Full screen

Share

Show pages

The HOW of Learning
Mapping out the overall learning flow and what it will look like
The WHAT of Learning
Breaking down the course content using a  modular framework 
The WHY of Learning
Identifying the driver for this eLearning course to be created
Using Learning Personas to facilitate the LXE design process
The WHO of Learning

Sales & Customer Service Skills 
for Sales Representatives
Assignment 2 - Part I
Angela Ferguson  Working Group 8

Want to make interactive content? It’s easy in Genially!

Over 30 million people build interactive content in Genially.

Check out what others have designed:

Transcript

Using Learning Personas to facilitate the LXE design process

The WHO of Learning

Sales & Customer Service Skills for Sales Representatives

Assignment 2 - Part IAngela Ferguson Working Group 8
Identifying the driver for this eLearning course to be created

Mapping out the overall learning flow and what it will look like

Breaking down the course content using a modular framework

The WHAT of Learning

The HOW of Learning

The WHY of Learning

Click Photo
Click Photo

CommentaryTaking into consideration the two featured profiles, I have chosen to use a multimedia LMS as a platform for their learning, combined a weekly Teams call.Neither persona has much 'desk-time' so they will benefit from short mulitmedia activities that they can do at home, including:

  • Quizzes
  • Online video tutorials
  • Multiple choice tests
  • Written material

02

I chose this persona because he was the participant who was most familiar with online and blended learning. After interviewing him, I took his learning experiences into account when creating the course in terms of choice of some learning activities and to avoid making the course overly simplistic.

01

I chose this persona as he was one of the most experienced candidates for the course but had little experience of online learning. The challenge was to ensure that the material was fast paced, relevant and challenging; while at the same time easy to follow and full of engaging activities.

Learning Personas

Step 1 The WHO of Learning

Commentary on the LO's
The Learning Gap
The Business Problem

Step 2 The WHY of Learning

“Your attitude, not your aptitude, will determine your altitude.”Zig Ziglar

Distribuidora Ripoll: 150 employees Established in 1935, Distribuidora Ripoll was the principal distributor of nearly all printed media, books, and stationery for newsagent shops across the Spain’s Balearic Islands. In 2018, they served approximately 5,000 businesses. Circa 2010, new Spanish laws permitted foreign competitors to enter the market and a large overseas print and stationery supplier became their major competitor. For the first time the company experienced a substantial 7% drop in sales that first year. In a desperate attempt to retain their clients, Ripoll added souvenirs and clothing to their product lines, but 1 year later sales had still not improved and clients were flocking to their competitor. A customer satisfaction questionnaire was sent to each ex-customer and the results showed that over 90% had moved on due to the lack of customer service and poor treatment that they had received from Ripoll from every department from orders to after-sales but particularly in their dealing with the sales representatives.

Employee challenges were as follows:

  • A complete lack of customer service skills: no training had ever been provided across the business.
  • Aversion to training - not a common practice until EU funding was introduced, training historically involved shadowing colleagues.
  • The board of directors - six senior board members owned and controlled the company. All planning to retire from their positions within the next five years, they had joined the company as teenagers with little or no formal education.
  • Even though the company qualified for 100% EU funding in the case of this course, he had issues convincing the board to change anything about the running of the company as they were distrustful of new ideas.

1 - Understand the skills gap between current & desired behaviours 2 - Comment on their interpretation of what “good customer service” looks like as opposed to current practices 3 - Identify and outline situations within their profession where applying good customer service skills will benefit their sales outcomes and understand desirable behavioural responses using language modelling 4 - Apply their learning using role play simulation of real-life scenarios 5 - Integrate their new skills with current good practice 6 - Create a final action plan to be reviewed every 3 months 7 - Self-evaluate using reflective exercises at the end of each unit

Learning Outcomes The objectives of these sessions are to engage the student in 'experiential learning' where they will study how to improve communication between seller and customer, developing trust and communication between them thus aiding the seller to position and promote the company's products and services. Participants will communicate with each other, learning from their good and bad experiences to improve. By the end of this course, the student should be able to:

The Learning Gap No formal Employee inductions - new starters tour the premises and are introduced to their colleagues. Understanding how to treat the customer is ‘implied’ and the only allusion to the requirement of customer service skills is in the job advertisement which mentions ‘must be good with people’ as part of the job role. Training There is no formal training in any skills for the employees. Training is done on the job by ‘shadowing’ colleagues. The knowledge and attitude of these colleagues differs greatly. There is no prescribed set of customer service rules or customer service charter to serve as a guide for the employees to follow and a lack of understanding of the need for customer service skills from both employers and employees. No learning management system exists and there are no progress reviews, or 1 to 1 reviews conducted unless there is a problem or serious complaint made against an employee.

The learning outcomes were developed using Bloom’s Taxonomy of Learning and Kolb’s Experiential Learning Cycle. The SMART model was used to qualify the learning outcomes: Specific: Focused on the business problem, learning has been developed around improving body language, intonation and language used by sales representatives in their face to face (and over the phone) dealing with customers, by examining current complaints and by teaching good practice.Measurable: Using customer service satisfaction questionnaires from the clients on a 3 month basis. Attainable: Achievable by the end of the course. Achievable: The goals are matched to the range of abilites of the learner. Studying the learning personas is useful as a guide in this exercise.Relevant: Material and roleplays were based on feedback and complaints from both former and existing customers, and good practice was taught according to a new ‘customer service charter’ that had been agreed upon by the board of directors. Timely: All learning planned to be covered by the end of the course.

Commentary on the Development of Learning Outcomes (LO's)

The modular framework demonstrates how the learning is broken down into Sections/Modules and then homing in on Module 3 to show what topics will feature in the micro design. I've added a table to show which LO corresponds with which module. Some LO's apply to various models.

Commentary
Click star to see full programme

Step 3 The WHAT of Learning

Please click for Timeline

Content/Activities/Assessment/Facilitation
Formats
Module 3 - for the purpose of this course I have chosen this module as it features a variety of exercises
Linear - the learning will flow from Module 1 through to Module 6 over a duration of 6 weeks. Assessment at the end of the learning to check that the LO's are met.
Blended Learning - using a bottom-up approach, the existing written course is enhanced using a combination of multimedia & weekly Teams calls. Multimedia platform will be created using Genially
Timeline
Flow
Mode
Module

Step 4 The HOW of Learning

  • Complete Module 6 online - 30 mins
  • Complete online test
  • Final Virtual Classroom - 45 mins
  • Complete Module 5 online - 30 mins
  • Virtual Classroom - 45 mins
  • Post thoughts & queries on Teams forum
  • Complete Module 4 online - 30 mins
  • Virtual Classroom - 45 mins
  • Post thoughts & queries on Teams forum
  • Complete Module 3 online - 30 mins
  • Virtual Classroom - 45 mins
  • Post thoughts & queries on Teams forum
  • Complete Module 2 online - 30 mins
  • Virtual Classroom - 45 mins
  • Post thoughts & queries on Teams forum
  • Complete Module 1 online - 30 mins
  • Virtual Classroom - 45 mins
  • Post thoughts & queries on Teams forum
Week 6
Week 5
Week 4
Week 3
Week 2
Week 1
Timeline / Schedule

Next page

genially options

Show interactive elements