lan members live, so when these occur the learning program should be able to meet those changing needs.
- Materials need to be designed with what is sometimes called ‘replayability’ in mind. Administratively, that may include providing continuous access to up-to-date educational resources. In addition, materials should be designed to facilitate and encourage repeat visits by plan members.
- Opportunities that allow the learner to apply knowledge through examples and trial and error must be provided. Ideally, feedback should be incorporated in educational materials to ensure that learning is on the right track. This is fundamental if any permanent impact is to be made on the plan holder’s approach to his or her investment portfolio.
- Family members and others close to the member who are affected by any financial decision should have access to educational resources so they will be able to understand the implications and benefits of a CAP.
When searching for, or designing, any learning materials, it is important to look beyond content and tools – and provide a rich environment that meets the individual needs and objectives of the learner. A high quality educational program will take information, tools, and guidance and then wrap them in a context similar to the learner’s own experiences. It will also be kept up-to-date and encourage, by its features, design, and utility, multiple visits from plan members and their families.
The proposed CAP guidelines are a good start in helping you build a bridge over the thorny ravine.
Ultimately, well-designed education will result in increased employee participation and plan satisfaction. But, more importantly, it will directly impact the future quality of life of plan members and their families.
Colin Geissler is lead instructional designer at the Canadian Securities Institute.
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