Working with Workday: My Internship in Learning Technologies

Karen Sichler
Department of Learning Sciences, Georgia State University
LT 8660: Instructional Technology Internship
Dr. Mike Law
July 27, 2008
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Introduction

Over the past ten weeks, I took part in a completely new learning organization for I

interned with The Home Depot in the design and development department. Prior to this summer,

I have worked in different positions in higher education. Therefore, I wanted to experience

instructional design in a completely foreign learning setting. I was lucky enough to secure one of

The Home Depot’s internships in instructional design for this summer. My manager, Will Wright,

tasked me with investigating the possibilities for mobile learning at the Home Depot as the

organization recently implemented Workday Learning as the new learning management system

(LMS). Previously, the Home Depot has employed Saba to share learning with its associates in a

system called Knowledge Depot.

Understanding the aforementioned starting points, my guiding questions for my project

were the following:

 What are the strengths and limitations of Workday Learning?

 How can Workday Learning support the mobile learning goals of the Home Depot?

In order explore these ideas, I crafted three research goals. The first was to create a framework

for Design & Development with industry best practices for mobile learning design. Second, I

wanted to provide understanding of the capabilities of Workday learning to the Design and

Development team. Finally, I would recommend how to best design and employ Workday

Learning as part of the overall learning strategy at the Home Depot. Due to the support and

mentoring I was fortunate enough to receive at the Home Depot, I was able to achieve facets of

these three final goals which gave me insight into my guiding questions. To demonstrate and

discuss my internship journey, I will elucidate each of the aforementioned goals.

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Best Practices for Mobile Design

In order to begin to create a framework for the best design practices for mobile learning,

it is important to first create the parameters of what mobile learning is. According to Crompton

(2013), mobile learning includes “learning across multiple contexts, through social and content

interactions, using personal devices” (p.4). It is an important definition as mobile learning, and

designing for mobile learning, must go well beyond the device. One theoretical model that helps

to fully ground this idea is the FRAME model designed by Koole, et al (2018). The model

includes three primary points of intersection which are the learner aspect, the device aspect, and

the social aspect. Koole often represents the interaction in the model using a Venn diagram as

evidenced in the following:

The learner element includes aspects such as the prior knowledge of the individual along with

memory, emotions, as well as the ability to transfer both skills and knowledge across contexts.

For the device, one must understand the physical characteristics, in/out put capabilities, and

process speed. Finally, the social aspect takes in elements such as the sharing of signs and values,

social and cultural beliefs, and cooperation. Designing for mobile learning, therefore, must be a

specifically deliberate process as the instructional designer must not only have an understanding
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of the material needing to be communicated but also the whole the learner, the culture/situation

in which they are learning the information, as well as the parameters of the personal device being

used.

Mobile learning is important for multiple learning contexts. One of the most salient

reasons educators and designers should take mobile learning seriously is the number of

smartphone owners in the United States. According to a recent Pew Research Study, over 95% of

adults aged 18 to 49 own a smart phone with the overall total hitting 85%. In addition, over 15%

of Americans are considered to be “smartphone dependent” which corresponds to not having

access to high-speed internet at home. This percentage increases to 28% of adults under the age

of 29. Demographic factors such as race, education, and economics also cause the percentage of

smart phone dependency to rise. (Perrin) It is important, therefore, to meet learners in the spaces

and with the devices they currently use to supplement their lives. This seems to be particularly

important when considering the individuals that may be in the most need for support are the ones

most likely to be dependent upon mobile devices. Within a corporate learning context, engaging

learners with the devices they are most familiar with offers an opportunity to reduce learner

frustration and decrease the time corporate learners are engaged with training and development.

Microlearning is not only has the potential to be more engaging for learners, it also may

encourage productivity savings in corporate learning. Hall (2021) studied the learning needs at

Providence Health & Services. As a healthcare system, Providence has considerable training

compliance needs for their workforce as learners had been dissatisfied with their annual training.

Without redesigning the context, the learning and development team repackaged their annual

compliance training with a microlearning design in a mobile format. Due to the change,

Providence was able to realize a $4 million savings in productivity for the year. For their
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traditional learning format with a 1 ½ hour long SOCRM course, it cost $6, 231,960 in

productivity for the over 100,000 employees. In the shift to microlearning, the training time costs

dropped to $1,731,100 (pp. 46 – 47).

Although microlearning is often thought of in conjunction with mobile learning, it is a

particular design mindset. Kohne (2021) defines microlearning as involving “fairly small,

focused learning units that consist of condensed learning events…which are typically around 2 –

6 minutes in duration. This functions as snackable content [italics in original], which are concise

nuggets that have been optimized for mobile learning” (p. 80). To “get the most bang for the

buck,” the instructional designer/educator must take a very deliberate hand with not only the

design but the information presented as all chaff must be separated from the wheat to get to the

most vibrant kernel of knowledge presented in an engaging way. Kohne (pp. 89 – 90) offers the

following seven tips when first beginning to design for mobile:

 Make it focused – Keep each event focused with one learning objective.
 Make it simple – Keep the text and layout simple.
 Make it graphic – Keep it visual to illustrate the topic.
 Make it interactive – Keep it interactive, increasing levels of engagement and memory
recall.
 Make it short – Keep it around 2 – 6 minutes in length to maximize the concentration
span and to increase levels of learner engagement.
 Keep it social – Keep it social by incorporating social media, discussion forms, and polls.
 Make it mobile adaptive – Keep the design simple, clear, and adaptable.
While a design and development department will have more than a single learning objective or

piece of content to share with learner, that does not mean it is beyond the bounds of

microlearning. Microlearning lessons can easily be organized into an meso-level course structure

with the overarching curriculum umbrella being thought of a macro-level structure (p.81). Kohne
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(p.83) provides the instructional designer with a valuable guiding question when he writes

“[h]ow is it possible to optimize the use of the learners’ time while effectively fulfilling their

learning needs?”

Workday Learning

Workday launched the learning piece for their human resources software in 2016 (Bersin,

2016). The initial draw to the platform was the well-developed video player as well as the native

mobile capability. In the intervening seven years, Workday has developed a competitive LMS to

provide truly mobile options for the corporate or traditional learner. With the continued emphasis

on video, Workday allows instructional designers to build directly in their drive by having the

ability to edit video, add touchpoints, add multiple choice or open response questions, and text

notes within the video content (Datasheet Workday Learning US).

In addition, Workday also allows for collaborative learning by allowing users to rate the

content with stars as well as leave comments directly at the module so instructional designers can

use that feedback in furthering future design. The LMS also has the option to allow for user-

generated content (UGC). The rights to create UGC can be narrowly focused on based on the

needs of the organization. At The Home Depot, for example, store supervisors with organization-

issued devices could create a hyper-focused video concerning issues of local concern. In

addition, a review process can be included so design and development can edit or give feedback

for the UGC. Allowing for the creation of UGC provides access to information that would have

previously been shared through informal networks, increase the salience of training material, and

improve content accuracy (Workday 2017).

Workday has a host of additional features that allow for optimization of mobile learning

for a wide range of topics and learning needs. In my benchmarking interview with Bronson
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Medical, a large Midwest regional medical center, Trey Mitchell provided a great deal of insight

on how they have made the transition to a mobile-forward design model for their content. It

might be of use to follow-up with Trey Mitchell as they have created internal processes for

hourly staff training via mobile. In addition, Mitchell reported that they do not have the time-out

issues we are currently experiencing at The Home Depot. Bronson Medical was able to get rid of

the timeout issue by engaging specific settings so that Workday tracks all movement when an

individual is moving through a learning module. Mitchell reported that once this was engaged,

they have no complaints regarding time-outs. He did report that it did have to be specifically

engaged and requested by learning as it was not a setting their human resources department knew

to engage from the beginning. Mitchell also recommended the use of slides and cards to

highlight different topics and learning modules as well as QR codes that employ the direct link to

the training rather than using the traditional “push” model they previously used. This was due to

the fact that unlike their prior LMS, Workday does not automatically enroll learners into a course

with the campaigns; therefore, they found it better to use the other tools to direct learners to

content.

Usability Testing

In order to discern how learning content created by design and development at The Home

Depot, my mentor, Shamilah Gillani, and I conducted three rounds of usability testing. In the

first round, four different pieces of content were used including a Storyline 360 e-learning, an

Articulate Rise course, a video in a SCORM frame, and a video using the native player. After the

5 users, who were also instructional designers, completed all 4 trainings, the overwhelming

preferred authoring tool was the Articulate Rise course which focused on Pro Product Trade

Groups. I employed the preferred elements as well as the recommendations from the testers to
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design a new version of the training. Unsurprisingly, the elements lined up with the general

recommendations for designing mobile learning in the current literature. These included clearly

legible text and images, uncluttered layout, clarity of outcome, and purposeful resources. If the

material was not directly pushing a single learning objective, learners found the material to be

too overwhelming and not conducive to learning on the mobile device. For images of the original

Articulate Rise course as well as the final mobile-friendly iteration, please see appendices D &

E.

Next Steps for The Home Depot

The next steps to pursue a mobile-forward learning strategy for The Home Depot first

includes crafting an organizational definition of what mobile learning is for The Home Depot.

There are multiple factors in play that may inhibit the establishment of a macro-level definition

of mobile learning for facets of it already exist. A strong area of current content creation and

delivery is pocketguide which hosts a deep reserve of product knowledge for store associates and

provides multiple types of engagement for associates including gamification. In addition, other

business areas, such as supply chain, also have a mobile app to provide learning to their

associates. The decision to fold these learning options into Workday are beyond the scope of this

project; however, it should be considered as part of larger discussions on what mobile learning is

and should be at The Home Depot.

Once there is an organizational understanding of what mobile learning is, and that may

ultimately depend upon the internal client and associate responsibilities, the next discussion

should be concerned with creating unified standards for crafting mobile learning. This ties into

crafting effective mobile learning for meaning design which is stripped of extraneous elements

(Kohnke, p. 82). While as Kohnke states the need for simplicity in designing microlearning, he
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emphasizes the fact that “content could be designed to become increasingly more challenging,

while the fundamental premise of the session remains simple” (p.85). With careful planning,

therefore, learners have the opportunity to refine and develop their knowledge depth.

It would be also recommended an associate group be selected for an in-depth case study.

My recommendation would be for the Pro Trades group. This associate group already works in

an outside sales capacity; therefore, learning on the go is a part of their current work. They are

also issued devices by The Home Depot as part of their work which removes the concern of

accessing the content on a non-organizational device. Finally, I believe the redesign of content

could be completed with minimal issue as I was able to create my version in less than 6 hours.

The majority of the time was spent becoming familiar with the content in order to present it with

a mobile-forward design.

There are also institutional recommendations that will help move development and

design in a way that more fully embraces Workday as an LMS. Workday offers many resources

to their clients; however, they are behind the Workday Community wall. As of this writing, no

one in development and design have access to the supplemental material housed in the

community. In addition, instructional designers do not have access to the Workday Sandbox to

test out different designs so that usability testing can be conducted prior to publishing training

thereby limiting their understanding of what ultimately works best on the devices currently used

by associates. Instructional designers should also be granted access to the Workday Drive to

allow them to design in drive for video content.

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Conclusion

These experiences this summer has provided me with a completely new perspective on

learning. I have spent my professional life in higher education in multiple roles; therefore, the

world of corporate learning was a completely new experience. The emphasis on mobile learning

was also a large developmental leap as I will take that eye to the future content I create for my

students.


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References

5 Ways to Design Quality Microlearning. (2022). TD: Talent Development, 76(3), 72.

Bersin, J. (2016, September 27). Workday launches corporate learning platform: Brings video to
the enterprise. Forbes. https://www.forbes.com/sites/joshbersin/2016/09/27/workday-
launches-corporate-learning-platform-brings-video-to-the-enterprise/?sh=1d4525db3ff0.

Buchem, I. & Hamelmann, H. (2010). Microlearning: A strategy for ongoing professional

development. eLearning Papers, 21(7), 1 -15.

Crompton, H. (2013). A historical overview of mobile learning: Toward a learner-centered

education. In Z.L. Berge & L.Y. Muilenburg (Eds.). Handbook of mobile learning (pp. 3
– 14). Routledge.

Datasheet Workday Learning US. (n.d.) Workday. Retrieved May 30, 2023 from
https://www.workday.com/content/dam/web/en-us/documents/datasheets/datasheet-
workday-learning-us.pdf.

Hall, D. (2021). Microlearning Meets Compliance. TD: Talent Development, 75(5), 42–47

Kohnke, L. (2021). Optimizing microlearning for mobile learning. In J.R. Corbeiul, B. H. Kahn,
& M.E. Corbeil (Eds.) Microlearning in the digital age: The design and delivery of
learning in snippets (pp. 80 – 94). Routledge.

Koole, M., Buck, R., Anderson, K, & Laj, D. (2018). A comparison of the uptake of two research
models in mobile learning: The FRAME model and the 3-level evaluation framework.
Education Sciences, 8(114), https://doi.org/10.3390/educsci8030114.

Perrin, A. (2021, June 3). Mobile technology and home broadband. Pew Research Center.
https://www.pewresearch.org/internet/2021/06/03/mobile-technology-and-home-
broadband-2021/.

Where are you in your workplace learning journey? (2017, July 19). Workday.
https://blog.workday.com/en-us/2017/ebook-where-are-you-in-your-workplace-learning-
journey.html.

Sung, Y.-T., Yang, J.-M., & Lee, H.-Y. (2017). The Effects of Mobile-Computer-Supported
Collaborative Learning: Meta-Analysis and Critical Synthesis. Review of Educational
Research, 87(4), 768–805. https://doi.org/10.3102/0034654317704307 [doi.org]
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Appendix A – Design Recommendations from Trey Mitchell (mitchelt@bronsonhg.org)

 Define Course Goals and Objectives: Identify what the learners should know or be able
to do by the end of the course.
 Design for Responsiveness: Remember to enable the "Responsive Player" option in
Storyline 360 for automatic adaptation to various screen sizes. New versions this is
automatic
 Design Interface and Interaction:
o Opt for larger, easy-to-tap interactive elements for touch-friendly navigation.
o Simplify the course navigation structure. Make it easy for learners to progress and
revisit previous content on their own.
 Content Creation and Optimization:
o For text, ensure legibility by checking font size, line spacing, and contrast. Text
should be easily readable on small screens.
o Optimize multimedia files to be lightweight for mobile. Compress images, use
vector graphics where possible, and limit the use of audio and video files unless it
adds value to learner.
o For audio and video content, consider providing alternatives for lower-bandwidth
scenarios.
 Check for Orientation Suitability: Decide whether your course should support both
portrait and landscape modes, and design your content accordingly.
 Ensure Accessibility: Include features like closed captions for video content and ensure
audio is clear without headphones.
 Test Your Course:
o Test the course on different mobile devices, screen sizes, operating systems, and
browsers.
o Test the course in both portrait and landscape modes (if applicable).
o Test the course with a variety of network speeds and conditions to ensure
acceptable performance.
 SCORM Compliance:
o Check that the course still adheres to SCORM standards after modifications for
mobile 2004, 2nd Edition
o Test directly in Workday Drive and via Mobile device before live publishing.
 Feedback and Iteration:
o Collect feedback from test users and stakeholders.
o Make necessary revisions based on feedback and retest to ensure all issues have
been resolved.
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Appendix B – Usability Testing Script – First Round

Usability Testing Script (Researcher Copy)
Objective: To make recommendations on how to best design content for WLM on the hdPhones.
“Hi! Thank you so much for taking the time to help us with this research. We are going to
observe your experiences with a few trainings in Workday Learning on the hdPhone and then
chat about your experience. What you share with us will be anonymous.
We’d appreciate it if you’d walk us through your thoughts as you take this training. We will also
be taking notes on your interactions throughout this process.”
Steps to Log into Workday Learning Mobile on the hdPhone:
 Open HD internet
 Go to myApron using the same URL that you use on your laptop or other connected
device.
 https://portal.homedepot.com/sites/myapron_en_us
 Click on Workday using the Frequently Used list provided on the landing page.
 Log into Workday using the standard protocol
o Access the app menu on the home landing page of Workday
o Select Learning from the app options
o Select Menu
o Select Browse Learning from the Menu options
o Using the search function at the top of the page, please search for the following
courses:
 SCORM Storyline: HDMS – What it means to be a measure technician.
 SCROM Rise: Pro Product Trades
 SCORM Video: Heat Illness - 2023
 Video: Delivery Awareness – Selling Tools
Usability Test Ratings:
To make recommendations on how to best design content for WLM on the hdPhones.
Please rate the following on a scale of 1-5, with 1 being strongly disagree and 5 being strongly
agree. Could you share a little bit more background about why you chose that rating/Please
elaborate?
 (Readability) The size of the text in the course was easy to read and understand.
 (Readability) The layout of the text was appropriate for the size of the screen
 (Logistics) I was able to clearly see and hear the video content
 (Intuitive Navigation) I was able to independently navigate through the course
 (Navigation) I was easily able to access the needed buttons for the course
 (Time) I felt the length of the course was appropriate for mobile learning
 (Task Capability) I was easily able to complete the tasks in the training
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 (Use Case) I felt this training was productive on the hdPhone

 (Value) I feel that this training was a good use of my time
General Questions:
 Which video training did you prefer on the hdPhone, Heat Illness or Delivery Awareness?
Why?
 Which content training did you prefer on the hdPhone, HDMS or Pro Product Trades?
Why?
 Overall, which course did you prefer on the hdPhone and why?
 Would any of these training courses be more impactful on a desktop? If so, why?
 How do you define mobile learning (in general)? At THD?
 (If time) What training topics might work well on a mobile device?
 (If time) What were your thoughts about logging into WDL Mobile on the hdPhone?
 (If time) Do you foresee any gains or issues in using mobile training(s) in a store setting?
 (If time) Are there modalities or a medium you would like to see learning try that they
haven’t yet?
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Appendix C – Usability Testing Script for Mobile Design Iterations

Objective: To make recommendations on how to best design content for WLM
Hi! Thank you so much for your continuing support in this research. I emailed you the link this
morning; however, I am happy to share the link with you again. This should only take a half
hour.
Home Depot is looking at how we can integrate the mobile capabilities of Workday Learning.
This is not a test of you; instead, we would like to find out what works for real users. We will be
taking notes as you walk through lessons 1 to 3. Please share your thoughts as you access the
material. Any and all thought you have will be extremely helpful to finalize recommendations
and the design prototype.
If you feel comfortable, it would be very helpful if you share your screen as you walk through
the learning modules. Please click on the link now.

Criteria Excellent Good Adequate Inadequate

Text layout

What are your

thoughts about the
organization and
spacing of the text?
Text legibility

Is the size of the

text easy to read?

How do you feel

about the number of
images? Do they
support or take
attention away from
the content?

Image legibility

Is the image size

readable?
Flow

Is the content
arranged in a way
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that new learners

can identify
important
information?
Aesthetics

Does the design aid

you with your
navigation or does
it detract?
Consistency

Does the interface

respond in the ways
you expect it to? If
so, how? If not,
what were you
expecting?
Navigation

How would you

rate your
experience
interacting and
navigating with the
course?
What was your
experience with the
introductory
housekeeping?
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Appendix D – Views of original learning from usability studies

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Appendix E – Images of redesigned learning