Over the past 2 weeks or so, I’ve posted two blog articles in which I discussed how performance support video solutions are flipping training on its head. In the first post, I talked about how traditional training stresses participants learning something at a defined time – and then going into the work area and doing what it is they learned.  I then shared how in my own experience of developing performance support tools. If you have not read that article and you are interested, here you go: https://elearning.adobe.com/2017/07/flipping-training-on-its-head-getting-started-with-a-performance-support-video-solution/

Last week, I talked about the steps required to begin developing such a solution. We looked at taking a process and breaking it down into its unique and discrete steps, so that it can be demonstrated in manageable chunks. We looked at determining the total number of steps required, how to create an index page to each video and the importance of including the length of time it takes your user to view each video. We also considered who you will need on your team and the importance of separating the need to know from the nice to know. Finally, I challenged each of you to engage in the overall process of building a peanut butter and jelly sandwich. If you missed part 2, here is the link: https://elearning.adobe.com/2017/07/flipping-training-on-its-head-getting-started-with-a-performance-support-video-solution-part-2/

Part 3

So how did it go? How many steps did you determine it takes to make a peanut butter and jelly sandwich? What are they? Take a look at the “school” solution. This is what I came up with. It does not mean it is the absolute only way to do it. It’s just my approach to this project.

Notice that each step that I listed is separate and distinct from each other. That’s why you don’t see a step that reads “Open the peanut butter jar and spread some on the bread.” That is two separate steps.  Users may not remember how to open the jar in this case, but they’ve shown they can remove a spoon of peanut butter from the jar and spread it on the bread. Sure this is a simplistic example, so consider this more realistic situation. “Log onto your computer, then launch Adobe Captivate.” Your learner may remember how to log on, but if it is their first time using Captivate, they may not know what the desktop icon looks like or how to access the program. If you are going to give them just what they need at the moment they need it, then the performance support tool should reflect that. Having one item for “log onto your computer” and a separate item for “launch Captivate” gives users a choice and enables them to get just what they need – and no more.

So you know the number of steps and what they are, what next? It’s time to develop your shot list. I like to keep mine simple. I number each shot to make it easy to refer to, and then I have two columns: What Learners See, and What Learners Hear.  The “What Learners Hear” column will become the script which I will send to my voice over artist (or if you are like most developers who has to do their own voice over, you now have the script.)

Here is an example shot list for the “Gather Your Materials” step.

Now it is a matter of producing each video, then uploading it to the index page for users to access it.

I am including the complete shot list below.  I hope that this series of blog posts has been helpful as you think about creating your own performance support video solution. This is the method I’ve developed that works for me. If you’ve had success with this approach, please share it in the comments below.  If you’ve got an approach that differs from this but which works for you, please share that too. This way, our colleagues in the community can take something from each and develop a process which works for them.

Best,

CHUCK

Here is the complete shot list.