PROPOSED NEW EMPLOYEE ORIENTATION (NEO) COURSE FRAMEWORK [Note for Instructional Designers: Two analyses are presented in this document – an assessment of the target audience and the proposed course objectives. Taken together, these two analyses naturally lead to a third chunk of content that completed this document: the proposed module and content structure for the course. FYI, this third section has been deleted from this file to maintain my client’s privacy.] Summary: This document identifies the proposed framework for the [client] NEO online course. SECTION 1: TARGET AUDIENCE Question What are the demographics of the target audience? Answer •
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Who are the learners taking this course? •
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Course Impact 38 is the average age of [client] employees. Approximately 95% of employees are college-­‐
educated, and there are a high percentage of graduate degrees as well. The target audience consists of domestic as well as international audiences; however, all audiences will understand English (although a Japanese version of the course may be offered later). Gender is roughly balanced across the company. Employees are very computer-­‐literate. •
Learners will be mixed in terms of company grade level. The course must accommodate both entry-­‐level individual contributors and executive-­‐level managers. Entry-­‐level and younger employees may bring more enthusiasm to the course. •
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[Client] employees are technology-­‐savvy and familiar with the type of learning interface the course will use (progress bars, clickable icons and buttons, etc.); therefore, make the How to Use This Software content (that explains the interface) accessible via an optional button on an early screen (and do not include it as part of the default course screen flow). The course language will be English. However, design the course with sufficient negative (white) space to ease the language translation process should a Japanese version of the course be offered later. To maximize efficiency, the course should focus on “telling the learners just what they need to know.” Background and ancillary information will be available but placed outside the default screen flow (for example, accessed separately through buttons placed on the screen and optional to view). Proposed New Employee Orientation Course Framework Prepared by Kevin Mulvihill, Sudden Insight, 818.336.7750 Version 1/4/12 Question How are the learners motivated? Answer •
Most employees are mid-­‐ and senior-­‐level employees who are more likely to be the “Just tell me what I need to know” type of learner because of their prior familiarity with the onboarding process. •
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Traditionally, new hires are excited about the opportunity presented by their new employer and are eager to get off to a good start. Given that new hires will be viewing this training in their first few days of employment (and possibly even the first day), learners should be vitally interested in the topic for its own sake (which makes them intrinsically motivated learners). However, because attendance in the course is also required, some smaller element of extrinsic motivation will be involved as well. To further increase intrinsic motivation: • Have learners work interesting and specific self-­‐explanation questions and scenarios that are relevant to them and their work at [client]; use this as the assessment interaction vehicle for the course wherever possible. • Place the [specific client] video early in the first module. Also in the opening module, provide content that creates a sense of excitement, expectancy and pride in what it will be like to work for such a great company. • Place background/ancillary information on an optional path where needed (as noted earlier). Useful content that eases their transition into the company Interaction and engagement Respect for their time and prior knowledge Relevance to their work and needs •
Learners don’t want to be talked down to, patronized or made to feel stupid Learners don’t want their time wasted •
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What do the learners want? What do the learners not want? Course Impact •
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All learners will be curious as to what they can expect to get from the course. The course will explain how the time investment given by the learner will be rewarded with useful information that eases their transition into their new company; the course will also address possible pain points for extrinsically motivated learners. Use interactions to have learners self-­‐explain content and apply it through scenarios; this promotes engagement. Streamline the course content to respect the learner’s time and make background content optional (as discussed earlier). Build on the learner’s prior knowledge where practical. Make sure the default course screen flow is relevant to all learners and, where it may not typically be, use branching to display only relevant content for a particular learner. Where possible, leverage whatever lay information learners may have about [client’s industry] and general business topics. Design the earliest interactions in the first module to provide a feeling of success as learners get those first assessments answered correctly. Make sure the course completely lives up to the promises 2 Proposed New Employee Orientation Course Framework Prepared by Kevin Mulvihill, Sudden Insight, 818.336.7750 Version 1/4/12 Question Answer Course Impact •
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made in the What’s In It For Me section. Early in the course, use organizational graphics (high-­‐level organizers) to specifically convey what will be in the course. Provide open navigation so learners can jump around. Focus the screen flow on the critical path and make background content optional (as noted earlier for other reasons). Let learners pull this content as they need it. 3 Proposed New Employee Orientation Course Framework Prepared by Kevin Mulvihill, Sudden Insight, 818.336.7750 Version 1/4/12 SECTION 2: COURSE OBJECTIVES [Note for Instructional Designers: In this second section on course objectives, notice how the Module Objectives generally represent tasks new hires might actually need to be able to perform at one time or another in the real world, and are also directly measurable by the planned course content and activities. Note also that: 1) The client provided some of the “Course Goals” listed in this section so they tend to be less measurable, and 2) a smaller sub-­‐set of the Module Objectives were presented to the learner in the final version of the course.] Course Purpose: To help new employees acclimate themselves to the company so that they can quickly and effectively become useful, productive members of the [client] team. After completing the course, learners should be familiar with, and comprehend, the company’s history, products and services, organizational structure and corporate culture. Learner Gaps Addressed by Training: This is an orientation course and, as such, there are no skill gaps to address in the training per se. As a result, the instructional design identifies and bridges gaps in knowledge almost exclusively. In addition, there are some possible motivation gaps (the course will be required, which tends to decrease motivation; also, acting in a way that embodies the values of the company requires positive motivation). Finally, there is a possible environmental gap relating to some of the tools that are available to help employees do their work; this need will be addressed through a job aid. Note: Only some of the Assessment Interactions are listed in this preliminary document to give a sense of the types of interactions that will be used; more will be included in the course storyboard to be provided later. Proposed Course Goals Discover the company’s history and growth through the years What the Learner Will Do To Achieve Course Goals (Module Objectives) 1. Summarize the history of the company What Questions the Course Will Answer (Enabling Objectives) How the Learner Will Be Assessed (Example Assessment Interactions) What does the company do? What year was the company founded? 1. Scenario: Learner is eating lunch in cafeteria with another new hire (who has not yet been •
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Learner Gaps Addressed by Training Knowledge 4 Proposed New Employee Orientation Course Framework Prepared by Kevin Mulvihill, Sudden Insight, 818.336.7750 Version 1/4/12 Proposed Course Goals What the Learner Will Do To Achieve Course Goals (Module Objectives) What Questions the Course Will Answer (Enabling Objectives) •
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Demonstrate knowledge of the company’s products and services Demonstrate knowledge of the company’s organizational structure 2. Identify the company’s most common products and services 3. Select the appropriate company product or service for a given situation •
4. Identify the company’s four largest operational areas and their primary functions •
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How the Learner Will Be Assessed (Example Assessment Interactions) Learner Gaps Addressed by Training Who founded the company and why? What was the first market the company entered? What are some of the other markets the company participates in? How has the company grown throughout the years? through the new hire training). Through the discussion (using photos and speech bubbles), the learner summarizes the history of the company and corrects some of the misstatements made by the other new hire. [Various questions relating to specific products and services offered by client listed here] What other services are offered? How much does each product or service contribute to the company’s overall revenue? 2. Scenarios: Present the learner with a series of scenarios that require the learner to identify the type of product or service that would be most applicable to that situation. Knowledge What are the company’s four operational areas? What functions do they provide? 3. Scenario: Place the learner in an executive management position within [the largest operational area], and Knowledge 5 Proposed New Employee Orientation Course Framework Prepared by Kevin Mulvihill, Sudden Insight, 818.336.7750 Version 1/4/12 Proposed Course Goals Instill brand identity in new employees Create line of sight between daily work and [client] values What the Learner Will Do To Achieve Course Goals (Module Objectives) What Questions the Course Will Answer (Enabling Objectives) 5. Identify at least three complementary products and services offered by the largest operational area to [a specific] industry 6. Identify at least three industries in which [the second largest operational area] operates 7. List three functions provided by [the “processing” division] 8. Describe how at least three of the support departments contribute to the work of [client] •
9. Identify and define [client]’s six corporate values 10. Explain how the [client] values permeate the daily work of employees •
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How the Learner Will Be Assessed (Example Assessment Interactions) Where are the [client] offices located? What types of businesses exist within [the largest operational area]? What types of businesses exist within [the second largest operational area]? How do the [client] products and services map to these operational areas? [Various other questions listed here] ask the learner to identify some of the complement-­‐
ary products and services [client] might offer in this market. 4. Scenario: Place the learner in an executive management position within [the second largest operational area that contains a number of practice areas], and ask the learner to 1) identify the characteristics of a successful practice area, and 2) identify at least two new industries [client] might enter. 5. Self-­‐explanation question: Identify at least three support functions that could be centralized to properly support the [client] line businesses. What are the six corporate values? How are the six values defined? How do employees exemplify the six values? 6. Self-­‐explanation questions: Identify some of the ways in which the [client] values could permeate the daily work of employees. 7. [Specific client Learner Gaps Addressed by Training Knowledge Motivation (the employee should want to exemplify the six values in their daily work) 6 Proposed New Employee Orientation Course Framework Prepared by Kevin Mulvihill, Sudden Insight, 818.336.7750 Version 1/4/12 Proposed Course Goals Connect new employees to organizational strategy What the Learner Will Do To Achieve Course Goals (Module Objectives) What Questions the Course Will Answer (Enabling Objectives) 11. Describe how employees are rewarded and recognized for their efforts (where different from [parent company]), as well as other employee programs and events that demonstrate the company’s culture 12. List the three core business principles of the company 13. [Client-­‐specific module objective] •
14. Describe the mission of the company today 15. Explain [client]’s goals, scope of work and competitive advantages •
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Enhance new employee performance 16. List three common tools and resources that help employees work more productively 17. Select the appropriate •
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How are employees rewarded and recognized for their efforts (where different from [parent company])? What business principles do the “Three I’s” reference? [Client-­‐specific module question] How the Learner Will Be Assessed (Example Assessment Interactions) Learner Gaps Addressed by Training interaction] What is the mission of [client]? What are the goals of the [client]? How will it get there? Why will it succeed? 8. Present the mission statement and use a series of self-­‐explanation questions to have the learner determine its deeper meaning. Knowledge Environment (a job aid will summarize the current organizational strategy of the company for the learner’s reference) What purpose does the [client] WIKI serve and what can employees find there? What research tools 9. Scenarios: Present the learner with a series of scenarios that require the learner to select the appropriate tool or resource to use in a given Knowledge Environment (a job aid will provide quick definitions, a FAQ, and important email/telephone numbers for new employees) 7 Proposed New Employee Orientation Course Framework Prepared by Kevin Mulvihill, Sudden Insight, 818.336.7750 Version 1/4/12 Proposed Course Goals What the Learner Will Do To Achieve Course Goals (Module Objectives) tool or resource to use in a given situation relevant to the learner What Questions the Course Will Answer (Enabling Objectives) •
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are available to researchers? What is the Visual Identity Guide and how does it help employees? What is the Editorial Style Guide and how does it help employees? What is the Laptop Security Policy of [client]? What is the Data Security and Privacy Policy of [client]? How can employees get IT support when computer issues arise? How the Learner Will Be Assessed (Example Assessment Interactions) Learner Gaps Addressed by Training situation 8