New Associate Customer Service Training Analysis
Payless ShoeSource is looking for new ways to deliver customer service training to their new store associates. Current eLearning training modules are dated and poorly received by learners. This project will support their learning needs by using a blend of proven instructional strategies, such as ADDIE, AGILE, and ARCS, to motivate learners and improve learning outcomes. Our goal is to create a revised training module that enhances the learner’s ability to deliver exceptional customer service. The initial project will be completed by May 2019 with the ability for the course to be translated in French (Canadian) and Spanish (Latin America). This document will serve as a guide throughout the development process.
Recap of Problem Being Addressed
Current Payless store associates struggle to suggest products to customers. This negatively impacts customers’ experiences and leads to a loss of sales, resulting in lost profits. As a brick-and-mortar retailer, small losses in profit lead to closing locations and termination of store associate positions. Our goal is to evaluate and revise new store associate customer service courses to align with current business practices and technology. Instructional materials will focus on determining customer needs through effective questioning (or conversation starters), support of trying on products, suggesting additional shoes and accessories, and trends knowledge.
Description of Audience
The primary audience of this project consists of all current store associates, and future new store associates, in US (including Guam, Puerto Rico, Saipan, and the US Virgin Islands), Canada, and Latin America. The target audience’s native language is English, French (Canadian), and Spanish (Latin America).
Training Strategy
The training strategies that I will use for the project are ADDIE, AGILE, and ARCS instructional design methods. ADDIE is a model that is commonly utilized at Payless ShoeSource. A common message amongst the L&D and Operation teams is to find ways to motivate the learner. Keller (2016) shares with us that ARCS model focuses on identifying the various elements (attention, relevance, confidence, and satisfaction) necessary to motivate the learner then find ways to include motivational tactics for your target audience. Possible motivational tactics include describing how the training will help them be successful at Payless, short bursts/chunks of information, relevant work examples, and positive feedback. Using ARCS allows us to keep the learner in mind as we develop course content. This solution should result in improved learner motivation in completing the eLearning course during their onboarding process.
The project demands quick development. Payless ShoeSource delivers three company-wide sales meeting per year. The first round of meetings is scheduled February – March. I will work with the team to develop the classroom materials for the sales meetings. During the sales meetings, I recommend that we collaborate with SMEs to evaluate the training, make revisions, and turn the content into a self-paced eLearning course for new store associates.
To meet the project demands, I propose that we also incorporate an AGILE instructional design approach in completing this project. AGILE allows us to focus on the learners and how they interact with the course (like ARCS). Benefits of using this approach is it produces higher quality eLearning materials more rapidly, reduces revisions, and allows for greater collaboration across the organization (Pappas, 2017). I like that it speeds up the development process and helps gain associate buy-in because they have an active role in the design process. One of the ways that we will collaborate with store associates is by working with the field learning team (middle/ upper-level supervisors) to develop course materials. Not only are they subject matter experts, but they can provide valuable feedback from the target audience, and quickly rally others in supporting the course objectives and instructional goal.
Instructional Technology Requirements
Current Payless ShoeSource technology will be used to complete the project. The technology required to complete the project includes: Microsoft Word, PowerPoint, Skype and SharePoint; Audacity; TechSmith Camtasia and SnagIt; and Trivantis Lectora. An alternative to Trivantis Lectora is Articulate. Payless looks to implement this software in 2019.
To conduct interviews and review course materials, Skype is the preferred way to communicate across the company. Final training materials will be hosted on internal server space with links to launch the training on SharePoint. The self-paced course will contain voice narration, videos, graphics, and text.
Timeline for Project Completion
Jan 25 - Needs Analysis interviews completed
Feb 5 - Objectives finalized
Feb 11 - Implement pilot (classroom) training program (Latin America)
Feb 18 - Needs Analysis survey delivered
March 1 - Review feedback and make necessary changes
March 19 - Full implementation of final (classroom) training program (US/Canada)
April 1 - Full implementation of final eLearning training materials (US)
April 22 - Final report and supplemental materials turned in to ESU
May 3 - Submit final drafts to ESU
May 10 - Deliver final presentation
Evaluation Plan
To evaluate the project, I recommend that we work with retail operations partners to receive feedback through interviews and surveys following the classroom training. The final eLearning course will contain a pretest, post-test, and survey. To capture the eLearning course feedback, the course will need to be designed to pass scores and survey feedback to a Google Sheet and Google Form until a learning management system is in place.
Funding and Staffing Requirements
There are no additional funding or staff requirements needed for this project. Current L&D and Operations team members will support the project and serve as subject matter experts and project advisors.
Conclusion
The proposed method of training will provide Payless ShoeSource a customer service course that aligns with current business practices. By using ADDIE, AGILE, and ARCS instructional design methods, we will be able to rapidly develop an effective training solution for new store associates. This blended instructional design approach is a true representation of the current L&D team’s design process. The project will be compatible for delivery on the company intranet (SharePoint) and back office PC (internal server/in-house software). The English version of the eLearning course will be available late April with the ability for the L&D team to immediately translate the course for Canada (French) and Latin America (Spanish).
References
Keller, J.M. (2016). ARCS Model of Motivation. Retrieved from https://www.arcsmodel.com/arcs-model
Pappas, C. (2017). The Power of AGILE Instructional Design Approach. Retrieved from https://elearningindustry.com/the-power-of-agile-instructional-design-approach
Recap of Problem Being Addressed
Current Payless store associates struggle to suggest products to customers. This negatively impacts customers’ experiences and leads to a loss of sales, resulting in lost profits. As a brick-and-mortar retailer, small losses in profit lead to closing locations and termination of store associate positions. Our goal is to evaluate and revise new store associate customer service courses to align with current business practices and technology. Instructional materials will focus on determining customer needs through effective questioning (or conversation starters), support of trying on products, suggesting additional shoes and accessories, and trends knowledge.
Description of Audience
The primary audience of this project consists of all current store associates, and future new store associates, in US (including Guam, Puerto Rico, Saipan, and the US Virgin Islands), Canada, and Latin America. The target audience’s native language is English, French (Canadian), and Spanish (Latin America).
Training Strategy
The training strategies that I will use for the project are ADDIE, AGILE, and ARCS instructional design methods. ADDIE is a model that is commonly utilized at Payless ShoeSource. A common message amongst the L&D and Operation teams is to find ways to motivate the learner. Keller (2016) shares with us that ARCS model focuses on identifying the various elements (attention, relevance, confidence, and satisfaction) necessary to motivate the learner then find ways to include motivational tactics for your target audience. Possible motivational tactics include describing how the training will help them be successful at Payless, short bursts/chunks of information, relevant work examples, and positive feedback. Using ARCS allows us to keep the learner in mind as we develop course content. This solution should result in improved learner motivation in completing the eLearning course during their onboarding process.
The project demands quick development. Payless ShoeSource delivers three company-wide sales meeting per year. The first round of meetings is scheduled February – March. I will work with the team to develop the classroom materials for the sales meetings. During the sales meetings, I recommend that we collaborate with SMEs to evaluate the training, make revisions, and turn the content into a self-paced eLearning course for new store associates.
To meet the project demands, I propose that we also incorporate an AGILE instructional design approach in completing this project. AGILE allows us to focus on the learners and how they interact with the course (like ARCS). Benefits of using this approach is it produces higher quality eLearning materials more rapidly, reduces revisions, and allows for greater collaboration across the organization (Pappas, 2017). I like that it speeds up the development process and helps gain associate buy-in because they have an active role in the design process. One of the ways that we will collaborate with store associates is by working with the field learning team (middle/ upper-level supervisors) to develop course materials. Not only are they subject matter experts, but they can provide valuable feedback from the target audience, and quickly rally others in supporting the course objectives and instructional goal.
Instructional Technology Requirements
Current Payless ShoeSource technology will be used to complete the project. The technology required to complete the project includes: Microsoft Word, PowerPoint, Skype and SharePoint; Audacity; TechSmith Camtasia and SnagIt; and Trivantis Lectora. An alternative to Trivantis Lectora is Articulate. Payless looks to implement this software in 2019.
To conduct interviews and review course materials, Skype is the preferred way to communicate across the company. Final training materials will be hosted on internal server space with links to launch the training on SharePoint. The self-paced course will contain voice narration, videos, graphics, and text.
Timeline for Project Completion
Jan 25 - Needs Analysis interviews completed
Feb 5 - Objectives finalized
Feb 11 - Implement pilot (classroom) training program (Latin America)
Feb 18 - Needs Analysis survey delivered
March 1 - Review feedback and make necessary changes
March 19 - Full implementation of final (classroom) training program (US/Canada)
April 1 - Full implementation of final eLearning training materials (US)
April 22 - Final report and supplemental materials turned in to ESU
May 3 - Submit final drafts to ESU
May 10 - Deliver final presentation
Evaluation Plan
To evaluate the project, I recommend that we work with retail operations partners to receive feedback through interviews and surveys following the classroom training. The final eLearning course will contain a pretest, post-test, and survey. To capture the eLearning course feedback, the course will need to be designed to pass scores and survey feedback to a Google Sheet and Google Form until a learning management system is in place.
Funding and Staffing Requirements
There are no additional funding or staff requirements needed for this project. Current L&D and Operations team members will support the project and serve as subject matter experts and project advisors.
Conclusion
The proposed method of training will provide Payless ShoeSource a customer service course that aligns with current business practices. By using ADDIE, AGILE, and ARCS instructional design methods, we will be able to rapidly develop an effective training solution for new store associates. This blended instructional design approach is a true representation of the current L&D team’s design process. The project will be compatible for delivery on the company intranet (SharePoint) and back office PC (internal server/in-house software). The English version of the eLearning course will be available late April with the ability for the L&D team to immediately translate the course for Canada (French) and Latin America (Spanish).
References
Keller, J.M. (2016). ARCS Model of Motivation. Retrieved from https://www.arcsmodel.com/arcs-model
Pappas, C. (2017). The Power of AGILE Instructional Design Approach. Retrieved from https://elearningindustry.com/the-power-of-agile-instructional-design-approach
