Using a “First Then” Schedule
Responsibilities: Instructional Design, eLearning Development
Target Audience: Employees (Personal Trainers)
Tools Used: Articulate Storyline 360, Vyond, Canva
Client: Emmy’s Rec. Center
Project Overview
I used Vyond and Articulate Storyline 360 while collaborating with stakeholders and Subject Matter Experts to create, from start-to-finish, this Scenario-Based Microlearning experience with a voiceover to teach current and future personal trainers at Emmy’s Rec. Center for adults with special needs to effectively use existing motivational tools, thus successfully freeing up the manager’s time by increasing staff competencies.
After Emmy, the owner of Emmy’s Rec. Center for adults with disabilities, completed my Needs Assessment intake, we met to discuss potential learning solutions to business problems. Emmy explained that she often “steps in” to directly supervise personal trainers when they are challenged by motivating clients to complete fitness routines during hour-long 1:1 sessions.
The problem is that, according to our calculations, Emmy spends eight hours per week directly assisting trainers.
We identified four specific behavioral strategies Emmy wanted her employees to learn and practice.
We hypothesized that utilizing the four strategies will allow the personal trainers to motivate clients without Emmy’s direct supervision.
Our goal is to reduce the time Emmy spends directly supervising employees by 50%, thus saving her four hours each week to spend on managerial and ownership tasks.
Analysis
The Action Map
I shared the following Action Map with Emmy to make sure we were on the same page before diving into the project design.
eLearning Style: Emmy agreed to using interactive Scenario-Based Microlearning “bites” to push out each of four behavioral strategies via email and newsletter on a monthly delivery schedule. Microlearning is digestible, easy for management to distribute, and quick for employees to navigate. Since our solution is for the trainers to transfer the strategies to their real-life work day, we felt that Scenario-Based simulations would demonstrate relatable use of strategies in a way that validates their learning, triggers behavioral change, and facilitates the application of their learning.
Design
Scenario Flowchart
We decided to introduce the user to a client character at a mock gym. The user would simulate using the markerboard to provide the client with possible combinations of activities and rewards before asking the client character to select choices. The choices would lead to a total of four branched scenarios. I drafted this chart to outline our “First Then” eLearning concept and shared it with Emmy.
Storyboard
I created this Storyboard outlining the structure of the introductory slide so Emmy could get a sense for the project’s wire-framing, design, and user experience. I delivered the Scenario Flowchart, Storyboard, and Prototype to Emmy.
Development
After agreeing on the Design Documents, I developed the project using Vyond, Articulate Storyline 360, graphics from FreePik, audio from Vyond, and Canva for editing graphics.
Personalization
According to Gagné’s Nine Events of Instruction, designing learning instruction that elicits performance of the desired skills promotes the transfer of learning by allowing users to practice simulations of the skills in a safe environment. I used variables on Articulate Storyline 360 to create a virtual name tag to enhance the simulation by personalizing the work day experience. The text references the user by name throughout the project.
Audio
The sound effects: Chirping birds greet the employee as they return to work. Background chatter create the illusion of a busy gym. The learners hear markers write on the markerboards, the character’s video game, and background yoga music.
The voice over: Using the Fiverr app, I hired a voice over artist to enthusiastically guide the user through the simulation by reading each of the layers of text.
Learner Analysis: During the Analysis, we discussed that Emmy’s trainers are hourly employees who receive general Disability Awareness Training during their onboarding but they aren’t paid for additional training after their first week. They are skilled in fitness training, but they do not have advanced level training on behavioral interventions for adults with disabilities.
Instructional Context Analysis: Emmy’s trainers expressed that they read the monthly Rec. Center’s employee newsletters on their personal devices and computers and that they check their work emails at least once weekly. Therefore, we decided to push out a link for each of four eLearning projects via email and newsletter on a monthly delivery schedule.
Implementation
Pretest data: Prior to the implementation of this eLearning project, observational anecdotal data, interviews, and surveys demonstrated that Emmy spent 8 hours each week directly supervising her personal trainers.
Performance Context Analysis: During the Analysis, Emmy and I discussed that our goal is to see the trainers transfer learned skills during 1:1 sessions with their clients at the Rec. Center.
Our goal is for employees to use learned behavioral strategies during 80% of their personal training sessions in order to reduce the time Emmy spends directly supervising employees by 50%, thus saving her four hours each week to spend on managerial and ownership tasks.
Evaluations: After the employees complete the sequence of training, I will conduct interviews and surveys using Kirkpatrick’s four levels of training to collect data on this goal and measure the program’s effectiveness by determining the users’ reaction to the training length, delivery method, and style. This information will help me analyze the Return on Investment of this training series.