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I like to think of eLearning as combining best practices of adult learning strategies with engaging and interactive technology based activities, which empowers learners to apply skills in real- world scenarios. Using creative tools like Articulate Storyline, Rise 360, and Canva, I am able to create accessible, meaningful, and unique learning experiences, that create real change. The possibilities are truly limitless! Click on any of the pictures, buttons, and links below to learn more.
Audience
Primary learners are sales associates who work on a part-time or full-time basis at Rouge. Although employees are paid a base salary, this is a commission-based business. Sales associates have an Esthetician license in the state of Maryland which allows them to apply cosmetics, cleansing solutions, creams, and lotions to people’s faces. This includes but is not limited to:
Completed a program of at least 600 hours of instruction in providing esthetic services
Completed the program at a Maryland State Department of Education (MSDE) approved school
In addition, employees are familiar with various basic tech skills required for the training, including but not limited to:
Using a web browser
Utilizing word processing and basic presentation software (PPT, Google slides)
Ability to access and interact with basic online learning platforms
Tools
Articulate 360, Canva, Google Suite
Business Problem
The sales team at Rouge lacks the tools to effectively and appropriately manage and prevent conflict among themselves. Over the past 8 months, human resources and management have reported that there has been a tremendous increase in customer complaints regarding conflict-related incidents between employees. These conflicts are taking place directly in front of customers and customers are feeling uncomfortable and uncared for while shopping at Rouge. As a result of these conflicts, customers are leaving the store before the completion of sales and many have begun to shop elsewhere. This is causing sales to fall below projected growth.
Solution
This training will teach employees strategies to prevent and manage conflicts, close and complete sales consistently, and form strong customer relationships. By understanding and mastering the tools of conflict resolution and prevention, Rouge will be able to lead the industry in customer loyalty, trust, and retention, and in turn, Rouge will succeed in consistently reaching or exceeding its yearly growth goal of 4% in sales which it has not been achieving over the past two periods.
Highlights
A realistic scenario sets the stage for the entire training, as we follow the characters of Sheila, a recent hire at Rouge, and Sarah, a seasoned employee. Using actual examples of conflict that were shared with me by my SME, Sarah acts as a mentor and teacher to the fledgling Sheila, as well as the audience of learners, as she shares lessons learned from her own experiences and tips to resolve conflict.
Process
When developing this training I used ADDIE and SAM planning models. Although not the SME, I have worked in the cosmetic industry and had some experience with high-end cosmetic establishments. I am also familiar with the conflict problems that plague this industry. My SME is a now retired veteran of the cosmetic industry. As I began to analyze and gather information I realized that the problem could be solved with training but scenarios and problem-based learning would be crucial in order to create effective change. I identified the learning objectives and began to build and gather content. I used a content map and a storyboard to create my vision for the training and these were revised multiple times through feedback and clear communication with the stakeholders. The learner's attention is grabbed immediately at the beginning of the training through a realistic scenario, and this same scenario is used throughout the training to tie the learner into real-world scenarios and learn along with the character Sheila. The learner has numerous opportunities to tie the information into real life at Rouge and show real-world consequences and examples. This is key in creating the performance-based change needed to solve the problem at Rouge.
Evaluation
The learner is evaluated with two ungraded knowledge checks and a final graded quiz consisting of five scenario-based, stand-alone questions based on level 2 of Kirkpatrick's Model. A level 3 evaluation will be conducted after the training is successfully completed, and includes observations based on a behavior rubric and supplemental training if necessary.
Lessons Learned
Given a chance to do create this training again, I would have chunked some of the wordier sections to prevent cognitive load.
Audience
The primary learners are full-time managers at Premier Rental Cars. They are comprised of men and women between the ages of 25-35 with college degrees. This is an entry-level management position.
All learners have completed the Premier Rental Car Management Training Program which includes leadership and problem-solving skills. Learners are also familiar with the basic tech skills needed for this training, such as the ability to access and interact with basic online learning platforms and using a web browser. The managers have no formal training in health and wellness.
Tools Used
Rise 360, Canva, Google Suite
Business Problem
Due to a high-pressure and fast-paced work environment, the managers at Premier Rental Cars are modeling poor health and lifestyle choices to employees and creating an unhealthy and reactive work environment where self-care is not being modeled or encouraged within the organization. This is resulting in trickle-down behavior that has contributed to a 30% increase in absenteeism versus this time last year, as well as low energy and morale that is resulting in poor productivity for the entire office. Absenteeism continues to rise and productivity is at an all-time low. Customer service and profits are suffering at Premier Rental Cars.
Solution
This training will give managers the tools to create a health and wellness strategy to be followed by employees. Learners will be able to model and encourage healthier food and lifestyle choices in the office, which will observed and emulated by the employees. This trickle-down behavior change will lead to better physical and mental health for all employees, meaning fewer health problems and ultimately a 30% decrease in absences and higher productivity in the office.
Highlights
The images chosen for the training are expressive and well-matched to the content presented. Rather than simply serving a design purpose, the images help to deliver the content more effectively, making more meaningful connections for the learner, and adding to the effectiveness of the training.
Process
When planning this training I used both the ADDIE and SAM planning models. After some preliminary research, I chose a problem that was capable of being fixed through education and training. I could also visualize what the business would look like if the problem were corrected. After identifying the problem, I began to research for content. This included an SME from the rental car industry, as well as a nutritionist. Once I identified the specific learning objectives, I began to build the training using a content map and repeated feedback from stakeholders, which included multiple revisions. until the final product was approved. The training is comprised of a variety of engaging interactions and real-life situations to activate prior learning and make the information meaningful and effective for the learner. I also broke the content up as much as possible to alleviate the cognitive load.
Evaluation
The learner has multiple assessment opportunities with four knowledge checks and five final, multiple-choice, performance-based questions based on level 2 of Kirkpatrick's Model. A level 3 evaluation will be conducted 3 months after completion of the training through analysis of sales data, customer surveys, and level of participation of all employees using employee surveys.
Lessons Learned
If I was to do this again, the training would begin with an attention-grabbing scenario to gain the learner's attention immediately and leave them wanting more information. I would also have included more scenarios for the learner to engage and integrate the new information. In some areas, I would have used more effective chunking of information to prevent cognitive load.
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