Showing posts with label online learning. Show all posts
Showing posts with label online learning. Show all posts

Monday, 16 November 2009

How to roll out knowledge to contact centres

Just published on the popular Trainingzone site. Comments welcome.
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In a real-time business environment, how do you ensure staff are kept fully up to speed on new products and services, while also keeping customers happy? Lars Hyland outlines ways in which technology can improve knowledge, learning and communication in the pressurised environment of the contact centre.
It's hard to keep up, isn't it? Product cycle times are shrinking, in some industries down to a matter of weeks, with the frequency of product and service launches growing each year. Customers are demanding ever more variety and choice, with competition fierce for their money and attention.
Large organisations often struggle to communicate in as timely and consistent a fashion as they would like. Meanwhile, marketing pushes ahead, sometimes leaving sales and service staff struggling to service the resulting enquiries.
With the advent of the internet and the seemingly unstoppable race towards real-time communication, the stakes are raised even higher. So it's not surprising to read the results of the Customer Contact Association's 2009 membership survey indicating a strong trend towards customer self service. Essentially, this means providing the customer with information and services to answer their basic queries and conduct interactions with an organisation, without picking up the phone.
Interestingly, the expectations were not a huge reduction in call volumes, but more of a shift towards agents handling more complex (and emotional) calls. These are more demanding and support another expectation that contact centre staff need to be much less process driven and become knowledge workers who can flexibly address a wide range of issues for the customer.
So how do you keep knowledge workers knowledgeable? That requires a learning culture, regular and effective communication, as well as efficient performance support tools that staff can reliably trust and use with confidence. Let's take a look at how learning technology can be applied to deliver a more agile and dynamic customer service culture.
Build and maintain a product knowledge elearning portfolio
Every product and service your organisation offers to the market can be effectively explained using engaging interactivity, covering the key features and benefits, presenting how they sit within the wider portfolio. There is a commitment required to maintain and update this suite of knowledge modules, but when structured in an easy to access and intuitive fashion they can provide much improved consistency of understanding across your workforce.
The process needs to be fast, flexible and fit with the speed of product development and launch in your organisation - internal processes must be aligned with the e-learning for it to be engaging and responsive.
Virtual practice builds confidence and competence
Simulating customer interaction can help agents and advisors practice and model best practice behaviours. There are often significant constraints that will affect the call outcome based on what can be said, when and how. There is a fine balancing act to be struck between inflexible scripted responses and offering more flexible, "human" conversation, while remaining compliant.
Compliance/regulatory training can be automatically tracked and audited
Keeping compliant is a significant undertaking with high administration costs. Learning management systems automate the collection and reporting of completion data for later auditing purposes. Going beyond the letter of the law it is possible to have employees understand the spirit of the regulation to which they must comply. For example, no-one would argue with the need to protect data and treat customers fairly, but sometimes the regulation can overshadow the core message. Good e-learning design can address this.
Give customers and staff a shared learning experience
In the true spirit of self service, it makes sense to offer a similar experience for your customers and staff that ensures there is a shared understanding in place. A higher budget is often spent on 'superficial' customer communication and marketing than on staff training, often leaving the customer wanting more detail to inform their decision.
Staff also need detail and knowledge in order to serve customers well. Perhaps sharing these budget pots in a more balanced way will result in high quality learning and communication deliverables that will enable customers to self-serve, and contact centre staff to be more enthused and self-motivated about the products and services they offer.
Note that elearning content doesn't just have to sit inside an LMS - it can be on the external website, directly linked to applications your staff and customers use.
Less learning more often - focus on performance support
Product knowledge dates quickly. Pulling staff away from their jobs to sit in training sessions that do little to inspire, much to confuse, only for them to forget most of what was presented is not a productive use of time. Building learning opportunities into the everyday work flow is an essential part of a modern day contact centre environment. (See Less Learning More Often article for more on this).
Start staff learning before they arrive
The pre-induction learning portal is proving to be an excellent tool to dramatically improve new staff engagement and productivity from their very first day. The Aberdeen Group Report on Effective Onboarding Techniques and Strategies made this one of its key recommendations for organisations looking to reduce training costs and improve employee engagement.
As we move out of recession, there will be further pressure to retain talented staff at all levels. There is much evidence to show that staff decisions to stay with an organisation for the long term are strongly influenced by the experience they receive within their first three months of employment. The pre-induction learning portal is an excellent way to bridge the chasm of communication between accepting a new role and arriving on the first day.
Brightwave and Sky, the satellite television and media communications provider, worked together to build a highly engaging pre-induction experience that includes many of the recommendations made above, to good effect. Up to ten hours of learning covering product knowledge, compliance topics, as well as sales simulations, have led to staff arriving confident and competent. This has reduced induction training by one week and measurably improved sales and customer service performance. The portal also won the Most Effective Training Programme award at the recent Customer Contact Association Global Excellence Awards. It's a best practice model well worth replicating.
Serving a wider community
In a globalised and outsource driven economy keeping a consistent level of knowledge amongst suppliers, resellers, customers and your own internal staff can only be managed using technology. E-learning is a cornerstone of that strategy and, with the right design, deployment, and content management practices in place you can keep pace with the rate of change we are all experiencing.
In many respects as we hurtle forward, we need to manage knowledge in new ways. In the future it is less about "know-how" and more about "know-now". That means searching, finding, and acting at the moment of need. Hold on to your hats, it's only going to get faster.
Summary points
  • Current trend to customer self-service will lead to a shift in agents handling more complex (and emotional) calls – a positive learning culture with regular and effective communication is essential to keep contact centre staff knowledgeable
  • Give customers and staff a shared elearning experience - engaging elearning helps build and maintain product knowledge
  • Simulations can help improve customer service and interaction
  • Help staff understand the purpose of compliance and regulation with good e-learning design
  • Less learning more often – focus on performance support
  • Get staff learning before they arrive - the pre-induction or onboarding

Saturday, 18 July 2009

The Evidence on Online Education

Clive Shepherd tweeted a link to this research report: The Evidence on Online Education

The study found that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction. Further, those who took "blended" courses -- those that combine elements of online learning and face-to-face instruction -- appeared to do best of all.

The US Department of Education noted that this new meta-analysis differs from previous such studies, which generally found that online education and face-to-face instruction were similarly effective on issues of learning, but didn't give an edge to online learning that may now exist.

While the new study provides a strong endorsement of online learning, it also notes findings about the relative success (or lack thereof) of various teaching techniques used in online courses. The use of video or online quizzes -- frequently encouraged for online education -- "does not appear to enhance learning," the report says.

That is something to think about - I wonder what the quality of these video and quizzes were like?

Using technology to give students "control of their interactions" has a positive effect on student learning, however. "Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals," the report says.

Notably, the report attributes much of the success in learning online (blended or entirely) not to technology but to time. "Studies in which learners in the online condition spent more time on task than students in the face-to-face condition found a greater benefit for online learning," the report says.

That's an interesting statement - taking the time to learn is a critical factor, which is a clearly central to genuine self reflection and ensuring understanding. Having control over that time is crucial too. Many classroom situations are not conducive to this at all. So your learning environment is critical. Actual learning time in these situations may be minimal compared to the more effective time spent learning in a more concentrated, but spaced fashion (or virtually collaborating) online. This supports my own cry for less learning, more often.

Accountability and orientation

Here's a great comment on this report from "SL" who appears to be at the front line in offering students online learning opportunities and tells it like it is - give the right motivational support and guidance on online learning tools and students will respond positively:

Yes, I may have to spend a little extra time at the beginning of the term making sure my students understand how to navigate the LMS and point them to the online course resources, activities and communications tools, but they don't get the option of NOT learning how to use them, even in my F2F classes, which I would term all blended to a great er or lesser degree! In some EVERYTHING for the course is in our LMS and it is taught in a computer classroom.
The results are always the same:


1) An early steep learning curve, with a fair amount of "
I can't" and "You're making us do all the work!" whining.

2) A period of "Well yeah, maybe I can" when a lot of the tech-forward students start helping their tech-phobic classmates (with my encouragement because I am into the subject matter content phase at that point(although I will always help students one on one with tech issues outside of class) which fosters group interaction and interdependence.

3)What I like to call "the quiet time" from about three weeks into the term until near the end, when my blended courses are firing on all cylinders (meaning the students have finally accepted that I am NOT going to do this for them- it is up to THEM, individually and collectively), right through me attending meetings, "lost" class time from snow days, athletics trips (all our teams travel with a laptop), students having to go home for family or health emergencies (including one having to miss the last month of a term for major surgery), etc. My "class" is always in session, 24-7, rain or shine, internet-willing. "All" I have to do during this period is put out tech brush-fires (people suddenly locked out of their account, etc) and serve as guide on the side, spending parts of each class meeting as a "cheerleader", answering questions,doing demonstrations, reviewing 3D models (often in a "game" format), giving new topic overviews,leading (or just listening to) discussions, advising on group projects, and of course my "real job":, assessing learning (A LOT) with regular online quizzes and exams. A fair amount of classtime is "free" for them to work, alone or together, on class assignments and online learning activities. Then all I do is walk around to keep them on task and off Facebook.

4) And lastly, what I term the celebratory "We did it!!!" phase, when the students look up, realize the term is almost over and that they have accomplished a BUTTLOAD of work and learned a great deal and that they did it (mostly) all THEMSELVES. Sometimes they do accuse me of having "tricked them into learning stuff". For that I do not apologize!? ;-) >95% excellent course evaluations ensue, students ask what other courses I teach the same way and sign up for "extra" courses in my discipline, tests of retention in later classes and our program assessments show great retention for my blended students, and the students beg other faculty to use the LMS for course materials, the calendar, etc. and sometimes even show them how to do so. Students come back and report that the class made them a better, more responsible student in other classes, regardless of delivery method.

And no, these are not upper level or grad courses (which actually turn out to be a bit more comfortable taught in a more traditional Socratic style) however in those we still use the LMS for all sorts of course material exchange and communication. Its just a great way to put everything in one place, for faculty and students alike! The courses I teach as most strongly blended are a freshman-level non-majors class and a 200-level service course.

You just have to get past that Phase 1 with a determined and positive "Yes you CAN!" attitude ...

We need more people in education like this. What a difference that would make...