Learning Experience (LX) Design: Teach Anything in the Workplace! | Marcela Pineros | Skillshare

Learning Experience (LX) Design: Teach Anything in the Workplace!

Marcela Pineros, Senior Learning Experience (LX) Designer

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15 Lessons (24m)
    • 1. 01 Welcome

      1:45
    • 2. 02 Unit 1 The Big Difference

      1:51
    • 3. 03 Unit 1 Getting Big Results

      2:33
    • 4. 04 Unit 1 Summary

      1:06
    • 5. 05 Unit 2 Fill a Knowledge Gap

      1:28
    • 6. 06 Unit 2 Fill a Skill Gap

      1:00
    • 7. 07 Unit 2 Fill a Motivation Gap

      2:02
    • 8. 08 Unit 2 Fill an Environment Gap

      0:44
    • 9. 09 Unit 2 Summary

      1:01
    • 10. 10 Unit 3 Knowing Your Learners

      2:26
    • 11. 11 Unit 3 Intro to LX Learner Analysis

      1:04
    • 12. 12 Unit 3 Sample Learner Summary

      3:00
    • 13. 13 Unit 3 Sample Learner Profiles

      2:40
    • 14. 14 Unit 3 Summary

      0:42
    • 15. 15 Unit 4 Final Thoughts

      0:53

About This Class

Learning Experience (LX) Design is a design approach that can help you create truly exciting and transformational courses. Read on, if you are planning to teach a course or have to train anyone in the workplace! 

Think about a time when you've learned something new and felt exhilarated by it! I live for those A-ha! moments. After 20+ years of experience designing solutions in the learning space, I've gathered a set of tools and resources that I regularly use to make those moments happen. Having designed successful solutions for clients like NASA, MIcrosoft, Citigroup, Steve Madden, Perry Ellis, Nissan, Toyota, and more, I have confirmed that these strategies apply to nearly every industry and type of business.  

We've all been there. Forced to sit through training that makes us weep, snore, and contemplate tossing our laptop out of a window. Learning is an experience, and it shouldn't hurt! 

This course is the first in a (hopefully!) series of courses. I will walk you through the initial steps for producing a transformational, engaging, and effective course design plan. You will download templates to help you focus your thinking and ensure you have all of the information you need to support your learners in their journey. By the end of this course, you will have in your hands a LX Needs Analysis that you can use as a starting point to design a series of A-ha! moments, strung together by practical tips and activities everyone will be excited to test out on the job. 

Maybe you are completely new to training and have been asked to build a course from scratch. Maybe you have years of experience and have looked at the typical course thinking , "There has to be a better way."

There is. Let's get started!

Transcripts

1. 01 Welcome: Hi, My name is Marcelle Open. Eros and I have been designing learning experiences for the past 20 years for organizations large and small, like Nissan. Steve Madden, Citigroup, NASA. Just to name a few. I started 11 ideas consulting as a vehicle to do this work that I'm really, really passionate about. And in my mind, this course is just a way to share with you some of those tips and tricks that have served me really well along the way. The type of learning experiences that we're gonna be working on there, not your traditional power point Click next and hope for the violin to go off variety. It's more setting the groundwork for some amazing experiences that are chock full of ah ha moments that are immediately relevant immediately. Practical that make people feel like what they're doing makes some sense and is a really good investment of their time. You may be completely new to training, and somebody just have doing said, I need you to build a course. This might be your first incursion into designing a course, or you may have years of experience in this industry and are simply looking at traditional training models and traditional training processes and thinking there has to be a better way. There is a better way, and that's what we're gonna do. Your project for this course is gonna be to develop a learning experience, needs analysis. And what I'm gonna do is I'm gonna be getting some templates that really help focus your thinking to identify what are the target areas that need to be worked on? One of the resource is that you can use how you're gonna get people to change their behavior and really understand why they're not doing what you need them to do in the first place. At the end of the course, you're going to have a really robust learning experience, needs analysis, and you're gonna be able to use that to lay the ground work for a really effective course. 2. 02 Unit 1 The Big Difference: Now let's look at the big difference between learning, experience, design and traditional designs. Let's say you know that you're designing, of course, which I assume you are. And you know, for those of us that have done this in the past, typically you start by laying all of the content out on a piece of paper and trying to figure out what you're gonna cover. And then you think of what order you're gonna cover it and etcetera. So it's very content focused. And you might be thinking, Well, what's the problem with that? Right. Well, the problem is that learning experience design understands good content often isn't enough . And to help illustrate that, I'm gonna give you a story here. Some of you may know Joshua Bell. He is this virtuoso violinist. Right now the man sells out auditoriums year round, $100 a seat in up. And in 2007 the Washington Post enlisted him to be a part of a social experiment. So what they did is they brought Joshua Bell in Cognito into the D C subway during rush hour, and he was there playing his 3.5 $1,000,000 Stradivarius. for 45 minutes. Some of the most complex pieces of music ever written for violin. And you think you know this amazing musician, this amazing gift of music? People would just flock to him, right? No. It turns out that only six people really slowed down to listen. And most of them are Children. So it makes you wonder you can't get better content than this, right? This is the most incredible violinist. Amazing music. Impeccable instrument. What was wrong? Well, great content isn't always enough. Context was all wrong. People were in the subway. It was noisy. They were in a rush. They were really in a mindset to appreciate what was being given to them. So learning experience, design takes a step back, assumes that the content has to be great already, but also looks at the context and tries to figure out how can we create the environment that is gonna be the most beneficial for someone to really appreciate the learning that we're giving them 3. 03 Unit 1 Getting Big Results: this'll big difference. Heels really, really big results, and it helps us change our focus. So, for example, there was this large company and they were having a problem with some of their staff members lying on reports. So understandably, they freak out and they bring everybody together in a meeting and they try to figure out what they're gonna do. And somebody says, Well, you know, we need to train them. Let's put together ethics training. So at this point, learning experience Designs has stop, take it, step back and ask Why? Why are people lying and putting inaccuracies in their reports? What's the motivation behind it now? The best tool that I have found to do this type of analysis actually comes from Kathy more , and if you haven't heard of her, look her up. She's amazing. She's a fantastic designer, and she will make you a better designer to, So she proposes that we look at four different elements. We've got knowledge, skills, motivation and environment, and all of them feed into why people aren't doing what we want them to do. So if we take this example, is it that people are lying because they don't know the difference between truth and fiction. Are they putting inaccurate numbers just cause they don't understand? Doubtful. Could it be that they haven't practised telling the truth enough? They haven't practiced being specific, inaccurate in the responses. Maybe is it that they just don't care? It's also possible. Or could it be that there's something in the environment that is making it hard for them to be accurate and to tell the truth, so digging deeper, we actually discovered that there is something in their environment is making it difficult . And what happens is that these people are under enormous pressure to put in certain numbers into the system. And if they didn't put in those exact numbers, they lose their job right, So there's a big motivation for them not to follow the rules. So what we reveal here is that instead of ethics training, which ultimately is gonna teach people what they already know, what this organization needs is manager training to help managers motivate their staff to help them be more efficient, that they have the time to put in the correct numbers to help them really engage, rather than terrify them into lying. So see If we had followed a traditional training approach, we would invest Time and resource is designing something that people were perfectly already capable of doing. And ultimately the training would be a flop. Instead were able to take a look at the complexities of why people are doing what we need them to do and really design something that is gonna be effective. And it's gonna be meaningful to the organization as a whole, and it's gonna help them improve their business problem. 4. 04 Unit 1 Summary: So if there's anything I want you to take away from all of this that we talked about so far , it's three big ideas. One idea is that great content isn't always enough. Remember, poor Joshua Bell two is that learning experience? Designers ask why often ad nauseam, the goal and learning experience design is to get people the training they need, which is not always the training they're asking for. And the last thing is, look at the big picture. There is so much information. If you take a step back and look around, that's gonna help you inform your design so that it's really, really affected. So at this point, I'd like to encourage you to grab paper and pencil and dry out the four quadrants and look at knowledge, skills, motivation and environment and try to flush out where the gaps are for your audience for the course that you have in mind that you are developing. Now, in all likelihood, you're gonna have gaps in more than one box. And in the next segment we're gonna talk about is, once you see those gaps, what do you do? Uh, 5. 05 Unit 2 Fill a Knowledge Gap: so using the learning experience Gap analysis. What you're going to see is why learners may not be doing what you need to do now. If you're looking at your filled out template and you see that most of your gap really falls into that knowledge box, there's different resource is that you can use. You can consider tools like job aids that are gonna give people quick information, kind of as a reference point for what you want them to accomplish. You could care people up with mentors so that they kind of give him the roads you can host Q and A Sessions. You can also host feedback sessions on what people's questions are. You can host a webinar with need to know information, and I kind of emphasize need to know because you want to put key information on slides. You want to make sure that learners have access to the manual. If they want to dig in deeper, you want to give them the most basic fundamental information they have to know in order to succeed at their goal. Keep in mind that for information to be helpful, it needs to be relevant, so make sure that you're answering questions that people have and that they really want to know. Going into a 35 page PdF on the history of the cash register may not be relevant to someone that just seems to know how to process a return, and you need to put information of small doses. Think of information like you would water standing people in front of the fire hose. Getting drenched isn't going to help them retain the information, giving them information over the course of a couple of days that people can actually process and digest and immediately implemented their job. 6. 06 Unit 2 Fill a Skill Gap : So if the gap that you found is really centered around that skills box, you know that your audience needs time to practice doing what you need them to do and to enable that you can support them by designing some scenarios that are gonna put them in different situations, different applications of the process. You can put together some skills labs where they're gonna have somebody that's gonna help mentor them. You can have them shadow a really successful colleague. Or you could even have them record demo videos of what they're doing and then provide feedback on how they can improve. Think of the mantra from med school. See one. Do one. Teach one so you can demo the process. Have them practice it in an environment where they feel safe to fail so that they can improve and then have them explain their processor. Had the model it to appear toe a coach. The key here is always give feedback, always provide resource is for them to improve 7. 07 Unit 2 Fill a Motivation Gap: Now let's say the problem is actually motivation. At that point, you need to really look closely at what makes people tick. So let me give you this story. A friend of mine was working at a mine in Mongolia and, you know, he had just come back and he was telling me how hard it was to motivate his team to do what he needs them to do. And the in his case, it was just follow basic safety regulations, like wearing a mask in certain areas of the mine. So back home in the States, the management company was like, Oh, that's easy. We're just gonna put together, you know, contest. It will be a safety contest. X days being compliant. You win 25 bucks. So he comes back with that and he's all excited like this is gonna work and he launches it . And the folks were like, 25 bucks. So he upped the ante is like, OK, 50 bucks, no, 75 bucks, nothing. Then finally, one day he's out, you know, drinking a beer with one of the miners. And he's really just frustrated. He doesn't know what else to do, and he's observing this miners home, who invited him to dinner. And the next day he had this really great idea. So he took the pot with all of those months. You know, all those resources that we're gonna be given to people as prizes. And he went out and bought some goats and he told them, Look, X number of days without any infractions, you get a goat. Oh, that was a game changer. All of a sudden, people were all about it. Why? Because for them, a goat is a status symbol. It's food for their family. It was so much more meaningful than cash figuring out what makes your team tick. And what makes your audience tick is a whole course unto itself, which I hope to get too soon. But in the meantime, in this course, I'm gonna give you some high level ideas on how you can help frame that and how you can help target those motivation challenges. You need to understand what motivates your people. And you also need to know that you are not your learner. So, you know, in the case of Mongolia, we were making the mistake of assuming that the miners cared about the same things that some of their you know, colleagues here in the states we care about. And that's not true. You need to take a big picture into account. 8. 08 Unit 2 Fill an Environment Gap: let's say that the problem is environment, So at that point you could consider switching your audience from what you originally intended to the people that support your learner. So remember that example about manager training versus ethics training? But if your analysis discovered some insurmountable barriers that are truly outside the scope of your training, that's a different story. So in some cases, people say that training simply is not the answer. You need to go back and say, I can't do anything about this. I would recommend that you shift your topic from teaching people how to do X to teaching them how to do the best they possibly can, given those obstacles that you recognize and you've acknowledged. 9. 09 Unit 2 Summary: odds are that you have gaps in more than one box, and you're gonna need to look at the context to figure out which combination of resource is there gonna give you the results that you need. I hope that this gives you sort of a step in the right direction. If you really want to design a successful learning experience, you need to understand your learner. You need to figure out what their plans are, where they're succeeding, where they're failing, what other people are expecting up them, why they are doing what you want them to do. Learning experience Design is a large part psychology. It's getting into people's heads and identifying what you want the learner to do and then making sure that everything around the learner supports that. So in the next video, we're gonna look at another tool, a learner persona, and it's something that's gonna help you get into your learners head. For many folks that are designing courses, just doing a learning experience Gap analysis is enough. I would recommend that you watch the next video and then take a step back and decide for yourself how deep you need to go 10. 10 Unit 3 Knowing Your Learners: So you've completed a high level gap analysis and in some cases you might be good to go stopping right now. Um, you can use that Gap analysis is a springboard to help you design a really impactful really meaningful course. But for some of you that might find that your larger gaps are in the motivation box from the environment box, then you may feel like you need to go a little bit deeper to help understand your learner to help validate some of the assumptions you might be making. Now, there are many ways to do this summer, very formal summer informal. You can do interviews, focus groups, etcetera on which one you choose is going to depend a whole lot on how larger group is and whether or not you personally know the people that you're gonna training. For example, one of the client that I worked with was a rock star manager of his organization, and he was tapped on the shoulder by corporate to say, Hey, we wanted to put together a quick training on how you do what you dio. So you know, for him, fortunately, he knew all other all of the other regional managers that were part of his department. He had them on monthly calls regularly, so it was pretty reasonable for him to just pick up the phone in five minutes, give them a call and ask them a bunch of questions to try to validate what their pain points were, where they were having trouble, what they would expect from a training session. So the bottom line here is, if it's a small group and you have immediate access to them, just keep it simple. Give him a call, ask them some questions so that you make sure that you including the training, what they need. But let's say on the flip side you have a course like the one that I'm teaching now. Now, in my imaginary world, there's gonna be thousands of you taking this course, and I can't reasonably give you a phone call to find out what you need and how I can help. So in that case, what I can do is I can make certain assumptions about the type of people that will be interested in this course. I can identify some common ground, and I can use that to generate learner personas that are gonna help me test and validate some of the assumptions that I have is I'm putting this course together. But what if you have to design, of course, on the topic that you're new to and you have no idea who you're learners are? Well, in that case, you can use the Web as your launchpad, go onto popular websites around the topic around trade and find out what people are complaining about. What the pain points are, what the blogger posts talk about, go into the trade organization for that profession and take a look and see what training they're offering. See, if maybe consider some of the webinar isn't here with the buzz is here what people are complaining about that's gonna give you a feel for what problems need to be solved. 11. 11 Unit 3 Intro to LX Learner Analysis: cool. So we're going to take a look now at your learner personas, and you're gonna use this template basically to help you understand what you know about your longer and what you still have to find out about your and you're gonna then use the information that you get from this to make sure that the content you including your course is really useful. And the reason for that is very simple. It's useful. People are more likely to be engaged, and if they're engaged, they're more likely to then transfer what you've taught them to their workplace. So start by asking, Who's gonna buy your course, what tangible value will you provide to them? And as I mentioned in the previous video, if you don't know your audience, and you need to spend some time researching to really get a big picture of what their pain points are what they need, you can use these templates in one of two ways. You can start with the general summary of who your learners are, and I recommend this of your group is very, very larger. It's very diverse, or you could dig in specifically in two learner personas and generating those longer personas, and that I would recommend if you have a really focused and specific group 12. 12 Unit 3 Sample Learner Summary: So the best way possibly for you to understand how this works is to actually see it in action. And I'm gonna show you how I filled out the learner analysis for this course now, since it's a pretty large pool of people that might be interested in teaching anything in the workplace. I actually started with the general summary, and I went through and tried to brainstorm the different roles that people might have. They're taking this class. So perhaps some of your business professionals, people in sales or people in technical roles. Maybe some of you have your background in HR in as trainers and facilitators. Some of you may be instructional designers. I assume that you have at least a high school education. Some of you have bachelor's and above. I think, from a background experience, he really could be novices. Some of you could be experts, so there's a wide range there, and also from an age range, it could be a very, very broad, broad range. Some of the common challenges that I know of that we face in the specific job is, for example, course topics that are being set by business teams vs by, you know, a learning experience designer. So you're just being informed. We need a course on this, and another challenge is that there really isn't a lot of visibility into what the learner needs. Another challenge is you don't have enough time to prepare courses, a k a. I want a course today, and in some cases you also have no idea whether or not the course was successful. So it's very hard for you to tweak and to modify how you're doing things. Um, from a short term goal perspective, I assume that you want to build an effective course, and I also assume that you want increase motivation because you're looking at it from a learning experience lends or a standpoint from a long term goal. I think we can all agree that getting some leadership recognition is awesome and also increasing status and income is great job requirements. Now for this, I actually use a resource that is included in the template. I want you guys to kind of browse through it. It includes a list of descriptors for job requirements, and it helps kind of again focus our vision into what it is that people want what they need . What they have is a background. So as far as the people taking this learning experience course you're gonna be independent people. You're gonna have initiative some stress tolerance simply because of the profession that were in flexibility. Social orientation. You're interested in people and in making sure to bring out the best in people and also multitasking some of the behaviors or value. So many of you are gonna have sort of an investigative trend like wanting to research and find out more. Many of you're gonna have some artistic talents and be enterprising and what you do from the terms of abilities and talents, you're gonna be talented organizing information. You're gonna have talents in written and oral expression in written and oral comprehension . Problem solving problems. Sensitivity. This one is really important for this type of role. It's being able to put yourself in somebody else's shoes or to identify that there's a problem when people aren't acknowledging it again. Remember that story about sales people lying on the reports? You are gonna have the sensitivity to be able to dig a little bit deeper and ask why and really get to the root of the problem 13. 13 Unit 3 Sample Learner Profiles: So I took, um, that information from the general summary, and I flushed it out into two learner profiles. And one of them is somebody that's more focused towards the HR trainer. Facilitating type role. So Mitory Tory is 29 years old, lives in Miami, has a bachelor's degree in organizational development, is pursuing a master's degree, recently was given charge of an on boarding program that had previously been unsuccessful. So she's already set up Teoh, meet some high standards. She doesn't have any guidance about what to improve no visibility. And she's under pressure to get better results with that new employee orientation by the upcoming quarter. So again, pressing timeline pressing deadline Now intuitively, somebody in the traditional training stance would just pull together all of the content and get to work immediately, putting together some power points. Remember that the learning experience designed lens tells us we need to stop and ask what the problems are and really ask why and dig deeper her behaviors and beliefs. She's somebody that's very social. She likes to be on people's good side. She's creative. She enjoys looking at things from different perspectives, works hard, so she's gonna commit to this project, and she's very dependable. She's responsible, she steadfast. She needs to prove her value to her company, and she needs to produce a successful program. And she also wants to get experience doing this, that she's gonna be able to apply to her masters. So I flushed out the sample persona, and this character has needs. She has pain points. He has goals. She has dreams and all sorts of things that are gonna help me. Then, as I'm putting together my course, asked what would Tory thing? And then you've got Sydney Marsh. So Sydney is actually gonna be more in that pool of folks that doesn't necessarily have a training background or is necessarily interested in training, but is a professional that has been asked to train. So Sydney is 36. He has a child named Dean, whose 89 years old he lives in Gainesville, Florida He has a bachelor's degree in English, and he's worked for 15 years at the same company, and he has risen to be their star customer service representative. He has been asked, in other words, put on the spot to train. His peers said they can improve their customer service skills, and he doesn't have any background in teaching any experience in teaching. But he doesn't have much time outside of his current role to put together any sort of training program. So his behaviors and his beliefs. He's a team player. He's a great communicator, He's social and he's outgoing. He wants to support his colleagues. He wants to see them succeed. He wants to get great feedback on this course, and he also wants to improve his income. So Sydney is my second learner profile that I'm gonna be using to validate everything that I put into this class and ask, Will Sydney find this helpful or not? 14. 14 Unit 3 Summary: So now it's your turn. I'm going to recommend that you fill out the tables in this template with as many details as you can about learners. They're gonna be taking your course, and in many cases you're gonna have more than one type of learner. And if that's the case, use one table for each profile. But I urge you if you find that you're creating a ton of profiles and you have lots of different learner types that maybe you take a step back and consider it, you need to divide your course and offer to different courses. Sometimes we fall into a trap where we try to make everything relevant for everyone. And that's just not gonna be the case. Review the commonalities. Take a look at what these people have in common, and then that is gonna be your springboard for the next step. 15. 15 Unit 4 Final Thoughts: So by now, you should have a really robust gap analysis. You should also have your learner personas or your learner profile pretty fleshed out with that information. What you're next going to do is you're gonna take a look at what activities you're gonna design, and you're gonna validate those activities against the learner personas to see whether or not they fly. Um, I and really looking forward to seeing some of the projects that you guys post. And I also encourage you to send me any feedback that you have about this class, things that you think I could do to improve to make it more relevant or more useful for you . I hope that this has been helpful for you at least to get you started on the path towards learning experience design and that it's gotten you excited about the potential that there is in the meantime, just, you know, reach out, send me email, sending some feedback, share this course with other folks if you think that it's helped to them and see you next time