CATEGORY: COMPLIANCE, NON-PROFIT
TITLE: INTRODUCTION TO MANDATORY ABUSE REPORTING
PROJECT BACKGROUND: The primary purpose of this project was to update our client’s current hard-copy training materials to incorporate online learning, ensure consistency with state-defined Administrative Rules, and more thoroughly train staff regarding their responsibilities. The online approach was vital to delivering training to new staff who needed to complete the course before they could observe operations in their area of assignment. Use of short, workplace-relevant case studies facilitated a basic understanding of legal, reporting requirements.
TECHNOLOGY USED: Articulate Storyline 2, PowerPoint 2013, Adobe Photoshop CC 2014, Camtasia Studio 08
OUR DESIGN APPROACH: For the design phase of the project, we wanted to achieve two goals:
- Capture the learner’s attention quickly to set a serious tone for the course topic.
- Engage and motivate the learner to explore the content and apply what they have learned in day-to-day situations where they work.
CAPTURING THE LEARNER’S ATTENTION: Although legal ramifications for reporting suspected abuse should be motivational enough for learners to pay close attention to the course content, there is a human element as well. As part of the design, we wanted to capture the learner’s attention quickly. As mandatory reporters, those taking the course needed to understand they might be the only voice the abused have. To drive this message home, we designed an opening video with strong images and background music rather than having the learner jump right into the roles and responsibilities of mandatory reporters. To see the opening video used in this course, click the link below.
ENGAGING and MOTIVATING LEARNERS: Next, to engage and motivate the learner, it was important to look at the course content from the learner’s own perspective. For example, what questions would they have about the subject matter? We would later use these questions to help guide us in the design, course flow and the interactions that would be included. Here is a sampling of the questions we came up with:
- Why is this topic important to me?
- Who are mandatory reporters anyway?
- Do I have to be sure it’s abuse before I report it?
- What are examples of suspected abuse that I should be reporting?
- If I think someone is being abused, who should I report it to?
- How are investigations handled after I report the suspected abuse?
USING STRONG IMAGERY: To ensure the learner stored information in long-term memory, we made sure the design paired key concepts with meaningful images. We also used images of people the learner was most likely to encounter in their daily job functions to help make the association stronger. Here are a few examples of the imagery used in the course.
INCORPORATING SCREEN and KNOWLEDGE-BASED INTERACTIONS: To engage the learner, both screen interactions and knowledge-based interactions were designed into the course. The screen interactions were designed to reduce clutter on the screen and make it easier for the learner to absorb the content.
The knowledge-based interactions were designed to allow the learner to apply knowledge gained from the course as well as participate in real-world situations they were most likely to encounter on the job. Each of the knowledge-based interactions provided detailed feedback to reinforce the content.
Do you have the need for a similar course? If so, contact us today! We would love to work with you and your team to design and deliver training that not only engages your employees but helps drive change within your organization.
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