Design Document forCreating Compassionate Boundaries as Leaders

By Shelly Price

Purpose of the Course
/ In this course, participants learn how to effectively and compassionately respond to employees when they share personal or health information with their managers. Using the “ICU” conversation model, participants learn how to establish boundaries, follow company policy, maintain confidentiality, and provide employee support.
Audience Description
/ This course applies to managers of people in any industry or company size or anyone in a position within the Human Resources function.
Major Course Objectives (Terminal)
/ Terminal Objective: Supervisors correctly implement procedures according to the policy on sharing confidential employee information that demonstrates full compliance with the policy
Course Enabling Objectives
/ Enabling objective #1: Define the policy on sharing employee confidential information
Enabling objective #2: Categorize information that is confidential by correctly selecting from a list of employee information
RLO Enabling Objective
/ RLO Enabling objective: Define the policy on sharing employee confidential information
Learning Assessment for Course
/ At the conclusion of the course, learners will complete a formative, scenario-based quiz asking them to choose which actions are the best course of actions for the manager to take when guiding the employee during a conversation using the ICU model. Additionally, there are multiple knowledge checks throughout the course, embedded within the modules to check for understanding.
Learning Assessment for RLO
/ True/false quiz featuring scenarios/situations about whether sharing certain information is compliant with company policy and/or violates legal statute
Instructional Delivery method for Course (overall)
/ Asynchronous
Instructional Strategy for RLO
/ The instructional strategy for the RLO will be scenario-based learning to engage the learner from the start and to help them apply context from situations that have legal or policy-related consequences depending on which choices they make. From a development perspective, I understand this may require I design branching to layout hypothetical situations with outcomes for the different results the learners may choose. The goal in selecting this instructional strategy is for the learner to safely learn from their mistakes before they are faced with the real-life situation.
Media
/ The RLO will include text, graphics, an embedded document (sample policy), and audio narration.
508 Accommodations
/
  • All graphics will contain alternative-text description and will be void of movement or flickering
  • Any URLs will contain descriptive hyperlinks (if used)
  • An appropriate text-to-background color ratio will be maintained
  • All text will be in a recommended font (times New Roman, Helvetica, Arial, or Tahoma)
  • All voice narration will have a dowloadable matching transcript file
  • The CBT will have the minimum required media controls of video resizing, volume control, play/stop buttons, and the ability to turn captions on and off

Course Structure Description
/ The Creating Compassionate Boundaries as Leaders Course has 4 modules:
  • Module 1: Welcome to the Course
  • Module 2: Understanding and Applying the Policy Regarding Employee Confidentiality
  • Module 2: Introduction to the “ICU” Conversation Model
  • Module 3: Applying the “ICU” Conversation Model

Seat Time of Course
/ 2 Hours
Seat Time of RLO
/ 30 – 35 minutes
RLO Outline
/ See Appendix A

RLO Flowchart

/ See Appendix B

Screens/Pages in RLO

/ 20 Screens

Knowledge Checks or Other Assessments or Practices for RLO

/ 1 Dichotomous (T/F, Y/N, etc.)
1 Multiple Choice
0 Multiple Select
0 Drag and Drop
1 Custom – branching scenario where learners choose a yes or no path and see where itleads to a consequence
____Other – describe

Rollovers/click events

/ 0 Rollovers (but I may add them during the scenario, not quite sure)
15-17 Click Events

RLO Navigation

/
  • Constantly displayed menu on the left-hand side of the screen
  • Bookmark mechanism so learners can resume where they left off
  • Paging buttons: next, back, play, pause, home
  • Exit
  • Search (maybe)

Screen Layouts for RLO

/ Title SlideContent Slide
Interactive Slide Knowledge Check

Development Tools for RLO

/
  • Primary authoring tool: Articulate Studio
  • Graphics tools: Stock Photo Secrets (licensed)
  • Storyboading Tool
  • PowerPoint

Ownership

/ Human Capital Next, LLC, will develop the initial course, andthey will maintain the course.The course was originally developed for people leaders at FMP Consulting, a professional services firm in Arlington, VA.

Development Time of entire course and RLO

/ For the entire course: 60-70 hours (based on the ATD survey and estimated length of the total course and my experience with developing CBT, which this is my first project)
For the RLO: 20-30 hours (this is a total estimate based on how many slides I think I will have and assuming I will need to also do Module 1 since that’s the introduction)

Support requirements for RLO and course

/ The instructional designer will also act as project manager and subject matter expert for the course.

Project Sign-off [optional]

/ Please sign below indicating agreement with the proposed course plan and approving start-up of the storyboard and development phases.
Instructional DesignerDate
Project Manager/SponsorDate

Appendix A

RLO Outline

RLO Enabling Objective: “Define the policy on sharing employee confidential information”

Module 1: Welcome to the Course

Slide: Welcome

  • Title page: Creating Compassionate Boundaries as Leaders

Slide: Navigation Helpful Hints

  • How to navigate through the course

Slide: Meet Rosario

  • Throughout this course we will join a manager named Rosario on her own leadership journey as she makes decisions about how to best help her employees through their toughest times while maintaining appropriate boundaries at work

Slide: Course Objectives

  • After completing this course, you will be able to:
  • Correctly define a what it means to set a “compassionate boundary,”
  • Implement procedures according to the policy on sharing confidential employee information that demonstrates full compliance with the policy, and
  • Use the three components of a helpful conversation model with your employees who may be in distress called “ICU”, which stands for “identify the signs,” connect with the other person,” and “understand the way forward together”

Slide: Module 1 Objective

  • In this module, you will learn the definition of what it means to set a “compassionate boundary”

Slide: What do we mean by “compassionate boundaries?”

  • Setting compassionate boundariesmeans being empathetic while focusing the other person on actions to help themselves so they are empowered to do the activities that lead to the actual results
  • It means balancing needs like maintaining confidentiality while supporting employees who may be in distress, which is critical to fulfilling our roles as managers
  • This course helps managers understand how to identify which employees may be in distress and what support is needed without violating company policies or laws on confidentiality

Module 2: Understanding and Applying the PolicyRegarding Employee Confidentiality

Slide: Module 2 Objectives

  • In this module you will learn how to implement procedures according to the policy on sharing confidential employee information that demonstrates full compliance with the policy

Slide: Information to Share on a Need to Know Basis

  • List the items (click on items with the reasons why)

Slide: Information to Always Keep Confidential

  • List the items (click on items with the reasons why)

Slide: What is Our Company Policy on Employee Confidentiality?

  • Before we begin, let’s look at our company’s policy on what should and should not be shared, either due to legal statute or based on guidelines set forth by best practices in our policy
  • Click here to read your company policy (or click to hear audio) – populates in separate window

Slide: Knowledge Check

  • Scenario: Rosario recently worked with Human Resources on a scheduling accommodation due to a medical condition for Janet, Rosario’s employee. Now Janet is helping with a project for another manager, Sayed. Should Rosario tell Sayed about Janet’s scheduling accommodation? (Learners pick yes or no with reasons)
  • Scenario: Rosario is approached by Kesha who thinks that Ernie is depressed. Who else can Rosario share tell that Ernie may be depressed? (Learners pick from a list of categorical individuals: Ernie’s fellow team members, Rosario’s fellow management team, Human Resources, the President of the Company)

Slide: Knowledge Check/Branching Scenario (still in progress)

  • Scenario: Rosario was about to leave for the day when her employee, Josef, asked if she could meet with him. Josef was very upset and emotionally recounted to Rosario that he was going through a painful divorce and might need time off over the next few weeks. After the meeting, Rosario got in her car and started to call her fellow manager and peer, Becca, for advice on how to best support Josef. Should Rosario tell Becca about Josef’s divorce?
  • If yes (incorrect), then proceed to scenario: Rosario calls Becca to tell her that Josef is going through a painful divorce. Becca feels sorry for Josef. She suggests that Rosario give Josef the number for the company’s employee assistance program (EAP).
  • The next day at work, Becca approaches Josef and tells him she is sorry to hear he is going through a divorce, and that she, too, also had a similar experience. Josef is shocked that Becca knows about his situation and immediately infers that his manager, Rosario, must have told her. Josef sends an email to Rosario requesting to meet with her.
  • In the meeting, Josef asks Rosario if she shared the news of his divorce with Becca, and Rosario confirms she did. Josef is upset and feels Rosario betrayed his confidence. Rosario reflects and agrees Josef did not give her his permission to share, despite her good intention of trying to support him.
  • If no (correct), proceed to scenario: Rosario calls Becca but decides to tell Becca only that Josef is going through something personal and difficult. Becca suggests that Rosario give Josef the number for the company’s employee assistance program (EAP).
  • Rosario meets with Josef and provides him with the number for the company’s employee assistance program (EAP). Josef is appreciative of how supportive Rosario has been and that’s he has kept their talk private since he does not want to repeat the information to his co-workers until he’s ready to talk about it.

Slide: Review

  • Review main points of what to share, what not to share

Slide: Quiz

  • 5 true/false questions on confidential employee information

Final Screen: Congratulations! You have just completed Module 2. Click “next” to move on to the Module 3 or main menu for another module.

Appendix B

RLO Flow Chart


767_Design Document19/18/2018