Branching Scenario

An innovative training that will teach field associates core selling skills that would provide each patient a vision solution that they need.

Project Details

This project came out of a need to teach our field associates core selling skills that would provide each patient a vision solution that they need. Since this was an important initiative brought forward by our CEO, we committed to building an interactive branching scenario, an eLearning we’d never created in our organization before.

For the project, I served as the project lead. I organized the rest of the team and delegated tasks in order to complete the project within a short-time frame. I met regularly with senior leaders serving as stakeholders and subject matter experts to provide updates and get feedback. Materials for feedback were always sent out in advance for review and I would schedule working sessions in order to allow for a collaborative feedback experience.

I built all the technical aspects of the project. This includes three unique branching scenarios and five videos that highlighted key concepts that we wanted to share with our learners. Unless noted, I created all the video scripts, the imagery used throughout the training, the video voice-overs, captioning for the videos to make them accessible, and editing of the videos.

Tools Used

Planning & Drafting the Scenarios

This project took the whole team cooperating to get it completed in a short span of time.

3 of my teammates each worked on creating an interactive scenario that demonstrated a topic we wanted to highlight to help associates provide the best solution for our patients.

We used the online software Twine to outline our scenarios. This made it easy to draft out the possibilities, rather than building directly in Storyline.

I taught the team how to use the software, and once the scenarios were finished, I was able to export as an interactive PDF so that it would be easy for subject matter experts and stake holders to review.

Building the Scenarios in eLearning

Once the scenario outlines were approved by our SMEs I created all the images and built them directly into Storyline.

At the request of our stakeholders, if an associate goes down the wrong path in the scenario, they are automatically taken back to the beginning until they are successful. As well, at the bottom of each “slide” associates can restart the scenario as well.

After an introduction video, learners are immediately taken into an interactive scenario. Once they complete the scenario, they watch a teaching video highlighting key concepts our SMEs and Stakeholders wanted to touch on.

They are then led into the next scenario, through the course, finishing up with a final closing video.

eLearning Preview

Each interactive scenario starts off with an introduction of the patient. If other characters are introduced (in this case our front desk worker, called a Patient Service Coordinator), we’ve made their interactions interactive for the learner too. These quickly lead into the learner’s role as the eyewear consultant looking to serve the patient’s needs.

At the end of an unsuccessful scenario, the associate is given feedback based on their response.

They will restart the scenario in order to be successful.

The course is set up that if an associate is unsuccessful, their answers remain marked so that they don’t take the same unsuccessful path twice.

Additional Project Details

All of the images used throughout the project were created using imagery from Canva, Microsoft PowerPoint, and internal images/footage where necessary.

The videos were edited in Adobe Premiere Pro. Additional edits to the characters (facial expressions/poses) were done in Photoshop.

Quick eLearning

In order to help associates brush up on skills, a short eLearning course was developed in under a week to meet the organization’s needs as soon as possible.

Project Details

One of the skills our associates continuously need to brush-up on and practice is assisting patients with their glasses. With a few quick adjustments to a frame an associate can transform a pair of glasses. However, many associates don’t have the optical experience to know how to adjust a patient’s glasses to fix his/her problem and may be intimidated to do so, since glasses are so expensive.

We needed to create a learning module quickly (about 1 week turn-around with edits) so it could be distributed to associates. My teammate and SME took an older in-person presentation I’d found, updated the material and sent me the updated presentation with narration to use in the eLearning I created.

To avoid sharing proprietary information, I have omitted confidential information in this case study.

Tools Used:

Making content interesting

While my SME explained the concepts clearly in his narration, in order to make the content come alive I created animations to further illustrate what he was talking about.

Sample of animation created within Storyline to illustrate concepts explained by on-screen text and narration.

Communication to succeed

Our team had to work closely together in order to get the final product completed on time. I made sure to send final products to my SME for review and would reach out with a phone call if I had questions or needed quick approval. Our teamwork allowed us to roll out a product that we were proud of and met the needs of our associates.

Procedural Change

A new procedural change that needed to be taught to experienced associates and new associates, each requiring a unique approach.

Project Details

My company was updating a well-established procedure. The training approach needed to tailored to meet the needs of the two different groups of agents that would need to learn about the change.

To avoid sharing proprietary information, I have omitted confidential information in this case study.

Tools Used:

Tenured Agents – Relearning What They Know

The first would be targeted toward tenured agents who already know the current process and would need to understand the updates. In order to ensure a consistent message was delivered and that training could take place when there was availability, an eLearning course was developed to teach the procedural changes. A follow-up supervisor session supported the eLearning and helped agents practice discussing the changes with their customers.

The eLearning component began with a video introducing the change. It then went into the components, describing them in detail and providing illustrations where applicable.
The eLearning course included interactive sessions to help agents remember the changes that were being implemented. eLearning introduced conversation examples that would lead into the supervisor session where they would practice.
The supervisor session reviewed the components learned during the eLearning course. The session also provided scenarios to allow agents to apply what they had learned within the context of the call, where they would need to explain changes to the customer. Agents were also given a guide, outlining the changes that they could reference on future calls.

The second audience would be our new hire agents who would be learning the new process for the first time. For this group the instructor led course was updated with the changes and ensured that the new agents would have a solid understanding of the process.

For new hire agents, this procedural change is typically taught near the end of training. An instructor led approach was applied in order to teach the foundational skills of the procedure. Training included modeling, checks for understanding, as well as opportunities for agents to practice the conversation. These agents were also given a reference guide.

State Specific Training

Update in-person training to interactive eLearning on state specific procedures.

Project Details

While our phone agents generally handle the same group of states on a daily basis based on their location, we offer specialized training to our more advanced agents to allow them to handle calls on a countrywide scale. This specializing training is typically offered as an instructor led session. However, to help agents learn the material in a more engaging manner, the training was adapted into a self-paced elearning course. Once they had completed the full course, they would be prompted to take a quiz to test their knowledge. With a passing score, they would then be qualified to handle calls from that state.

To avoid sharing proprietary information, I have omitted confidential information in this case study.

Tools Used:
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Screenshot of menu from eLearning

Planning helps with Progress

State specific course material was developed into an exploratory iPad format where agents could review topics at their own pace. Due to the free-form nature of the eLearning module, an outline was created to illustrate the paths an agent could take while exploring the various topics.

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Outline of course content

This material was developed with a teammate in a different office, so we had to work together to develop courses that were clean and consistent.

A mock-up of the eLearning was created using PowerPoint to understand the layout and order of the final course.

These images illustrate the difference between the PowerPoint mock-up and the final eLearning course.

The eLearning course included interactive games for agents to test their skills and call clips to listen to real life examples.

Illustrations of two of the interactive components of the eLearning module.

A reference guide was created for each course for agents to use while handling these states on phone calls.

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Reference guides have everything that agents need to know right at their fingertips.