Simulating systems: Delivering digital difference
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As part of a series of webinars run by the Learning and Skills Group, Brightwave's Head of Production John Beaton shared his experience of delivering rapid, agile systems training projects that let you and your organisation ride out the turbulence and surf the waves of change. If your workplace hasn’t experienced a wave of digital transformation, then it's on the near horizon. Digital disruption has swept through our working lives, returning with the tide to refresh the status quo: upgrading technology and upskilling learners in a recursive process of change and improvement. The uniting factor is systems training: every new disruption comes via a new platform and practices which you must master as fast and effectively as possible. In this new webinar for the LSG, John covered: ● The importance of systems training for today's high-value organisations ● End-to-end perfect planning for SIMS projects ● Rich media enhancements: when to get interactive, and when to think basic ● How to align your organisation's systems training within the wider context of digital transformation
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Simulating systems: Delivering digital difference
- 1. Simulating systems: Delivering digital difference brightwavegroup.com John Beaton Head of Production, Brightwave Group
- 2. First, a question: What is Systems Training?
- 3. Simulate – don’t duplicate The map is not the territory
- 4. Simulation modes • Show me Demo mode: the learner watches the new system perform its functions ‘by itself’. • Try it Guided practice mode: the learner is directed through a series of discrete tasks (most common) • Role play Combines soft skills and system application. • Test me Assessed simulation: knowledge and competencies marked and quantified. What is Systems Training?
- 5. Show me
- 6. Try it Your letter is now ready to print. Select the first step in the process.
- 7. Tell me – try it Your letter is now ready to print. The Print option is contained within the File tab in the top ribbon. Select the File tab in the top ribbon.
- 11. Communication
- 12. What is Systems Training? Key screen explorer
- 14. What is Systems Training? System walkthrough
- 17. Assessment
- 19. Summary • Role plays • Communication • System walkthrough • Key screen explorers • Assessment – simulation / question
- 20. The challenges
- 21. Knowledge requirement 1. New process / New system An entirely new introduction to your internal business processes. Learners and SMEs all starting from a point of limited existing knowledge. 2. Established process / New system An existing function within your business replaced or upgraded by a new system. Existing organisational knowledge will need to be adapted and matched to new procedures. 3. Established process / Established system Existing knowledge needs to be shared with new users – or reinforced to existing users.
- 22. Knowledge requirement • Timeline • Stability • Data • Access • Flexibility
- 23. Data capture and scripting Testing and deployment Localisation and maintenance Design and planning Content integration The process
- 24. Design and planning Data capture and scripting Testing and deployment Localisation and maintenance Design and planning Content integration
- 25. USA Michael Mouse Walt Disney World Resort Orlando Florida FL 32830 407-939-7000 UK Elizabeth Windsor Buckingham Palace London SW1 1AA 0207 123 4567
- 26. Data capture Data capture and scripting Testing and deployment Localisation and maintenance Design and planning Content integration
- 27. Scripting Data capture and scripting Testing and deployment Localisation and maintenance Design and planning Content integration
- 28. Scripting – setting the scene • Introduce characters • The backstory • The learner’s role • The learning objective… • …and its importance
- 29. Scripting – add in the detail Data capture and scripting Testing and deployment Localisation and maintenance Design and planning Content integration
- 30. Explain things that happen by default if they're part of the process “Susan would like to pay her monthly subscription by Direct Debit, so as this is already selected by default you do not need to change this.”
- 31. Think about flow. Don’t start every screen with the same text • A screen is now displayed which… • Next you would… • You'd continue adding the customer's details by… • Having selected… • You will notice that...
- 32. Be consistent within and between topics “You would select File from the top menu bar, then Print. (Note that in the live system, you could also use CTRL+P to do the same thing).”
- 33. Scripting – wrap it up Data capture and scripting Testing and deployment Localisation and maintenance Design and planning Content integration
- 34. What did we do? What are the outputs? What happens next? “Amruta will receive a visit from the engineer on the arranged date.” “Your manager will receive a request to….”
- 35. Mention some ‘What Ifs’… “Note if the customer could not produce proof of ID, you would not be able to complete the application, but you could save the details to retrieve later.”
- 36. Relevance for a different role “If you don’t work in a customer-facing role, you would still follow a very similar procedure when dealing with internal requests.”
- 37. Scripting – Wrap It Up Data capture and scripting Testing and deployment Localisation and maintenance Design and planning Content integration
- 38. Data capture and scripting Testing and deployment Localisation and maintenance Design and planning Content integration Content integration
- 39. Testing and deployment Data capture and scripting Testing and deployment Localisation and maintenance Design and planning Content integration
- 40. Localisation and maintenance Data capture and scripting Testing and deployment Localisation and maintenance Design and planning Content integration
- 42. System readiness Scope Prep Capture Script Build Review Final • Accurate scripting • Review script with screen • Fewer review cycles
- 43. System readiness Scope Prep Capture Adjust script Build Review Final Script Review Alpha • Scripts 80% accurate • Increased review time • Early signoff should reduce changes between alpha and final
- 45. When to keep it SIMple
- 46. SIMplicity Basic components • Screen grab • An instruction panel • A highlighted item to select • A hyperlink to the next screen in the sequence • Optional: a home button to return to the first screen
- 47. What does it look like? Instruction Panel Screenshot Highlighted item to select (also a hyperlink)
- 48. What does it look like? Instruction panel provides information as well as indicating what you need to click on Can include icons such as mouse icon to highlight an instruction Highlight the item to select in Bold to draw attention
- 49. The process • Script / plan • Set up your grab environment (screen resolution, populate with any test data), or prepare grabs taken earlier • Open up your template, insert new slide for each screen • Take screen grab / insert earlier screen grab • Paste in screen, adjust position / size • Add instruction box and update the text • Add highlight rectangle • Add hyperlinks once all page in place • Export as PDF, check spelling / hyperlinks work
- 50. Why PowerPoint? • Easily import text and graphics • Lay shapes over images and add hyperlinks to internal content • Easy to maintain • Easily export PDFs to print and use as local reference
- 51. Why not PowerPoint? • Unlike a digital learning module, launched from a LMS, you cannot track progress and completion for compliance purposes • Cannot test or record scores • Other factors include: o System size o How much do you want to train?
- 52. The process – design and planning • What is it going to look like – colours, fonts, branding? • What are the important steps we need to cover? • What screenshots do we need? • What are we going to say on each screen? • What do they need to click on?
- 54. SIMplicity The process – data capture and scripting
- 55. Screen grabs
- 56. The process – content integration o Create each page o Insert each screenshot o Add the instruction text
- 57. The process – testing and deployment • Generate a release • Distribute release for review • Gather feedback (spreadsheet) • Update • Test • Release final
- 59. The result
- 60. Summary • What is systems training? • Simulation modes – show me, try it, role play, test me, key screen explorers, system walkthroughs • The challenges • Different learning needs • The development process • Keeping it SIMple
Editor's Notes
- Thank you Don. Good morning everyone. My name is John Beaton and I am a Head of Production at Brightwave. I've spent the last 20 years working in the digital learning industry gaining experience in designing, developing and delivering digital learning solutions for a wide range of organisations. I’ve been described as a Swiss army knife of digital learning and over the past three years at Brightwave, I've also gained significant experience in the design, development and management of systems training projects for SKY, Coca-Cola, Lloyds Banking Group and Commonwealth Secretariat. In this session I am going to talk about systems training and the challenges. We will step through the process of creating systems training and how to adapt it depending on for example, how ready the system is. I'll then finish with when to keep it simple, when it comes to systems training.
- How many times have we just got used to using our favourite app on your phone when you pick it up and not only is the icon different, but how you are expected to interact with it has changed - where has my playlists gone. Or, having just got up to speed with the latest version of Windows and another one comes along. Digital disruption is around us all the time - at home and at work. More and more of what we do that produces value, ends up being simplified and performed with greater effectiveness and at a lower cost by digital software. However, at their heart, they are still the things we use to do what we need to do, to do our jobs better - to understand how to best use the systems that we use in our day to day jobs, so that we are working as efficient and productive as we can. As in my example, introducing a new version of MS Office, or Windows, or any other piece of software, or system in the workplace is always going to be disruptive and a source of potential crisis and it does not matter how good it is, it's not much use if no one knows how to use it. Our approach at Brightwave is to start by looking at the client's mission and requirements, working out the smartest way of bringing them together. We then start looking at how we can train their learners in the best possible way. It's not about tools and tricks, it's about coming up with a solution that meets their learners' needs.
- Systems simulations are commonly constructed from screenshots that are taken from the system – live or test – and then arranged into sequences that follow the steps a user would take to complete a number of tasks. Clear instructions are provided at each step as to what they user is expected to do. Hints and other information around why they need to do this and the potential implications if they don't, can also be provided. It is important to understand that it’s not the real thing. It looks like it for a specific deemed tasks. It’s not emulation. It’s good enough to build confidence and prove competence. Learners cannot break or damage the system and there is no potential to affect any existing data. It's better than a duplicate version of the system – that would be expensive to maintain, and would be unguided with not supporting information and don’t enforce best practice. They also tend to be more expensive to maintain and update. Systems simulation's usually feature a combination of the following elements that instruct and support the learner through the training process: Show me, Try It, Test Me Where learners are guided; shown what to do and why you do it. Where Learner are supported, feedback if you go wrong That are scenario led - context / story / personalisation These are chunked into bite-size logical steps reinforcing best practice / business knowledge Other resources: Could be cheat sheets, videos, job aids We need to make the sure that the learners feel that they are immersed, their experience is as real as possible to what it would be in the live system. They are learning-by doing, but in an environment that they feel safe in. It could be delivered as part of a blended solution, or be purely systems. They cannot break anything if they make a mistake.
- Systems simulations set each task in context. They demonstrate best practice, moving the learner through a combination of the following simulation modes: Show me - Demo mode: the learner watches the new system perform its functions ‘by itself’ Try it - Guided practice mode: the learner is directed through a series of discrete tasks – this is the most common interaction I’ve used in my projects. Role play - combine soft skills and system application Test me - Assessed simulation: knowledge and competencies marked and quantified. These modes can be system focussed or integrated into a wider knowledge / process piece. Let's look at some examples...
- Show Me - animates the correct sequence of screens, keystrokes and actions required to complete the task correctly. Accompanying text provides an explanation and reinforces business messages. Good for learners who prefer to see a model before attempting the process for themselves. ‘Show Me’s are essentially videos, (1 to 2 mins max), of the system, as if you went to YouTube, quite passive. These can be often accompanied with an audio track. They are disposable – they're not easy to edit afterwards and you need to re-do them. I used this approach in one of my projects for a high-street bank who were introducing a new timesheet system.
- Try It - gives hands-on practice with aspects of the system. Support is available if the learner goes wrong. Good for learners who like to learn through trial and error, or learners who are reasonably confident they can manage the system. Tell me - Try it - best used for simple tasks, where learners are short of time, and / or for facilitated use. This walks the learner through a task, describing and explaining it, and prompting the learner what to do next in order to proceed.
- Try It - gives hands-on practice with aspects of the system. Support is available if the learner goes wrong. Good for learners who like to learn through trial and error, or learners who are reasonably confident they can manage the system. Try It – “Your letter is now ready to print. Select the first step in the process".
- Tell me - Try it - is best used for simple tasks, where learners are short of time, and / or for facilitated use. This walks the learner through a task, describing and explaining it, and prompting the learner what to do next in order to proceed. Your letter is now ready to print. The print option is contained within the File tab in the top ribbon. Select the File Tab in the top ribbon. Depending on the situation, you can decide if you want the item highlighted, or leave the learner to look for it. If they select the wrong item, then a message is displayed telling them what the need to select. It's not about how you do something, it’s why you are doing – what's the wider business impact, what’s the customer service impact? Tell me try-it gives the best in our opinion.
- Role plays combine practical skills, using a system simulation combined with a script for real life role play exercises.
- These combine systems training with soft skills and business knowledge. Learners pair up, one playing the customer, the other having to respond by using the system correctly. The customer explains their needs (using a supplied PDF brief of their character/ scenario) but their ‘script’ also contains typical problems, such as changing their mind, not being clear about their requirements etc. It may also contain guidance on how to judge the learner’s responses, for instance, ‘Look for appropriate questioning to verify identity’. The employee thus has to manage the customer as well as using the system correctly. Good for class-room context, part of blended solution.
- Another type can be classed as ‘Communication’.
- They can take the form of a collection of screens, or in a more engaging form, short trailers previewing the new system and the learning. Covering why the new system is being introduced, what the benefits are to the organisation, what the benefits are to the learner in their day to day work. New system scares people – communication pieces like this delivered as part of a wider change programme can reassure them, lets them know its coming, that they are going to get the training and help they need. My first project at Brightwave was a solution for a client that involved systems training and systems integration where on completion of the appropriate module in the learning, that part of the system was then made available to the learner. The benefit to the learner was that they instant access. The benefit to the organisation was that the administrative task to confirm that a person had done the training and then manually enable access for them, was removed and it’s these benefits that could be presented up front in a communication piece.
- Key screen explorers are used to get learners up to speed with how the new system looks. They are often used when a new system has been introduced, or changes have been made to an existing one. They are used to introduce concepts and often work-flow based information.
- The learner is presented with a full-screen screen shot of the system, with a number of items highlighted. Initial instruction text is presented to the learner in an instruction panel, describing the screen and the learner is prompted to select each item. As each item is selected, the text in the instruction panel gets updated. SIM training has got a reputation of being inflexible, but there are ways we can make it better for the learner through smart design, thinking about their experience in using the training course. These screens tend to get quite busy, so what we’ve done in our key screen explorers is allow the learner to move and minimise the instruction panel so that they can see more of the screen.
- Up a level from a key screen explorer, Systems walkthroughs focuses on key screens' use in relation to the process business rule.
- They fill a gap between the Key Screen Explorer and System Simulation by focussing on the process or business rules that drive the use of the system. In common with the Key Screen Explorer, a Walkthrough presents screen grabs with some areas highlighted, revealing text on selection. The difference is that a Walkthrough has numbered highlights so the learner can work through the highlights in a prescribed order - shadowing a business process as they learn about key buttons and fields.
- Assessments tests, scores and tracks understanding and practice.
- A post course assessment can help build confidence for the learner if they pass, and support if they do not. It also provides a mechanism for proving competency to the business. Assessments can be simulation-based, or question-based: Simulation-based assessments - these step through a linear process - often presenting a scenario, e.g. you need to update a new member's contact details, what is the first step - learner choses an item to select, if correct, moves onto next step, if incorrect, message tells them so, then they move onto the next step.
- Question-based assessments - using more typical e-learning question styles, such as multiple-choice, fill in the gap, drag and drop, etc. This has the benefit of testing a broader spectrum of system use - and / or understanding of information held within the system.
- In this section we have covered the following elements that can instruct and support the learner through the training process.
- Developing systems training has its own set of unique challenges. Very often you need to start thinking about getting your learners up to speed whilst the system is being built. Plus very often the system that you started with, may have evolved into something completely different by the time it's ready to be launched to your learners. We can plan for this to some extent and adapt the production process to focus on the structure and learning goals, working around anything that is not ready yet. Tasks such as screen-grabbing should be left until as late as possible where systems functionality has still to be defined, or is being constantly updated. The key thing is that you need to make sure that you involve your stakeholders as early as possible in the process and that they have agreed on what the scope and content so that when you've built your simulation, the amount of changes that you need to make are reduced. Also think about if there is more than one way of doing something in the system. You may need time for SME’s to define what is best practice when completing tasks.
- The Knowledge What your learners will need is going to fit one of the following three patterns: Pattern 1 – here you are introducing a new process or new system that is entirely new to your business - both your learners and subject matter experts will be in the same boat when it comes to existing knowledge. Pattern 2 – here you are replacing or upgrading an existing process or system, where what's known already will need to be updated. Pattern 3 – here you have an existing process or system where new learners will need to get up to speed or existing learners' knowledge needs to be reinforced. All three patterns require you to establish the same basic requirement of best practice. This can often be a complex process by itself - different system users will have different ideas about the best way to complete a certain action, just based on their habits and preferences. There might be SMEs from different roles with very different needs and expectations from the system. Your training solution needs to assess and select the most efficient way to complete a certain action and consistently stick to it at the expense of other interpretations. For instance, if the system features a menu based navigational structure, always use the menu structure to describe the system’s routes and pathways, even if there are alternative shortcuts. Bed-in the knowledge of the system’s menu structure throughout the programme, and then have a separate navigation module at the end which teaches the shortcuts - but don’t teach your learners to run before you’re sure they can walk!
- The system Having understood the existing organisational knowledge, you need to then move onto looking at the system itself. This in itself can be a very scary task, but by breaking down the system into the following component dimensions, (that are often consistent across different system types), you can use these to structure the way you think about the system. Timeline - understand and if you can influence the development and testing life-cycles of the system. With many systems being built according to Agile methodologies, get as close as possible to the development team align your decision making and production process with their cycles. Stability - aim for 90% stability, this will be enough to give your learners a full understanding of system and is realistically achievable - its never going to be a perfect representation of the final system Data - work up use cases for data testing with the systems analysts and testing team. Access - make sure you have visibility of everything you need to complete the simulation - login, permissions - get these well in advance, install and test any screen capture software Flexibility - plan for change, be up front with stakeholders from the off about the potential for delays. Make sure you’ve agreed a contingency budget to absorb over-runs. Prioritise the most essential modules for completion first, and plan to stagger rollout of subsequent sections.
- Based on our experience in designing systems training, the 'typical' development process consists of the following steps: Design and planning Data capture and scripting Content integration Testing and deployment Localisation and maintenance Let's take a look at each of the steps in more detail...
- In this phase you should be looking at how to structure the learning sessions. You should have a clear understanding of the overall business objectives, how the learning modules will be delivered, just in an LMS, or blended - delivered in a classroom. You should map the scope, (number of modules, and the learner time). You should identify the target audience and agree realistic customer scenarios and data. If required, identify what's generic, what's role-specific. One way of doing this would be to get everyone in a room, with a facilitator, with whiteboards, post-it notes and don't let them leave until you've got something you can use, it may not be perfect, but everyone buys into it. Don't forget the sandwiches and unlimited tea / coffee and fruit as was the case with one client! You may not need to cover EVERY possible route through the system. The less used / obscure ones could be addressed in summary screens in a separate section. You need to make sure that test data is loaded into the system. Test data needs to be realistic. You'd be surprised what I've seen when it comes to test data. Make it realistic, don’t use ‘address 1’, ‘street name’, don't use people’s names such as Donald Duck, Michael Mouse, Clark Kent, James Bond, Angelina Jolie or Brad Pitt. [show screen with bad data]
- Do not use real data - real people's names, addresses, telephone numbers, email addresses, even account numbers. Check that it's not real data and check again. I've had two projects get close to final release, when in final testing the organisation has contacted me in a mad panic as what they thought, or what they were told was test data has turned out not to be test data, with real customer account numbers, real email addresses and telephone numbers. The implications of which can be a very costly and time consuming exercise for the client, with screens needing to be re-grabbed or where this is not possible, manually editing the graphics – a process we call grab-hacking. Scripted content may also need to be updated to reflect changes made for example to customer data.
- This is where the hard work begins. Split what you need to cover into batches, capture what you can from what is available, plan for what is not. Make use of the screen recording functions that are available within your authoring tool. If that's not possible then you need to use your computer's Print Screen button and paste the screens into a PowerPoint presentation - this is our preferred method – we use a pre-set PowerPoint template that is set to the dimensions of our standard learning window size. Good, simple housekeeping can also be a huge time saver. Make sure everyone involved with the project is using the same naming and numbering conventions Other simple tricks for saving you time include: Saving to a shared drive (or shared cloud-based solution) Agreed version control methodology Using a shared workflow tracker to review status of each module Remember to also note additional behavioural or business messages for reinforcement – what we call “hearts and minds”. Note that the capture process is one where we tend to work collaboratively - we frequently work with client teams who are able to supply the raw captures to us to then refine - but we are equally open to carrying out this task with then either on-site or from our offices if remote access to the system can be arranged. Whilst screen grabbing is a task that we usually do, either remotely, or on site, there have been some projects, where the client, following guidance from us, is up-skilled and uses the template to carry out the grabs themselves. In some instances, this has become very useful when there are changes to system later into the development process where the client has grabbed any updated screens as well as providing any updated instruction text.
- Let’s now look at scripting
- Setting the scene – this is where we introduce the characters The Backstory The role the learner is playing "You’re working in the Milton Keynes Contact Centre and you’ve just taken a call from a Broadband customer, Anna Smith. You’ve already logged a new case and an engineer will be sent out within the next two weeks." State the objective and it’s importance "You now need to create a reminder task in the system so that you will be prompted to call Anna back in three weeks' time."
- Next, add in The Detail Context - state the WHY before the HOW Signposting - link one screen to the next Personalise - use names like 'Colin' rather than 'the customer' Talk about interactions in the order they occur Use the same terminology and capitalisation as in the system Balance stating the obvious with the need, e.g. address details Be careful with the use of repetition - e.g. field names within narrative, e.g. 'enter and confirm her email address', not enter her email address in the ... confirm her email address in the
- Process, flow, consistency
- When it comes to scripting, explain things that happen by default if they're part of the process "Susan would like to pay her monthly subscription by Direct Debit, so as this is already selected by default you do not need to change this".
- Think about flow, don’t start every screen the same text "A screen is now displayed which…“, "Next you would…" , "You'd continue adding the customer's details by…“, "Having selected …., you will notice that ….“, "Here you can see that…"
- Be consistent within topics and between topics. If there’s more than one way of doing something, e.g. using menus or using shortcut keys, then stick with one and explain the other "You’d select File from the top menu bar, then Print. (Note that in the live system, you could also use CTRL+P to do the same thing."
- As a final step in the scripting stage, wrap it up
- What did we do? What are the outputs? What happens next?
- Mention some 'what ifs’
- Mention relevance for a different role
- Also, don’t forget to include any of additional behavioural or business messages for reinforcement – “hearts and minds” - what are the benefits to the business, what are the benefits to the individual, that you'd compiled as part of the earlier Design step. Sometimes we script straight into the authoring tool. This was the case for one project where we did a web-ex with the client who took us through the process in the system. We recorded the web-ex and then after, as we had our own access to the system, we stepped through the process, grabbing the screens and adding the instructional text, using the recorded web-ex as a reference.
- In this stage, you finalise the course structure. You will use your authoring tool to assemble the screen grabs, adding your instructional layer. If you have used your authoring tools screen capture and recording tools, you will have a head start. At this stage you will also add the non-systems screens such as introduction, summary and question screens. Once all the content is in place, you will be ready to hit the publish button.
- The penultimate stage in our process is Testing and Deployment In this stage, you are not only making sure that the course works as it should - when you click on something, it does what you expect, you also need to make sure that everything is correctly placed. The number of times, in testing, I've noted that as a learner I am being expected to select an item on the screen but I cannot find it to click on it - the reason being it is hidden under the instruction pane. Check that it flows well and that as a learner you would feel engaged. Check that what you've built meets the objectives. Catch any outstanding problems by rolling out gradually through a programme of pilot sessions, your Alpha stage (and maybe a Beta too), plus the final review. If launching from an LMS, check that the LMS is tracking what it should.
- Final step in our process in Localisation and Maintenance When it comes to localisation and maintenance, there are still a few important issues that you need to consider. Is it just the training layer that needs to be updated, the underlying system and data will remain as it is in the English version? Is the actual system itself being localised? If this is the case, then you will need to carry out the grabbing exercise again and translate your scripts and update the build - You may also have to reposition the 'hotspots' of the items you are expected to select as they may be in a different position in the localised version. I've had a few projects where this is the case and it involved grabbing the English screens in a factory in Glasgow and grabbing the French screens in Paris. When it comes to maintenance, it too can have its own challenges. Some changes could be handled in-house, but where changes affect the functionality, external expertise is needed. Try to identify potential areas that could change and cover them at a higher detail at the start and then add in new simulations to cover the new functionality when it becomes available. If something significant does change, think about the learner - how will their learning experience be impacted by the change. Ask yourself the following questions: Are you dealing with aesthetic or functional changes? Both are important, but only one will require significant reworking of your content. If it’s a minor system change - does it matter? Will your training deliver the requisite learning as-is? If you have major system changes, ask yourself how major they are. Are you going to have to consider a new project entirely? Should you make hands-on graphic edits, (grab-hacking) on a small scale), or take new screen grabs? If you have a lot to do, hacking might be far from the easiest option. Can the change be explained on a summary screen instead – perhaps made a feature of with a Stop Press’ or ‘Update’ box.
- So we have our development process, but the reality of systems transformation projects is that software releases are often delayed, leading to a reduced development window for the training materials. How can we address this? Here are two possible variations to the process we've just covered:
- Route A: Functionality is ready in the system This route involves a minimal number of review cycles, with scripting being as accurate as possible along side the screen captures - in some situations it might even be feasible to draft your script straight into an authoring tool. Your script can then be reviewed alongside the finished screen it refers to. Your script outline should cover module specification from the session guides or flowcharts. With this route we release the working Alpha as early in the process as possible, and therefore skip the detailed script review phase. SMEs respond well to this method as they can review the script in its appropriate context. We then make allowances for script changes between Alpha and Final release.
- Route B: where functionality is not yet ready in the system The workflow on this longer route makes the best use of your time, but it requires slightly different standards. In these situations you should be satisfied that 80% of your initial script is accurate, (the idea being to correct it at the later review stages as the system reaches readiness). Base your scripting on available materials such as session guides, flowcharts, system specifications etc. - remember this can happen well in advance of system functionality becoming available. If you have to take this route, be aware of the increased review time, but push for early sign off on script and visual requirements so your Alpha requires final and hopefully minor changes only. With this route we can delay data capture until much later in the process, and have the reassurance that the script is already signed off, therefore change between Alpha and Final releases should be minimal. You can work in a more Agile fashion by working with the developers so you understand how they're delivering their sprints and can plan which areas are stable enough to capture and when; either leaving capture until the last minute; or being prepared to throw stuff away and make edits right up until last minute.
- We now have our process, we have our system, (be it ready or not) and we’re ready to capture. What tools are there to help us create our systems training? At Brightwave, we have our own tools which we use to develop content in-house, like Waveform, but we also use of-the-shelf tools such as Articulate Storyline, Captivate and Assima Training suite. We know what each of their strengths and weaknesses are - what works and what does not work. Our choice will always be dependent on a combination of the client's requirements, (e.g. do they need to be able to update the content at a later stage, does it need to support access via mobile devices), and what we think is a best fit for them.
- In this session, I've been talking about Systems Training, how best to approach it and the tools you can use to create it. But what if you are an organisation with a learning and development team who need to get their employees up to speed with a new system that is being introduced, but due to budget restrictions could not purchase any of the off the shelf tools such as Captivate we spoke about earlier. At the beginning of the year, I delivered a one day workshop to an organisation that was in that situation. They had a number of systems they needed to develop training on. Adobe Captivate would have been their preferred tool, but due to a budget freeze, they were not able to purchase any new software. All they could use was Microsoft Office, but how do you about creating systems create a systems training using the suite of tools available in Word, Excel and PowerPoint? The answer, an interactive PDF created using Microsoft PowerPoint and I call this approach SIMplicity™. In PowerPoint, content is displayed in a series of slides, just like the presentation you are currently watching. Each slide can contain text and graphics, some that can cover the whole slide. You can also add objects such as rectangles and other shapes with outlines, or filled in. These shapes can also contain text with a different background so you can see if placed over a graphic. You can also add a hyperlink to a shape, linking to a website for example, but you can also link to other slides in a presentation. Save the presentation as an Adobe PDF and you have a stand-alone learning resource that can be viewed / interacted with onscreen, or printed off as a quick reference guide. If you remember earlier, we spoke about the tell-me, try-it type approach where the learner is presented with a screenshot of the system, an information panel that describes what it is the learner is looking at, an instruction of what they need to do and an object they need to select, (which can be highlighted or not depending on how hard you want the learner to think). We can replicate this basic functionality really easily in PowerPoint.
- Basic Components: Screen grab, An instruction panel, A highlighted item to select, A hyperlink to the next screen in the sequence, Optional - a home button to return to the first screen
- For the purposes of the workshop I delivered, to demonstrate this agile technique to building sims training I chose an example task in our tessello platform – ‘Enrol on a Learning Pathway’ Please note that these screenshots were taken using an earlier version of tessello, so will be different to any of you who are familiar with the latest version.
- The Process Script / plan Set up your grab environment, (screen resolution, populate with any test data), or prepare grabs taken earlier Open up your template, insert new slide for each screen Take screen grab / insert earlier screen grab Paste in screen, adjust position / size Add instruction box and update the text Add highlight rectangle Add hyperlinks once all page in place Export as PDF, check spelling / hyperlinks work
- Why PowerPoint? Well, most of us are familiar with using it as were the organisation I spoke about earlier. PowerPoint enables us to easily import text and graphics. We can overlay shapes over images and add hyperlinks to internal content. The content is easy to maintain. PowerPoint allows us to easily export PDFs that can be printed off and used as a local reference guide. You could even localise your content, translate direct into the presentation, adjusting instruction panels as required from language to language.
- Why not PowerPoint? Unlike an e-learning module, launched from a Learning Management System, you cannot track progress and completion for compliance purposes. You cannot test or record scores. Other factors include the size of system and how much do you want to train as this approach could be very time consuming However, always remember what PowerPoint CAN do – it might be the best solution when you do not have access to the other tools - its just about taking advantage of what you can do with what you have.
- So we’re going to use PowerPoint, how does this approach tie into the design process we covered earlier? Design and Planning: In this stage we are concerned with: What is it going to look like – colours, fonts, branding? What are the important steps we need to cover? What screenshots do we need? What are we going to say on each screen? What do they need to click on?
- Here’s the fonts, the colours, the look and feel we are going to go with. You may even want to pass this by your branding team at this stage for sign-off.
- Data Capture and scripting In this stage we are concerned with: Grab each step of the process Script what needs to go on each page Specify what needs to be clicked on Verify the scripts are correct
- Content Integration In this stage we are using our development tool (PowerPoint) to: Create each page Insert each screenshot Add the instruction text
- Testing and Deployment In this stage we are concerned with: Generate a release Distribute release for review Gather feedback (spreadsheet) Update Test Release final
- An interactive PDF that you can access on your screen, but also if required print out as a quick-reference guide.
- In this session we started by defining what systems training is and what it is not. It's not the real thing, it looks like to for specific deemed tasks. It's not emulation, its good enough to build confidence and learners learn in an environment that they can feel safe in that no matter what they do, they cannot break it. We looked at how systems simulation set each task in context, demonstrating best practice, through a number of simulation modes: Show Me Try It Role Play Test Me We also spoke about Communication pieces Key screen explorers and System walkthroughs We touched on the challenges to system training, how very often you need to think about getting your learners up to speed whilst the system is being built. We looked at the different learning needs are depending on whether you're introducing a new system, updating an existing one, or just need to refresh existing learners knowledge, or train new ones We then worked through the process looking at what's involved in each of the stages: Design and planning Data capture Content Integration Testing and deployment and Localisation and maintenance We all know that very often software releases are often delayed leading to a reduced development window for any training materials, so we looked at two possible variations to the process depending on whether the system was ready or not. We then finished with an example of how to keep things SIMple when it comes to systems training - an agile technique using Microsoft PowerPoint. Developing systems training can be challenging and often stressful, but these challenges and stress can be reduced by careful planning, working closely with the development teams and making sure everyone is involved and in agreement from the start.
- Personally, I love it! Thank you for your time this morning.