Customer Care Technician Training Program
Hands-on learning, real troubleshooting, and a live classroom experience that scales
A 4-week, instructor-led training program designed to prepare new Customer Care technicians for live Self-Service Terminal (SST) troubleshooting and case creation. This fully in-person curriculum combined structured classroom delivery with tool-based practice, simulation labs, and daily reinforcement. By the end of Week 2, trainees were already contributing to production-quality documentation and by Week 4, they were ready to fly solo.
About the Project
The Customer Care training program was built to support a high-growth tech support team responsible for helping customers using state-run SSTs for vehicle transactions. These kiosks came with card readers, printers, touchscreens, EPCs and plenty of technical issues. Each state had its own systems, rules, and error handling protocols, making the job anything but simple.
The original training relied heavily on informal shadowing and outdated references. It wasn’t sustainable, and it wasn’t scalable.
The goals for this rebuild were clear:
Deliver a repeatable, structured curriculum that aligned with real QA standards
Build tool fluency and troubleshooting accuracy early
Reduce ramp time by front-loading performance practice in the classroom
The entire program was delivered 100% in person by the lead designer (me); classroom sizes were intentionally small to maximize interaction and hands-on support.
**Due to the sensitive nature of the content, I am not able to share any images at this time.
My Role
Instructional Design & Curriculum Development
In-Person Facilitation (Initial Cohorts)
Simulation & Lab Design
QA Rubric Integration
New Facilitator Development & Coaching
I owned the program end to end; from content creation to classroom delivery. I facilitated the first year of cohorts personally, giving me direct insight into learner behavior and friction points. That hands-on time in the room let me refine the material fast. I’m now mentoring the next facilitator to ensure the handoff holds up as the program grows.
Key Course Elements
| Element | Description |
|---|---|
| Live Classroom Delivery | Full ILT format; no virtual instruction. Trainees were guided through systems, tools, and troubleshooting directly by the facilitator. |
| Salesforce Sandbox Simulation | Trainees created a complete SST case across an entire day; this simulation followed QA scoring rules and built real-case muscle memory. |
| Quick Cases vs. SST Cases | Emphasis on case type selection and documentation. Trainees practiced identifying what really required troubleshooting and what didn’t. |
| Hands-on Tool Practice | Daily interaction with the SST Info Tool, EPC, state-specific guides, and Salesforce integrated directly into labs and roleplay. |
| Progressive Scenarios | Micro-simulations and roleplays increased in complexity; every day layered onto the last to avoid overload or procedural drift. |
Impact & Results
Reduced time-to-competency significantly
Trainees met milestones much earlier than with straight OJT
Higher level of understanding by new hires, as reported by Team Leads
Framework is now the baseline for technical training for the call center
Tools & Technology
Salesforce Sandbox – Used for hands-on case creation and documentation exercises
Storyline 360 – While most of the training content was built on PowerPoint Slides (yay!), I was able to build daily knowledge checks and some call simulations to help diversify the program and reach diverse learning strengths
Microsoft 365 – Again, PowerPoints were mainly used, but also leveraged Excel to create a “Trainer’s Workbook” that was used to track new hire progress, attendance, and provide End of Day (EOD) Reports that went to call center leadership each night
Printed Job Aids & Reference Materials – Built to mirror floor conditions and reduce cognitive load
Facilitator Playbook & QA Rubrics – Created to ensure consistency and scale as new facilitators step in
Reflection
“This was my second full curriculum build from the ground up; I designed it, delivered it, and now I’m developing someone else to lead it.”
There were plenty of frustrations with gathering information about the existing process when I first started, mainly because there was no official process. It was just three kids in a trench coat trying to disguise themselves as a process.