eLearning

Audience: The target audience is Maxwell Writers’ copywriters who write blogs, e-books, white papers, emails, etc. They spend 8 hours a day on their computers. This group comprises writers and content creators of varying ages and experience. Over half of the employees are new to this career, and all writers work from home. Their skill level in writing is high, but completing multiple projects with different due dates is a challenge.

Business Problem: Currently, 60% of Maxwell Writers’ employees are not making their deadlines, resulting in a breach of contract with clients. With 95% of the company working from home, employees are having difficulty optimizing their work hours and achieving a work-life balance. This data is based on the online platform employees use in addition to data gathered regarding missed deadlines. 

Solution:  The goal of this training is to equip employees with effective productivity and time management strategies to enhance productivity by 50%. Once learners complete the training, they should be able to meet deadlines, improve their time management skills, and reduce stress.

Highlights: Training highlights include:

• Four areas of focus are chunked into four lessons, enhancing engagement and retention

• Two avatars working through common work-from-home problems

• Real-life scenarios

• Demonstration and practice of new learning

• Interactions including accordions, drag-and-drop practice, click-to-reveal, matching drag-and drop, matching drop-down, and markers

•  Knowledge checks after major concepts

Process: 

This project began with a data analysis of time-on-task and the on-time delivery of copywriting services. Based on the high percentage of deliverables submitted late, it was determined that the content creation process and on-task behaviors needed to be reviewed by employees. The learning objectives are clearly stated at the beginning of the training so learners understand what they are working toward. An avatar representing a new employee and a mentor avatar are woven throughout the training, providing real-life scenarios and addressing common obstacles faced by work-from-home copywriters. This foundation guided the creation of a design document, which then led to a detailed storyboard—both approved by the client.

 

After implementing the training, I would evaluate its effectiveness using Kirkpatrick’s Levels of Evaluation.

• Level 2 Assessment: Throughout the training, learners complete three knowledge checks and a scenario-based quiz of five questions at the end. Learners have unlimited attempts to pass the quiz, with a required passing score of 80%.

• Level 3 Assessment: Three months after the training, time-on-task data will be pulled from the company’s platform for all copywriters, specifically analyzing project output. The daily averages will be compared to the same data collected before the training. Success would be indicated by a 50% increase in project output. Six months after the training, administrators will monitor project progress, tracking due dates, on-time completions, and late submissions. The training will be considered successful if the initial 60% of employees missing deadlines decreases to 5%.

Tools Used: Articulate Storyline & Canva​

Additional Deliverables:  Job Aid

Audience: The primary audience is admin assistants (AA) for individual financial advisors (FA) in a Crosby Financial branch. Specifically for new AAs, but can be revisited for those who still struggle in this area.  

Business Problem: AAs act as gatekeepers but are incorrectly prioritizing client needs, resulting in inefficient use of their time, the clients’ time, and the FAs’ time. They are answering client calls and emails and categorizing almost everything as high or critical priority, when in fact, 50% of requests could be handled directly by the AA. Because AAs are passing all client requests to FAs, clients are not assisted in a timely manner, and FAs’ time is wasted supporting the AA.

Solution: AAs will categorize client needs by priority level, increasing their efficiency and productivity by 50%. By organizing requests into priority levels, AAs will be better able to determine who should handle each task and the most effective way to communicate client information.

Highlights: Training highlights include:

• Three topics are chunked into three lessons to enhance engagement and retention

• Real-life examples

• Common workplace scenarios

• Interactivity through slides, flashcards, and accordion interactions

•  Knowledge checks at the end of each lesson

Process:  After interviewing the financial advisor, I identified areas for improvement and broke them down into three compounding chunks. This approach allowed me to scaffold the learning so that each concept builds on the previous one, enhancing retention. Real-life examples were provided to help AAs understand their responsibilities. I then created a design document to provide more details and obtain client approval.

 

After implementing the training, I would evaluate its effectiveness using Kirkpatrick’s Levels of Evaluation.

• Level 2 Evaluation: The training includes a final assessment with four questions and a passing score of 75%. The questions are based on common scenarios that AAs encounter daily.

• Level 3 Evaluation: Six months after implementation, FAs would complete a form assessing their AAs’ efficiency in relation to the training’s learning outcomes. After averaging the results, we would expect a significant increase in the AAs’ ability to independently handle approximately 50% of office situations.

Tools Used: Articulate Rise 360