Peer Graded Assignment : Reflection 

 Pilot Project : Designing the Right Learning Solution 

 Challenge 

 My company is a learning and development performance - based consultancy servicing the South   African market . One of our services includes consulting for learning and development strategies and   programme design for the workplace . At the end of last year a new client approached us with a   problem they are currently facing with one of their government clients . The government client   requires a software solution customised and designed to meet a new business need : becoming   compliant with new government regulations with regards to finance and reporting across their local   offices . The obstacles our client faced in designing , developing and effectively rolling out the new   software solution included : the need to upskill staff on the new software components ; the need to   design a learning intervention that supports the roll - out of the software solution ; the diverse range   of computer literacy skills ; the challenge of teaching complex , technical , and information heavy   content to a broad audience who needs to understand varying levels of complexity and information   based on role and position in the local office ; a dislike for training and therefore a past trend of   shocking attendance for compulsory training resulting in staff lacking in required knowledge to be   role and job competent ; and limited access to connectivity , hardware and training facilities . 

 The challenge ? How do we conceptualize a training programme , intervention(s ) and knowledge   support process that will upskill the staff to become competent in operating the new software ; how   do we design a programme specific to the needs of this client that has a diverse audience ( varying   levels of education , computer literacy , English language skills and knowledge of the new government   regulations ) ; a programme that wo n’t interfere too much with business as usual ; a programme that   can adapt to both the virtual and physical environments ; and a programme that the staff actually   want to engage with and therefore partake in the upskilling and training process . 

 Selection 

 At this stage in the client engagement we had a very clear view of the client need and could   therefore make some assumptions about a possible ( or a few possible ) learning solutions that could   be designed to overcome the challenges listed above . For this reason , the learning launch tool was   the most appropriate and effective tool to use for this stage of the design thinking process . 

 The learning launch tool was used as a vehicle to test our ideas ( hypothesis ) about an effective and   appropriate learning solution in the real market by conducting a pilot project with a small sample   group of our target audience . The pilot would provide the opportunity to not only implement an   idea in a fast and cost - effective manner , but it would also provide insight into our assumptions and   how those align to the actual dire needs of the target audience . That insight would provide the   platform to review and either roll - out the learning solution at scale or refine the solution and then   re - test and roll - out once ready , or to abandon the solution and go back to the drawing board . 

 This methodology was favorable for this client as the client was under extreme time pressures to   roll - out a learning solution to support the product roll - out , and therefore needed to launch some   kind of solution to satisfy their client , whilst at the same we were given the opportunity to run a   relatively fast and cheap experiment before a large scale roll - out of a support learning solution . 

 Application 

 In order to conduct the learning launch ( the pilot project ) , our team used the information on the   target audience , already gathered by the client , to design a learning solution that would address the   needs of the client ( upskill staff to become competent in using the new software ) but that would   also take into consideration the challenges of training the target audience that we were already   aware of . 

 We started with the first Module that was to support the roll - out of the first software solution   component that all of the target audience was already introduced to by their Change Management   Department , their Managers , and the Client ’s specialized solutions architects . In order to meet the   needs of the target audience whilst avoiding the potential set - backs identified in the challenges , we   designed a pilot that would contain the following features / design spec : 

 •   A blended learning solution that included : 

 o independent online ubiquitous and asynchronous learning   o facilitated face - to - face classroom sessions and synchronous learning    o social learning through peer - to - peer interaction activities both in the workplace and 

 on the virtual learning environment 

 o remote teaching and technical support via WebEx Team sessions and synchronous 

 learning with a selection of time slots to best suit the availability of learners 

 •   A learning experience that comprised of three parts : 

 o 1 ) interactive learning through engaging in : 

 ▪   Prescribed learning path 

 ▪   Short pop - up descriptions , targets , goals , instructions , and learning   outcomes – in easy English , and non - complicated language use 

 ▪   Short interactive tutorials : drag & drop ; multiple choice ; true or false –   practice application of assimilated knowledge 

 ▪   Illustrated booklets that form the learner guides – visual rather than text   heavy for those that are not skilled in English and those that have short   attention spans 

 ▪   Informal interactive assessment activities – constantly tests knowledge at   the end of small sections in a fun and stimulating way to constantly practice   what is being learnt 

 ▪   One formal interactive assessment activity – final competency assessment   ( pass or need to repeat training with recommendations on areas in need of   re - training ) 

 o 2 ) knowledge repository : 

 ▪   Information retrieval ( all content and information contained in documents   intended as reference documents and glossaries ) 

 ▪   Videos 

 ▪   Supporting documents 

 ▪   Useful links 

 o 3 ) social learning : 

 ▪   Compulsory peer - to - peer discussions on specific reflection questions that   are designed to assess whether or not learners have achieved learning   outcomes with regards to the learning component 

 The pilot project was delivered over three weeks in which learners were introduced through a   classroom session to the programme design , objectives , and tools incorporated in the learning   experience , learners were given time to conduct independent and asynchronous learning , and then   learners were regrouped and engaged with in a second round of classroom sessions to wrap up the   programme and ensure each learner was enabled and ready to take the final assessment . 

 Feedback was collected via : 

 •   Interviews with Management staff , and Change Management Department 

 o Ascertain : 1 ) learner feedback from management perspective , 2 ) management 

 feedback on intervention for team – affect on job performance and competency   within the workplace , 3 ) recommendations from management perspective 

 •   Surveys answered by learners 

 o Ascertain : 1 ) learner feedback from learner perspective , 2 ) perceived self- 

 competency levels pre- and post - learning intervention , 3 ) recommendations from   learner perspective 

 •   Feedback forms that were analysed during the actual training intervention 

 o Continuously assessed learner feedback on a sub - module basis 

 Insight 

 The findings post - training were mostly positive and very interesting with the pilot deemed as a   success by the client and the government client . 

 Positives 

 •   Learning intervention resulted in a boost in job performance and competency according to   management staff 

 •   Learning intervention resulted in increased confidence of individuals ’ perceived competency   and knowledge from pre - training to post - training 

 •   99 % of learners were able to successfully utilize the new software component and saw   benefits to time , productivity , and accuracy 

 •   Learners enjoyed the interactive and diverse experience : interactive tutorials , info bubble   pop - ups , guided learning with progress bars and status information ( with goals and   timelines ) , interactive informal assessments 

 •   There was a 100 % attendance rate for both classroom sessions 

 •   There was a 100 % completion rate for the pilot group 

 •   Learners with lower computer literacy levels became more confident in accessing digital   learning content , and progressing through digital learning assets 

 Unexpected Negatives / Areas in Need of Improvement 

 •   The peer - to - peer interaction was poorly attended , with poor participation rates per   reflection question categorized into sub - section discussion threads 

 •   The remote sessions were poorly attended on scale with only a handful of learners that   utilized the support 

 •   Learners wanted a bit more on - the - ground support , or one more additional classroom   session to address more questions and provide one - on - one help in person 

 Approach 

 This pilot was deemed a great success by the target audience , the client , and by our team . We   successfully delivered a learning solution that enabled learners to become proficient in the use of   the new software and were able to perform as expected within their roles with improvements in   productivity and accuracy ( in capturing and reporting ) . 

 However , there were some downfalls to the learning design including : the peer - to - peer interaction   on the learning platform ; the remote support sessions ; and the facilitated classrooms sessions ( as   listed above ) . 

 Our recommendations to the client for the full scale roll - out therefore included a refined learning   solutions that reduced the requirement for peer - to - peer interaction as a compulsory activity , and   encouraged peer - to - peer as bonus points and for those interested ; we suggested keeping the   remote support sessions and viewed this as a necessary cost to cater to those individuals in need of   extra help as this method is still more cost - effective that requiring external on - the - ground support ;   and we included an additional classroom sessions , as more of a Q&A session , mid - way between each   module of training to give that extra boost of face - to - face required support . 

 Using the Learning Launch Tool was highly effective in this case because we got to test our ideas   relatively quickly and without too hefty a cost incurred , we learnt more about our target audience ’s   learning needs , and we were ale to design a highly effective , and enjoyable learning solution for the   entire project . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Peer Graded Assignment : Reflection 

 Pilot Project : Designing the Right Learning Solution 

 Challenge 

 My company is a learning and development performance - based consultancy servicing the South   African market . One of our services includes consulting for learning and development strategies and   programme design for the workplace . At the end of last year a new client approached us with a   problem they are currently facing with one of their government clients . The government client   requires a software solution customised and designed to meet a new business need : becoming   compliant with new government regulations with regards to finance and reporting across their local   offices . The obstacles our client faced in designing , developing and effectively rolling out the new   software solution included : the need to upskill staff on the new software components ; the need to   design a learning intervention that supports the roll - out of the software solution ; the diverse range   of computer literacy skills ; the challenge of teaching complex , technical , and information heavy   content to a broad audience who needs to understand varying levels of complexity and information   based on role and position in the local office ; a dislike for training and therefore a past trend of   shocking attendance for compulsory training resulting in staff lacking in required knowledge to be   role and job competent ; and limited access to connectivity , hardware and training facilities . 

 The challenge ? How do we conceptualize a training programme , intervention(s ) and knowledge   support process that will upskill the staff to become competent in operating the new software ; how   do we design a programme specific to the needs of this client that has a diverse audience ( varying   levels of education , computer literacy , English language skills and knowledge of the new government   regulations ) ; a programme that wo n’t interfere too much with business as usual ; a programme that   can adapt to both the virtual and physical environments ; and a programme that the staff actually   want to engage with and therefore partake in the upskilling and training process . 

 Selection 

 At this stage in the client engagement we had a very clear view of the client need and could   therefore make some assumptions about a possible ( or a few possible ) learning solutions that could   be designed to overcome the challenges listed above . For this reason , the learning launch tool was   the most appropriate and effective tool to use for this stage of the design thinking process . 

 The learning launch tool was used as a vehicle to test our ideas ( hypothesis ) about an effective and   appropriate learning solution in the real market by conducting a pilot project with a small sample   group of our target audience . The pilot would provide the opportunity to not only implement an   idea in a fast and cost - effective manner , but it would also provide insight into our assumptions and   how those align to the actual dire needs of the target audience . That insight would provide the   platform to review and either roll - out the learning solution at scale or refine the solution and then   re - test and roll - out once ready , or to abandon the solution and go back to the drawing board . 

 This methodology was favorable for this client as the client was under extreme time pressures to   roll - out a learning solution to support the product roll - out , and therefore needed to launch some   kind of solution to satisfy their client , whilst at the same we were given the opportunity to run a   relatively fast and cheap experiment before a large scale roll - out of a support learning solution . 

 Application 

 In order to conduct the learning launch ( the pilot project ) , our team used the information on the   target audience , already gathered by the client , to design a learning solution that would address the   needs of the client ( upskill staff to become competent in using the new software ) but that would   also take into consideration the challenges of training the target audience that we were already   aware of . 

 We started with the first Module that was to support the roll - out of the first software solution   component that all of the target audience was already introduced to by their Change Management   Department , their Managers , and the Client ’s specialized solutions architects . In order to meet the   needs of the target audience whilst avoiding the potential set - backs identified in the challenges , we   designed a pilot that would contain the following features / design spec : 

 •   A blended learning solution that included : 

 o independent online ubiquitous and asynchronous learning   o facilitated face - to - face classroom sessions and synchronous learning    o social learning through peer - to - peer interaction activities both in the workplace and 

 on the virtual learning environment 

 o remote teaching and technical support via WebEx Team sessions and synchronous 

 learning with a selection of time slots to best suit the availability of learners 

 •   A learning experience that comprised of three parts : 

 o 1 ) interactive learning through engaging in : 

 ▪   Prescribed learning path 

 ▪   Short pop - up descriptions , targets , goals , instructions , and learning   outcomes – in easy English , and non - complicated language use 

 ▪   Short interactive tutorials : drag & drop ; multiple choice ; true or false –   practice application of assimilated knowledge 

 ▪   Illustrated booklets that form the learner guides – visual rather than text   heavy for those that are not skilled in English and those that have short   attention spans 

 ▪   Informal interactive assessment activities – constantly tests knowledge at   the end of small sections in a fun and stimulating way to constantly practice   what is being learnt 

 ▪   One formal interactive assessment activity – final competency assessment   ( pass or need to repeat training with recommendations on areas in need of   re - training ) 

 o 2 ) knowledge repository : 

 ▪   Information retrieval ( all content and information contained in documents   intended as reference documents and glossaries ) 

 ▪   Videos 

 ▪   Supporting documents 

 ▪   Useful links 

 o 3 ) social learning : 

 ▪   Compulsory peer - to - peer discussions on specific reflection questions that   are designed to assess whether or not learners have achieved learning   outcomes with regards to the learning component 

 The pilot project was delivered over three weeks in which learners were introduced through a   classroom session to the programme design , objectives , and tools incorporated in the learning   experience , learners were given time to conduct independent and asynchronous learning , and then   learners were regrouped and engaged with in a second round of classroom sessions to wrap up the   programme and ensure each learner was enabled and ready to take the final assessment . 

 Feedback was collected via : 

 •   Interviews with Management staff , and Change Management Department 

 o Ascertain : 1 ) learner feedback from management perspective , 2 ) management 

 feedback on intervention for team – affect on job performance and competency   within the workplace , 3 ) recommendations from management perspective 

 •   Surveys answered by learners 

 o Ascertain : 1 ) learner feedback from learner perspective , 2 ) perceived self- 

 competency levels pre- and post - learning intervention , 3 ) recommendations from   learner perspective 

 •   Feedback forms that were analysed during the actual training intervention 

 o Continuously assessed learner feedback on a sub - module basis 

 Insight 

 The findings post - training were mostly positive and very interesting with the pilot deemed as a   success by the client and the government client . 

 Positives 

 •   Learning intervention resulted in a boost in job performance and competency according to   management staff 

 •   Learning intervention resulted in increased confidence of individuals ’ perceived competency   and knowledge from pre - training to post - training 

 •   99 % of learners were able to successfully utilize the new software component and saw   benefits to time , productivity , and accuracy 

 •   Learners enjoyed the interactive and diverse experience : interactive tutorials , info bubble   pop - ups , guided learning with progress bars and status information ( with goals and   timelines ) , interactive informal assessments 

 •   There was a 100 % attendance rate for both classroom sessions 

 •   There was a 100 % completion rate for the pilot group 

 •   Learners with lower computer literacy levels became more confident in accessing digital   learning content , and progressing through digital learning assets 

 Unexpected Negatives / Areas in Need of Improvement 

 •   The peer - to - peer interaction was poorly attended , with poor participation rates per   reflection question categorized into sub - section discussion threads 

 •   The remote sessions were poorly attended on scale with only a handful of learners that   utilized the support 

 •   Learners wanted a bit more on - the - ground support , or one more additional classroom   session to address more questions and provide one - on - one help in person 

 Approach 

 This pilot was deemed a great success by the target audience , the client , and by our team . We   successfully delivered a learning solution that enabled learners to become proficient in the use of   the new software and were able to perform as expected within their roles with improvements in   productivity and accuracy ( in capturing and reporting ) . 

 However , there were some downfalls to the learning design including : the peer - to - peer interaction   on the learning platform ; the remote support sessions ; and the facilitated classrooms sessions ( as   listed above ) . 

 Our recommendations to the client for the full scale roll - out therefore included a refined learning   solutions that reduced the requirement for peer - to - peer interaction as a compulsory activity , and   encouraged peer - to - peer as bonus points and for those interested ; we suggested keeping the   remote support sessions and viewed this as a necessary cost to cater to those individuals in need of   extra help as this method is still more cost - effective that requiring external on - the - ground support ;   and we included an additional classroom sessions , as more of a Q&A session , mid - way between each   module of training to give that extra boost of face - to - face required support . 

 Using the Learning Launch Tool was highly effective in this case because we got to test our ideas   relatively quickly and without too hefty a cost incurred , we learnt more about our target audience ’s   learning needs , and we were ale to design a highly effective , and enjoyable learning solution for the   entire project .
### Output: 