WELCOME
Storytelling
The development team also acknowledged that sales is not a zero-sum game. The learner is presented with a selling objective, but they are not judged merely on a total success or total failure. Fully executing their sales objective allows the learner to achieve the optimal sales outcome, however the alternative is not total failure because in sales, there are sub-optimal outcomes. Multiple paths were laid out that culminated in success at some level, even if it was not complete fulfillment of the selling objective. This element provided real-world authenticity and encouraged learners to re-take the scenario as many times as they would like, making different decisions along the way to try to achieve a different outcome.
Words are only one variable in the engagement equation. They activate important areas of the brain, but the visuals that accompany them activate other areas of the brain and enhance the experience for the learner. We have in-house graphic artists that create custom looks for every solution we create. For visual learners, the look can make all the difference.
See how it works!
Interactivity
At Infinitude, we are storytellers. We believe that all of our solutions need to tell a story to better engage a learner. We don’t just believe it, it’s science. When we listen to a presentation built with bullet points, the language processing parts of our brain are activated. But that’s all. Alternatively, when we hear stories, our brain seeks to experience the events of those stories. That means any number of other parts of the brain are also activated. A good story can put your whole brain to work!
Because selling is a mix of art and science (a model can be taught as the science, but the art comes from knowing when and how to adapt the model to your customer), this training program was designed to offer realistic role play scenarios, introducing the art of selling: reading body language, adapting style based upon the customer, and selecting the proper phrasing based upon the person, situation and desired outcome.
An early consideration in the development process was the complexity of reflecting real-world scenarios in the art of influencing, particularly in a sales environment. The team decided the best way to address this complexity was to create multiple scenarios, with multiple possible outcomes – each specifically designed to address identified key learnings. The solution ultimately sought to place the learner in a real-world situation, have them make decisions and see the outcomes of those decisions. Moreover, branched logic, particularly in the final scenario, allowed the learner to move down a path seeing how one decision impacts the next.
But it’s more than just storytelling – it’s about making the learner part of the story. Sure, interactivity in eLearning is nothing new. We point and click and drag and drop just like everyone else. But we do more! With interactive video, we put the learner into the story – they’re the main character. With augmented reality, we can bring the story to the learner. With virtual reality, we’re exploring how to fully immerse the learner into the story through the power of a virtual world that looks and feels real.
The final scenario is the showcase of the course. The learner is presented with a real-life sales scenario, requiring them to flex their style based on what they know about two members of the customer’s organization. The scenario begins with the learner choosing which person they will meet with first, or if they should meet with them together. The tactics the learner should employ with each person are different based on the profiles provided. There is an optimal path, however making the wrong decision at the beginning of the path does not prevent the learner from getting back on the right path. As in real life, we have the opportunity to overcome mistakes if we recognize them early enough.
Visual engagement
How to engage your audience...
Place the learner in a real-world situation, have them make
decisions and see the outcomes of those decisions.
ENGAGEMENT
It’s an understatement to say that our attention span these days is a bit lacking. Smaller learning segments allow us to create content that learners can actually pay attention to, focusing on the key facts and relevant information they really need.
In the following microlearning sample, we provide a demo completed for one of our clients in which we leverage existing footage and layer in interactive questions or opportunities for a learner to dig deeper -- all streamlined within an existing video script that keeps the information interesting. This example is still in a rough, demo format, but illustrates how existing content can be optimized to make it more accessible to the learner.
Training can be overwhelming. The number of items a person can hold in their working memory is roughly seven. Almost every traditional classroom course and many eLearning courses ignore this finding. Microlearning addresses this issue by focusing the learning into manageable chunks.
Existing content can be optimized to make it more accessible to the learner.
Employees can learn by simply watching a basic video. But they also have the option to go deeper into a topic through multiple learning vehicles incorporated throughout the microlearning course. In this demo, the first interaction quizzes the learner to test their knowledge. The second provides an instructographic that can be viewed digitally and/or can be printed should someone want to reference it at a later date. Albeit simple, this is a great option for someone who needs to access learning on the job without having to run through a 30-minute eLearning until they find a small piece of content they need to reinforce what they are doing. The third includes micro videos within the larger video to provide more information about a particular topic. Key is that the learner has control over whether they want the additional information or not. The fourth provides screen shots of an inventory management program. If this demo were fully built out, the learner would be able to click on each report to engage further. The fifth interaction provides an interactive schematic that allows a learner to walk through a floor plan, with additional content buried within the schematic itself as well should the learner be interested to study it more closely. Finally, the last interaction provides another opportunity to interact with a mockup of their in-store processing system.
Attention spans
You’ve just spent months and thousands of dollars developing a new learning program. You roll it out and breathe a big sigh of relief. Then you find out that a business process has changed, and one small section of your program is now out of date. Sound familiar? With large ILT programs, or lengthy videos or eLearnings, making that one update effectively means replacing and relaunching the entire program. When that same content is designed as microlearning from the outset, maintenance becomes much easier, and less disruptive. That 95% of content that doesn’t need to change can remain untouched. No redeployment required!
Attention Spans
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Impact
Cognitive load
Most longer training programs are “one and done,” meaning the learner will experience it once and likely never again. That’s a lot to ask of that content. The “moment of apply” for that learner on a particular skill may not take place for months, and it is unlikely that the original training experience will give them what they need when they need it most. A learner is much more likely to return to a 5- to 10-minute eLearning module, or a 1-minute video, at the moment of need than they are to dig out a bulky binder or relaunch a one-hour eLearning module and try to find the specific content they are looking for.
Cognitive Load
Most longer training programs are “one and done,” meaning the learner will experience it once and likely never again. That’s a lot to ask of that content. The “moment of apply” for that learner on a particular skill may not take place for months, and it is unlikely that the original training experience will give them what they need when they need it most. A learner is much more likely to return to a 5- to 10-minute eLearning module, or a 1-minute video, at the moment of need than they are to dig out a bulky binder or relaunch a 1-hour eLearning module and try to find the specific content they are looking for.
Maintenance
With easy access to short segments by topic, employees have the ability to refresh their knowledge easily. The smaller learning objects can also be updated and switched out as needed without the need to overhaul an entire eLearning as business priorities change.
Why is microlearning often preferable to traditional approaches? There are a few reasons…
MICROLEARNING
Click here to view a microlearning sample
Why is microlearning often preferable to traditional approaches? There are a few reasons…
When they need it.
With aggressive financial goals and strategic objectives, our client needed us to develop training and performance support tools simultaneously. Content needed to be designed for easy learner absorption in training sessions across the United States. To do this we created mini video modules that teased out key concepts from a 3-part training series. We created a magnifying glass in the form of microlearning videos, categorized in a video library portal. Sales professionals can access the content as if it were their music playlist. They have the freedom to choose what they want to review, when they need it, while they are on the job, at home or out in the field between sales calls. A trivia application also sends weekly mobile and web-based challenges to reinforce their learning. They get what they need, when and where they need it.
What they need.
Where they need it.
When they need it.
Performance support is about getting learners what they need, when they need it, where they need it.EndFragment
Where they need it.
PERFORMANCE SUPPORT
Modern workers have an insatiable appetite for new knowledge and capabilities. Their jobs, and needs for that knowledge, are increasingly changing more rapidly than our traditional training approaches can keep up with. Do they always need formal training? Sometimes we just need to tweak a process, or give employees a simple series of steps on how to do a task more effectively. Performance support allows us to more easily provide learners precisely what they need, in the format they need it.EndFragment
This is it! You completed an intensive, week-long, in-classroom training program for your job two months ago. You passed a written exam with high marks. You received a certificate of completion. Now it’s time to do the job – you are the moment of apply. [if gte mso 9]>
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The rate of release of mobile applications is constantly increasing. This is due to the number of applications, and moreover the number of device/operating system combinations that must be accounted for. This can be a dizzying prospect for not only developers, but for the consumers of technology who need to keep up with how something functions. This is what motivated the very simple, “how to” performance support tools we created for Verizon to share with their customers. Our mission was to create something easily digestible out of something technically complex, make it instructional, step-by-step and accessible.
Modern workers have an insatiable appetite for new knowledge and capabilities. Their jobs, and needs for that knowledge, are increasingly changing more rapidly than our traditional training approaches can keep up with. Do they always need formal training? Sometimes we just need to tweak a process, or give employees a simple series of steps on how to do a task more effectively. Performance support allows us to more easily provide learners precisely what they need, in the format they need it.
Performance support is about making information accessible. You may not be able to take your training instructor back to the office with you, but you can instantly access short video clips, an instructographic job aid or an interactive role play [if gte mso 9]>
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To accommodate multiple learning styles, we created a series of very basic “how to” videos in addition to complementary, printable “instructographic” job aids. So learners have the option to follow step-by-step instructions through video or a printable pictograph format. We implemented a simple, clean design approach to cut through the noise of complexity, keeping the information as basic as possible.
This is it! You completed an intensive, week-long, in-classroom training program for your job two months ago. You passed a written exam with high marks. You received a certificate of completion. Now it’s time to do the job – you are at the moment of apply. Can you recall everything you need to know with the clarity you had during training? Performance support ensures that you have access to the information you need when you need it, and that might be weeks or months after your initial training.
…instructional, step-by-step and accessible...
What they need.
How can we get sales training out to employees nationally, quickly, with minimal downtime and generate the highest level of retention?
This is the question we were asked by one of our foodservice and restaurant supply service clients. We were not only requested to build sales training (and build it quickly), but also to create an approach that would enable their sales force to sustain the learning and apply it out in the field, almost immediately.
Performance support is about making information accessible. You may not be able to take your training instructor back to the office with you, but you can instantly access short video clips, an instructographic job aid or an interactive role play simulating the conversation you’re about to have.
Networking is equally important within and outside of one’s organization. This course sought to address both internal and external networking needs, acknowledging that associates must make both a priority. Moreover, the prospect of networking can be intimidating to those who feel a certain personality type or inherent charisma is required to be successful. This course introduces principles and a pragmatic approach to networking that eliminates the apprehension and reticence some may feel at the prospect of networking.
The gamified simulation component of the course allows learners to completely control the path they take. They are presented opportunities to connect with both internal and external contacts. Storylines and context are introduced to provide learners with information from which they can decide with whom to network and how best to allocate their time. After the learners choose an initial set of networking contacts, they are given time constraints on how much time they can allocate to network. Time values are assigned to different networking activities.
Pointsification is another term tied to gamification. It focuses on points, badges and leaderboards as elements of gamification. These elements are great, but are exclusively tied to extrinsic motivation, which is engaging in a behavior in order to achieve a separable outcome. They are ultimately no different than motivation to complete a course because it’s a requirement for a promotion or might lead to a pay raise. When gamification really makes an impact is when it taps in to intrinsic motivation, prompting learners to engage in a behavior because of its inherent value in terms of interest or joy. That requires design that goes beyond points and badges.
Gamification and the brain.
Success triggers the release of endorphins, and that makes us feel good! But that’s not all that’s happening in the brain when a learner experiences a well-designed game. Dopamine is released in anticipation of success, and is strongly tied to associative learning. Oxytocin is released when we are engaged with a strong narrative or story, and creates an emotional attachment to the experience. Serotonin is triggered when we feel important and proud, and creates feelings of happiness. Gamification is working in concert with one of the most complex informational hardware systems known – the human brain. It constructs an emotional connection to content that provides reinforcement and the potential for greater retention.
Gamification is not THE answer.
If the learner is able to build a strong relationship with a contact, they have the opportunity to introduce that contact to another contact. This is next-level networking, and unlocks the optimal outcomes in the simulation. Secondary, high-value contacts exist in the simulation that can only be unlocked if the learner proactively introduces two of their contacts to one another. These outcomes can only be achieved when the learner allocates their time appropriately, builds strong relationships, and recognizes the potential for networking based on context and storyline hints provided along the way. The power to meet someone you do not have a direct connection with and would not otherwise meet is unveiled.
With a total of fifteen potential contacts, five modes of interaction (ranging from text messages to face-to-face introductions) and four “rounds” of time-based decision-making opportunities, the combination of unique user interactions numbers in the thousands. No learner will experience this simulation in exactly the same way. Learners can experience the simulation hundreds of times if they choose, with a different set of decisions and potential outcomes each time. Custom feedback is provided at the end of the simulation based on the ultimate outcome of decisions made. Feedback is provided on the final status and health of each relationship and the implications of that for the learner’s network. This is truly a course our learners can revisit periodically to hone their skills and prepare for their real-world networking efforts.
For example, a face-to-face meeting requires a greater time commitment than sending an email to a contact. Learners are challenged to maintain and build relationships with key contacts within certain time constraints. In other words, they can’t have face-to-face meetings with all of their contacts – they must allocate their time based on how they prioritize their contacts. The more time they invest in a contact, the stronger that relationship will be. If they neglect a contact, their relationship will suffer.
GAMIFICATION
You’ve created a beautifully designed, engaging, interactive eLearning. At the end of the course you throw in a game. Maybe it’s a slot machine or racing a car around a track. But the game is just a game, and has nothing to do with the learning. Is this gamification? It depends on who you ask. We don’t think so. Gamification should be part of the overall learning design, not just an add-on that checks the box of a gamification requirement. Gamification works best when the learning itself benefits from the psychology and brain activity that is sparked by the game design.
Intrinsic motivation matters.
CLOSING
Improved design
We now have the ability to collect data on how our learners are interacting with content. This data can help us gain a deeper insight in to our learners’ habits and preferences. This visibility will allow us to continue to customize our solutions to meet our specific audience’s needs in a much more impactful way. At Infinitude, we practice what we preach. We’ve created our own YouTube channel as a performance support and collaboration tool. Our employees create and post videos any time they discover a new tool, a helpful tip on how to complete a task, or even their
perspective on a learning trend. With YouTube’s robust analytics, we are able to see how our employees engage with that content. Who is viewing on their computer versus their iPhone? What videos are they watching, and
re-watching? What parts of videos get skipped over and what parts have the highest level of engagement? We’re able to use this data to improve our own tools and processes and pass that knowledge on to our clients.
Adaptive learning
Big data is leading to increased personalization of content in every facet of our lives. From Facebook to Netflix, our views are customized to our specific preferences and habits. Our learners want the same from us. Adaptive learning is already making an impact with highly successful tools like Khan Academy. The collection of data and increased competency in analytics, combined with advances in technology, will allow us to continue to personalize learning.
Deeper insight into learning habits and preferences
With more data on the choices learners are making, we are able to improve our designs to better meet their needs. We can now see more than just whether a learner got a question right or wrong. We can pinpoint areas that may need to be fine-tuned within the training strategy itself. It is this type of data that iteratively influences conversations. It helps us discuss what needs to change and informs how we will make an update to a course, change a learning strategy or develop a tool to reinforce a topic that needs more attention. It’s not about the big data in and of itself, it’s what we are empowered to do once we have it.
DATA AND ANALYTICS
Big data is everywhere, and it’s only getting bigger.
The implications for us are many. Here are just a few…
ENGAGEMENT
WELCOME
MICROLEARNING
MICROLEARNING
GAMIFICATION
GAMIFICATION
CLOSING
CLOSING
DATA AND ANALYTICS
DATA AND ANALYTICS
PERFORMANCE SUPPORT
PERFORMANCE SUPPORT
ENGAGEMENT
ENGAGEMENT
ENGAGEMENT
MICROLEARNING
PERFORMANCE SUPPORT
GAMIFICATION
DATA AND ANALYTICS
CLOSING