Verity Expenses Session for Halbrook
Customer training deck
Eleven slides for a seventy five minute session teaching the staff of an invented customer to use Verity, an invented expenses system. It follows the adult learning order rather than a feature tour: why the old process was taken away, the mental model, one workflow done on the learners own phones, a situation the room disagrees about, then the four mistakes that generate most of the support tickets, and a check.
Every slide, in order
The whole deck as it renders, one slide after another. Read it the way the audience would.
The structure
What each slide is doing, so you can reuse the order even with different content.
- Slide 1cover
- Names the session, the length and the audience, so people know whether they are in the right room.
- Slide 2agenda
- Sets the shape of the session and, more usefully, tells people when they will be asked to do something.
- Slide 3content
- States what a person can do at the end, in measurable terms, which is what makes a session assessable.
- Slide 4comparison
- Answers the only question the room actually cares about first, which is why the old way was taken away.
- Slide 5diagram
- Gives the mental model before any button is pressed, and marks the one stage the learner owns.
- Slide 6process
- The demonstrated workflow, broken into five steps the room does on their own phones as it is shown.
- Slide 7quiz
- A situation the room will disagree about, which is what makes the policy stick better than a rule slide would.
- Slide 8comparison
- The four mistakes that generate most of the support tickets, paired with what to do instead.
- Slide 9quiz
- One comprehension check on the rule people most often get wrong, with the reason shown rather than the answer alone.
- Slide 10takeaway
- A card designed to be photographed, so the five rules leave the room with the people rather than in a manual.
- Slide 11qa
- Primes a quiet room with six real questions rather than asking whether anybody has any.
What makes this deck work
The objectives are testable
Six statements that all start with a verb a person can be observed doing, and the check at the end tests one of them directly. Objectives written as topics cannot be assessed, which is why nobody ever finds out whether a session worked.
The scenario has no clean answer
A client dinner with a lost itemised bill, three days before payroll closes, and three options where the fast one is also the one that gets you a phone call. Adults learn from working a problem, not from being told the rule that governs it.
The mistakes come from real tickets
Four failures taken from 214 queried claims in the first three weeks, each paired with what to do instead. Teaching the errors that already happened is more efficient than teaching every feature and hoping the errors do not.
Questions people ask
How do you structure a training presentation?
Open with housekeeping, an agenda, why it matters to the learner and the objectives. Teach one concept then one workflow, practise it, cover the common errors, check comprehension, and close with where to get help. Tell them, teach them, remind them.
How do you write learning objectives for software training?
Start each one with an observable verb and attach a measure. Capture a receipt in under a minute is testable. Understand expenses is not. Six is a comfortable number for a session of about an hour.
Why teach adults with a scenario rather than a rule?
Adult learners need to know why they are learning something, learn from experience including their own mistakes, and are problem centred rather than content centred. A scenario the room argues about does all three at once.
How do you measure whether the training worked?
Measure reaction during the session rather than only in a survey afterwards, then measure behaviour soon after rather than months later. The in session check on this deck is the reaction measure; the support ticket count is the behaviour one.
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