Business Problem: The business problem for Giant of the Woods Adventure Park is a gap in the skills of many of the employees due to low attendance at the annual early season training. This gap is caused by the current training practices. The current training is a 5-day Wednesday-Sunday Schedule. The first 3 days are spent in the classroom learning about equipment, course set-up, ground school, and the customer service principles known as “The Giant Way”. Unfortunately, many of the employees are full time Monday-Friday employees, and can only attend the Saturday and Sunday portion of the training. The result of this issue historically has been starting the park season with a workforce that is normally 25% below optimal staffing. Because the training window is so small (due to the northern climate), management is seeking a way to effectively close the training gap in a two-day in person training rather than a 5-day training, while at the same time building the foundational knowledge and skills to be able to fully staff the park by opening day.

Solution: With this targeted e-Learning course, the training needs of the staff will be met in a way that allows management to be fully staffed on opening day, and prepares the learners to set up the course, conduct all aspects of ground school, and implement the “Giant Way” to ensure excellent customer service.

Highlights: This course includes interactive learning and knowledge checks. (click to reveal, drag and drop, marker, and accordion interactions). Audio narration, branching slides, entrance and exit animations, motion path animations, varied button states, video demonstration of knot tying and equipment use, scenario-based learning and assessment with avatars, and real-world scenarios.

Process: This e-Learning course was built on a foundation of the ADDIE and SAM frameworks. The use of these models ensured both rigor and flexibility to adapt to iterative feedback during development. The process involved a problem analysis, and rigorous research into current training practices. That research informed the development of specific learning objectives targeted to provide foundational efficient training. Special attention was paid during the design process to develop course content, and materials that are relevant, engaging, and accessible (through the reduction of cognitive load on learners). Finally, assessment and evaluation following Kirkpatrick’s level 2 were integrated within the course through knowledge checks and a final quiz. Level 3 evaluations were completed after action through a questionnaire and interviews with management.

Business Problem: O bar is a high end bar, but despite the bar's excellent aesthetic and prime location, business has not been as successful as projected. Management believes the lack of business is tied to the high rate of customer complaints about slow disorganized service, inattentive bar staff, and inconsistencies with drink outcomes depending on the bar staff.

Solution: With this tailored e-Learning course, the learners will be able to successfully prepare each part of the bar before opening. They will  be prepared to meet customer needs, and they will be ready to mix/pour drinks that are consistent in volume and flavor no matter who is making/pouring the drink. The result will be a 50% decrease in customer complaints within 1 month of employees completing the course.

Highlights: This course includes interactive learning and knowledge checks (flip cards, drag and drops, markers, matching, carousels). It also includes scenario-based learning and assessment, as well as real-world examples.

Process: This e-Learning course was built on a foundation of the ADDIE and SAM frameworks. The use of these models ensured both rigor and flexibility to adapt to iterative feedback during development. The process involved a gap and audience analysis that informed the development of specific learning objectives. Special attention was paid during the design process to develop course content and materials that are relevant, engaging, and accessible (through the reduction of cognitive load on learners). Finally, assessment and evaluation following Kirkpatrick’s level 2 were integrated within the course through knowledge checks and a final quiz. Level 3 evaluations were completed after action by both employees and management in order to gauge the effectiveness of the course in relation to the business goal.