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Instructor-led training and gamification - webinar with GamEffective, Sykes and OPM

Training employees in a classroom is still a very popular method for learning. Yet, today’s classroom is changing – not only is more learning shifted outside the class, but many tools are coming into the classroom, so that instructors can easily reach better learning results.
How to use gamified microlearning to insert fun and engagement to the classroom
How to use gamified microlearning before, during and after class
How to pace learning, gate content and provide feedback in ILT

Instructor-led training and gamification - webinar with GamEffective, Sykes and OPM

  1. 1. WEBINAR HOW TO DRIVE EFFECTIVE CLASSROOM TRAINING WITH MICROLEARNING GAMIFICATION Best practices with real life case studies, with Paulette Robinson (OPM) and Allan Morales (Sykes) Paulette Robinson, OPM Allan Morales, SYKES Roni Floman, GamEffective
  2. 2. Using Gamified Microlearning at SYKES LATAM Allan Morales
  3. 3. SYKES - Background • Global BPO Focused on Comprehensive Customer Engagement Services • Full Customer Lifecycle from Digital Marketing to Customer Support • Locations: 21 countries • 30+ languages • 70+ global centers • 51,400 seat capacity • Recruitment and On-boarding are a major cost driver
  4. 4. Where we began: 5 day On-Boarding course • Millennial hires – ages 20- 30 • Poor satisfaction from both Instructors & New hires • Training is flat and monotonous • Two-hour slide deck • Are people learning or just clicking through?
  5. 5. Modernize On-Boarding & Make Millennials Happy
  6. 6. If modernizing, why gamified microlearning? • Integrates well with Instructor-led training • Shorten On-Boarding • Increase learner and facilitator satisfaction • Millennial friendly • Shorter time to competency • Provide better service to our clients by enhancing the Training experience
  7. 7. Platform considerations  Scalable  Authoring tools  Multiple languages and locations  UI/UX  Costs  Implementation time  Security  SLAs
  8. 8. Gamification? Can we deploy it and avoid pitfalls? Can we avoid misconceptions about gamification? Do we re-invent the wheel? Do we build or buy?
  9. 9. Our approach: taking baby steps to modernize learning Our greatest challenge: we needed to re- imagine our course materials & localize them
  10. 10. How it works today • City-based narrative – strong social elements • Multimedia • Blended learning sessions • Simulations • SCORM-based materials • Trivias • Assessments
  11. 11. Results: shorten On-Boarding from 3 to 5 days It’s a pleasure to check in on classes • 100% completion • High satisfaction for both learners & facilitators • People have fun and are engaged, they don’t just sit & listen • Learners ask us for more • Learner satisfaction grew from 79% to 92% • Shorter time to competency
  12. 12. Microlearning and Gamification in Instructor-led Policy Leadership Courses Paulette Robinson, PhD Program Director OPM/HRS/CLD/EMDC
  13. 13. Office of Personnel Management Human Resource Services Center for Leadership Development Eastern Management Development Center Policy Courses
  14. 14. The course is two-weeks in residence. It is almost impossible for leaders and managers to be away from their office this amount of time. The tuition cost for two weeks in residence (includes hotel and meals) is too high. Your supervisor tells you that you must achieve the same learning outcomes, but the course needs to be reduced to one week in residence. What would you do to redesign the course?
  15. 15. Policy Course Redesign • Needs Assessment • Instructional Design • Gamification/Microlearning Platform • Content Development • Evaluation and Course Results • Lessons Learned • Recommendations Going Forward
  16. 16. Needs Assessment http://trainingneedsassessment.blogspot.com/
  17. 17. 1. Reduce time and cost (2 weeks, residency-based) 2. Consider blended course options • Engage online for basic knowledge • Practical problem solving in classroom 3. Incorporate a policy framework into every course 4. Create a course follow-up mechanism 5. And more… Recommendations
  18. 18. Instructional Design Assumptions 1. Decrease the resident portion of the course • From 2 weeks to 1 week • Blended course is the best approach for basic learning • Residence to focus on networking and problem-solving 2. Microlearning/ gamification format will increase learning background information 3. Re-use online materials 4. Consider learner demographics
  19. 19. Blended Instructional Design Layout The Online Portion (4 Weeks) Residential Portion Pre-Assessment Consistent topical areas and segments with clear segment objectives and overall learning outcomes Review of online materials Micro-learning/gamification (available on smart phones, tablets and computers) Activity to initiate networking and simulation Online folder 1: diagrams, job aides, and short summaries No more than 3 expert speakers Online folder 2: Annotated bibliography of additional resources Conduct the simulation Online folder 3: Simulation Process simulation activity Post Assessment
  20. 20. FBPP Game Content Structure Gamification Categories (Campaigns) Number of Activities The Policy Environment 1. External Forces 14 2. Internal Influences 18 3. Laws and Regulations 20 4. Budget Elements 27 5. Budget Overview 8 Agency Budget 23 The President’s Budget 36 The Congressional Budget 32 The Appropriations Budget 10 The Allocation (Executive) Budget 24 Total 211
  21. 21. Online Portion Resident Portion • Online materials for gamification/microlearning • Digital resources to supplement both online and residential course (short concise text or media) • An annotated bibliography for students who wanted to explore the topic in more depth • A simulation and all support materials • Expert speakers to reinforce materials and inform simulation • Small group facilitators for simulation functions
  22. 22. Student Game Home Screen
  23. 23. Missions and Activities Leaderboard My Wins Screenshot
  24. 24. Trivia Game 1. Name of Activity 2. Teaser Question 3. Study Item 4. Test Question 5. Points Awarded
  25. 25. OPM Review Jeopardy Game Introduction Screen Jeopardy Categories Question Feedback
  26. 26. Positive 1. We met the objective to shorten the course (from needs assessment and supervisor’s direction) and accomplish the learning outcomes 2. Course evaluations were comparable (even better in some cases). 3. Students appreciated not having to be out of the office for an extra week. 4. While not all, the students enjoyed the game over having to pre-read articles and website materials. 5. Students were better prepared for the simulation. 6. The design was more tightly designed giving the students a more coherent learning experience— information delivery in game was engaging, better use of speakers to enhance the simulation, better experience overall. Challenges 1. Students age and way of learning was a leap for some. 2. A few technical problems (but not as many as I thought we would). -- Browser, Access to government computers, login, etc. 3. Students taking responsibility for their own learning 4. Students leaving the game until the last weekend before class. 5. Providing enough cueing for essential information (browser, getting into the game, game was required) Lessons Learned
  27. 27. WEBINAR HOW TO DRIVE EFFECTIVE CLASSROOM TRAINING WITH MICROLEARNING GAMIFICATION Best practices with real life case studies, with Paulette Robinson (OPM) and Allan Morales (Sykes) Paulette Robinson, OPM Allan Morales, Sykes Roni Floman, GamEffective
  28. 28. TIME FOR DEFINITIONS: A GAME AT WORK? “Using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems” Dr. Karl Kapp
  29. 29. GAMIFICATION: A FITNESS TRACKER @ WORK Intrinsic drive: competing against yourself, focusing on completion
  30. 30. Why Gamification? Drive engagement & fun • Game narratives • Compete against yourself & others Drive peer-to-peer learning • Challenges, sharing, support Automate engagement • Calls-to-action • Trigger-based rules
  31. 31. MICRO-LEARNING ENAGAGEMENT FOR MANY USE CASES Onboarding Instructor-led Retrieval practice Mobile Partner & channel On the job Performance support
  32. 32. MICROLEARNING IN PRACTICE • Re-use existing content • Radically cut time-to-launch • Shorten and simplify • A quiz • A simulation • Blended sessions with links • SCORM
  33. 33. SUBSCRIPTION LEARNING • Research: learning repetition is invaluable • Spaced repetitions • Retrieval practice • Quizzes and “question banks” – easy and effective authoring, great for discovery of problem areas
  34. 34. THREADED LEARNING • Continuous messaging and activities keep an open line of communication • Content formats support diverse learning types • This “green” thread will be interleaved with similar threads…
  35. 35. Strengthen ILT using microlearning engagement Pre-ILT Flipped classroom, self-paced During-ILT Virtual or physical classroom, blended learning Post-ILT Assessment and reinforcement, performance support  
  36. 36. Flipped classroom • Excite and engage the audience • Gather data to assess knowledge levels & gaps • Make sure all learners are at the same starting point when instruction begins • Keep instruction time for in-class dynamics and personal interaction instead of task completion Pre-ILT Flipped classroom, self-paced 
  37. 37. Blended learning • In-session microlearning • Role-play simulations • Interactive surveys Practice and repetition • Quizzes, simulations, and challenges delivered post-session Multiple feedback sources • Instructor communicates success and feedback through the system, alongside other learning KPIs During-ILT Virtual or physical classroom, blended learning 
  38. 38. Real time assessment • Real-time results to focus on gaps • Instructors releases content in accordance with behavior in the classroom/scores etc • All learning metrics in one place, one score Certification • Deliver tests and export results to LMS or other system of record During-ILT Virtual or physical classroom, blended learning 
  39. 39. Ensure learning transfer • Microlearning reinforcement delivered post-training to drive application of learning at work Assessment • Measure knowledge level and confidence • Determine impact on business performance Performance Support • Just-in-time access to knowledge items Post-ILT Assessment and reinforcement, performance support
  40. 40. Thank you

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