This method is simpler and closer to what I usually have implemented when I design a single learning course as opposed to a larger-scale curriculum. It starts with exploring the rationale for the educational intervention in the first place– the “bigger picture.” Usually in corporate training we are urged to think about the “what’s in it for me” if the learner understands this.
In my submission I used a situation I believe I likely will need to design for– learning a new Computer Telephony Integration (CTI) system as the final piece in the puzzle before beginning to handle calls with customers. When I was discussing the requirements for this training with a colleague, he said, “well, it’s not really rocket science, just log them onto the system and call in with your mobile phone!” When I really dug into it, I put myself in the shoes of the care centre agent– I definitely would want to practice using all aspects of all hardware and software (headsets, CTI system, Customer Relationship Management (CRM) system) together before beginning to talk to real customers. As I thought about it there are several scenarios and skills one needs to practice to make this a high-quality use of time.
When I thought about appropriate “essential questions” for this type of training, I wondered how much patience students would have for this type of discussion. I suppose the underlying thought is to remind them that we treat customers as we would want to be treated. Part of this could be for example, knowing how to transfer a call to a colleague without making the customer explain themselves all over again. Who doesn’t hate that?
Click on the link to see my learning design.