The Guerra Scale
By Tim Guerra & Dan Heffernan
LMS, LCMS, learning objects, synchronous, asynchronous, authoring tools, knowledge management repositories, threaded conversations, multimedia…. The litany of learning technology tools, terminologies, and suppliers overwhelms training managers and creates misfit demands among customers. Compounding the issue is the fact that no two computer users share consistent expectations of online learning experiences, and few want to add to the time they spend online. How do you respond to requests for technology-based training tools? How can you be sure your instructional design recommendations include the right technologies? Will your solution satisfy end-users? Can you deliver on time, on budget?
Before investing in a learning management system, our organization didn’t have the answers to these questions. When the vice president of sales asked the learning technologies team to quickly build a series of online modules to use before, during, and following two instructor-led sessions, we acted out of ignorance and transferred text to screen. We didn’t confirm whether the client understood our plan, offer options for development, or know how long it would take to build and publish the modules. Because the LMS was still not functioning (supplier negotiations about the statement of work were ongoing), the team wasn’t certain whether the LMS was functional. Despite these obstacles, our approach (and instincts) often turned out to be the right thing to do.
Through our efforts, we developed a useful tool: the Guerra Scale. The scale outlines the range of online content that we can use. It describes an increasingly interactive user experience using a one-to-ten scale, in which “one” involves the common experience of simply reading text on a screen and “ten” represents a virtual reality scenario. In addition to a more interactive user experience, each step up on the scale represents an increase in
· complexity
· functionality
· development time
· demands for programming skill
· demands for instructional design versatility and
· demands for more patience and attention from subject matter experts.
Simple – Level 1 to Level 4
The first four levels of the Guerra Scale illustrate the most basic types of online learning.
GS1 is a simple PDF file. For the user, it’s easy to print in clean format and search by key word. For the developer, it requires a simple file conversion and linking, with design time at approximately 15 minutes. (We define design time as only technical efforts, including collaboration with instructional designers (storyboarding). This doesn’t include time spent by instructional designers and editors.) Basic HTML, Front Page, Dreamweaver, Web design, and Adobe Acrobat skills are all that is required.
Clearly, many practitioners will argue that GS1 isn’t really online learning, and we wouldn’t disagree. However, this type of content is rampant on the Web, and it fills a significant need. (Our advice: If you don’t need to, don’t overcomplicate the information.) For example, our sales representatives needed to be able to quickly access competitive information online—PDFs did the trick.
GS2 is what many folks in the industry deem a page turner. Users read text on a Webpage as they would with a PDF file, but there are navigation alternatives, links, static graphics, pop-up windows, and an assessment at the end of the module. The testing, navigation improvements, and point-and-click options provide slightly greater interactivity than a PDF file. However, depending on your authoring tool, this may actually provide fewer text search capabilities than a PDF. Development time is longer, approximately one hour per page, due to the need for some complex HTML and java scripting.
For our sales department, we transferred a great deal of instructor-led training content to the LMS using this approach. Unfortunately, sales representatives prefer to print most of this material rather than access it online. So, unless navigation and graphics are substantially better than a PDF file, we now save time by simply building a test linked to the PDF. For the most part, users are more satisfied, including the shareholders.
GS3 adds what we refer to as dynamic feedback to tests. Dynamic feedback informs learners when they answer incorrectly and explains the correct answer. We find that this approach significantly improves learning retention, while adding only two hours of design time for a typical 20 question quiz. Instructional design time is increased as subject matter experts are drilled for context and specifics about answers. We used this approach in designing 401(k) administration training for sales and operations employees.
GS4 integrates movement to the text and graphics. For example, splash screens that use basic cursor movements to mimic actions an employee would perform on various application screens. Development time increases by approximately two hours per screen, depending on your authoring tool and proficiency with Flash, which is an essential skill at this level. Instructional design time is usually not affected. We used GS4 elements in describing how to use our Tiered Sales online training modules.
Interaction: Level 5 – Level 6
After building 45 modules containing more than 2,422 pages that use no more than a GS4 approach, we began benchmarking our work. It didn’t take long to conclude that less is more. The departments wanted fewer modules, but they wanted them to incorporate more business simulations and interactivity. As a result, the team began to test the high end of the Guerra Scale. Levels five through nine provide increased interactivity for the user and demand high-level programming, instructional design, and consulting skills from the developers.
GS5 adds elements of multimedia, including audio and static or moving graphics. The best design at this level involves realistic business scenarios, enabling users to practice skills and fail with impunity. Development time increases dramatically, so we reuse components of the Flash and HTML code in other courses. (Dare we say, we’re developing and using learning objects?) Intermediate or advanced Flash skills are required, and organizing recording sessions and editing Flash files add significant development and coordination time. For example, the instructional designers had to learn to re-write material to sound colloquial.
In our second major project, the team worked with another sales organization. For this project, we used the Guerra Scale to build dialogue with the vice president’s advisory council, which was comprised of top-performing district sales managers. We assumed that the client wanted every module online, and we were confined to the ignorance of GS Levels one through four. This time, the team improved the module quality and return on investment by using the Guerra Scale to discuss with clients possible design formats and the user experience, and to explain development time requirements.
In this module, sales representatives must choose what to say to a prospect after listening to scripted business-to-business telemarketing calls and hypothetical prospect responses. This provides them with realistic practice before they have to face the rejection of cold calling. They also receive audio-driven advice by clicking on a mentor graphic.
GS6 enables users to input information, which results in a printable workbook after completion of the module. The module requires users to reflect on a sequential series of questions, provide answers, and anticipate the final product. We used a GS6 module to develop a tool that had the employee benefits sales force build development plans using interactive java scripting within an LMS template. Strong java script skills are necessary and development time is extensive at approximately 160 hours per module.
Knowledge repository – Level 7
Imagine enabling new sales representatives to practice selling in realistic scenarios while tapping into the coaching wisdom and experience of a company’s best sales managers. New sales representatives experience the questions they will ask prospects, hear randomly generated responses, and recommend the product that best fits the needs of the “fictional” client.
GS7 provides users with a knowledge repository in a number of possible ways. Basically, an online module simulates a sales call, sending it to seasoned sales managers and asking them to give advice for each stage of the call. We know of other companies that use informal knowledge communities and instant advice to provide this functionality and level of interactivity. We hesitate to include threaded discussion at this level, however, because our sales representatives don’t have time to wade through a multitude of comments hoping to find a gold nugget.
Simulation – Level 8
GS8 adds realistic business simulations that use a branching methodology, which differ significantly from the scenarios described earlier. Branching simulations engage the user as a character in a role play. Choices made by the user lead the module various direction. Development time jumps exponentially due to advanced storyboarding, programming, and instructional design demands.
Coaching – Level 9
GS9 adds real life coaching from top performers and managers. Previously recorded coaching provides immediate feedback and suggestions to the character in a role playing scenario. Development time increases significantly due to advanced storyboarding, programming, and instructional design demands. We’re currently developing GS9 modules and will soon offer business units.
Virtual Reality – Level 10
Although our group isn’t developing virtual reality modules, they’re on our radar. Indeed, the vice president of organizational development frequently reminds us that reality goggles can be wired to emulate prospect interactions of all kinds, noting that “our salespeople don’t sell through a monitor.” Unfortunately, and somewhat thankfully, our budget has not caught up to the VP’s dreams.
The Guerra Scale empowers developers to acutely communicate with customers. By clarifying the nature of the end product used by the learner, it unearths layers of miscommunication and aligns expectations. The scale doubles as a labor and time estimator, helping managers strike a balance between output and costs. As an IT communication tool, it documents system and bandwidth requirements. Finally, it helps you avoid succumbing to the gravitational pull of the tech-fad-du-jour.