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awards case study


integrate seamlessly to optimise effectiveness and be delivered within tight timeframes, which meant that regular and open communication between stakeholders was essential.


The story behind the blend In initial focus group research and fly-on-the-wall observation it was clear that TfL employees had contrasting views on the future. The learning programme needed not only to provide all necessary skills development but also to tackle real-life concerns about transformation, while still sharing a persuasive and positive outlook on the changes.


One way in which this was incorporated into the learning programme was in the form of two Smith and Jones style characters (for those who remember the head-to-head duologues between Mel Smith and Griff Rhys Jones from the 1980s BBC sketch show Alas Smith and Jones) Stark and Cortez. They were used to provide a more informal approach and inject humour and proved an effective way to connect with learners. The actors playing Stark and Cortez had a consistent presence throughout to blend all programme elements. Interact looked for key workforce demographics when casting actors for the programme, including ethnic mix, culture and knowledge base. Actors were chosen for their natural resemblance to TfL colleagues, so learners ‘forgot’ they were being trained and became fully immersed in the learning. The learning strategy was designed to prepare learners, effectively embedded


knowledge and safeguard knowledge retention through workshops and pre- and post-classroom e-learning resources. TfL, Kallidus and Interact worked in partnership to ensure that training was integrated and branded with recognisable, consistent design elements. To prepare employees for classroom training and build anticipation, pre- workshop e-learning was structured as a six-week online experience where employees began their journey of transformation by visiting six virtual stations. An optimum mix of guiding and instructional techniques was employed, such as ‘learning by discovery’ – in which learners convince themselves of the merits of improved systems and processes. The simple, easy-to-use interface focused on the practical rather than the theoretical, utilising video, scripted scenarios and gaming technology to immerse and emotionally connect with learners. Real-life atmospheric sound effects and visuals and almost 200 videos were used in the e-learning to reinforce the 3D feel of the project, and dramatised scenarios allowed learners to experience and reflect upon instances of customer interaction. Where static photography was more appropriate, Interact included voiceovers behind images to make them feel real.


Experiential learning


Interact designed targeted face-to-face training using practice-based learning techniques, so employees could learn in a supportive, risk-free environment and receive expert feedback. Experiential learning is based on the principle of muscle memory: learning is proven to be more likely to be retained if it is experienced, not just taught. Drama, documentaries, interviews with colleagues and interactive exercises featured in the workshops and were embedded within the e-learning content, to arm learners with key skills for their day-to-day role.


TfL’s main objective was to support and motivate 5,000 employees, instilling lasting behavioural change across all job roles, arming staff with the skills to meet customers’ evolving needs...


e.learning age april 2016


Flexible access


TfL issued learners with tablets as part of the FftFS programme, providing multi-device access to e-learning. This initiative has given employees increased flexibility, and a just-in-time information tool to use post-training in their day-to-day customer-facing roles. Employees can also access their personalised e-learning at any time as a timely and sustainable reminder of what they have learned throughout the programme.


Using technology to captivate and motivate To ensure staff can hit the ground running, virtual ticket machine simulations in the e-learning have enabled them to practice problem-solving. This method has had minimal impact on day-to-day operations, and yet has been highly effective in upskilling and preparing staff, enabling TfL to transform 250 ticket halls at a rate of six per week without compromising efficiency and customer service. The latest game-based learning techniques were also used by Kallidus to create the FftFS Golden Ticket Game. Initial uptake of the game has been so successful that TfL leaders are now using the game to promote the entire transformation programme.


Delivering results Customer service training evaluation: to ensure the programme’s continuing success, TfL has monitored employee feedback and progress on a weekly basis. Aiming for an 80% achievement rate, the programme has succeeded with staff reporting that they are 85% confident in dealing with non-English speakers, 90% confident in dealing with wheelchair users and accessibility, 84% confident in giving feedback to colleagues. Communicating project outcomes: TfL has worked hard to communicate the


project strategy and impact for every employee from day one, including a dedicated website (https://fitforthefuture.tfl.gov.uk). Transformation progress is shared with staff and stakeholders, such as targeted video updates which have proved highly successful in further engaging staff in the project. Employees have engaged with the learning so successfully that many have volunteered to become Change Champions: advocates for the FftFS programme, helping colleagues adapt to new ways of working. All supervisors transferring into customer service management roles now have engaging, individual development plans, and for the first time in 25 years, TfL has a competency benchmark for supervisors. Since the learning programme began, there have been significant improvements in customer service performance across TfL. The workforce has exceeded key performance indicators (KPI) targets post-transformation: for staff presence, 79% of stations are performing better; for staff attention to customers, 70% of stations are performing better; and for staff helpfulness, 91% of stations are performing better post-transformation. Customer satisfaction has also increased post-transformation. Staff helpfulness has shown the biggest change between pre- and post-


transformation, increasing from a network score of 92 to 97. On average, staff presence in customer-facing areas has doubled, showing that employees have the skills and confidence to provide hands-on support for customers throughout the station. TfL’s ambitious learning strategy was devised to meet the widespread development needs of a diverse, multigenerational workforce. The blended learning solution has enabled TfL to introduce the FftTS concept to staff, secure buy-in across the organisation, and take learners on a journey towards becoming knowledge experts.


Laura Overton CEO and Founder, Towards Maturity


@lauraoverton


This case story by Towards Maturity is part of its good practice partnership with e.learning age and the Learning Technology Awards.


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