By co-designing directly with the people imc was designing for, the team at imc could address a lot of the needs and challenges the department was experiencing more directly.

When taking the time to communicate with them, the team could quickly unlock insights that lead to success. They asked people to develop several personas of what “great” looked for them. They then used these insights to define the common factors and principles of success through their eyes.

imc discovered that they could align department employees more effectively by providing an experience that enabled them to explore the culture openly. The key to success was to empower their ability to guide themselves to find information and support when needed.

From the insights imc gathered from workshops, applied a co-designed content strategy to deliver a meaningful experience for employees.

The major challenge facing the implementation of new training content was the scale of which COVID-19 was evolving throughout Victoria in 2020. This then lead to the up-scaling of the Department’s COVID-19 response group, who also had to pivot away from face-to-face training to consuming their mandatory compliance training and other important information via a largely online environment.

The Department’s solution was to work with their existing LMS vendor imc to develop an additional system (referred to as the “COVID19LMS.”)

The LMS was set up and ready to use in several days to assist with the rapid response to COVID-19. It was set up to accommodate a rapidly expanding workforce who were in need of individualised training through a role-based learning pathway.

At Hager, it is a known fact: Role-based knowledge must be available quickly and at short notice. To ensure this while also providing blended learning and gamification elements for independent electrical engineers, Hager was looking for a suitable partner.  

When a new meter cabinet system was introduced all the way back in 1997, information had to be shared with customers almost immediately. Even in those days, the company took a step towards e-learning: Computer-based training (CBT) was recorded onto CD-ROMs and supplied with the products. A lot has happened since. CBT has become WBT. Learners are no longer provided with physical, tangible CD-ROMs on which knowledge is stored. Instead, clicking a link gives them access to the virtual training camp where up-to-date knowledge is transferred.

“Very clearly, the trend in e-learning is to quickly provide learners with role-based knowledge at relatively short notice,” explains Martin Zimmer, Online Training Advisor at Hager.

Hager has been using the SaaS version of the imc Learning Suite learning management system since 2012. The cloud solution facilitates instant availability and enormous scalability while achieving significant cost savings compared to the traditional on-premise variant.

This learning environment provides learners with a lot more than just access to web-based training (WBT): They can also view webinar recordings or utilise interactive operating instructions in the form of smart lessons – anytime and from anywhere.  

But why pick one if you can have it all? Hager leverages blended learning to inform independent electrical engineers about the company’s products. For this target group, imc and Hager have already produced four WBTs on topics such as “Lighting control and dimmers” or “Smart metering” – both of which are key content for energy efficiency. 

With its new, playful training, Linde Material Handling is pursuing two key goals: Transfer the necessary basic knowledge in the field of intralogistics to all colleagues worldwide, while raising awareness of challenges and improvement potentials in intralogistics among all employees.

The serious game “City of Goods” developed by imc is set in a distribution centre and structured in five training stations. The learner takes on the role of a new employee, receiving a virtual tour of the warehouse.

They gain an insight into different roles and challenges in the workplace, such as high rate of packaging errors, storage space problems or unsafe working conditions. 

Each learning station comprises an entrance area, one or two rooms and an office. In the virtual learning environment, the learner communicates with colleagues and obtains first-hand information on the issues at hand and the areas that require action. The player earns points by finding the right solution. Once a certain number of points has been achieved, the player is given access to the office. Here, they must explain the solution they came up with and implemented, before earning a minimum number of points to successfully complete the station.

The game is presented in 3D to make the simulation as realistic as possible.