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EDID6505 – Systems Approach to Designing Instructional Materials - #308206773

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Mini Project – Face-to-Face Instructional Design Unit

By:

Shanica Robin

A Paper Presented in Partial Fulfillment

Of the Requirements of

EDID 6505 Systems Approach to Designing Instructional Materials

Trimester II: 2015

Email: [email protected]

University: University of the West Indies Open Campus

Course Coordinator Dr. Leroy Hill


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TABLE OF CONTENTS

Introduction 3

Needs Assessment Plan4Target Audience 4Topic of Instruction 5Information Sets 5

Optimal Performance 5Actual Performance 6Feelings 6Causes and Solutions 7

Formats 7

Performance Objectives and Task Analysis 8Terminal Objectives 8Enabling Objectives 8Task Analysis 9

Assessment 11Assessment Items 11

Instructional Strategies and Lesson Outline 13Lesson Outline 13Advanced Organizers 14Analogies 14Instructional Strategy 14

Reflection 15

References 16

Figure 1 APPENDIX I: NEEDS ASSESSMENT REPORT – MY LEARNING CENTRE............................................19Figure 2 - Scotiabank's ISD Model................................................................................................................20Figure 3 APPENDIX II - TASK SELECTION INVENTORY/WORKSHEET.............................................................24Figure 4 APPENDIX IV –PROCEDURAL TASK ANALYSIS FLOWCHART:...........................................................25Figure 5 APPENDIX V -PERFORMANCE RUBRIC............................................................................................27Figure 6: SAMPLE NON-PERFORMCE TEST...................................................................................................28Figure 7 APPENDIX VI – CONTEXTUAL ANALYSIS..........................................................................................29Figure 8 APPENDIX VII – LESSON OUTLINE AND ADVANCED ORGANIZERS...................................................31

EDID6505 – Systems Approach to Designing Instructional Materials - #308206773 3

INTRODUCTION

Scotiabank1 a leading international organization approached Expertus2 looking for ways to

incorporate the latest technologies into their programmes and expanded access to My Learning Centre

(MLC), the Bank’s online platform for employee learning. The partnership with Expertus allowed for the

platform to extend to an additional 24 countries in April 2013. As recently as January 2015, the Bank

further expanded access to portal to include its operations in the Caribbean Region. The Cayman Islands

operations piloted the soft launch of the new learning portal which replaced the more archaic systems

which was being used called ILC. (Bank of Nova Scotia, 2014)

The usage of the learning portal is being measured through quarterly Learning and Performance

Dashboard Usage reports. These reports indicate that overall usage of the portal is below expected

performance levels. The local executive branch plans to reverse the downturn in current usage of the

learning portal quarter over quarter and has requested that the Assistant Manager Training and

Development review the current environment and make recommendations as to the best solution. The

executive branch is of the opinion that the employees must improve their skills in using the learning

portal to maximize the potential benefits. The following report will inform the executives of Scotiabank

& Trust (Cayman) Ltd. of the systems approach to designing instructional materials that was undertaken

for the project by the Assistant Manager Training and Development.

1 Bank of Nova Scotia. (2014). About Scotiabank. Retrieved July 27, 2015, from www.scotiabank.com

2 Expertus is the leading global provider of services that optimize the business impact of learning. In a study conducted by Expertus and Training

Industry, Inc., researchers found that within the next two years, 45 percent of survey respondents plan to upgrade their existing learning portal and 14 percent plan to launch a new learning portal. (Expertus Inc., 2010)

http://www.scotiabank.com/


NEEDS ASSESSMENT PLAN – MY LEARNING CENTRE

Target Audience and Learner Context:

Who? Existing employees Supervisors and Managers (all-levels)How Many? Current (30) + Planned New Hires (2) = 32

Note: Training would need to happen on an ongoing basis and form part of the new employee orientation.

Location(s) Branches: George Town, South Sound, Strand ( All Business Lines)

The target population for this unit of instruction will be the Managers and Supervisors (People

Managers) of Scotiabank & Trust (Cayman) Ltd at all levels, across all business lines. Business lines

include Retail Banking, Small Business Banking, Commercial and Corporate Banking, Trust and Fiduciary

Services, Wealth Management, Operations. The experience level of the participants is varied (i.e.

background, education, age, time on post, specific skills, job levels, job tasks and prior experience).

Some participants will be new; others will be more familiar with the previous learning portal –

International learning Centre (ILC) used by the Bank over the years.

The culture of learning and development is not new to Scotiabank; however it is new to

Scotiabank Cayman operations. The bank recently on-boarded a training resource to help build the

human resources capability; more specifically the focus is to increase the depth, diversity and

deployment of employees. A training location for classroom session is defined which has the capacity

for up to 15 persons. A smaller computer training room is also available with a capacity to hold 8

persons equipped with 8 computer terminal being assigned to each learner. There is currently no formal

training related to the My Learning Centre portal. Participants currently utilize a guide (Job Aid) to help

navigate the system. One of the main issues which were noted was the lack of procedures to overcome

technical issues when they arise during use of the portal. Some respondents noted that the screen

would freeze, courses would not launch, and My Learning Centre would not open as examples of the

common errors experienced. In light of this the current guide will be revised to be more learner

centered and to include troubleshooting processes and tips to overcome common errors.

All participants should have at minimum basic computer skills; the ability to access the internet;

the ability to access ihrpassport.bns site (log-on credentials); the ability to properly navigate web sites

using a web browser; prior knowledge on extracting data and manipulating the data using software

programs; working with graphs and charts and the PivotTable functionalities in MS Excel 2010.


Multigenerational gaps exist among participants with the younger audience having a higher comfort

level with new technology and demonstrate a willingness to learn and adapt to utilizing a digital

alternatives. The older participants will have a steeper learning curve and their level of comfort with

technology and change may affect learning outcomes.

All participants are assumed to have the desire to increase their knowledge, as well as ability to

efficiently and effectively demonstrate skill in the use of the functional components included as a part of

this programme. See and Figure 1 APPENDIX I: NEEDS ASSESSMENT REPORT – MY LEARNING CENTRE

Project Criteria1. Current staff must be trained to meet the objectives before the start of the new fiscal year

(November 1, 2015). Approximately 4 sessions will be held. Maximum Group size = 8

2. New hires being on-boarded will be expected to complete the training within 3 weeks of date of

hire as part of the formal orientation programme.

Topic of Instruction

The unit of instruction will be Managing Learning Activities. This topic is for the benefit of

Supervisors and Managers (People Managers) at all levels of the organization and forms part of two-

module program that all People Managers will have to complete.

Information Sets:

According to Rossett (1987), five essential components must be assessed in a training needs

assessment, which are the Optimal Performance or Knowledge; the Actual or Current Performance or

Knowledge, the Feelings of Trainers and Significant Others, Causes: of the Problem from Many

Perspectives and Solutions: to the Problem from many Perspectives.

Optimal Performance:

Employees successfully log into the learning portal through the iHRpassport.bns site

Employees navigate the user interface of My Learning Centre to be able to access main

functions with ease

All employees can utilize key functionalities of the system including searching the catalogue of

courses to locate course related to on the job performance and career path


Employees launch assigned courses for regulatory and compliance certifications to meet

regulatory body standards

People Managers manage and track learning of team members to maintain and drive

performance and succession planning

All employees have required entry level skills e.g. basic computer literacy skills to utilize system

functions

Adequate resources are available in the environment (computer terminnals, training room etc.)

to access learning portal.

Data Collection:

Meeting and discussion had with executives and senior managers of the organization. Performance

reporta nd other key information shared during the meeting determined business goal and optimum

level of performance.

Actual Performance:

Managers and supervisor do not measure, track or manage employees learning performance

Systems issues such as system freezing during course completion or course not launching;

system asking for software update which requires administrator access to download;

Managers and Supervisors do not understand how to navigate the interface and use of tools

(multi-generational gaps exists)

Low competency in computer literacy affecting use of the system

Largest impacts to employees with the change to the My Learning Centre: Managing user

behaviour to self-enroll in classroom learning events; Using Skillsoft; Managers needing to take

more ownership for the learning and development of their employees.

Data Collection:

Interview and survey done with people managers (supervisors and managers) and exucutives

The current user guide used by employees and managers to navigate the leraning protal

System incidents reports logged with Systems Support showing common errors encountered.

Feelings:


Managers and Supervisors see the value in having a new system and the proper instruction

training on how to use its functions appropriately

Some however are not comfortable or lack confidence operating the computer and the learning

management system

Data Collection:

Interviews and surveys were conducted to establish attitudes towards learning and the organization

with sample audience.

Causes Solutions

1. Lack Skill/Knowledge Training , Job Aids

2. Environment Job Aids (use of HELP tools)

3. Unmotivated Employees Training, Information, Coaching

Formats:

The multigenerational gap which exists among intended participants called for a variety of

formats to be considered ---classroom style, online, experiential, and interactive to meet the learning

styles of the target audience. According to Cekada (2012), “each generation has unique characteristics,

influences, work ethics, core values, and respect and tolerance for others that affect how members

interact, communicate and learn in the workplace. Technology is one of the biggest dividers as some

generations are more comfortable with change than others”. (p.40)

Table 1: Adapted from Cekada, T. L. (2012). Training a multigenerational workforce: understanding key needs & learning styles (p.44)


According to Sidhu (2009), “Integration of different media multiplies the impact of a message

(Usha, 2003). The focus is on instruction and learning. According to the research reports by Mayer and

McCarthy (1995) and Walton (1993) 'multimedia has gained acceptance with many benefits derived

from its use. Learning gains are 56% greater, consistency of learning is 50-60% better and content

retention is 25-50% higher'. Instructional multimedia focuses on what the learner is expected to do upon

the completion of the instruction.” (p.25)

Training Mix: A summary of modes, media and formats for this unit of instruction is noted in the below

table.

Component Module Details Formats Mode Additional Materials

Module I

Knowledge Component (required for all other Branch Staff)

Duration: 2 hours

Presentation Methods:Lecture, Video & Multi-Media Demonstration

Laptop, Projector and Screen or Smart BoardClicker, Watch or Stopwatch

Application:Self- Directed Learning (SDL):Simulation Exercise (performance measure)Non Performance Test (To test knowledge)FAQs and Reference Cards (Job Aids)

Instructor-Led ClassroomorInstructor-Led Virtual Classroom via iShare (Alternate Delivery)

Presentation DeckPens and scratch padsAttendance Register (optional 0Learner GuidesWorkshop EvaluationsWritten Test to be given at the end of trainingFacilitator Guide

Module II

Knowledge Component (required for Managers & Supervisors at all Levels)Duration: 3 ½ hours

PERFORMANCE OBJECTIVES AND TASK ANALYSIS

Business Goal:

1. Raise the usage of the My Learning Centre by 45%, as calculated by quarterly Learning and Performance Dashboard usage reports.

2. Increase completion rate of Learning for Job (L4J) courses to 95% by end of the fiscal year

Terminal Objective:

Upon successful completion of the programme, People Managers will use the My Learning Centre (MLC)

functionalities to plan and manage all job-related and personal development learning activities for their

respective teams.

Enabling Objectives for instructional goal: managing Learning Activities


1.0 Given a computer with internet access and log on credentials to iHRpassport, the learner

will perform the steps necessary to open My Learning Centre, on the first attempt

whenever it appears. (pre-requisite skill)

1.1 Given a model diagram of the My Learning Centre user interface, the learner will identify

the 7 main navigation functions from any screen within 5 minutes of verbal prompt.

1.2 Given simulated errors, the learner will self-correct the common errors using

troubleshooting tools without assistance, within 10 minutes of a verbal prompt.

1.3 Given search criteria during simulation exercise using Team View, the learner will initiate

catalogue search, which will result in adding a course to dummy learners ‘My To Do List’,

correctly and independently within 10 minutes.

1.4 Given search criteria during simulation exercise using Team View, the learner will

independently, generate a report showing dummy learners history for the last 12 months,

with 100 % accuracy.

1.5 Given access to sample learner history data and MS Excel 2010 software, the learner will

summarize learners’ activities using PivotTables and charts within 20 minutes of given

instruction at a level judge satisfactory by the facilitator.

TASK ANALYSIS

According to Jonassen, Tessmer & Hannum (1998), as part of the Needs assessment process the

instructional designer develops an inventory of all the possible tasks that may be included in a job, course or

unit of analysis. The task selection inventory will allow the instructional designer to determine the most

important tasks to be learned? which are the most essential to the goals of the organization? Which learning

outcomes will provide the most benefit to the learners? This inventory or worksheet was used to determine

the task for which this unit of instruction would be based upon. See Figure 3 APPENDIX II - TASK SELECTION

INVENTORY/WORKSHEET

Task analysis is an effective way to plan the instruction of skills that require several steps to be

performed in certain order (chained behaviours) and also an effective way for instructors to determine

whether the learner has the required prerequisite skills needed to learn the task (Szidon & Franzone, 2010).

The following diagram represents the Procedural Task Analysis (for procedural skills) of one of the task

learners will perform during the Unit of instruction. For details of the completed Procedural ad Prerequisite


Task Analysis (for intellectual skills) see: Figure 4 APPENDIX IV –PROCEDURAL TASK ANALYSIS FLOWCHART:

Figure 4 APPENDIX IV –PROCEDURAL AND PREREQUISTE TASK ANALYSIS

PREREQUISITE TASK ANALYSISManaging Learning Activities

PROCEDURAL TASK ANALYSIS:Managing Learning Activities

1. Access the LMS – My Learning Centre (Pre-requisite skill)1.1. Go to iHRpassport portal by typing ihrpassport.bns in the address bar

1.1.1.Access ID Access Management Site to reset password1.2. Click on My Learning Centre Link. 1.3. MLC opens under My Learning View in a new browser1.4. Click on My Team on the right side of the screen

1.4.1.If My Team tab is not visible, contact HR to reset your Manager Horizon profile.

2. Viewing the Status of Your Team Members2.1. Click the Status by Employee tab

2.1.1.If team member name is missing, contact HR to reset employee manager code

Manage Learning Activities

Organize information into a learning path for each employee ( e.g. list of courses

and time to complete)

Determine whether gaps are functional or

behavioural

identify gaps in each team member

performance (e.g. top 3 gaps affecting

current performance)

Know the performance

objectives for each role in unit.

Demonstrate basic & Intermediary

computer skills e.g MS Excel 2010 functinalities

Know steps to correctly log-on to

learning portal.


2.2. In status column, each employee will have one the following overall statuses: up to date, requirements due soon, or overdue

2.3. Click the [+] name of the team member to view details as to the status of each course that the individual is currently enrolled in.

3. Reviewing a Team Member’s History3.1. Click the Status by Employee tab3.2. Click the [+] name of the team member to expand the row3.3. Click the History tab3.4. Select the View By criteria: courses or certifications & learning paths3.5. Click the View Results button to display the results in the Course View table3.6. Click Print for hard copy

4. View the Status of Team Members for a Specific Course, Certification or Learning Path4.1. Click Status by Course tab4.2. Enter your search criteria for the course certification and/or learning path4.3. Click the search button to display the search results in the table below.4.4. To refine your search results, either

4.4.1.Click on the Refine Search button and select different criteria, or4.4.2.Run a new search using different criteria

4.5. Click the [+] title of the course to expand the row4.5.1.Click View Course details to review the Details tab for this course

4.6. Click the View Status button4.7. Click Print for a hard copy of the completion Analysis Report for that course4.8. Or Click extract to Excel to extract data in a editable version4.9. Click Save when dialog box opens or Extract to MS Excel file format

5. Summarize data using PivotTable and Charts5.1. Open MS Excel file and enable editing and select any cell in the table.5.2. Click PivotTable button in the Tables group on the Insert Tab.5.3. In the Recommended PivotTables dialog box, click any PivotTable layout to get a preview5.4. Select the location for the pivot table then Click OK.5.5. Assign fields in the PivotTable Field List task pane by dragging and dropping in one of the four

zones6. Creating a Pivot Chart to represent data

6.1. Click cell in the PivotTable on which you want to base the chart. 6.2. Click the PivotChart button in the Tools group of the PivotTable Tools Option tab. The Insert

Chart dialog box appears.6.3. Click the thumbnail of the type of chart you want to, click OK.6.4. In the PivotChart that appears, click any interactive control, and then pick the sort or filtering

options you want.


ASSESSMENT

“There are many different types of activities that can be used to assess learner’s proficiency on a

given learning objective, and the same activity can be used to assess different objectives. To ensure

more accurate assessment of learners’ different proficiencies, it is recommended that different kinds of

activities are used so that learners have multiple ways to practice and demonstrate their knowledge and

skills” (Carnegie Mellon University, n.d.). See: Figure 5 APPENDIX V -PERFORMANCE RUBRIC & Figure 6:

SAMPLE NON-PERFORMCE TEST)

Table showing Assessment alignment with Performance Objectives:

Performance Objective

Example of Type of Assessment

How to Measure

Given a computer with internet access and log on credentials to iHRpassport, perform steps necessary to open learning portal - My Learning Centre

Activities such as performances or simulations that require learners to

Use procedures to solve or complete familiar or unfamiliar tasks

Determine which procedure(s) are most appropriate for a given task

Simulated Exercise to be completed as a test for understanding during the workshop ( Hand-on) – Learner will log on to iHRpassport using access credentials

Given a model diagram of the My Learning Centre user interface, the learner will identify the 7 main navigation functions from any screen within 5 minutes of verbal prompt.

Objective test items that require learners to recall or recognize information:

Multiple Choice Labeling diagrams

1. A final test with primarily multiple choice questions should be completed at the end of the training program (paper-based) or through an on-line test. If the online test option is chosen, participants should be given no more than one week to complete the test. Participants will have to achieve 80% or higher to pass this programme. (see sample Multiple Choice in Appendix)

2. This will be a paper based practical exercise. The learners will be given screen captures of the information that they would normally access online to label and identify MLC main navigation icons and tabs.

Given simulated errors, the learner will self-correct the common errors using troubleshooting tools without assistance, within 10 minutes of a verbal prompt.

Activities such as performances or simulations that require learners to

Use procedures to solve or complete familiar or unfamiliar tasks

Determine which procedure(s) are most

Simulated Exercise to be completed as a test for understanding during the workshop (Hand-on) E.g. Demonstrate how to run a diagnostic test to identify common error


appropriate for a given task

Given search criteria during simulation exercise using Team View, the learner will initiate catalogue search which will result in adding a course to dummy learners ‘My To Do List’, correctly and independently within 10 minutes.

Activities such as performances or simulation that require students to make, build, design or generate something new

Simulated Exercise to be completed as a test for understanding during the workshop (Hands-on) – Learner will demonstrate how to add a course to a given learner My To Do tab.

Given search criteria during simulation exercise using Team View, the learner will independently, generate a report showing dummy learners history for the last 12 months, with 100 % accuracy.


Simulated Exercise to be completed as a test for understanding during the workshop ( Hand-on)- Learner will demonstrate how to generate a learner history report

Given access to sample learner history data and MS Excel 2010 software, the learner will summarize learners’ activities using PivotTables and charts within 20 minutes of given instruction at a level judge satisfactory by the facilitator.


Simulated Exercise to be completed as a test for understanding during the workshop (Hands-on) – Learners will simulate how to create report in MS Excel 2010 using PivotTables and charts.


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INSTRUCTIONAL STRATEGY AND LESSON OUTLINELESSON OUTLINE

Performance Objective:Lesson objectives are realistic, measurable and learner-centered

Given search criteria during simulation exercise using Team View, the learner will independently, generate a report showing dummy learners history for the last 12 months, with 100 % accuracy.

Given access to sample learner history data and MS Excel 2010 software, the learner will summarize learners’ activities using PivotTables and charts within 20 minutes of given instruction at a level judge satisfactory by the facilitator.

Lesson Topics: 1. MLC Metrics and Reporting an Overview2. MLC – How to generate learning reports3. Extracting data to MS Excel 2010 and using PivotTables and charts to

summarize report dataOverview (Lesson Introduction) During the lesson introduction, establish the learners’ motivation for the

topic. Session objectives are connected the learner needs as well as to organizational needs and goals. Ongoing strategies are used to maintain the learners’ willingness to learn throughout the session.

Example: Complete 3, 2, 1 Chart Activity. This is similar to a KWL Chart. Debrief activity and make linkages to content to be covered where applicable.

Opportunity to discuss pre-work (skillsoft e-learning session on MS Excel PivotTables which were to be completed as a precursor to classroom session. The e-learning can also be re-launched after the session to summarize key learning discussed.)

Motivation(What is in it for the Learner?)

Tell learners how their needs will be met as the needs of the organization.Show logical connections between the content and the need or relevance and use real world example to help learners see the connectione.g. analogy.

Bridging Strategy: Analogy between Learning Reports and Financial reporting in Business.- Importance and relevance to the organization

Presentation of Information:New facts, information, procedures, skillsare introduced and explained to the learners

Presentation Method include: lecture, demonstration, video, tutorial (including video screen captures)Computers, projectors, screen, videos, software demos, flip charts, handouts (Job Aid),The main content of the Lesson will be presented using the above multimedia formats demonstrating the steps involved in completing the outlined tasks.

Application/Test for understanding:The learner uses the content presentedDuring Information Transfer and presentsan opportunity for the learner to practicebefore the end of training session. This willbuild learners’ competence as well as confidence and enhances the likelihoodthat what was learned during training isused back on the job.

Application Methods used: practical exercise, simulationSimulated Exercise (Hands-on) – Example: Learners will view the video tutorial and then practice the steps through an activity using their assigned computer terminal.Each lesson will have a self-check assessment using screenshots with matching questions to test understanding. A final Non-Performance Test to evaluate knowledge will be administered post training to determine whether learning gap was closed.


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Feedback Facilitator will give constructive support regarding the accuracy or adequacy of the responses made during Application.

Instructional Strategy Facilitated Group Session ( Max of 8 per session) Synchronous – face-to-faceAlternate Strategy: Facilitated Group session, Synchronous – the facilitatorwill interact with the learner via the internet in real time via iShare virtual classroom.

The above lesson outline included the use of advanced organizers and analogy. Instructional Strategy:

Instructional strategies are methods that assist learners to transfer course content into actions and behaviours. The strategy for presenting content in this unit of instruction is as follows:

1. There have been two distinct learning programs created to meet the needs of two

primary audiences (Employees and People Managers). The People Manager programme

includes the modules provided to the Employees, as well as the ‘People Manager

Module’, which shows the activities Coaches should execute to ensure anchoring and

sustained application of behaviours relating to coaching and developing talent.

2. These programmes provide learners with a deeper understanding of the learning portal

functionalities applicable to their role.

3. The programme will confirm conceptual understanding of our learning portal

functionalities and how it relates to building human resource capabilities connecting

“new learning” “why” and “how” to deal with anomalies.

4. Exercises, activities and or discussions will ensure application meets prescribed

standards of ‘good -fit’

5. Video demonstrations, simulated exercises, questions, analogies, advanced organizers

will be used to satisfy objectives.

Applying the appropriate strategies assists the learner in retaining content, facilitates

adoption and anchoring of course content and assists the learner in consistently applying these

concepts and content on the job.

Advanced Organizers:

“Advanced organizers serve as scaffolding in helping learners comprehend instructional

content and increase knowledge retention” (Ausubel, 1990, 1977; Ausubel & Fitzgerald, 1961;

Kloster & Winne, 1989; Mayer, 1978 as cited in Liu, 2006) “Research has shown that Advanced


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Organizers not only activate learner’s prior knowledge but also provide ideational framework for

learners to subsume new information” (Ausubel, 1961 as cited in Liu, 2006). Graphic and Expository

Advanced Organizers were used in the Lesson.

Analogies:

In the above lesson we introduced the motivating factor (WIIFM), “for the trainer, the

importance of motivating the learner to develop the appropriate mental models does not have

to be demonstrated. According to certain authors (Norman, 1983; Gentner & Gentner, 1983;

Vosniadou & Ortony, 1989) the role of analogy in instruction is fundamental, because analogies

activate the necessary schemas in the mind of the learner to obtain appropriate mental models”

(Brien & Eastmond, 1994). The key to the analogy used in the lesson was its relativeness to the

real world environment for the audience. Participants will be able to realize the value to learning

reports to the organization to measure performance just as financial reporting measure sales

results. . Figure 8 APPENDIX VII – LESSON OUTLINE AND ADVANCED ORGANIZERS

REFLECTIVE WRITINGLearners and Misconceptions:

This Unit was based on a technological change within the organization and assumptions

were made by the organization prior that a generic guide would suffice as adequate instruction

for the audience. This created an atmosphere where some participants would not be motivated

to use the new portal as they could not see the value the change brought to the performance of

their jobs. This reinforced the fact that motivation needs to be an important factor to include in

designing instruction s it can significantly impact learning outcomes. Population factors severely

impacted the choice of instructional strategy and the formats used for the unit of instruction.

The main concern that plagued this unit of instruction was the multi-generational gap that exits

in the environment.

Instructional Strategies and Lesson Instructional Strategy Location in Lesson Rationale for UseGraphic Organizers Start of Lesson to make linkages to prior knowledgeVideo Tutorials (Simulation) Transfer of information Provides an example of interactive lecture as learners will

be able to observe and interpret features of images and allows learners to work directly with a real world example of the environment

Practical Exercise (simulated environment)

Application Provides hands-on practice or application of content in a real world setting. Utilize interactive learning


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Expository Organizer- Content inventories

Before starting Lesson Topic Determines learners understanding of the topic and identify misconceptions.Provides ideational anchorage or scaffolding for the learner to whom the new material is almost completely unfamiliar in the sense that cognitive structure is barren of even generally related concepts. (Ausubel, 1960 as cited in West & Fensham,1976)

Analogies – & Comparative organizers

Bridging strategy prior to new content being presented.

designed to facilitate the relation of subsequent learning to previously learned concepts already established in the learners cognitive structure.( Ausubel & Fitzgerald, 1961 as cited in West & Fensham,1976)

Job Aid End of lesson Used as a resource aid

Discussions After the presentation of a chunk of information and debriefing activities throughout the lesson

Allows learners to discuss content in class based on video, activity or a problem. The instructor/facilitator will lead the debrief asking prepared questions.

e-learning Pre-work Allows learners to build pre-requisite skills prior to face-to-face session

The project in my view was a way to cumulate the weekly learning cafes and to test understanding of the course. The topic chosen for the unit of instruction is something that I had on my agenda to work on for some time. The most challenging area was determining the performance objectives. I believed that this would be easy to do but kept reverting to more cognitive objectives.

At the end of it although I did not emerge as a self-reliant achiever, I had a better understanding of the learning stages when learning a new task. I was a disillusioned learner displaying the learning stage characteristic of feeling overwhelmed and frustrated for weeks on end.

What I needed was an opportunity to discuss concerns and share my feelings, encouragements from my peers who were going through the same problems and feedback on my performance. Was I that lost? I found it more beneficial to have FaceTime conversations with one of my group members, who took the time go through my objectives with me. Hence, what did not work for me was the posting and feedback using an asynchronous forum on the Learning Exchange. I am an individual who craves the opportunity to talk out my frustrations and challenges and a real time forum suite me the best. The reasons for not reaching out was that I felt that I would provide no value to the other team-member work as I had no understanding of what was correct or not. The peer feedback using this forum was very beneficial to the completion of the overall project.

Looking back at thing, there is always an opportunity to do things differently. For me I would have sought out help sooner rather than stewing in my frustrations and I would have carefully calendarize my activities to keep with the workload and pace of the overall course.


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Szidon, K., & Franzone, E. (2010). Task Analysis: Online Training Module. (Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH: OCALI

West, L. H. T., & Fensham, P. J. (1976). Prior knowledge or advance organizers as effective variables in chemical learning. Journal of Research in Science Teaching, 13(4), 297-306.


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Figure 1 APPENDIX I: NEEDS ASSESSMENT REPORT – MY LEARNING CENTRE

The purpose of the needs assessment serves to identify those gaps and determines if the problem can find a solution through training. In this instance the assessment is part of a planning process focusing on identifying and solving performance problems. A needs analysis answers the questions who, what, when, and where but not how, that is, the target audience (who needs to be trained), the task or content (what needs to be taught) and the context or training environment (where and when the training needs to be conducted).

Objective:Identify barriers with accessing learning through the bank’s Learning Management

System “My Learning Centre”.

Overview of Learning EnvironmentScotiabank as an organization is placing more emphasis on building human resource

capacity and have placed leadership and talent development as one of their strategic priorities. Management and staff alike believe that by placing emphasis on leadership, the Bank will gain a competitive advantage in the marketplace, deepen and retain key talent, and also help employees remain relevant in an evolving global environment with increased complexity while driving innovation and growth.

In an effort to dealing with the changing demographics of the workforce, Scotiabank continued success depends on having the right quantity and quality of leaders to execute the strategy. The Bank has a mandatory requirement that each employee complete a Personal Development Plan which is reviewed periodically. Development planning is designed to support ongoing employee development of current roles and future career goals through employee and manager conversations. Managers support employees in determining their career goals, assessing their strengths, areas of focus and identifying their development needs.

To support this robust initiative the Bank has invested heavily in providing equal access to learning opportunities to all employees across all regions. Employees from date of hire with the organization are provided with access to iHRpassport an online resource site that provides employees with information related to Human Resources programmes, policies and procedures. The core information frequently accessed by employees includes; People and Places - Employee directory and Knowledge Base - HR policies and practices. Once an employee is logged into iHRpassport, they will also have access to the My Learning Centre, the Bank’s online platform for employee learning.

Employees in the Caribbean Region are currently using the International Learning Centre, an online platform with limited capabilities. The Bank recently expanded its updated learning portal (My Learning Centre) to the English Caribbean Region with Cayman Islands operations piloting the implementation in January 2015. The initial launch of the new portal was meet with excitement however the change in user interface proved difficult for exiting employees to navigate and use the site. A guide was developed as a job aid resource to assist


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employees in the transition from the old portal to My Learning Centre. To date employees is not taking advantage of the job-related and personal development learning activities available through the learning portal.

Models used in the Work Environment

The global learning community at Scotiabank encourages collaboration in delivering the best learning solutions and follows the ADDIE model. The ADDIE toolkit developed by the Bank provides recommended methods, templates, tips, techniques and samples for each phase in a learning project that will save time and ensure quality-based solutions; orient new learning community staff to our recommended approaches; enhance experienced staff’s methods and techniques and; support project development both internally and externally.

Figure 2 - Scotiabank's ISD Model

Target Audience:The target population for this needs assessment was the employees of Scotiabank &

Trust (Cayman) Ltd at all levels. The Bank has approximately one hundred and forty (140) existing employees in its three-branch network. The main business lines in the organization include, Retail Banking, Small Business Banking, Commercial and Corporate Banking, Wealth Management, Trust and Fiduciary Services, Operations and Systems Support.

Who? Existing employees and new hires (all-levels)How Many? Current (140) + Planned New Hires (13) = 153

Note: Training would need to happen on an ongoing basis and form part of the new employee orientation.

Location(s) Branches: George Town, South Sound, Strand

Scotiabank’s current training offering to employees consists of a broad range of programs delivered through classroom learning, virtual learning, e-learning, coaching, job shadowing and on-the-job training. Executives are concerned that the recent change to this new learning portal is contributing to the decline of development activities which is manifesting in an increase performance gaps, decrease in completion of development and career plans significantly impacting the banks succession leadership planning.

The experience level of the participants is varied (i.e. background, education, age, time on post, specific skills, job levels, job tasks and prior experience). Some participants will be new;


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others will be more familiar with the previous learning portal. All participants are assumed to have the desire to increase their knowledge, competencies as well as ability to efficiently and effectively demonstrate skill in the use the functional and behavioural competencies included as a part of this programme.

What the Trainer Needs to Know?According to Rossett (1987), five essential components must be assessed in a training

needs assessment, which are the Optimal Performance or Knowledge; the Actual or Current Performance or Knowledge, the Feelings of Trainers and Significant Others, Causes: of the Problem from Many Perspectives and Solutions: to the Problem from many Perspectives.

Optimal Performance: Employees successfully log into the learning portal through the iHRpassport.bns site Employees navigate the user interface of My Learning Centre to be able to access main

functions with ease All employees can utilize key functionalities of the system including searching the

catalogue of courses to locate course related to on the job performance and career path Employees launch assigned courses for regulatory and compliance certifications to meet

regulatory body standards People Managers manage and track learning of team members to maintain and drive

performance and succession planning All employees have required entry level skills e.g. basic computer literacy skills to utilize

system functions Adequate resources are available in the environment (computer terminnals, training

room etc.) to access learning portal.

Actual Performance: Managers and supervisor do not measure, track or manage employees learning

performance Systems issues such as system freezing during course completion or course not

launching; system asking for software update which requires administrator access to download;

Employees do not understand how to navigate the interface and use of tools (multi-generational gaps exists)

Low competency in computer literacy affecting use of the system

Feelings: Employees see the value in having a new system and the proper instruction training on

how to use its functions appropriately Some employees are not comfortable or lack confidence operating the computer and

the learning management system

Causes Solutions

1. Lack Skill/Knowledge Training , Job Aids

2. Environment Job Aids (use of HELP tools)


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3. Unmotivated Employees Training, Information, Coaching

Why you need to know it?The need to know information is required to understand the gaps between the desired

use of the Learning Management System (LMS) and its current use by employees of the bank. This will highlight whether circumstances relating to function, skill or knowledge (or combination of) is contributing to the non-use and decline of use of the LMS. The information gathered will be analyzed along with the current resources available supporting the implementation of the LMS to determine if there is a problem and the cause of the potential problem(s). Information regarding the feelings of employees will determine whether commitment (that is; confidence and/or motivation) is a factor influencing the use of the LMS.

Who has that information?Existing documentation: Generic User Guide

Designated SME(s)? Area of Expertise AvailabilityGlobal Performance Learning Creators of the Learning

Management System (MLC)

Initial commitment of 4 hours/day for one week

Other Content Experts Area of Expertise AvailabilitySystem Support Team Software application As requiredCurrent Employees Users of the LMS Sample of Population will be

made available

Design/Development ResourcesDesigners/Developers Experience/Specialization Availability

Shanica Robin Instructional Design May - AugustECR Learning Team Instructional Design May - AugustPhysical Resources: Laptop per developerHow will you get that information?

To determine data collecting methodology most appropriate to an individual study, several techniques can be employed. There are many data gathering tools, which could be implemented to conduct the needs assessment. Using a blend of methods helps to give a balanced perspective and offset the disadvantages of some methods.

Survey Questionnaire:A questionnaire will allow for the broad sampling of the population which will allow us

to yield information about needs, problems, potential problems and organizational obstacles as well as employee perceptions, attitudes and opinions.

Observation &/or Interview:The interviews will be done concurrently (during the questionnaire) period to help

mitigate low response rates and misinterpretations that often plague questionnaire surveys. Learners will be observed in their environment interacting with the LMS and interviewed on use of LMS. New hires will be interviewed to get un-bias opinions on first impression of LMS.


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Fault Tree Analysis:The expertise of the System Support Team will be used to conduct a fault tree analysis

to look for any problems within the LMS and the possible consequences of those problems in terms of system (functional) failure. (For example: compatibility with windows, java script, etc.)

How will you use that information?The information will be used in The development of training strategies appropriate to the organizational structure,

culture and geography of the enterprise in conjunction with effective change management activity to ensure the goals of the training are delivered and achieved (SAInS, 2012).

Ensuring that the learning solution is linked to the learners’ needs. Identifying gaps in existing solutions – for e.g. information will help determine what

changes should be made to the current users guide available to learners Defining workshop goals and objectives and create a preliminary training plan and needs

assessment report for key stakeholders.


Figure 3 APPENDIX II - TASK SELECTION INVENTORY/WORKSHEET

Criteria for Task Selection Worksheet

Criticality40 pts

Universality10 pts

Frequency10 pts

Standardization

10 pts

Difficulty30 pts

Total100 pts

Notes Priority

TASKS #1 #2 #3 #4 #5 #6 #7 #8How to troubleshoot common error e.g. password rest, course freezing etc.

30 10 10 10 5 65 Learners must use existing employee numbers to create unique Id to access intranet Learning Management site.

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How to access the LMS – My Learning Centre and Navigate user interface

30 10 10 10 5 65 3

How to Search for specific content using Catalogue Search

30 10 10 10 20 80 Learners will be able to access courses (instructor-led, web-based or virtual class); certifications (mandatory regulatory or compliance courses); learning for my job (to close development gaps in current role).

2

How to track Team learning through My Team View:(People Managers)

40 5 10 10 30 95 Tool designed to help people managers connect with the learning and development needs of their employees.

1

How to plan Team learning ( Course and workshop enrolment, approval and declining requests)(People Managers)

20 5 10 5 20 60 4

How to enter Observation assessments for learners and grant successful completion (People Managers)

30 5 10 3 5 53 Marking learning complete and uploading observational assessment worksheets for learners.

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Figure 4 APPENDIX IV –PROCEDURAL TASK ANALYSIS FLOWCHART:

PROCEDURAL TASK ANALYSIS FLOWCHART

BEGIN MLC

welcome page

Click Status by Employee tab

Email HR to reset Manager

Profile

Email HR to link employee

to your manager code

Is My Team Link

visible?

Are all employe

es’ names

YESWait 24 hours for

change to take affect in the system then……

NO

NO

YES

Wait 24 hours for change to take affect

in the system then……Click the [+] team member name to view

details

A

A

Click the History

Tab

Select View

by Cours

Click View Results button

Select View By: Certifications & Learning Paths

Select My Team Link

Do want to view

learning by Employee?

YES

Click Status by Course tab

Select Search Criteria and click Search

To refine search, either click on Refine Search button, select criteria and run a new search

Click the [+] title of the course to

expand row

Select View Course details to review the

details tabClick View Status button

Select PRINT for hard copy

END

NO

NO

YES

Select PRINT for hard copy of REPORT

END

B


B

Click PivotTable button in the

Tabled group on the Insert Tab

Click OK and Excel places the PivotTable on a new worksheet

Click any PivotTable

layout to get preview

Open MS Excel file and enable editing

To zero in on the data and arrange it the way you want, you can filter and sort the PivotTable

On the Insert tab, in the Charts group,

pick Recommended Charts

Click cell in the PivotTable to

base chart

Choose PivotChart

option, click OK

A preview of your PivotChart appears in the

Preview pane

In the PivotChart that appears, click any interactive control,

and then pick the sort or filtering options you want.

Select PRINT for hard copy of PivotChart

or SAVEEND

Select PRINT for hard copy of PivotTable

or SAVEEND


Figure 5 APPENDIX V -PERFORMANCE RUBRIC

Terminal Objective: Upon successful completion of the program, all learners will use the My Learning Centre (MLC) functionalities to plan and track all job-related and personal development learning activities.

Criteria 1Unacceptable

2Needs Improvement

3Proficient

4Master

Navigation to learning Portal:

Knowledge of MLC intuitive learning portal interface functionalities

Learner could not access without teacher guidance

With teacher guidance, attempts to use 3 main functions from any screen

With occasional peer and teacher assistance, uses more than 5 main functions from any screen

Correctly and independently uses the 7 navigation functions from any screen

Troubleshooting:

Demonstration of self-correction of common errors

Shows limited knowledge of how to access troubleshooting guides without teacher intervention.

Shows basic knowledge troubleshooting for common errors with occasional peer and teacher assistance

Shows a sound knowledge of troubleshooting common errors.

Shows a comprehensive knowledge of troubleshooting: running diagnostics test; updating java software; logging tickets with help desk; accessing troubleshooting guides.

Catalogue Search

Demonstrate search functions

Shows limited knowledge of how to expand search criteria and finds less than 3 searches and request enrolment in courses, certification and learning for my job and learning profiles.

With teacher guidance, finds 5 out of 10 searches and request enrolment in courses, certification and learning for my job and learning profiles.

With occasional peer and teacher assistance, finds 8 out of 10 searches and request enrolment in courses, certification and learning for my job and learning profiles

Correctly and independently, finds all 10 search items and request enrolment in courses, certification and learning for my job and learning profiles.

Reporting:Creation of reports

Learner could not perform task without teacher guidance

With teacher guidance, attempts to generate report and summarize data in MS Excel

With occasional peer and teacher assistance, to generate report and summarize data in MS Excel

Correctly and independently uses MLC functionalities to generate report and MS Excel 2010 to summarize data into PivotTables and Charts


Figure 6: SAMPLE NON-PERFORMCE TEST

POST TRAINING SELF-ASSESSMENT

1. Dorbin Scott a new employee at ABC Bank is experiencing a log-in error when he attempts to access the learning portal. What should he do to troubleshoot this error?

a. Report the error to the Human Resources Managerb. Log off the network and wait for an hour.c. Log on to self-help and reset password, then re-attempt login.d. Do nothing, as reentering password would lock him out of the network.

2. What are the main functions of the user interface that can be accessed from any screen?a. Catalogue Search, My History, What’s Newb. Continuing Education, Display Buttons, c. My to do list, links, Resourcesd. All of the above

3. Dorbin wants to improve his business communication skills by completing web-based training courses on that topic. How can Dorbin access these courses?

a. Ask his manager to enroll him in the course as he does not have the functionality to do so.b. Access Catalogue Search and refine search criteria for business communication e-learning coursesc. Launch the course from hi My To Do Listd. Send request to the Human Resources Department to complete enrolment

4. Tom Brown is in the process of updating his Team learning report for the fiscal year-end. What are the steps in viewing learner history?

a. No steps. Observational assessments are not entered on the learning portal.b. Click on My Team Tab --- Click status by employee, Choose employee name and view by criteriac. Click on My Team Tab --- Click status by course or certification --- search for name of course or certification, view

course detail, Choose employee name and view reports.d. Reports of learner history are not available to People Mangers

5. Using the below diagram, correctly label all the 7 main functions of the My Learning Centre User interface and list a key function of each.


Figure 7 APPENDIX VI – CONTEXTUAL ANALYSIS

Orienting Context

Learner Factors

Description of Learners shows diverse background of the target audience -2 -1 +1 +2

Learners attitude toward learning and the organization -2 -1 +1 +2

Expectations (goals) of learners for attending the instruction to be identified -2 -1 +1 +2

Usefulness of the instruction to performing on the job tasks (Utility) -2 -1 +1 +2

What is in in for learners to complete the instruction? (Motivational factor for the learner) -2 -1 +1 +2

Immediate Environment Factors

Factors affecting learning in the work environment (no instruction provided) -2 -1 +1 +2

Are there similar programs in the organization that are achieving successful results? -2 -1 +1 +2

Organizational Factors

Do all learners have access rights to the learning portal in the work environment? -2 -1 +1 +2

Instructional Context

Learner Factors

How many learners are there? -2 -1 +1 +2

Are learners located at more than one branch? Where? -2 -1 +1 +2

When is the learning program planned? How long is the implementation window? -2 -1 +1 +2

What is the preferred instructional strategy? -2 -1 +1 +2

Immediate Environment Factors

Are there technological restrictions (equipment, hardware, software) -2 -1 +1 +2

Are there any learning facilities available? Any restrictions? -2 -1 +1 +2

What is the preferred instruction length? What is the maximum class size? -2 -1 +1 +2

How many class sessions will be required? -2 -1 +1 +2

Alternate delivery of class available (virtual class) -2 -1 +1 +2



Are there other changes going on in the concurrently in the organization that could impact

the program delivery? -2 -1 +1 +2

Can SMEs co-facilitate, deliver, and supervise the program? -2 -1 +1 +2

Transfer Context

Learner Factors

How and when will performance improvement for the learning population be measured? -2 -1 +1 +2

Will learners have access to tools and resources outside of classroom to combat challenges? -2 -1 +1 +2


Sustainment and transfer of key learnings from instruction back on the job -2 -1 +1 +2

Determine barriers to learning and ensure that barriers that limit learners full application of key learnings are

fully addressed and minimized. -2 -1 +1 +2


Figure 8 APPENDIX VII – LESSON OUTLINE AND ADVANCED ORGANIZERS

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