The Showing My Work series of posts are what I’m using to ‘narrate’ the projects that I’m working on or have developed.
Recently at my workplace, I’ve been involved in a project to train a group of employees to become relief operators for some items of plant (which are machines like tractors, graders, excavators and trucks). I was working on this project with the HR Co-ordinator and the L&D Officer for the outdoor staff in our organisation. My role as the instructional designer was to develop some materials to help the new operators learn how to drive and use the various machines (there were 9 different types in all).
Armed with a Sony Handycam, we met with each operator who was also our subject matter expert (SME). The reason for filming was that we thought it would be easier to capture what the SME was saying and showing, rather than having to make lots of notes and take photos. The SME took us through the pre-start checks, what the cabin controls are used for and how to perform some of the operating tasks – things that a new person would need to know about. I filmed the SME as they talked about their machine and explained how it worked. After this, I went through the footage and took snapshots to create images (using VLC media player). I then annotated the images using the SME’s descriptions and explanations. It all came together in a ‘New Operator Guide’ for each piece of plant.
The footage turned out pretty well especially given it was unscripted (although, no Oscar this year!). As a result, we also decided to burn the footage to disc and give this to the new operator to go with the guide.
All of the guides followed a similar format – Entering and Exiting, Pre-start Checks, Cabin Controls and Operation. The aim was to keep it as simple as possible and easy to follow. Safety was also important, given that the items of plant can be quite dangerous if used incorrectly.
As always, the guides were given back to the SME’s for review and comment. This was then incorporated into the guide. The operators were very passionate about their item of plant, so it was great to talk to them and work with them. The materials will essentially be a support for the new operators to supplement the practice sessions they will receive until they are competent (which will take some time).
Here are a few samples taken from different guides:
In this example, we can see how to enter and exit the vehicle safely. The ‘Key Safety Tip’ boxes were a suggestion from the Safety Officer who I also sent the guides to for feedback from a safety perspective. Them tips are used throughout all of the guides and generally, the information came from the Work Method Statements (WMS) for the particular item of plant.
The pre-start checks are completed each day before operating the piece of plant. I wanted to step the learners through the process. This example comes from the grader and shows how to check the engine area. Where possible, I’ve tried to orientate the learner to where a small part sits within a larger area. I’ve done this by magnifying the views of some parts. This was the learner can see where the item sits within the overall picture and then gets some enhanced detail of the part – in this case the isolation switch and a light switch.
This example shows the cabin controls from one of the trucks. These varied in complexity from machine to machine. For ones that had many controls, I again used the method that showed the whole thing and then enlarged relevant sections which were labelled.
The final part was to show how to operate parts of the machine. This example shows some of the steps to fill a pothole.
The real test will be when the new operators receive the materials once the program starts. I intend to talk with them to gather feedback from their perspective as a learner that I can then incorporate into the materials for future groups.
So, what do you think?