Instructional Designer

Case Study: Enhancing Remote Work Experience at XYZ Corporation

 

Background:

XYZ Corporation, a global company specializing in technology solutions, experienced a decline in employee retention rates after transitioning to remote and hybrid work arrangements. This shift resulted in frequent recruitment efforts, extensive training sessions, and ultimately, a decrease in overall profitability. Recognizing the need for intervention, Lauren Scheloske, an instructional designer within the organization, proposed a comprehensive eLearning course titled "Boundaries and Balance in the Remote Workspace" to address the challenges faced by remote and hybrid business professionals.

 

Challenge:

The company observed that remote workers often struggled with issues such as maintaining work-life balance, feeling isolated, and managing boundaries between their professional and personal lives. These challenges significantly impacted employee well-being, job satisfaction, and ultimately, organizational performance. There was a pressing need to equip employees with the necessary skills and knowledge to navigate the complexities of remote work successfully.

 

Solution:

I spearheaded the development of an innovative eLearning course designed to empower remote and hybrid employees with practical tools for creating a healthy work-life balance. Leveraging my expertise in instructional design, eLearning development, and visual design, I meticulously crafted the course content and structure to address the identified challenges effectively.

 

Course Overview:

The course, "Boundaries and Balance in the Remote Workspace," aimed to provide remote and hybrid business professionals with actionable strategies for optimizing their remote work experience. Through a combination of how-to guides and problem-solving activities, learners would acquire essential skills in time management, boundary setting, and stress management.

 

Target Audience:

The target audience for the course comprised corporate employees, particularly those working remotely or in hybrid setups. Recognizing the unique challenges faced by this demographic, the course was tailored to address their specific needs and circumstances.

 

Modality and Learning Outcomes:

The course was designed as an asynchronous learning experience, allowing learners to progress at their own pace. It featured a variety of multimedia resources, including PDFs, videos, and online discussion forums, to enhance engagement and flexibility. The primary learning outcomes focused on setting healthy boundaries and managing technology use to promote work-life balance and productivity.

 

Instructional Design Approach:

I adopted a hybrid instructional design model, drawing from SAM 1 and SAM 2 methodologies, to ensure the course's effectiveness and relevance. By incorporating principles of connectivism, constructivist learning theory, and andragogy, I aimed to foster learner engagement, collaboration, and autonomy throughout the course.

 

Digital Media Integration:

To enhance learning and engagement, I utilized a range of digital media, including interactive modules, podcast interviews with industry experts, and social media resources for self-care and wellness. These diverse media formats catered to different learning styles and preferences, enriching the overall learning experience.

 

Evaluation and Feedback:

For course evaluation, I opted for the OSCQR course design review, which provided valuable insights into areas for improvement, particularly in fostering a sense of community within the course. Additionally, an end-of-course survey, based on the Kirkpatrick Level One survey, was implemented to gather feedback from learners and facilitate continuous improvement.