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Develop Face to Face training

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Deliver Training

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Case Studies

Client Safety Framework


Laptop on a table with image of family violence elearning module

I was asked to design and develop up to four hours of elearning about the Client Safety Framework for lawyers (for 4 CPD points) and non-lawyers to create awareness around risk factors for family violence and suicide. Learners should be able to recognise, apply and respond to the risk factors in order to support their clients effectively. These clients could have experienced family violence or use family violence themselves.

I started off with a training package for a face-to-face course about the client safety framework. I had access to a Family Violence Community Liaison Educator and regular meetings with lawyers. At the start of the project, I interviewed lawyers across different disciplines as well as support staff, community liaison officers and others to gather stories and receive input. That made me realise that we needed to have different pathways through the elearning modules because lawyers and non-lawyers had different needs. To include real insights into family violence and suicide, we also interviewed survivors.


To design this series of elearning modules, I chose to:

  • Develop two pathways: one for lawyers and a shorter one for non-lawyers
  • Use an interleaving practice instead of a blocked practice for family violence and suicide risk
  • Record lawyers, non-lawyers, external experts and survivors sharing their stories (video and audio)
  • Include practical activities e.g., recognising risk factors in files and conversations
  • Use free text fields for learners to gather thoughts about real-life examples before sharing content and providing feedback
  • Allow learners time to reflect on their practice.

A comprehensive series of elearning modules for lawyers and non-lawyers working with people who are experiencing family violence or are using family violence. The modules have been made available to other lawyers, client facing staff at community legal centres and private practitioners.

“These elearning modules are an important way to improve the quality and responsiveness of family violence services we fund, and to promote the safety of people seeking help for family violence.” (Previous news item VLA website)

The Associate Director Family Violence Response wrote: “Thank you so much for all your amazing work, expertise, time, and patience on the development of the Client Safety Framework. We are very happy with how the final product ended up, and we are really proud of the final product.

PS In 2023, I wrote another two modules to the Client Safety Framework in relation to working with Aboriginal and Torres Strait Islander People and clients from a culturally and linguistically diverse background.

The client initially requested a refresh of the current onboarding program about non-audit risk and quality management. After two workshops with a large stakeholder group, we landed on a bespoke onboarding experience. Key points for the program were removing duplication of concepts, incorporate technology in the classroom, focus on application in the facilitated sessions, add assessments and design a program that could be delivered both online and face-to-face.  

The existing program consisted of one elearning module and a 2-hour facilitated session online. The stakeholders approved an onboarding experience with eight elearning modules, two facilitated sessions and two assessments. To gather content and discuss the requirements for each element of the onboarding experience I had regular workshops with SMEs.


To create a bespoke onboarding experience, I chose to:

  • Use the concept of spaced learning
  • Discuss all theory in short elearning modules
  • Include animation to explain concepts
  • Use the main animation character to highlight key points
  • Focus on application of concepts and tools in the facilitated sessions
  • Use Slido and Google Docs for interaction during facilitated sessions
  • Assess the learning through short knowledge checks before each facilitated session
  • Use question banks to cover all the content categories in the knowledge checks
  • Add Q&A drop-in sessions and themed discussions with SMEs to continue the learning.


The result is a blended onboarding experience with smaller chunks of learning, covering a 3-month period to keep quality and risk management top of mind. It also allows learners to gain practical skills at work and then deepen their understanding through the more advanced elearning modules and facilitated sessions.

Risk & Quality Onboarding Experience

Blended Learning

Hand resting on laptop on a desk

Upskilling Online Facilitation


Laptop with firefighters on screen placed on a desk with a cup
The request was to design, develop and facilitate a course to upskill volunteer educators in online facilitation using Microsoft Teams. Most educators were transitioning from face-to-face courses to online facilitation of the firefighting onboarding course and had no or little online facilitation skills. I had 2.5 hrs for each group.
I had access to the content of the firefighting onboarding program which was helpful for examples and practice components. I also had full access to the client’s Microsoft Teams environment. In another project we just introduced Kahoot and Miro, so the volunteer educators also needed to learn how to use these tools.

To make the most of the 2.5 hours I had with each group, I chose to:

  • Run sessions in small groups with up to 10 educators
  • Split the available time in two sessions, with a focus on practice in the second session
  • Do a run-through of Microsoft Teams, including breakout rooms
  • Discuss differences between online and face-to-face facilitation
  • Show ways to engage learners online
  • Divide the groups in pairs to practise between sessions
  • Ask educators to prepare a 4-minute presentation using the firefighting content
  • Provide a handout with simple ways to engage learners online.

I trained approximately 150 volunteer educators in facilitating online. Some came a long way, from not being able to share their screen to running a short engaging session using Kahoot or Miro in session 2. We even had a live demo with a candle. After the course, most educators had built sufficient confidence to facilitate online and experiment with the available toolkit.

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