Video design, storyboard, credits and references

Let’s Connect for Success

Design considerations , Storyboard, credits and references.

Who is my audience?

Primarily the Neurosensory senior management team, but also the front line managers of our clinical staff, the clinicians-in-charge. 

While we are based in the health services sector, specifically dealing with the ear, hearing and balance, the key characteristics of our team generalise across many small to medium private enterprises. There will be variation in the degree to which each of these factors holds true across organisations.  The cohesion of our management team is something that we all value highly, and I acknowledge that not everyone in a position similar to mine will have that advantage when making a presentation such as this.

As a management team:

We hold a diversity of specialist knowledge.

We value evidence based practice.

We share a belief in the importance of continuous improvement.

We share a history of project implementation, and seek to learn from our failures and improve on our successes.

We were all involved in a recent review of the Company’s vision, mission statement, core values, goals and competitive advantage statement.

We were all involved in creating the first draft of the business plan for 2014-15.

We are united by a desire to see the Company succeed.

We believe in the value of the services we offer.

We are united by a desire to see each employee succeed.

We believe that each of our employees come to work wanting to do their job well.

We vary in how directly the proposed use of elearning will impact on our role and areas of responsibility.

We are generally relatively sophisticated consumers of media.   (The Gruen Transfer has often been a subject of ‘water cooler’ conversation.)

How do I persuade them?

Since we value evidence-based practice, my aim is to appeal to reason rather than emotion, to convince rather than to entertain.

The business plan is to serve as the driver and checkpoint for all our projects in the coming year, so I intend to use that as my starting point and core theme throughout the presentation.

Information drawn from our context and from research will be used to develop the case for why the affordances offered by eLearning are necessary to achieve our business plan.  Then constructivist pedagogy will be presented as the best solution to those needs.

Implications for presentation design.

Focus – On the narration

Pace -  Brisk and animated conversation – not fast and flashy like ‘Did you know’, enough time for the listener to feel they’ve connected with the argument, but faster than ‘lecture pace’. I want to keep the momentum up and I need to build my argument in a short time.

Music -  If any, subtle in the background to signal transitions, perhaps just for a few seconds at the introduction and to signal transitions in and out from the mind map.  Don’t want it to compete with the narration for attention. Might not use any at all.

Effects -  Very limited use, and only if they are attention getting in subservience to learning (eg. by highlighting or illustrating key concepts) not for their own sake.  

Could experiment with voice altering software for the introduction -  a twist on the familiar and expected that serves as an attention grabber. 

Visuals -  Simple and clean images.   Background a clean white or light tint.  Might use pale tint background, and change tints to signal topic changes.

Mind map of business plan 2014/15 will be the visual theme

·      The business plan has the highest relevance for every member of our team as our individual KPIs are all drawn directly from the business plan. 

·      The team all saw me drafting and working on the mind map over the course of our meetings, so it serves as a reminder of all those discussions.

·      The CEO is using it as a visual aid as she presents the business plan at each of the clinics.

·      Copies will be displayed in each clinic to help us maintain our focus on the core projects.

Images  -  Need to be in keeping with the style set by the mind map, so stylised, symbolic and cartoonish.  Use a cartoon style man whenever portraying people.  Cartoon figures used will all be licensed from Can Stock, and this type of presentation is covered by the terms of use so there are no copyright issues.
Images are intended to engage the viewer, but not to increase cognitive load to the point they distract from or compete with the message, instead of reinforcing it. Use the minimum visual detail required to convey the specific meaning.

Avoid mixing with photos of detail rich images.

Fonts -   Clean and simple.  Usually not more than two font styles or families on a slide at a time.  Probably no more than four or five fonts across whole presentation.  Consistency of use of font across ‘sublevels’ of presentation, eg Headers versus text information boxes 

I’m seeking to create a style and theme that I can use on an ongoing basis.   I’m optimistic that my presentation will be successful and that the management team will agree to begin implementing this approach to blended learning. If so, I want to be able to use this style in future pitches as I identify the specific investments required to enable implementation, eg engaging consultants to assist in design and personalisation of a learning system, such as Totara (a commercialised version of the Moodle platform), making changes to our existing IT capacity and processes.  I also want to be able to carry some of the visual images forward in documents related to the project.

Title slide

Text -  Let’s connect for success.

Introduction slide

Text:  Not that long ago, in a board room not very far away…..  ( homage to star wars opening titles).

Picture of actual mind map of business plan for 2014-15 –focus on the central cartoon figure of the client, standing on the core values and surrounded by the 8 projects identified in the business plan.

Transition to cartoon graphic of central figure with the 8 project bubbles.   Place question marks just out from each of the project bubbles that will be referred to in the presentation so audience can see what will be talking about.

Initially question mark connected by dot trail - once have discussed each project and return to image will replace with a key icon/image from the discussion. Serve as visual reminder of what have talked about as question marks are progressively replaced by symbols/images.

Colour of each of the project bubbles can be used as theme colour for related slides.

Script:

In March, the management team met at global headquarters to develop our next business plan.  We identified eight projects,  all focused on the client experience. How will we deliver them?

Project slides: 

How can our clinicians help you more?

Images:

Client cartoon figure beside client cartoon figure

Text:  Neurosensory # client experience

Script:

The focus of our business plan is the client experience, if we want our clients to engage with Neurosensory as their partner in the hearing health journey, we need our clinicians to be engaged with their work.

They must listen to the needs of our clients and those closest to them.  Then use their experience and knowledge shared by colleagues, make confident recommendations.  We need our clinicians to evaluate and compare device features, then to be creative in using and adapting those capabilities to meet our client’s needs.

What solutions do you need?

Images:

graphic representing connections between aid, remote, TV and phone.  

Script:

Hearing aids are complex, digitally programmable devices - that connect by bluetooth to remote controls and phones, and stream from TVs and sound systems.  They should help our clients become autonomous users of the constantly changing hearing technology - and remain calm under the pressure of troubleshooting.

How can we be where you need us?

Images:

Map of Australia, solid arrows going out from Brisbane indicating establishment of new physical clinics..  Dotted lines go out to represent services delivered remotely.

Script:

As our footprint grows over greater distances and multiple time zones, we face the challenge of maintaining consistency of standards, currency of knowledge, and our culture of care.

Emerging technologies will allow us to deliver our expert services in regions where we don’t even have a physical presence. But we’ll have to master the technology to deliver those services – using the network speed where our clients live.

How can we each be better at what we do?

Images:

Cartoon of client figure is on right of slide fades out and clinician figure fades in.

Text- names of 15 top capabilities each fly in over course of narration.

Script:

Before we talk about HOW we help our clinicians be better, let’s reflect for a minute on what we want them to become.  What capabilities do our ideal clinicians have?

International research has identified that across all disciplines the top 15 capabilities are very similar. 

The ideal clinician has energy, enthusiasm and passion  -  they think laterally and creatively.

They are true to their values and ethics, transparent and honest in their dealings and willing to give credit to others.

They have empathy, listening to different points of view and presenting effectively to different groups.

They have perseverance, learning from their experience and errors and understanding their personal strengths and limits.

They remain calm under pressure.

They are -  professional   and engaged.

How do we develop professionalism? 

Images:

Cartoon figure of professional is on right side of screen.  Text box on left side.

Text – role modelling,  personal reflection

Script:

It is widely agreed that role modelling and personal reflections are the most effective techniques, ideally guided by an experienced mentor.  We incorporate elements of this into our training – but we can do more.

Like most workplace learning, professionalism is

developed mostly through informal learning rather than being directly taught.  So we need to take steps to ensure the quality of that informal learning, for all clinical staff, whatever their location.

We can encourage our clinicians to develop connections with clinical champions, from within and outside the company.  We can foster collaboration, and the role of our clinical champions, through web based case conferences, clinical forums   -  and the sharing of success stories (and failures) in personal learning blogs.

We can develop the habit of reflective practice -  modelling this skill through the personal learning blogs of clinical champions -  and including an expectation of reflective practice into clinician’s personal development plans.

What’s engagement?

Images:

Cartoon figure of clinician on right side of screen.  Text box on left side of screen.

Text – definition:  Employee engagement is the extent to which employees feel passionate about their jobs, are committed to the organization, and put discretionary effort into their work.

Script:

Engagement is more than being satisfied at work, it’s the extent to which employees feel passionate about their jobs, are committed to the organization, and put discretionary effort into their work.  It impacts business profitability.

How do we develop engagement?

Images:

Cartoon figure of clinician on right side of screen.  Text box of left side of screen.

Text box:  Starts with equations   $ + $  / engagement.        $ + ? = engagement

Over course of narration? is replaced with text – autonomy, mastery, purpose

Change to slide with topic words ‘autonomy’, ‘mastery’ and ‘purpose’ listed down right side.

Mastery      -

Change to image of Ebbinghaus forgetting curve.             

Script:

It may surprise you that engagement isn’t just, or even mostly, about financial incentives.

For tasks that require at least some cognitive involvement or problem solving,

if you pay an adequate base salary, the secret to engagement is – autonomy, mastery and purpose.  Of these I’ll be focusing most on mastery. 

Mastery

It’s not our role to teach clinicians all they need to know to become master practitioners. – we couldn’t, knowledge is changing too fast.  We can make sure they have a sound understanding and application of the principles, and the skills to continually evaluate and update their knowledge. That they have good connections with technologies and social networks for learning and sharing, within and across disciplines.

Text box changes to:  Neuropsychology proves the brain acts to minimise danger  (away response) and maximise reward (toward response) 

The away response is stronger, faster and longer lasting than the toward response. (Rock, 2009)

Script:

Our desire to avoid feeling foolish in front of clients or workmates is far more powerful than our good intentions to implement what we’ve just learned.

So if clinicians don’t feel capable of delivering a service, or if they try to apply what they’ve learned, can’t remember exactly, and have no support, they’ll avoid the desired new behaviour and continue to do what they’ve always done.    

Retention

Image: 

Ebbinghaus forgetting curve.

Script:

This is the Ebbinghaus forgetting curve.  It shows that much of formal learning, out of context, is wasted.  Within an hour you’ll have forgotten over 55% of the information I’ve just shared.  But if I’ve been able to make it relevant to you, given the information in chunks, repeated it, and ask you to recall some of it….   then maybe you’ll be ahead of the curve.

The best way to improve recall is to repeatedly reengage with the information over time.   Or to present many short sessions over a long period of time.  We’re probably can’t do it face to face, but we can do it electronically.

(Text box appears:  Distributed learning – short sessions spread out over a long period of time.

Optimum schedule for reengagement:  Every sixth day for the first thirty days, and then every two months for the next six months.  McDaniel, M.  )  [not included in final presentation as judged to make the screen too busy]

Script:

Like most workplaces, our clinicians may not have discretion over which clinical skills and capabilities they develop, but we can provide multiple ways of supporting and scaffolding their learning – however, whenever and wherever it needs to happen. 

[We can blend their face-to-face apprenticeship of skills, with learning resources that can be accessed on a repeated basis.

We can provide links to additional explanations and examples, as a launching pad to independent inquiry, but avoid the paralysis of decision fatigue – that comes from having too much information.       Cut from final script to keep within 6 minute time limit]

We can provide case simulations that allow them to exercise critical thinking, experience consequences and receive feedback.   As we help them move from ‘how and what’ to ‘why and when’ we’ll share in the new knowledge they discover.

To borrow from a shampoo ad, it won’t happen overnight, but if we progressively include this as a deliberate strategy in our training, we can make it happen.

Images: 

Picture with symbols against all of project bubbles.

Changes back to mind map of business plan

Script:

When our clinicians are engaged in ensuring the highest quality of client experience, using optimum technologies, delivered by methods that best serve each client – wherever they may be…

Image:  Text box with company vision statement.

Script:

Then we’ll be set to be the largest and most respected ENT centric audiology company in Australia.

Are you ready?

Credits and References

Images: 

The silhouette figures of the client, the clinician and the questioning figure are all used under licence from CanStock.

Green check mark: By Nobbler 76 (Own work) [Public domain], via Wikimedia Commons.

Audio loop symbol, map of Australia, ruler,brain image and red cross in a black box were all sourced from Pixebay www.pixebay.com, and under their terms are free for reuse and modification without attribution, including commercial applications.

Mobile phone icon. Shmector.com/photo/3d_mobile_phone_icon/1-0-646

The Ebbinghaus forgetting curve.  Wikipedia  www.thefullwiki.org

Characteristics of the ideal clinician.

Carrington, A.  If you exercise these capabilities you will be employed.  www.unitynet.au, March 13, 2013.

Professionalism – role modelling and reflections

Birden, H., Glass, N., Wilson, I., Harrison, M., Usherwood, T. & Nass, D.  (2011).  Teaching professionalism in medical education: a best evidence in medical education (BEME) systematic review.  www.bernecollaroation.org/downloads/1387/birden-SR-web.pdf

Brennan, M. D. & Monson, V. (2014).  Professionalism: good for patients and health care organizations.  Mayo Clinical Proceedings, 89(5), 644-652.

Benefits of engagement slide:  

http://dop.bps.org.uk/organisations/insights-research/the-business-benefits-of-employee-engagement$.cfm

Towers Perrin ISR.  http://dop.bps.org.uk/organisations/insights-research/the-business-benefits-of-employee-engagement  -  Fifty international companies were followed over a period of 12 months.   The earnings per share of companies with a highly engaged workforce rose by 37.1%  Over the same 12 month period the there was an 11.2% decrease in earnings per share if the company had below average staff engagement.

Informal learning

70:20:10 model :  http://www.internettime.com/2012/03/is-702010-valid/

Ebbinghaus forgetting curve/distributed learning.

Distributed learning – short sessions spread out over a long period of time.

Optimum schedule for reengagement:  Every sixth day for the first thirty days, and then every two months for the next six months.  McDaniel, M.