idci case studies applying lcm final

8/14/2019 IDCI Case Studies Applying LCM Final

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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.


KeyPrinciples


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Whats New?



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Live Case Studies


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


Problem Statementfrom EC

Alternate energy

products

Network

Coordinators

Train


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Contextual InquiryFindings


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


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


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


Frequency ofDelivery2


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Example Implementation Plan


ImplementationPlan3


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Phase 2 DesignChallenges


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


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


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


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


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


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


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


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


EvaluationChecklist


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Example MeasuringPerformance



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Example Interventions byStore Chief


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!

idci case studies applying lcm final

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