Instructional Designers

Community of India

Applying LCM
By Geeta Bose
Founder-Director Kern Learning Solutions
An innovation and learning company

03/03/10 © Kern Learning Solutions 1

 Quick Check
Who
presented
our last What was his
session? key What process
philosophy? do you
follow?
What is
LCM?

What is the What is the

single most first step in
important your design
element in your process?
design process?

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 What do you want to
know?
• How to design learner centered
courses?
• 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
Key
Principles
• Learner is at the center of the development
process.
• LCM is an iterative process. Every phase involves
iterations within the phase before becoming input
for the next phase.
• This is a diagnostic approach to eLearning, which
is in contrast to a quick-fix approach.

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 What’s New?

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 Are you designing for…

For All?

For One?

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 Agenda for Today…

Live Case Studies

A large energy Godrej & Boyce

consortium
Focus on Research & Focus on Evaluation
Sustainable learning

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 EC – Case Study
Problem Statement
from EC

Network
Coordinators

BP
Train

Alternate energy
products

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 Phase 1 - Research
Conducted Contextual Inquiry What are their
motivations to
sell?

Are they
aware of
their roles? How do
they really
sell?
NM’s =
Learners
What kind of
situations do they What kind of
face and how do support do
they deal with they get on
them? the field?

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 Contextual Inquiry
Findings
Contextual Enquiry Statistics
Duration: 5 Days (24-28 May, 2008) • Demographics
• Motivations
Sample Size: 37
• Process Knowledge
(NMs: 12, VLEs: 19, and Distributors: 6) • Training/Skills
• Sales/Records
• VE Recruitment &
Management
• Distribution Process - Facts
• Communication channel with
Maharashtra company
• Payment system
• Communication protocol with
NM
Karnataka •• Concern about social model
Demographics
• Motivations & Earnings
Tamil Nadu • Managing records and stocks
• Business overview
• Social implication

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 Contextual Inquiry -
Implications
On NM
Training
• Gender sensitivity
• Need connect with company vision and objectives
• Clear understanding of company policies
• Process knowledge – handle complaints, product
flow
• VLE Recruitment & management process
• Sales and distribution process
• Communication process
• Time management

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 Contextual Inquiry -
Implications
SOPs for
Client
• Relook at village entrepreneur (VE) recruitment
process
• Define network manager (NM) roles clearly,
standardize promotions, incentives and leave
policies
• Conduct an NM induction program
• Redefine distribution process – standardize across
geographies
• Define complaint handling and escalation process
• Define clear communication protocol between
• NM – Distributors
• Distributors – VEs
• NM – VEs
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 Contextual Inquiry -
Persona
Persona
Creation

Prakash, NM - Primary
persona

Jyothi, VE - Influencer Ram Babu, Distributor - Influencer

persona persona

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 Phase 2 - Design
Brainstorming Session

1Skills Needed 2Frequency

Delivery
of 3IDApproach/Impleme
ntation Plan
Network Theme to bind
Creation the program
Timefra Repeat (Oorja Premier
me Frequen League)
cy
Teach them
Network Saturation
selling skills
Monitoring and make
them practice
behavioral
skills
Combine

4
Network Management
classroom
Define training with
Measurement mentoring and
monitoring
Metrics
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 Example - Skills and
Frequency Map
2Frequency
Delivery
of

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 Example –
Implementation Plan
3Implementation
Plan

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 Phase 2 – Design
Challenges
Challenges for

• Ensuring standardization and maintaining

quality across multiple locations
• Quick response to address business
changes
• Role clarity and differentiation through
training
• Disparity in NMs regarding skill and
understanding
• Not restricted to sales training or selling
skills training
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 Phase 2 – Design
Approaches
ID Trump Cards

• Common Theme – Premier League

• Highly Engaging Program (awarded 4s
and 6s)
• “Power Plays”
• Designed a marketing tool
• Helpline for NMs

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 Phase 3 – Development
Contextual
Brainstorming
Inquiry Case
Studies

Role
Plays
Games
ID ID +
Content &
Approache SME Training
Scope
s Inputs Translati Program
on
Videos

Flash
Modules
At every point,
map back to
Prakash!

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 Phase 4 – Delivery
Sustainable
Learning

1Series of time-bound activities had to be

completed end of each phase

2Each classroom session followed up by

live on-field tasks

Exampl
e End of Phase 1, NMs had to:
•Prepare a business plan and get it approved by their
business managers
•Recruit VLEs in each village for the Oorja Premier League
•Train each VLE on the induction module
•Map each village; prepare a marketing plan based on the
03/03/10 village map © Kern Learning Solutions 20
 Phase 5 – Evaluation
Metrics &
Methods
End of Phase 1:
Define evaluation
metrics

End of Phase 2:
Create evaluation
sheets

End of Phase 3:
Begin evaluation

End of Phase 4:
Continue evaluation
and analyze results

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 Learner speaks…

I believe in myself that I can do it! I understood Jyoti

”
as a person and not someone working under me. I
understood the importance of Jyoti, village cash mix,
and how to convince the customer.

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 Godrej & Boyce – Case
Study
Problem Statement -
G&B

Customer
Sales
Executives

Train
Grooming, personality
development, and
customer handling
skills for CSEs

Train CSEs in over

100 stores across
India
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 LCM Approach
To make CSEs more professional in their
Program appearance and interaction with customers. This
course won the Brandon Hall Award 2008 for
Objective Excellence in Learning.

Phase 1: Contextual
Inquiry

Phase 2:
Design

Phase 3:
Development

Phase 4:
Delivery

Phase 5:
Evaluation

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 Old Model vs. New Model
Only Classroom Blended Learning
Training

One Classroom Productivity suffers Classroom eLearning for

Training can when CSEs attend Training for CSEs
accommodate up to training. Store Chiefs
15 CSEs.

In a year, G&B could Each store chief trains/supervises

conduct a max of 12 many in the store.
such programs.

Not scalable Scalable

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 G&B: Evaluation
Parameters

100 Learners should complete 50%

the course
Improvement in
application within 2-3
days
%
80% Learners should show
90% improvement for
70%Improvement in skill
application over 15
knowledge level skills. days

80%Improvement over 1
month with timely
intervention by store
chief.

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 Example – Evaluation
Checklist
Evaluation
Checklist

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 Example – Measuring
Performance

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 Example – Interventions by
Store Chief

Rat 5-7 days, 10-15 days, and 20-25 days

– as per evaluation checklist

e
Group 1-2 days after rating them; provide
individual feedback
Sessi
ons
High scorers, and give sensitive
Recogni feedback individually
ze

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 Results

• Train all new CSEs immediately irrespective of when they join, thereby
making store expansions smoother and faster.
• Minimize training time (or time away from work) substantially and
consequently save cost on week-long training programs.
• Involve the store chiefs directly in the training program, securing their
buy-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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 Thank You!
A round of applause for all participants.

A big thank you to Adobe for

hosting us.

Three cheers to IDCI!

Connect, collaborate, learn!
http://idc-india.ning.com

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