{"id":415,"date":"2023-01-15T10:30:18","date_gmt":"2023-01-15T18:30:18","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/?p=415"},"modified":"2023-01-15T10:32:26","modified_gmt":"2023-01-15T18:32:26","slug":"assignment-2b-design-principles","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/assignment-2b-design-principles\/","title":{"rendered":"Assignment 2B: Design Principles"},"content":{"rendered":"\n
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The ever-evolving access to new or improved technology can be challenging for employees to keep abreast at the workplace. Job dissatisfaction or even frustration may occur when employees are mandated to learn a new system, technology, or software when they are accustomed to their current tools. Based on this context in my organization, six design principles have been created for cultivating positive employees\u2019 learning experience on new technology through my reflection and learning in this course. <\/p>\n<\/div>\n\n\n\n

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“Design Principles are a set of considerations that form the basis of any good product.”<\/p>(Brignell, n.d.)<\/cite><\/blockquote>\n\n\n\n

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UX Bristol19. (2019). Ben
Brignell [Online image]. http:\/\/2019.uxbristol.org.uk\/speakers\/<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n\n\n\n\n
  1. Understand Your Audience<\/strong><\/li><\/ol>\n\n\n\n

    Many technology training programs such as Microsoft and Sharepoint are delivered to an audience comprised of different demographics in terms of job role, and diverse populations of age, education, experience, and expertise. According to Knowles\u2019 adult learning theory, each training participant comes with different learning preferences and motivations who wants to learn in a way that resonates with them (Bouchrika, 2021). Understanding the needs of the training audience through an audience analysis helps overcome barriers to succeed as well as which instructional design models and training methods will be most effective (Gelhaus, 2018).<\/p>\n\n\n\n

    2. The Influence of The Trainer and The Course are Equally Important<\/strong><\/p>\n\n\n\n

    Technical training courses are sometimes instructed by subject matter experts (SMEs) who may lack training techniques for adult learning (Williams, 2001). Weak trainer skills will reduce the learning results even for a well-designed course (Sweezie, 2018). It is also common that the technical training courses focus on content and not on the instructional design because the trainers were under pressure to get the training ready for the roll-out of the new software application. Both the teaching skills of the trainers and instructional design of the courses are vital for influencing the effectiveness of the learning experience.<\/p>\n\n\n\n

    3. Relevance of The Experience<\/strong><\/p>\n\n\n\n

    Over-training such as lengthy training sessions, and strenuous training demands without clear direction from the organization can increase stress in employees and squander learning resources (Creighton, 2018). While incorporating training into employees\u2019 busy workflow can be a challenging task, microlearning allows employees to learn training material in segments when it is most convenient to them. Training is also more effective when the learner has a strong desire to learn and that the training addresses knowledge gaps and applies learning immediately (O\u2019Donnell, 2017).<\/p>\n\n\n\n

    4. Design with Diversity and Inclusion Awareness<\/strong><\/p>\n\n\n\n

    Individuals at workplaces are diverse with respect to their background, cultural and gender identity, abilities, learning preferences, and other characteristics (Burgstahler, 2021). By recognizing the importance to account for diversity and inclusivity when designing, \u201clearning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors\u201d (FNESC, n.d.). Engaging the Universal Design for Learning (UDL) method with the goal of providing all individuals (with or without disabilities) equal learning opportunities reduces barriers in instruction, and satisfies learner\u2019s needs and expectations (McNichols, 2016).<\/p>\n\n\n\n

    5. Transparency in Training<\/strong><\/p>\n\n\n\n

    Believing everyone can make a performance difference with the application of learning is essential. Open business meetings and communication about the training allows stakeholders to identify errors, solve problems, and suggest better alternatives (CDDO, 2012). Through the Learning and Management System (LMS) reporting software, employees can report on their own training progress and development goals, which in turn cultivate learning motivation and support training compliance (Tannian, 2022).<\/p>\n\n\n\n

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    \u201cIf we think we can accomplish training goals with a one-and-done approach, we will fail.\u201d<\/p>Sanders, 2019<\/cite><\/blockquote>\n<\/div>\n\n\n\n

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    6. Learning Sustainability<\/strong><\/p>\n\n\n\n

    Do not deploy a piece of software and provide no support to learners after the initial training phase. Learners\u2019 skills and knowledge start depreciating when they leave the training session as the amount of information human beings can remember is strictly limited by the immediate memory span (Miller, 1959). For learning to be sustainable, it is important to reinforce the information periodically and encourage employees to put their skills into practice. Post training activities such as coaching and mentoring between SMEs, work champions and employees allow successful learning transfer and maintenance (Mager-Lightfoot, 2018).  <\/p>\n<\/div>\n<\/div>\n\n\n\n

    References<\/strong><\/p>\n\n\n\n

    Bouchrika, I. (2021, January 24). The andragogy approach: Knowles\u2019 adult learning theory principles<\/em>. Research.com. https:\/\/research.com\/education\/the-andragogy-approach<\/a><\/p>\n\n\n\n

    Brignell, B. (n.d.). Design Principles<\/em>. Design Principles. https:\/\/principles.design\/<\/a><\/p>\n\n\n\n

    Burgstahler, S. (2021). Universal design: Process, principles, and applications. <\/em>DO-IT. https:\/\/www.washington.edu\/doit\/universal-design-process-principles-and-applications<\/a><\/p>\n\n\n\n

    CDDO. (2012). Government design principles<\/em>. GOV.UK. https:\/\/www.gov.uk\/guidance\/government-design-principles<\/a><\/p>\n\n\n\n

    Creighton, K. (2018, August 10). Over-training in the workplace and how to avoid it.<\/em> HR Daily Advisor. https:\/\/hrdailyadvisor.blr.com\/2018\/08\/10\/training-workplace-avoid\/<\/a><\/p>\n\n\n\n

    FNESC (n.d.). First people\u2019s principles of learning <\/em>[Poster]. http:\/\/www.fnesc.ca\/wp\/wp-content\/uploads\/2015\/09\/PUB-LFP-POSTER-Principles-of-Learning-First-Peoples-poster-11×17.pdf<\/a><\/p>\n\n\n\n

    Gelhaus, N. (2018, March 8). Using training audience analysis to inform training design<\/em>. ELearning Industry. https:\/\/elearningindustry.com\/training-audience-analysis-inform-use-training-design<\/a><\/p>\n\n\n\n

    Mager-Lightfoot, S. (2018, November 1). Sustaining training\u2019s impact: A learning leader challenge.<\/em> Training Industry. https:\/\/trainingindustry.com\/articles\/professional-development\/sustaining-trainings-impact-a-learning-leader-challenge\/<\/a><\/p>\n\n\n\n

    McNichols, D. (2016). Universal design for learning: Out of the classroom and into the corporate world. Training Industry<\/em>. https:\/\/trainingindustry.com\/magazine\/issue\/universal-design-for-learning-out-of-the-classroom-and-into-the-corporate-world\/<\/a><\/p>\n\n\n\n

    Miller, G. A. (1959). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review<\/em>, 101<\/em>(2), 343\u2013352. https:\/\/doi.org\/10.1037\/0033-295x.101.2.343<\/a><\/p>\n\n\n\n

    Sanders, L. (2019, August 15). Sustainability in training design and delivery<\/em>. Training Industry. https:\/\/trainingindustry.com\/articles\/content-development\/sustainability-in-training-design-and-delivery\/<\/a><\/p>\n\n\n\n

    Sweezie, J. (2018, September 13). How can I improve dull and boring training? <\/em>Friesen, Kaye and Associates. https:\/\/fka.com\/how-can-i-improve-dull-and-boring-training\/<\/a><\/p>\n\n\n\n

    Tannian, M. (2022, August 1). How to improve training transparency with LMS reporting. <\/em>NEOGOV. https:\/\/www.neogov.com\/why-neogov\/development\/improve-training-transparency-with-lms-reporting-and-tracking<\/a><\/p>\n\n\n\n

     Williams, S. W. (2001). The effectiveness of subject matter experts as technical trainers. Human Resource Development Quarterly<\/em>, 12<\/em>(1), 91\u201397. https:\/\/www.proquest.com\/docview\/234904707\/abstract\/511735A064AE4561PQ\/1<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

    The ever-evolving access to new or improved technology can be challenging for employees to keep abreast at the workplace. Job dissatisfaction or even frustration may occur when employees are mandated to learn a new system, technology, or software when they are accustomed to their current tools. Based on this context in my organization, six design … Continue reading “Assignment 2B: Design Principles”<\/span><\/a><\/p>\n","protected":false},"author":279,"featured_media":0,"comment_status":"open","ping_status":"","sticky":true,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[],"class_list":["post-415","post","type-post","status-publish","format-standard","hentry","category-lrnt524"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts\/415","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/users\/279"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/comments?post=415"}],"version-history":[{"count":9,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts\/415\/revisions"}],"predecessor-version":[{"id":435,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts\/415\/revisions\/435"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/media?parent=415"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/categories?post=415"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/tags?post=415"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}