CASE STUDY

Case Study: Inclusion eLearn for youth workers

NCS Staff and Young People Taking Selfies
CLIENT: National Citizen Service
PROJECT TITLE: NCS Inclusion Training
YEAR: 2022

MY ROLE AND RESPONSIBILITIES: Needs Analysis, Instructional Design, eLearning Development, Graphic Design, Project Management, Evaluation

TOOLS USED: Storyline 360, Adobe Photoshop, Adobe Illustrator, Audacity

THE CHALLENGE:

NCS Trust required Inclusion eLearning focused on helping the workforce in their network to run inclusive NCS experiences for young people.

  • While NCS Trust already provided significant training around safeguarding young people, there wasn’t much on diversity, inclusion or equality
  • Owing to COVID-19, NCS had not run residential experiences in the previous two years
  • There were several examples of young people and parents/guardians expressing how staff struggled to meet the needs of all participants

Due to the factors above, I focused the design and development of the eLearn on running inclusive residential experiences.

Mac with starting page of inclusion elearn

PROJECT GOAL:

Provide staff with the knowledge and skills to create an environment where every young person feels included and safe to be themselves

AUDIENCE:

  • Staff that work directly with young people
  • Staff are mainly seasonal/non-professional
  • Approximately 82% of staff are under the age of 25
  • Approximately 35% of staff are new to the role

THE SOLUTION:

I decided an interactive story-based eLearn was the best option to meet the objective. The learner plays the role of an Assistant Team Leader working on their first NCS residential experience. Within the story, learners encounter several young people. The learner’s mission is to get to know the individuals and make the right choices so that every young person enjoys a full, positive NCS experience.

starting screen for inclusion elearn faces of young people on screen introduction test and start button
character with choice options on screen

For the solution to be effective, it had to do several things:

THE APPROACH:

To ensure I created an effective solution, I completed several critical tasks during the design and development. These included:

Through some of the above activities, I gained a deep understanding of the historical challenges and why they might exist, through to best practices and things that worked well.

HELPING LEARNERS TO REMEMBER KEY POINTS

I designed two main ways of helping learners to remember the key points. 

  1. Learners learnt the same key concepts, in different ways, and in multiple scenarios. 
  2. I created an easy-to-remember acronym to help learners remember six key points. 
Acronym (Hurray)

If learners remembered nothing else from the eLearn other than “Hurray” and implemented what each letter stood for, they were well on their way to running an inclusive NCS experience.

Hidden:

Hidden needs will often exist in any given cohort of NCS. These are needs you weren’t aware of before the experience started. Keep your eye out for them and adapt to them as appropriate.

Understand:

Understand as much as possible about each participant before the experience starts. However, remember that the file is not the person. You still need to get to know them one on one.

Reasonable:

Reasonable adjustments are sometimes needed to make your NCS inclusive for all. Failure to make reasonable adjustments, when appropriate, can massively impact a young person’s experience. 

Room:

Rooms that can be used as a quiet space can be vital for participants who need time away, to reflect, some downtime or for those that need a prayer room. 

Ask:

Ask advice from a senior whenever you are unsure. Your team leader, wave leader or safeguarding leads are a great source of input.

Young Person:

Young people should be involved with how they are supported. Ask them how they would like you to support them as early as possible and always use supportive language.

THE OUTCOME

NCS uses a range of indicators to explore young person experience and provider practice. This comparison takes place near the end of each year. When compared with previous years, these indicators can be used to indicate improvements. 

We implemented a survey at the end of the eLearning to get initial feedback. This survey could serve as a baseline to help NCS improve its future offering. At the time of writing this case study, there were 570 responses to the survey.

The survey evaluated Level 1 of the Kirkpatrick model of evaluation. It checked the degree to which they found the eLearn favourable, engaging and relevant to their jobs. Below are the results. 

doughnut chart showing 97% of learners said the elearn provided clarity and understanding on what inclusion should look and feel like for anyone involved with NCS
97% of learners said the eLearn provided clarity and understanding on what inclusion should look and feel like for anyone involved with NCS
doughnut chart showing 94% of learners said they felt more equipped now, than when they started the eLearn to play a part in providing an inclusive NCS experience for alll
94% of learners said they felt more equipped now, than when they started the eLearn to play a part in providing an inclusive NCS experience for all

92%

On a scale of 1-5 (1 being unconfident and 5 being extremely confident) 92% of learners rated their confidence in applying what they’d learned above 4

89%

On a scale of 1-5 (1 being not engaging at all and 5 being extremely engaging) 89% of learners rated the engagement of the inclusion eLearn above 4

93%

On a scale of 1-5 (1 being poor and 5 being outstanding) 93% of learners rated inclusion eLearn overall above 4

Here’s what the CEO of NCS Trust had to say.

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