Assignment 2: Induction programme - Analysis + Scoping by Ramona Sigg

Induction programme Analysis & Scoping

by Ramona Sigg

Induction programme for new employees in the role of customer consultant at a school for further education

DLI Assignment 2 February 2024

index

WHO of Learning

WHY of Learning

WHAT of Learning

HOW of Learning

References

01

Who of Learning

Learner Persona

WHO of Learning

Reflections on the WHO of Learning

I based the learner persona (Hogle, n.d.) on the insights I got from a new employee who started last year at our school. I took into consideration what his feedback was during the induction sessions and at the probation appraisal after the first 3 months. I talked as well to other new employees who started as customer consultants and what their needs were and what they have missed in the induction programme.I included also information about the learner persona that is relevant for the induction programme, such as the job title and the learning needs of the new employee. Nils, the learner persona, likes videos, games and scenarios for studying as well as a hands-on approach to learning new skills. Therefore, I have included videos and scenarios (for practice) as formats in the course, as well as practical assignments and virtual classrooms with role-playing games. Developing a VR experience is quite costly. For budgetary reasons of the company, I did not use this content format.

02

WHY of Learning

WHY of Learning

Induction programme for new customer consultants

SMART Learning outcomes

Learning gap

Business problem

- change in knowledge and skills required

to solve

Click on "NEXT" to learn more about the SMART learning outcomes

Click here to learn more about the business problem

Click here to learn more about the learning gab

Next

Bloom's taxonomy

applied to this digital induction programme

The aim of the induction programme is to take the new employee from the lower order thinking skills “Knowledge” of Bloom’s Taxonomy to the upper end of level 1 “Comprehension” and even to level 2 “Application” for the main task relevant to their job position (Andreev, 2023b) .Entry level:

• Knowledge: The inductees have a basic to good knowledge of customer consulting. They still lack in-depth knowledge of the products, SAP processes and the concept of an agile organisation.

Target levels:

• Comprehension: The inductee should know the processes of an agile organisation and know who to contact in case of uncertainties and questions.
• Application: After the induction, the inductee should be able to carry out most of their daily tasks independently.

Level 1

Level 2

Level 3

Graphic of Bloom's taxonomy (Andreev, 2023b)

SMART Learning Outcomes

Reflections on the Why of Learning

WHY of Learning

SMART

Learning outcomes

The learning outcomes (LO) are learner-centred and defined by the levels of Bloom’s taxonomy (Ott, n.d.) and the appropriate verbs (Andreev, 2023b, WIDS, 2007). They were formulated using the SMART formula as follows:

• Specific: The desired outcome is clearly stated for each LO
• Measurable: The LO can be measured through summative or formative assessments like quizzes or demonstrations to a colleague / mentor in the same role
• Attainable: The basic knowledge and skills must be acquired to perform the tasks of the role individually after 3 months of starting the job. Delivering good customer service is definitely achievable, while closing a sale within the first 3 months is optional, as some potential customers need more time than 3 months to decide on a further educational programme. However, it should be attainable for the short degree programmes of the Business Unit Economy.
• Relevant: The LOs are directly related to the day-to-day work of a customer consultant
• Time-bound: They are all scheduled for 3 months after starting work

By the end of the 3-month induction programme, the learner will be able to:

• Explain the vision and mission of our school and its position within the universe of the umbrella company and the entire corporation(K2 – Understand)
• Apply the principles of an agile organization in the daily work at our school(K3 – Apply)

• Use the time management tool to correctly record the working time(K3 – Apply)
• Independently apply product knowledge in customer counselling to generate a sale (K3 - Apply)
• Demonstrate the correct enrolment process of a new student in a degree programme (K3 - Apply)
• Perform all necessary steps to organize the start of a new class in a degree programme (K3 – Apply)

03

What of Learning

Content map

First day at work

Module 1: Our school

Module 2: Our agile organization

Module 3: Time management tool

Module 4: Products and customer consultation

Module 5: Enrolment process

Module 6: Organisation of a class start

Prior to the digital induction programme

This digital induction programme will begin after the first working day. The first working day will be used to hand over the laptop to the new employee, on which all technical requirements will be installed together with the coordinator and the contact person from the IT department. The new employee will be introduced to the digital induction programme and can then start using it.

Modular FRamework

Reflections

WHAT of Learning

General reflections on the induction programme

Reflections on the modular framework

The induction programme will be organized in small learning nuggets according to the trend of micro-learning. Nevertheless, as this course is part of the holistic induction programme, the new employee will have enough time at work to go through the modules of this course.The principle of micro-learning to achieve sustainable learning retention by dividing information into small chunks of max. 10 minutes and repeating it regularly. As the knowledge from the induction programme is used in everyday working life, it is repeated regularly anyway and is considered relevant, which reinforces the learning effect (Andreev, 2023a).

I consulted our internal documents about the sales processes and the induction programme. I tried to summarize all the aspects in 5 to 7 main subtopics within each module in order to have all the necessary information needed but still enough information for a subtopic to fill.I used a mix of desk research (internal instruction documents) and the bottom-up approach, as I first tried to get an overview of all the required topics and then outlined the learning outcomes.

04

HOW of Learning

HOW of learning

Induction programme for new customer consultants

Mode of delivery

Flow model: Linear

Regarding the learning pathway for the training, a linear flow model with a structured and linear approach was chosen for the induction programme, as the content of the modules is organized according to priorities. For example, it is important that the new employee first knows the values of our company and understands the principles of our agile organization and, in particular, their own role as a customer consultant before they start advising customers. In addition, the new employee must know how to record their working hours from day one, as these must be recorded on the same day. This is why this module comes before the customer advisory processes.

The induction programme is carried out in a blended format. It includes

• a physical meeting on day one (prior to the start of the digital induction programme),
• asynchronous learning nuggets,
• synchronous meetings (virtual or physical meetings with the mentor).

Click here for further information on of the mode of delivery

Assessments and Additional Notes

Reflections on the assessment strategy

Chosen Formats

HOW of Learning

(Beard, 2020)

Building blocks for Module 2

Introductory video on the content and learning outcomes of module 2 "Our agile organization".

The new employee learns about Sociocracy 3.0 through an interactive PDF. The components of an agile organization and the theory of self-organization are covered in an animated video. The transcript will be available as a PDF. The most important information from the video will be provided in the form of an infographic.

The learner writes a few sentences in the discussion forum about what self-organization means for their daily work and their role. They are encouraged to comment on other contributions.The mentor gives feedback on the contribution.

HOW of Learning

The learner gets introduced to the consent principle in a video. The transcript will be available as a PDF. The most important information from the video will be provided in the form of an infographic.The importance of feedback and retrospectives as well as the various meeting formats are presented in the form of written content with descriptive graphics.

Carry out a branched scenario exercise about the consent principle to experience the possible outcomes according to certain actions (e.g. presenting a new product idea in the squad).

Reflections on the building blocks

A virtual classroom led by the mentor. The PowerPoint presentation with key learnings will be handed out to the learner at the end.Programme:• The new employee(s) can ask questions• A role play on a decision making process involving the principle of consent in an agile organisation will be conducted• The mentor once again highlights the process of collaboration in an agile organisation• The mentor summarises and concludes the module.

Take a quiz on the principles of an agile organization.

References

Andreev, I. (2023, December 27). Bloom’s Taxonomy. Retrieved February 10, 2024, from Valamis Group: https://www.valamis.com/hub/blooms-taxonomy#verbs Andreev, I. (2023, June 17). Microlearning. Retrieved January 4, 2024, from Valamis Group: https://www.valamis.com/de/hub/microlearning Beard, E. (2020, December 3). How to pick the right digital tool: Start with your learning goal. Retrieved February 14, 2024, from NWEA: https://www.nwea.org/blog/2020/how-to-pick-the-right-digital-tool-start-with-your-learning-goal/ Ciphr. (2023, June 22). Finding the right eLearning content: which formats and sources work best? Retrieved February 15, 2024, from Linkedin: https://www.linkedin.com/pulse/finding-right-elearning-content-which-formats-sources-work-best?trk=article-ssr-frontend-pulse_more-articles_related-content-card Hogle, P. S. (n.d.). Learner personas: what they are and why you need them. Retrieved February 10, 2024, from Neovation: https://www.neovation.com/learn/learner-personas-what-they-are-and-why-you-need-them Lamm, M. (2023, May 15). Know Where You Are Going! Simple Steps to Writing SMART Learning Objectives. Retrieved February 11, 2024, from CTL Blog: https://ctl.jhsph.edu/blog/posts/SMART-learning-objectives/ Ott, H. (n.d.). Bloom's Taxonomy (Revised). Retrieved February 10, 2024, from Utica University: https://www.utica.edu/academic/Assessment/new/Bloom%20tx%20revised%20combined.pdf Päda.logics! (n.d.). Taxonomiestufen nach BLOOM. Retrieved February 11, 2024, from Päda.logics!: https://paeda-logics.ch/wp-content/uploads/2020/01/Taxonomiestufen_Bloom.pdf Small, G. (2023, July 18). 10 Formative assessment examples. Retrieved February 11, 2024, from edapp: https://www.edapp.com/blog/formative-assessment-examples/ WIDS. (2007). Bloom's Taxonomy Verb List. Retrieved February 11, 2024, from Schoolcraft College: https://www.schoolcraft.edu/pdfs/oca/blooms_taxonomy_verb_list.pdf

Reflections on the assessment strategy

Most of the learning outcomes will be “assessed” during daily work by the mentor who supports the new employee during his first weeks at our school. Summative assessments are not required, as formative assessments are enough to check the learning success of the new employee and the quality of the e-learning (Small, 2023).The formative assessments mainly include quizzes, written tasks (reflection and case study) and some practical tasks designed to show whether the new customer consultant can apply the knowledge acquired in the course in a real-life situation.The results of the assessments will be discussed at the probation appraisal in order to evaluate further training needs and possible adjustments within the e-learning course and holistic induction programme.

Further information on the mode of delivery

The new customer consultant's first working day takes place in Zurich. He/she will then receive the necessary equipment, be introduced to the digital induction programme and get to know the colleagues on site.The asynchronous learning nuggets of the 6 modules can be completed flexible in terms of time and location, but must be completed before the synchronous meetings with the mentor.As many colleagues work remotely or in other parts of Switzerland, a physical meeting can be a challenge for the synchronous parts. Therefore, it is up to the new employee and his/her mentor to decide whether they can and want to meet physically or virtually via Microsoft Teams.Nevertheless, it is important to meet work colleagues in person on a regular basis. This is why regular physical meetings for the whole squad (=team) are organized in addition to the induction sessions.

Learning gap: Change in knowledge and skills required

New customer consultants must first familiarise themselves with

• the vision and mission of our school and the universe in which it is located.
• our concept of an agile organization and learn to apply it in day-to-day work.
• our time management tool and how it works.

Furthermore, it is particularly relevant that the customer consultants know our degree programmes (products) very well, as well as their unique selling points and how to sell the products to our potential customers. They also need to know the sales directives and policies, the enrolment process and professional knowledge of SAP (our enterprise resource planning system for customer data). Finally, they must be able to go through the entire organisational process for starting a new class in a degree programme.

Business problem

Our school for further education regularly has new employees. Giving every single new employee in the role of customer consultant a one-to-one induction is associated with high personnel costs and effort. Furthermore, due to the different locations and remote working, on-site induction is difficult. A proven method for location-independent induction has not yet been found. The company would therefore like an alternative to the traditional, previous induction method.

Reflections on the building blocks

I aligned the formats and building blocks of my course with the skills to be achieved according to the defined learning outcomes, which are mainly at level 2 "Application" of Bloom's Taxonomy. Therefore, I focused on activities and assessments that emphasized application skills, e.g. scenarios and demonstration of skills learned (Ciphr, 2023).

Reflections on the WHY of Learning

I consulted our school’s induction programme for the role of a customer consultant. I took the job relevant tasks, which are mandatory to learn when starting the job, and turned them into smart learning outcomes according to Bloom (Andreev, 2023b) and added the K levels, which are more commonly used in Switzerland than the actual names of the levels of Bloom's taxonomy (Päda.logics!, n.d.). I kept in mind what can be achieved during 3 months, as there are various tasks that are extremely complicated and usually need more than 3 months to carry out (Lamm, 2023). Therefore, these are not part of the induction programme of this course but will be introduced step by step later on as a follow up training.