The Unique Value of MHI's Instructional Design
Effective instructional design is crucial for creating impactful training programs that meet the diverse needs of various industries. At MHI, our instructional design process stands out for its thoroughness, adaptability, and proven success.
This resource explores the unique value of MHI's instructional design (ID), highlighting the principles and methodologies that set us apart.
Case Study
Our recent work with the Infrastructure Health and Safety Association (IHSA) is a testament to the effectiveness of our ID process. Our team conducted engagement sessions with IHSA stakeholders, including supervisors, trainers, and health and safety professionals designed to be collaborative and participatory, allowing us to understand the mental health challenges in the electrical utilities, construction, and transportation sectors.
The insights gained from these sessions were instrumental in shaping a series of eLearning modules. These modules cover critical topics such as the impact of stigma, identifying signs of mental distress, and having difficult conversations about mental health.
What sets these modules apart is their innovative approach, designed to engage learners through interactive and immersive experiences tailored to their industry.
The ADDIE Model: A Systematic Approach
Our ID process follows the ADDIE model, a systematic framework comprising five phases: analysis, design, development, implementation, and evaluation. This model ensures that each step of the training development is meticulously planned and executed to meet the specific needs of our clients.
Analysis: We begin by identifying the problem and defining the training needs. Extensive audience analysis is conducted to understand the instructional environment, pre-existing knowledge, skills, and any constraints.
Design: Based on the analysis, we design a training program tailored to address the identified needs. This phase involves creating detailed outlines and determining the instructional strategies that will be most effective.
Development: The actual creation of the training materials occurs in this phase. We use various multimedia elements to enhance learning and ensure the content is engaging and interactive.
Implementation: The training is delivered to the target audience. This phase includes pilot testing to gather feedback and make necessary adjustments.
Evaluation: Finally, we evaluate the effectiveness of the training. This involves assessing the learning outcomes and determining if the training objectives were met.
Integrating Community-Based Rehabilitation
In addition to the ADDIE model, we incorporate principles from community-based rehabilitation (CBR). Developed by the World Health Organization, CBR is a method that leverages the wisdom and expertise within a community to address challenges collectively. This approach ensures that the training is relevant and resonates deeply with the audience.
Meet An Instructional Designer: Elizabeth Eacrett
The success of our instructional design is also attributed to the diverse backgrounds of our instructional designers. With an undergraduate degree in Rhetoric and Professional Writing, experience in the high-tech industry, a professional master's degree in Occupational Therapy, and instructional design training, Elizabeth brings a unique blend of skills to the team. Her diverse expertise allows her to develop training using a holistic approach that considers the many factors that influence how a learner processes information, such as cognitive and emotional factors, as well as their worldview and experiences. Elizabeth strives to design learning experiences that are meaningful, impactful, practical, and consider learners’ unique needs.
Q&A with Elizabeth Eacrett
Q: How is it for a clinician to work at a company that adopts a non-clinical approach?
Elizabeth: I can be in both spaces at once. I have worked alongside peer supporters and have seen the difference peer support makes in people's recovery—it offers something I cannot as a clinician. I value, appreciate, and support this approach. As a clinician, I can offer my experience, knowledge of resources, mental health topics, the mental health system, etc. I am a clinician by background, but my profession is holistic, does not follow the medical model, and supports individuals to find solutions that help them live their lives to the fullest.
Q: What do training programs at MHI offer that is unique?
Elizabeth: MHI's training takes a common-sense, human approach to mental health. What is missing in many other training programs is the hands-on, practical approach to mental health—what someone can do to help themselves or support someone else. People want to know what to say and need to practice saying those things; that is what our training provides. Other training may cover mental health topics, concepts, and skills on a surface level, or they may go into so much detail and scientific information; both approaches leave the learner lost and no better off than when they started. MHI understands what learners need, and we empower learners with the knowledge and skills to apply it immediately.
The MHI Difference
What makes MHI's training programs unique is our common-sense, human approach to mental health. Our training is hands-on and practical compared to other programs that may be too surface-level, overly detailed, or from a clinical approach. We empower learners with the knowledge and skills they need to make an immediate impact, whether for themselves or in supporting others.