Project Description

Please Note: To maintain the confidentiality of proprietary information, I've changed official names and procedures, blurred text in the course screenshots and recreated a sample simulation demo.

Background

The client developed Program XYZ (the Program), a tool for technicians to update machine information after replacing a system board. We developed training on the standard procedure outlined by the developer, but did not cover its additional functionalities. Over time, technicians discovered bugs in the tool leading to disparities in how technicians resolved critical issues.

Challenge 

Advanced technicians (ATs) figured out how to use the Program’s other features to troubleshoot these situations (Procedure Y). Since newer technicians relied on the existing training and were unaware of the AT’s troubleshooting methods, they were ill-equipped to effectively resolve these issues. Typically, they assumed the new system board was faulty and ordered unnecessary replacements. Recognizing the significant financial and operational impact, Parts & Mechanical requested a training intervention.

Solution

Following a needs analysis, I identified both a software and training issue. I collaborated with the Program’s developer to address the fixable software issues and worked with the ATs to conduct a task analysis of Procedure Y, the ideal procedure. I identified two behavioral target outcomes for technicians:

1. They will follow the correct troubleshooting process when encountering specific problems during system board replacements, and

2. They will successfully follow Procedure Y to resolve "Issue B" with Program XYZ.

My learning solution included:

• Scenario-Based E-Learning:
  With ongoing help from the ATs, I created a relevant scenario featuring relatable characters, key decision points, and realistic consequences to engage learners. The scenario incorporated both the ideal process and the common responses we aimed to change.

The course began by asking learners to help a fellow technician work through a series of real-world problems. As learners worked through the issues, they experienced the consequences of skipping steps and other wrong choices through visuals, videos, and constructive feedback. All learners received a short, simple presentation of Procedure Y before moving on to the next part of the course.

• Interactive Simulation:

Following the scenario-based learning, learners participated in a guided simulation to practice Procedure Y. The simulation provided fictional machine information, enabling learners to independently attempt Procedure Y in a "safe" environment (i.e., learners can make mistakes updating machine information without the risk of damaging a customer's machine.) This section encouraged problem-solving, but also provided help for those who needed it via the “question mark” feature.

• Mobile Job Aids:
  Learners requested we provide job aids in mobile formats since the majority of onsite technicians use their phones to access on-the-job resources. As a result, I also developed mobile job aids as part of this project. 

Read the LX design document for this project. 

Results

While the client did not measure impact, ATs and an AT manager provided qualitative feedback highlighting the following outcomes:

• Technicians reported that mobile job aids allowed them to quickly resolve Program XYZ issues without needing additional support.

• The simulation and job aids contributed to an increase in technicians’ ability to troubleshoot Program XYZ booting problems.

• Global teams integrated the solution into onboarding programs for new technicians and call center agents.

• The training is now used for refresher courses and professional development initiatives, extending its value beyond the initial implementation.