Major Project Proposal
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This project proposal outlines the design and development of job aid videos and materials for a training curriculum. The proposal seeks approval to create 3 learner videos and 6 manager videos on various technical topics to address a high number of help desk calls and provide on-demand training. The videos will be delivered remotely using an LMS and include interactive elements. Creating the videos will involve drafting scripts, obtaining SME reviews, recording narration and screen captures, and publishing the final products by December. Feedback will assess the usability and effectiveness of the digital training content.
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Major Project Proposal
- 1. A Project Proposal by Rachel Donley Committee: Dr. Paul Cesarini, Advisor Dr. Gary Benjamin
- 2. Project: To Design & Develop a single component of a training curriculum On- How-to the-job Videos training To be delivered Job Aids remotely Why: •High # of Help Desk Calls •Field trainer testimonials To both new & current users
- 3. 1. Introducing Learners to the topics 2. Viewing the videos at any time, from anywhere 3. Reviewing the videos again 4. Updated videos are live in a single upload 5. Providing targeted instruction on FAQs
- 4. Efficiency in learner’s Help Desk calls use of LMS
- 5. “The process of putting learning to work in a way that improves performance” (Wick, Pollock & Jefferson, 2010, p. 9) Holton’s Transfer of Training Model Motivation Transfer Transfer to Climate Design Transfer
- 6. 1. When Learning for the First Time 2. When Wanting to Learn More 3. When Trying to Remember and/or Apply 4. When Things Change 5. When Something Goes Wrong.
- 7. • Aligned…. To the business need. • Embedded… In the workflow. • Contextual … Access by process, roles, and circumstances. • Just Enough… Support to get the job done. • Uniform… Across business processes and applications. • Integrated… With formal learning. • Trusted… To be correct and current
- 8. Interactive video, or video where learners can select and play segments quickly, increases learner performance and satisfaction
- 9. For Learners: For Managers: Logging In & Resetting your Password Completing a RFA (“Self Care”) Locating and Registering for a Course Logging In as Store & Resetting Store or Track password Starting & Completing a Course or Locating TMs Usernames/Resetting Track TM passwords Assigning a Track or Course to a Team Member Request For Access Checking for TM Course Completion
- 10. Selection of Script & Video & screen Deployment Storyboard Narration capture of Videos Development Production software
- 11. • Draft Scripts for 3 October • Complete Video December Learner Videos Production • SME Script Review • Draft Scripts for 6 • SME Video • Finalize Project Manager Videos Review/Approval Paper • SME Script Review • Begin Video Production September November
- 12. Recommended: Outside scope of project Acceptance End-user of project by feedback & committee & use data Graduate College Rating “3-4” on Digital Content Usability Assessment Rubric
- 13. Script/Storyboarding & Subject Matter Expert Screen Capture Software Audio Recording Device Publishing of final videos
Editor's Notes
- This project is proposed in order to design and develop a single training component for an organization’s Learning Management System. Development of a new training curriculumwas initiated because of a high amount of training-related Help Desk calls & testimonials from field trainers indicating learners are lacking the skills necessary to function effectively inside the LMS. This project will consist of the design of nine short training videos used to compliment the overall training curriculum. The videos will be termed “How-To” videos, as they’ll provide step-by-step guidance on how to perform specific functions inside the LMS. The videos will be delivered remotely, as the organization’s learners are geographically dispersed and will need to access the training at different times. The types of learner who need these skills vary, ranging from entry level to senior manager, and high to low level of technology experience and skill.
- The videos will be able to fulfill all Five Moments of Learning need by:When learning the LMS system for the first time, learners can view the videos remotely to be introduced to these nine key functions.When wanting to learn more about one of these nine functions, learners can view the videos at any time, from any location.When trying to remember and/or apply what they’ve previously learned, learners can review the videos again.When a function inside the LMS changes, only the affected video(s) will need to be updated, and once posted, the updated video is live to the entire learner community instantly. When something goes wrong, learners have traditionally called the organization’s Help Desk. From a review of historical call data, it’s known that the majority of calls are in related to these nine LMS functions. By providing targeted instruction on these topics, the videos can be referenced as a first step, potentially reducing the amount of Help Desk calls.
- If successful, field trainers will observe and increased efficiency in learners’ use of the LMS system. Additionally, the organization will see a decrease in costs associated with Help Desk calls and lost productivity, as workers will spend less time seeking support for use of the LMS, complete training quicker, and return to their work sooner.
- The term “learning transfer” defines an organization’s ultimate goal of training or learning programs. Learning Transfer is “The process of putting learning to work in a way that improves performance”. In other words, training has little value if it doesn’t result in better performance on the job.Holton’s Transfer of Training Model (1996) outlines three factors that affect the transfer of learning: motivation to transfer, transfer climate, and transfer design. Motivation relates to an employee’s willingness to use the knowledge from a training program on the job, often because of ability or perceived reward. Transfer climate relates to how the organizational environment encourages or hinders the application of learned skills on the job. Transfer design relates to the structure of the training program and how closely it matches the work environment. For transfer of training to take place, all three factors must be aligned.
- To be truly effective, training must account for every circumstance of learning need. Conrad Gottfredson and Bob Mosher (2011) have defined five circumstances, or “moments” of learning need: When Learning for the First TimeWhen Wanting to Learn MoreWhen Trying to Remember and/or ApplyWhen Things ChangeWhen Something Goes Wrong. The first two moments of need are those handled by traditional, formal learning, such as classrooms or eLearning modules. The last three fall into the realm of Performance Support and include items such as Job Aids, FAQs and Social Media (Malamed, 2011).
- Performance support hits on all five moments of learning need(Paine, 2011). The term Performance Support is defined as “…putting the right information — and access to that information — into the hands of your workforce, right when they need it.” In other words, Performance Support means providing learners with the instruction or training they need at the exact moment they need to apply it on the job. There are various methods used to deliver Performance Support, but all performance support types will have certain characteristics in common, described on screen.
- Video has gained increased attention as a training medium in recent years. As an example, the Khan Academy currently delivers 3,200 video instructions online. Video is a particularly great medium for teaching how to do something. Learners can mimic motions or processes seen in a video, with the additional ability to pause, replay and skip ahead when appropriate or desired. Video also makes it possible to break up a complicated process or task into multiple, shorter videos, to allow the learner to study them one at a time (Schwartz & Hartman, 2007). In fact, prior studies have shown that interactive video, or video where learners can select and play segments quickly, increases learner performance and satisfaction (Zhang, Zhou, Briggs, Nunamaker, 2006).
- The project will consist of the development of the following nine “How-To” videos:For Learners:Logging In & Resetting your Password (“Self Care”)Locating and Registering for a Course or TrackStarting & Completing a Course or TrackFor Managers:Completing a RFALogging In as Store & Resetting Store passwordLocating TMs Usernames/Resetting TM passwordsAssigning a Track or Course to a Team MemberRequest For AccessChecking for TM Course Completion
- To complete these nine videos, the following development steps will be completed:Selection of appropriate development software. As the videos will need to provide step-by-step guidance, software that allows screen capture with narrations will be needed. Script and Storyboard development. With the assistance of a Subject Matter Expert, the narration scripts and step-by-step demonstration of LMS functions will be decided upon and compiled prior to video production.Video production and narration recording. This step includes both the screen capture video and recording of narration voice-over, and any editing that is required to merge the two.Deployment of the videos to the organization’s Intranet. This step involves working with the organization’s communication team to provide a location for these videos.
- The development process will begin upon SME selection and approval by the organization’s Director of Training, to be concluded by early December, 2012. SeptemberDraft Scripts for 3 Learner VideosSME Script ReviewOctoberDraft Scripts for 6 Manager VideosSME Script ReviewBegin Video ProductionNovemberComplete Video ProductionSME Video Review/ApprovalDecemberFinalize Project Paper
- Final success of the project will be determined in two parts: An average evaluation rating between “3” and “4” on the Digital Content Usability Assessment Rubric. This evaluation will be completed by a panel of three subject experts. Acceptance by the project committee and the College as partial fulfillment of the Masters of Education in Learning Design degree program. It is recommended that data on the number of learners using the videos and volume of Help Desk calls be obtained, as well as that user feedback be obtained on the videos through user evaluation forms. Time constraints do not permit this method of evaluation to be in the scope of this project but it will be recommended that such an evaluation take place in the organization.
- The following resources will be needed for successful completion of this project:Subject Matter Expert. ASubject Matter Expert from the organization’s training and field HR department will be utilized to validate and review script, storyboard, and final video content.Scripting/Storyboarding software, such as MS Word, for creation of the Audio script and video Storyboard. Screen capture software, such as Jing, Camtasia, or Captivate, which will be provided by the organization. Audio recording device, such as an external microphone or headset, which will be provided by the organization. Final publishing of finished project. After project completion, final videos will be uploaded and posted to the organization’s Intranet by the organization’s communication department.