Create Engaging Scenario-Based Training on ANY Budget

1. Create Engaging Scenario-Based Training onANY Budget with Tim Buteyn, President, ThinkingKap Learning Solutions Inc. Tara Dwyer Webinar Coordinator, eLearning Learning Tim Buteyn President, ThinkingKap Learning Solutions Inc. January 5th, 2023 9:30am PST, 12:30pm EST, 5:30pm GMT
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4. Tim Buteyn President, ThinkingKap Learning Solutions Inc.
5. www.ThinkingKapLearning.com
6. What We’ll do Today LEARN what makes up scenario-based training, and the ways it can be delivered UNDERSTAND the benefits of using scenarios in training and how they promote better learning and retention DISCOVER how to create scenarios from everyday content EXPERIENCE converting typical training into Awesome scenarios, across the budget spectrum
7. OVERVIEW SCENARIO-BASED TRAINING
8. What is Scenario-based Training? “… relies on controlled exercises or vignettes in which the trainee is presented with cues that are similar to those found in the actual task environment and then given feedback regarding his or her responses.” • Use of real-life examples, scenarios, or problems to achieve learning goals and assess comprehension • Use in practice activities, as part of content delivery, in graded assessments
9. You are tasked with scheduling a meeting for the key stakeholders in an important, time-sensitive project. With their busy schedules, you can’t find a time when everyone is available for at least 6 weeks. What should you do? Example Scenario
10. The Benefits • Increases engagement • Makes content more relevant to learners • Promotes greater depth of understanding • Increases knowledge retention • Encourages problem-solving and application of knowledge • Can be used to tailor content to specific audiences
11. Delivery Methods Can be used with any delivery method • ILT/vILT • Web-based training • Self-study • Blended solutions Delivery Method
12. BUDGET & RESOURCES SCENARIO-BASED TRAINING
13. Can be used regardless of budget or resources Budget and resources inform the approach Appropriate for almost any training solution Can We Afford Scenario-based Training?
14. What Resources do We Need? Required resources determined by: • Complexity of content and • Complexity of desired solution Limiting factors: • Budget • Time • Technology • Availability of subject matter experts
15. Complexity of Content • More complex scenarios take more time to write • May or may not need a SME to do the work
16. Complexity of Desired Solution More elaborate solutions require more resources. • Text presentation • Text & image • Text & audio • Software simulation • Video/animation • Linear vs. branching • 3D animation/simulation
17. SCENARIO-BASED TRAINING EXAMPLES
18. Instructor Led Training EXAMPLE 1
19. Question 1: Name three key behaviors associated with good communication. Answer: Organize communication, ensure understanding, listen actively, adjust to the listener Before: Quiz Game Review Question 2: Name three key behaviors associated with adaptability. Answer: try to understand change the change, approach change with a positive mindset, adjust behavior to meet challenges Question 3: Name three key behaviors associated with collaboration? Answer: contribute to goal accomplishment, ask for help and encourage involvement, share important or relevant information with team members, model commitment
20. Activity Instructions 1. Review the scenario assigned to your group and consider how the manager handled the situation. 2. In your group, discuss how the manager did/did not display the management competencies we have discussed. 3. Devise an alternative solution to the problem that employs the management competencies. 4. Be prepared to share your solution with the class. After: Scenario-based Group Activity
21. Restaurant Manager Scenario Samantha is a new host and has learned the dining room management system very well in a short period of time, but one of the servers, Cal, is not happy about how she is seating guests. Yesterday, Cal told Samantha she was not seating people properly and asked her if she was “stupid.” He then posted about the situation on social media, writing “Why did they hire this girl? She doesn’t know what she’s doing.” Today, visibly upset, Samantha approaches a new Associate Manager, Paula, and tells her one of the servers is being disrespectful to her. Paula is in the middle of writing a report. She tells Samantha that she is busy, and that she should handle it on her own by telling the server to stop bothering her. After: Customize Scenarios for Specific Audiences
22. Speech Bubbles EXAMPLE 2
23. Question 1: What type of Notice to Quit is appropriate when a landlord wants to evict a tenant for non-payment of rent? a. 14 days Notice to Quit b. Rental period Notice to Quit c. No notice is required Question 2: A tenant has the right to ”cure” the non-payment within a certain time period in order to remain in the residence. a. True b. False Knowledge-based Questions
24. Review the Scenario
25. Interpret the Conversation
26. Implicit Bias EXAMPLE 3
27. Question 1: Match each term to the appropriate definition. 1. When general impressions about a person we like leads us to generalize other qualities about them 2. When we interpret of seek out information to confirm/justify what we already believe and ignore data that contradicts it 3. Our tendency to favor people who are similar to ourselves 4. Our tendency to try to fit into a group and not express differences of opinion Halo effect Confirmation bias Affinity bias Group think Knowledge-based Questions
28. Interpret the Conversation
29. Firewall Policy Training EXAMPLE 4
30. Knowledge-based Questions Question 1: Adhering to the Firewall Policy reassures stakeholders of the objectivity, integrity, and value of our accreditation decisions. a. True b. False Question 2: How long must accreditation personnel who provide education services wait before they can provide surveying services within the same organization? a. 1 year b. 3 years c. 5 years
31. Scenario-based Questions
32. Select Scenarios Based on Learner’s Job Responsibilities
33. RPI Yellow Belt Training EXAMPLE 5
34. Just the Facts Before you jump to a solution to the problem, it is important to validate and quantify the need. This ensures you are addressing the real issue. Click each item for a description of how to use the tool: 1. Voice of the Customer: Identify problem areas by listening to and understanding what the customer is saying. 2. Pareto Chart: Prioritize problem areas to determine where to focus resources. 3. Statistics: Quantify the the underlying data. 4. 5 Whys: Determine the root cause of the problem. 5. Cause and Effect: Use for complex problems that have multiple causes. 6. Spaghetti Diagram: Identify inefficiencies in the process.
35. Scenarios Bring Context to Content
36. Involve the Learner in the Solution
37. Simulate the Process
38. 3D Environment EXAMPLE 6
39. You’re exposed to more “Dangerous Goods” on a daily basis than you think! Here’s a list of common items that are actually considered Dangerous Good when it comes to shipping. 1. Glass cleaner 2. Glue 3. Bleach 4. Lithium Batteries 5. Fire Extinguisher Can you think of any others? Common Item List
40. 3D Safety Inspection
41. Compliance Training EXAMPLE 7
42. Low- Cost Safety Inspection
43. Other thoughts to work in Examples of how scenarios can be used for different types of content • Safety training – recognizing safety issues, what would you do in this situation • Soft skills – role plays, what is the best way to handle situation/resolve conflict, what could Jane do better? • Compliance training – Present a scenario and ask what is the right thing to do? John comes to you for advice, what do you tell him? • Processes – what would you do next? Who can you go to for help? • Technical – provide a scenario with all the inputs and ask learners to provide a solution
44. SCENARIO-BASED TRAINING SUMMARY
45. What We Covered Today What makes up scenario-based training, and the ways it can be delivered The benefits of using scenarios in training and how they promote better learning and retention How to create scenarios from everyday content Examples of converting typical training into Awesome scenarios, across the budget spectrum
46. eBook Download www.ThinkingKapLearning.com/resource
47. Q & A
48. /in/timbuteyn/ President ThinkingKap Learning Solutions, Inc. Tim Buteyn thinkingkaplearning.com Tara Dwyer Webinar Coordinator eLearning Learning /in/dwyertara/ elearninglearning.com Q&A eBook Download www.ThinkingKapLearning.com/resources

Notes de l'éditeur

Training for over 20 years

Trainer – ID – Running large training departments – to TK

Ton of solutions both on client and vendor side
(3:00)
Today we’re going to talk about scenarios. Why they’re good, and how you can add them to your training to increase engagement and performance results.
(3:30)
Key Discussion Points:
Well, we don’t need to talk about me again, but I can mention our awesome team. We have an amazing group of designers and developers – several of whom are on the call today. Hi team!
Anyway, we help businesses meet their training goals either by serving as their training department, or supplementing an existing team.
And over the years we’ve been fortunate enough to win a number of awards. We’ve won the Articulate guru awards multiple times for scenario-based training, and in 2021 we had the cover article as one of the top corporate training companies.
But enough about us, you came here to talk about scenarios.
(4:14)
So, what are we going to cover today? We’re going to:
LEARN what makes up scenario-based training, and the ways it can be delivered
UNDERSTAND the benefits of using scenarios in training and how they promote better learning and retention
DISCOVER how to create scenarios from everyday content
EXPERIENCE converting typical training into Awesome scenarios, across the budget spectrum
(4:45)
Let’s start by talking about what scenario-based training is and why you should incorporate it into your training solutions.
(5:00)
One article published by the American Psychological Association states that scenario-based training “relies on controlled exercises or vignettes in which the trainee is presented with cues that are similar to those found in the actual task environment and then given feedback regarding his or her responses.”

More broadly, scenario-based training is the use of real-life examples, scenarios, or problems to achieve learning goals and assess comprehension.

It can be used in practice activities, as part of content delivery itself (like in class discussions and demonstrations), or in graded assessment questions.

Source: https://psycnet.apa.org/record/1998-06532-014
(6:00)
Scenarios can take the form of a simple story or conversation, or a more involved case study, simulation, or branching activity.

Here is one simple example.

Think about how solving this task differs from simply asking learners to list a set of guidelines or strategies for project management or scheduling. One approach asks them to recall content previously provided in the course, while the other asks them to apply that content to a real problem that they might encounter.

So, which do you think demonstrates a better understanding of the material being taught and ultimately the skills we’re looking to teach?
(7:00)
Alright, so let’s get into some of the benefits of using scenarios…
Increases engagement
It’s more interesting than just reading or hearing someone talk about facts or concepts
And - using scenarios in practice activities encourages learners to actively participate in the learning process

Makes content more relevant to learners
We’re not just giving a series of facts and concepts unrelated to their lives or jobs
We’re showing learners how the facts and concepts apply to their lives or jobs
And we’re also demonstrating how to apply the content in situations they can relate to or may be experiencing

Promotes greater depth of understanding
Learners need to demonstrate they can apply the knowledge and skills to situations they may encounter
By applying concepts to challenging scenarios – this requires a deeper understanding of the content than just memorizing a set of rules or facts

Increases knowledge retention
Because learners are more engaged
Because scenarios are relevant to their lives or jobs
Learners are more likely to remember a concept if they can see how it can help them solve a problem, or make their job easier
And learners are more likely to remember a compelling scenario-based activity and the associated content than a list of guidelines or principles, or steps in a process

Encourages problem-solving/application of knowledge
You may know what the solution is in the perfect world, but what do you do when a new variable is introduced?
Scenarios allows learners to practice in a safe environment
And these can be done either in individual activities or group activities

Can be used to tailor content to specific audiences
For example, concepts may be the same across all audiences, but application can vary by job role, department, industry, etc.
Also, scenarios can be developed for different audiences and used to customize training events for a particular audience
(10:00)
These days, scenario-based training is usually talked about in the context of web-based training or eLearning, but it can be used with any delivery method to provide learners the opportunity to practice applying new skills and knowledge in a safe environment.
ILT/vILT
Web-based training
Self-study
Blended solutions
(10:30)
Alright, so now that you can see the benefits, you may wonder what kind of resources are required to implement scenario-based training solutions.
We’re not going to get into any specific numbers – that’s like asking how much does it cost to build a house. Well…it depends. On lots of things.
But we will talk in relative terms, and in a couple minutes we’ll start going through real-life scenario examples that span across a wide range of budgets.
(11:00)
The ultimate scenario-based training would be something like a flight simulator or VR surgery. Those require learners to apply and assess their knowledge and skills in an evolving real-life situation that changes as they make decisions

A solution like this is extremely complex, requires VERY specialized tools, and is cost prohibitive. BUT the vast majority of training solutions don’t require anything nearly so complex.

Scenario-based training is appropriate for almost any training solution, regardless of budget or resources. But budget and resources do inform what approach we should take.
(12:00)
The complexity of your content and of the desired solution determine the resources required to incorporate scenarios.

The simpler the content and the less complex the desired solution is, the fewer resources are required to incorporate scenarios into your training solution.

So, your budget, resources, and technology limitations determine the approach.
(12:30)
So, let’s talk about how the complexity of the content can impact the resources you need to implement scenario-based training.

It can definitely take more time to “write” complex scenarios.
You need time to determine what scenario you want to use. You need to script a desired solution for the problem you’re setting your learners – and maybe you even require multiple solutions.
You might also need to create supporting assets such as spreadsheets, sample documents, charts and graphs, and other assets that provide learners with the information they need to complete the task you’re creating for them.

You may or may not need a SME to do the work.
Instructional designers or content developers can often develop scenarios for less complex or technical scenarios.
However, more complex and technical scenarios or ones that require in-depth knowledge, or technical expertise, usually require input from a subject matter expert or may even need to be built by the SME themselves.

It all depends on the complexity of the scenario and the experience of the people you have designing them.
(14:00)
How you build or present your scenario-based training also impacts the resources required to implement your solution.

More elaborate solutions, naturally, require more resources.

Here are some examples of how different approaches can impact what resources you need – understanding that some of these can be combine to create more of a hybrid than this list suggests.
Text presentation – generally less development effort, and they’re created with basic, readily-available tools

Text & image – this typically includes the text element, but adds on the need for a quality image repository (can be free, but often is paid – to get quality images) and you need someone with the eye to select images that don’t FEEL like typical stock photos. Nothing takes you out of the scenario quicker than really cheesy imagery.

Text & audio presentation – obviously this can have images too, but it requires more resources to record quality narration (you need audio talent – I would suggest professional narration – it doesn’t have to be too expensive and is far more professional than getting Claire from accounting because she has a sweet voice. You need someone who can edit the audio – take out the umms and breaths. And some other tasks that come specifically with audio.

Software simulation – this requires resources to create, test, and maintain either sample data sets or training environments within the application. Often you are not allowed to mix fake training data with actual live patient or customer data. You need someone to record the simulation in the software application, and then program interactions (if this is eLearning).

Video/animation – can be resource intensive depending on “level of polish” (for example, in-house, informal video off an iPhone vs. professional production-quality)

Linear vs. branching – branching activities that require development of multiple “solutions” require more resources than straightforward activities with only a single solution

3D animation or simulations – these are the most resource intensive, require the most sophisticated software and the most advanced skills to create.
(17:30)
OK, after all that, let’s get to checking out some examples. Now, all of these are either directly from a client project, or derived from a specific client project. In each case, we’ll show a
(18:00)
Scenarios can be used in practice activities and workshops to provide relevant, hands-on practical application of concepts.

You can present simple to complex problems and have learners apply the concepts learned in the content to solve the problem.

In a group setting this can also promote teamwork, help develop communication skills, etc.
In this example, learners have been presented with a set of management competencies they will be measured against, as well as key behaviors that demonstrate each of these competencies.

Since this is a live training event, one way to assess learners’ knowledge is with a brief quiz or learning game that tests whether learners can list the desired behaviors associated with each competency.

However, there is a better way to assess this knowledge and give learners an opportunity to apply the knowledge in real-life scenarios.
Instead of a quiz or game, learners are broken into groups.
Each group is given a scenario that a manager might encounter and asked to discuss the scenario in the context of one or more of the competencies discussed in the training.
Each group reports back to the class with their findings.

This scenario-based training activity allows learners apply what they have learned about each competency to situations they are likely to encounter on the job.

The fact that it is a group activity also allows learners to share ideas and experiences – so they learn from each other as well.
Using an approach like this, you could develop a bank of scenarios that allow you to customize your training for specific audiences.

For example, the scenario shown here is specific to restaurant managers, but other scenarios could be created for other types of managers in the organization, like district managers or managers in the corporate office.
(22:00)
This example, from a course for volunteer lawyers assisting both landlords and tenants navigate the Massachusetts Housing Court, demonstrates a very simple approach to scenario-based training.
After covering all of the necessary content, the most obvious thing to do is to ask learners a series of questions to determine whether they can recall key concepts covered in the training.

But what if you also want to encourage learners to think more deeply about how the concepts might impact how they conduct their work on a daily basis?
At the end of each lesson in this course, learners are asked to review a typical conversation between an LFD volunteer and a landlord seeking assistance with the eviction process.

Note that the conversation is presented very simply using speech bubbles. This type of presentation doesn’t require a lot of extra programming and resources, but there are other ways this could achieved with additional resources.
Audio could be added so learners could actually hear the conversation.
Images representing the lawyer and the tenant could be added for visual interest.
The text-based conversation could be replaced with a video.
Once learners review the scenario, they are asked to demonstrate their knowledge by answering questions about the conversation.

They are given the opportunity to record their own answers, then allowed to compare their answer to the correct answer. This not only encourages learners to consider how the content applies to their jobs, but also provides an opportunity to reinforce the key concepts covered in the training.

Speech bubbles like the ones used here can be used in a variety of ways to create scenario-based training (e.g., chose the best response, what happens next, what went wrong). Let’s look at another example.
(26:00)
In this example, learners have been given information about different types of implicit biases that could impact the hiring process – the goal is that they will be able to recognize these types of biases and avoid them.
One way to assess learners’ understanding of the concept of implicit biases is to create a simple matching activity to determine whether they can define each type.
After reviewing the exchange, learners are asked to identify which type of bias is at play.

This type of question assesses not only whether learners understand the definitions, but also whether they can recognize what each bias might look like in the workplace.
(30:00)
Scenarios can be used in knowledge checks and assessments to reinforce/assess learner comprehension.

Let’s take a look at the example to see how this works.

Extra notes
Application vs. rote memorization: Can you apply what you have learned on the job or are you just repeating a memorized concept, steps in a process, a list of guidelines/best practices

Can be useful in compliance training to determine whether learners can apply the rules to situations they may encounter.
Course covers the organization’s policy for sharing information in a way that does not compromise their accreditation decisions – they call this their firewall policy.

The course is intended for a wide audience, including sales, consulting, and marketing personnel.

Initial assessment consists or a series of straightforward knowledge check questions about the firewall rules presented in the content.

In this iteration, everyone gets the same set of questions, whether they are relevant to the learners’ specific job roles or not.

The questions are just factual/informational and do not require learners to apply the rules to situations they might encounter in their everyday jobs
In the scenario-based version, learners are asked to answer questions in the context of real-life situations they might encounter.

Note that the scenario and the way it is presented to the learner are very simple, so they don’t require a lot of extra resources.
In addition, at the end of each section, the narrator asks a series of questions about the learner’s job responsibilities.

Learners are then presented with a more complex scenarios to assess whether they can apply their knowledge of the firewall policy to specific challenges.

This is strategy ensures the knowledge-check questions are relevant to the individual learner, and challenges them to think about how they would handle the situation

Things to note:
Responses are not simple right or wrong answers – may reflect good, better best options to challenge the learner.
Feedback is provided to reinforce learning and help learners see what they might be missing.
(34:00)
Scenarios can also be used within the content to introduce a topic or problem, tell a story, or illustrate a concept.

For example, instead of just telling learners that following a particular process is important for safety reasons, a scenario can be used to demonstrate what can happen if the process is not followed.

The next example is from a module focusing on the tools used to gather information about problems or issues as part of process improvement. We’ll look specifically at how the course uses scenario-based training concepts to discuss Voice of the Customer.
The initial approach consisted of a click-to reveal interaction that described each tool, followed by slides providing tips and guidelines for how to use each tool.

Without specific examples, the training fails to demonstrate learners might use the tools in their own work.
Another way to handle this content is by discussing how to use each of the tools in the context of a specific problem.

In this case, the module walks the learner through the tools using a simple scenario that anybody can relate to: determining why employees don’t feel they have enough time to eat lunch even though an on-site cafeteria is provided and identifying possible solutions.

On these screens, learners are asked to review the feedback received from the voice of the customer surveys, determine broad categories for the feedback, and then assign each piece of feedback into the appropriate category to help identify the biggest issues.
As new concepts and strategies are introduced, they are tied back to the scenario to demonstrate how listening to customer feedback helps determine the right solution to the problem.

Learners are encouraged to participate in arriving at a solution and feedback and correct answers are provided along the way to reinforce the key concepts.

On this screen, learners are asked to use the chart they helped create to determine which of the identified problems should be addressed.
This course is also a good example of how using scenarios can simulate processes and tools that the learners will use on-the-job.

Continuing with the same scenario about delays in the cafeteria line, the learner is asked to help create a spaghetti diagram to investigate the cause of the delays.

This is usually a two-person job, but in this case the learner works with the narrator to complete the task.
(38:00)
Scenarios can be made more realistic with the use of videos, animations and other high-tech solutions.

Our next example uses a 3D environment to immerse the learner in a realistic setting to complete a specific task.
After covering all of the necessary content, the most obvious thing to do is to ask learners a series of questions to determine whether they can recall key concepts covered in the training.

But what if you also want to encourage learners to think more deeply about how the concepts might impact how they conduct their work on a daily basis?
TBD
(42:00)
While using technologies like 3D rendering can look really cool and maximize learner engagement, not everyone has the budget to use these types of solutions.

Fortunately, similar results can be achieved by using more low-tech tools. While they don’t have the same polish as their high-tech counterparts, the basic approach to the scenario is the same.
TBD
(45:00)
(46:00)
Review of what we covered in the webinar

We have discussed a variety of approaches at different budget levels today. But remember: any one of these examples could be applied to your next training effort, even if you don’t have the budget to implement them exactly as shown. With a little bit of creativity, your team can modify the approach to use the tools and resources available to you.
(48:00)
(48:30)

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