From Classroom To Computers - Learninguild

June 4, 2007

The eLearning Guild’s

SM

Practical Applications of Technology for Learning

THIS WEEK: Management Strategies

From Classroom to Computer: A Case Study of Drastic Change

This week’s article continues the story of how a financial services company moved the

By Mary Carpenter

training program for field

I

agents from the classroom

n the first part of this two-part series, I gave you the background, scope, and objectives of one compa-

to a blended design. Review

ny’s transition from instructor-led training to a blended

the process and the lessons

approach to delivery. In this concluding article, you will learn how the subject matter experts in the company and

learned, and benefit from the

I used templates to facilitate the move and to create a

actual design templates that

professional-looking product. This week, I will also give

the author developed during

you the actual template, an example of it in use, and a look at the process and development flow that worked

this transition. This article

best for us.

also has valuable pointers

Down to work

for the one-person shop!

So how did one person juggle the roles of instructional designer, course designer, multimedia designer, script writer, and LMS administrator? I met myself coming and going, as my grandfather would say. However, it forced me to figure out how to work smarter, not harder. As I read articles by others who found themselves in similar situations, I saw two common themes: templates, and saving everything into common repositories. By early summer, 2004, about nine months after we acquired our LMS, we purchased an interoperable HTML-based template from the LMS vendor. We could now produce professional-looking, all-inclusive courses. Everything for a given course could be in one place: no more PowerPoint, PDF, and test com-

A publication of

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Management Strategies binations. Once we converted all our courses to this template, we had an unexpected surprise. The list of courses shrank by two-thirds. This made the course list more manageable for our users. This new template supported a development process that enhanced both content gathering and course design. I created a document template to collect design elements and to serve as a tracking document. With this template I was also able to standardize lesson introductions and conclusions and the language for instructions. See Sidebar 1 on page 7 for the template, and Sidebar 2 on pages 8 and 9 for an example of a completed course document. These are at the end of this article.

The development process Earlier, I explained how we assessed stakeholder needs and the available content. Now I’ll describe in detail how we converted classroom content to electronic training courses. In my role as designer, I had the classroom content for each course. At this point, I had a number of questions: Could electronic delivery be effective for this content? What technologies would it take for delivery? How will we know if the agent has mastered the content? For that matter, how would I define mastery for this content?

Publisher David Holcombe Editorial Director Heidi Fisk Editor Bill Brandon Copy Editor Charles Holcombe Design Director Nancy Marland Wolinski The eLearning Guild™ Advisory Board Ruth Clark, Lance Dublin, Conrad Gottfredson, Bill Horton, Bob Mosher, Eric Parks, Brenda Pfaus, Marc Rosenberg, Allison Rossett Copyright 2002 to 2007. Learning Solutions e-Magazine™ (formerly The eLearning Developers’ Journal™). Compilation copyright by The eLearning Guild. All rights reserved. Please contact The eLearning Guild for reprint permission. Learning Solutions e-Magazine™ is published weekly for members of The eLearning Guild, 375 E Street, Suite 200, Santa Rosa, CA 95404. Phone: +1.707.566.8990. www.eLearningGuild.com

Once I answered these questions, I had a few decisions to make. Who was the primary audience? Could any other audiences use this content? In our case, did we want to make it available to the agents’ assistants, to life-only agents, and to company employees? Then I established the objectives for each course. Since SMEs would find it frustrating if I revised the objectives several times, I knew I had to be patient at this point. The objectives are the foundation of the course. Finally, I had to distinguish “need to know” content from “nice to know” information. The SME sometimes felt that everything was in the “need to know” category. I found that by consistently asking what the agent needed to know in order to do the job, or to meet compliance, or whatever the overall goal was, I could help the SME pare the content down to just the “need to know” elements. I also reassured the SMEs that the “nice to know” information would be included, through additional resources such as a frequently-asked-questions page. I required the SME to provide, at the minimum, either a PowerPoint file including speaker notes, or a complete Word document. The speaker notes were usually sparse, but they provided me with a place to start my work.

I met myself coming and going, as my grandfather would say. However, it forced me to figure out how to work smarter, not harder. As I read articles by others who found themselves in similar situations, I saw two common themes: templates, and saving everything into common repositories.

Learning Solutions e-Magazine™ is designed to serve as a catalyst for innovation and as a vehicle for the dissemination of new and practical strategies, techniques, and best practices for e-Learning design, development and management professionals. It is not intended to be THE definitive authority ... rather, it is intended to be a medium through which e-Learning professionals can share their knowledge, expertise, and experience. As in any profession, there are many different ways to accomplish a specific objective. Learning Solutions will share many different perspectives and does not position any one as “the right way,” but rather we position each article as “one of the right ways” for accomplishing an objective. We assume that readers will evaluate the merits of each article and use the ideas they contain in a manner appropriate for their specific situation. The articles in Learning Solutions are all written by people who are actively engaged in this profession — not by journalists or freelance writers. Submissions are always welcome, as are suggestions for future topics. To learn more about how to submit articles and/or ideas, please visit our Web site at www.eLearningGuild.com.

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Management Strategies and the SME could watch the course come to life. There were several steps to creating and publishing the course. We developed a checklist to coordinate the work, and Sidebar 3 on page 10 gives you an idea of what this looked like. To begin the quality assurance phase, a colleague and I would internally test the course to identify technical, layout, or flow issues. We would make revisions and then the SME would review the course. We would incorporate any suggestions the SME made, as long as they went with the objectives. We conducted final acceptance testing after this and released the course. We tracked the course for review, as prescribed by the content or SME early in the process.

Tools We employed several software programs during course development. These included PowerPoint for the storyboards; Microsoft Word for templates; an HTML template (InterLearn3) for content organization and delivery; Dreamweaver to manipulate the HTML template; Captivate movies saved as Flash for simulations; Adobe Writer to save Word documents as PDF documents; and Adobe Photoshop to manipulate and create graphics. To make the course available, we used WS_FTP to upload files to the server where the files were stored for the LMS that provided content and test delivery. We learned a few things as we developed our process. You might like to know about these discoveries, and about the way the story ended.

Course testing and release After I had the course draft in the design template, we could begin developing the HTML for the content and graphics. We used Dreamweaver and made the HTML course available in the WYSIWYG (What You See Is What You Get) view. In this way, the developer

*Use appropriate title for your organization.

I had the classroom content for each course. At this point, I had a number of questions: Could electronic delivery be effective for this content? What technologies would it take for delivery? How will we know if the agent has mastered the content? For that matter, how would I define mastery for this content?

Figure 1

î

Now I could go to work imagining an agent in an office. The agent had only a computer with an Internet connection, and the materials we’d provided. The agent didn’t have a phone or e-mail (this would never happen, of course — this was a totally fictitious situation), and no means of asking questions. This helped me see the content through the new agent’s eyes and to consider many perspectives that I might otherwise have never realized existed. My overall goal was to answer all the questions an agent could pose and to not create more questions. While reviewing the content, I would: • Record clarification questions to discuss with the SME • Ask myself, “What would a new person ask?” “How would a new person perceive the content?” • Revise content to eliminate passive voice • Add review or comprehension questions, with feedback • Identify and move “nice to know” information into supporting documents • Review the objectives and assess the content to be sure it was entirely “need to know” and that it applied to the objectives. Once I had the content in good shape, I wrote questions to assess mastery of the objectives. The mastery questions would be the basis for a final test, if the course lent itself to this type of assessment. The SME would review the mastery questions and ans-wers, offering revisions and additional questions as necessary Next, I began to transfer content to the design template. I chunked the content into three- to five-page segments, with review or comprehension questions. Each lesson was 10 to 12 pages long, including an introduction and a conclusion. I also wrote feedback for incorrect question responses, to provide information that would help the learner answer correctly. If applicable, I developed a course activity (a.k.a. worksheet) to capture pertinent information. I wanted to be sure the agent had the opportunity to record information in a way that would serve as a resource long after the course was completed. I also created a manager’s version to provide suggested answers for further discussion. We added any printed items to the binder that Multiline Training provided to new agents.

Content delivery decision process and development flow

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Management Strategies Lessons learned A year into the initiative, we found our partners wanted to know more about the design and development process we employed. One way we shared this information was through an illustration we developed entitled “Content Delivery Decision Process.” (See Figure 1 on page 3.) This illustrated the process to move content into an alternative delivery method. As the number of Subject Matter Experts (SMEs) grew, we continually reviewed our expectations of their involvement and addressed their concerns. One way we introduced new SMEs to the electronic training was to have them visit our department for an hour. Using our review area, the SMEs would complete a short electronic course. They experienced the endproduct before we started discussing their needs. This gave them a mental picture of what was possible. We also found it best to allow SMEs to work within their comfort zone. That is, allow the SMEs to use the tools they are used to, such as PowerPoint, Word, etc. I adjusted to them, not demanding they adjust to me. Using the template allowed copying and pasting of content and design elements. This kept the SMEs comfortable and minimized the amount of time we kept them away from their regular work. Finally, we continually reassured the SMEs that the courses would enhance any face-to-face efforts they had planned. Three issues surfaced as we worked with SMEs. Who had the final say about content? Who provided updates? Would periodic reviews be required? Through discussions with SMEs, we brainstormed solutions quickly. The SMEs or their departments had the final say about content. Multiline Training was only helping

them deliver their product. It was the SME’s job to provide updates. The SME and the designer made the decision about periodic reviews after the course launch. Reviews were contingent upon the content’s life time. In the previous article, I mentioned how managers used the reports from our LMS to gather actionable information. I should add a couple of details about this, for your benefit. First, when we listed the requirements for our learning management system, reporting was at the top of the list. If we couldn’t glean information from the system, the system wasn’t doing us much good. I recommend this as a good practice. Additionally, to be actionable the report content had to be easily understood by the managers. The managers then could make decisions and take action based on the information. For example, two years into the program, we relocated the annual compliance training to electronic delivery. The compliance department was small and had to visit and train in every region once a year. We provided an electronic training that all agents and sales managers completed. Managers could obtain completion reports to keep their agents on track to complete the required training. Company management held the manager accountable. Now the managers could hold their agents accountable. Upon the completion due date, we provided a report of compliance. The result was one hundred percent completion at a fraction of the cost.

Personal learning Through the entire process, I personally learned several things. The most valuable thing I learned was

One way we introduced new SMEs to the electronic training was to have them visit our department for an hour. Using our review area, the SME would complete a short electronic course. They experienced the end-product before we started discussing their needs. This gave them a mental picture of what was possible.

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Management Strategies to be open to ideas and try many things, knowing that the first time might not be the best. Here are some of the other important lessons I took away from the experience: 1. As a developer and designer, I must have my ducks in a row — know how the end product will look and feel, documentation layout, what I need from the SME, how to begin working with a new SME. 2. When beginning to work with an SME, start in their comfort zone. 3. Development and design get faster with experience, tools, etc. 4. Set ground rules and roles early with SMEs and groups you support. 5. Market, market, market ... constantly sell the e-Learning product you design.

Key ingredients for success I have to credit much of our success to the dedication and creativity of several individuals. My support staff was invaluable. The art department, namely the graphic artist, was essential in utilizing new technologies effectively. I was also blessed with other educational professionals who taught me how to format documents to make them more user-friendly. Surround yourself with talented, knowledgeable people and know that your gut can be a great indicator of what is right and wrong. Every time my gut didn’t like a decision, I ended up revising and redoing. Be open to ideas. Creatively use technology, ask lots of questions, and help people understand what you are trying to accomplish.

The rest of the story The new agent trainer, who was my first SME, said a year after the program officially rolled out that agents were better prepared, understood products better, and asked more pertinent questions during follow-up schools. This was a huge home run in my opinion. The process had come full circle! Everyone knows that making money is the real test. The question was, how were new agents performing compared to previous years? We measured this performance by a new agent contest, for agents in their first ninety days with the company. Before we launched the new training program, onefourth to one-third of new agents completed the sales contest successfully. After the new program was in place for two years, two-thirds to three-quarters of the agents successfully achieved the contest requirements. Not only that, we twice had to increase the total number of contest points due to sales records being consistently re-established. New agent retention increased. This was a first in

June 14 & 15, 2007

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Management Strategies company history. An unexpected benefit was that overall agent retention increased partly due to the use of alternative delivery of content, and partly because the program made it possible to make conscious decisions about when agents should make the trip to the home or regional offices, rather than constantly calling meetings requiring travel. Finally, increased compensation more engaged and rewarded district sales managers for their efforts. When I departed the company, the third version of the curriculum was available and there were plans to expand offerings further to include other insurance products and audiences.

Author Contact Falling into the world of technology, Mary Carpenter developed a passion for finding ways to deliver content so as to create curiosity and motivation. She is most recently a Learning and Development Consultant at Wells Fargo Financial, Des Moines, IA, where she is responsible for designing and creating courses using Breeze and Interactive Media. Online learning has become Mary’s preferred way to learn since it is convenient, manageable, and accessible 24/7/365. Mary has been in the education field for 15 years. She has a Bachelor’s of Elementary Education from Iowa State University and a MA in General Education with an emphasis in Technology from Viterbo University. Since leaving the public school arena in 2000, Mary has pioneered Web-based learning at two organizations. Her first venture into this area, as a Utilization Specialist for a public television station, was to introduce online learning opportunities to Iowa teachers, eliminating the need for them to travel and attend a face-to-face course. At Farm Bureau Financial Services, Mary rolled out a Learning Management System, offering over 120 courses for a geographically dispersed sales force. This is the story she is relating in these articles. Contact Mary by email to carp3219@iowatelecom. net Discuss this article in the “Talk Back to the

Authors” Forum of Community Connections (http://www. elearningguild. com/community_connections/forum/ categories. cfm? catid= 17& entercat=y). You can address your comments to the author(s) of each week’s article, or you can make a general comment to other readers. Additional information on the topics covered in this article is also listed in the Guild Resource Directory.

In the Archives This is the second article by Mary Carpenter for Learning Solutions. The eLearning Guild has previously published articles whose topics also relate to this week’s. These are available to Members in the Learning Solutions Archive online. Members must log in to download them. Here are the authors, the article topics, and the publication dates. (Not a Guild Member? Join today for immediate access to these articles and over two hundred others!)

Previous article by Mary Carpenter From Classroom to Computer, Part 1 (May 21, 2007)

Articles on related topics Lora Davis and Joy Marie DeBlock: Become a learning partner (April 2, 2007) Clive Shepherd: Blended learning evolution (June 26, 2006) Tom Sehmel: Project approach to training development (February 13, 2006) Kendrick Abell: Templates and reusability (January 23, 2006) Stephanie Sanford: Team of one (January 16, 2006) Karen Scott: Converting classroom courses (April 4, 2005) Purnima Menon: e-Learning in Financial Services companies (September 8, 2003)

We also found it best to allow SMEs to work within their comfort zone. That is, allow the SMEs to use the tools they are used to, such as PowerPoint, Word, etc. I adjusted to them, not demanding they adjust to me. Using the template allowed copying and pasting of content and design elements. This kept the SMEs comfortable and minimized the amount of time we kept them away from their regular work.

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Management Strategies

Sidebar 1: Course Blueprint Course Title: Course Goals: Course Quiz Title(s): PDF Files (titles and location) (these can be Word documents to convert to PDF) Specialized Graphics (titles and location and/or specifications for design) See page notes Welcome Page — (Content) To begin, follow the navigation directions below. Good Luck! Lesson 1 Title: Lesson 1 Objectives: Page 1 (Content on left) (Main points on right) Page 2 Activity To complete the exercise, follow these instructions: 1. Click the “” button below. This will launch a window containing thumbnails (small graphics) of the forms you need. 2. Find “<document name>” note page. 3. Click the graphic and the page will open in Abode Acrobat Reader. 4. Print the page using the print command in Abode Acrobat Reader. 5. Use the graphics and notes to find the answers to the questions located on the <document name> note page. 6. Record the answers found on the note page. 7. Place the page in your binder behind the appropriate tab and share this page with your manager and/or your . Page 3 (Content on left) (Main points on right) ... (Page structure repeated for Pages 4 through 12 Page 12 Conclusion Lesson 2 Title: ... (Lesson structure repeated for Lessons 2 through 6)

The SMEs or their departments had the final say about content. Multiline Training was only helping them deliver their product. It was the SME’s job to provide updates. The SME and the designer made the decision about periodic reviews after the course launch. Reviews were contingent upon the content’s life time.

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Sidebar 2: FB Distance Learning Academy Course Blueprint Course Title: Regulatory Filings: Customer Complaints & Disclosure Forms Course Goals: Present regulatory filings, agent responsibility with these filings, how to handle a complaint or disclosure form amendment. Course Quiz Title(s): Regulatory Filings Quiz PDF Files (titles and location) (these can be Word documents to convert to PDF) Specialized Graphics (titles and location and/or specifications for design) See page notes Welcome Page — Welcome to the Regulatory Filings: Customer Complaints & Disclosure Forms Course This course will present a regulatory focus that involves the reporting and timely submission of regulatory filings for EquiTrust Marketing Services, LLC, our company’s broker/dealer. There are various reporting requirements, but the two that would concern you as a registered representative are written customer complaints and Form U-4 disclosure. The information presented here will increase your awareness of the process to follow if you receive a complaint or a disclosure form amendment that needs forwarding to the Home Office Broker/Dealer Compliance department. To begin, follow the navigation directions below. Good Luck! Lesson 1 Title: Introduction Lesson 1 Objectives: Review the filing background and types, investigate regulatory factors for filings, and define quarterly customer complaints Page 1 Regulatory Filings Introduction EquiTrust Marketing Services, LLC, is our company’s broker/dealer. The registered managers and representatives are responsible for providing information to the Broker/Dealer Compliance department to submit regulatory filings to the National Association of Securities Dealers (NASD). Failure to submit regulatory filings in a timely manner can result in fines and further scrutiny by the NASD. This lesson will offer the opportunity to: Review the history and types of filings Investigate regulatory factors for filings Define customer complaints To continue, click ‘Next’ below. Page 2 Background (Content on left) Background for broker/dealer required reporting begins in 1995. In 1995 the National Association of Securities Dealers (NASD) began requiring electronic submission of regulatory filings such as written customer complaints and disclosure Form U-4. This Web-based system was introduced to help the NASD gather information to monitor market conduct of securities firms and their registered representatives. These filings help detect sales practice patterns and provide prompt public disclosure via Broker-Check within the NASD public Web-site. Broker-Check gives investors (like you and I and the general public) the opportunity to review a registered representative’s background before investing money in securities. (Main points on right) NASD filings include: Form U4 Customer complaints, and Other disclosures filing for the broker/dealer and its registered representatives Broker — Check on NASD public Web site

This new template supported a development process that enhanced both content gathering and course design. I created a document template to collect design elements and to serve as a tracking document.

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Sidebar 2 continued: FB Distance Learning Academy Course Blueprint Page 3 A Regulatory Focus (Content on left) NASD is taking action to reduce late reporting of customer complaints and disciplinary actions by broker/ dealer firms. NASD relies upon the broker/dealer to promptly submit the required filings to enable communication with investors and regulators about any complaints and disciplinary actions. In addition to the mandatory reporting of customer complaints, NASD firms and their registered representatives have a mandatory disclosure form called Form U-4. This form is required to be kept up-to-date. Recently, the NASD introduced mandatory fines to be assessed against broker/dealers for each late-filed required report. These late filing fees are hoped to act as an additional disincentive to late filing and to encourage members to timely update Form U-4 as required. Firms that fail to timely submit required reports to the NASD may, in addition to paying a late fee, be subject to disciplinary action. This could mean that the broker/dealer would be subject to additional regulatory scrutiny. This may mean more policies and procedures for registered representatives. (Main points on right) • In 2003, NASD began an industry sweep focusing on late reporting (Recent $2.2 million fine to one broker-dealer firm for excessive late filing) • Recently the NASD introduced mandatory fines for broker-dealers who report late on required filings • Disciplinary action and additional scrutiny Page 4 Question 1 Recently, the NASD introduced mandatory fines to be assessed against broker/dealers for each late-filed required report. A. True B. False Answer: A Feedback: Mandatory fines are assessed for late filings to prompt broker/dealers to be timely with required reports. Page 5 Two Types of Required Filings (Content on left) There are various broker/dealer reporting requirements. The two requirements that would concern you, as a registered representative, are written customer complaints and Form U-4 disclosure. The regulators are sending a clear message regarding non-compliance with their filing deadlines. The Home Office Compliance department needs your help to ensure submission of customer complaints, address changes, and any other registered representative information contained within the Form U-4, in a timely manner. (Main points on right) • Customer Complaints Quarterly complaint reporting and 10-Day Events • Form U-4 disclosure Page 6 Regulatory Filings Conclusion EquiTrust Marketing Services, LLC, is our company’s broker/dealer. The registered managers and representatives are responsible for providing information to the broker/dealer to submit regulatory filings to the National Association of Securities Dealers (NASD). Failure to submit regulatory filings in a timely manner can result in fines and further scrutiny by the NASD. This lesson has offered the opportunity to: Review the history and types of filings Investigate regulatory factors for filings Define customer complaints To continue, click ‘Next’ below.

With this template I was also able to standardize lesson introductions and conclusions and the language for instructions.

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Sidebar 3: Steps to Creating an Online Course Using InterLearn3 and Dreamweaver Versions Needed Agent Instructor

Date

Framework Code

1. Pre-Computer Preparation Agent Instructor All written materials prepared Saved as PDF — things that will be printed by the user Course blueprint completed 2. Framework updated on Distance Learning Academy. IntranetU — Framework items designated for course and quiz if necessary. If no framework item is available, add and link new framework items.

3. Create a new folder on Desktop/copy to our server Copy all Course Template files into the new folder Copy PDF files into supportcenter/pdf file 4. Edit Graphics — in Photoshop — images/button templates for each lesson PPT Slide Graphics top_banner Capture PDF Graphics 5. Open Dreamweaver Edit sites — tell Dreamweaver where to get the files lookup.js — the master file — tells program how many pages are in each lesson & where to get those pages (files to use) top_nav — edit lesson names Edit bottompanel_5 Edit pages & files in Dreamweaver Update % to pass in dataform.htm file 6. Spellcheck each page Final course check a. After a day, return to the course b. Launch course c. Check for functionality d. Revise as needed Upload it to hosted server Create a resource in the Academy. Link resource to framework item 7. Quiz Enter/Copy Updated Link/Link 8. SME Viewed Accepted

There were several steps to creating and publishing the course. We developed a checklist to coordinate the work.

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