Lauren Davies DLI project

Start

An Introduction to Procurement - by Lauren Davies

Professional Diploma in Digital Learning Design

Learning analytics

Accessability

Evaluation

Engagement

Launch plan

Resources

LMS

Bibliography

Prototype

Storyboard

Wireframe

How?

Why?

What?

Who?

Part 4

Part 3

Part 2

Part 1

Background

Contents

I work as the Learning Content Officer for Crisis UK, the national homelessness charity. Today, we have colleagues and volunteers working across England, Scotland and Wales, in our offices, Skylights, shops, warehouses, and remotely. Our teams work across five directorates: Client Services, Commerce and Enterprise, Policy and Social Change, People and Resources, and Brand, Marketing and Fundraising. We recently went through a restructure, due to the fallout of the Covid-19 pandemic, which significantly affected our income. The organisation was reduced by around 15% to save costs and continue our mission to end homelessness. As part of the wider cost saving exercise, our Chief Operating Officer and the Procurement Team approached us with the need for a procurement training offer. It had been identified as an issue by finance, with staff using a variety of suppliers, paying ‘over the odds’ for products and not adhering the Procurement Policy. As a result, we agreed an Introduction to Procurement course should be created. As such, I will begin the process by determing the following: Who? Create personas that represent those who procure as part of their role at Crisis. Why? Identify the knowledge needed for those who procure as part of their role to support the procurement process in line with the policy. What? Define the content of the procurement course.How? Decide the best mode of delivery to be used throughout the course.

Background

The WHO, WHY, WHAT and HOW of Learning

Part 1

Learner persona 2

My reflections

Learning persona 2

Learner persona 1

I created two learner personas to ensure I was creating an Introduction to Procurement that would fulfil the needs of different roles. The first represents staff who only need to procure on a basic level as part of their role and who typically don’t prioritise Learning and Development due to their environment limiting access. The second represents staff for who procurement is a bigger part of their role, so have an understanding of the process but need an introduction to ensure due diligence and consistency across all teams. The introduction will also act as a basis for further learning to build on. This persona also represents staff who work on more desk-based roles, so can typically access learning more easily.

WHO?

Find out more about the learning gap here!

Working with the Finance and Procurement teams helped me understand the issues that were occurring and what wasn’t being done in the procurement process. This was mostly done through going through queries that came to the Procurement team, as well as a summary from the Finance team which outlined the purchasing activity across the organisation. I made sure to approach this with our strategic priorities and organisational values in mind at all times.

The learning gap

The business problem

After a recent restructure, the organisation had to focus on securing its financial position. It was identified by the Finance department that it was necessary to create stricter procurement guidelines and to ensure the policy was widely understood and adhered to.As there are many different roles at Crisis that need an understanding of the procurement process, the need for a learning solution was identified.

WHY?

SMART

At the end of this course learners will be able to:

• Define the principles and key processes of procurement at Crisis

• Understand the benefits of procuring effectively

• Develop working knowledge of the procurement process, in line with Crisis' Procurement Policy

• Understand how to begin the process, who is responsible for what and who can support you in the process.

• Understand how to develop positive working relationships with suppliers

The learning objectives

WHY?

I worked with the SME's in the Procurement team to determine the learning objectives, whilst referring to Bloom’s Taxonomy. This relationship was collobarative, with most of the content coming from them, with guidance from myself.We wanted the course to signpost staff to the Procurement policy, but also to provide some context and theory. We therefore felt the level should be introductory, so anyone that needs to embark on the procurement process (from a basic to a complex level) have the same base knowledge to work from. This meant we built the objectives around the first 3 skill levels of Bloom's Taxonomy - Remeber, Understand and Apply. We then decided that a more advanced course will be developed later for staff who manage higher value (above £15k) procurements.

My reflections

WHY?

• Roles & responsibilities

• Supplier management

• Risk management

• Record keeping

• Procurement & contract management policy

• Low-cost items

• Stages of procurement

• What is procurement

• What does procurment mean at Crisis

• Procurement principles

• Welcome

• Navigation

• What do you already know about procurement?

Signpost to the Procurement Team's channel and the Procurement Toolkit

Making it work

The process

Define Procurement

Introduction

Content map

WHAT?

As the organisation is spread across England, Wales and Scotland it was important to develop a learning solution that could be accessed across all locations. Also, given the varying roles (client facing, retail, office and home based) it had to be accessible for the different environments. This led to the decision that an e-learning would be the most appropriate solution. Our intranet (The Hub) hosts the Procurement policy, so it makes sense to signpost to another digital resource. After a discussion with the Chief Operating Officer, it was decided that this course was to be mandatory for all staff, as all staff have at least some procurement responsibilities, whether it be a Coach purchasing toiletries for a Member, a Shop Supervisor who must restock the shop cleaning products or an IT manager procuring new software. It was to be added to the core training offer and a 3-month deadline would be applied to ensure all staff had an introductory knowledge in line with the expectations of the 3-month probationary period. This would ensure we were addressing the business need of saving money for the organisation, by staff adhering to the Procurement policy. I began to map out the structure and content. The skills gap we had identified heavily informed the structure, as well as the Crisis Procurement policy, and I identified 4 key modules of the e-learning. We also decided that a Procurement Microsoft Teams channel would serve as an ad hoc support system where staff can seek advice and share best practice. This would be supported by a Procurement Toolkit of step-by-step guides to provide ongoing support, with the hope of reducing the amount of enquiries to the Procurement team and empowering staff to 'self-serve'.

My reflections

WHAT?

Learning formats

Mode of delivery

HOW?

Instructional Design Plan & Prototype

Part 2

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NEXT STEPS

THANK YOU

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Click on the numbers for more information on each step

QUIZ

CONTENT

NAVIGATION

HOOK

TOOLKIT

Wireframe

Storyboard

Storyboard

Storyboard

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Storyboard

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Storyboard

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Storyboard

Storyboard

Storyboard

I have created a prototype in e-learning authroing tool Nimble.

Prototype

Storyboarding

I worked with the Procurement team, who were the SME’s in this instance, on putting together the wireframe. This was a useful exercise and helped us understand and build the flow of the course. The SME’s were excellent at conveying their knowledge and putting together the wireframe really helped us drill down into the detail of what needed to be included on a micro level. We did this exercise in a collaborative workshop setting, using a Mural board to collect our ideas. I went away from the meeting, created the final wireframe and sent back to SME’s for final confirmation. I enjoyed this process very much and learnt a lot from working closely with colleagues outside my department.

Working with the SME's

The e-learning authoring tool we use at Crisis is Nimble, so this is the tool I would go onto use for my prototype in order to ensure consistency across our digital learning resources. The functionality of Nimble is somewhat limited and lacks flexibility in terms of page layout, which meant that screen planning didn’t help me in the design process. We therefore moved onto storyboarding.We found it very useful to begin with determining the purpose of the page as it helped us remove any superfluous information and trim down the content. We were keen to keep the course below 25 minutes in length, as by this point, we had learned that it was to become part of the mandatory training requirements. The training requirements already take up a significant part of the induction process, so we didn’t want to use up time that wasn’t necessary.

My reflections

When developig the prototype I followed Mayer’s principles of multimedia learning in the following ways:- Made use of a mixture of texts and images - Used relevant images that were familiar and connected with the content - Removed irrelevant information and used simple infographics - Highlighted key information - Used accordions to break up information - I would use my own voice in the audio to ensure a friendly toneThe images I chose were from our bank of media, which has all been created by or approved by the design team. This was a helpful resource and allowed me to remain within the brand guidelines to ensure accessibility. Our brand colours are also pre-loaded into Nimble to ensure consistency across platforms.When building the prototype I decided to add in the voiceovers later, and share it with the SME’s during the alpha phase. I uploaded the first draft to our LMS and assigned to the SME’s to provide feedback. This led to the following changes: - Added in a prompt for learners to click on the play sign for optional audio (I had added in empty sound boxes at this point) - Trimmed down the pop out text in the procurement process infographic to make it more concise. - Added a video clip scenario to diversify the content. Once these changes were made I moved into the beta phase and created the voiceovers.

Prototype

My reflections

Rollout plan

Part 3

Limitations

Features

The Learning Management System we use at Crisis is Kallidus. This is a learning platform that allows us to use ‘off-the-shelf’ and in house created content to suit the organisation’s needs. We can track and report on completion for various types of learning. (e-learning industry, 2024).

LMS

I have put together a plan based on the the stages of implementation, what the tasks are and who they've been assigned to (Digital Learning Institute, 2020-2023).

Resources

The course to go live on the LMS and assigned to the All Staff Mandatory group. The Learning and Development team inbox is signposted in the e-learning and any comms in order to support with any issues, answer questions and receive feedback.

Final launch

The Procurement team will select two members of staff from each department (12 staff) to test the course and provide feedback. Once the feedback is collated and reviewed by the Procurement Team the Learning Content Officer will implement the recommended changes. The Procurement team will set up the Teams channel with support from the L&OD team and add the initial test group. The Procurement Toolkit will be added to the Hub for the test group to access.

Soft launch

Launch plan

Teams channel

LMS

Internal comms

I plan on marketing the learning experience to learners via the Internal Comms team, the LMS and the Procurement Teams channel:

Learner engagement

I would like there to be an option for social activity within the LMS, to make the learning experience more joined up and coherent. This is something I will explore with the team and consider if we decide to change LMS platforms.This part of the course has made me consider the various options of putting out learning in organisations that don’t have an LMS and how the learning experience can be adapted depending on resource.

The implementation part of the project was in some ways the part I felt most confident in, as I have worked on this on a number of occasions in different roles. We follow a similar implementation process when launching any learning opportunity, whether it be off the shelf or internally created. I have a positive relationship with the Internal Comms team and we work together well to advertise learning opportunities and communicate what our team are working on. I considered potential training needs for staff, but as we’ve had this LMS for a few years staff are very familiar with how the system works and what to expect from it. I also made sure to create the course using the same e-learning authoring tool as for all other internal courses. Therefore, staff are very familiar with what to expect and I decided that no specific training was needed. Staff would however be made aware of the Learning and Development contact and new staff would be trained on how to use the LMS as part of their induction with the course ‘How to use Crisis Learn’. I considered using gamification as a leaner engagement technique (Kallidus has a leaderboard feature) but after discussing with my wider team we decided for that this tactic is not in line with our values and doesn’t represent positive collaboration.

Future considerations

My reflections

Evaluation

Part 4

Reaction

Learning

Behaviour

Results

My plan is structured around the four levels of the Kirkpatrick Model, which should give me a comprehensive view of the effectiveness of the course.

Evaluation plan

The next stage of the evaluation phase is the evaluation of accessability and I will use the UDL model.This model is split into three main headings:- Engagement - Representation - Action and expression In the accessibility evaluation stage, I will utilise the checklist provided by the DLI which breaks down these three key areas into further areas of focus (Digital Learning Institute, 2020-2023)

UDL - Accessability evaluation

Have I provided options for self-regulation?

Have I provided options for sustaining effort and persistence?

Have I provided options for sustaining interest?

Engagement

UDL - Accessability evaluation

Perception

Language and other expressions

Comprehension

Representation

UDL - Accessability evaluation

Physical action

Executive functions

Expression & communications

Action & expression

UDL - Accessability evaluation

LA process

Action

Insights

Monitor

Data

Source

Learning analytics

I would consider using the Learning-Transfer Evaluation Model for a more in-depth course, for example the Level 2: Procurement at Crisis when rolled out for an understanding of learning transfer. In future, I will absolutely use the checklist for UDL accessibility evaluation during the design process. As an organisation we are committed to improving our Equity, Diversity and Inclusion practice and learning design should be no exception. I’m committed to creating accessible and varied learning experiences to suit all learning needs. I would like to work more closely with our Systems team to establish in-depth ways of gathering accurate data. We are potentially looking to change our LMS, and I would like data to be a priority when looking for a new product.

Future considerations

This part of the project was possibly the most important for my ongoing development in the digital learning design space. It’s often a step that is missed or not given the attention it needs, and this section reminded me of how much progress can be made through solid evaluation practice.In terms of the insights I expect to see from this course, I will be able to compare engagement by department which might reveal which parts of the organisation need further support and intervention on this topic.I anticipate that the course could be too simple for some members of staff, but we decided that we had to ensure there was a base level of understanding across the organisation.I really hope to see an improvement in the way staff work with the Procurement policy and a wider improvement of Procurement practice in all teams.

My reflections

This project has focused on the development of a learning solution to improve procurement practice at Crisis UK.I adopted the ADDIE model to deliver this in the form of an Introduction to Procurement e-learning. It has given me an understanding of the importance of following each step of the ADDIE model to create quality learning experiences.

Conclusion

Caroline (2019). 5 Tips for Marketing eLearning Courses to your Employees. [online] LearnUpon. Available at: https://www.learnupon.com/blog/how-to-market-courses/. Digital Learning Institute. (2024). Blog & Resources | Digital Learning Institute. [online] Available at: https://www.digitallearninginstitute.com/resources [Accessed 3 Oct. 2024]. e-Learning Infographics. (2017). The ADDIE Model Infographic - e-Learning Infographics. [online] Available at: https://elearninginfographics.com/the-addie-model-infographic/. GCFGlobal.org. (2019). Free Beginning Graphic Design Tutorial at GCFGlobal. [online] Available at: https://edu.gcfglobal.org/en/beginning-graphic-design/. Lawless, C. (2019). Synchronous vs Asynchronous Learning: Which is Right for your Learners? | LearnUpon. [online] LearnUpon. Available at: https://www.learnupon.com/blog/synchronous-learning-asynchronous-learning/. Malamed, C. (2020). ELC 063: The Evolution To Learning Experience Design. [online] The eLearning Coach. Available at: https://theelearningcoach.com/podcasts/63/ [Accessed 3 Oct. 2024]. Thalheimer, W. (2018). The Learning-Transfer Evaluation Model. [online] Available at: https://www.worklearning.com/wp-content/uploads/2018/02/Thalheimer-The-Learning-Transfer-Evaluation-Model-Version-12.pdf. www.edume.com. (n.d.). Mayer’s 12 Design Principles: What They Are & How to Apply Them to eLearning. [online] Available at: https://www.edume.com/blog/elearning-multimedia. www.youtube.com. (n.d.). Synchronous & Asynchronous Learning in an Online Course. [online] Available at: https://www.youtube.com/watch?v=nNuYcAHVALM.

Bibliography

Content The content will be delivered using on-screen text with optional audio, to suit differing staff needs. I will also:

• Give the learner the opportunity to reflect on what they already know
• Segment the content to make it more manageable using accordions
• Use infographics to break up the text and cater for visual learners
• Approach the audio with a conversational style to create a personalised approach.

Activities I will utilise scenarios to increase engagement, as some learners prefer to understand the real-life context as per the learner personas. I’ll add in a ‘sorting’ activity to confirm understanding of the content. Assessment and feedback The assessment will come in the form of a quiz at the end of the course to check knowledge. These will be in the form of sorting exercise and multiple choice questions, which will prompt feedback.

What gaps were identified when working with subject matter experts?

• Staff were either not aware of or didn’t know where to find the Procurement Policy
• The procurement process was not being followed
• Staff were confused about their responsibility as well as others
• Supplier relationships were breaking down
• Money was being wasted through lack of due diligence
• Records weren’t being stored correctly

I decided this learning experience will be delivered in a digital asynchronous mode, drawing on the core and spoke model to produce an e-learning supported by a Procurement Teams channel and a Procurement toolkit. The advantages of this are:Self-paced – learners can engage with the e-learning when best suits them. I wanted to make it as accessible as possible as it was to become a mandatory course for all staff. Flexible – the learning personas made it clear that the learning solution needed to be flexible and accessible from any location.

How did the learner personas inform my decisions?

• Utilise scenarios as the learner liked to be able to relate to real-life and their role
• Use optional audio to suit both types of learners
• Introduce a mix of interactions to engage the learners
• Create an e-learning that could be accessed from any location, different working environments and a variety of devices
• Create a manageable e-learning that could fit into the busy schedule of the learners

- The platform is integrated with our HR system CIPHR and allows for SSO for ease of access. - Customised and Crisis branded. - We can upload in-house made content in SCORM format. - Courses can be assigned as mandatory by group, with a deadline. - Course deadline reminder emails. - User friendly interface and easy to browse categories. - Supports asynchronous instructor-lead, asynchronous self-paced and blending learning. - Report building, scheduling and exporting in a number of formats. - Manage my team’s learning function to keep on top of compliance (reminder function)- Recommend learning function. - Rate this course function. - Can highlight new courses on the homepage.

- Limited gamification features. - No built-in authoring tool. - Reporting tool is ‘clunky’.

All staff updates on the Hub noticeboard - A section dedicated in the Learning and Organisational Development update and a separate update specifically for the e-learning, which get flagged in all staff’s Team’s channel and via email - This will include feedback from the test group of staff - A short video will be added from the Chief Operating Officer explaining the links to our strategy and values All staff meeting - The Procurement team and the Learning Content Officer to present at the meeting and allow time for questions and feedback - ‘Nudge’ Promote with internal comms and on LMS

- We will use the ‘nudging’ technique by highlighting the course on the homepage of the LMS. - It will also appear under ‘courses I have to do’ - Manager’s will be encouraged to monitor completion – they can send reminders as well as ‘kudos’ to celebrate completion

This will be used as a tool to encourage learner engagement, as it offers a chance to communicate with colleagues and seek support.

- A survey will be added to the end of the course (given the length of the course it is not appropriate to have multiple surveys throughout, as it will affect the learner experience). I will use the Learning Analytics – Level 1 Survey (Digital Learning Institute, 2020-2023) template to collect this information. - Learning Analytics – Level 1 Checklist (Digital Learning Institute, 2020-2023) will be utilised to gather engagement data. This work will be by the Systems team and the data analyst. - Learners are encouraged to share their feedback in the Procurement Teams channel.

This level will measure participant’s immediate reaction to the course, their satisfaction that it met the learning objectives and their levels of engagement.

• Knowledge checks are carried out throughout the course in the form of scenarios, multiple choice questions and drag and drop exercises.

• Learners will be prompted to revisit the course if they’re unable to pass the end of course quiz.

This level of evaluation will measure the extent to which learners met the learning objectives and acquired knowledge.

• This will be an ongoing process with quarterly checkpoints build in with the procurement team to evaluate the amount time spent on supporting teams and if the issues that were occurring in the process has reduced, i.e. measure the number of tickets raised with the team.

• Our appraisal model, Continuous Conversations will play an important part at this stage as a measure of performance throughout the organisation.

This level involves evaluating if learners are applying procurement knowledge and skills to their work.

- This will also be an ongoing process working with the Procurement team to measure success, as well as the Finance team to try and understand the impact of the course on the amount of money we have hopefully saved.

This level of evaluation will assess the impact of the training on the organisation and the overall impact on procurement effectiveness.

Autonomy – have I: - Provided a choice of the format of learning materials e.g. if you are using videos, cater also for some written materials on the same subject?- Given learners the autonomy to adjust their profile settings in the platform?- Given learners a way to choose their own way to produce assignments, cater for choices like that in the learning platform? Relevance – have I: - Varied your sources of information so that they are appropriate for different ages, cultures and gender?- Activities in the learning platform are designed to meet the learning outcomes in a natural and clear manner?- E-tivities are designed in a way to support: active participation, exploration and experimentation- Allowed for more complex and creative activities within your platform and programmes? Minimise distractions – have I?- Utilized the functionalities of your platforms with regards to calendars and schedules for your programmes?- Clarified communication channels with your learners and have a routine around how you use announcements/notifications, instant chats and teleconferencing?- Provided only necessary in your platform, avoid vague and ambiguous design of modules?

Focus on learning outcomes:- Has your learning platform got a space for displaying Learning Outcomes?- Have you tried to use a checklist for displaying Learning Outcomes and allowing learners to tick the LOs they have achieved?Foster collaboration and community:- Have you created online spaces that would support and facilitate building an online community?- Have you provided clear instructions of what is expected of your group work?- Have you encouraged learners to take park in online discussions?- Have you moderated your online spaced?- Have you considered grading online interactions?Increase feedback opportunities:- Have you used all possible feedback functionalities in a learning platform, like: rubrics,- individual feedback, group feedback, audio feedback?- Have you provided timely feedback to your learners?- Has your learning platform retained a copy of your feedback for future reference?

Promote expectations:- Set up self-assessment surveys within your platform- Use rubrics for self-assessment and reflection- Facilitate Coping Skills- Have you used all functionalities within the platform to focus on area that learners need support?- Have you provided how to support to your learners on how to troubleshoot some technical issues?Develop self-assessment:- Have you explored all functionalities to showcase self-development e.g. reports of self-assessment surveys or quizzes?- Have you explored learner curation tools for your platform?- Have you used bookmarking functionality within your learning platform if it exists?

Perception Customised interfaces: - Has your platform got features that would allow learners to adjust size of text, images, tables etc. - Can you change the contrast between your platform and text on it? - Are there settings within the platform to manage the video and audio? - How do you print pages from your platform? Is the print customisable? Visual and auditory options: - Are there descriptions for images used in the platform? - Are there captions for audio and video accessible to learners? - Does the platform meet accessibility standards?

Activate prior knowledge:- Have you used linking back to previous modules? Does the platform allow learners to access past trainings?- Has the platform got an integrated learning pathways to allow learners move across their learning paths?Organise visually:- Does the platform allow you to use different course outlines for your offerings?- Do you distinguish between your offerings?- Can you use visual banners to represent your offerings?- Can you organise your platform courses/offerings in a navigable way?- Are there inbuilt features that allow for easier navigation?Maximise transfer:- Have you used checklist to help your learners when studying?- Have you provided templates in the platform for assessment and any skill-based learning?- Can learners go back to what they have done? Is there a possibility to go through materials retrospectively?- How do the enrolments work for your learners and their access to your platform? Action

Vocabulary and symbols: - Does the system have a glossary functionality that can be utilised for learning? - What language terms are used in your platform? Do they mean anything within your organisation? E.g. grading might be used as opposed to marking Sentence structures and other languages: - Does your platform provide an opportunity to use other languages and recognise other writing systems? - Do you need to enable other languages within your platform? Decoding of text, maths and symbols: - Is there Text-to-Speech functionality inbuilt in the platform? - Are all maths symbols recognised by the system?

Various navigation and response- Have you used settings in your platform allowing you to vary time and speed of your assessments? For example, adding some conditions to quizzes or surveys and providing learners with needs some extra time?- Do you use free navigation in your platform? Learners should be able to access learning materials at their own pace so free navigation would be beneficial- Have you ensured that your materials can be accessed in a different manner for example by hand voice or a joystick?- Optimize assistive technology and other tools- Have you enabled all features for your platform allowing different tools and technologies to be integrated?

Multiple media for communication: - Have you used different ways to submit assessment – not only written submissions? - Have you allowed for embedding external tools within your platform? - Multiple Tools for Construction and Composition - Have you integrated a spell and grammar check tool within your platform? - Do you utilize functionalities allowing for calculations? - Does your platform allow for the integration of web applications? - Does the platform allow text-to-speech? Scaffolding support: - Have you used multiple ways for feedback e.g. Audio feedback? - Have you explored functionalities allowing learners to explore different learning pathways suitable to their needs and varied in levels of skills?

Goal setting: - Have you provided your learners with Learning Objectives within you programme in a space that is easily accessible to all? - Have you included checklists for self-reflection? Supporting planning and managing info: - Have your provided learners with checklists for notetaking? - Have you explored and used functionalities around bookmarking and curation within the platform? - Have you used any knowledge checks within a platform? Enhancing monitoring - Have you enabled learner reporting dashboard showcasing progress within programmes and courses? - Use surveys within the learning platform to ask about feedback preferences and forms? - Used assessment checklists and rubrics with so called exemplars?

The data will come from the LMS which can produce a number of different reports regarding learner engagement and experience, as well as the surveys and checklists used throughout to gather data. Financial spend will be monitored in the long term to gather data on the impact of spending in the procurement space.

The engagement data will be gathered from the LMS in the form of Power Bi dashboards by the Systems team. Data will also be gathered from the evaluation forms, as well as the checklist used to gather data on the accessibility of the course. In the long term, we will be able to gather data on the financial impact of the course as well as the impact on the efficiencies of the Procurement team.

The data will be monitored by the Learning Content Officer, Procurement and the Finance team on its various forms.

The insights will reveal if the course is suitable for the learners, if it meets the learning objectives and the potential changes that need to be made to the existing learning experience and if our plan to implement another course a level up is suitable.

The Learning Content Officer will work with the Procurement team, Finance team and Chief Operating Officer to action the insights gleaned from the data. These actions could be: - Updates and changes made to the course - New programme developed - Additional learning options added

What gaps were identified when working with subject matter experts?

• Staff were either not aware of or didn’t know where to find the Procurement Policy
• The procurement process was not being followed
• Staff were confused about their responsibility as well as others
• Supplier relationships were breaking down
• Money was being wasted through lack of due diligence
• Records weren’t being stored correctly

Specific – The course covers a specific topic related to a specific business problem that needs addressing. Measurable – Learners can measure their success by applying their knowledge during the course. Achievable – All learners are to complete the introductory course first to ensure they have a base understanding of the topic before moving on to a more in-depth course if relevant. Relevant – The course is directly linked to strategic goals. Timely – It is specified that the objectives will be achieved by the end of the course.

I have tried to create SMART objectives in line with our Continuous Conversations model:

SMART objectives