Amanda Vogt: DLI Final Project

Forklift SafetyFundamentals

Professional Diploma in Digital Learning Design, The Digital Learning InstituteProject Designer: Amanda Vogt

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Project Overview

Part 1: Analysis and LX Design

Part 2: Micro Design and Development

Part 3: Implementation and Evaluation

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Part 1:Analysis and LX Design

The WHO of Learning:

Learner Personas

Three unique learner personas were created for this training module. The technological capabilities, time in service, age, and comfort levels for each persona vary. This ensures the training module is successful in reaching new operators, as well as senior drivers. These personas are based on the experience levels of typical forklift operators in my familiar industry. An imagined company name, "Evergreen," is used throughout this presentation. To enlarge each persona, select the image.

The WHO of Learning:

Design Considerations

Based on the needs of the given personas, the following decisions were made for the design and layout of this course:

• Self-guided and self-paced modules:
• Accommodates new learners who may have multiple priorities during their onboarding

• Modules that can be accessed from multiple devices:
• Evergreen has shared computers, so operators often use tablets or a mobile phone to complete training items
• Interaction throughout the training modules:
• Allows the employee to interact with the training, driving engagement
• Straight-forward and smooth navigation:
• Ensures operators with varying technological experience can easily navigate and complete the courses

The goal with the course design was to provide critical content in a way that is digestible and accessible to the learners.

The WHY of Learning:

Program Audience

Program Purpose

The primary audience for this course is forklift operators. The course is also designed for employees seeking their forklift operation certification. The course is targeted toward all operators, regardless of their experience. This module assumes a beginner-level knowledge of forklift operation and provides more detail into the "why" of proper driving.

The purpose of this course is to provide forklift operators with comprehensive forklift safety training as part of their role. This module provides the necessary information needed prior to beginning hands-on driver's education. The program flow begins with a training module on the fundamentals of forklift safety.

The WHY of Learning:

Identified Learning Gaps

Trainers shared that there is variation in trainee knowledge upon arrival, which has extended the average training time from three days to five. Learners arrive for driver's education and do not always recognize the safety signage and restricted zones for forklifts. Trainers also report inconsistent knowledge from learners regarding basic forklift controls.

In the post-class knowledge assessment, learners have a 50% average first-time pass rate.Learners are not able to demonstrate their understanding of regulatory requirements covered in the training course.

In post-training surveys conducted by the instructor, learners have requested reference materials and interactive elements. The current ILT covers a wide range of topics which the learners cannot reference after the course is complete.

In a recent safety event conducted for forklift operators, it was discovered that knowledge of incident and emergency reporting was limited.Of the 33 operators surveyed, only 10 knew the proper incident response process.

Lack of incident reporting knowledge

Frequent exam failures

Inability to review content

Incompletepost-orientation safety knowledge

The WHY of Learning:

Addressing Learning Gaps

Incomplete Knowledge

Ability to Review Content

Frequent Exam Failures

Incident Reporting

Dedicating a section to Emergency Response, which tells learners how they can respond to and report an emergency or incident, is crucial for operators. The only 10 operators who were aware of incident reporting were already part of the response team, or had several years of experience.

Reviewing OSHA regulatory requirements and outlining the responsibilities of the operators in the improved training module addresses this gap. While the previous exam covered these topics, there was no dedicated section of the ILT to review OSHA.

Learners are arriving to their work areas with basic questions surrounding forklift controls and safety signage. By providing introduction to lifts, controls, and operation, this gap may be closed. In addition, showing all safety signage and restricted areas prior to operation will address this need.

After completion, learners are unable to review the content during their on-the-job training. The only class offering is in-person, which is difficult to schedule across multiple shifts and hours. By providing the content in a digital format, learners can reference the material any time, anywhere.

The WHAT of Learning:

Modular Framework

Forklift Components

Forklift Overview

Safe Navigation

Select the image to enlarge

The WHAT of Learning:

Modular Framework

By addressing these learning gaps in a new training module:

• On-the-job trainers will eliminate their three day remedial period, reducing driver's training from five days to three
• Learners will demonstrate their improved knowledge by achieving an average 90% passing score, an improvement from 50%

The HOW of Learning:

Learning Delivery

The forklift safety training module takes a multimedia approach, which combines interactive elements, videos, and knowledge assessments. The modules are asynchronous, allowing the learner to complete on their own schedule. After the three asynchronous modules, learners are assigned a driving instructor for the hands-on portion of the forklift training. Driver's education and examination are not within the scope of this project, and will continue as is. The current forklift safety training is instructor-led, and completed in a classroom setting. While the current training is informative and covers a wide range of topics, there is variation in the way the content is delivered across instructors. A multimedia training approach allows learners to interact with the content, access links and videos, and complete knowledge assessments across multiple devices.

Part 1: Reflections

The WHO of Learning

According to Zippia.com1, the average age of a forklift operator in the United States is 43 years. Additionally, over 90% of forklift operators are male1. In reviewing data from the US Bureau of Labor Statistics, an increase of over 22,000 operators can be expected over the next eight years2. This means that thousands of new operators are entering the workforce, while experienced ones leave the industry or retire. My personas are a reflection of these statistics. I wanted to capture personas that had both limited and extensive forklift operation experience, as well as a variety of technology proficiency. This ensured that the combination of potential trainees covered brand new operators, as well as seasoned operators or employees responsible for training others. Persona photos were sourced from This Person Does Not Exist3 to guarantee privacy and anonymity.

Part 1: Reflections

The WHO of Learning

I found the design considerations to be relatively straight-forward based off the three learner personas that I created. I also wanted to consider the diversity of the operators in my current occupation. Despite average statistics, the ten newest forklift operator hires in my workplace have little to no prior forklift experience, and required additional support when onboarding. This is in contrast to pre-pandemic, where the average forklift operator had several years of industry experience. An additional consideration is the availability of devices. When operators are conducting training, they are rarely in a classroom setting. The warehouse has a small office space with shared laptops and tablets. Senior operators or employees have the flexibility of using mobile phones, so this option helps reserve larger devices for entry-level operators. Ear protection is required at all times on the production floor and in the small office space. Due to this, voiceovers may be difficult to hear. Operators may not wear ear protection and headphones at the same time, so the content must be accessible without audio.

Part 1: Reflections

The WHY of Learning

The learning gaps identified for this project were pulled from my previous experience in the training field. My prior employers do not wish to be named or referenced, therefore, I will refer to them as "Evergreen" throughout the course of this presentation. At Evergreen, the instructor-led training (ILT) for forklift operation lasts over 90 minutes and primarily consists of videos and slides. The instruction rotates between trainers depending on availability, leading to slight variation of content. Afternoon and night shift operators also have difficulty attending a morning training session. In training surveys offered to every employee at Evergreen, learners requested a way to access the material after the presentation was complete. Due to the orientation schedule, learners take the knowledge assessment days after the ILT and cite difficulty in recalling some of the information. Additionally, I observed that learners often fail the knowledge assessment associated with this presentation. When evaluating missed questions for the exam, learners often miss the same two out of ten which were not properly referenced in the ILT. This exposed a gap between the training material and assessment of knowledge.

Part 1: Reflections

The WHAT of Learning

The content of this training module will be heavily influenced by the Occupational Safety and Health Administration (OSHA) regulations in the United States. The Powered Industrial Trucks (1910.178) standards4 clearly state the required training for operators. I used this information as the outline for the selected training modules. According to (1910.178)(l)(2)(i)4:

• "Training shall consist of a combination of formal instruction (e.g., lecture, discussion, interactive computer learning, video tape, written material), practical training (demonstrations performed by the trainer and practical exercises performed by the trainee), and evaluation of the operator's performance in the workplace."
• "All operator training and evaluation shall be conducted by persons who have the knowledge, training, and experience to train powered industrial truck operators and evaluate their competence."4

These requirements provided the blueprint of formal instruction, followed by driving practice, and ending with evaluation. These

Part 1: Reflections

The WHAT of Learning

In addition to outlining the requirements for training program implementation, OSHA also provides the content that is required as part of said training. OSHA divides this training into two topics, with examples: The

Truck-Related (1910.178(l)(3)(i))4:

• Comparison of forklifts to standard vehicles
• Steering and controls
• Visibility restrictions
• Vehicle stability and capacity

The

Workplace-Related (1910.178(l)(3)(i))4:

• Pedestrian traffic
• Narrow aisles
• Hazardous and enclosed locations
• Floor conditions and grades

Part 1: Reflections

The WHAT of Learning

I received feedback on Part 1 from my instructor and mentor from the Digital Learning Institute on the content of Part 1, as well as some key pieces that were missing. One of these was to run my learning objectives through SMART to show what the end goal was. To complete this, I reviewed a post from a Senior Instructional Designer5on SMART learning objectives. While this was covered extensively in the DLI modules, I found it beneficial to take advice from an outside source when crafting my response. This allowed me to create a concise learning objective, rather than an explanation that was longer and less direct. While I was focused on including as much information and background as possible, I personally struggled with summarizing what the true objective was for my project. This combination of sources and feedback was the key to streamlining Part 1, along with the modules from the Digital Learning Institute. These

Part 1: Reflections

The HOW of Learning

The facility follows a 24-hour production schedule, and the instructor-led training is held primarily in early morning. Operators who worked afternoon and night shifts have difficulty attending the session, which delayed their onboarding. Based off of learner feedback, it was difficult for them to reference the content or use it to refresh their knowledge. An asynchronous approach will be taken to accomodate the varying shifts of operators. This approach seems to resolve many concerns that students have, while ensuring content was thorough and detailed. According to Harvard University, asynchronous learning can benefit students by providing interactive experiences, introduce more complicated material, and offer flexibility options that are not always possible in instructor-led trainings6. Providing the content in a multimedia format that can be accessed at any time ensures that all employees, across both day and night shifts, are receiving the same critical information. Learners can also access the content at any time, rather than scheduling time with an instructor. These

Part 1: Cited Works

1Forklift Driver Demographics and Statistics [2025]: Number Of Forklift Drivers In The US. (2021, January 29). Zippia.com. https://www.zippia.com/forklift-driver-jobs/demographics/ 2Material Moving Machine Operators : Occupational Outlook Handbook: : U.S. Bureau of Labor Statistics. (n.d.). Www.bls.gov. https://www.bls.gov/ooh/transportation-and-material-moving/material-moving-machine-operators.htm 3https://thispersondoesnotexist.com/ 4Occupational Safety and Health Administration. (2016). 1910.178 - Powered industrial trucks. | Occupational Safety and Health Administration. Osha.gov. https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.178 5Lamm, M. (2023, May 15). Know Where You Are Going! Simple Steps to Writing SMART Learning Objectives. CTL Blog. https://ctl.jhsph.edu/blog/posts/SMART-learning-objectives/ 6New, Elisa. Using asynchronous approaches to improve students’ learning experiences. (2023). Harvard.edu. https://www.vpal.harvard.edu/using-asynchronous-learning-improve-students%E2%80%99-learning-experiences Digital Learning Institute modules utilized for Part 1: Modules 1-3 (https://www.digitallearninginstitute.com)

Part 2:Micro Design and Development

Module Scoping

Target Audience

Learning Outcomes

The target audience for the Forklift Safety Training module is the average forklift operator based on my statistics in Part 1, as well as any new forklift operators hired each year. My audience is a combination of seasoned forklift operators, new hires with limited to no prior forklift experience, and employees at Evergreen who are seeking to add forklift operation to their skillset. My learner personas represent my average target audience.

The expected learning outcomes for my prototype, Module 2: Safe Navigation:

• Understand forklift regulatory requirements

• Identify pedestrian and traffic signage

• Navigate varying floor conditions

• Locate dangerous and restricted access areas

• Report safety incidents in the workplace

Module Scoping

Topics

Introduction

Safety Indicators

Pedestrian Safety

OSHA Overview

Hazardous and Restricted Areas

EmergencyResponse

Conclusion

Knowledge Assessment

Resources

Module Scoping

Content Outline and Interactive Resources

1.1 Introduction to OSHA

OSHA Overview

1.2 Responsibilities

1.3 Importance of OSHA Requirements

Module Scoping

Content Outline and Interactive Resources

2.1 Safety Indicators in the Workplace

SafetyIndicators

2.2 Safety Signage

2.3 Forklift Halo

Module Scoping

Content Outline and Interactive Resources

3.1 Pedestrian Safety Overview

PedestrianSafety

3.2 Ensuring Pedestrian Safety

3.3 Workplace Design

Module Scoping

Content Outline and Interactive Resources

4.1 Hazardous Locations

Hazardous and Restricted Areas

4.2 Restricted Areas

Module Scoping

Content Outline and Interactive Resources

5.1 Responding to Incidents

Emergency Response

5.2 Incident Reporting

Wireframing Document

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Screen Plan and Storyboard

Select the image below to view screen plan document

Select the image below to view storyboard document

Training Module Prototype

Module 2: Safe Navigation

Select the image to the right to view the prototype

Part 2: Reflections

Design Documents and Prototype

Throughout the course of my DLI journey, I found the scoping documentation to be the most challenging part for me, and where I have seen the most growth in my knowledge and expertise since the beginning of the program. While I have experience drafting and creating training modules, I have never used the wireframe, scoping, or storyboard processes. My experience in creating training materials involves several drafts and working within the program, rather than using outside tools or processes. This also meant that I had several copies of my presentation or module saved as I went through changes. While I was able to successfully complete my modules in my career, Part 2 showed me how inefficiently I have been working! In my industry, training modules are often created “reactively” or in response to an identified gap. The training department puts the learner first in every capacity, but in completing this exercise, I have realized how often a training module centers business and regulatory needs ahead of the learner. Regulatory requirements drive much of our content, but until I completed this process, I did not realize how easily I could balance the needs of the learner with the required content in a strict industry.

Part 2: Reflections

Design Documents and Prototype

While I went the same direction with my prototype, it was very fulfilling and rewarding to be able to take time to move through the process that DLI had outlined for me. In the years that I have created training modules, they have often been driven by a tight deadline for regulatory purposes. I am also often beholden to certain template, programs, or an LMS which has felt restrictive and difficult. In creating this training module, I challenged myself to use the same systems while also centering the training around the learner, rather than a corrective action, which is where most of my experience lies. Part 2 was significantly more difficult for me compared to any other part of the DLI program, and is where I believe I truly changed my relationship between learner vs. content vs. regulatory requirements.

Part 2: Reflections

Design Documents and Prototype

I also had a vision for how I wanted my presentation to look--streamlined, same templates, same graphics. I am a graphic artist by education, and I am always a stickler for a matching theme. I initially drafted my own copies of these templates, but I found this to not be beneficial to my process. The time I took to craft my own tools, that I have never used before, was time I could have instead used to practice and learn with the provided resources from my instructor and program. The most important part of this lesson was learning how to properly plan training content, which is exactly what the provided tools offered me. Early on, I selected Storyline for its interactivity and customization abilities. This training module also needed the ability to test knowledge at the end, and I wanted the ability to truly show my design skills, which can be displayed in greater scope with Storyline. Additionally, this is a platform that I am comfortable creating content in, and commonly used in my workplace for similar content. All of this information made my decision to use Storyline fairly simple.

Part 2: Reflections

Design Documents and Prototype

However, after several weeks of work and a nearly completed module, I realized that I was not truly taking in the needs of my learners. My learners had varying levels of experience and comfort with technology, and the learners that worked on the production floor had limited laptop access. I was in need of a training module that could be used on computers, tablets, and potentially mobile devices. I also needed a training module that was accessible and easy to use for forklift operators of varying backgrounds and experience. I provided my early prototype to a colleague that has training and forklift experience, and I was given some direct but necessary feedback. The module had the correct information, and had many interactive elements, but was difficult for them to navigate. The controls and content were hidden behind too much “flash,” and with the varying levels of comfort with technology, it was going too far. Additionally, the priority was on the visuals and design, rather than on effectively teaching the learner what they needed to know. I believed I had the learner at the forefront of my design, but overall, it was evident I needed to adjust. I spent so many hours researching regulatory requirements, generating content, conversing with SMEs on my information, and ensuring that the training materials checked every box. I thought that would be the biggest challenge, so I took a great deal of time making sure the material met regulatory requirements, and provided the correct information.

Part 2: Reflections

Design Documents and Prototype

While this module is being created for fabricated personas, I chose to overhaul the content to meet their needs and abilities. Understanding that the needs of learners must always come before my "preferred" method, and cannot be adjusted, I replicated my Storyline module into Rise 360. I chose Rise 360 as it satisfied needs from my learners that were not answered by the Storyline prototype:

• Robert, who has limited computer experience and would prefer easy navigation with the proper content
• Harry, who is comfortable with technology, but is also new to his role and is learning many new concepts at once
• Ruby, who is familiar with our LMS and content creation, but often relies on mobile phone access for training.

While it took a great deal of time to complete another wireframe, screen plan, storyboard, and prototype, I believe the decision was the best way forward. It also gave me an opportunity to use these tools for another prototype, which felt much stronger and structured the second time around.

Part 2: Reflections

Design Documents and Prototype

Overall, Part 2 was professionally and personally eye-opening for me, as it changed the way I view my training materials. While content needs to be accessible, easy to use, and informative, it must also center the learner first. I take great pride in my ability to complete hands-on training with learners, and in my design capabilities and experience. I consider both of these skills to be assets and strengths in my current industry. But until completing Part 2 and the second half of the DLI program, I did not realize how much more work I had to do on bridging the gap between the two! This was a great first step for me, and I know that the tools and processes that I used in Part 2 will be carried through into my current role, benefiting learners in a way I have not before. The cited works, as well as the Digital Learning Institute modules, were critical in this discovery.

Part 2: Cited Works

Design Documents and Prototype

5 Common Forklift Accidents and How to Prevent Them - OSHA.com. (2024). Osha.com. https://www.osha.com/blog/5-most-common-forklift-accidents-and-how-to-prevent-them ‌Bradley, W. (2023, September 8). Forklift Accident Statistics in 2023 (& The Humans Behind Them). Forkify. https://forkify.com/en-us/guides/forklift-accident-statistics/#Key_Forklift_Accident_Statistics eTool : Powered Industrial Trucks (Forklift) - Training Assistance | Occupational Safety and Health Administration. (n.d.). Www.osha.gov. https://www.osha.gov/etools/powered-industrial-trucks/training‌ NIOSH alert: preventing injuries and deaths of workers who operate or work near forklifts. (2001). https://doi.org/10.26616/nioshpub2001109 ‌Occupational Safety and Health Administration. (2016). 1910.178 - Powered industrial trucks. | Occupational Safety and Health Administration. Osha.gov. https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.178 Digital Learning Institute modules utilized for Part 2: Modules 1-7 (https://www.digitallearninginstitute.com)

Part 2: Cited Works

Design Documents and Prototype

Photos in prototype:

Boost Safety

Adobe Stock

iStock Photo

Articulate Library

Part 3:Implementation and Evaluation

Implementation and Evaluation Plan

Course Overview

For my final digital learning project, I focused on restructuring the forklift safety training program for new hires within Evergreen. The current forklift training program has several gaps, including lack of incident response knowledge, LMS exam failures, and inconsistent knowledge retention for learners. The training program consists of three modules, focusing on an introduction and overview of forklifts, how to safely navigate the production facility on a forklift, and how to handle loads and stabilize a lift. These modules are asynchronous and can be completed by the learner on their own schedule. Upon completion of the modules, the learner is transferred to Driver's Education, where they receive one-on-one training with a driving instructor. Finally, a practical driving assessment is administered for the learner. Successful completion of the training modules, driving hours, and assessment grants the learner with their forklift certification.

Implementation

Learning Platform

The learning platform that will be used for roll-out is ComplianceWire LMS1. ComplianceWire LMS has been utilized at Evergreen for the last several years, and all required compliance training is completed through the system. Employees and training staff are familiar with ComplianceWire and regularly complete other trainings within the platform. Evergreen selected ComplianceWire for its unique benefits, which can be viewed by hovering below:

Reporting

Capabilities

Compliance

Staffing and Resources

Team required for successful implementation of the forklift safety training program:

Training Front Line Leader (FLL)

Technical Trainer (TT)

Technical Training Specialist (TTS)

The Training FLL coordinates supports the trainers and specialists, and leads the training department. The FLL also acts as Project Manager and owner of the training program at Evergreen.

At Evergreen, the TTS acts as Instructional Designer and LMS administrator. The TTS creates training content, pulls reports, and manages the workflow in the Learning Management System.

The TT is a subject matter expert and bridges the gap between the training team and operations department. TTs specialize in hands-on training, and are the primary knowledge source for the TTS as content is built.

Step 1: Consultation

Implementation Plan

Step 2: Customization

Step 3: Marketing

The five primary stages of rolling out the new training program can be viewed by selecting each icon:

Step 4: Testing

+ Note

Step 5: Launch

Learner Engagement

The following topics were taken into consideration in regards to learner engagement:

Personalization

Engagement

Accessibility

Learner Engagement: UXDL

The User Experience Design for Learning framework, or UXDL, helps learning designers examine their content and determine if it meets the needs of users.The six UXDL topics were taken into consideration in regards to learner engagement. Select each piece of the honeycomb to learn more.

Useful

Desirable

Usable

Valuable

Accessible

Findable

Credible

UXDL model from University of Waterloo

Learner Engagement

Soft Launch Plan

All trained operators will be asked to complete the Modules 1-3 and provide feedback on the content and flow. Trainers who will be guiding new hires through the content are asked to critique the modules as well. Trials may be completed via laptop, cell phone, or tablet so operators can experience the available formats. All Evergreen employees are required to complete monthly Safety Audits in their area. In lieu of gamification, all office hours attendees receive credit for their monthly Safety Audit, as they are actively participating in a training that affects workplace safety. Each operator who turns in their feedback sheet will receive two credits. Additionally, all identified team members who submitted feedback crucial to this new training rollout will be rewarded with an Evergreen Excellence Award. These awards are given to employees who exemplify the Evergreen ideals, and includes a monetary award as well as a personalized, branded gift.

Evaluation Plan

Learning Evaluation

Three different types of evaluation will be conducted for this training:

Outcome Based:

Process Based:

Goal Based:

evaluate if the modules address the initial business problems

check for analysis gaps, refine design elements, improve development efficiency, and evaluate the implementation plan and resources

measures how digital learning affects learners' knowledge, skills, behavior, and job performance

Evaluation Plan

Accessibility Evaluation

The initial three trial participants will be given a feedback form based off of Section 508 Standards for Web Accessibility. This ensures that unbiased feedback is given by trained operators outside of the training department. WebAIM has created a PDF checklist for Web Content Accessibility Guidelines (WCAG) 2, which will be followed and cited as applicable by the trial participants. A direct link to this checklist can be viewed below. WCAG guidelines ensure that content is accessible by focusing on POUR:

• Perceivable: learners must be able to view the content, regardless of format (closed captions, alternative text, etc.)
• Operable: learners must be able to effectively navigate through the eLearning course
• Understandable: learners must be able to comprehend and digest the information
• Robust: training should effectively utilize current technology, and be adaptable for future technologies

WebAIM WCAG 2 Checklist

Evaluation Plan

Learning Analytics

To analyze the effectiveness of the new module, the step-by-step provided by DLI will be utilized. Hover over the + symbols to learn more.

Source

Monitor

Data

Insights

Action

Evaluation Plan

Kirkpatrick Model of Evaluation

The Kirkpatrick Model of Evaluation is a framework that is utilized for learning analytics. To demonstrate its usage, below is an example of an Outcome Based evaluation with this model:

Reaction

Results

Behavior

Learning

By running each evaluation tactic through the Kirkpatrick Module, useful and insightful data can be collected post-implementation and rollout.

Part 3: Reflections

Design Documents and Prototype

The implementation and evaluation stage of this project required the most research and reference compared to Parts 1 and 2. It required a different way of looking at my training content, which was refreshing and also outside of my comfort zone! This phase of the DLI program introduced me to tools that I had not yet learned of or encountered in my professional career and I am excited to continue using them. In my current role, implementation is driven by strict deadlines and regulatory requirements. Evaluation is “reactive,” with changes and feedback often given directly to the training team rather than being sought out. This is often due to time and staffing constraints, and leads to repeated changes and versioning up of training items. While the training team has every intention of following instructional design principles, it very often is put in the backseat in favor of efficiency and maintaining production.

Part 3: Reflections

Design Documents and Prototype

While large training initiatives are tracked by senior leadership, the nuances that were explained in this phase of the DLI program had not occurred to me until completing Lessons 10 and 11. Progress for trainees and learners is tracked until a pre-determined deadline has been reached. After this, it rolls to a “business as usual” cycle with routine updates. The only changes that are made are related to procedural updates, and rarely based off of continued feedback from the learners and subject matter experts. I did not reailze this large gap until completion of this phase. While there is no flexibility with our learning management system at Evergreen, it was still very helpful to review the checklists to ensure the learners were prepared for rollout. I work in a highly-regulated industry which does not allow a wide berth for creativity and flexibility of training materials, design considerations, and accessibility. This portion of the project was insightful, as I had never professionally planned out implementation and evaluation. It was refreshing being able to truly focus on the efficacy of the training, rather than “marking as complete” and moving on to the next training request.

Part 3: Reflections

Design Documents and Prototype

While the modules introduced in this session (the DLI step-by-step, Kirkpatrick’s Model, Goal/Process/Outcome-Based evaluation) were brand new to me, I have already begun incorporating them into my training development professionally. I completed my training prototype prior to beginning this phase of the project. With the knowledge I gained in these sections, I already have notes for how to improve the work that I created. I pride myself on putting the needs of the learners first, and making content as accessible and easy to follow as possible. However, after reviewing the Section 508 checklist and checking it against my prototype, I realized I had many gaps regarding accessibility with my work. While these are oversights that often happen at Evergreen due to perceived limitations (LMS, time, staffing, technological), this section showed me how narrow my thinking of “accessibility” was until this program. Clean design, high contrast, and minimal clutter make trainings easy to navigate and absorb. However, the lack of alternative text is a glaring gap that would be the first change I made after feedback.

Part 3: Reflections

Design Documents and Prototype

Overall, this phase was particularly helpful to me by showing me an actual “script” for evaluating my content. Rather than receiving verbal feedback from learners, understanding the process for effective evaluation will help me improve all training content that I create moving forward. I believed the development phase to be the most time-consuming and challenging, but I truly enjoyed the exercises that I completed as part of Phase 3. This addressed a gap I did not realize I had in my own work, and further shows my ability to improve and adapt my skills for the betterment of learners, trainees, my organization, and the training process as a whole. Thank you for viewing this prototype, training concept, and presentation.

Part 3: Cited Works

1ComplianceWire®. (2023). UL Solutions. https://www.ul.com/software/ultrus/compliancewire-lms 2FDA. (2019). Part 11 Electronic Records Electronic Signatures Scope and Application. U.S. Food and Drug Administration. https://www.fda.gov/regulatory-information/search-fda-guidance-documents/part-11-electronic-records-electronic-signatures-scope-and-application 3ComplianceWire. (2025, April 10). Saasworthy.com. https://www.saasworthy.com/product/compliancewire WebAIM: Section 508 Checklist. (n.d.). Webaim.org. https://webaim.org/standards/508/checklist CEL UXDL Honeycomb. (n.d.). Cms.cel.uwaterloo.ca. https://cms.cel.uwaterloo.ca/honeycomb/index.aspx Kirkpatrick Partners. (2024). The Kirkpatrick Model. Kirkpatrick Partners, LLC. https://www.kirkpatrickpartners.com/the-kirkpatrick-model/ WCAG 2 Checklist Principle 1: Perceivable Web content is made available to the senses -sight, hearing, and/or touch Guideline 1.1 Text Alternatives Provide text alternatives for any non-text content Success Criteria Recommendations 1.1.1 Non-text Content (Level A). (n.d.). https://webaim.org/standards/wcag/WCAG2Checklist.pdf

Part 3: Cited Works

FDA. (2019). Part 11 Electronic Records Electronic Signatures Scope and Application. U.S. Food and Drug Administration. https://www.fda.gov/regulatory-information/search-fda-guidance-documents/part-11-electronic-records-electronic-signatures-scope-and-application EudraLex The Rules Governing Medicinal Products in the European Union Volume 4 Good Manufacturing Practice Medicinal Products for Human and Veterinary Use. (n.d.). https://health.ec.europa.eu/system/files/2016-11/annex11_01-2011_en_0.pdf Digital Learning Institute modules utilized for Part 3: Modules 10-11 (https://www.digitallearninginstitute.com)

Thank you for your time and attention!

Desirable

Utilizing Rise 360 provides a desirable, smooth, and stream-lined training experience. The previous training module was done via PowerPoint, with outdated photos, layouts, and content. Rise 360 features a continuous scrolling option, which allows learners to take in several chunks of content without clicking through pages or buttons. By including several supporting photos centering operators, learners can have an instant connection with the content and its importance.

Personalization

The forklift safety training program follows a Predefined learning path, with learners progressing through the modules in a linear fashion. While there is no personalization in the flow of the training program, learners are able to complete each module at their own pace. However, learners do have flexibility with the modules with the device they access the training on. The modules have been created for use on computers, tablets, and mobile devices to accommodate more users.

Useful

The information in the forklift safety training modules is presented in a way that limites cognitive overload. With no voiceover for this training, a significant amount of information is needed in text form. The module balances this with shorter sections, clear dividers, and photos. Each section is self-paced and the speed of the content is determined by the learner. Only relevant information is presented in the module to avoid overwhelming the learner.

Module 1

Topics covered in Module 1:

• Different classes and types of forklifts
• Primary focus on Class I
• Common forklift components
• Conducting pre- and post-shift inspections
• How forklifts are utilized in the facility

Forklift Overview

The first module introduces the learner to forklifts and powered industrial trucks, and provides an overview of their activity in the facility. Prior to learning the safety rules and background, it is important to allow the learner to familiarize themselves with their equipment. This section also covers pre- and post-shift inspections, which are crucial in identifying issues prior to operation.

Usable & Findable

Usable and Findable, or Intuitive, ensures the training content is easily navigated by the learner. Rise 360, continuous scrolling, large buttons, and directions for learners allow them to independently move through the content. The design is simplistic to reduce confusion for the learner.

Accessibility

Simple language, visuals, and color palettes were utilized for the forklift safety training modules to accommodate learners with different reading and vision levels. The Rise 360 format also has a "map" along the left side of the training, allowing users to track their own progress visually. Web Content Accessibility Guidelines (WCAG) were considered for learners, but during the evaluation phase, feedback via Accessibilitly Checklist will be crucial in ensuring all learners are considered.

LMS Implementation

As our LMS is already established within the current training program, additional steps such as user training and IT input are not required for this rollout. Introduction to the LMS and its usage is well-established within new hire orientation. However, during the rollout period, additional support for LMS administration may be required.

Every quarter, an all-hands team meeting is held at Evergreen. The quarterly meeting will include a teaser of this training. While some training changes or roll-outs can be done on a smaller scale, the forklift training has been widely discussed and requested by operators. Additionally, forklift training is strictly tied to workplace safety, so "pre-sessions" prior to rollout are crucial. As this training is safety-related, there is no gamification associated with it. Each trainee is expected to complete the modules and provide feedback without pressure or competition.

Engagement

When large training changes occur at Evergreen, "office hour" sessions are held for all affected employees. This provides opportunities for all shifts to have one-hour time slots to meet with the training team, receive information on the upcoming changes, and to provide feedback on the process or content. Historically, these sessions have been successful as the entire department is able to work side-by-side with the training team and their leader. Learners will receive one email a week for four weeks informing them of office hour sessions.

Module 3

Load Handling and Stability

Topics covered in Module 3:

• Steering, accelerating, and braking
• Forklift stability triangle
• Class I forklift vs. standard car
• Loading and unloading pallets
• Load considerations

The final module dives deeper into the mechanics of operating a forklift. The Class I forklift is compared and contrasted to a standard passenger vehicle, which operators will already be familiar with. This module also shows learners the proper way to load and unload their lift, and assessing whether additional equipment or assistance is needed prior to loading a pallet.

Credible

The quality and credibility of the content and design of the training modules was a top priority for the forklift training. In addition to experienced graphic artists and designers creating the presentations, all information was rigorously researched, cited, and included at the end of the module. SMEs were asked for input throughout the process to fill any gaps left by the designer.

Accessible

The segments and exams for Modules 1-3 are self-paced and allow learners to perform at a pace comfortable to themselves and their experience. Hyperlinks and sources are clearly labeled in the references section, gathered in one location for convenience. With no voiceover content, there is no need for closed captions.

Launch

At launch, the Technical Trainer will work closely with new hires and learners to access and complete the forklift training modules. They will also work alongside shift trainers to coordinate driver's education upon completion of the modules.The Technical Training Specialist will manage the LMS, answer any technical questions, and collect feedback from the trainees at the end of each module. They will also be available in the event a trainee is locked out of an assessment, or has other issues with the training.

Customization

While brand guidelines must be followed with external communications, the requirements are not as stringent with training materials for internal use. At this time, the Technical Trainer (SME) will be consulted to ensure the training module and program is appropriate for the team, considering their working conditions, work environment, and schedule. The Technical Training Specialist is responsible for completion of this task.

Module 2

Safe Navigation

Topics covered in Module 2:

• OSHA overview
• Safety indicators
• Pedestrian safety
• Hazardous Areas
• Emergency Response

The second module takes the learner from the forklift to the warehouse floor, where they are introduced to safety signage, guidelines, and pedestrian rules. This ensures learners understand critical regulatory requirements, as well as how to navigate the facility with pedestrian traffic. This module provides the learners with areas that require additional caution, as well as areas that are restricted for forklifts.

Consultation

The Technical Training, Warehouse, and Safety teams will meet to preview the content and flow. This task is assigned to the FLL. At this time, the following considerations must be discussed:

• Warehouse:
• Does this program meet your needs?
• Does the content accurately reflect your work?
• Safety:
• Are all plant safety considerations adequately addressed throughout the program?
• Does the content meet OSHA requirements?

Testing

For the testing phase, the Technical Trainer and Technical Training Specialists will work together to determine a test pool. As part of the marketing plan, all team members will have the opportunity to "test drive" the modules. A minimum of three experienced, fully-trained operators will complete the new program and feedback will be collected. A minimum of three newly hired or inexperienced forklift operators will simultaneously complete the training modules, with progress tracked. At this stage, accessibility, user experience, and navigation throughout the modules will be monitored closely.

Marketing

The entire training team, as well as Safety, will coordinate with all Warehouse team trainers and leadership to communicate the training plan. The FLL will ensure Warehouse supervisors are committed to the training program, as it is a regulatory requirement. The Technical Trainer will host "office hour" sessions for all currently-trained personnel to complete the trial. The Technical Trainer will work alongside department trainers and trainees to communicate any changes and ensure successful implementation.

Reaction

"Did the learners engage with the content?"

By utilizing feedback surveys, the training team can determine if the learners had a postiive response to the new module. This can also be compared to the current post-training survey which is given to new hires.

Did the learners find the content useful, engaging, and thought-provoking, as compared to the current low engagement?

Learning

"Did the learners demonstrate their understanding?"

The LMS will provide data to compare new exam scores to the current exam. With a current 50% first-time pass rate, any improvement could be significant for new hires.

Can the learners properly recall information, demonstrate competecy, and successfully complete the modules?

Behavior

"Is there a noticeable change after implementation?"

Gaps identified in the current process includes lack of understanding of safety signage and incident response. Conducting mock drills or surveys are ways to determine this.

Are learners leaving orientation and arriving to the work area confident and knowledgeable?

Results

"Is there a measureable improvement?"

Some data-driven concerns with the current training program include low exam scores, and a two-day average extension time for training. After implementation, have these gaps been closed and addressed?

Has this training effectively addressed the learning gaps identified?