Analysis

The Challenge

Leadership trainings are traditional one-day Instructor-Led Training (ILT) courses with no reinforcement after class to drive learning transfer. Leaders were not using recognition as it seemed to be an after-thought and rushed in the ILT. In our data analysis, we found that only 80% of people managers scored a 3 out of 5 or lower on the recognition portion of their coaching scorecard as reported by direct reports.

One of my design tasks was to create this video. The team scope was to redesign the entire 1-day ILT course to include a subsequent, structured 12-week reinforcement period.

The Deliverable

Build a video as a knowledge refresher on how to provide employee recognition.

· Responsibilities: Instructional Design, Video Development

· Target Audience: Frontline managers and leaders who are in a position to influence through coaching, providing feedback, and recognition.

· Tools Used: Camtasia, Adobe Stock Video Clips, Adobe Illustrator

· Budget: Low

· Timeline: 2 weeks

· Client: M&T Bank

Considerations

Primary goal is to add reinforcement, no longer a one-time event.

· Provide a video that that can be hosted in a video portal (YouTube, Kaltura).

· Blend Delivery methods (ILT, eLearning, POD groups, Closing Webinar).

· Video should be 3 minutes or less.

· Knowledge refresher on how to provide employee recognition.

· Use current course content as framework for video.

Data

After reviewing the request, I acquired and analyzed surveys completed by course participants and current employees. The surveys revealed that 82% of people managers do not recognize their employees on a consistent basis, and 98% of frontline employees are not satisfied with the amount of recognition they receive at work.

Additionally, I researched some information about recognition. The current course was all words on slides with no images, no relevancy, and no data. I included data, such as 84% of employees said that social recognition had a measurable impact on their engagement, to grab the attention of the people leaders. I used all the same steps that M&T identified as key components to recognition. However, I did change the acronym to RBI (Relevant, Behavior, Impact) as I felt this rolled off the tongue and would be easier to remember than their current acronym of SSIP Model (Specific, Sincere, Immediate, Personal). In the end the goal is to reinforce the skill of providing recognition while drive learning transfer by using content that resonates with the audience on a deeper level.

Design

Instructional Design

First, I researched best practices for corporate leadership course delivery, including how to use knowledge refresher videos to maximize engagement and knowledge retention. Shorter videos, under 6 minutes, can be highly effective for leaders with very busy schedules. They don’t want to be stuck to their screen for any more than 20 minutes, and the longer end should be for more complex topics.

The following design elements were considered for developing effective instructional videos:

· Provide easy access.

· Use animation or tell a story with narration.

· Preview the task.

· Provide procedural rather than conceptual information.

· Make Tasks clear and simple.

· Keep videos short.

· Strengthen demonstration with practice.

· Provide procedural rather than conceptual information.

· Learning about target audience and pain points.

· Set clear learning objectives.

· Pick a format for the video.

· Determine the budget.

Objectives

Finally, I developed the learning objectives for the leadership course. After analyzing the learning offering, I determined that the source of the performance issues was retention of so many concepts at once (coaching, feedback, and recognition).

· Describe how recognition reinforces a positive workplace culture and motivates high performance including how you will use recognition with your team (Knowledge, Comprehension).

· Apply recognition strategies appropriately in day-to-day management with at least 1 employee a day. (Application).

· Recognize opportunities to celebrate and acknowledge colleagues in meaningful ways during group interactions at least once a week with 100% accuracy as reported on the feedback scorecard. (Application).

Development

To develop this employee recognition video, I applied a structured learning design strategy to maximize impact within the requested time constraints. I began by identifying the most effective video style for the limited duration, choosing a format divided into three core parts: Definition, Delivery Approach, and Application.

Using a video script template that included sequence, audio, video, and callouts/notes, I organized the content systematically. I opened with a reflective question to immediately create an emotional connection, prompting managers to think about their current recognition practices.

To build a strong case for the importance of recognition, I incorporated statistics demonstrating its impact on employee experience and key performance indicators (KPIs). Establishing relevance early ensured that managers understood the “why” behind the behavior change.

Next, I provided a clear definition of recognition, reinforcing the foundational knowledge managers need to apply the concept effectively. In the Delivery Approach section, I introduced guided self-reflection questions to help managers assess whether their recognition practices are authentic, meaningful, and motivating.

For the Application section, I introduced the memorable acronym RBI (Relevant, Behavior, Impact) to give managers a simple, actionable framework for delivering recognition. I reinforced this by presenting real-world examples, connecting theory to practice.

Finally, I concluded by posing a reflective question about building a positive culture, returning to the emotional connection made at the beginning, and encouraging managers to internalize and apply what they learned.

Implementation

The video was implemented during the course with the pilot leadership group in the spring cohort. Learners were able to watch the video successfully with 100% participation rate.

Evaluation

I used the Kirkpatrick Model, Four Levels of Training Evaluation, to evaluate the course. 100% of the pilot group of leaders completed the scenario-based eLearning. When surveyed about the relevancy to their work, average participant ratings were a 9 out of 10.

Level 1: Reaction

Learners completed a course evaluation to measure engagement, favorability, and relevancy. I used learner-centered takeaways such as understanding learning objectives, material navigation, learning application, and facilitator enhancements. 91% of participants reported overall satisfaction with positive takeaways.

Level 2: Learning

Informal: Learners complete a pre- and post-learning self-assessments to identify accuracy and comprehension. Prior to modernizing the course, only 60% of learners reported coaching confidence. The spring cohort had 85% report coaching confidence.

Formal: Learners develop coaching goals and complete the scenario-based eLearning as a refresher to practice just before their 1^st official coaching session. Prior to modernization, 10% of learners were given the opportunity for additional practice with coaching sessions. The spring cohort had 100% of learners complete the additional practice session. Learners noted their awareness to their coaching weaknesses.

Level 3: Behavior

Learners meet with their supervisor to review progress on achievements, challenges, and goals. The supervisor supports and assists the learner through on-the-job observations. During annual performance reviews, their direct reports stated positive behavior change with only 10% of people managers scoring a 3 out of 5 or lower on their coaching scorecard as reported by direct reports. This shows 30% improvement.

Level 4: Results