Audience: Project managers already employed by JB Masonry who range in age, gender, experience, etc. 

Business Problem: Delays in project completion due to supply shortage and price increases. 

Solution: Project managers at JB Masonry will be able to meet project deadlines by scheduling staggered material deliveries as they preplan each project, this will also involve establishing relationships with quality suppliers and communicating the progress of their project to stakeholders in the event that there are any delays. 

Highlights:

• The training module uses real-world scenarios to engage learners, enhance learner retention, and instill confidence in new skill development.

• This training module includes interactive solutions such as: accordion, tab, and branching scenario experiences.

• This training module includes three knowledge checks and a final graded quiz at the end.

Process: Using the ADDIE/SAM models, a needs analysis was conducted to review performance data and identify gaps. Content was categorically chunked to align with the learning objectives and arranged into clear and concise subtopics. Interactive solutions and visual design were created and consistently organized throughout the training module to enhance the learning experience and instill retention. This learning solution was refined through multiple feedback cycles and a design document and storyboard were created. Kirkpatrick's level two of evaluation included three knowledge checks and a final graded quiz. Level three evaluation includes project management interviews and on-the-job observations. 

Tools Used: Articulate Storyline, Google Docs, Adobe inDesign

Audience: Employees (instructors) at The Bead Shop.

Business Problem: The jewelry-making workshops rotate out each month and instructors need to be properly trained on how to facilitate and organize the upcoming monthly workshops to increase customer satisfaction. 

Solution: The Bead Shop employees (instructors) will facilitate jewelry-making workshops in an organized workspace with supplies prepped ahead of time and tools accessible to customers. Employees will be able to assist participants with the creation of the project using step-by-step instructions and provide a positive and encouraging workshop experience with active feedback to ensure that the customer overcomes hurdles and finishes their project in a timely manner.

Highlights:

• This training module uses many different interactive solutions to actively engage learners as they grow confident in how to instruct a jewelry-making workshop.

• The training module includes interactive solutions such as: accordion, flashcards, labeled graphic, and tabs.

• This training module includes three knowledge checks and a final graded quiz at the end.

Process: Using the ADDIE/SAM models, a needs analysis was conducted to review performance data and identify gaps. Content was categorically chunked to align with the learning objectives and arranged into clear and concise subtopics. Interactive solutions and visual design were created and consistently organized throughout the training module to enhance the learning experience and instill retention. This learning solution was refined through multiple feedback cycles and a content map and design document were created. Kirkpatrick's level two of evaluation included three knowledge checks and a final graded quiz. Level three evaluation includes instructor observations post training at three and six months.

Tools Used: Articulate Storyline, Google Slides, Canva