Scenario-based learning for leadership development
The example I have provided is one of my most recent courses designed for a small community bank specializing in consumer and business banking products and services. They wanted a series of entry-level management training programs to develop their newer managers' leadership skills. This course is just one in the series and focuses on planning and preparing for meetings.
My role encompassed the entire project lifecycle of this course design.
Performing Needs and Learner Analysis
Use of Data and Reporting Tools to analyze data to drive instruction, close learning gaps, and achieve the learning goals
Project Manager
Course Designer
Learner Experience Designer
Video / Voice-Over
Graphic Designer
Course Authoring to LMS / SCORM
Working closely with their subject matter experts (SMEs) and HR Managers, we surveyed the new hires to determine what gaps they believed they had, what areas they needed to develop, and what the bank could do to help support them. The result was the Leadership Training Course and the Powerful Meetings example I have provided.
* The example provided has been edited to remove branding and any related information regarding the client; otherwise, the sample is true to the course and how it was presented.
Summary of The Client Discovery
What are the needs:
The client needed to grow and develop new managers within their various departments. In addition, they wanted a consistent, mobile, LMS-friendly message that could capture the training results in real time.
Why Training is Needed:
Currently, the training is department specific and developed independently of other departments. As a result, there was no consistent message, and the varying degree of rigor and accountability was an even more significant concern.
Who are the learners:
The following are samples of learner profiles that guided the course design.
- Xavier is 31 and has a bachelor's degree in business management. He is a new manager for a banking center located in a subdivision. He is married and has two boys in primary school. He has been with the bank for three years. The boys are active in sports, and Xavier coaches little league baseball.
- Rae is 27 and has a bachelor's degree in IT. She is a new manager within the call center that provides online and phone support to customers who need assistance with their accounts. She is married with one child and has been with the bank for one year.
- Michelle is 44 and has an associate's degree in business. She is a manager in the loan processing department. She is divorced and has teenage children at home. She has been with the bank for 14 years, five years in the banking center, and nine years in the loan processing department.
Client interaction needs analysis and workflow
Course Blueprints are the framework for the course design and are completed by the design team.
COURSE DESIGN AND DATA ANALYSIS
Instructional Design Model
Instructional Design Model
Instructional Design Model
ADDIE
Backward Design
Universal Design For Learning
Scenario-Based Learning
The process starts with ADDIE, where the Analysis phase accomplishes the following:
- The clarity of the need for training and the objectives
- Who are the learners that will engage in the course
- What barriers to learning are there
- What is the learning environment
- Will this be 100% online, Hybrid or Instructor Led
- The timeline for learning
From the analysis phase, the Design Phase blends with the Backward Model of Design in that we take the information from the analysis, specifically focusing on the objectives, and design the course starting with what the learners should know, do, or change and then scaffold the learning experiences until we have all phases designed and a clear learning path from beginning to end.
With a draft of the course completed, we then move to the development phase and build the learner experience that will aid in transferring knowledge and engaging the learner.
The Development phase is typically the most time-consuming as there is a lot of collaboration and Beta testing of the course.
Once the course has been Beta Tested, it is rolled out for the learners to engage and complete.
During the Evaluation Phase, typically, there are multiple opportunities to gather evaluative data to determine learner achievement, the course content's effectiveness, and the learning outcomes. This is done through quick learner surveys, scoring and completion tracking, and formative assessment review.
Needs Analysis
Instructional Design Model
Instructional Design Model
I initially met with the HR managers via Zoom to conduct a needs analysis to determine if training could help, what type of training would fit their needs, and how this training could align with their objectives.
The needs analysis for the Powerful Meeting course determined that new managers had a knowledge gap that could quickly be addressed with a quick-hit asynchronous scenario-based training course.
Learner Personas
Instructional Design Model
Interaction / Communication With Client
Once it was determined that a training course was needed, I worked with the SME and HR to create learner personas regarding the type of learners that would engage in the course and used those personas to guide the design process.
Interaction / Communication With Client
Interaction / Communication With Client
Interaction / Communication With Client
Using various Google tools such as Google Slides was an efficient and effective way to engage and communicate with the SME and HR staff as we storyboarded the course. The Real-Time communication allowed us to streamline the process and have the course completed, tested, and available to the learners within twenty-one days.
Data Analysis
Interaction / Communication With Client
Data Analysis
Pre-course data indicated a knowledge gap regarding planning and running a successful meeting.
Post-course data analysis showed that 97% of the learners understood the material and demonstrated mastery of the content. The other three percent had yet to complete the course at the time of the analysis.
A follow-up analysis based on observations on the job indicated that 78% of the learners successfully implemented the content. In addition, based on post-meeting surveys, 87% of staff stated that the meetings were more productive and felt they were part of the solution. The remaining 22% had various barriers to implementation that were beyond the scope of this training.
Time Frame
Interaction / Communication With Client
Data Analysis
The analysis, design, and implementation spanned the course of twenty-one days.
Adobe captivate
Powerful Meetings
The authoring software used for this course was Adobe Captivate. To view the Captivate course, simply click the image.
LMS Example
Learner experiences
Discussion Post
Scenario Based Learning
Scenario Based Learning
Participants provided feedback at the end of the course as to their significant takeaways. This course was a quick-hitter, meant to be completed quickly. However, the course was asynchronous; many participants completed it from home when they had time.
Scenario Based Learning
Scenario Based Learning
Scenario Based Learning
This course was a scenario-based learning course whereby the learners participated in two scenarios to assist in the transfer of knowledge.
I Do You Do Practice
Scenario Based Learning
Knowledge Checkpoints
This course modeled the process and engaged the learner by having them complete examples as they progressed. The final project encouraged the learner to use the information and resources from the course to plan for a meeting of their own based on a scenario provided.
Knowledge Checkpoints
Knowledge Checkpoints
Knowledge Checkpoints
Throughout the course, learners had four knowledge checkpoints to gauge their learning progress and demonstrated mastery of the content.
Summative Assessment
Knowledge Checkpoints
Summative Assessment
Learners completed a Project-Based assessment where they had to plan and prepare for a meeting based on a given scenario and submit their work.
POST COURSE EVALUATION AND ROI
Client ROI
What Went Well
What Went Well
An analysis of the month-end reports indicated noticeable improvements in the workflow, culture, and employee retention. In addition, the client believes this course provided a positive ROI for the bank as many of the newer managers served front-line employees where turnover is high.
What Went Well
What Went Well
What Went Well
The SMEs were great to work with and their communication was clear and timely. This allowed for a consistent and seamless upload of the course to their LMS in a short period of time.
What Would I Do Differently
What Would I Do Differently
What Would I Do Differently
As part of the needs analysis, I would have pushed harder and asked to meet with some of the newer managers to understand their concerns with their meetings and how the training course could help.
Granted surveys were conducted, but surveys are sterile and when I design a custom course, the human element is important. The course was still a success, I just would have liked more input from the learner prior to the design.
The Kirkpatrick Model
What Would I Do Differently
What Would I Do Differently
The Kirkpatrick Model of Course Evaluation was used to determine whether the course was successful.
Feedback: Learners were surveyed to determine relevancy and transfer of skill and knowledge to their job
Learning Impact: Learners, SMEs, and HR staff were surveyed to determine the successful transfer of knowledge and whether course objectives were met.
Implementation: Observation of employee workflow, analysis of staff surveys regarding the effectiveness of meetings, and learner surveys were used to evaluate the efficacy and impact on the culture and behavior
Alignment to Objective: To measure the effectiveness of the training, pre-course surveys, post-course observations, and post-course interviews were used.
Software used
Adobe Premiere Pro
Adobe Premiere Pro
Adobe Premiere Pro
Used to make final video edits
Adobe Captivate
Adobe Premiere Pro
Adobe Premiere Pro
Used to create the course, format it for mobile and desktop devices, and track learner results within the LMS through SCORM compatibility.
Vyond
Adobe Premiere Pro
In Design
Used to create video animation and voice-overs.
In Design
Adobe Premiere Pro
In Design
Used to create and publish the course material
This website uses cookies.
We use cookies to analyze website traffic and optimize your website experience. By accepting our use of cookies, your data will be aggregated with all other user data.