Employee Training Coordination

If you’re in Learning and Development… And you’re optimising for "checking the boxes" on training programs… IMO, we’re missing a trick. The likelihood of driving real behaviour change through surface-level programs is low. But when we focus on how people actually learn and grow? Game-changer. So, what should we be optimising for? ✅ Optimise for brain-friendly learning. Understand how the brain processes and retains information. Use spaced repetition, storytelling, and active engagement to make learning stick. ✅ Optimise for emotional engagement. People don’t learn well when they’re stressed or disengaged. Create safe, inspiring environments that spark curiosity and connection. ✅ Optimise for growth, not perfection. Shift the focus from “getting it right” to embracing mistakes as opportunities. Build a culture where learning is continuous, not a one-and-done event. ✅ Optimise for relevance. Every brain asks the same question: “Why does this matter to me?” Design programs that are actionable, personalised, and tied to real-world challenges. ✅ Optimise for habits, not just skills. Skills fade if they aren’t reinforced. Help people build habits that embed what they’ve learned into their daily work. AND DON’T FORGET… 🎉 Optimise for your own development. L&D professionals often pour into others but forget themselves. Stay curious. Seek out trends. Connect with peers who challenge and inspire you. CLO100 If you treat your role as a learning journey—for both yourself and your organisation—then the impact you create will be exponential.

Reimagining Bloom’s Taxonomy with AI: The Future of Learning Design For decades, Bloom’s Taxonomy has been the foundation for structuring learning objectives. But with AI tools, we can now unlock each level of Bloom’s hierarchy in more practical, personalized, and scalable ways—transforming how learners absorb, apply, and innovate knowledge. Here’s how AI supports each stage, with outcomes that matter for modern L&D: 🔹 Create – Tools like ChatGPT, Canva AI, Gamma help design projects, assessments, and innovative solutions. 👉 Outcome: Encourages innovation, design-thinking, and co-creation—key drivers for organizational growth in the digital era. 🔹 Evaluate – Tools like Consensus, Eduaide, Claude assist learners in critiquing arguments and peer-reviewing work. 👉 Outcome: Develops judgment, discernment, and evidence-based evaluation skills needed in leadership roles. 🔹 Analyze – Tools like Perplexity, Claude, Elicit help compare perspectives, organize data, and identify patterns. 👉 Outcome: Enhances critical thinking and decision-making, vital for solving ambiguous and complex business problems. 🔹 Apply – Tools like MagicSchool AI, Gemini, Photomath demonstrate step-by-step problem-solving. 👉 Outcome: Learners practice application in simulated environments, boosting confidence to solve workplace challenges. 🔹 Understand – Tools like ChatGPT, Otter.ai, Brisk Teaching simplify complex concepts using analogies and real-world examples. 👉 Outcome: Learners move beyond rote memorization to grasp concepts deeply, enabling transfer to new situations. 🔹Remember – Tools like QuizGPT, Kahoot, Quizizz generate flashcards, quizzes, and recall games. 👉 Outcome: Strengthens foundational knowledge, reduces cognitive load, and ensures faster retrieval of information. AI doesn’t replace Bloom’s Taxonomy; it elevates it into a dynamic ecosystem where learning is continuous, contextual, and customized. For L&D leaders, this means moving from "training delivery" to "learning orchestration." The future is clear: by embedding AI into Bloom’s framework, organizations can build smarter learning journeys that not only measure learning outcomes but also directly impact business performance. How is your organization blending AI with Bloom’s Taxonomy to build future-ready learners? #LearningAndDevelopment #AI #FutureOfWork #InstructionalDesign #BloomTaxonomy #DigitalLearning #WorkplaceLearning

There’s a reason training impact feels so hard to measure. It’s not because impact isn’t there. It’s because we look for it at the wrong time. Training impact doesn’t show up all at once. It unfolds in stages. Right after training, you won’t see behavior change yet. But you can see early signals: Do people understand it? Do they feel confident applying it? Do they see why it matters? These signals don’t prove impact. But they predict whether it’s even possible. A few weeks later, different things become visible: Early application Intent to use Where people get stuck This is where learning starts to show up at work. Months later, real change follows: Behavior shifts Adoption increases New habits form And only much later does it make sense to ask: Did this improve performance? Did it move the business? Was there ROI? Most training is evaluated far too early to see business impact. Good evaluation is about measuring the right things at the right time.

From Teaching to Learning Outcomes: The Role of Bloom’s Taxonomy in Outcome-Based Education (OBE)! Bloom’s Taxonomy is much more than a classification of cognitive skills. It is a practical framework for designing learning experiences that are measurable, meaningful, and aligned with the principles of Outcome-Based Education (OBE). The Revised Bloom’s Taxonomy guides learners through a progressive journey of cognitive development: 📘 Remember → Recall concepts and facts 💡 Understand → Explain ideas and interpret information 🛠️ Apply → Use knowledge in real-world situations 🔍 Analyze → Examine relationships and identify patterns ⚖️ Evaluate → Make informed judgments using evidence and criteria 🚀 Create → Design, develop, innovate, and generate new solutions When these cognitive levels are intentionally integrated into curriculum design, educators can: ✅ Write clear and measurable Course Learning Outcomes (COs) ✅ Align COs with Programme Outcomes (POs) and Programme Specific Outcomes (PSOs) ✅ Design engaging learning experiences that promote higher-order thinking ✅ Develop authentic assessments that accurately measure learning outcomes ✅ Improve CO attainment and support Continuous Quality Improvement (CQI) ✅ Foster critical thinking, creativity, problem-solving, collaboration, and lifelong learning As educators, our responsibility extends beyond helping students remember and understand concepts. We must ensure that every student progresses to the higher cognitive levels of Bloom’s Taxonomy: Apply (Level 3), Analyze (Level 4), Evaluate (Level 5), and Create (Level 6). These levels empower learners to apply knowledge in diverse contexts, think critically, solve complex problems, make informed decisions, and develop innovative solutions. This is the true essence of Outcome-Based Education, where success is measured not merely by what students know, but by what they can effectively do, demonstrate, and create. By aligning Learning Outcomes, Teaching-Learning Activities, and Assessment with Bloom’s Taxonomy, we can create learner-centric classrooms that prepare graduates to meet the evolving expectations of academia, industry, and society. Teaching with purpose. Learning with measurable outcomes. Inspiring students to apply, analyze, evaluate, and create for a better future. #OutcomeBasedEducation #OBE #BloomsTaxonomy #RevisedBloomsTaxonomy #LearningOutcomes #HigherOrderThinking #TeachingLearning #Assessment #CurriculumDesign #FacultyDevelopment #NBA #NAAC #NEP2020 #AcademicExcellence #CriticalThinking #Innovation #ContinuousQualityImprovement #EngineeringEducation

Creating a course can be overwhelming. Luckily, AI can make it 10x easier: Back in March, I had to create 4 different modules for a new cohort program I launched. Each module needed to be very in-depth (3-5k words each). And I had a tight deadline. Luckily, I found a way to use AI to streamline the whole process (without sacrificing quality). Let me walk you through it: Step 1: Outline your module The best thing you can do before you start creating your course module: Outline it. That will give you clarity over the direction you’re going before you even start writing. Now, what does “outlining” mean exactly? For me, I means: • Clarifying the overarching structure & sections of the module. • Brain-dumping some initial ideas for what could potentially go inside each section. Now, I typically do my outlines manually because I feel good about doing that without AI’s help. But if you’re new to creating big, long-form pieces like this, you can definitely get AI to help you with this too. Step 2: Clarifying the outline (with AI) After I have the v1 of my outline, I like to share it with my AI tool (Claude) so it can: • Analyze it • Look for potential gaps • Suggest potential tweaks or additions This is super helpful because even though I am the “expert,” there’s usually things I forget, overlook, or take for granted. So this is an easy way to identify those blindspots. Now, after implementing some of the AI’s suggestions, I create my final outline & move onto the next step: Step 3: Drafting your module (with AI) With my outline finalized, I then ask Claude to help me start drafting my module. Now, this is probably one of the most nuanced steps in the process. Because if you don’t do a good job with your prompting here, the quality of the output will suffer - a lot. So, here’s a few things I do to avoid that: • I share with Claude any pieces of content I have on this topic so it can use them as a starting point. • I also prompt Claude to ask me any necessary clarifying questions to avoid hallucinations. • Lastly, I share a few module samples so Claude can both mimic my writing style & voice but also get a better sense of how I execute this specific type of writing. Once Claude is done with the first draft, I move onto the final step: Step 4: Editing the draft At this point, I usually just move Claude’s draft to a Notion doc so I can make all the final edits. (But you can explain the changes you’d like to make to your AI, and have it execute them.) Either way, this step is crucial. Because no matter how great your outline & your prompts were, the draft will never be perfect. And that’s OK. The goal is not to create a “perfect” draft. But to have AI do 80% of the heavy lifting so you can just fill in the gaps at the end. Hope this was helpful! PS - I'm creating a mini-course on how to use Claude projects to create quality emails & course modules. Comment "claude" & I'll send you the first lesson for free.

A lot of trainers run a great exercise… and then waste the learning moment that follows. The debrief is where performance improvement actually happens. But too often we get generic reflections: “Yeah, that was good” or “Interesting exercise.” None of that helps anyone perform better back on the job. A simple tool I use in almost every session, face-to-face or virtual, is the Feedback Grid. It structures the debrief so delegates can evaluate the outcomes of an exercise, not just how it felt. Here’s exactly how to use it straight after an activity: 1. Set up the 4 quadrants before the exercise Worked Well (+) Needs Change (Δ) Questions (?) New Ideas (💡) By having it visible from the start, delegates know there will be a structured review, not a free-for-all discussion. 2. Immediately after the exercise, ask individuals to add notes Give everyone 2–3 minutes to jot down their thoughts in each category. This stops dominant voices from setting the tone and gives you a broader view of what actually happened. In a virtual room, this is as simple as shared online sticky notes. Face-to-face, use flipcharts or a whiteboard. 3. Analyse the activity, not the activity’s “vibe” This is where most trainers go wrong. We’re not asking whether they “liked” the exercise. We’re capturing what the exercise showed about their skills, behaviours, and decision-making. Examples might include: Worked Well: “Clearer roles helped us move faster.” Needs Change: “We didn’t communicate early enough.” Questions: “How do we apply this under time pressure?” New Ideas: “Create a decision checklist before starting.” These are performance insights, not opinions. 4. Turn the grid into next-step actions Once patterns emerge, summarise 2–3 practical actions they can take into the workplace. This is where the ROI sits. The exercise becomes a rehearsal, and the grid becomes the bridge to real work. 5. Keep the pace tight A structured debrief shouldn’t drag. Five to eight minutes is enough to turn a simple exercise into a meaningful learning moment. When used properly, the Feedback Grid transforms exercises from “fun activities” into performance diagnostics. That’s the whole point of training, to improve what people do, not what they think about the training. What do you use for this? -------------------- Follow me at Sean McPheat for more L&D content and then hit the 🔔 button to stay updated on my future posts. ♻️ Save for later and repost to help others. 📄 Download a high-res PDF of this & 250 other infographics at: https://lnkd.in/eWPjAjV7

🚀 Are you teaching what you intend to teach, or are your students actually demonstrating what they’ve learned? Modern education is rapidly shifting from a teacher-centered approach to a student-centered, competency-based learning model. For educators, school leaders, and curriculum designers, understanding the correct sequence of instructional design is the foundation of effective teaching and meaningful learning. 1️⃣ Distinguish Learning Objectives from Learning Outcomes Before teaching begins, educators must clearly understand the difference between objectives and outcomes. • Learning Objectives are teacher-centered intentions that define what students should learn. They focus on instructional goals and are planned before teaching. • Learning Outcomes are student-centered achievements that define what learners can demonstrate after instruction. They focus on measurable performance and are evaluated after learning. 2️⃣ Design with SMART + ABCD Frameworks Effective objectives should be precise, measurable, and purposeful. Combine: • SMART Criteria — Specific, Measurable, Achievable, Relevant, and Time-Bound with • ABCD Model — Audience, Behavior, Condition, and Degree This ensures clarity, accountability, and strong instructional planning. 3️⃣ Integrate Bloom’s Taxonomy for Cognitive Rigor Learning should move beyond rote memorization. While Remembering, Understanding, and Applying are foundational, educators must intentionally design experiences that promote: • Analyzing • Evaluating • Creating This develops HOTS (Higher-Order Thinking Skills) and deeper conceptual understanding. 4️⃣ Use the Objective Writing Formula Avoid vague verbs such as “know” or “understand.” Instead, frame objectives using: [Students will be able to] + [Action Verb] + [Content] + [Criteria] 5️⃣ Implement Constructive Alignment Effective teaching happens when every component of instruction is interconnected and aligned. Learning Objectives → Teaching Strategies → Learning Activities → Assessment → Learning Outcomes When this alignment is maintained, classrooms become more purposeful, measurable, and impactful. 6️⃣ Align with NEP 2020 and CBSE Competency-Based Education A constructively aligned classroom naturally supports: • Experiential Learning • Skill-Based Education • Application-Oriented Teaching • Competency Development 7️⃣ Audit for Common Curriculum Design Mistakes Before implementation, educators should review their planning for common gaps: ⚠️ Use of non-measurable verbs ⚠️ Objectives without assessment alignment ⚠️ Overloaded outcomes ⚠️ Excessive focus on rote memorization ⚠️ Lack of student-centered performance indicators Education becomes transformational when we shift the focus from “What are we teaching?” to “What are students actually able to do?” #CurriculumDesign #LearningOutcomes #NEP2020 #CompetencyBasedEducation #InstructionalDesign #21stCenturySkills #TeachersOfLinkedIn #BloomTaxonomy

After 371 multimeter training sessions, one core assumption no longer holds. The average completion time across electrical measurement modules is 35.36 minutes. Useful — but only as a surface indicator. In practice, completion tells you that training happened. It doesn’t tell you whether the skill is safe to execute on site. When we look at competency development, three areas matter: 🔹Measurement procedures Correct voltage, current, and resistance sequences — not just final readings. 🔹Safety protocols PPE usage, isolation verification, and decision-making before energized work. 🔹Equipment operation Meter setup, probe placement, and interpretation under real conditions. This is why we design training as structured skill progression, not one-off sessions. Teams move through measurable stages, and gaps appear before they turn into operational or safety incidents. Across those 371 sessions, the pattern is consistent: when training is systematic, measurable competence improves across all three dimensions — not just speed or completion. 

I developed my first eLearning course in 2003, and I really didn’t know what I was doing. Before that, I was in instructional design writing storyboards, but I always handed it off to a developer. They loved my designs for courses and learning games. As a team, we would produce really cool things. But building it myself was daunting when I first tried. I thought about this recently when someone asked how an ID without much eLearning experience could learn. Back then, I just jumped in because I had to after starting a new job. I studied others’ work. I frequented industry blogs. I tried things in the authoring tool (Lectora then, though we are mostly Articulate now). I steadily improved, and people started coming to me for help. As I learned new tools, sometimes I attended workshops to get official training. Other times, I just dove in and figured it out myself. Whichever method works best for you, I recommend taking advantage of what's freely available online. Here are some suggestions below. As you get into it, you will discover many, many more. Most authoring tools have online help forums and how-to blogs. Articulate, for example, offers like a gazillion free templates. Tim Slade posts daily with advice and tips for new eLearning designers. Devlin Peck posts more technical how-tos for developers upskilling. Alexander Salas is constantly evaluating new tools. Be sure to check out his recent video on ScreenPal vs. Camtasia. The Learning Guild has different subscriptions. The free level still provides some good resources. And, of course, there is AI. Ask your tool of choice for step-by-step instructions when you need them. IMO, the directions provided are not always accurate, but it does help. If your company is working with an L&D agency team like mine, Integrated Learning Services, Inc. (ILS), you can also ask them about offerings. For example, one of our clients asked us to lead webinars with their internal team. We talk through how we construct certain projects and answer questions related to their own work. We’re developing more complex courses for them now while they learn. Soon, they’ll take on all development themselves. To experiment yourself, Articulate has the eLearning Heroes challenges. iSpring Solutions did its own competition recently; check out Cara North's post on a current iSpring offer. Tim runs challenges too. Look at others' entries in the challenges and at different portfolios and samples. You can learn a lot. There are also several developers on here actively posting about live projects, like Nejc Žorga Dulmin, Melissa Milloway, Phil Mayor, Emma Berry, Natalia Vostretsova 🤓, Amy DeMarco, and more. I also weave in examples of my team’s projects among my posts each week, in addition to other related info like estimating projects, typical timelines, working with SMEs, etc. These are just some of the resources available to you. Pick a place and jump in. That’s how most of us learned, and you can too.

Project #2 to Try This Weekend: Build a Gamified eLearning Experience 🎮 Gamification in eLearning development is always exciting! Throughout my journey, I’ve had the opportunity to design and develop complex, game-like learning experiences, projects that feel like real games while still driving meaningful learning outcomes. These builds require advanced skills, creative logic, and deep integration between Articulate Storyline and JavaScript. While many of these projects were created for clients and government education initiatives, I wanted to share the logic, structure, and techniques I use with our eLearning and instructional design community. So I’ve put together another gamified sample project complete with source files and reusable JavaScript code, for you to explore and adapt. This one includes more advanced animations, physics-style interactions, and configurable settings directly in the JS file. In this project, JavaScript powers: ⚫ Smooth animations and movement ⚫ Physics-like interactions and object collision detection ⚫ Dynamic question control based on variable states and scoring Rather than relying entirely on the Storyline JS API, I focused on clean, modular, and reusable JavaScript logic (in a 𝙪𝙨𝙚𝙧.𝙟𝙨 file), making it easy to adapt for different game scenarios. 🔗 Preview link: https://lnkd.in/d-JrBJGr 📂 Download Source File: https://lnkd.in/dDwCJqrR 💻 Download JavaScript Code: https://lnkd.in/dCH9_jKB #instructionaldesign #elearningdevelopment #elearning #articulate #instructionaldesigner #articulatestoryline #storyline360 #learning #elearningdeveloper #gamifiedlearning #elearningcommunity