Can this skill be appropriately depicted in a video model?
When addressing customer service interaction elements, the video model may follow the sequence of the social narrative you design. Be sure that the video model shows the student engaged in the correct behavior. Beware of the fact that the video model is specific and that ‘customer service’ is broad and conceptual. When the student is practicing one specific skill, such as pointing a customer to the right aisle, the model may be quite helpful.
Other video models may be developed for use in job-training such as showing how to stack boxes, how to load items onto a truck, or where to find supplies to complete certain tasks independently. However, actual practice of the correct procedure is essential.
Have you task analyzed this skill to ensure that your video clearly depicts every key step that comprises the skill?
Responding to a customer involves numerous steps: listening, turning towards the person, smiling, asking them to repeat a question, determining if someone else needs to be sought, locating someone else if necessary, and verbally responding to the customer throughout the process. Therefore, be sure a video model for “responding to a customer complaint” is appropriate for the specific student; instead of a single video, some students may require multiple clips initially to focus on individual steps.
Who will you use as “actors” in this video – will the targeted student be included in the video?
Will you shoot this video from the perspective of the student (first person) or from the third person perspective?
This will greatly depend on the specifics of the targeted skill. If the model is to show the student how to interact with a customer or co-worker, such as directing the person to the appropriate aisle or restroom, the third-person perspective is the best option as it allows a clear view of any necessary body language (such as facing the person and pointing towards the destination while responding). Alternatively, if the video is designed to help the student reference certain environmental cues and complete a work task, a first-person recording might be more beneficial.
Will you narrate the video?
How will you ensure that the student experiences opportunities to not only review the skill via the video model, but to also engage in repeated rehearsal of the skill across multiple contexts?
Will the student be able to review the video just prior to expected performance of that skill (priming)?