Our team has experience with scoping, planning, leading, and maintaining both small-scale and large-scale implementation initiatives.
We have led or been involved in technology integration, instructional implementation, data-analytics platform roll outs, transitioning into hybrid and online learning, and more!
Whether you need support for designing a new onboarding program, implementing learning systems, designing course and program offerings, evaluating ongoing training, or something else, we have consulted and coached a variety of organizations through challenging processes. We would love to help!
Planning or carrying out an initiative?
Evaluating a program? Need to know more about your learners? Looking for ROI?
Thinking through a sticky problem? Creating an intervention?
Want to know what your employees, customers, or other learners are experiencing?
Looking for new ways to impact learning? Mapping new programs or processes?
Planning and preparing for the future?
When we became involved with this project, a basic process was already established and had run several times over the course of two years, enrollment was down, and characteristics of the process, such as all day meetings, were prohibiting participation. When we took on the redesign, the goal was to streamline, increase participation, and better integrate these processes with other existing training offerings. The redesign was very successful!
The organization recognized an immediate $200 per participant savings, and participants reported feeling more competent and connected, and that the training was worthwhile and something they would share with peers.
We moved all “how to” learning to asynchronous times and supported with step-by-step instruction. This enabled us to use synchronous live time for engaging collaborative interaction.
We redesigned and streamlined the entire hybrid onboarding process by identifying entry skills, establishing clear phases, and articulating the process.
Reviews were initially taking 4+ hours to complete. We streamlined the review rubric from 50+ items to 18 by categorizing and reordering items, which in combination with a review hub where assignments could be made and reviews submitted, reduced the time to review to less than one hour!
Reduced review time from 90 minutes to 20 by streamlining the review rubric, obtaining formative feedback, and building it into the review system.
Key Performance Indicators were actively obtained on learners to help provide targeted support and make decisions about progression and flow through various processes.
The ultimate purpose of the data analytics initiative was to improve student success through well timed and targeted interventions. In the first phases of support, around 600 learners were able to meet or make improvements on learning goals with support of interventions.
Active campaigns identified learners who were struggling and leveraged targeted interventions to boost performance and drive success.
We analyzed the implementation considerations to create goals for the initiative, established a roadmap for the rollout, and clarified processes for different user roles. This helped establish operating and use procedures and guided integration of the system.
We were brought on board to turn the implementation of this initiative around.
The first actions were to clarify and define goals, processes, teams, resources, and other aspects of the initiative, establish a variety of projects, and establish a roadmap for the process. From there, the emphasis moved toward rollout, gaining buy in, and integrating the data analytics platform into various departments to begin gathering and processing data to drive decision making.
Within a year, goals were established, support and resources were clarified, the system was configured, active campaigns were ongoing, data were being evaluated for viability in decision making, and the platform was integrated into the daily operations of a number of departments.
Micro-credentialling systems are complex ecosystems of incentivization, assessment and confirmation of competency, and public facing representation of skill. These considerations are often accounted for through different systems and integrations.
In this initiative, we developed a badging ecosystem using open badges which were deployed through a Learning Management System integrated with Mozilla Backpack. The ecosystem was adaptable, and had a multi-tier framework with clarification between macro and micro categories of skills, departmental and divisional distinction, and differentiation between individual skill levels and types.
We conceptualized the badging ecosystem and established the framework, style, deployment, and identified an initial array of example skills to credential. We also pilot tested the badging ecosystem and began awarding badges for completion of select skills within one department.
Learners had positive responses to the badges, and shared them on portfolios and other representations of thier work.
The badging ecosystem contained clear distinction between broad categories of skills/tasks, divisional and departmental awarding body, and individual skills.
Badges were designed to be portable, so they could be displayed on resumes, portfolios, websites, and in other places. The badges were each tied to specific skills, assessments, and awarding bodies.
The ecosystem provided differentiation between four levels of skills, indicated visually on the badge. This provided more granular skill levels for distinct skills within subsets of learning categories.
We designed the badging ecosystem to be adaptable to changing needs. This was especially important given the infancy of badging at the time. New badges, categories, and awarding bodies could be quickly established and easily implemented using fully documented processes and resources.
We established specific processes, dependencies, alerts, resource gathering and other related actions, and automated wherever possible. The result is hours saved and a clearly mapped system where potential challenges can easily be identified and addressed.
The system we established makes it easy to observe the flow, identify challenges and bottlenecks, and make quick changes to different parts. Additionally, it is scalable, able to handle 3x the previous throughput, and able to be scaled up or down depending on need with identification and addition of designated resources.
We clarified the review process, inputs, outputs, and noted potential concerns to establish a streamlined process for moving courses through to successful online course review.
Throughout the articulation of the process, we created a visual mapping of each step and phase. This enabled quick and easy communication with administration, stakeholders, and participants in the process.
This initiative involved streamlining a design and review process for online courses in support of learner success.
The expressed need was for a system that is scalable and adaptable so that it could initially handle 3x the previous throughput, with the potential for more throughput if designated resources were engaged. Time was also a factor.
We redesigned the system, moving it from 12-25 months for completion to 6-12 months for completion, depending on options and factors. The resulting system is clearly articulated and makes it easy to identify bottlenecks and monitor flow for early intervention.
The resulting system harnesses resources from several other departments, and builds integrations with those teams. There are also iterative review and development cycles for courses, so the likelihood of successful review by the external body is very high.
