Deborah Exelby, BSc, EMC, PMP, MBCP, MBA
Principal / Consultant
As a veteran in the health care and emergency services industry, Deborah leverages her clinical, project, and change management skills to facilitate the following services for clients:
- prepare workplace learners via design, development, and facilitation of eLearning solutions that target performance improvement outcomes and patient safety;
- guide health care facilities and clinicians through workflow mapping, equipment and building system analysis, work plan development, regulatory requirements, and training & orientation for operational readiness; and
- assist organizations to prepare disaster-emergency response/business continuity plans and in-the-moment-of-need performance support job aids.
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Instructional Design Philosophy Statement
I believe that each workplace learner has unique needs for performing their duties safely and effectively. I am motivated to provide workers with evidence-based and sustainable online training and performance support tools that enhance accessibility and retention, ensure the safety of infrequently used skills, and foster self-sufficiency in their workplace environment. I aim to work collaboratively with clients, stakeholders, and subject matter experts to provide uniquely relevant and practical learning environments that engage learners to improve their workplace performance. Providing activities that target real-world and authentic problem-based learning scenarios is key for motivating learners to transfer learning to how they work every day. Through an ongoing exploration of my instructional design practice, learning and teaching methods (theories and models), technologies, and strategies, I am inspired to meet the diverse learning needs of workers and exceed client’s requirements and expectations.
Master of Education Thesis Abstract
New employee orientation and ongoing compliance training ensure healthcare staff are competent and confident to perform their duties and safe patient care. There is no industry standard or evidence-informed decision framework that determines when to use face-to-face, online, or blended learning for healthcare workplace training. This research aims to answer the question: Is there a relationship between the perceived risk of the content to be learned, delivery modes, and interaction techniques in healthcare workplace training? A mixed methods, survey, and correlation analysis design was used to rank and explore the preferences of healthcare workplace instructional designers. Quantitative analysis found: 1) no preference for synchronous delivery, 2) low preference for blended learning delivery, and 3) high preference for in-person face-to-face delivery via learner-instructor interaction specifically for high and medium-risk learning content. This study enabled the development of a proposed training and orientation planning support (TOPS) matrix for risk-based instructional design decision-making.
Keywords: instructional design, workplace training, risk-based, healthcare, quantitative.
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