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Instructional DesignersCommunity of India
03/03/10 1 Kern Learning Solutions
Applying LCM
By Geeta BoseFounder-Director Kern Learning SolutionsAn innovation and learning company
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What do you want toknow?
How to design learner centeredcourses?
Can we use LCM for eLearning? Quick-fix versus diagnostic approach
how can LCM address both?
How practical is LCM? How do we evaluate learning?
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Principles of LCM
Learner is at the center of the developmentprocess.
LCM is an iterative process. Every phase involvesiterations within the phase before becoming inputfor the next phase.
This is a diagnostic approach to eLearning, whichis in contrast to a quick-fix approach.
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KeyPrinciples
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Whats New?
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Live Case Studies
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A large energy
consortium
Godrej & Boyce
Focus on Research &Sustainable learning
Focus on Evaluation
Agenda for Today
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BP
EC Case Study
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Problem Statementfrom EC
Alternate energy
products
Network
Coordinators
Train
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Contextual InquiryFindings
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Contextual Enquiry Statistics
Duration: 5 Days (24-28 May, 2008)
Sample Size: 37
(NMs: 12, VLEs: 19, and Distributors: 6)
Maharashtra
Tamil Nadu
Karnataka
Demographics Motivations Process Knowledge Training/Skills Sales/Records
VE Recruitment &Management Distribution Process - Facts Communication channel withcompany Payment system Communication protocol withNM
Concern about social model Demographics Motivations & Earnings Managing records and stocks Business overview Social implication
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Contextual Inquiry -Implications
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Relook at village entrepreneur (VE) recruitment
process Define network manager (NM) roles clearly,standardize promotions, incentives and leavepolicies Conduct an NM induction program Redefine distribution process standardize acrossgeographies Define complaint handling and escalation process Define clear communication protocol between
NM Distributors Distributors VEs
NM VEs
SOPs forClient
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Phase 2 - Design
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Brainstorming Session
Skills Needed Frequency ofDelivery
IDApproach/Impleme
ntation PlanNetworkCreation
Network Saturation
Network Management
Timeframe
RepeatFrequency
Monitoring
Theme to bindthe program(Oorja PremierLeague)
Teach themselling skills
and makethem practicebehavioralskillsCombineclassroomtraining withmentoring andmonitoring
DefineMeasurementMetrics
1 2 3
4
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Example - Skills andFrequency Map
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Frequency ofDelivery2
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Example Implementation Plan
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ImplementationPlan3
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Phase 2 DesignChallenges
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Ensuring standardization and maintaining
quality across multiple locations Quick response to address businesschanges Role clarity and differentiation through
training Disparity in NMs regarding skill andunderstanding Not restricted to sales training or sellingskills training
Challenges for
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Phase 2 DesignApproaches
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Common Theme Premier League
Highly Engaging Program (awarded 4sand 6s) Power Plays Designed a marketing tool
Helpline for NMs
ID Trump Cards
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Phase 4 Delivery
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SustainableLearning
Series of time-bound activities had to becompleted end of each phase
1
Each classroom session followed up bylive on-field tasks
2
End of Phase 1, NMs had to:Prepare a business plan and get it approved by theirbusiness managersRecruit VLEs in each village for the Oorja Premier LeagueTrain each VLE on the induction module
Map each village; prepare a marketing plan based on thevillage map
Example
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Phase 5 Evaluation
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Metrics &Methods
End of Phase 1:Define evaluation
metrics
End of Phase 2:Create evaluationsheets
End of Phase 3:Begin evaluation
End of Phase 4:Continue evaluationand analyze results
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Godrej & Boyce CaseStudy
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Problem Statement -G&B
Grooming, personality
development, and
customer handling
skills for CSEs
Customer
Sales
Executives
Train
Train CSEs in over100 stores across
India
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LCM Approach
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ProgramObjective
Phase 1: ContextualInquiry
Phase 2:Design
Phase 3:Development
Phase 4:Delivery
To make CSEs more professional in theirappearance and interaction with customers. Thiscourse won the Brandon Hall Award 2008 forExcellence in Learning.
Phase 5:Evaluation
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Old Model vs. New Model
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Only ClassroomTraining
Blended Learning
One ClassroomTraining canaccommodate up to15 CSEs.
In a year, G&B could
conduct a max of 12such programs.
Not scalable Scalable
ClassroomTraining forStore Chiefs
eLearning forCSEs
Each store chief trains/supervises
many in the store.
Productivity sufferswhen CSEs attendtraining.
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G&B: Evaluation
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Parameters
Learners should completethe course
100
%
Improvement inapplication within 2-3
days
50%
Learners should show90% improvement forknowledge level skills.
80% Improvement in skillapplication over 15days
70%
Improvement over 1month with timelyintervention by storechief.
80%
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Example EvaluationChecklist
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EvaluationChecklist
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Example MeasuringPerformance
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Example Interventions byStore Chief
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5-7 days, 10-15 days, and 20-25 days as per evaluation checklistRat
e 1-2 days after rating them; provideindividual feedback
GroupSessions
High scorers, and give sensitivefeedback individuallyRecogni
ze
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Results
Train all new CSEs immediately irrespective of when they join, therebymaking store expansions smoother and faster.
Minimize training time (or time away from work) substantially andconsequently save cost on week-long training programs.
Involve the store chiefs directly in the training program, securing theirbuy-in and making them lead by example.
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Resources
LCM (http://elearning.kern-comm.com/?p=317)
Contextual Inquiry (http://elearning.kern-comm.com/?p=571)
Persona Creation (http://elearning.kern-comm.com/?p=153)
Learner Testing (http://elearning.kern-comm.com/?p=561)
Evaluation Methodology (http://elearning.kern-comm.com/?p=156)
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A round ofapplause for all participants.
A big thank youto Adobe forhosting us.
Three cheers to IDCI!Connect, collaborate, learn!
http://idc-india.ning.com
K L i S l ti
Thank You!