1. Design Solution Dahwun Deepak Gazi Scott Sun-Young Integrated Customer Services

2. Design Solution Background The Customer Service Representatives (CSRs) Are not trained on photocopy machines Do not use Casepoint Transfer calls to other divisions The Company Wants to develop Integrated Customer Services (ICS) Wants to create "generalists" instead of "specialists"

3. Design Solution Cognitive Learning Problem CSRs are not able to make conceptual models CSRs do not know how other divisions function Customers are not able to perform the steps for repairing machines Situative Learning Problem Knowledge is not being transferred –from expert to novice CSRs –from other divisions to CSRs Learning Problem

4. Design Solution Cognitive Design Objectives: The CSRs will be able to make mental models explain the parts of the machines describe the functioning of the machines handle calls related to other divisions The customers will be able to perform the steps accurately Situative Design Objectives: The CSRs will be able to participate in social interactions to learn from expert CSRs and employees from other divisions Design Objectives

5. Design Solution Many theories and observations influenced our solution; We focus on two in particular… Cognitive Principle: (c3) Explicit Attention to Generality Situative Principle: (s1) Environments of participation in social practices of inquiry and learning Design Rationale

6. Design Solution (c3) Explicit Attention to Generality “Subjects who received instruction in the device’s… internal structure learned procedures faster, executed them more quickly, and retained them better even after a weeks delay…[and] were able to infer operating procedures essentially immediately” -Sherrie Gott Evidence: Carlos’s success in assisting callers was traced to his understanding of the workings of the machine. Cognitive Principle

7. Design Solution (s1) Environments of participation in social practices of inquiry and learning “learning situations should feature collaboration among people with all levels of expertise, … those with more experience provide models of appropriate behavior and social scaffolding.” -R.K.E. Bellamy “learning situations should feature collaboration among people with all levels of expertise, … those with more experience provide models of appropriate behavior and social scaffolding.” -R.K.E. Bellamy Evidence: Evidence: Sheila’s difficulty finding pertinent information although her nearby co- worker had the answer. Sheila’s difficulty finding pertinent information although her nearby co- worker had the answer. Situative Principle

8. Design Solution Employee Learning: Training Session Object Oriented Learning (OOT) 10 days of intensive hands-on training led by experts educate them to the role of a “generalist” specific assignments to reinforce learned skill Online Training Lesson (OTL) Five day scaffold computerized demonstration Operate the realistic work with the machine on the computer Design Solution I

9. Design Solution Employee Learning: Working Environment structured in small groups opportunity to interact with other experts during break time Design Solution I

10. Design Solution Customer Learning Person to Person Photocopy machine that includes a web camera attached to the side Visit the web site of the company and choose the CSR he/she prefers to speak to Troubleshooting Simulation Design realistic animations or videos Design Solution II

11. Design Solution XEROX Register Online for our Real Time CSR Service and Meet them all… [1] CharlieCarlos Just Click on your preferred CSR and we’ll set up a time with you! Charlie Patty CarlosSheila

12. Design Solution POSSIBLE TROUBLESHOOTING Blocked Top Upper door / Not well closed Paper blocking the exit

13. Design Solution USER INFO Company: Stanford SUSE User Name: Gazi Garib User Knowledge: Poor User Profile: Friendly Troubleshooting History: None Model: Copier Machine XS342

14. Design Solution Cognitive Evaluate how the trainers use their knowledge and skills from training to real case problems Problem-based assessment (Schmidt, 1993) Prior knowledge Activation of prior knowledge Elaboration of content Restructuring of semantic networks/schemata Development of an intellectual scaffold After this assessment will be able to Identify the CSR’s depth of understanding Make additional training arrangements accordingly To form a work group that complements the skills Assessment

15. Design Solution Situative Do interactions support understanding? Does sharing of knowledge occur during the group meetings? Arrange each small group to have meetings everyday Have them discuss that day’s problem and effectiveness of the solution Encourage then to share their findings in the company message board Track the problems discussed in meetings Give results to the group and let them evaluate the data for themselves Assessment