OPWL 537 ID Project Review

Background

Jamf is a global software company with over 2,600 employees and nearly 20 years of experience in delivering consistent and high-quality Apple management and security solutions to organizations. The problem brought to us was centered on moving employees from not using the brand guidelines when creating internal and external content to using the brand guide and understanding the process for content approval 100% of the time.  As a team we broke down the performance gap using our TRA, LEA & TA and determined what instructional methods we would be using. 


Training Parameters:

Total duration (hh:mm): 60 minutes, no formal break included

Maximum number of learners in each training: n = 30. *The maximum number of possible learners is 30. However, historically only about 5-10 participants (out of the 30 registrants) show up at the time of training.

Materials:

  • Computer with functional sound system and working mouse
  • Zoom program downloaded
  • Keynote:
    • Visual design guide
    • Standard protocols for submission and review of all content.
  • Pre and post survey to evaluate course
  • Job aids: Checklist and flowchart/infographic
    • Review/sign off process

Needs Assessment

During the needs assessment we were able to ascertain several factors;

  • Roughly 20-30 employees spread across several teams are creating content that does not adhere to brand standards or accessibility standards. 40% of these content creators are regularly adhering to brand standards, but not accessibility standards.
  • As more non-LXDs are empowered to create training and learning content, the gap between “what is” and “what should be” is increasing. Two years ago, approximately 90% of published content created adhered to brand and accessibility standards. Today, that number is closer to 40%.

We determined there are several contributing factors to the performance gap:

  • Human factors: The non-LXD content contributors are inexperienced with brand adherence and content review cycles. Most have little to no understanding of
    design principles and how to effectively use a visual guide. 
  • Individual-level environmental factors: Individual content creators outside the LXD team are not consistently required by their managers to work with the LXD team, so they aren’t always provided with the brand guidelines and templates in a timely
    fashion.
  • Organizational environmental factors: The company lacks a culture of process documentation and
    process adherence, so individuals are often empowered to just “do the work” rather than look for existing resources/processes.

Design of Lesson Plan

After building our TRA, LEA & TA we began to work on our Lesson Plan. As a team we decided to create a slide deck lesson that would be saved to the Jamf LMS in digestible chunks by topic/objective.  Additionally recordings of the training would be available as well for learner interleaving. 

Our goal in creating recorded training was two fold, first to provide recorded training for current employees to use as a refresher. Second, the training would allow new employees access to build a foundation in Jamf branding and voice directly when they start.

We worked as a group to flesh out instructional practices and ideas. The team did a fantastic job fleshing out the details and I was able to provide suggestions on activities or interactions within the training that would support adult learning theories. 

As a team we determined we would be using the following instructional methods; 

·     Merrill’s 5 principles of instruction – (compatible with Tell, Show, Do, Apply) as an overarching method.

·     Keller’s ARC (Attention, Relevance, Confidence) to: capture learners’ initial attention, communicate usefulness/timeliness of the content, stimulate and maintain a level of motivation that encourages them to complete the instruction from beginning to end, and feel satisfaction from learning/improving a skill.

·     Apply microlearning and chunking to reduce cognitive overload and to provide easy access to instructional content for learners to review and reference at any time.

Development of Instructional Materials

After determining the how, we decided to break up the work and tackle all of our deliverables. From the beginning our group has played to our strengths, with my strong editing and writing abilities I was tasked with editing and adjusting our written word across all of the deliverables.  Andrea built out our slide deck, with team collaboration, and did an amazing job using the branded items Jamf gave us.  Mary is a true workhorse and utilized our lesson plan to translate it into a facilitators guide.  Tonya was our point of contact with the client, and was providing all of the resources/feedback/information that helped us tailor this to the client’s needs. Together we worked on alot of the extra pieces like the virtual whiteboards and other smaller deliverables.

With Jamf Apple based, we started a google slide deck and moved everything to Keynote once we had determined it was ready.  While I have included a list of our deliverables some are not linked as they are for internal use only within Jamf. 

Deliverables List:

Reflection

After almost a decade in school I can confidently say this was one of the best teams I have ever worked with.  The team was highly organized, motivated, and knowledgeable which made this whole project so incredibly straight forward. From the beginning we worked out team norms, we determined roles based on strength and have been communicating and supporting each other since!  We had weekly meetings that were recorded, and notes taken making it was easy to catch up if I had missed one. We all treated each other with respect, considered the whole team on decisions and really worked well together.

The actual real-world application of this project was a great motivator and could be one of the best projects I have taken part of at Boise State. It was wonderful being able to see how others complete their trainings and I loved being able to share best practices.  The deliverables we created have already been made into my own ID process at work, additional questions and information from the TRA have been added to my high-level design document I usually work with.

In reflection, this semester has been crazy for me both professional and personal, if I could make any changes, I wish I had been able to support my team more. My own bandwidth limitations were hard, and I had many competing deadlines at work.  Going forward I will be including many of the aspects we used in our process and have built professional relationships with the team so we can continue to grow!