Use AI to improve, assess, and promote your learning programs.

Artificial Intelligence (AI) is kind of a big deal these days. It has revolutionized data-driven decision-making. Companies can now handle way more data, make faster and more accurate predictions, and even automate much of the analysis.

AI-powered models are so much better at managing complex, large-scale, and unstructured data than the old methods, which helps companies be more agile, precise, and deliver more personalized experiences.

Have you ever noticed that once you finish watching one episode of your favorite Netflix shows, a recommendation appears that you just can’t ignore? That’s because Netflix deploys AI/ML and data science to match your preferences with existing content on the platform. And it delivers results for Netflix; they are now connected with 260 million engaged users, accounting for a total revenue of $33.724 billion in 2023.

“But Sadé,” I’m sure you are asking, “what does that have to do with learning and development?”

Here are a few questions.

• What if you could create a truly personalized learning experience by tracking each learner’s journey and adapting content based on their interactions and progress?
• How much more valuable would your course be if you could track learning experiences across multiple platforms and even offline activities?
• What if you could easily integrate learning data with other business systems like CRM or HR platforms to get a more complete picture of a learner’s journey and performance?
• Would you like to capture the real-world application of learning (like learners using those skills on the job) and then use those data to measure the effectiveness of your course?
• What if you could quantify your learning program’s benefit to the organization?

Would detailed learning data help you make decisions and improve your learning organization’s programs?

xAPI can help.

xAPI, or Experience API (sometimes called Tin Can API), is a way to track and record learning experiences. It lets you capture learning activities from all kinds of platforms and situations, whether they’re happening online or offline. With xAPI and AI working together, you can track exactly how learning experiences impact job performance, identify which training activities deliver the most value, and make data-driven adjustments to your programs.

This means you can clearly demonstrate the effectiveness of your L&D efforts, tailor learning experiences to each individual, and ensure that your investment in training is driving real business results.

Here’s an example.

A global sales organization wants to improve the effectiveness of its sales training program. They want to know which training modules are most impactful, how long it takes for new hires to become productive, and how to tailor training to individual learning styles. And, of course, they want better sales performance.

They track learning:

• Formal Training. xAPI tracks traditional e-learning courses, webinars, and classroom sessions, capturing data like completion rates, quiz scores, and time spent.
• Informal Learning. xAPI monitors social learning interactions, knowledge sharing, and peer-to-peer mentoring in collaboration tools.
• On-the-Job Learning. xAPI tracks real-world sales calls, customer interactions, and performance metrics captured by the company’s CRM.

They use AI-Powered Insights:

• Predictive Analytics. AI analyzes xAPI data to identify patterns and predict future performance. For example, the system flags learners who are struggling with a specific module and recommends alternatives and new training.
• Personalized Learning Paths. AI creates custom learning paths based on individual learner needs, preferences, and performance data.
• Real-Time Feedback. AI-powered chatbots give fast feedback and guidance to learners, helping them stay on track and address knowledge gaps.

And they get results:

• Better Sales Performance. Learners are directed to the most effective training modules, and they get a tailored learning experience – what they need, when they need it. This means faster onboarding and upskilling, which boosts productivity.
• Data-Driven Decision Making. xAPI and AI help the organization decide on training investments and assign resources to training efforts.
• Enhanced Learner Experience. Learners get the right learning paths for them and get personalized feedback while they’re learning.

But how? Here are some next steps.

1. Find your why. Consider the highest priorities for your company, your business, and the learners you serve. How is L&D enabling these priorities? Can you measure that? What measurements are you missing? What compelling stories of the value of L&D would you like to tell? Asking yourself these questions will help to build a business case for data-driven learning programs.
2. Start making connections. Many companies have already begun embracing a data-driven culture and started exploring Artificial Intelligence, even in its infancy. Your company is likely one. Tap in. Find out who works with data in your company. Connect with that person, team, or department within your company. Introduce yourself, find out what they are working on, and what synergies are possible — now or in the future. Making these connections will help you begin to plan and organize around the work to come and your people.
3. Assess your current tech. What are the capabilities of your LMS? Does it support xAPI? Does your company already have a Learning Record Store (LRS) in place? What information can be pulled from your company’s LMS? Is it connected to employee data? Is your company using a unified Enterprise Resource Planning (ERP) suite such as SAP or Oracle? What about a CRM? Consider all the places you could gain information about the employee experience and their work performance. We’ll need this information later so we can begin to feed the AI models targeted information to receive helpful insights.
4. Identify Gaps. After completing steps 1-3, you will undoubtably found some gaps, whether large or small. You might identify gaps in technology, trackable data, in-depth technical knowledge, data analytic skills, or bandwidth to take on this change. But don’t be alarmed; you’ve taken the essential first step. You can’t fix what you don’t acknowledge.

Using data and AI will help you create more powerful learning programs, programs that explicitly show the value of L&D in your organization.

WIIFM? (What’s in it for me?)

A rite of passage for any southern cook is the successful execution of the most important baked good: The Biscuit. Filled with bacon, cheese, and egg, it becomes a substantial meal in itself. Buttered and drizzled with maple syrup, it becomes the end to what I call a “wood-splitting breakfast” — because you had better do something with all those calories!

So, it was with some enthusiasm (and ill-placed confidence) that I, then a teenager, attempted my first batch of biscuits. The moment came to take the tray from the oven. The tan hockey pucks on the tray in front of me bore some resemblance to biscuits. But they had a concerning, very dense sound as I slid them onto a plate. I soon discovered that what I had produced was not the biscuits of my childhood; these were closer to the hardtack that sustained nineteenth-century sailors as they endured months-long circumnavigations of the globe.

My critical error?  I left out the baking powder. In my rush, I had grabbed the all-purpose flour but left that little can of baking powder on the shelf.

One teaspoon. (!)

That’s what stood between me and my culinary triumph.

A few years later, I was in my first role as a learning and development professional. I did most of the right things: I met with the business stakeholders. I created an interactive training. Heck, I even met with some of the people who had been in previous trainings to get their feedback.

So, it was with some enthusiasm (see where I’m going here?) that I facilitated the training.

As a facilitator, you can tell when the room (whether physical or virtual) feels “flat.”

This was a flat room (not unlike the aforementioned biscuits). Not a lot of engagement. Very little discussion.

I dismissed the group for lunch. As I sat in the empty training room, I discovered my critical error: I had left out any discussion on why the content was important.

It’s not that I didn’t know why it was important: I had solid reporting data showing that the new skills would help participants be more successful in their roles. Unfortunately, the participants did not have the benefit of that information.

Faced with this realization, I outlined the rationale for the course. I grabbed someone who had previously taken the course and asked them for a quick testimonial to share with the class. Then, I pulled together a summary of the data that demonstrated the value of taking the course. In short, I articulated the WIIFM – the ‘What’s in it for Me?’ – something that I should have done at the outset!

The WIIFM concept is not new.

As the field of advertising came of age in the mid-twentieth century, more emphasis was placed on addressing the customer’s needs and wants. Over the following decades, the WIIFM concept was developed and refined. And whether you realize it or not, the learner is your customer! Adoption of any course begins with the learner “buying what you are selling.”

Your courses most likely already begin with strong learning objectives complete with Bloom’s verbs. That’s great! However, don’t make the mistake of assuming that good learning objectives answer the WIIFM question. To be sure, learning objectives align with the WIIFM, but articulating the WIIFM will help the learner understand how the learning will benefit them personally.

Here are some steps to answer the WIIFM right away:

1. Begin with the problem that the learning is designed to solve. You’ve created the learning for a specific purpose, so spell it out. For example, this might mean acknowledging the shortcomings of an aging ERP or the cost of poor customer service. Are your learners already aware of the problem? Probably, but there is something about naming the issue in plain words that is very effective.
2. Emphasize how the learning will address the problem. In the case of a systems or software training course, this is the ideal place to introduce the new tool and preview how it will address the problem. For instance, if the course teaches the durable skills as a part of customer service training, this section might include examples of how skills will lead to a better customer experience.
3. Stress the benefit of ‘buying’ the course. This is the heart of the WIIFM! To really drive this home, we have to put ourselves in the place of the learner. How will this training make their work easier? How can it optimize the experience of everyone involved? If there are implications to CSAT scores, compensation, or other key metrics, spell them out!

Back to my near miss with WIIFM.

Armed with this information, I welcomed the class as they returned to the training room. Before we jumped back into the content, I acknowledged that I had failed to truly address the reason for the training and how it could benefit them. I presented the WIIFM that I developed over lunch. In a moment of serendipity, the employee who provided the testimonial was actually walking by the training room; I called them in to talk with the class.

The difference in participant engagement after this was undeniable, and course feedback reflected the value of the discussion.

Occasionally I forget to take the trash can down to the street on Sunday night. Sometimes, when someone asks my age, I have to think for a moment. But there are two things I never forget: baking powder in the biscuits and the WIIFM in every training opportunity.

Case studies are a powerful tool in organizational training.

Case studies use realistic challenges to help employees develop critical thinking, problem-solving, and decision-making skills. They root learning in the context of the real world, making lessons more effective in several ways.

Why use case studies?

They bolster your project goals.

You think a change in technology or process will deliver benefits, but you don’t know until you try. Training case studies are the first test. They build a bridge between strategic concepts and practical application.

They give employees a taste of success.

Case studies are based on reality – real people doing real work. They show learners what’s possible. Learners approaching technical training often expect to feel overwhelmed. But if they complete case studies successfully, training reinforces both the new skills and confidence that they can do the job in the new way.

They help employees become better problem-solvers.

Case studies challenge learners to react to the complexities of your real-world business. They have to assess information, identify key issues, figure out what to do, then do it. This tests not only their work process or technology change, but their thinking and problem-solving skills as well, which they will absolutely need on the job.

They help learners retain and apply new skills.

Riding a bike is a whole lot easier to learn through practical experience rather than studying. Case studies put the learner in the context of their real jobs, making training feel real and relevant, and making new skills easier to remember and apply.

They strengthen teams.

Case studies often involve group work, encouraging collaboration and the synergy of diverse perspectives. This keeps learners engaged and – bonus — fosters teamwork, communication, and the exchange of ideas.

Use these tips.

Clearly define learning objectives.

Hopefully this is pretty obvious but make sure to establish clear learning objectives. Determine what skills or knowledge you want learners to develop, such as strategic thinking, analytical skills, or team collaboration. The learning objectives determine everything you get out of the training program. And they anchor the program back to the organizational needs, ensuring what we teach is aligned with strategic initiatives and drives ROI.

Choose relevant and realistic cases.

Select case studies that make sense for your learners’ roles. They must practice the work they’ll actually do on the job. That means a realistic scenario, data, and challenges. Cases that reflect their actual work environment will get you the skills bump you’re looking for and provide the team with practical insights.

Provide the right inputs and context.

Give learners all the information and context they would have on the job. That includes detailed descriptions of the scenario, the people they’re interacting with to complete the task, data they need, and feedback on results. Insufficient data and context make your case study frustrating and ineffective. This is where you need to rely heavily on your subject matter experts. Get their input and sign-off before you train.

Use varied case studies.

A diverse selection of case studies exposes learners to different scenarios and challenges. Include cases that vary in complexity, industry, and business functions to build a broad skill set. This prepares learners for the range of situations they might encounter in their roles. For example, if learners work with customers from different regions or industries, include as many as possible. Highlight unique challenges and solutions for each.

Encourage engagement.

Talking through a case study is incredibly powerful for learners. Even if the case study isn’t a collaborative task, build in learner conversation and debriefs. Encourage learners to discuss their challenges, solutions, and how they might apply their learning on the job. Use open-ended questions to prompt critical thinking and ensure that all participants have the opportunity to contribute. Discussions can also help connect learners to the wider organization and reinforce the strategic goals of the training. For example, ask questions like, “What are the potential risks of this strategy?” or “How could this decision impact other departments?”

Give real-time feedback.

Timely feedback reinforces learning and retention; it’s the “reward” part of habit formation. Feedback should go beyond “right” or “wrong.” Nuance is key – good/better/best provides more avenue for growth than simply bad/good. Also, tell them why, then highlight strengths, suggest alternative answers, and relate their decisions to real-world outcomes. This feedback helps learners visualize the practical implications of their decisions and performance.

Encourage reflection and debriefing.

After completing a case study, build in an activity where learners can reflect on their decisions and the work process. Discuss what worked well, what could be improved, and how the lessons learned can be applied in their daily work. This reflection reinforces learning and encourages continuous improvement. For example, ask questions like, “What was the most challenging aspect of this case study?” and “How can we apply these insights to our current projects?”

Integrate technology.

Use technology, where it makes sense, to enhance the case study experience. Incorporate any digital tools that make the case more realistic, such as online simulations, interactive platforms, and collaboration software. Technology can provide real-time data analysis and work team collaborations.

Use multiple modalities.

Provide materials in various formats, such as written documents, videos, and interactive modules. Variety and repetition boost engagement and retention. For example, if you have an overview, provide it both in written and video form. Or, if you are presenting a workflow, use a graphic with a voiceover to hit multiple senses and reinforce learning.

Beyond that, switch up your delivery style. Try providing the context of one case study through a video of a simulated client conversation, and then cue up the next case study through a simulated email chain. This captures multiple real-life avenues of interaction, while avoiding repetitive, stale delivery.

Measure effectiveness and iterate.

Case studies are a big investment of time and brain power; it’s a good idea to find out whether you got the bang for your buck. Use assessments, feedback, and performance metrics. For example, you might deploy surveys to see how the new skills are being used on the job. Then refine your approach, update case study materials, and improve the overall learning experience. Continuous iteration and improvement pay off.

In conclusion…

By now you’ve realized the significance of well-crafted of case studies for organizational training…if you design and build them right.

Click here to download our list of tips for case studies.

AI Tools and Tips for Beginners.

The beauty of AI is that it can be used by anyone, but its potential is realized only by those very skilled in it. In other words, most AI tools have a low barrier to entry and a steady learning curve. Invest a lot of time learning AI, and its benefits will feel limitless.

To illustrate this point, let’s look at the learning curve of another common tool; Excel. Let’s use Excel as an example. Excel has a low barrier to entry; entering data into a row and column, calculating sums is a skill that most folks can learn quickly. The ratio of time investment to effectiveness is low. Excel also has a gradual learning curve, and those who invest a lot of time are rewarded with a gorgeous, color-coded bundle of formulas that produce veritable wizardry.

(Shoutout to Mike Cassady and Micah Green, our resident Excel wizards.)

AI works like that. Low barrier to entry; steady learning curve; investment = greatness. So, how do you start? Specifically, how can learning and development practitioners unlock the power of AI when creating their next project or course? Let’s break it down into a few key tools and explore how we’ve used them on our projects.

The three tools we will explore are:

• ChatGPT
• Synthesia
• Midjourney

ChatGPT

Ya know it, ya love it. ChatGPT is an AI program, created by OpenAI, that can understand and write human-like text. It helps users by answering questions and having conversations on various topics.

I like to think of ChatGPT as my own personal (and very knowledgeable) assistant. As of August 2024, it is likely the best AI tool available today in terms of versatility, accuracy, capability, and usability.

Level-up your verbal content.

I see ChatGPT as an accelerator. Use ChatGPT to improve the syntax and verbiage of content you’ve already written. It will give you many options – alternate ways to say what you’re trying to say.

Have you ever looked at a sentence and felt there’s a better way to express it, but you’re drawing a blank? ChatGPT to the rescue!

My Prompt

Hey ChatGPT, here’s a sentence that I’m trying to improve the flow of. Can you give me 3 options for this?

“When implementing a software change that will influence every employee, these three most common causes for frustration must be considered.”

ChatGPT’s Answer

Sure! Here are three options to improve the flow of your sentence:

1. “When implementing a software change that affects every employee, it is essential to consider these three common causes of frustration.”
2. “As you implement a software change that impacts all employees, it’s important to take into account these three prevalent sources of frustration.”
3. “In the process of implementing a software change that will affect every employee, you should consider the following three common causes of frustration.”

My Prompt

I like option 3, but let’s shift a little bit and pose it in the form of a question. It will be a click-to-reveal slide and prompt the learner to discover these three causes on their own.

ChatGPT’s Answer

Great choice! Here’s a revised version of option 3 posed as a question for your click-to-reveal slide:

• “What are the three common causes of frustration to consider when implementing a software change that will affect every employee?”

At this point, I modify it to suit my preferences. In this case, I found it a bit too wordy, and the part about “every employee” felt redundant since it was mentioned earlier in the course. Therefore, I adjusted it to…

What Are the Three Leading Causes for Frustration When Initiating a Software Change?

Write learning objectives.

Sample Prompt

I am developing a course, and the learning objectives must align with these points. Provide me five options and please use terminology from Bloom’s Taxonomy: Level 2 when creating them.

Takeaway

The points you provide ChatGPT can be crude and segmented; you can “think out loud” as you provide it with enough content to generate an answer.

Write knowledge checks.

Sample Prompt

Help me create a knowledge check question with the following parameters:

• This must be a single-selection, multiple-choice question.
• Two of the distractors must align closely with the correct answer; one of them can be a bit further off.
• Answering the question correctly will demonstrate that the learner has achieved this learning objective.
• Provide customized feedback on why each choice is correct/incorrect.
• Here is the content: When initiating a change in software throughout the entire organization, things that must be considered are response effort, training needs, and providing ongoing support.”

Write a script.

Sample Prompt

Here is a paragraph of on-screen content I have written. Can you create a script for a narrator that will be in the second person? Use a tone that is informative and nurturing. Examples of this can be “It is normal to encounter resistance to technological changes in your workplace, so you’re not alone.”

Takeaway

When it comes to generative AI tools like ChatGPT, the limitations are often determined by the user. If you’re wondering whether ChatGPT can perform a specific task for you, it never hurts to ask!

Here’s what ChatGPT helped me do.

Synthesia

Access it here.

On one of our learning projects, we had some initial discussions with the client and discovered that they really wanted video narration from a facilitator or mentor throughout the series of courses.

They were considering hiring voice talent to do this, but there were logistical and cost concerns. First, the course content would be dynamic. Second, stakeholders would approve only deliverables that were close to the finished product, narration included. That would mean re-recording narration after every review cycle.

Because of these factors, we proposed using Synthesia. It provided video narration while also mitigating the logistical concerns.

After working with our SMEs, we created scripts for the first course with some input from ChatGPT. Then, we brought the scripts over to Synthesia.

Our initial thoughts about Synthesia were:

• The interface is straightforward and felt familiar, especially if you have experience working with video editors and other AI narration tools like WellSaidLabs.
• The inflection and presentation of the avatars, though clearly AI-generated, were in line with what we were looking for.

To reduce that “AI look,” we shrunk the MP4 output and placed it behind a frame that really tied everything together.

Here’s what Synthesia helped me do.

If my situation sounds familiar to you, consider looking into Synthesia. We found that it checked all the boxes.

Midjourney

Access it here.

Like ChatGPT, Midjourney is a generative AI tool that requires the user to provide a prompt. Midjourney uses your prompts to create imagery.

After a few working sessions with our client, we established a general theme for the courses. We were aiming for a sleek feel with a dark palette. Midjourney allowed us to generate imagery that fit within the theme and branding guidelines.

This tool has been a major timesaver when prototyping and creating visual mockups (Have you ever spent hours creating a concept only to have it declined within seconds?)

• In working sessions with our client, we established a general theme for the courses.
• We used Midjourney to create several options that fit the theme and their branding guidelines.
• After they selected their favorite option, we continued using Midjourney to develop more polished images until everyone was happy with the result.

Here’s what Midjourney helped me do.

Using AI on a learning and development project doesn’t have to be hard. The barrier is low, so get started! With creative prompting and a dedication to quality for learners, an instructional designer can produce great content efficiently.

Tips for post-go-live change management support.

System implementation projects are difficult. They are tedious. They are stressful. And yes, they are costly. Often, we just want to get to the end. Many people think the “end” is go-live, but it is not. Everything you did to get to that imaginary finish line we call go-live just gets you to the starting line of the new way of working for your team. In other words, go-live is the start of the change.

Large-scale change initiatives do take a toll on everyone involved, so it’s understandable that we just want to be done. Many times, organizations begin reducing the project team to save on the remaining budget.

It’s common for the Change Management team to be the first ones asked to leave — immediately following go-live, if not before. After all, the training is done, and you have been “communicating” for months. Why keep the Change Management team?

If you don’t know the answer to this question, talk to projects that released their Change resources at or before go-live. You may get varying responses, but the gist will be, “Don’t release your Change Management support too soon!”

There are critical tasks that should be supported by your Change Management team AFTER go-live. Things like:

• Post-Go-live Communications
• Post-Go-live Readiness Assessments
• Lessons Learned
• Key Performance Indicators
• Continuous Education / Training

Remember: Don’t release your Change Management support too soon.

Post-Go-live Communications

Hypercare typically runs for a month after go-live. During this time, users are working in the new system. Occasionally, they might reach out for help. Your Change Management team can help to coordinate the onsite Hypercare resources, monitor project mailboxes for questions, and provide any on-going ad hoc communication requests. They can also help by creating weekly updates to keep the senior leaders engaged as the organization takes its first steps with the new ways of working.

Post-Go-live Readiness Assessments

The most critical goal for change management is employee readiness. To that end, we conduct readiness assessments, both pre- and post-go-live.

• The results of pre-go-live assessments help you understand what to change before you proceed to go-live to give you the best chance of success. They can be used as a final stage gate; a green light on readiness means you go live.
• The results of post-go-live assessments tell you how to correct course on your current launch, and how to conduct future releases or phases.

In either case, your Change Management team will be best suited to facilitate the readiness process.

Lessons Learned

Your Change Management team can pull together your core project team, key leaders, and select individuals from your stakeholder community, to discuss lessons learned throughout the project.

This is a critical activity. Not only will these lessons help you in future releases and phases of the same project, but these knowledge nuggets will help you and your organization during future initiatives. It’s the way you retain institutional wisdom, getting smarter and sharper with each project.

The most critical goal for change management is employee readiness.

Key Performance Indicators

It is likely that your Change Management team helped to identify the key performance indicators (KPIs) for your project. Facilitating KPI tracking is a good role for Change Management, while other core team members ensure the system is functioning properly and keep the business running.

Continuous Education / Training

Training is usually conducted a few weeks prior to go-live. Once all users have been trained, your Change Management team will support the trainers as users practice in the sandbox leading up to go-live.

• After go-live, someone must figure out how brand-new users will be trained. What are the courses (related to this new system) new employees should take? Who will function as trainers after the project has ended? What role will HR (Human Resources) play in helping to onboard new employees with this new technology? Your Change Management team can help to develop the approach for post-go-live training.
• The Change Management team should also identify and support remedial training. Post-go-live is when you really find out how the new systems, processes, and people are functioning together. If something is wrong, indicated by project KPIs, post-go-live assessments, or employee concerns, additional training might be the solution.

So, as you can see, keeping your Change Management team on board for some time AFTER go-live can be beneficial. What you need depends on your project, your organization’s capabilities, and the scope of the change. You might not need to retain your entire team, but having at least one solid Change Management resource on your team after you go live can make a significant difference in your results as your company begins its new chapter.

Technical Training That Is Effective and Fun.

It’s one of the ironies of organizational training. Employees consistently say they want better systems training from employers, but often groan at the thought of attending.

What to do? Well one way is to teach them two things: the skills they need AND that training at your organization will truly make their work lives better.

Here are a few ways make your training a great experience for learners.

Don’t train on everything. Too much of a good thing is still too much. Learners get overwhelmed and they retain less. Train only what’s Common, Critical, and Catastrophic.

• Common: What do they need to do every day or every week?
• Critical: What are the most important activities to the organization?
• Catastrophic: What would cause great harm to the team or the business?

Chunk your learning. Let their needs determine the sequence. First, what will the learner need to know in the first week to successfully use the system to do their job? Next, what do they need to know in their first month? Then, what do they need to know in their first three months and beyond?

• Build the foundation first. Start with the basics then move on to more advanced functions once the learner has demonstrated proficiency.
• Set the right pace. Allow enough time and practice for each skill to “set” before moving on to the next one.

Mimic real life as much as possible. Develop system simulations that mimic the real system. Then wrap authentic work scenarios around the simulations. Use realistic data – inputs and outputs – so it feels like they’re really working.

“Show Me, Let Me, Test Me.” Demonstrate a key task, follow up with guided practice and remediation, then give an assessment where learners complete the task and receive a score with feedback.

Create a theme. Are your learners secret agents who complete their mission by successfully closing customer service tickets? Maybe they are space explorers on a quest to qualify the most leads in the sales system? Or perhaps they are explorers using an adventure map to learn to navigate the new HR system. Metaphors, characters, and stories are powerful. They anchor new information, boost retention, and make learning fun.

Practice, practice, practice! Before you let users loose on real data and customers, make sure they have it down cold. Use a sandbox environment to allow learners to practice and make mistakes without impacting the business.

Bake in milestones and rewards.

• Create proficiency levels they can aspire to reach (e.g., Beginner, Intermediate, Advanced, Expert).
• Offer badges, coins, or tokens. Consider something like a department intranet site with a leader board.
• Give top performers a chance to train or coach others, either during training sessions or on the job.

Use these tips as a checklist, to make sure you’re doing all you can to make systems training work for your learners and your organization.

Do your design and delivery create the right environment?

Psychological safety is a hot topic in discussions about organizational culture. Moreover, business leaders seem to understand that safety, empathy, trust, and belonging are critical to the well-being of both employees and organizations.

Recently, I had the opportunity to develop a course on these four components of culture. Our client believed that teaching leaders how to foster empathy, belonging, psychological safety, and trust would improve employee engagement, retention, DEI, and civility issues, helping the organization achieve its goals.

But simply talking about these four components wasn’t enough.

We needed to demonstrate them throughout the entire learning experience. This meant choosing words, imagery, and a course structure that allowed our audience to feel safe and stay engaged while they worked through vulnerable and challenging topics.

How did we do this?

1. We chose language that avoided direct reference to gender identification, race or ethnicity, age, or disability status. For example, we would refer to “team members” and “supervisors” without specific demographic references.
2. We used stories to make the concepts relatable. Storytelling engages our minds and hearts. It taps into our capacity for empathy. We didn’t just want to teach about these concepts, we wanted the learners to experience them. For example, we used stories and scenarios that featured the “whole person” at work. We also used videos from recognized experts like Simon Sinek, who taught about trust through a story. We relied on powerful Ted Talks to teach about assumptions.
   

   We use “paper people” and stick figure imagery with no race, age, or gender.

3. We carefully selected visuals that were inclusive but not specific. What does this mean? For example, we used pictures of hands coming together in a group; the hands represented different skin tones and different genders. We avoided images with faces that might reinforce the assumptions our brains already create. We used “paper people” and stick figure imagery with no race, age, or gender.
4. We used visuals that were inclusive and specific. Sometimes we just needed to include faces. So, we made sure the faces in our imagery and case studies were representative of the team members in our client’s organization.
5. We called attention to our brains’ tendencies toward assumptions and biases. We made a lesson out of this very real human function, and then taught how awareness can help us set those stories aside to be replaced by openness, curiosity, and empathy.
6. We set a group agreement to protect confidentiality. We made it ok to share what participants learned in the workshop but agreed not to share what other participants said.
7. We started and ended with “your one word.” This workshop was delivered virtually, so we needed to intentionally build a sense of connection. We started with introductions that included name, team, location, and “your one word.” Each person shared a word to describe how they were feeling coming into the workshop that day. We heard everything from “excited” and “motivated” to “stretched” and vulnerable.”
8. We included group and individual activities. Not everything has to be shared to be learned. Particularly for topics like these, the learners needed time to reflect and apply at an individual level. They did this through self-assessments, confidence checks, and application activities focused on specific members of their teams. They also worked in groups on case studies so they could benefit from ideas and takeaways from their peers. Whenever appropriate, we did whole group debriefs so participants could benefit from different thinking and ideas.

Most importantly, we reviewed the concepts, the content, and the visuals with our client advisory team to make sure each aspect would land well. We had to check our own stories and assumptions about what would be effective and open ourselves to the feelings and experiences of the advisors. In other words, we had to practice what we were preaching in our own course.

Do your design and delivery create the right environment? Tell us about it using the form below.

Make your training sound as good as it looks.

One of the best compliments I’ve ever received about a course I developed was “Hey! Completing that module wasn’t too bad!”

Victory!

Breaking news: most people find eLearning monotonous. We can create effective eLearning solutions that satisfy all learning objectives, but there’s a difference between doing the job correctly and doing the job well.

eLearning primarily engages two, maybe three senses: sight, hearing, and touch. Touch is typically limited to mouse, keyboard, and touchscreen interaction. Sight dominates the big three; designers focus most of their brilliance on satisfying the learner’s eye. Visuals are often meticulously crafted with careful attention to organization-approved palette, font, and imagery,

The sense of hearing is often neglected. It is often…dare I say…an afterthought. But it shouldn’t be.

Through careful integration of audio, we can rebalance the engagement of our senses, enhancing the immersive nature of our eLearning solutions.

Here are three recommendations.

1. Use audio strategically.

Recognize that there is no one-size-fits-all approach. Different courses benefit from specific audio enhancements.

• Technical eLearning: Use voiceover narration to break down complex topics and reduce on-screen text.
• Gamified eLearning: Use subtle background music to create a more immersive and enjoyable atmosphere. Integrate intentional sound effects (object entrances, etc.) to further enhance the experience.

Have you ever watched an instructional video that has loud background music blaring in the background? Avoid overuse of audio to prevent distraction.

Select audio elements that complement the content. Sound effects such as button clicks can engage the learner but be mindful of the context. In many cases, subtlety is key.

Consider the learner and their environment.

Recognize the diverse needs and environments of learners. Give learners control over audio features, such as volume and playback options, so they can tailor their experience.

• Optimize audio features to accommodate varying learner needs and environments. Where will they be completing this eLearning? For example, if the setting is a noisy office, narration may have to take a back seat.
• Offer closed captions. For learners who are hearing impaired, this is crucial to ensure equal access to content.
• You get bonus points for allowing adjustment of individual audio components (background music, narration, sound effects).

Create high-quality and purposeful audio content to maximize impact.

Consider alternatives to narration, like insights, explanations, or immersive storytelling.

2. Ensure high-quality audio.

• Use good audio files. For example, wav files are higher quality than mp3 files (though wav files are bigger).
• Select great narrators. If you’re using AI, make sure inflections and pronunciations are carefully adjusted.
• Recording in a conducive environment (if you’re not using AI).

3. Tailor audio to the course content.

• If it’s a scenario-based eLearning module that simulates on-the-job experiences, replicate relevant environmental sounds.
• If it’s a software simulation, use the exact button clicks sound effects that one would experience when using the software.

If you give equal enthusiasm to auditory and visual elements, consider the learner’s surroundings, and guarantee high-quality and purpose-driven audio content, you’ll level up your eLearning from a monotonous task to a more effective, engaging experience.

There is no one best model for a learning and development function, but there is a best model for your organization.

In any company, L&D interacts with other internal entities according to certain rules: who has decision-making authority, what the roles and responsibilities are, and who owns the money for training development and delivery. So what are those entities? It could be functions within a business – say, Supply Chain or Sales. For a global corporation, it might be geographic regions – North America, Europe, Asia/Pacific. In a consulting company, it might be major service offerings, like Audit, Tax, and Advisory. In a very large company, the components might be a matrix that crosses both regions and functions or offerings.

Whatever the components, your L&D organization falls somewhere on a continuum of authority and centralization. I’ll talk about the pros and cons of structures along this continuum.

The Centralized Model

How It Works

L&D planning and decision-making are driven centrally. Let’s say Jack Lerner is the head of the L&D function for a consumer products company. Jack has a training budget and a team to build a curriculum and courses for each of the functions. He and his team of direct reports are responsible for onboarding, compliance, and leadership programs that cross the functions.

Jack works with each business function to understand its training and development needs. He then looks across all the existing curricula to see whether there are materials or courses that could be leveraged. If Jack can’t find anything, he works with instructional designers – who might be part of his team or a separate service – to build courses the function needs.

Jack prioritizes course development according to the strategic needs of the overall business. For example, the Rental function might be new, and therefore have a heavier need for development than the very mature Manufacturing function.

Why Use This Model

Centralized models are efficient. Jack will have a good view of what is already in the curriculum and what the gaps are. This model reduces redundancy; without this model, each function tends to build its own courses though another function might already have it. A centralized model fosters standardization of content and processes. The model makes it easier to ensure that all training programs are aligned with the strategic objectives of the company rather than the sometimes conflicting needs of each area. Jack gets his budget from the company overall and usually has the authority of how to allocate funds.

Common Pitfalls

If the other entities in the organization aren’t communicating well with Jack or if they don’t have a good understanding of learning and development issues or if they try to circumvent the centralized function and develop training on their own, they risk creating training that is disconnected from the goals of the business. If Jack’s team isn’t large enough and/or skilled enough, they can be too slow and too removed from the business to be useful in a fast-paced functional area.

The Decentralized Model

L&D planning and decision-making reside in the business components. Jack might have responsibility for programs that cross functional areas, such as onboarding and compliance. In smaller companies, these programs might be handled by HR with little or no dedicated L&D support. In either case, some cross-functional programs are typically still held centrally in the decentralized model. The rest of the learning professionals are deployed to the functions. Each reports to the function’s leadership and develop programs specifically for that function.

How It Works

Let’s say that Alicia is responsible for the Manufacturing function’s learning program. Each fiscal year, she and the VP of Manufacturing work on the training priorities and budget to train the professionals. Alicia then partners works with her team to develop the Manufacturing training program for the year. She is aware of the central training that is impacting the people in her group, but has very little visibility to the training is being built in any other business unit.

Why Use This Model

Decentralized models can be very effective and targeted for the business. There is less coordination, as Alicia has a clear reporting relationship only to the function she serves.  With the Manufacturing team as her focus, she can respond quickly to every request. Her budget is allocated by Manufacturing, annually.

Common Pitfalls

Because Alicia doesn’t know what the other functional leads are doing, she won’t realize that, for example, each of them is building a course on communications. That means wasted development dollars. Each function must also prepare facilitators to deliver the training. And, and in some areas, they might not have enough learners to make a full class. Alicia might not know there’s a new and innovative program Luis is building for his function, so she won’t take advantage of his best thinking. Finally, since Alicia’s L&D team is relatively small (it might just be Alicia, in fact), she is less likely to grow as an L&D professional.

Finally, in the middle of the continuum is the Balanced Model.

The Balanced Model

In this model, L&D planning and decision making are driven through a central function with significant partnership from the business. Jack has responsibility for the company’s cross-functional curriculum. The rest of the learning professionals or HR business partners are deployed to the functions. They are responsible for ensuring function-specific training is built. They own the functional requirements and the outcomes.

How It Works

This is the most matrixed model. All parties must coordinate, collaborate, and communicate for this model to work well. Jack probably owns curriculum that impacts all employees. This might include onboarding and compliance training as well as professional, leadership, and/or consulting skills. Jack also owns the company-wide training schedule, and the learning management system and other development and delivery technology.

The business partners or functional designees are responsible for understanding and representing the needs of the business and the functional and on-the-job skills that need to be built. Together, the crew works to balance priorities and build an effective and efficient curriculum.

Why Use This Model

When implemented well, a balanced model represents the best of both worlds. There is a deep understanding of the business married with standard processes, tools, and governance. This model is both effective and efficient, particularly when it works within a clear governance structure.

Common Pitfalls

On paper, it seems like the Balanced model should be the nirvana of organization structures, but successful implementation is tricky. It requires all parties to communicate and collaborate in good faith – weighing the needs of each part of the business with the company overall. If Luis decides to create custom communications training for his function, even though there is a company-wide communications course, the model loses some of its value.

These three models are common examples of many possible variations. Organization structures are sometimes more fluid in practice than in design. Think about which L&D organization structure you have, whether it’s functioning as designed – to take advantage of the model – and whether it’s aligned with your company’s overall objectives.

Don’t assume training is the solution to your business problem.

Sales are down! We need training.

Turnover is high! We need training.

Compliance is low! We need training.

We Learning and Development specialists love to be needed. But our first question is always, “Is training the solution?”

When organizations simply default to training, they sometimes overlook the real issue. Here are some things to consider.

First, investigate the need you think you have. Is it really about skills, knowledge, or behaviors? Or is it motivation? Could it be a broken process or a clunky system, rather than the people?

Even if you don’t use that decision tool, a good learning methodology should answer the question: Is training the right solution?

The first step in Emerson’s learning methodology looks at the big picture. We examine the need – what prompted a request for training? What is the pain point? If it’s a business metric that’s underperforming, or a new target the organization needs to hit, or dissatisfaction because things aren’t working as they should, we ask to what extent people’s performance drives that pain.

A good learning methodology should answer the question: Is training the right solution?

Often, we find that there is some people-driven imperative. Maybe poor employee performance is impacting business results. Maybe there’s a new compliance requirement. Often, it’s a defined change, like an acquisition, influx of new employees, new technology or processes, or some other strategic imperative.

In every case, before we get training design rolling, we want to be sure that new skills, knowledge, and behaviors will get us there.