Decision-making scenarios work best when they require realistic decisions and avoid preaching. Let’s look at some examples.
Not a real on-the-job decision
Carla, a sales person, is meeting with Amit, a new customer. She shows him a megawidget.
“You’ll love this megawidget,” Carla says.
“I don’t want a megawidget,” Amit says. “I came in here for a microwidget.”
What is this an example of?
- Product Boundary Issues
- Customer Misvetting
- Courageous Upselling
What’s wrong with this scenario?
We’re not asking the learner to make a challenging decision like the ones they make on the job. We’re checking the learner’s short-term memory: Can they still recognize “Customer Misvetting,” which we defined three screens ago?
We’ve disguised a quiz question as a scenario. It’s better than a generic quiz question, but it doesn’t require the kind of thinking that learners need to do on the job.
Also, the question tests only whether the learner can apply the right label to a problem. It doesn’t test whether the learner can correct the problem.
A better question would ask what Carla should do, with the correct choice being the type of action that will correct a case of “Customer Misvetting.” Then we’d be testing the learner’s ability to recognize the problem and their ability to solve it.
A real decision
How is the following scenario different? [Read more...]