Transaction Training Redesign Needs Analysis

 

Contents

Project Details ............................................................................................................ 2

Project Resources ............................................................................................................... 2

Project Description ..................................................................................................... 2

Overview of the Project ....................................................................................... 2

Transaction Training Description ............................................................................... 2

Brief description about the project: ...................................................................................... 2

Training Objectives: No pre-defined training objectives ........................................................ 2

Target Audience: ................................................................................................................ 2

Time Commitment: ............................................................................................................. 2

Content Source: . ................................................................................................................ 2

Transaction Training Needs Analysis .......................................................................... 3

Purpose of the Project: ........................................................................................................ 3

Data Collection Target Audience analysis: ........................................................... 3

Methodology ........................................................................................................ 3

Data Collection: The data collection was done using the following sources and methods: ...... 3

Data Analysis: ..................................................................................................................... 4

Instruction Design (ID) theory and/or model used:............................................................... 4

Training Brainstorm ................................................................................................... 5

Proposed goals of the transaction training: .......................................................................... 5

Proposed objectives of the transaction training: ................................................................... 5

Proposed Training Target audience analysis: ....................................................... 6

Areas of Improvement: ....................................................................................................... 6

Deliverables: ........................................................................................................ 6

Interventions and Approaches: ............................................................................................ 6

References: ........................................................................................................................ 8

 

           

Project Details

 

Project Resources

Role

Name

Instructional Design Intern

Prasina Parameswaran

Project Department

Learning and Development

Project Mentor

Jordan Smith

Co-Mentor

Matthew C. Rigby

Manager

Jill Edsall

     

Project Description

 Overview of the Project

         The project is to perform Needs Analysis or Gaps Analysis on the existing Transaction Training. Needs analysis is performed when the desired outcome and current/active outcomes are not the same and there is some gap between them. Needs analysis will help us determine the gaps or the missing components in the training which requires improvement. The improvement can be either changing and/or modifying specific components of the existing training or incorporating new components into the training. As we move forward with the needs analysis, the next step is to propose interventions or potential solutions for the transaction training to improve the learning outcomes.  

    

 Transaction Training Description

 

Brief description about the project: The transaction training is a required training for the incoming team members to learn about their role and services.  

 

Training Objectives: No pre-defined training objectives

 

 

Target Audience: Retail Leaders, Retail, MX team, and ISC   

Time Commitment:

Transaction Training Curriculum: 8 days / 3 days shadow time

Total Onboarding Experience: ~10 weeks

 

Content Source: The existing content source consists of learning modules on the LMS. These modules are self-led training modules. Each trainee should be able to view and access it from their LMS dashboard. The trainees can view their progress in their training dashboard on the LMS.  

 

Transaction Training Needs Analysis  

 

Purpose of the Project: The project comprises of performing a Needs Analysis or Gaps Analysis on the existing Transaction Training to understand and identify the gaps between the desired learning outcome and the active learning outcome. From this gap and needs analysis, I will identify trends in performance/content gaps and provide training recommendations to resolve these gaps.

 

Data Collection Target Audience analysis: 

Target Audience: retail leaders, MSC members, ISC members

Entry level competency

 

0 year to ‘n’ number of years’ experience working in any finance organization

Learning styles: The learning styles identified from the collected data were as follows:  Auditory: Auditory learning involves audio recordings with or without videos, narratives, verbal instructions, discussions, and lecture method.  

Visuals: Visual learning style involves graphical representations like charts, figures, videos, and anime.

Kinesthetics/Tactile: Many learners learn better by doing, it involves hands-on practice and using the desired tools to complete the tasks to attain the desired outcomes.  

 

Methodology

 

Data Collection: The data collection was done using the following sources and methods:  

1. Training feedback

Feedback was collected at the end of the transaction training. Only new trainees provided feedback. About 167 responses were collected during the span of two years.  

 

2. Interviews w/ team members (Retail leaders, Retail TMs, MX team, and ISC) I had developed a set of interview questions to capture the experiences of TMs. There were about 5-8 interview questions depending upon their position and tenure. About 13 TMs responses were collected.  

 

                     [REDACTED INFORMATION DUE TO CONFIDENTIALITY]

 

3. Job shadowing  

Along with the interviews another data collection method included job shadowing with the TMs. Job shadowing also helped in modifying the interview questions.  

 

4. Transaction line survey (Retail leaders, Retail TMs)

The survey captures the experiences of the TMs  

[REDACTED INFORMATION DUE TO CONFIDENTIALITY]

 

 

 

Data Analysis: 

  As the data was collected at different time durations and by using different methods, the data is divided into two phases: phase I and phase II.  

 

Phase I consists of pre-existing data from surveys which were taken in the timespan of 2 years. The recorded responses were around 167 in total which comprised of the larger domain of the data collection and analysis.  

 

Phase II consists of data from “[REDACTED] survey”, job shadowing, and interviews with the TMs. The “survey” was rolled out to retail teams. Job shadowing included observing the TMs interacting with the members. The survey captured the transaction line experiences and how well the transaction training had been helpful to them while performing the transactions. These were 19 responses in total.  

 

Next component was interview with the TMs. Interview captured varied range questions starting from their daily experiences their feedback on some proposed intervention ideas. About 13 responses were captured using the interview method.  

 

Total 199 combined responses were recorded as part of phase I and phase II data collection process.  

 

The analysis of the collective data is as follows:

The data is analyzed to identify the areas of improvement in the existing transaction training and experiences during the transaction period. The first column is the area of improvement (major category) identified from the collected data. The second column is the specific area or sections (specific criteria) which needs improvement, and the third column represents the times people mentioned the specific area as a need (frequency). 7 major themes were identified based on the data analysis.

 

[REDACTED INFORMATION AND CHARTS DUE TO CONFIDENTIALITY]

Instruction Design (ID) theory and/or model used: 

  

I have used a blend of ID models and theories to perform the various components of needs analysis and to design the interventions. The models and theories used are ADDIE and Merrill’s Principle of Instruction.  

 

ADDIE: 

A Analyze  

D Design  

D Develop  

I Implement  

E Evaluate  

 

Reason for using ADDIE: ADDIE is a universal instruction model which allows you to adapt to the requirements of any instruction. ADDIE is iterative which means that you can always come back to          any of the components of the process at any time and reflect upon and make the desired changes to the instruction model.  

 

In this project, I have utilized the first four stages of ADDIE iteratively.  A Analyze the instructional goals, target audience, audience characteristics, resources (learning materials, delivery platform, delivery method, etc.)  D Design a learning solution which aligns with the learning objectives D Develop the learning resources, validate, and revise the resources  I Implement the learning solution.

 

Another theory and model which I incorporated along with ADDIE is Merrill’s Principle of Instruction.

 

Merrill’s Principle of Instruction: 

Merrill’s principle of instruction focuses upon the following ideas for designing the instruction:

1. Instruction is problem centered.
2. Existing knowledge is used to serve as a foundation for the new knowledge.
3. Instruction involves a lot of demonstration of the new knowledge.
4. Opportunities for the application of new knowledge is provided.
5. New knowledge is integrated into the learners’ real-world scenarios.

Reasons for using Merrill’s principle of instruction: One, the new instruction will be based on the existing knowledge of the transaction training and feedback collected which is serving as the foundation to the new knowledge, practices, and curriculum. Second, the instruction involves a lot of demonstration pieces in it, which also check the next two reasons of opportunities for applying the new knowledge into the trainees real-world.  

 

Training Brainstorm

 

Proposed goals of the transaction training: 

1. Gain confidence while performing the transactions.
2. Improve the communication skills of the team members.
3. Know how to initiate products and services conversation during transactions.

 

Proposed objectives of the transaction training: 

1. To improve the skill sets of the team members.
2. To improve the communication skills of the team members.
3. To acquire hands-on practice on types of transactions.
4. To acquire hands-on practice on the software used.  
5. To enhance the knowledge and skill sets on the products and services
6. To enhance and apply the knowledge of products and services.

 

Proposed Training Target audience analysis: 

Target Audience:Retail team members, MSC members

TM Training Needs

 

•        Self-led training,

•        Hands-on practice sessions,

•        Peer-mentoring, and  

•        On-boarding

 

Areas of Improvement: 

Based on the patterns and themes found in the data, I have categorized the areas of improvement into two broader categories, I. Communication and interpersonal skills and II. Transaction line skills. The broader areas comprise of multiple smaller areas for improvement.  

1. Communication and interpersonal skills

Communication and interpersonal skills comprise of rapport building, acknowledgements, and products and services initiation.  

 

[REDACTED INFORMATION DUE TO CONFIDENTIALITY]

1. Transaction Line skills

[REDACTED INFORMATION DUE TO CONFIDENTIALITY]

 

Deliverables:

 

Interventions and Approaches: 

  Following are my proposed interventions and approaches towards the transaction training.  

1. Hybrid training model: self-led + live sessions

Hybrid training model in this case is a blend of self-led training modules along with live sessions which includes classes as well as on-boarding and live practice. I am proposing to plan, develop, and implement hybrid training model as compared to only self-led training modules. Though hybrid or blended training sessions utilize more time and resources as compared to self-led sessions, it encourages interactions among learners and the various stakeholders involved in the process (Means B. et. Al., 2013) and these kinds of trainings are more effective as compared to only self-led or only in-person training.  

 

 

1. Hands-on practice sessions: More hands-on practice on the training components. The research shows that blend of formal and informal learning is needed for the impactful learning at workplace and in an effective manner (Tynjala P., 2008). The modules will include a simulation video (created through Articulate Storyline). The TM goes through the simulation and practices. Once they finish that specific practices, they can look into the second part of the simulation to see what the right way to perform the task.

 

This hybrid training model include multiple learning styles in the training making it more inclusive for different types of learners as the self-led sessions involve the reading/writing learning style, live sessions cater the auditory and visual learning styles, and hands-on practice involves the kinesthetic or tactile learning style.  

[REDACTED INFORMATION DUE TO CONFIDENTIALITY]

 

1. In-depth content on topics: In-depth content on the some identified topics to give better understanding of the concept. Another component which can help this goal to attain is to include the specific topics as part of their live classes (mentioned in the previous point). As the live classes are more in depth, it will give more clarity and will serve as a platform for discussions and QA sessions.
2. [REDACTED INFORMATION DUE TO CONFIDENTIALITY]
3. Rapport building: A facilitation session or a simulation module on “how to build rapport with the members” would be very helpful. [REDACTED INFORMATION DUE TO CONFIDENTIALITY]

 

1. “Conflict management” and “problem-solving”. These are two key skills to learn while doing any kind of customer service. The self-led module followed by a simulation, or a facilitation will add more value to the TMs efficiency.

 

 

1. Job shadowing: Next step to hands-on practice is job shadowing. Job shadowing involves closely observing and following the TM while performing their work tasks like transactions, opening an account, closing the transaction line at the end of the day, member interaction, problem solving.

Setting up a specific and dedicated time for shadowing with a colleague or mentor leads to enhanced confidence and competence and helps the learner to improve their skills. (Aryasomayajula, S. et al., 2018)

 

1. Designated Training Team (DTT): A Designated Training Team can help the trainees with any doubts about the processes during the training period. The team can be available in person at the site and if it is not feasible with all the training sites/centers then virtual assistance will be the next option.  
2. [REDACTED INFORMATION DUE TO CONFIDENTIALITY]
3. Small training groups: One feedback received was having too many trainees in the classroom at the same time which doesn’t allow some of the introvert or shy trainees to raise their questions and become part of the group discussions. Instead have groups of 5-7 trainees which will let trainees open up and ask questions, connect better, and the facilitator will get sufficient amount of time to answer and discuss everyone’s questions in the same class.

 

1. Peer mentoring:

The team member’s mentor will be observing/mentoring the team member as they complete job tasks. The mentor/manager will only intervene and guide if needed. Mentors/managers are only for support and reassurance. This will last 3-5 business days. 

Research shows that mentoring improves and increases career outcome for individuals at workplace (Underhill C.M., 2006, Giacumo L. A. et al., 2020).  

 

1. [REDACTED INFORMATION DUE TO CONFIDENTIALITY]

 

1. Spanish translation for Spanish speaking trainees: We need a translated version of our training. Considering the fact Spanish is the second widely spoken language in USA and many of our TMs and members are Native Spanish speakers, I propose a Spanish translated version of our training. Research shows that when you learn in your first language or mother-tongue, you learn better.

 

 

1. Future Assessment(s): Introduce regular feedback surveys for the TMs. It will be shared Annually or bi-annually to understand and capture their experiences, improvement, and support areas. This will help us identify the improvement areas in a timely and uniform manner and will be able to support our TMs better.

 

References:

• Underhill, C. M. (2006). The effectiveness of mentoring programs in corporate settings: A meta-analytical review of the literature. Journal of vocational behavior, 68(2), 292-307
• Giacumo, L. A., Chen, J., & Seguinot‐Cruz, A. (2020). Evidence on the Use of Mentoring Programs and Practices to Support Workplace Learning: A systematic multiple‐studies review. Performance improvement quarterly, 33(3), 259-303
• Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational research review, 3(2), 130-154.
• Aryasomayajula, S., Raithatha, A., Haywood, M., Jobanputra, R., Roplekar, R., & Acharya, V. (2018). Hands-on teaching, shadowing, and supported learning through acute clinics to help improve the confidence of and meet training needs for junior doctors working in ear, nose, and throat surgery. Advances in medical education and practice, 827-835.