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Audience: All restaurant employees who take orders and interact with customers. These are the people most likely to be asked about ingredients and told about allergens. They are most likely the ones to bring food to customers/serve them. Employees who work in the kitchen do not receive information from or give information to customers. The restaurant employees in question range in age from 17 - 50. They all have completed or are about to complete a high school education. Some are university students or have bachelor's degrees. For most, Restaurant En Casa is a full time employer, but for high school students and those for whom this is a second job, Restaurant En Casa is a part time employer.
Audience: All restaurant employees who take orders and interact with customers. These are the people most likely to be asked about ingredients and told about allergens. They are most likely the ones to bring food to customers/serve them. Employees who work in the kitchen do not receive information from or give information to customers. The restaurant employees in question range in age from 17 - 50. They all have completed or are about to complete a high school education. Some are university students or have bachelor's degrees. For most, Restaurant En Casa is a full time employer, but for high school students and those for whom this is a second job, Restaurant En Casa is a part time employer.
Business Problem: Customers are dissatisfied with service and leave poor reviews Online because employees provide inaccurate allergen information and are inconsistent in the service of allergen free meals. Current and potential customers are lost due to poor service in this domain. Managers frequently compensate customers with free meals or refunds after negative allergen experiences.
Solution: This training takes the learner through the basics of food allergies and intolerance and ties it this knowledge to excellent customer service. It teaches the steps to take to ensure that in every interaction each employee provides accurate information, asks about patron allergies, and serves an allergen free meal.
Highlights: The e-learning module is scenario based. The learner will go through the training in his/her role as a customer facing restaurant employee. All of the instruction and assessment questions speak directly to the learner in this role. The learning material is interactive and chunked into three subtopics to engage learners while making the information accessible to all learners despite age or educational level.
Process:
Analysis- Analysis of the problem and the audience revealed that there was a significant degree of inconsistency in terms of allergen free food service. A majority of the customer facing employees did not know where to find accurate allergen information, provided inaccurate information to patrons, did not ask about patron food allergies, and were not careful to avoid cross contact between dishes. Given the size of the company and variety of departments/schedules, it was determined that self-paced e-learning is the best way to provide the needed training.
Design- A Design Document and Storyboard were created to ensure the proper scope of the module as well as the accuracy of the nutritional information and company policies.
Development- The training was developed using Rise, put through two rounds of review for accuracy and style, and finalized.
Implementation- The training was uploaded onto the company's LMS and was rolled out to learners with a deadline for completion.
Evaluation- Kirkpatrick's Level 2 Assessment:
There are 3 Knowledge Check questions, one after each of the four sections outlined in the previous section. These are ungraded and provide the learner with two opportunities to answer each question.
There is a 5-question scenario-based quiz at the end of the training. The passing score is 80%, and the learner has unlimited tries to earn the minimum passing score. Each question ties to one of the terminal learning objectives and requires that the learner make a decision or take action in a real-world workplace scenario related to food allergen safety.
Kirkpatrick's Level 3 Assessment:
Four months after the training completion deadline, there is a review of online restaurant review data and financial data to see if positive reviews have increased 25% and refunds for allergen incidents have decreased 50%.
Tool: Articulate Rise
Audience: The target audience is all employees who are not part of the network administration and cyber security teams; they range between the ages of 20 and 64 and are employed either full or part time by GYW. Their education levels vary from having an incomplete high school education to having advanced degrees in a variety of fields from Accounting to Human Resources.
Audience: The target audience is all employees who are not part of the network administration and cyber security teams; they range between the ages of 20 and 64 and are employed either full or part time by GYW. Their education levels vary from having an incomplete high school education to having advanced degrees in a variety of fields from Accounting to Human Resources.
Business Problem: According to the most recent security audit, only 60 % of Going Your Way Metropolitan Transit employees adhere to the organization’s cybersecurity protocol. This leaves the organization vulnerable to security breaches. All employees have received copies of the organization’s security protocol as part of their new hire paperwork. However, they have never been through any instructor-led or self-paced training about cybersecurity.
Solution: This training shows the real-life implications of lax cyber security, highlights the learner's role in organizational cyber security, and finally teaches the concrete steps to take in daily use of technology. In so doing, this training will build buy-in, increase willingness to comply with cyber security policy, and develop the skills to use in daily practice.
Highlights: The training module uses a scenario inspired by comments made by workers from various sectors that represent the common views on cyber security measures at work. The scenario also targets unsecure practices that abound in the typical workplace when employees do not understand their role in organizational cyber security. This renders the material relevant to the target audience and increases intrinsic motivation to learn the targeted skills.
The learning material is interactive and chunked into four subtopics to engage learners while reducing cognitive load.
Process:
Analysis- Analysis of the problem and the audience revealed that a significant amount of the target audience did not comply with company policy regarding cyber security, which makes the organization significantly vulnerable. It also revealed that while employees were provided the written policy, they never received any type of training on the topic. Given the size of the company and variety of departments/schedules, it was determined that self-paced e-learning is the best way to provide the needed training.
Design- A Design Document and Storyboard were created to ensure the proper scope of the module as well as the accuracy of the technical information in accordance with company policy.
Development- The training was developed using Storyline, put through three rounds of review for accuracy and style, and finalized.
Implementation- The training was uploaded onto the company's LMS and was rolled out to learners with a deadline for completion.
Evaluation- Kirkpatrick's Level 2 Assessment:
There are 4 Knowledge Check questions, one after each of the four sections outlined in the previous section. These are ungraded and provide the learner with two opportunities to answer each question.
There is a 6-question scenario-based quiz at the end of the training. The passing score is 83%, and the learner has unlimited tries to earn the minimum passing score. Each question ties to one of the 4 terminal learning objectives and requires that the learner make a decision or take action in a real-world workplace scenario related to cyber security.
Kirkpatrick's Level 3 Assessment:
Two months after the training completion deadline, there is a review of server data and the results of another Security Audit to see if compliance to the organization’s cyber security protocol has increased 25% and if the organization’s overall audit score has increased 25%.
Tool: Articulate Storyline
Audience: All site leaders who are responsible for coaching high-risk drivers after driving incidents have occurred. These leaders range in age from 30 - 60. They all have completed a high school education and are experienced CMV drivers. Some have attended college or have bachelor's degrees.
Audience: All site leaders who are responsible for coaching high-risk drivers after driving incidents have occurred. These leaders range in age from 30 - 60. They all have completed a high school education and are experienced CMV drivers. Some have attended college or have bachelor's degrees.
Business Problem: The rate of driving incidents increased during the last quarter, because high risk drivers are repeatedly involved in driving incidents. These incidents are related to habitual unsafe driving practices. Following the incidents, these drivers do not consistently receive timely coaching to improve driving practices.
Solution: This training takes the learner through the process of conducting and documenting a coaching session. It teaches the criteria to identify high risk drivers, the documentation procedure for incident-based coaching sessions, and the soft skills required to effectively coach a driver.
Highlights: The e-learning module is scenario based. The learner will go through the training in his/her role as a site leader who conducts safety coaching. All of the instruction and assessment questions speak directly to the learner in this role. The learning material is interactive and chunked into four subtopics to engage learners while making the information accessible to all learners despite age or educational level.
Process:
Analysis- Analysis of the problem and the audience revealed that there was a significant degree of inconsistency in site leaders' response to driving incidents and coaching practices. Coaching sessions do not always occur when they are required, or they are done too long after the driving incident has occurred. In addition, the quality of coaching sessions varies by location. Due to this inconsistency, unsafe drivers are not equipped to improve their driving habits and decrease the number of incidents in which they are involved. Because site leaders have limited time for learning and are located throughout the country, it was determined that self-paced e-learning is the best way to provide the training.
Design- A content outline was provided by the Project Owners and SMEs who requested this training. The outline included a detailed description of coaching procedure and company policies, examples of model coaching sessions, and the knowledge check questions desired.
Development- The training was developed using Rise, put through two rounds of review for accuracy and style, and finalized.
Implementation- The training was uploaded onto the company's LMS and was rolled out to learners with a 30-day deadline for completion.
Evaluation- Kirkpatrick's Level 2 Assessment:
There are Knowledge Check questions for each of the sections of the course. These are ungraded and provide the learner with one opportunity to answer each question. Due to the course time limits set by the SMEs and Project Owners, there are no other assessments in this course.
Kirkpatrick's Level 3 Assessment:
At the conclusion of the quarter following the rollout of the training, there is a review of driving incident data and telematics data to see if unsafe driving practices and incidents have decreased, and if coaching documentation has increased.
Tools: Articulate Rise, Vyond
Audience: All new employees for whom Spanish is the primary language. These employees range in age from 18 - 60. They all have varying levels of English proficiency and comprehend instructional content in Spanish better than they do in English.
Audience: All new employees for whom Spanish is the primary language. These employees range in age from 18 - 60. They all have varying levels of English proficiency and comprehend instructional content in Spanish better than they do in English.
Business Problem: Though all employees are required to complete safety training during onboarding, those with limited English proficiency do not have full comprehension of the material and are more likely to violate safety principles unknowingly. This leads to incident and injury.
Solution: This training provides a portion of the safety training, namely that pertaining to fire safety, in Spanish. It is the equivalent of the fire safety course in English. All of the OSHA guidance for the industry and acronyms for safety procedures are translated into Spanish so as to convey the same ideas that are taught in English.
Highlights: The e-learning module is scenario based. The learner will go through the training in his/her role as an employee who works with or around highly flammable chemicals. All of the instruction and assessment questions speak directly to the learner in this role. The learning material is interactive and chunked into subtopics to engage learners while making the information accessible to all learners despite age or educational level.
Process:
Analysis- Analysis of the problem and the audience revealed that there was a need to provide safety training in Spanish for employees who have limited English proficiency. These employees were completing the safety training in English as required, but their lack of full comprehension became evident through the incident rate. Case by case investigation by site leaders revealed that these employees were unable to apply safety principles from the safety training, because they had not fully comprehended the training in English.
Design- The English language fire safety course was provided by the project owner along with instructions to keep the content and design the same. Permission was given to make minor changes necessary to translate ideas for clarity.
Development- The training was developed using Rise and AI, put through two rounds of review for accuracy and style, and finalized.
Implementation- The training was uploaded onto the company's LMS and was rolled out to learners with a 30-day deadline for completion.
Evaluation- Kirkpatrick's Level 2 Assessment:
There are Knowledge Check questions for each of the sections of the course. These are ungraded and provide the learner with one opportunity to answer each question.
Kirkpatrick's Level 3 Assessment:
Incident data is reviewed each quarter to determine whether or not the safety training content, including fire safety training, continues to meet the needs of the organization. If needed, additional or modified training will be requested.
Tools: Articulate Rise
Audience: All warehouse employees for whom Spanish is the primary language. These employees range in age from 18 - 60. They all have varying levels of English proficiency and comprehend instructional content in Spanish better than they do in English.
Audience: All warehouse employees for whom Spanish is the primary language. These employees range in age from 18 - 60. They all have varying levels of English proficiency and comprehend instructional content in Spanish better than they do in English.
Business Problem: Though 5S policies have been rolled out, all warehouse sites are struggling with sustaining 5S practices. Implementation of 5S organization strategies is inconsistent as there are misconceptions about what proper implementation actually is.
Solution: This training provides an overview of 5S as applied to the warehouse setting in which associates operate. It also emphasizes the actions both leaders and associates must take to sustain 5S longterm. It is available in both English and Spanish in order to equip all associates.
Highlights: The e-learning module is interactive. The learner is required to engage with the e-learning to gauge their understanding and reveal elements of the training. All of the instruction and assessment questions speak directly to the learner in this role. The learning material is designed to play like a video with interactive elements to engage learners while making the information accessible to all despite age or educational level.
Process:
Analysis- Analysis of the problem and the audience revealed that there was a need to provide safety training in Spanish for employees who have limited English proficiency. These employees were completing the safety training in English as required, but their lack of full comprehension became evident through the incident rate. Case by case investigation by site leaders revealed that these employees were unable to apply safety principles from the safety training, because they had not fully comprehended the training in English.
Design- The video was planned in a storyboard that was reviewed for content accuracy by Subject Matter Experts. Vyond was used to develop the video, integrating AI generated and adapted images. The video was uploaded into Storyline and edited to allow for learner interaction. It was decided that the e-learning would be developed without audio as associates are to complete it on handheld scanning devices that cannot play sound.
Development- The training was developed using Vyond, AI, and Storyline, put through two rounds of review for accuracy and style, and finalized.
Implementation- The training was uploaded onto the company's LMS and was rolled out to learners with a 32-day deadline for completion.
Evaluation- Kirkpatrick's Level 2 Assessment:
A 5 question scenario-based assessment within the LMS follows this training. Once completion of the course is registered by the LMS, learners can access the assessment.
Kirkpatrick's Level 3 Assessment:
Observational data gleaned from regularly scheduled Gemba Walks will speak to the effectiveness of the e-learning course. Improvement in the percentage of sites able to sustain 5S organization expectations will indicate that the training was successful.
Tools: Articulate Storyline, Vyond, Gemini AI
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