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Overview
Target Audience: Carrier Sales Representatives at a chemical company (QVR Corporation), facing challenges in effectively communicating with clients in virtual settings.
Responsibilities: Instructional Design, E-learning Development
Mockup Tools: PPT
Fully Functional Prototype: Articulate Storyline 360, PPT
KPI: Sales conversion rates will increase by 15% within 90 days of completing the course on effective virtual sales calls.
This volunteer project, conducted in collaboration with an IT subject matter expert within a chemical company, involves the development of a scenario-based e-learning module. The learning experience is designed to equip adult learners with skills for effective virtual sales calls, encompassing virtual collaboration tool usage, pre-call preparation, real-time problem-solving, and impactful virtual presence. By focusing on practical skills and utilizing realistic scenarios, the project aims to empower learners to excel in virtual sales interactions and create a valuable resource for professional development.
Needs Analysis
Empathy Map
Persona
The Problem
QVR Corporation (pseudonym) had shifted to remote work and implemented a flexible working model in response to the pandemic and technological advancements in the industry. Most of the communication occurred virtually, using collaborative technology tools and channels, both with clients and internally. Moreover, as part of its development philosophy, QVR Corporation actively hired new staff and fostered continuous learning. While the hybrid work model had been initially successful, concerns surfaced after a second full year. Carrier Sales representatives are strongly tied to these concerns since they communicate directly with clients. This group of learners had prior sales experience and strong power skills. They preferred learning socially and via demonstration. They were eager to learn new technologies and appreciated being challenged.
However, Carrier Sales Representatives were struggling with virtually connecting with clients due to QVR Corporations' quick transition to remote work and later to a flexible working model. While experienced and competent in face-to-face sales, the unexpected transition to virtual selling and a lack of systematic and regular training, along with new and inexperienced leadership, had made it more challenging for these learners to communicate successfully with customers.
Problem Statement: Carrier Sales Representatives need to be able to effectively use virtual communication tools and channels because they want to retain and develop virtual customers but lack confidence in virtual sales.
KSA'S and Gaps
After identifying the problem, I created a list of the specific Knowledge, Skills, and Abilities (KSAs) that are necessary to address the problem effectively.
Current and Desired KSA’s:
Students in this learning group have prior sales experience and are confident talking with clients face-to-face. Due to their sales experience, they excel at selling but struggle with communicating and maintaining virtual connections. They prefer face-to-face sales not simply because they enjoy social interactions, but also because they can communicate without the constraints that virtual selling imposes. Students desire to use their experience and skills virtually. Furthermore, they want to be able to use all virtual tools seamlessly during virtual sales calls.
Gaps:
This set of learners prefers and misses face-to-face engagement and feels confined by internet communication. In addition to the limitations of virtual collaboration and communication, customers are frequently distracted and do not employ their video, making it difficult to create and maintain relationships. There is also a lack of familiarity with technology and consistent training. While the students have past sales experience and have been part of the new flex working model for over a year, leadership is primarily made up of new recruits, and training has been inconsistent owing to inexperience and a lack of time. This has resulted in insufficient knowledge of how to use virtual communication technologies, making this group of learners uneasy and self-conscious when selling virtually.
The list of KSAs guided and provided a framework for the development of solutions that address the learning problem.
Resources, Constraints, and Challenges
Resources: Personal work laptops
Budget: No allocation
Constraints: Reliable internet
Timeline: Three months
Potential Challenges: Busy schedules mean a lack of time to engage with the module, and therefore learners may not be completely immersed in the experience. Another constraint for the learners is that they may feel overwhelmed with all the material presented, decreasing their motivation to complete the training.
Steps to address the challenge: To overcome this problem, it was essential to provide learners with the flexibility to engage with the module at their convenience. This approach accommodates diverse schedules and allows learners to interact with the content when it best suits them. Moreover, the module has been strategically designed into digestible chunks and clear learning objectives, enabling learners to engage with the material in manageable and clearly defined sections, enhancing retention, motivation, and understanding.
Learning Goal and Objectives
Goal: Carrier Sales Representatives will be able to use virtual collaboration technologies to communicate with clients in a way that satisfies customer demands and helps increase their confidence in virtual sales.
Objectives:
1. Carrier Sales Representatives will be able to explain how the features of virtual communication tools can be used to enhance communication with customers.
2. Carrier Sales Representatives will be able to apply a pre-call checklist to analyze, plan, and prepare thoroughly for virtual sales calls.
Ideation
After evaluating the instructional problem and defining the goals and objectives, I formed tasks and behaviors and classified them into actions. I referred to the KSA’s I had previously established and carefully analyzed each action before brainstorming alternative e-learning methods to address each action and objective. I drew inspiration for my mind map from Cathy Moore's strategic action mapping technique.
I developed my mind map in Padlet by first adding the instructional goal and objectives. Next, I included actions or performance outcomes that were relevant to the main objective and goals. Following that, I began to consider various solutions to facilitate the fulfillment of each action. Creating a visual mind map allowed me to organize my thoughts and explore numerous ideas while making connections between them.
Refinement
My refinement process began by considering what I learned about the target learners (carrier sales representatives) from the empathy map and learner persona, I carefully considered the learners' preferences (including consistent, detailed training, which assists in meeting customer needs and standards) and learning barriers (including lack of time, inexperience with virtual sales, inconsistent training, and lack of support). I also focused on the learners’ desire to help other team members despite time constraints.
Furthermore, I assessed the learner persona's technical skills and social and emotional requirements, focusing on how this group of learners wants to be challenged, their keen interest in technology, and their cooperative spirit. I then reviewed each e-learning solution I had previously considered. I made a chart and afterward classified and ranked each solution based on which approach will address the instructional problem and fulfill the needs of the learners.
Convergent thinking assisted me in evaluating existing solutions throughout the refinement process. This approach allowed me to assess each option against criteria such as the instructional problem and learner needs, helping identify the most suitable solution. Utilizing a comparison chart further facilitated convergent thinking, enabling a concise and effective evaluation of each solution's pros and cons. This approach ultimately led to a focused and well-informed decision-making process, ensuring the selection of a solution that effectively addressed the identified challenges.
The Solution
Drawing insights from informal observations, iterative refinement, and close collaboration with the Subject Matter Expert (SME), I decided on a scenario-based learning experience. This solution not only aligns with the learning objective but is also particularly well-suited to the learners, catering to their need for hands-on experience and relevant practice. The constructivism theory reinforces the use of scenario-based modules as they offer learners immersive and authentic scenarios for learning. By presenting practical virtual sales call scenarios, learners can connect new information with their prior experiences, fostering their personal understanding. This approach ensures that the content remains relevant and applicable to authentic workplace situations they may encounter. Learners engage in a realistic virtual sales call setting, making decisions and resolving challenges they commonly face. Immediate feedback, combined with interactive elements like sound effects and graphics, empowers learners to explore various outcomes. Upon completion, a downloadable job aid reinforces key concepts. The solution's distinctiveness lies in its capacity to immerse learners in relevant workplace scenarios, fostering problem-solving skills, making them easily transferable, and enhancing overall competency.
Storyboard
I then began working on a text-based storyboard to outline the learning experience. I created my storyboard through Miro. This storyboard serves as a blueprint for sequencing the content, interactions, and transitions. Using the storyboard, I carefully planned and saw how the scenario's story unfolds, where learners get engaged, and how assessments fit in. This helped me understand how learners will move through the content and what revisions need to be made for it to align with the learning goals effectively.
The storyboard and mockup only represent one part of the learning experience.
Description
After analyzing the learning goal, I determined that the learners needed to learn how to communicate successfully with clients via virtual collaboration platforms such as (Zoom and Microsoft Teams) which their company already employs. I opted to concentrate on the content for learning how to utilize Zoom because the two collaboration tools are quite similar, and one procedure may be applied to the other. Three main learning objectives were also established: knowing how to use the features of virtual communication tools, implementing a pre-call checklist, and sharing information with customers.
I arranged the learning experience into immersive scenario-based situations with correct and incorrect options, allowing the learner to experience the results of their actions, and offering learning opportunities the target learners need. The module covers three scenarios: pre-call preparation, screen sharing, and real-time problem-solving. I created a real-world consequence for each option so that learners may observe not only if it is a satisfactory decision but also the reaction and its influence from each option they choose. I also created a fictional character named Ryan to serve as a mentor, giving feedback and guidance. Learners can select "Ask Ryan" for assistance throughout the course.
This learning experience ends with an outcome and a review of their results. After completing the experience, the learner can obtain a job aid emphasizing key takeaways from the session as well as introducing additional relevant items to enhance their preparedness for virtual sales. This feature improves the learner's access to the e-learning experience and aids in the continuation of their learning from the course.
This content has been scaffolded to include support in the form of strategic feedback, beginning by listing technology features for a pre-call checklist and progressing to scenarios that require learners to analyze information and make decisions, thereby targeting higher-order thinking skills such as analysis and evaluation as referenced in Bloom's Taxonomy framework. This information is organized into events in chronological order with a cause-and-effect hierarchy, to provide a realistic experience. This sequencing framework contributes to the learning goal of learning how to use virtual tools to successfully conduct a virtual sales call while satisfying client needs. The content is practical and related to real-world challenges experienced by learners, satisfying their needs for meaningful practice as well as consistent guidance. As a result, they will build confidence in their skills and abilities.
As an instructional strategy, scenario-based learning aligns with the content strategy in the following ways:
The content in the learning experience is presented using a scenario comparable to one they have experienced at work. It depicts their concerns in making virtual sales calls and involves the learner in meaningful, applicable work that reflects the processes and challenges experienced in conducting virtual sales calls.
The content is broken down into small chunks that guide learners through the scenarios chronologically, step by step, allowing them to focus on one task at a time.
As they complete the scenario, learners may draw on past sales and technical skills, encouraging reflection and self-evaluation.
The content replicates the context of a working environment, employs appropriate language, and includes technology currently in use in the workplace.
OSCQR and UDL
I incorporated the OSCQR standards rubric in line with UDL principles as a guiding framework throughout my design process. Each decision and refinement made during the creation of the mockup and subsequent prototype was influenced by the alignment of these principles. By consistently referring to the OSCQR standards, I ensured that my design choices were purposeful and aligned with established best practices in online course design. This approach not only enhanced the quality and effectiveness of the prototype but also demonstrated my commitment to creating a learner-centered and engaging learning experience that adheres to recognized standards of excellence.
Visual Design and White Space
Employed whitespace seen in the mockup's uncluttered appearance to comply with design guidelines.
Enhanced legibility by adjusting line spacing and margins around text, as well as spacing between graphic components.
Achieved visual hierarchy through a consistent style, color palette, and strategic sizing and positioning of text boxes and graphics.
Demonstrated alignment by placing navigation horizontally at the bottom and maintaining a balanced design with grid-aligned images.
Usability and Efficiency
Adhered to usability best practices by aligning learning goals with course content and integrating real-life situations and interactive activities.
Ensured efficiency with straightforward navigation, simple buttons, and consistent layout.
Engaged learners through clean design, organized layout, and real-world relevance.
Focused on error tolerance through clear instructions, instant feedback, and corrective mechanisms.
Engagement and Interaction
Fostered engagement through real-life scenarios, relevant content, sequential modules, and actionable feedback.
Provided multiple representation modes through various formats and reinforced learning through downloadable resources.
Enabled diverse modes of action and expression via interactive scenarios, guided activities, and progress tracking.
Accessibility and User Experience
Prioritized perceivability by incorporating diverse representation modes, high-contrast colors, legible fonts, and synchronized elements.
Ensured operability with simple navigation, consistent components, and a clean structure.
Enhanced understandability through clear language, organized information, and predictable navigation.
Supported learners' success by offering additional screens, strategic feedback, and corrective options for incorrect choices.
Visual Mockup
This being one of my favorite aspects of the design process, diving into creation and using authoring tools, I quickly crafted my visual mockup using Microsoft PowerPoint, strategically integrating elements to ensure a cohesive and engaging design. To enhance visual appeal, I carefully selected a color palette that resonates with the company's identity and color scheme. This palette was thoughtfully applied to backgrounds, text, and accents, maintaining a consistent, simple, and pleasing visual flow.
Furthermore, as part of this design effort, I took the initiative to craft the company's logo using Canva. This additional element not only added to the overall visual identity but also contributed to a strong and recognizable brand presence. The logo was designed to align with the company's values and aesthetics, enhancing the mockup's professionalism and cohesiveness.
Incorporating images/characters depicting diverse individuals was a key aspect of my design and my overall approach to instructional design in general. I sourced high-quality visuals that reflect various backgrounds and cultures, fostering inclusivity and relatability. These images were thoughtfully positioned to enhance content and resonate with learners, establishing a sense of representation.
Embracing design principles, I maintained balance, alignment, and contrast throughout the mockup. Elements were thoughtfully arranged, ensuring a harmonious layout that guides the viewer's eye seamlessly. Clear typography and a well-structured content hierarchy enhanced readability, making the learning experience intuitive and user-friendly.
Text Styles
Bahnschift SemiBold
Bahnschift
Bahnschift Light
Brand Logo
visual mockup images.pdfFully Functional Prototype
Designing a comprehensive and fully functional prototype using Articulate Storyline 360 truly brought the learning experience to life. To expedite the process, I directly imported my existing mockup into the platform. I refined the prototype by integrating interactive elements to transform it into an engaging and immersive learning experience. I actively collaborated with my Subject Matter Expert (SME) to gather invaluable feedback. This iterative feedback loop is invaluable in refining the prototype, ensuring it aligns with the desired learning outcomes, and creating a comprehensive and immersive learning experience.
Throughout this process, various enhancements were introduced, including the development of more scenario-based questions and responses. Additionally, I integrated interactive components such as drag-and-drop and click-to-reveal elements to enrich the overall learning experience, making it dynamic and highly effective.
To further enhance learner engagement, I implemented triggers, layers, animations, and sound effects, complemented by a progress meter. In line with my commitment to personalization, I set out to include a text-entry field component, utilizing variable references to display the learner's name consistently throughout the course. Moreover, I designed a scene where learners can select a character, who accompanies them throughout the course, providing a sense of representation and control.
Downloadable Job Aid
Within the course, learners engage with an interactive checklist that introduces key items to be mindful of before a virtual sales call. This job aid was designed to expedite and streamline the preparation process for carrier sales associates. It was created using Canva and Google Docs. Upon successfully completing the course, learners have the convenience of downloading and printing the job aid directly from the course platform. This feature enhances accessibility, empowering learners to seamlessly continue their learning journey beyond the course.
Key Takeaways
Collaboration: I learned the significance of collaborating with subject matter experts (SMEs). Their real-world expertise was instrumental in creating relevant and valuable learning experiences. Incorporating iterative feedback from SMEs and learners proved crucial. It ensured that the e-learning module remained comprehensive, practical, and aligned with our desired learning outcomes.
Perseverance and Problem-Solving: Throughout the development process, I encountered a few challenges when creating interactive elements on Storyline. However, one thing I know about myself is that I never give up. I am determined to turn my vision into reality. What I often discovered was that the solutions were simpler than I initially thought. Taking a step back, temporarily shifting my focus to something else, and then returning to the problem often helped me see that I might have overlooked a straightforward step. This experience reinforced my belief in the power of perseverance and effective problem-solving.
Personalization and Engagement: As I progressed through this e-learning project, I gained a profound appreciation for the impact of personalization on learner engagement and investment in the learning content. My commitment to delivering personalized content was not only a mission but a strategic choice that significantly enhanced the overall learning experience. The inclusion of personalization elements, such as the learner's name and the ability to select a character, played a pivotal role in achieving this. This experience reinforced the idea that personalization is not just a feature but a powerful tool for enhancing the overall effectiveness of e-learning initiatives.
Learner Testimonials
"The content was fun. Seeing my name and having the ability to choose a character made it relatable. It's not like any other training I've done before."
"This course was practical. It helped me improve my virtual sales skills with real-world scenarios. I'm already doing better in my sales calls."
"Before taking this module, I wasn't very sure about virtual sales. But now, I feel way more confident. The real-life situations and problem-solving activities really helped me improve my skills and feel more sure of myself."
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