Analysis
The Challenge
Leadership trainings are traditional one-day Instructor-Led Training (ILT) courses with no reinforcement after class to drive learning transfer. Leaders were not coaching due to no opportunity to apply their knowledge to different scenarios with feedback. In our data analysis, we found that 40% of people managers scored a 3 out of 5 or lower on their coaching scorecard as reported by direct reports.
One of my design tasks was to create this eLearning. The team scope was to redesign the entire 1-day ILT course to include a subsequent 12-week reinforcement period.
The Deliverable
Create a scenario-based eLearning as part of the reinforcement period for the ILT.
· Responsibilities: Instructional Design, eLearning Development
· Target Audience: Frontline managers and leaders who are in a position to influence through coaching, providing feedback, and recognition.
· Tools Used: PowerPoint, Adobe Illustrator, Adobe XD, Articulate Storyline 360
· Budget: Low
· Timeline: 1 month
· Client: M&T Bank
Considerations
Primary goal is to add reinforcement, no longer a one-time event.
· Participants need to apply what they learn, discuss experience, & receive feedback.
· Blend Delivery methods (ILT, eLearning, POD groups, Closing Webinar).
· New LMS functionality in mind.
· Validate & measure learning.
· Develop evaluation plan (Kirkpatrick Model).
Data
After reviewing the course, I acquired and analyzed past surveys completed by course participants. The surveys revealed that 65% of people managers are not confident with their current coaching skills. When asked which activity was most engaging, 100% of learners stated the speed coaching session was most beneficial to developing their coaching skills. Finally, one learner shared, “It would be nice to get back together as a group after about a month and let people share how they’ve changed their coaching style since taking the class… Understanding some real examples of reactions to the coaching and how their behavior changed, would be empowering.”
Additionally, I interviewed the facilitators and L&D managers to gain a better understanding of the course progression and implementation. Finally, I met with Dr. Roy Pollock the author of The Six Disciplines of Breakthrough Learning to discuss the key components necessary to drive learning transfer and deploy performance support.
Design
Instructional Design
First, I researched best practices for corporate leadership course delivery, including potential project outputs. Next, I met with SMEs to understand the coaching expectations and challenges. This helped determine the delivery methods for the final project and define business outcomes, not just learning objectives.
Scenario-Based eLearning will allow the learners to apply their knowledge to real-world scenarios. I used the constructivist learning theory that learners would experience the world through interactive scenarios and reflect on those experiences to incorporate new information into their pre-existing knowledge (schema).
My process included designing a storyboard, visual mockups and prototyping. Feedback and usability testing guided several iterations to generate the final product.
Objectives
Finally, I developed the learning objectives for the leadership course. After analyzing the learning offering, I determined that the source of the performance issues were skills.
· Identify the employee’s coaching needs with 90% accuracy as reported on the coaching scorecard. (Understanding)
· Given the employee’s needs, implement the GROW coaching model 9/10 times. (Analysis, Application)
· Create a coaching plan that best fits the employee’s needs to maintain consistent monthly coaching. (Synthesis).
Scenario-Based Coaching Text Storyboard – Scroll to view slides
Development
Development
I started by creating a text-based storyboard for the eLearning. After creating visual mockups by editing vectors in Adobe Illustrator, I designed slide layouts in Adobe XD. Then, I created a visual storyboard which included animation and navigation notes. This allowed for testing and approval of layouts, color palettes, and animations prior to Storyline development. Finally, I created a prototype of the first few slides, a question and response to apply feedback from the user’s standpoint.
The eLearning includes a mentor to guide the learner through the coaching journey, giving the participant two different scenario options to coach. This gives the learner some autonomy. I focused on the GROW model for coaching and decided to develop a question for each step of the acronym: Goal, Reality, Options, Will. The learner chooses the questions and the coachee’s responses are dependent on those questions.
Implementation
The course was implemented with the pilot leadership group in the spring cohort. Launching the course required a meeting with stakeholders to go over logistics of the 12 week reinforcement period. It was made live in the LMS to track learner analytics. Learners were able to take and complete the scenario-based eLearning successfully with 100% participation rate.
Evaluation
I used the Kirkpatrick Model, Four Levels of Training Evaluation, to evaluate the course. 100% of the pilot group group of leaders completed the scenario-based eLearning. When surveyed about the relevancy to their work, average participant ratings were a 9 out of 10.
Level 1: Reaction
Learners completed a course evaluation to measure engagement, favorability, and relevancy. I used learner-centered takeaways such as understanding learning objectives, material navigation, learning application, and facilitator enhancements. 91% of participants reported overall satisfaction with positive takeaways.
Level 2: Learning
Informal: Learners complete a pre- and post-learning self-assessments to identify accuracy and comprehension. Prior to modernizing the course, only 60% of learners reported coaching confidence. The spring cohort had 85% report coaching confidence.
Formal: Learners coaching develop goals and complete the scenario-based eLearning as a refresher to practice just before their 1st official coaching session. Prior to modernization, 10% of learners were given the opportunity for additional practice with coaching sessions. The spring cohort had 100% of learners complete the additional practice session. Learners noted their awareness to their coaching weaknesses.
Level 3: Behavior
Learners meet with their supervisor to review progress on achievements, challenges, and goals. The supervisor supports and assists the learner through on-the-job observations. During annual performance reviews, their direct reports stated positive behavior change with only 10% of people managers scoring a 3 out of 5 or lower on their coaching scorecard as reported by direct reports. This shows 30% improvement.
Level 4: Results
Learners will record the number and frequency of employees being coached. The learner will meet with their manager for progress checks and an evaluation. Through performance reviews using direct report feedback, 85% of leaders are now getting positive ratings in regards to coaching.
Experience the Course
Scenario-Based Coaching Articulate Storyline Course
GROW Model Infographic
