Car Sale Dialogue
I found this eLearning object by searching for “branching scenario e-learning example” on Google. I clicked through a couple of dozen examples before I found one that was a true branching workplace scenario that I wanted to work with. This example was included in an article that also mentioned a few other eLearning objects I was familiar with and have previously analyzed.
Course topic
This eLearning object is a branching simulation that allows salespeople to practice their technique and communications skills in a low-risk environment before transferring their skills to real customers. This simulates a real-world conversation to challenge the learner.
Problem or opportunity
The learner is presented with a potential customer at their auto dealership. The client is looking to buy a new car and require the salesperson’s expertise and rapport to guide them during their decision.
Expected learning or performance outcome
The learner is expected to engage with a client in a productive and efficient way that supports the client’s needs and the dealership’s goal of selling a new car.
Relevant characteristics of the target learner audience
The target learner is a salesperson with at least some experience in the field. They can be of any age, from any cultural background, and with any education level. It is assumed that learners know how to use and can access a computer. This learning is asynchronous, so can be completed according to the learner’s schedule, but can potentially take close to 20 minutes to complete.
Environmental analysis
Learners are potentially limited by their working schedules and their geographical location. Asynchronous eLearning allows them to access the content from any location at any time. eLearning is also preferred while learners practice skills that could be costly in the working environment. In this case, learners can practice selling cars during a simulation instead of to actual customers that they could lose business.
Required materials
This course requires learner access to an internet-enabled computer or mobile device. Because of the excessive text and potential length of the module, mobile devices are not recommended.
Design specifications
Testing/Certification
While there is not an explicit testing strategy, learners are required to master techniques or communication and sales that they encounter during the course in order to reach the conclusion and desired results. There is also a gauge of the client’s satisfaction that learners can use to navigate responses and keep the customer happy.
Knowledge and/or skill type
This module elicits decisions made, cues used, and monitoring. Some choices the learner encounters describe the rationale behind the response (decisions made), all responses show the customer’s body language during the conversation (cues used), and the duration of the module shows the customer’s satisfaction with the interaction (monitoring) (Clark, 2013, p. 165).
Learning domains
This module practices the interpersonal learning domain, with the end-task deliverable being to “communicated effectively to achieve operational goals,” (p. 37). The learner will engage the client, respond to client needs, and select optimal solution.
Assessment strategy
This module tests for far transfer open tasks (p. 128). These tasks have no single correct answer and will always be different in the field than in practice. Therefore, the module has many opportunities to take detours and go on tangents, while looping back to the optimal path. It also includes many opportunities to scare the client away and lose the sale, much like in real life.
Trigger event
The scenario kicks off with the salesman recognizing a new client in the showroom. who is looking to purchase a new car. Immediately the learner is asked how to interact with the client.
Guidance techniques
This module has very few guidance techniques. Luckily the interface is limited and the responses are closed, as users are directed to click on the best response. Learners are practicing their communications skills, so there is nothing in the environment nor any computer software they need to practice interacting with.
Advisor type
The module gives constant feedback and suggestions to the learner as they make their way through the scenario. The feedback lets learners know what a more optimal choice would have been, or lets them know when they have selected the best answer and are on the right track. There is no final feedback given because there is only one correct outcome. I do think the module missed an opportunity to give the learner an overview of the learner’s choices compared to the most optimal choices.
Branching scenario path
I used LucidChart to map out the flowchart of the module. Admittedly, I did not expect how long this module was going to take to map out. The orange shapes indicate the learner’s options and the white shapes indicate the client’s responses. Feedback is put on the directional arrows.
E-Learning structure/content outline
This eLearning includes one unit.
Training design matrix
Scope statement: <Enter a brief statement concerning the scope of the lesson and delete this text.>
Terminal Learning Objective (TLO): Learners will sell a car to an interested client.
Enabling Learning Objectives (ELO):
Learners will display mastery of the product and competitor products’ information.
Learners will be polite and maintain professionalism while interacting with clients.
Lesson Topics:
Instructional Strategy: Learners will receive feedback specific to their choices during the module. There are no outside resources or coaching sessions given to learners prior to using the module. The module could offer feedback in terms of how an expert would approach the conversation to guide the learners.
Assessment Strategy: Successful learner performance is demonstrated by their ability to navigate to one correct outcome during the scenario.
Estimated contact time
Introduction/Summary/Objective: .5 min per slide
Content Presentation: .5 min per slide
Knowledge Check (KC) / Practical Exercises (PE): 0 min
Satisfaction survey: 0 min
Estimated time to complete ideal outcome: 5 min
Estimated time to complete typical outcome given that the learner will encounter an undesirable outcome(s) and restart: 10 min
Estimated time to complete all outcomes: 30 min
References
Clark, R. C. (2013). Scenario-based e-learning: Evidence-based guidelines for online workforce learning. (Links to an external site.) San Francisco, CA: John Wiley & Sons.
Adapted from Giacumo, L. eLearning High-Level Design Document.