Simulated Learning Receives Positive Feedback for UBS

Case Study: In collaboration with custom e-Learning developer NexLearn, UBS creates an engaging and interactive 60-module blended learning solution featuring Immersive Learning Simulations (ILS, also commonly referred to as scenario-based branching simulations). A combination of a self-directed linear tutorial and an ILS allows the audience to learn and apply their knowledge and skills in a real world – yet safe – simulated environment.

UBS Incorporates Immersive Learning Simulations

Similar to many organizations in other industries, firms within the financial services field are experiencing continual changes. At UBS, there is a strong need to address not only continuous changes to the economy, but also the skills that are necessary for the business to thrive. These skills include “soft,” or people, skills, which are vital for any organization’s survival and success. The rapidly changing business environment, and the need to effectively train soft skills, brought about a desire for highly engaging and effective online training that could be quickly and easily updated and maintained to keep it timely and relevant.

UBS selected an online simulation for several key reasons. First, this type of training enabled the teaching of soft skills to a geographically diverse audience. Second, the training allowed for easy updating of content when regulatory standards changed and, finally, it drove consistency. After researching a number of e-Learning tools, UBS decided to engage NexLearn and their authoring tool, SimWriter, to pilot a large branch operations training initiative.

NexLearn, based in Wichita, Kansas, specializes in developing custom immersive learning simulations. SimWriter was initially created as an internal productivity tool for NexLearn developers before being released for public use in 2006. UBS e-Learning designers were among the first developers outside of NexLearn to use the authoring tool.

Based upon extensive learner analysis, UBS developed a comprehensive blended learning solution that included 60 individual courses covering a broad range of branch operations topics including how to supervise transactional business, compliance, communications and support. The courses cover both technical and soft skill competencies. Each module consists of an online introduction to the topic, an on-the-job task list, a virtual class session, and a self evaluation. For the most critical and complex procedures and skills, UBS decided to develop linear guided tutorials and immersive learning simulations as additional training components in order to best model real life.

Dennis Rees, NexLearn president, explains that while it might be relatively simple to teach someone the facts and figures and theories behind strategies, it can be difficult to see how that person applies the knowledge in a real-world situation. “Simulation-based training effectively fills the gap between instruction and application.” Rees adds, “Immersive learning simulations also allow people with a wide range of learning styles to meet learning objectives at their own pace and improve their critical thinking. These factors were of paramount importance to UBS when they began outlining their new curriculum.”

The popularity of simulations in the business world is an outgrowth of the gaming that young—and even not-so-young—professionals do in their leisure time. Employees today have grown up with technology playing a prominent role in their everyday lives. It’s only natural that as the children of the “video game generation” age and become integral members of the working population, organizations like UBS are turning to simulation-based learning to enhance employee training experiences.

“We are interested in providing a training environment where the audience can apply the interpersonal and cognitive skills they have previously learned,” says Talia DeGennaro, senior e-Learning designer at UBS. “Just as in real life, for every decision there is a consequence. In the simulated world, we provide a safe environment for the learners to make different choices and ultimately experience different outcomes.”

In the self-guided tutorials, the learner is introduced to each applicable guideline or procedure, and is then provided a real-life example to which they can apply the guideline. If the learners need help making decisions, they can receive “coaching” by an “expert;” they are also provided with additional resources, such as a glossary of terms and additional points of contact.

In the immersive learning simulation, learners apply the appropriate skills in real life scenarios by interacting with life-like, video-based characters that “remember” previous choices and react to user decisions accordingly. Learners progress through the simulation by making a choice at every decision point. Remediation is provided for every decision point, and a final summary report at the end provides learners with performance feedback. In one simulation, learners must appropriately use effective probing strategies for conducting an interview, avoid improper questions from an employment law perspective, use a conversational and professional tone, and convey a positive image of UBS. Learners experience one of five different outcomes based on the decisions they make throughout the simulation. The result is a robust role play that encourages learners to take the simulation multiple times to experience a variety of outcomes.

UBS Develops Collaborative Development Process

To develop the e-Learning components for this program, UBS relied on a highly productive collaborative process that included the following individuals:

• Project Manager/Subject Matter Expert (SME) who previously worked as a manager in a branch and was familiar with the content on a first-hand basis.
  
• E-Learning designer with extensive experience creating immersive learning simulations.
  
• Learning/Instructional designer with experience in developing both procedural and skills training.
• Authoring tool expert (in this case a SimWriter expert) who could create simulation maps and offer guidance regarding tool capabilities.

"Each of these roles had a common understanding of the outcome, yet brought to the table a unique perspective on how to accomplish the goals," says Lois Morgan, senior learning designer at UBS.

In the design process, the learning designer was critical in defining the initial concept for the simulation. This effort included defining learning objectives, gathering necessary content and outlining realistic and challenging scenarios. Input from e-Learning designers and SMEs enhanced the design process. The e-Learning designer and learning designer worked together to develop a concept for the simulated world. The authoring tool expert was critical in guiding the possibilities and limitations of that world. “We created a simulation world, close to reality but with “time skipping” capability to allow learners to experience the results of their decisions over time,” says Morgan.

In collaboration with the authoring tool expert, a simulation map was developed in the SimWriter tool to create the simulated world. UBS worked with NexLearn to refine the simulation maps to create a series of templates used for the entire 60-module project.

“One of the first templates we implemented was a removable scaffolding map,” explains DeGennaro. “Within the simulation, there are three scenarios. As a learner progresses through the simulation, the scenarios become more difficult and the level of remediation decreases.” DeGennaro adds that while this particular simulation map works well for more process driven supervisory tasks and was used in the majority of the modules in the UBS curriculum, there were a few tasks that required some adjustments. DeGennaro says the changes were easy to make because SimWriter gives developers complete control over every stage of the simulation logic map.

Once the simulation map is in place, any resources necessary for learners to refer to must be developed first and housed in an appropriate location in the simulated world (accessible via a button on screen). After the resources are populated, the remaining aspects of the simulation must be written. These include narration, the decision points and associated dialogue, remediation and final outcomes. The learning designer and subject matter experts collaborated in crafting the dialogue between the characters. The language had to be appropriate for the situation. "The decision points are really discrimination exercises," says Morgan, "multiple choice exercises that should contain choices that are neither too obvious nor too obscure."

Positive Results Validate Training Approach

In May 2007, UBS unveiled the curriculum to the target audience. Although it was the first structured training available to this audience – and was not positioned as mandatory – Jackie Burt, associate director in Education and Development at UBS who served as project manager/chief SME, says the feedback has been overwhelmingly positive.

Six months after the modules were released, more than 50 percent of the targeted workforce participated in the training – over 2,800 evaluations have been completed. Almost 90 percent of all participants reported being satisfied or very satisfied with the training experience (nearly 60 percent of those respondents marked their experience level as very satisfied). Even the “unsatisfied” comments were complimentary, as most respondents said they were unsatisfied because they wanted more cases and more difficult scenarios. “The results have by far exceeded our expectations,” says Jackie Burt.

NexLearn’s Dennis Rees is not surprised by the popular results. “Research tells us that 70 percent of all learning happens while people are performing their daily tasks. These familiar interactions provide great opportunities for creating simulated content. There’s no better way to measure employee performance than to let them apply their knowledge and skills in real-world scenarios.”