Matthew White's Portfolio

My Design Process

My design philosophy is learner-centered, emphasizing practical, relevant experiences that adults can immediately apply in their roles.
I believe in empowering learners, not overwhelming them — which means creating content that is streamlined, purposeful, and respectful of their time.
I use proven frameworks like ADDIE to guide a clear, thoughtful process from analysis to evaluation.
I prioritize visual clarity and accessibility, drawing on tools like Captivate and Canva to present content that is both engaging and easy to navigate.
I integrate interactive elements to increase learner engagement and encourage exploration, especially in eLearning environments.
I focus on real-world tasks and measurable outcomes, ensuring that training is not just informative but actionable.
I believe that training is a living process, so I build in opportunities for feedback, revision, and ongoing improvement.

Projects

Field Safety Training

This field safety eLearning course was created to equip social workers with the necessary skills to perform their jobs safely as they work in the community.

This training introduces the concept of Quality Improvement (QI) by guiding employees through a practical scenario involving a care manager named Madison. It encourages proactive problem-solving using Lean Six Sigma principles and promotes Yellow and Green Belt certification as tools for driving meaningful change.

Microsoft Excel Training

This is a virtual Instructor-led Training (VILT) that was conducted over Microsoft Teams. It uses real-world spreadsheets and challenges the participants to answer questions and solve problems that they encounter with real data and spreadsheets in their day-to-day work.

Field Safety Training

Click here to view this training.

1. Tools:

Microsoft Copilot
Audacity
Techsmith Camtasia
Adobe Captivate

2. Audience:

Employees at a non-profit organization who need practical strategies for keeping themselves safe as they work in the community.

3. Learning Objectives Linked to Bloom's Taxonomy Levels:

Learning Objective:	Bloom's Taxonomy Level:
Identify key environmental and consumer risk factors during home visits.	Remember
Explain the importance of planning and preparation for field safety.	Understand
Demonstrate safe practices during home visits, including vehicle preparation, approaching and entering homes, and managing emotions.	Apply

4. Scenario:

The clinical leadership at a non-profit agency dedicated to helping older adults remain in their homes rather than transitioning to nursing facilities was alarmed by several recent incidents involving environmental hazards and client aggression. They have prioritized the development of a Field Safety Training to prepare their staff members for safer home visits and community interactions.

5. Problem:

Employees were being put into dangerous situations as they went out into the community and completed home visits with their clients.

6. Elaborating on the Request and Identifying the Objectives

Initial Request

The initial request was made by the clinical leadership team in response to several alarming incidents involving staff safety during home visits. These included exposure to hazardous environments (e.g., unsanitary conditions, structural dangers) and encounters with aggressive or unpredictable client behavior. Leadership recognized a gap in staff preparedness and sought a structured training program to mitigate these risks and promote a culture of safety.

Leadership Meeting

Following the request, a leadership meeting was convened to define the scope of the training. Key stakeholders -- including clinical supervisors, HR representatives, and experienced field staff -- shared insights into the most common safety challenges. The group emphasized the need for practical training that reflected their day-to-day experiences.

Needs Analysis

A needs analysis was conducted through a combination of incident report reviews, staff surveys, and informal interviews.

The analysis revealed:

A lack of standardized safety protocols across teams.
Inconsistent use of safety planning tools (e.g., checklists, de-escalation techniques).
Staff anxiety and uncertainty about how to handle volatile situations.
A desire for more peer-to-peer learning and real-world examples.

These findings informed the development of targeted learning objectives and the selection of tools and methods that would best support knowledge retention and behavior change.

Learner Profile:

The primary learners are care managers, social workers, and outreach staff employed by the non-profit. Most have backgrounds in social services or healthcare, with varying levels of field experience. They are mission-driven professionals who often prioritize client needs over personal safety. Time constraints and emotional fatigue are common, so the training must be concise, engaging, and immediately applicable.

7. Design

SME Collaboration:

Experienced care managers as subject matter experts were asked to help develop realistic field scenarios and share advice about their experiences in the field.

Relevant Adult Learning Principles:

Adults have a high sense of self-direction and motivation to learn. This training clearly demonstrates what the learner gains from their investment.
Adults use their life experiences to facilitate learning. This training draws from real-world examples and relatable scenarios that the learners can connect with.

8. Development

Storyboard:

Learning Objective Alignment
Narration Script
Depection of Visual Elements
Assessment Items

The storyboard served as a blueprint for developing the course in Adobe Captivate and Camtasia, ensuring consistency and alignment with instructional goals.

Audio: The audio was recorded with Audacity, using filters to remove background noise and normalize volume.

Video: Camtasia was used to produce short video segments demonstrating safe practices, such as vehicle checks and home entry protocols.

Graphics: Microsoft Copilot was used to create photo-realistic images

Pilot Testing:

A pilot version of the training was released to a small group of staff members. Feedback was collected through sv and informal terviews, focusing on:

Clarity of Content
Relevance of Scenarios
Ease of Navigation
Technical Performance

Revisions were made based upon this feedback to improve the user experience and instructional effectiveness.

9. Evaluation & Results

Level 1 (Reaction):

Post-training survey measuring satisfaction, confidence, and perceived relevance of the training.

Level 2 (Learning):

Knowledge checks during the training

Level 3 (Behavior):

Supervisor observations tool to track field safety behaviors 60 days after training.

Level 4 (Results):

Clinical leadership monitored incidenct reports for 6-12 months (e.g. reducation in safety-related incidents) and reported their findings to senior leadership.

10. Improvements

Closed Captioning should be added to each section of this training.

Quality Improvement Training

Click here to view this training.

1. Tools:

Adobe Captivate
Audacity
Copilot

2. Audience:

Employees at a non-profit organization who need encouragement and practical strategies to pursue quality improvement projects.

3. Learning Objectives Linked to Bloom’s Taxonomy Levels:

Learning Objective:	Bloom's Taxonomy Level:
Define the term "quality improvement."	Remember
Distinguish between "quality improvement" and "compliance."	Understand
Explain what to do when an opportunity for improvement is recognized.	Apply
Explain what Lean Six Sigma Yellow Belt training entails and how to sign up for the training.	Understand

4.Scenario:

The Performance Measurement and Quality Improvement (PMQI) department at a non-profit organization identified a recurring issue: employees were struggling to initiate and sustain quality improvement projects. Despite their dedication, they lacked practical strategies and encouragement to pursue these initiatives effectively.

To address this challenge, the PMQI department requested the development of a comprehensive training program. The goal was to equip employees with the necessary knowledge and skills to identify opportunities for improvement, differentiate between quality improvement and compliance, and apply practical strategies to drive successful projects.

5. Problem to be solved:

Employees were struggling to initiate and sustain quality improvement projects. Despite their dedication to the organization’s mission, they lacked practical strategies and encouragement to pursue these initiatives effectively.

6. Defining Goal(s):

Initial Request:

The initial request for this training came in the form of an email. There were few details or specifics, just a basic request for a course to train employees on how to approach quality improvement projects and to inform employees about Lean Six Sigma training.

SME Meeting:

In order to gain more information, set expectations, and discuss possibilities, a meeting was scheduled with the PMQI Department. During the meeting, several more goals were uncovered, such as differentiating between the PMQI Department and the Compliance Department. This led to additional insights.

Also during the meeting, the PMQI reviewed several past quality improvement projects and explained areas where the employees struggled with completing the projects.

Needs Analysis

A review and analysis of prior quality improvement projects that have been completed. Both positives and negatives were identified.
Interviews with several department heads to discuss what they had experienced with quality improvement projects.
Interviews with employees that recently completed a quality improvement project.
A short survey of all employees to determine what the baseline of knowledge was regarding quality improvement, compliance, and Lean Six Sigma training.

Alignment Meeting

Following the needs analysis, a meeting was held with the PMQI Department to review the data and crystallize the purpose of the training.

7. Design:

SME Collaboration

After the alignment meeting, there was ongoing collaboration with the PMQI Department.
Outlines shared and reviewed: An initial outline for the training was created and shared with the PMQI Department.
Storyboard reviewed: A storyboard for the training was created and shared with the PMQI Department.
Email: Several emails were exchanged during the outline and storyboard creation process. Also, emails were exchanged following their creation to ensure clarity and alignment.

Active Engagement / Constructivism– Learners were introduced to Madison, a fictional employee with a real job title. They were put into a real-world scenario and asked to help Madison solve a realistic problem.
Experiential Learning – By utilizing a branching scenario that invited the learner to make choices, the learner was able to apply their knowledge and skills in a practical context.

8. Development:

Storyboard - A storyboard was created in Microsoft PowerPoint to share with the PMQI Department. Based upon their feedback, various items were modified.
Pilot Testing - Once the training was created in Adobe Captivate, it was assigned to a small group of volunteers who provided feedback. The training was further modified based upon this feedback.
Full Rollout - Following the pilot testing, the training was rolled out to all employees of the non-profit organization.

9. Evaluation & Results:

Knowledge Checks throughout training
Completion time of quality improvement projects
Enrollment and interest in Lean Six Sigma Training

10. Improvements

Expanded Branching – Giving the learner more choices might allow for some nuance in decision-making in this course.
Feedback Loop – Allow learners to provide ongoing input on the training. At the end, create a short survey or feedback form.

ADDIE:

ADDIE Model Phase:	Actions:
Analysis:	Initial Request: Received via email with basic details. SME Meeting: Discussed expectations and uncovered additional goals. Needs Analysis: Reviewed past projects, interviewed department heads and employees, conducted a survey. Alignment Meeting: Reviewed data and crystallized the purpose of the training.
Design:	SME Collaboration: Ongoing collaboration with PMQI Department. Outlines shared and reviewed. Storyboard reviewed. Email exchanges for clarity and alignment. Learning Theories Utilized: Active Engagement/Constructivism and Experiential Learning
Development:	Storyboard created in Microsoft PowerPoint. Pilot Testing: Feedback from volunteers and modifications made. eLearning Course created in Adobe Captivate.
Implementation:	Training assigned to employees in the learning management system.
Evaluation:	Knowledge Checks throughout training. Completion time of quality improvement projects. Enrollment and interest in Lean Six Sigma Training measured pre-and-post training.

Training Module 3

Details, description, or summary of Training Module 3.

Training Module 4

Details, description, or summary of Training Module 4.

Training Module 5

Details, description, or summary of Training Module 5.

Training Module 6

Details, description, or summary of Training Module 6.

Welcome

My Design Process

Projects

Field Safety Training

Quality Improvement Training

Microsoft Excel Training

Field Safety Training

Quality Improvement Training

Training Module 3

Training Module 4

Training Module 5

Training Module 6