1. Can you walk me through your experience with designing learning?
Most of my experience has been technical training. I have created training for several large projects including a new medical device, spacecraft assembly, and process automation. In addition to these large projects, I have also created hundreds of smaller “one of” projects such as Electro-Static Discharge (ESD) mitigation, fire safety, pay compensation practices, and compliance training.
I start by doing a needs analysis. A proper needs analysis will cover the current knowledge, behaviors to be addressed, how to measure success, who is the audience, what are the objectives, What are the KPIs and SWOTs, and who are the stakeholders and SMEs. I then learn as much as I can about the process. I use this information to start an outline. I present the outline to stakeholders. Once I have buy in I start the design and development process while all the time collaborating with the stakeholders. While I use ADDIE I tend to feel an Agile for learning approach works better for me.
Training is not just an event but a process.
2. What instructional design models or methodologies do you prefer, and why?
I tend to like Agile for Learning and Development when it comes to designing training. I like it because it allows for a robust review process and coloration. I use Bloom’s Taxonomy, especially for determining whether the training should be eLearning, Instructor-led training (ILT), or blended. I use Gagné’s Nine Events of Instruction when designing the training to ensure that I have a balanced output. I use Kirkpatrick’s model when designing my evaluations. I am especially interested in the behavior and results portion of the model. I think too many companies neglect this aspect. Training is a living document and needs constant evaluation.
3. How do you approach understanding the needs and characteristics of the target audience?
I do an in-depth audience analysis. Some of the questions I could ask are:
- Is the audience local?
- Are there any time differences or location differences that I need to account for?
- Is there a cultural aspect I must take account of?
- What is the background of the audience in terms of the behavior needed to change?
- What is the primary language?
- What is the experience level of the audience?
- How much of the defined company behaviors does the audience already know?
When I have completed my analysis, I incorporate my findings into the training. One example of this approach was when I was creating technical training for a new product, the customer had identified the people they wanted to service the machine were not technicians but phlebotomists. I had to incorporate additional technical training I would not have normally added.
4. Can you describe a project where you had to design a learning experience for a diverse audience? How did you ensure inclusivity and accessibility?
I have created several training courses that were going to be taught in many different countries with different cultures. If localization is not available, I will use global English. I research different cultures and determine if there is anything I need to account for such as power distance. I am familiar with and have used the closed caption feature on Articulate Storyline.
5. What tools and software do you typically use for learning experience design?
I use Articulate Storyline, Rise, Camtasia, Adobe Creative Cloud including Photoshop, Animate, and InDesign, Wellsaid Labs, Microsoft Office, Visio, and many others.
6. How do you incorporate feedback from stakeholders and learners into your design process?
I put a high value on stakeholder feedback. Especially if the stakeholder is a subject matter expert (SME). I try to balance the feedback with instructional design principles. Keep in mind that the SME is an expert in their field, but I am an expert in the field of training. Either way, I keep the lines of communication open and carefully explain my reasoning.
7. How do you ensure that your learning experiences are engaging and interactive?
When I create eLearning, I try to incorporate interactions such as gamification, drag-and-drop interactions, or even something as simple as a tab or button. When I create ILT I try to avoid the infamous “death by PowerPoint”. I try to mix it up with activities, breakout groups, and games. I also use standard instructional design principles, and I am careful to avoid too much text or overstimulation.
8. How do you address the challenge of designing for both online and offline learning environments?
Online and offline learning environments have different challenges. As mentioned earlier, I use Bloom’s Taxonomy to assess the best approach to classify if the training should be eLearning or ILT. I like to use eLearning for understanding and knowledge training. Things that do not require hands-on.
If I am forced to use eLearning for something that requires hands-on or “applying”, I will do my best to show every detail I can. eLearning does not allow for the student to question the facilitator, so I do my best to predict those questions and incorporate a glossary, Electronic Performance Support (EPSS), contact information, or other references that I deem appropriate.
With ILT I attempt to provide a detailed facilitator guide to provide as much guidance as possible to the facilitator. This facilitator guide contains detailed instructions on instructions for each slide and activity. It also has a list of required tools and consumables. I also conduct a train-the-trainer course to ensure the facilitator understands everything about the course they are to teach.
9. How do you stay updated with the latest trends and innovations in learning design?
If I can I attend conferences…though companies don’t like to pay for those much. I also follow people on social media, Visit the Association for Talent Development (APD), and read articles. I talk to my colleagues and coworkers.
10. What is your experience with remote work?
During the pandemic, I started remote instructional design and continued in a hybrid fashion after it ended. I have used Teams to conduct meetings with SMEs and other stakeholders and to store documents for review. I also used the Review features of Articulate Storyline and Microsoft Office to allow for coloration and review.
11. How do you measure the effectiveness of a learning experience? What metrics do you consider?
Kirkpatrick’s model provides a great starting point for measuring the effectiveness of learning experiences.
During class, I judge the Reaction of the participants. Are they engaged, do they understand the topics, and are the topics important to their jobs? I also provide “Smile” sheets or a “post-training evaluation form” to engage their initial reactions.
During class, I also judge the Learning or what they apply during training. This can be done with activities or quizzes.
After class is completed, I assess their Behavior and Results. This should take place 1, 3, and 6 months after the class. This can be a little tricky. To do this I can look at Customer Resource Management (CRM) software to identify the types of calls complaints or customer calls we are getting. We can also look at the return service calls. We can also send their managers emails to ask if there is any improvement. An important note: This is also very important in evaluating the class as well. We can use this to determine if there are any differences in the course.
12. Can you provide an example of a project where you had to work within a limited budget or resources?
I have been lucky to work for companies that provided me with all or most of the tools I needed. There were times when I did not have the proper tools, but I found a new way to get what I wanted finished. If I did not have wireframes I would take screenshots. If I did not have block diagrams of the systems, I would create them in Visio using the schematics (they liked the block diagrams so much that they used them in the technical manual).
My biggest limitation was time. When creating training for a new product the schedule would constantly slip and the training was what it slipped into. I had to constantly plead my case with the program manager using Gantt Charts.