Kolakowski, Lisa

EDET709 Big Redesign

April 29, 2013

Project Description: I am using the larger version of the project for my Mini Redesign Assignment. My Mini Redesign focused only on the first lesson of the module with my client. For the Big Redesign, I am focusing on all three lessons within the module. Therefore, parts of the information from my Mini Redesign still apply, but I will go into more depth explaining the additional two lessons and how all three built upon each other. Explanation using ADDIE model: Analysis When I initially met with my client, who is in another business area within the company where I work, she wanted to completely redo the entire module consisting of three lessons. She had already met with the audience receiving feedback on the current lessons that they were too confusing and written in legal language. In our first meeting, I brought a sample timeline I use for all my projects that details out every step of the ADDIE model with dates. I explained that I find it best to work on one lesson at a time, staggering the other lessons by a few weeks. My client agreed, and we focused solely on Lesson 1: Intro to Flex Plans. Once the analysis and design of Lesson 1 was complete, we would begin Lesson 2: Positioning Premium Only Plans to the Employer. When the analysis and design of Lesson 2 was complete, we would begin Lesson 3: Positioning Premium Only Plans to the Employee. The learning environment for the audience, the sales force, can vary. That is why we provide our training in two delivery options, self-paced with audio narration, and facilitator-led. I explained these to my client, and she was very happy to continue to have the two versions of the training. Next, we discussed the timeline I brought, which I had already switched to this project, and used that initial meeting as the starting point for the rest of the dates. My client loved that, and we stuck to that timeline from that point on. The timeline had all three lessons, staggered by one to two weeks. For example, once Lesson 1 was ready for me to begin designing, the client began reviewing Lesson 2 for edits. This is also beneficial for other stakeholders; such as legal and compliance, audio narration, and peer review time so all three lessons do not reach them at the same time. Since there was an existing module we would be replacing, I printed off and sent an online copy to the client. In that first meeting, I explained I would like her and her team member to review the entire lesson. Cross off what should not be there, make notes for what content you want to be there, etc. She agreed and according to the timeline she had a week to complete this task. I also explained that once we meet next week for her first draft, I will take her notes and work on the module so she can get a better understanding of how it will look. Once I received her edits, we would begin Lesson 2 the same way.

Design For the design phase, I began with having the client mark up the existing module with changes. My client also developed an outline of what she would like to be in the training, since she had a hard time determining by the lesson. The outline was extremely helpful, and is something I will 1

Kolakowski, Lisa

EDET709 Big Redesign

April 29, 2013

begin to ask my clients for in the future. Learning objectives was something my client struggled with; however, because she created the outline, I explain the main topics of the outline are our learning objectives. I worked with her to show how they can be turned into the learning objectives. We also worked carefully on making sure this is a high level overview of flexible benefits plans with the focus on Premium Only Plans. The existing module went into too many legal definitions and not enough of what the sales agents need to know before going to meet with an account. I knew the content definitely had to be reworded and cut back to be easier for the audience to understand. The client and I also discovered the original lesson jumped back and forth between flexible benefits plans and Premium Only Plans, which are not interchangeable. For Lesson 2 and 3, I followed the same approach as Lesson 1. However, when my client began to review the existing PowerPoint for Lesson 2, she hit a roadblock. Much of the content in Lesson 2 was incorrect, out of place and very distracting for her. I decided to handle this Lesson 2 different than 1 and 3. For Lesson 2, I told her I would go through and clean up the lesson, making all changes I already know about from previous knowledge, and leaving blanks for where she needs to add content. This was very helpful for the client. I took her outline of what she wanted in the lesson, and gave her a storyboard based on the outline, not the existing lesson. Once I gave her the new storyboard, she was able to fill in the content and the rest of the design process went smoothly. I have come across the same issue with other clients as well. They are not able to visualize what the lesson could be, or how to take their ideas and turn it into the storyboard. However, this is where I feel my strengths are and it is the responsibility of the instructional designer to take any form of a concept and turn it into effective training. From a theoretical standpoint, I took into consideration several of the theories from Module 2 for all three lessons. The principles of visual and graphic design played a big part in my design phase. I made sure to use colors carefully, sticking to the standard dark blue for all fonts, except when I needed more emphasis. I also stuck to the same font throughout the lesson. For the umbrella graphic, I used Gestalts proximity principle for the circles. They are related, but not identical so I made sure they were equally spaced. I also used this slide in all three lessons. This slide gives that basic overview of flexible benefit plans, and is a grounding slide for each lesson. Cognitive design principles were also used for Lesson 1 slides 8-10 in the revised PowerPoint. The application principle and integration principle were used for the leaner. The learner is role specialized so they either working only with an employer or only with an employee, but the benefits to that leaner on Lesson 1 slide 10 are the same. The learner is able to integrate the knowledge into their everyday work. This is why Lessons 2 and 3 exist. Lesson 2 is focused on an employer, which is a specialized role within the field organization. Not every agent will take this lesson, only those to which it applies. Lesson 3 is focused on an employee, so only those agents that specialize in working with employees will take this lesson. The positioning points from Lesson 1 are expanded upon in Lessons 2 and 3. I also took into consideration the cognitive load management. The original lessons had way too much information and were written with many legal terms. It would be hard for a sales agent to understand what was actually useful information they could apply when meeting with an employer or an employee. For example, Lesson 1 slide 5 in the old presentation was revised with slide 4 in the new presentation. I really followed CTML guidelines in the presentation. Since this training is either facilitator-led or self-paced, it must be engaging. 2

Kolakowski, Lisa

EDET709 Big Redesign

April 29, 2013

Furthermore, since the audience is independent contractors, it has to appeal to them to take it, it cannot be required of them. I worked on changing Lesson 1 slide 5 in the old to Lesson 1slide 4 in the new presentation to represent all the plans that are under the Flexible Benefits umbrella in a way that would appeal to the learner. In Lessons 2 and 3, this same slide is always slide 4. For Lesson 1 slides 8-10 in the new lesson, I tried to use images that would appeal to the learner by showing the employer, the employee and the learner (the representative). Their prior knowledge of role specialization would tell them who the content was referring to. Animation and interactivity are used in the PowerPoint version, but even more heavily in the self-paced version. For example, on slide 4 in all three lessons for self-paced, the leaner will be able to click on one of the circles (say POP) and a definition with audio narration will appear. For learners that already know the terms, they do not need to click on them to learn more. However, for a newer representative, they have the ability to click on each one to learn more. In the facilitator version, the instructor is given more information and can test the knowledge of the learners in the classroom. I also used a form of simulation in Lessons 2 and 3. I created iNeed scenarios, which I use in several different training modules. I provide a case study that simulates a real case for the agent. In Lesson 2 it was an employer, and in Lesson 3 it was an employee. In both scenarios, the learner hears what their need is, the pros and cons of the Premium Only Plan, then a solution. This provides the agent with an example of how to position and handle questions when applying the material learned to their daily activities. For example:

To this:

Kolakowski, Lisa

EDET709 Big Redesign

April 29, 2013

For example: This in Lesson 1

To this in Lesson 2 where it applied better

Kolakowski, Lisa For example:

EDET709 Big Redesign

April 29, 2013

And

Development Based on the design phase, I made several changes to the PowerPoints. I added more graphics and worked on animation. In the development phase, my client had the opportunity to pilot the lesson with some field resources. I jumped at the chance to pilot the training with them. Since I work in sales training, we have very limited access to the sales force because they are 1099 not employees. We did not get to pilot our training often, so I jumped at the chance. For the pilot, we held a webinar in which my client ran through the lesson 1 as the instructor. The speaker notes, which will become the audio narration for the self-paced, were read and we went through each slide. As we went through each slide, I made several changes, marking where audio sections were too wordy, or something on the slide did not appear the way I wanted it to. We also heard from 5

Kolakowski, Lisa

EDET709 Big Redesign

April 29, 2013

the audience, they found it extremely beneficial and easy to understand. I was able to go back and make all the changes we found because of this pilot. We also piloted Lesson 2, but this time my client went through the lesson as a facilitator. She sometimes used what was in the notes section, but treated it more as an instructor. This was very helpful for me to determine where to include additional facilitator notes, or remove parts of the narration notes since it did not make sense in a classroom setting. My client was also able to turn the iNeed scenarios, into more of a role-play scenario for the class. I found this pilot extremely beneficial. Another change I found during the design phase was the first slide on each of the lessons. Since this is a three-part module, I realized the learner would not know that the overall module was called Basic Flexible Benefits Plans, and what lesson they were in. I decided the first slide had to be redesigned in a way that the learner would know what the module was, and what lesson they were currently in. I also knew that the design had to print correctly. Since we create the lessons to have printed handouts of the slides in black and white, I wanted to make sure the colors would print correctly. Now, the leaner will see the cohesiveness of all three lessons, and know which lesson they are currently taking. Here are some examples:

To this:

Kolakowski, Lisa Another example:

EDET709 Big Redesign

April 29, 2013

To this

Another example:

Kolakowski, Lisa

EDET709 Big Redesign

April 29, 2013

To this:

Implementation The implementation plan is to implement the facilitator and self-paced versions for the entire module on our field extranet site. We host all of our training there, and I will be removing the old training and replacing it with the new training. My client and I are working on a communications plan because it is replacing an existing training. We want to make sure instructors know to download the new version, and reps know that it has been updated. Since my client is in Marketing, she will handle the communication to the field. I will handle marketing on the extranet site. We do this through carousal images on the homepage. We create a graphic that entices the user to click on the image to learn more, or see that page. I will create one for the new and improved module. Another factor in the implementation plan for this module, is replacing the content in all classroom courses. At our company, we create specific courses agents can register for. They usually consist of several different modules pulled together to create one course. For Basic 8

Kolakowski, Lisa

EDET709 Big Redesign

April 29, 2013

Flexible Benefits Plans, it is used in several courses. I will make sure this is communicated to the course owners to update materials, and ship new materials to all instructors. This way, the instructors will have all current material for courses. Evaluation For the evaluation phase, my team and I are still working on how we evaluate our training currently since we do not have our Learning Management System in place. Because we do not have the LMS yet, we cannot track who has taken our training. We should have the LMS by the end of this year which will help tremendously. Another form of evaluation is with the instructors. We can ask for feedback from them, as well as provide them with a survey to distribute after they hold a class.