographic job aid.
The training emphasizes the application of skills by providing users with a mentor feature and corrective feedback to help trainees make the right choices. This is further solidified by providing participants with next steps and a downloadable job aid at the end of the training.
Macro and Modular Design
A Backwards Design Model with a linear learning flow.
Asynchronous
A 30 minute asynchronous training was completed by call center agents. Scheduled training times were staggered throughout the workday so that normal business proceedings were not disrupted. Trainees also completed a follow-up survey as part of the evaluation.
Andragogical
A scenario-based and andragogical approach to learning that emphasizes applying skills and solving a real-world problem.
Course Design
A time focused and asynchronous training for adult learners.
After the content for the training was written it was transferred to a written storyboard to plan the organization of slides and conceptualize the programming for the course.
Screen Planning
An overview of the slides and notes for on screen text, graphics, navigation, and technical notes.
Business Outcomes
Multiple levels of assessment and data-driven analysis lead to positive business results.
Team Evaluation
At the end of the training, call center agents were prompted to complete a survey that assessed their initial reactions and overall satisfaction with the training, along with their levels of preparedness to apply new knowledge and skills.
Business Evaluation
After four weeks of implementation, managers listened to five randomly selected calls for each agent and scored the calls to determine if participants had applied the newly acquired knowledge and skills, and if there had been a noticeable change in behavior. Data was also compiled and analyzed to determine if there had been a decrease in the number of calls escalated to supervisors for support.
Results
Call center agents consistently applied the active listening skills from the training to an average degree of 85%, and the number of calls escalated for supervisor support decreased from 17% to 7%. With the business goal being accomplished, it was determined that the training was a success.