Challenge:      Teach the operation of on-board systems in trains

The challenge was to transmit the necessary knowledge so that the personnel could diagnose and  repair the systems on board trains in the subway lines of the city of Buenos Aires, Argentina. Onboard systems are computers of specific design to carry out very specific tasks on board the  train. Some have an interface that allows you to present text, others only numbers and some only  have LEDs (colored lights according to status). The staff covers not only different age ranges but also education, some people have academic  training while others have only been educated through experience, so they know how to do the tasks but it is difficult for them to explain them in technical language.

Selection: I chose storytelling development

I chose this tool because it seemed to me that the clearest way in which I could deliver this training  was to place each of them in some of the tasks that they could perform based on their previous  capacity.

Create a story for the development of each task illustrating in sequence the step by step that they  had to carry out, as well as a pre-classification of what knowledge was necessary for each of them.

As the stories are told through images with a few additional texts in "natural" language, it would be  accessible to all to understand the nature and purpose of such works.

Application:

Due to the fact that my country (Argentina) is going through a period of restriction of transit and  reunion, I had to turn those stories into small videos that I distributed among the staff.

As they watched the videos, they asked questions to clarify concepts and ideas that I had assumed  known and therefore were not explained in the stories.

Finally, they began to carry out the tasks to implement what they had seen. The youngest tend to  have the videos on their cell phone for quick reference in case of need, while the older ones prefer  to watch the videos again before doing their homework.

Insight:

Through the application of the tool, I discovered that I had assumed that the elderly would not be  predisposed to handle certain tasks more related to electronics or software on on-board equipment.

That revelation came from the employees who after watching the videos stated that they could do  some of the tasks that were outside of their training if they had a paper guide to help them interpret  the messages that the computers gave them through screens and LEDs

Approach:

The next time you should divide the application into stages, the first one bringing them closer to the operation of the technology to be incorporated, then have some exchange with them about what  tasks they feel they could be able to do on those technologies and finally the last stage that Illustrate how they can do the tasks that they feel capable of carrying out.


Challenge : Teach the operation of on - board systems in trains The challenge was to transmit the necessary knowledge so that the personnel could diagnose and repair the systems on board trains in the subway lines of the city of Buenos Aires , Argentina . Onboard systems are computers of specific design to carry out very specific tasks on board the train . Some have an interface that allows you to present text , others only numbers and some only have LEDs ( colored lights according to status ) . The staff covers not only different age ranges but also education , some people have academic training while others have only been educated through experience , so they know how to do the tasks but it is difficult for them to explain them in technical language . Selection : I chose storytelling development I chose this tool because it seemed to me that the clearest way in which I could deliver this training was to place each of them in some of the tasks that they could perform based on their previous capacity . Create a story for the development of each task illustrating in sequence the step by step that they had to carry out , as well as a pre - classification of what knowledge was necessary for each of them . As the stories are told through images with a few additional texts in " natural " language , it would be accessible to all to understand the nature and purpose of such works . Application : Due to the fact that my country ( Argentina ) is going through a period of restriction of transit and reunion , I had to turn those stories into small videos that I distributed among the staff . As they watched the videos , they asked questions to clarify concepts and ideas that I had assumed known and therefore were not explained in the stories . Finally , they began to carry out the tasks to implement what they had seen . The youngest tend to have the videos on their cell phone for quick reference in case of need , while the older ones prefer to watch the videos again before doing their homework . Insight : Through the application of the tool , I discovered that I had assumed that the elderly would not be predisposed to handle certain tasks more related to electronics or software on on - board equipment . That revelation came from the employees who after watching the videos stated that they could do some of the tasks that were outside of their training if they had a paper guide to help them interpret the messages that the computers gave them through screens and LEDs Approach : The next time you should divide the application into stages , the first one bringing them closer to the operation of the technology to be incorporated , then have some exchange with them about what tasks they feel they could be able to do on those technologies and finally the last stage that Illustrate how they can do the tasks that they feel capable of carrying out .