[email protected]
+6010-451 5572

Instructional Design

Leverage on our decades of expertise to design your training programmes.

The Challenge

Your organisation is moving fast, and you need to quickly train your people to respond to rapidly shifting business needs. But it’s difficult to quickly put together a training programme that brings results.

If you’re struggling to:
  • Allocate the time to design training programmes
  • Deliver new training programmes quickly
  • Design training programmes that deliver results to meet strategic business needs
Then, we have the solution for you.

The Solution

You have at your disposal, our instructional design team that consists of researchers, programme designers, graphic designers, and quality assurance personnel such as editors, proofreaders, and senior designers.

https://www.peoplepotential.com/wp-content/uploads/2021/03/PP-Web-ID-V2a-850x870.png

How We'll Help You With Instructional Design

We'll quickly help you to put together a comprehensive and effective training programme with our '5D' instructional design process. They stand for Discover, Design, Develop, Deliver, and Deepen.

STEP 01 - DISCOVER

We start by scoping your intended outcomes and success criteria for the training programmes that you want to design. We outline roles (how both parties will work together), and agree on a timeline. All our decisions will be captured in a project brief that you, as the client, signs off on.

STEP 02 - DESIGN

Our design process starts with research. We use multiple sources, collate our findings and bring them into our design lab. Inside our design lab, we bring together subject matter experts, senior instructional design specialists, and instructional designers to grapple and formulate the conceptual models of the programme and of each module.

Then we structure the programme, develop a schedule, create first drafts of the learning activities, and build prototypes of learning tools.

STEP 03 - DEVELOP

In the development phase, we build prototypes of the trainer deck and participant tools – including trainer and participant collaterals like card games and competitions which go through multiple design revisions. These tools are then handed over to graphic designers. For virtual programmes, the prototype Miro boards (Miro is a whiteboarding app) are handed to Miro designers.

Next, we pilot the programme. Shortfalls (kaizens) are captured by process observers (which include our clients and design team members). At our kaizen lab, we deliberate and decide on improvements for the training design.

STEP 04 - DELIVER

The instructional design team passes the design to the trainers using a detailed handover process. The trainers will then launch the programme. We process observe the launch of the programme and do more kaizens until the programme is ready.

STEP 05 - DEEPEN

Every training participant is onboarded into a multi-week post-training reinforcement programme. This is to defeat the forgetting curve and to give our clients vital level 2 and level 3 data (Kirkpatrick’s learning evaluation model). Upon request, the reinforcement team also designs comprehensive learning journeys that go beyond the immediate post-training reinforcement designs.

The Solution

You have at your disposal, our instructional design team that consists of researchers, programme designers, graphic designers, and quality assurance personnel such as editors, proofreaders, and senior designers.

https://www.peoplepotential.com/wp-content/uploads/2021/03/PP-Web-Home-ID-v2-2a-850x1280.png

How We'll Help You With Instructional Design

We'll quickly help you to put together a comprehensive and effective training programme with our '5D' instructional design process. They stand for Discover, Design, Develop, Deliver, and Deepen.

STEP 01 - DISCOVER

We start by scoping your intended outcomes and success criteria for the training programmes that you want to design. We outline roles (how both parties will work together), and agree on a timeline. All our decisions will be captured in a project brief that you, as the client, signs off on.

STEP 02 - DESIGN

Our design process starts with research. We use multiple sources, collate our findings and bring them into our design lab. Inside our design lab, we bring together subject matter experts, senior instructional design specialists, and instructional designers to grapple and formulate the conceptual models of the programme and of each module.

Then we structure the programme, develop a schedule, create first drafts of the learning activities, and build prototypes of learning tools.

STEP 03 - DEVELOP

In the development phase, we build prototypes of the trainer deck and participant tools – including trainer and participant collaterals like card games and competitions which go through multiple design revisions. These tools are then handed over to graphic designers. For virtual programmes, the prototype Miro boards (Miro is a whiteboarding app) are handed to Miro designers.

Next, we pilot the programme. Shortfalls (kaizens) are captured by process observers (which include our clients and design team members). At our kaizen lab, we deliberate and decide on improvements for the training design.

STEP 04 - DELIVER

The instructional design team passes the design to the trainers using a detailed handover process. The trainers will then launch the programme. We process observe the launch of the programme and do more kaizens until the programme is ready.

STEP 05 - DEEPEN

Every training participant is onboarded into a multi-week post-training reinforcement programme. This is to defeat the forgetting curve and to give our clients vital level 2 and level 3 data (Kirkpatrick’s learning evaluation model). Upon request, the reinforcement team also designs comprehensive learning journeys that go beyond the immediate post-training reinforcement designs.

Design for Behaviour Change

Turn knowledge into habit, then into lifelong impact with post-training reinforcement.

Most businesses discover that the learning that happens during training doesn’t transfer to the workplace. And that lack of transfer means that behaviours are slow to change. Avoid the dreaded, ‘training makes no difference’ phenomena by designing in long-term learning journeys into your training programmes – using our custom-built Behaviour Change System. Learn more about how we can help you to create long-term behaviour change by clicking here.

Include a behaviour change system into your training design if you're struggling to:
  • Change deep-rooted behaviours
  • Help your talents to retain knowledge and skill
  • Create a culture of continuous learning
https://www.peoplepotential.com/wp-content/uploads/2020/12/PP-Web-Home-BC-V2-2-850x1280.png

Our Principles & Methodology for Instructional Design

Design means everything to us. We’ve been designing training programmes for more than 40 years and we don’t tolerate designs that don’t work – whether it’s a section of a programme that’s confusing or a learning activity that falls flat, or when learners have to ask too many clarifying questions. Our commitment to good design propels us to kaizen our designs until we get the best possible training outcomes. Do we solve all instructional design issues in our programmes? No. But we do solve the most pressing issues as we work our way down an (often) long list of improvements.

https://www.peoplepotential.com/wp-content/uploads/2021/03/PP-Website-Elements-V2-ID-Methodology-1200x1280.png
Our instructional design principles in a nutshell - we believe that:
  • When it comes to training – a lack of results or a lack of engagement often points to a flaw in the instructional design*. We’ll only look into the trainer’s knowledge and skills after we determine that the design is not flawed.
  • Transformation in behaviour that ripples through the workplace – starts with robust instructional design.
  • Because people are natural learners, we strive to make learning as easy and as natural as we can – so that we can impact every participant.
  • The learner is learning everywhere, at all times, alone, or together with others. This makes us scrutinise our designs: what are they learning, how are they learning it, and how will they use what they’ve learned.
  • The learning environment, whether virtual or in-real-life, can also be designed. This has led us to develop deliberate strategies in both formats to create a space where the learner can relax and thrive.

*(We assume that the right participants are in the class and that the training environment is conducive to learning.)

Our methodology in a nutshell:
  • Our instructional design team’s knowledge, experience, and expertise includes: Psychology, ADDIE, Agile, NLP and Accelerated Learning. When necessary, we incorporate facilitative processes like Open Space, Appreciative Inquiry, or World Café. Additionally, our director of training quality was trained as a concert pianist, so the team knows how to build programmes that uses innovative principles and strategies of practice – to help participants to build skills up to an unexpectedly high level.
  • Central to our methodology is the creation of a strong conceptual model of the programme and within every module because these conceptual models will affect everything downstream – especially our participant’s ability to grasp and learn the material.
  • For skill training, we create one or more tools that participants repeatedly use in class before they use them at the workplace. The tools are also incorporated into the post-training reinforcement.
  • We also use a variety of ways to open, review and close a training. The “body” of the training moves steadily through the original conceptual model, along with carefully crafted learning activities (including practice-with-feedback, card games, quizzes, and case discussions), demos by trainers and participants, examples, and rich debriefs.
  • People Potential’s in-real-life (IRL) and virtual instructor-led training (VILT) programmes engage participants from the first minute to the last – engagement is built into the design.
  • In a typical skill-based programme, we use collaborative tools like Miro to elicit high levels of engagement. We take pride in producing Miro boards that are as beautiful as they are functional.
  • When we design, we include Level 2 and Level 3 evaluations and provide our clients with the data for both.

Our Principles & Methodology for Instructional Design

Design means everything to us. We’ve been designing training programmes for more than 40 years and we don’t tolerate designs that don’t work – whether it’s a section of a programme that’s confusing or a learning activity that falls flat, or when learners have to ask too many clarifying questions. Our commitment to good design propels us to kaizen our designs until we get the best possible training outcomes. Do we solve all instructional design issues in our programmes? No. But we do solve the most pressing issues as we work our way down an (often) long list of improvements.

https://www.peoplepotential.com/wp-content/uploads/2021/03/PP-Website-Elements-V2-ID-Methodology-1200x1280.png
Our instructional design principles in a nutshell - we believe that:
  • When it comes to training – a lack of results or a lack of engagement often points to a flaw in the instructional design*. We’ll only look into the trainer’s knowledge and skills after we determine that the design is not flawed.
  • Transformation in behaviour that ripples through the workplace – starts with robust instructional design.
  • Because people are natural learners, we strive to make learning as easy and as natural as we can – so that we can impact every participant.
  • The learner is learning everywhere, at all times, alone, or together with others. This makes us scrutinise our designs: what are they learning, how are they learning it, and how will they use what they’ve learned.
  • The learning environment, whether virtual or in-real-life, can also be designed. This has led us to develop deliberate strategies in both formats to create a space where the learner can relax and thrive.

*(We assume that the right participants are in the class and that the training environment is conducive to learning.)

Our methodology in a nutshell:
  • Our instructional design team’s knowledge, experience, and expertise includes: Psychology, ADDIE, Agile, NLP and Accelerated Learning. When necessary, we incorporate facilitative processes like Open Space, Appreciative Inquiry, or World Café. Additionally, our director of training quality was trained as a concert pianist, so the team knows how to build programmes that uses innovative principles and strategies of practice – to help participants to build skills up to an unexpectedly high level.
  • Central to our methodology is the creation of a strong conceptual model of the programme and within every module because these conceptual models will affect everything downstream – especially our participant’s ability to grasp and learn the material.
  • For skill training, we create one or more tools that participants repeatedly use in class before they use them at the workplace. The tools are also incorporated into the post-training reinforcement.
  • We also use a variety of ways to open, review and close a training. The “body” of the training moves steadily through the original conceptual model, along with carefully crafted learning activities (including practice-with-feedback, card games, quizzes, and case discussions), demos by trainers and participants, examples, and rich debriefs.
  • People Potential’s in-real-life (IRL) and virtual instructor-led training (VILT) programmes engage participants from the first minute to the last – engagement is built into the design.
  • In a typical skill-based programme, we use collaborative tools like Miro to elicit high levels of engagement. We take pride in producing Miro boards that are as beautiful as they are functional.
  • When we design, we include Level 2 and Level 3 evaluations and provide our clients with the data for both.
https://www.peoplepotential.com/wp-content/uploads/2020/12/PP-Web-About-V2-2.png

Our Design Experience

With more than 40 years of design experience and significant experience with post-training reinforcement, our instructional design team’s expertise includes: Psychology, ADDIE, Agile, NLP and Accelerated Learning. When necessary, we incorporate facilitative processes like Open Space, Appreciative Inquiry, or World Café. Additionally, our director of training quality was trained as a concert pianist, so the team knows how to build programmes that innovatively use principles and strategies of deliberate practice – to help participants build skills to a level often not expected.

I spoke with the participants and all of them—without exception, praised the trainers and the programme. Our top managers really liked how the participants were prepared and how the presentations were delivered. I knew some of the participants and saw how they presented prior to the training. I must admit I observed a huge jump in their performance and skills. The results are extremely impressive!
– Vitaly TikhonovHead of Business Strategy and Development at Zurich Insurance Ltd, Group Investment Management.

Your Business Impact:

01

Your internal learning and development staff, or subject matter experts, will save dozens of hours. Hours that would have otherwise gone to developing training programmes and all the related collaterals.

02

You’ll receive an effective training programme that takes advantage of our decades of instructional design expertise, with Level 2 and Level 3 evaluations built in.

03

You’ll have a well-designed long-term learning journey that helps your talents to apply their new knowledge and skills back at their workplace – ensuring long-term behaviour change.

Your Business Impact:

01

Your internal learning and development staff, or subject matter experts, will save dozens of hours. Hours that would have otherwise gone to developing training programmes and all the related collaterals.

02

You’ll receive an effective training programme that takes advantage of our decades of instructional design expertise, with Level 2 and Level 3 evaluations built in.

03

You’ll have a well-designed long-term learning journey that helps your talents to apply their new knowledge and skills back at their workplace – ensuring long-term behaviour change.