Setting Client Expectations in the initial call

Overview

This scenario-based concept project helps new Progress Managers at InGeniusprep (a college prep company) to successfully set client expectations in the initial call. This project has been reviewed by senior Progress Managers and received positive feedback.

• Audience: New Progress Managers at InGeniusprep

• Responsibilities: Instructional Design, eLearning Development

• Tools Used: Articulate Storyline 360, Adobe XD, Affinity Designer, MindNode

• Permission to Post on this Website: Yes. For more details, please contact: tianyao.feng@mail.utoronto.ca

Problem and Solution

The client is a Progress Manager(PM) at a large college prep counseling company. The new PMs at the company are not setting client expectations in the initial call properly. A senior PM approached me in the hope of addressing this issue with E-Learning. After I shadowed an initial call with a senior PM and conducted two rounds of SME interviews, I found that this is a knowledge and skill-related problem that a scenario-based E-learning module could solve. Therefore, I proposed an E-Learning module that helps new PMs define their role, interpret client expectations, and respond appropriately to common questions.

Process

Guided by the ADDIE model, I started with SME interviews to identify the problem and needs. Then, I participated in a call to shadow one of the company’s best PMs and pinpoint high-priority actions in her work that contribute to excellent performance.

I used Bloom’s Taxonomy to write learning objectives that focus on defining, interpreting, and responding when setting expectations. Then, I used Gagne’s Nine Events of Instruction to create a learning experience that includes role-plays, multi-choices questions, corrective feedback, and fill-in-the-blank practice questions.

I designed and developed this visually appealing E-learning module with Articulate Storyline 360, Adobe XD, and Affinity Designer.

Action Map

During the needs assessment and job-task analysis phase, I observed and recorded the high-priority actions that yield the best client expectation results, such as explaining the PM role, asking questions, empathizing with client requests, etc. I also asked questions about the new PM behaviors and needs to identify the knowledge gap. Based on the results of the analysis, I created the Action Map. It is a series of specific and observable actions that lead the learners to close the gap and achieve their goals. It also provides the opportunity to measurably improving the PM performance and creates realistic practice activities.

Text-based Storyboard

I created a text-based storyboard that elaborates on the Action Map. Guided by Gagne’s Nine Events of Instruction, the storyboard indicates each slide’s scenario with interactive questions such as role-plays, multi-choices questions, and fill-in-the-blanks practice. Then corrective feedback is provided to help the learner understand the consequence of their actions. Besides, a virtual mentor also appears on each slide to provide guidance when the learner gets stuck.

Visual Mockups

I used Adobe XD to create visual mockups that allow stakeholders to preview the final project. They also enabled me to iterate on the design rapidly before actually building the project with Articulate Storyline. With the help of Affinity Designer, I was able to edit the vectors for my project and keep the visual design consistent.

Visual Storyboard

Although I developed this project myself, I made the visual storyboard for developers who might be iterating on this project in the future.

Interactive Prototype

I created an interactive prototype for the first scene of this project to receive feedback and approval from stakeholders before diving deep into the development of the whole project. The prototype includes the title slide, content slide, quiz slide, and interactivity slide. During this phase, I received and applied feedback about the layout and button functions, which helped improve this learning module's overall performance, thus setting a standard for the following scenes.

Full Development

I developed the final project with Articulate Storyline 360 based on the text-based storyboard and visual mockups. I added interactivity with buttons, triggers, variables, layers, animation, hotspots, states, and more.

I also designed a checklist for this training, which can be used as a job aid to enhance knowledge retention and transfer (Gagne's Nine Events of Instruction):

Results

This learning module was reviewed by three PMs, all of whom provided helpful feedback. The module’s limitations are question variety and content length, to be specific, more questions could be added. The strengths, however, are minimal design, challenging questions, an effective curriculum, and interactive scenario-based content which made the learning fun. The PMs are looking forward to incorporating this module into the New Progress Manager training session.

Takeaways

I had a ton of fun creating this project, especially during the development phase. I love exploring functionalities that fit the content best. I also enjoy reviewing my project with Mayer’s 12 Principles of Multimedia Learning to maximize learner comprehension.

This project could be better built with a larger variety of question and answer types. According to one PM, adding score rubrics to increase a sense of urgency and competition might keep the learner more engaged. I will try out these ideas for the next PM training module and build a more comprehensive prototype for stakeholders to review.