The goal of the second stage of the research, Program Development, aims to design and develop a 12-week training program specifically for underrepresented small business owners to support them to pivot and grow their businesses online.
We used the findings from the first stage which included online surveys, online discussion boards, and focus group discussions to understand our participants and their needs to develop a customised training program that is relevant and responsive to their businesses.
Here is the summary of our development plan.
After 3 years of operation with proven revenue generation, Hamilton Stitches has survived the concept stage and demonstrated that it is a viable business entity. Zara has successfully built a customer base using her brick-and-mortar store presence and traditional word of mouth recommendations. Her customer base is confined within her local community.
The pandemic forced Zara to adopt e-commerce very quickly without having the necessary skills and resources to navigate and capitalize the online market. As a solo entrepreneur, she wears many hats with endless to-do lists, and always runs behind schedule. Zara always searches for new ideas. She improvises and makes up her plans as she goes. She tries out different ideas but is never quite sure which one works. As a result, her online marketing attempts are sporadic and uncoordinated. She would like help planning a cohesive, long-term strategy as well as executing day-to-day tactics with a strong ROI to justify her marketing efforts.
To determine the content of the training program, we use the backward design approach , which is a goal-based framework for curriculum development.
The first step in the backward design process is to determine the desired goals or learning outcomes, which are the knowledge and skills learners should have acquired when they finish the program.
Our short-term goal at the end of the training program is for Zara to develop (THINK) and execute (DO) a digital marketing campaign plan that is applicable to her own businesses and customer bases; identify elements of success and failures (MEASURE); and make necessary changes (ADAPT) to optimize results. Our long-term goal is for Zara to successfully apply the knowledge and skills to increase her revenues and become resilient against any future economic disruptions.
The big idea is for Zara to become self-reliant in digital marketing by teaching her DIY (do-it-yourself) skills so she can continue to plan and execute digital marketing activities, and improve the results by herself.
Once she masters these skills, she can keep experimenting and adapting her marketing efforts to grow her business. Ultimately, her adaptability will protect her business against any future disruption.
We break down the goal into 4 learning outcomes (LO) following the sequence of a marketing process:
LO#1 – THINK: Strategy and Planning
Develop marketing strategy and create a cohesive plan
LO#2 – DO: Implementation and Tactics
Execute the plan using suitable digital tactics
LO#3 – MESAURE: Evaluation and Analytics
Assess the performance using data
LO#4 – ADAPT: Experimenting and Optimizing
Learn from past results to keep improving We chose to adopt a marketing campaign as the learning conduit as it covers critical marketing concepts and offers an opportunity to practice the whole marketing process within a short timeframe.
For information about the Program’s specific learning outcome, learning paths and topics learning elements, please see the Report.
We plan to evaluate if Zara has achieved the Big Idea’s learning outcomes by asking her to perform tasks, analyze the results and make recommendations for improvement. She then will be asked to adjust her work, and analyze the results again. This learning experience will guide her through the full cycle of the DIY Continuous Improvement Process. The evaluation will be done by instructors and participants (peer-reviewed).
For information about the Program’s specific performance tasks and evidence of learning, please see the Report.
We plan a variety of learning events and activities for Zara including:
The BSBR training program is designed following the Universal Design for Learning (UDL) Guidelines, underpinned by the adult learning principles and the experiential learning approach.
The Universal Design for Learning (UDL) Guidelines   is a framework to optimize learning experience for all learners by identifying design elements that provide the greatest access for the range of learners in any setting. Its premise is that when we design for particular accessibility needs, all learners benefit. The UDL Guidelines advocate that learners should be provided with multiple means of engagement (the why of learning), multiple means of representation (the what of learning), and multiple means of action and expression (the how of learning).
Adult learning principles  recommend that adult learners who are self-directed, should be encouraged to take charge of the content and process of their learning. Their prior knowledge and life experience should be capitalized and built upon with the learning of new concepts. Adult learners are intrinsically motivated by practical, problem-solving content that is directly relevant and applicable to their work or life. They are also result-oriented, so they tend to move quickly from theory to application.
According to Kolb’s Experiential Learning Model (ELM) , to develop new knowledge and skills, learners must learn by immersing themselves in an active, hands-on experience; reflecting on that experience; concluding and conceptualizing the experience; and then engaging in experimentation by trying out the newly gained knowledge and skills.
The BSBR Digital Training Program will be delivered online over 12 weeks. The online mode is chosen not only to comply with the COVID-19 health regulations, but also to accommodate participants’ busy schedules. The main advantages of online learning are flexibility and convenience. Participants can join the class in the convenience of their own space with no travel time. However, it is harder to focus and engage with instructors and other learners virtually, which could leave learners to feel isolated and unmotivated. Therefore, the program is designed with frequent touchpoints, offering multiple contact opportunities and channels for participants to engage with instructors, support staff and each other.
Each week, there will be two lecture sessions and one workshop session with ongoing support throughout the program period.
There will be two lecture sessions per week. Some of the sessions will be elective, allowing participants to choose the sessions that are relevant to their businesses. The mandatory sessions provide crucial learning components, which will be scaffolded to create a learning path to achieve the desired learning outcomes.
Each session could consist of 1.5 hours, which could be divided to:
Experimentation is strongly encouraged. Rather than using their own digital platforms which have real customers and audience, participants can use Program’s digital channels to experiment and test their ideas. Mistakes and mishaps are considered crucial learning activities.
BSBR Program’s digital channels are a dedicated learning platform where participants can practise their digital marketing activities. These channels include:
There will be one Instructor-led workshop per week. This optional session is designed to assist participant with their assignments. Participants can choose to attend to ask questions and assistance on how to apply digital marketing concepts to their businesses. The workshop session will be group-based so participants can learn from one another. Participants can share their problems with the group and instructors will guide the discussion for possible solutions. The workshop sessions will not be recorded.
The second stage of the research project, Program Development, is complete. We are ready to progress to the next stage, Alpha Testing, which is the launch of the first training prototype in September 2021.
For more information, you can download the full report here.
The application for the Alpha Group Training Program, which will commence in September 2021, is temporarily closed for now. However, space could become available. Please check back in September for further updates. The January 2022 Beta Group Training Program is fully open for applications. Click here to apply now.
 The World Bank (June, 2020). COVID-19 to Plunge Global Economy into Worst Recession since World War II. Retrieved from https://www.worldbank.org/en/news/press-release/2020/06/08/covid-19-to-plunge-global-economy-into-worst-recession-since-world-war-ii
 Canadian Women’s Chamber of Commerce (CWCC). (May 2020). Falling Through the Cracks: Immediate Needs of Canada’s Underrepresented Founders. Retrieved from https://canwcc.ca/wp-content/uploads/2020/05/Falling-through-the-Cracks_CanWCC_May2020v19.pdf
 Wiggins, G. and McTighe, J. (2005). Understanding By Design (2nd Expanded Edition). Assn. for Supervision & Curriculum Development.
 CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
 CAST. (2018). About Universal Design for Learning. Retrieved from https://www.cast.org/impact/universal-design-for-learning-udl
 Knowles, M. (1980). The modern practice of adult education: Andragogy versus pedagogy. Rev. and updated ed. Englewood Cliffs, NJ: Cambridge Adult Education.
 Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.