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Dirksen, J. (2015). Design for how people learn (2nd ed.). New Riders.

Puiu, T. (2023, May 23). What is Bloom’s Taxonomy: the pyramid of true learning. ZME Science. https://www.zmescience.com/feature-post/resources/school-study/what-is-blooms-taxonomy-the-pyramid-of-true-learning/

University of California. (2017). SMART goals: a how to guide. https://www.ucop.edu/local-human-resources/_files/performance-appraisal/How%20to%20write%20SMART%20Goals%20v2.pdf

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Here are some of the Business Problem Botanica currently faces:

Low levels of knowledge transfer are happening due to a high volume of information delivered in instructor led format, condensed into a short period of time. This results in slow ramp-up, and is time consuming for senior staff delivering training. In addition, a lack of assessment strategy makes learning transfer difficult to gauge, and provide support where needed.

A high volume of product specific knowledge is necessary for care and maintenance of stock. Low levels of knowledge retention creates knowledge gaps, resulting in stock loss, and therefore financial impact.

Where employees need to seek advice when completing tasks due to knowledge gaps, they look for senior staff. Stores are generally large, so this is inefficient, and a lack of easily accessible knowledge resources further hinders productivity.

Equally, dependence on senior staff for critical knowledge affects their own productivity when supporting new hires. This also creates risk when they leave stores, as the knowledge does too.

Due to a fully instructor led programme with handout resources created by staff of each individual store, training varies across locations. Varied levels of product knowledge across sites results in inconsistent customer experiences, and lower customer satisfaction levels than desired for Botanica locations.

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To determine the macro design of this programme, I used a top down approach to target all learning outcomes, breaking the content in to six modules to ‘chunk’ learning and prevent cognitive overload. I organised the content in to key modules and associated topics to target the knowledge, skills and behaviours that would need to be developed in this programme.

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In designing a learning initiative for my learner personas, beginning a new role in a houseplant store, I considered the following:

Given the learner's novice level, I thought it best to avoid extensive botanical theory in the content, and focus on practical, in-store scenarios. This approach would benefit all learners, whether they're interested in tropical plants, or more extrinsically motivated (Dirksen, 2015).

Finding senior staff to query issues in large stores can be challenging, so I felt staff should be able to reference process information and care guidance on the job to maintain productivity after they complete onboarding. All staff will have access to onboarding online content and on-demand micro-learning resources for this reason.

For on-demand learning, the LMS should be tablet and mobile-compatible, with content designed for mobile use, with minimal text resizable fonts for mobile or tablet devices so our learners can use these resources with ease.

A very simple, user-friendly LMS, where all content can be accessed via a single app, for those who are not as used to using multiple apps, and relatively new to digital learning,

Since Botanica hires sociable individuals who interact well with customers, face-to-face workshops with demonstrations and learning activities (i.e. treasure hunts in store) will be included.

For my learner persona Andres, who has English as a second language, I determined that content must be in plain English with definitions for new botanical terms. Each online module will include a glossary for easy reference.

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Defining the Learning Gap and Deriving Learning Outcomes

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Defining the Learning Gap and Deriving Learning Outcomes

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The learning gap in this case, is at a novice entry level, where new hires have no prior experience of the knowledge or skills required. In the image above, I have derived learning outcomes with Bloom’s Taxonomy, based on its different levels of thinking skills.

To ensure these goals were specific and relevant for the participants, I used SMART goals to assess the learning outcomes I had built (University of California, 2017). For example, let's look at how the following outcome is SMART:

Implement plant care and pest control processes and procedures in store

Specific: Learners will take the actions of implementing plant care procedure and pest control methods.

Measurable: In-store productivity measures will measure this.

Achievable: The two week programme means this is a reasonable goal.

Relevant: This is an important goal for the core tasks of Plant Specialists in-store.

Time-bound: By the end of this two week programme, this outcome can be met.

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The Botanica Customer Advisor & Plant Specialist Role Onboarding, for all Botanica locations, is a blended, synchronous, two-week training programme, with both online and in person elements. The programme follows a linear learning flow, with scheduled hours to complete online lessons and quizzes, subject to individual store scheduling.

The building blocks of the programme include online eLearning modules with lessons and quizzes to assess the learning outcomes targeted for the module (Articulate Storyline), both hosted in an LMS, in person workshops and assessment, and in store tasks.

In-person workshops, led by senior staff, follow online lessons and allow learners to practice skills presented in online content, ask questions, and receive feedback. They enable facilitators to assess learning transfer and provide necessary support. While the programme provides guidelines for activities and demonstrations, stores can tailor workshops to specific learner needs. These workshops are important for developing the higher order thinking skills needed for diagnosing issues by visual inspection and recommending appropriate care and products to customers.

Facilitators assign additional tasks using a scaffolded approach, increasing in complexity and gradually reducing support, easing the learning curve as new hires complete more 'real' work in-store, with less and less support provided by staff. This method eases the learning curve, where support is gradually reduced until learners can complete tasks on their own (Dirksen, 2015).

As part of Botanica's greater digital learning initiative, learners will have access to all online content and additional mobile compatible micro-learning resources to be used in-store, to recap on content and use when needed, after they have completed onboarding.

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By the end of this course, learners will be able to;

Summarise Botanica Plant Specialist and Customer Advisor role responsibilities,

Outline product range on offer, and physical characteristics of the five families of plants carried in-store,

Implement plant care and pest control procedures,

Demonstrate correct watering and fertilising techniques, and determine correct light placement for plants in-store,

Diagnose various light, water, nutrition and pest issues based on visual inspection,

Recommend care guidance and products to customers in-store.