This research study will explore how online microlearning induction resources impact on the

experience of new employees. For this study I have a number of aims: 1. Examine the effect
of supplementing existing face to face training with online resources; 2. Explore the content
that will improve new employee experience (ease of transition, sense of belonging); 3.
Explore if microlearning and the associated ‘pull’ approach is the most suitable format for
online resources; 4. Examine how best to design and organise microlearning components

People have individual prior experience and backgrounds that will impact on how they
transition into a new situation. I believe that truth and meaning are created by the subject’s
interactions with the world, and meaning is constructed, not discovered (Gray, 2013, p. 20). I
also believe that, in research, the construction of knowledge involves both researchers and
participants and will therefore be taking a constructivist and interpretivist approach to my
research.

I have chosen action research as my research methodology with the goal of working ‘with
stakeholders to generate knowledge in order to action change’ (O’leary, 2004, p.98). I will be
using the case study model for action research to examine a real-world situation in one
organisation. As action research is a highly participative and collaborative type of research,
especially suited to the ‘study of change processes in social contexts’ (Blichfeldt & Andersen,
2006, p.2), I will be partnering with a number of stakeholders within Barnardos. To research
the appropriate action to take and the effects of that action will require two research cycles.
The first cycle will explore suitable content and design and get an understanding of what
might improve the transition experience. This cycle will end with the evaluation of a small
pilot resource. This will feed into cycle 2 where the full set of resources will be designed and
created with a further evaluation phase at the end.

Due to the exploratory nature of my research, the data I collect will be predominantly
qualitative. I will include some quantative data, only to give context to my study. I will also
identify and reflect on relevant documents such as policies, existing employee handbook etc.
‘The interview process demands a high level of engagement with others’ (O’leary, 2004,
p.162) which suits the collaborative nature of action research and the in-depth nature of the
case study model of action research. So, in Cycle 1, I will conduct two sets of semi structured
group interviews with staff. The first will take place at the start of the project to explore the
experiences of staff coming into Barnardos and their ideas on what would have supported this
transition. I will also explore if microlearning is the best way to proceed. The 2nd set of
interviews will be with the same participants after they have accessed pilot components of the
elearning resource for feedback. The final interviews will be at the end of cycle 2 with new
employees after they have had access to the full set of online resources. All interviews will all
be analysed for recurring themes, similarities, disparities.

As my study will be set in a particular, unique context it will be difficult to make findings
truly generalisable. I will instead strive for relatability, by being detailed about my research
process and clearly outlining my role as a researcher. This, along with an acknowledgement
of the subjective nature of my research and the potential for bias, will add to the validity of
my research.

While I have identified the themes for my literature review (microlearning; induction
training; adult learning; minor themes such as working memory, cognitive load, learning
styles) and have sourced and read a lot of resources on each of these I still have more work to
do on this. I also need to fully consider the ethics involved in this study.

References

Blichfeldt, B. S., & Andersen, J. R. (2006). Creating a wider audience for action research:
Learning from case-study research. Journal of Research Practice, 2(1), 2.

Gray, D. E. (2013). Doing research in the real world. Sage.

O'leary, Z. (2004). The essential guide to doing research. Sage.