In General

  • No spelling mistakes.
  • consistent in using terminology (no spelling differences).
  • consistent punctuation
  • lists are proper and consistent (also look at periods and commas).
  • Texts have a coherent buildup and are comprehensible.
  • Titles of Role plays are consistent. This implies that you don't use a technical aspect (such as 'listening to the customer') one time and a subject ('your first rental car') the next time.

Build-up of the Program

  • The weekly build-up of the program is realistic (on average 4-8 roleplays per week).
  • The content fits with reality
  • Doing a training program is being rewarded (it is included in the appraisal).

Promo and Introduction

  • The promo articulates what is expected of the trainee, and why he/she should participate in the program.
  • It formulates what the trainee will learn, and for how long the program will last (if necessary, include data).

Preparation

  • The preparation treats All competences that will be tested.
  • All competences are explicitly explained. it isn't showing what shouldn't be done, but it shows how it should look like. Example-video's can be helpful.
  • For every multiple choice question, one answer is assigned as 'correct'.

Practice – situation & assignment

  • The situation fits perfectly together with the assignment video (example: if the video is recorded by a woman, the assignment shouldn't say 'he')
  • There is no (hidden) assignment in the situation, in any way. These should be strictly separated.
  • The assignment is not too complicated (the trainee doesn't have to keep too many things in mind).
  • The assignment is neither too easy nor to difficult

Autocue (optional)

  • Check in the preview whether the autocue text is displayed in the right way.
  • The checkmark [Allow trainee to modify this text] is set correctly.
  • In case 'enable autocue' is checked, there has to be text in the text-window. This can also be [autocue script].

Exisercise - video

  • The exercise video doesn't take too much time (When trainees want to retry a roleplay, this can be very frustrating).

Appraisal questions

  • The appraisal questions have been clearly introduced (in the preperation and/or the exercise).
  • All relevant appraisal questions are inserted and linked to the right competence.
  • The appraisal questions are written in first person, in the present simple tense, and are formulated as a statement. Look at this article for drafting good appraisal questions.

Exercise - settings

  • For audio-only: Only the microphone is selected.
  • The clip ends at the right time (check the exercise video).
  • The actor is located in the centre of the video (If important information is outside the centre, check the 'Don't crop the video for mobile' box.).
  • The maximum recording time for the trainee is set to the right number of seconds.

Coaching/appraisal

  • It is clear for the trainee whether there will be coaching (It is deliberately chosen to give or not to give notice of this, at a roleplay).
  • It is clear who will be the coach.

Peer feedback

  • Trainees are encouraged to ask and give feedback.
  • Tests - content
  • Tests are being introduced in the preperation.
  • It is clear that there are only two attempts and that the second attempt is automatically the definitive try.
  • It is clear who will give feedback to the test. This can be a team manager or a Traintool-coach (if it's unknown: 'your coach').

Tests - settings

  • For a baseline-test, the week shows 'baseline-test' (and not 'practice')
  • For a final test, the week shows 'Final test' (and not 'practice').