Case Studies

• Development & Localization of Courseware for an auto major to ensure penetration and usage across geographies in Europe
• Design and development of an Employee Orientation Program for a Fortune 500 company
• Designing a Workshop Training Courseware for workshop technicians in a manufacturing unit
• Integration of LMS with Assessment Engine
• Design and development of an eLearning program on Awareness on Sexual Harassment at the workplace
• eLearning program on Quality Initiative for an IT Major
• Online training program on Software Engineering Tools for an IT Major
• Online training program on Quality System for an IT Major
• eLearning program on ASP.NET for a global IT Company
• eLearning program on .NET Web Services for a global IT Company
• Soft skill training on Empathy for a leading Business Process Outsourcing Company

Development & Localization of Courseware for an auto major to ensure penetration and usage across geographies in Europe

Client is based in Europe and is one of the world’s leading manufacturers of trucks, buses and construction equipment, drive systems for marine and industrial applications, aerospace components and services.

Tarang partnered with the client to handle their Courseware Development and Localization. The client has launched a new application for its dealers, which is Windows based. Tarang developed a training courseware for this application. The objective of the courseware was to detail the importance of training for this application.

Tarang worked on the development and localization of the Training courseware. The activities handled as a part of the project development cycle included:

• Instructional Design
• Media Production
• Flash Programming to include Key board based navigation
• Testing - Unit Testing, Integration Testing and Performance Testing

Localization of these coursewares ensured the usage across different markets in Europe.

The client benefited substantially by reducing on training costs and ensuring a consistent training courseware to close to 10,000 dealers across Europe. Tarang has also developed other eLearning programs induction training for employees, sales force and dealers training. The key feature of these coursewares is their ability to be localized into various languages. Also one of the eLearning programs has a double mode functionality which supports both self study mode and teacher-led/presentation mode. All the screens have the choice for switching to any mode that the learner wishes to. These coursewares are SCORM compliant and are effectively integrated into the customers learning management system.

Design and development of an Employee Orientation Program for a Fortune 500 company

The client is a major global provider of products, services, and solutions to industrial and commercial users of electronic components and computer products.

The client was seeking to develop an Orientation multimedia program for their staff that would replace the currently used voluminous folder of information that would fail to excite or effectively transfer the information needed to acclimatize their new recruits with the company. They were looking at developing a set of multimedia templates such as Program template, Module template, and Assessment template in Macromedia Authorware.

Tarang having a vast experience in the eLearning space was an ideal choice for developing the Orientation Program. This involved defining the instructional strategy and the designing a user friendly courseware. The instructional strategy used was a combination of the engaging benefits of traditional Mascot teaching with the advantages brought in by a variety of technologies to create an optimum learning solution. Tarang adopted an interactive simulative approach to explain the process, communication techniques and application tools.

Designing a Workshop Training Courseware for workshop technicians in a manufacturing unit

The client is a manufacturer of precision steel tubes and strips, car doorframes, automotive and industrial chains and bicycles.

The client is seeking to develop an eLearning courseware for Training to workshop technicians across production, quality and maintenance functions. So far the client has been using classroom based training model to train the technicians.

The eLearning format promises to bring in greater amount of flexibility in delivering of learning to technicians in multiple locations as well act as a self-paced learning resource for the learners. The training will be used across the 4 plant locations, which house these tube mills. The courseware is being developed in English. This courseware developed would be stand-alone and not be integrated with the Learning Management System.

This courseware will be used for initial training and as subsequent reference material for the technicians.

Tarang developed an eLearning courseware with Level 3 Interactivity. Level 3 solutions include content pages comprising text, static graphics/images and complex Flash-based interactions and/or animations. These solutions often incorporate rich media elements such as audio voiceover, and audio narration and streaming video. In Level 3 situations, learning is driven by relating important information through experience and interactivity, not lengthy text-based descriptions.

This course on Tube Making relies on adequate “activation” of the learner. To achieve this activation, the course clearly establishes the need to know the content and creates the context for the content. In the demonstration, the 3D animations of Dismantling and Assembling of the tubemill have been used to achieve this goal. Once the content has been demonstrated holistically, the same step-wise approach has been used to “integrate” the knowledge gained.

The Courseware also provides assessments and exercises based on the courseware, at the end. Quality control involved testing individual elements of the courseware like Content, Voice, Screenshots and so on.

Integration of LMS with Assessment Engine

One of the fastest growing US based education software companies, with a wide range of learning products.

The client was looking at enhancing its current deployed LMS with an improved assessment engine and some new functionality added to cater to the various issues reported from the customers over the same. The product was also required to be adapted over a CD in order to penetrate the retail market and work seamlessly across multiple platforms. The challenge was to understand differences between two systems (LMS and assessment engine) and methodologies to ensure that various aspects in terms of functionality and technology were in synchronization.

Tarang required integrating an assessment engine with Client's LMS. CD adaptation of the product was done, using the already developed CD adaptation framework from an earlier project. Current Java based applications were migrated to flash like Scientific Calculator, Applets etc.

The product has the ability to run across multiple platforms and technologies. The assessment engine helps evaluates the effectiveness of the course wares and accurately gauge the knowledge and skill levels of the users.

Design and development of an eLearning program on Awareness on Sexual Harassment at the workplace

Client is bangalore-based HR Consultancy firm which specializes in providing diversity management solutions to MNCs in India.

Client had planned to launch an eLearning program on Sexual Harassment for MNCs in India, and required a partner who could deftly handle such a sensitive topic.

Tarang developed this extensive online training “No Excuses”, which helped to bring about significant understanding of a very relevant topic in these multinational organizations. The courseware was integrated into the web site as well as made available over DVD. “No Excuses”, is an extremely well-structured and instructive eLearning courseware and is the first of its kind in India. This courseware, in a simple and engaging manner, helps the learner understand his/her role in creating a safe and respectful workplace. With the help of real life cases, the learner is guided through the subject from recognizing sexual harassment, how to prevent and report incidents appropriately.

The content is delivered using interactive multimedia such as animations, audio, graphics and text. Real life scenarios and examples are effectively used to help the learner retain content and improve learning. A mid-lesson Q&A and Feedback session and a Summary at the end of every lesson enable the learner to comprehend the topic better and become confident. The courseware which is extremely interactive has simple text illustrated with photographs and complemented with voice-over audio.

Tarang identified a suitable instructional design strategy for the courseware to match the Indian work culture. Since the topic was a sensitive topic and had to be disseminated to Indian MNCs, Tarang had to do the photo shoot in-house to generate appropriate visuals for the courseware.

eLearning program on Quality Initiative for an IT Major

Client is an Indian IT major who uses powerful technologies to provide services for business transformation and product realization as well as complete solutions for the service provider market. It serves the technology needs of more than 200 customers from diverse industries and locations.

Client had to educate its employees on a Quality initiative within the organization that focused on process excellence and continuous improvement for problem solving in the business. They were looking for a partner who could develop an eLearning program that covered the Continuous Improvement Methodology adopted by them.

Tarang developed the 8 and 1/2 hour eLearning courseware for the client, giving an insight into the “Quality Tools”. This courseware was for use by all their 75000 employees across all their business units.

There were Six Steps in the Continuous Improvement framework, namely:

• Identification of problem
• Root Cause Analysis
• Identification of Alternate solutions
• Implementation of the Solution
• Sustain the solution
• Replication of the Solution

These six steps were taught innovatively through a scenario of a typical technology company and the problems they face. The instructional design approach comprised six stories to explain the 6 Step Process namely– Colourful View, Intruder Alert, The Chosen One, Bug Proof, Intruders Again and Another Time, Another Place. Enriching content and graphics and mascot teaching made the courseware superior and highly interactive.

Each of the steps had powerful Tools to enable problem solving. These Tools are Voice of Customer, Pareto Charts, Value Stream Mapping, Teaming, Visual Controls, Check Sheets, Failure Mode and Effect Analysis, Process Mapping, Brainstorming, Fishbone diagram, Data Collection and Analysis, Solution Identification and Analysis, Solution Trade-Off Matrix, Mistake Proofing, Resistance Analysis, Poke-Yoke, 5S and Visual Displays.

There were excellent quizzes at the end of every Tool and the user got a certificate on successful completion of the courseware. There were 43 modules and 20 tools in the courseware. Case studies were used to create a real-business picture of problem solving. Case studies were organized for each of the 4 different types of Business Units. Assessments, which were present after the case studies, comprised 7 steps (six process steps and generic). This course would be rated as a Level 4 courseware in terms of interactivity, graphics and animation.

In order to meet the challenge of catering to 75,000 users and tracking all of them, the courseware was built inside a shell which had the features of a Learning Management System. Tarang developed this unique shell, equivalent to a mini LMS. The shell offered powerful features like BookMarking, User Tracking, Go-To and Help. Since the course cannot be completed in one sitting, these features were very critical. The candidates’ scores and course completion were recorded in the system.

Most of the functionalities of the shell match with those of an LMS. The Feedback feature allowed the user to give any number of feedbacks anytime during the course of using the courseware. This could be retrieved when the user logged in again. The shell did not allow the user to skip any module and move to the next. The user had to follow the sequence of Chapters, Modules and Tools. The user was bound to complete all the modules at least once, in order to revisit any page. This feature ensured that the user went through the entire courseware.

There was a PDF option of content presentation in each module and it was possible to change content externally. Admin could track every question attempted by the users and also answers for the same. This was recorded in the database. Assessments could be taken only three times and scores were calculated automatically. The shell did not allow the user to take the assessments again if he/she scored 60 and above. He/she could visit the courseware but could not take the test. Admin could create any number of users, edit, clear status and track the users. Also the admin could edit, view and add questions in quizzes and assessments.

Online training program on Software Engineering Tools for an IT Major

Client is an Indian IT major who uses powerful technologies to provide services for business transformation and product realization as well as complete solutions for the service provider market. It serves the technology needs of more than 200 customers from diverse industries and locations.

The Client Software Engineering Tools Group is a very active group and works continuously towards identifying new software engineering tools in the industry, creating awareness, ensuring tool licenses and providing support to project teams. Client wanted to develop an online training program that would educate all employees involved in projects within the company, about Tools Group.

Tarang developed this online training course on software engineering tools, which covered functions of the tools and the roles and responsibilities of the Software Engineering Tools Group referred as Tools Group by the client. The course which had an eLearning seat time of 1 hour 45 minutes was primarily developed for Project Managers, Developers and others involved with projects.

As per the instructional design strategy, Mascot teaching was used, and the various software development and management steps and project management steps were graphically depicted. Intelligent use of animations enhanced the quality of the courseware.

Quick reference to various software engineering tools in phases with case studies made the course easy to understand. Additionally, the course aided project managers in understanding planning of tools and Tools Usage Index metrics. There was an assessment at the end of the course and the user would get a certificate on scoring 50%.

The engine used to develop the course allowed content to be changed externally anytime. This helped the client to update the content, change case studies etc without the help of the developer. Also the assessment at the end of the course was XML driven and this helps the client to edit, add and delete questions.

Online training program on Quality System for an IT Major

Client is an Indian IT major who uses powerful technologies to provide services for business transformation and product realization as well as complete solutions for the service provider market. It serves the technology needs of more than 200 customers from diverse industries and locations.

The client wanted to enhance and upgrade an online training program on their quality system into an effective eLearning courseware. This system was a very important system and helped in achieving their quality policy.

The eLearning module had a seat time of 4 and ½ hours and was built primarily for Project Managers. Tarang updated the scripts, made the interfaces user-friendly and enriched the content graphically with animations. The chapters in the modules were well presented.

The basic structure the couseware was explained through a 3 tier model. The chapters comprised Project Manager’s roles and responsibilities, Project Manager Interfaces, Pre-engagement Process, Project Execution Process, Project Management Process and Projects – Techniques and Tools. The course explained the roles of the Software Engineering Process Group, the Software Engineering Tools Group, Client’s quality objectives and quality function and the quality organization structure.

eLearning program on ASP.NET for a global IT Company

Client is a global leader in providing consulting and IT services to customers all across the world. As one of the pioneers in strategic offshore outsourcing of software services, Client has leveraged the global trend of offshore outsourcing.

Client was seeking to develop an eLearning program for training its employees on basics of ASP.NET. The following were the learning objectives of the program:

• To motivate learners on Object Oriented Approach of problem solving
• To introduce concepts of ASP.NET
• To introduce advanced features of ASP.NET namely Controls, various caching techniques, creation of Master Pages, Styles, Themes and Skins, Navigation Controls and Site Navigation API

Tarang was the preferred partner as we had already developed an eLearning program on C++ and C# for the Client. Also our technological expertise in the Microsoft and Java technologies was seen as an asset by the client.

The courseware which had an eLearning seat time of four and a half hours was graphically rich and was at level 2 of interactivity. The Subject Matter expert and Instructional Designer worked closely to enrich the content, use maximum graphics and minimal text. They came out with an innovative strategy of using simulations and assessments. Each lesson had practice questions and there were assessments based on the simulations at the end of each lesson.

The learners were Project Managers or Software Engineers with knowledge on programming languages. Their familiarity with C, CPP or other OO languages was of varying degrees. They were required to take this course as part of their professional development.

A mascot was used to guide the learner through the course. Blooms was used at the topic level and the storyline was woven with respect to Magers, Gagnes and Arcs. Code based challenging quizzes, scenarios and simulations were incorporated and different assessments were used. Two key components for the learning program, “Learn” and “Do”, were identified. Most "Learn" components were associated with “Do” components which helped to build a better understanding and kept the learner engaged. The “Do” Concept comprised 3 sub components:

• Code Smart: Learner got to solve code level problems
Problem Smart: Learner was presented with real life problems like problem statements and design documents

eLearning program on Introduction to .NET Web Services for a global IT Company

Client is a global leader in providing consulting and IT services to customers all across the world. As one of the pioneers in strategic offshore outsourcing of software services, Client has leveraged the global trend of offshore outsourcing.

Client was seeking to develop an eLearning program for training its employees on basics of Web Services. The following were the learning objectives of the program:

• give a brief overview of Web Services and Web Applications
• describe the concept of XML Web Services
• explain the need for SOAP
• interpret the usage of Web Services in Asynchronous communication
• explain the features of WSE 3.0

This 3.5 hrs WBT was developed for Software Engineers, Program Analysts and Project Managers with knowledge of programming languages. They had varying degrees of familiarity with XML, or other web languages and/or other programming languages. They are required to take this course as part of their professional development. The courseware had 5 modules and the ID strategy followed a two-pronged approach to meet the course objectives. One was to present information memorably and effectively and the other was to provide opportunities for application and learning by doing. A wide variety of examples were used and the learner was challenged with questions intended to trigger previous learning, provide a context for new information, and to provide a variation in the course rhythm. Animations, illustrations and other appropriate audio-visual strategies were used. The language was simple, which could be understood by the techies.

Soft Skill program on Empathy for a leading Business Process Outsourcing Company

The Client is a leading global provider of business process management services across the Financial Services, Telecommunications, Media and Healthcare verticals.

Client wanted an online training program to train their customer support executives on Empathy which is a necessary soft skill important for the people working in call centers.

The eLearning module developed by Tarang was largely exercise-based. The idea was that the more the learner worked with the exercise, the better were their chances of learning the skills required to give effective feedback. The instructional design strategy was based on the fact that a “soft skill” such as empathy is best learnt though, observation, reflection and practice. It cannot be effectively learnt (at the application level) merely by absorbing information about the concept.

The instructional approach recommended used the following components to achieve the required impact:

The coach: This is a human figure dealing with a human subject and also the go-to expert, and the person facilitating the learning process by giving feedback. The coach also guides the learning process by offering appropriate information at the appropriate time.

Get Fundas: This is a set of resources that will provide the learner with information and knowledge required to understand and practice empathy. The get fundas section consisted of reading materials as well as video-based examples of empathy-in-action, examples of sympathy-empathy being mixed up, examples of “scripted lines” backfiring because they are not backed by real empathy etc.

The learners could begin the program by getting some fundamental concepts and facts about empathy and also find examples of real life situations where they could see empathy in action. In this case they could do the exercises later.

Lab: This section consisted of a set of scenarios / role plays to help the learners recognize and practice empathetic responses in their own work contexts. These were constructed around real life situations that call center employees have actually faced. The learners could prefer to jump in and choose an exercise using Lab button. They could begin the exercises and go to the Get Fundas in case they want more information to work on the exercises.

The course had an audio and video based approach since the objective was to extract emotional responses from the learner as well as present realistic situations. The interface was very intuitive and easy to use, so the learner could concentrate on the learning points pretty well.