My SME has 3 long SOGs he has asked me to force people to read followed by quiz questions. There has to be a more elegant solution to this. I was thinking of some way to have the SOGs serve as reference material rather than forcing them to read it. Maybe some sort of treasure hunt into the documents or simply make the questions harder and then offer the documents as reference.
Does anyone have any interesting stories about similar projects or ideas about how to accomplish this in a more interesting way?
Darlesa: Like Rachel, I'm not sure what an SOG is, but sounds similiar to a SOP (standard operating procedure). How about focusing on where most people screw up or where most people are confused? Perhaps create a realistic situation (real-life work situation) and see if people understand the material. Rather than the content, I'd probably start with the questions (placed in context) then use SOME of the relevant content as explanation.
Everything that wasn't must-have material, I'd either delete or place in a Resources document. Let me know what you think. --Daniel
Daniel & Rachel thanks so much for responding (or attempting to - I was just sitting there staring at the screen with my eyes starting to cross. If nothing else it's good to know I'm not alone
Yes, it is an SOP - but they call them Standard Operating Guideline SOG - sorry we get used to our standard lingo :)
Daniel I do like your suggested approach and we are using scenarios elsewhere in this module, but in this case he is kind of stuck on somehow anchoring this portion to the Standard Operating Guideline Document. Maybe I could use portions of the content as feedback but make it look like it's a page ripped out of their holy SOG binder or a dictionary or stone tablets or something- that might be kind of fun and something different?
Hi Darlesa. I'm with Daniel on this. Establish some behavioural changes as a target. One would be for students to do the right thing in situations when it is known the wrong thing is being done. Another could be to train students to look in the book when they don't know what they should be doing.
For example, you could build lots of scenarios for different situations, and ask the learner what they would do (using different types of interactions)? For each situation you could then show them that this scenario is covered by section 1.1.33 of the SOG. This approach not only teaches them what to do in specific situations, but also how to use the SOG.
It will also get them to ask themselves "If I did A in scenario B, what would I do in scenario C?" and so on. If the SOG is difficult to navigate this would be a good opportunity to update it too. A reference document is useless if it is difficult to reference!
Hi, again: I like your graphic idea of a page torn out of something, and including the SOG as feedback, rather than frontloading it. Maybe you could have a dictionary or database that is a character in your course. You sometimes see objects animated as a character in elearning course.
Question: in the employee's everyday work life--are they referencing the SOGs? If so, in which situations? Perhaps you could create questions that mimic those situations. Doesn't have to be super slick, but true to life.
Another idea: perhaps turn the SOGs into job aids, accessible when the employee needs it.
I'm with Steve on this. What is the point of forcing them to read the SOG. Is it to memorize it? It might be a better solution to do an introduction course on what each SOG covers, how to use it as a reference, and maybe apply a few scenario based questions that they would have to use the SOG to answer.
I met with SME yesterday and he really liked the scenarios and work context graphics I showed him and agreed to allow his SOGs to simply be accessible through a button on the screen and to use portions as feedback, rather than forcing learners to read them. Yay and yay! Thanks so much for your input and encouragement! Happy Friday all!
10 Replies
What exactly is an SOG?
Darlesa: Like Rachel, I'm not sure what an SOG is, but sounds similiar to a SOP (standard operating procedure). How about focusing on where most people screw up or where most people are confused? Perhaps create a realistic situation (real-life work situation) and see if people understand the material. Rather than the content, I'd probably start with the questions (placed in context) then use SOME of the relevant content as explanation.
Everything that wasn't must-have material, I'd either delete or place in a Resources document. Let me know what you think. --Daniel
Daniel & Rachel thanks so much for responding (or attempting to - I was just sitting there staring at the screen with my eyes starting to cross. If nothing else it's good to know I'm not alone
Yes, it is an SOP - but they call them Standard Operating Guideline SOG - sorry we get used to our standard lingo :)
Daniel I do like your suggested approach and we are using scenarios elsewhere in this module, but in this case he is kind of stuck on somehow anchoring this portion to the Standard Operating Guideline Document. Maybe I could use portions of the content as feedback but make it look like it's a page ripped out of their holy SOG binder or a dictionary or stone tablets or something- that might be kind of fun and something different?
Hi Darlesa. I'm with Daniel on this. Establish some behavioural changes as a target. One would be for students to do the right thing in situations when it is known the wrong thing is being done. Another could be to train students to look in the book when they don't know what they should be doing.
For example, you could build lots of scenarios for different situations, and ask the learner what they would do (using different types of interactions)? For each situation you could then show them that this scenario is covered by section 1.1.33 of the SOG. This approach not only teaches them what to do in specific situations, but also how to use the SOG.
It will also get them to ask themselves "If I did A in scenario B, what would I do in scenario C?" and so on. If the SOG is difficult to navigate this would be a good opportunity to update it too. A reference document is useless if it is difficult to reference!
Hope this helps.
Steve, I like this. Thank you so much!
Hi, again: I like your graphic idea of a page torn out of something, and including the SOG as feedback, rather than frontloading it. Maybe you could have a dictionary or database that is a character in your course. You sometimes see objects animated as a character in elearning course.
Question: in the employee's everyday work life--are they referencing the SOGs? If so, in which situations? Perhaps you could create questions that mimic those situations. Doesn't have to be super slick, but true to life.
Another idea: perhaps turn the SOGs into job aids, accessible when the employee needs it.
I'm with Steve on this. What is the point of forcing them to read the SOG. Is it to memorize it? It might be a better solution to do an introduction course on what each SOG covers, how to use it as a reference, and maybe apply a few scenario based questions that they would have to use the SOG to answer.
I met with SME yesterday and he really liked the scenarios and work context graphics I showed him and agreed to allow his SOGs to simply be accessible through a button on the screen and to use portions as feedback, rather than forcing learners to read them. Yay and yay! Thanks so much for your input and encouragement! Happy Friday all!
Woohoo. Score for the ID's
Congrats Darlesa! A small step for you but a massive leap for your SME
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