Krell Technologies: Interview Process
Krell Technologies: Interview Process
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Project Overview
Project Overview
As a result of an allegation that HR was discriminatory in its hiring processes, Krell Technologies conducted a performance analysis and identified a performance gap. I was tasked with creating training that would bring newly hired members of the hiring committee up to speed on the behavioral interviewing process and appropriate and inappropriate interview questions.
Category: New hire orientation
Role: Instructional Designer, eLearning Developer, Graphic Designer.
Category: New hire orientation
Role: Instructional Designer, eLearning Developer, Graphic Designer.
Tools Used:
Tools Used:
Articulate Rise
Camtasia
Audacity
Snagit
Canva
Project Summary
The Behavioral Interviewing process is a method that can eliminate unfairness and help recruiters minimize accusations of discriminatory hiring practices. This training outlines the best practices for hiring managers and highlights the questions considered appropriate or inappropriate during interviewing.
Project Summary
The Behavioral Interviewing process is a method that can eliminate unfairness and help recruiters minimize accusations of discriminatory hiring practices. This training outlines the best practices for hiring managers and highlights the questions considered appropriate or inappropriate during interviewing.
My Development Process and Design Decisions
I started by reviewing the resource material provided by the client. The source material included a guide from the Society for Human Resource Management for conducting behavior interviews, appropriate/inappropriate interview questions, and an article on illegal interview questions to avoid.
I chunked the content into five modules and created a storyboard.
My Development Process and Design Decisions
I started by reviewing the resource material provided by the client. The source material included a guide from the Society for Human Resource Management for conducting behavior interviews, appropriate/inappropriate interview questions, and an article on illegal interview questions to avoid.
I chunked the content into five modules and created a storyboard.
See the course layout.
As the training targets declarative knowledge, providing the relevant material necessary to close the gap would likely result in a text-heavy info dump and disengaged learners. To reduce the chances of disengaging the learners, I decided to design the course introduction in the form of an address by the HR Director to create buy-in for the learners, foster increased engagement, introduce the learning objectives and personalize the learning experience.
As the training targets declarative knowledge, providing the relevant material necessary to close the gap would likely result in a text-heavy info dump and disengaged learners. To reduce the chances of disengaging the learners, I decided to design the course introduction in the form of an address by the HR Director to create buy-in for the learners, foster increased engagement, introduce the learning objectives and personalize the learning experience.
Learner autonomy
I'm a big proponent of providing learners autonomy in my courses. Therefore, I was reluctant to restrict the content and have learners complete the lessons in order. I did compel learners to complete the previous content before moving through the lessons, as I considered that my target audience was new to recruiting at Krell.
Learner autonomy
I'm a big proponent of providing learners autonomy in my courses. Therefore, I was reluctant to restrict the content and have learners complete the lessons in order. I did compel learners to complete the previous content before moving through the lessons, as I considered that my target audience was new to recruiting at Krell.
Knowledge Checks
Even though I included knowledge check questions in lessons two and three, they do not serve as graded learner assessments but as comprehension questions for learners to self-evaluate their learning and comprehension and receive feedback.
Knowledge Checks
Even though I included knowledge check questions in lessons two and three, they do not serve as graded learner assessments but as comprehension questions for learners to self-evaluate their learning and comprehension and receive feedback.
Addressing Cognitive Load
I attempted to provide a more engaging learner experience and reduce the course's cognitive load using multimedia. I included an explainer video to break down an essential concept and major learning objective of the course.
Addressing Cognitive Load
I attempted to provide a more engaging learner experience and reduce the course's cognitive load using multimedia. I included an explainer video to break down an essential concept and major learning objective of the course.
The video was made using Camtasia.
Near-skill transfer
Experience as an instructional designer has taught me the benefits of developing job aids for learners. They can provide moment-of-need learning and boost a performer's confidence while performing a task. Additionally, lesson two was particularly text-heavy, so I provided learners with a checklist they could refer to that would reinforce their learning and help them transfer their skills to their job.
Near-skill transfer
Experience as an instructional designer has taught me the benefits of developing job aids for learners. They can provide moment-of-need learning and boost a performer's confidence while performing a task. Additionally, lesson two was particularly text-heavy, so I provided learners with a checklist they could refer to that would reinforce their learning and help them transfer their skills to their job.
Job Aid - Behavioral Interview Process Checklist
Closing the Performance Gap
The performance gap reflected a dire need for performers to distinguish between appropriate and inappropriate interview questions. Rather than providing passive content for learners to wade through, I included an activity that learners could use to self-assess their awareness of whether an interview question was appropriate or inappropriate.
Closing the Performance Gap
The performance gap reflected a dire need for performers to distinguish between appropriate and inappropriate interview questions. Rather than providing passive content for learners to wade through, I included an activity that learners could use to self-assess their awareness of whether an interview question was appropriate or inappropriate.
Learner assessment
My client needed a way to ensure learners could apply the skills they'd learned to the job. The client, however, couldn't guarantee face-to-face or formal instructor-led training for learners to apply the skills they'd learned from this course. As a result, I included a scenario-based training module for learners to practice their skills. The scenarios covered the learning objectives, and the decision points provided the opportunity to practice far and near-transfer skills.
Learner assessment
My client needed a way to ensure learners could apply the skills they'd learned to the job. The client, however, couldn't guarantee face-to-face or formal instructor-led training for learners to apply the skills they'd learned from this course. As a result, I included a scenario-based training module for learners to practice their skills. The scenarios covered the learning objectives, and the decision points provided the opportunity to practice far and near-transfer skills.
Course Wrap Up
Knowing that training covering all the content available to close the learning gap would result in a mammoth of a learning object, I provided links to more resources to encourage learners to self-direct their learning as they deem fit.
Course Wrap Up
Knowing that training covering all the content available to close the learning gap would result in a mammoth of a learning object, I provided links to more resources to encourage learners to self-direct their learning as they deem fit.
Conclusion
The client was satisfied with the module and made a few suggestions regarding providing more precise feedback for performers instead of just correct/incorrect responses. This was so learners would know what they were doing right or wrong. I worked on incorporating feedback in a way that didn't sound redundant or overly repetitive.
Conclusion
The client was satisfied with the module and made a few suggestions regarding providing more precise feedback for performers instead of just correct/incorrect responses. This was so learners would know what they were doing right or wrong. I worked on incorporating feedback in a way that didn't sound redundant or overly repetitive.
Reflection
Looking back, I would remove restrictions from lessons two and three so that learners can take the course in the order they choose, return to the course for refresher training, or use it as a job aid without any frustrating restrictions.
I would, however, restrict access to the scenario-based lesson until learners have completed the course to ensure compliance and assessment purposes. Overall, I was satisfied with how this module evolved.
Reflection
Looking back, I would remove restrictions from lessons two and three so that learners can take the course in the order they choose, return to the course for refresher training, or use it as a job aid without any frustrating restrictions.
I would, however, restrict access to the scenario-based lesson until learners have completed the course to ensure compliance and assessment purposes. Overall, I was satisfied with how this module evolved.
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