Problem
Learning becomes confusing without a clear path.
Action
Map the learner’s journey from the current state to the desired performance.
Outcome
Learning follows a clear direction.
Chapter: Where Do We Start? - The Learner’s Journey
Problem
Training can solve the wrong problem.
Action
Compare current performance with the desired performance.
Outcome
Learning addresses the real need.
Chapter: Where Do We Start? - Where’s the Gap?
Problem
Different performance gaps require different solutions.
Action
Choose an intervention that directly addresses the identified gap.
Outcome
Performance improves more effectively.
Chapter: Where Do We Start? - Identifying and Bridging Gaps
Problem
General advice is difficult to apply.
Action
Study real examples before designing instruction.
Outcome
Design decisions become more practical.
Chapter: Where Do We Start? - Examples
Problem
Learning loses value when it is disconnected from performance.
Action
Connect every learning decision to a measurable performance goal.
Outcome
Training produces meaningful results.
Chapter: Where Do We Start? - Why This Is Important
Problem
Learners disengage when learning feels irrelevant.
Action
Identify what learners value before designing instruction.
Outcome
Learner engagement increases.
Chapter: Who Are Your Learners? - What Do Your Learners Want?
Problem
Instruction can be too difficult or too easy.
Action
Determine learners’ existing knowledge and skills before teaching.
Outcome
Learning matches the learner’s needs.
Chapter: Who Are Your Learners? - What Is Their Current Skill Level?
Problem
Experts often overlook beginner challenges.
Action
Review learning materials from the viewpoint of a new learner.
Outcome
Instruction becomes easier to understand.
Chapter: Who Are Your Learners? - How Are Your Learners Different from You?
Problem
Teaching methods can distract from effective learning.
Action
Select instructional methods that align with the content and skills rather than learning-style labels.
Outcome
Learning becomes more effective.
Chapter: Who Are Your Learners? - Learning Styles
Problem
Assumptions lead to poor learning design.
Action
Collect information directly from the target learners.
Outcome
Instruction becomes more relevant.
Chapter: Who Are Your Learners? - Methods for Learning About Your Learners
Problem
Vague goals weaken instruction.
Action
Write specific goals that describe observable performance.
Outcome
Learning stays focused.
Chapter: What’s the Goal? - Determine Goals
Problem
Visible problems may hide the real cause.
Action
Identify the underlying cause before creating training.
Outcome
The solution addresses the real issue.
Chapter: What’s the Goal? - Identify the Problem
Problem
Learners need a clear destination.
Action
Define the behavior learners should demonstrate after instruction.
Outcome
Success becomes easier to measure.
Chapter: What’s the Goal? - Set the Destination
Problem
Unclear expectations reduce learner focus.
Action Present learning objectives in simple, direct language.
Outcome
Learners understand the target.
Chapter: What’s the Goal? - Communicating Learning Objectives
Problem
Some performance problems are not caused by a lack of knowledge or skill.
Action
Verify that learning can close the identified gap.
Outcome
Training targets the correct problem.
Chapter: What’s the Goal? - Determine the Gap
Problem
Oversized learning projects become difficult to deliver.
Action
Adjust the amount of instruction to the required outcome.
Outcome
Learning remains manageable.
Chapter: What’s the Goal? - How Long Is the Trip?
Problem
People forget information that they never retrieve.
Action
Require learners to recall key knowledge during instruction.
Outcome
Memory becomes stronger.
Chapter: How Do We Remember? - Memory In & Out
Problem
Different learning tasks depend on different memory systems.
Action
Use learning activities that align with the required type of memory.
Outcome
Learning becomes more durable.
Chapter: How Do We Remember? - Types of Memory
Problem
One exposure rarely creates lasting memory.
Action
Review important information across multiple learning sessions.
Outcome
Knowledge is retained longer.
Chapter: How Do We Remember? - Repetition and Memory
Problem
Learning cannot begin without attention.
Action
Start with content that immediately captures learner attention.
Outcome
Learners become ready to learn.
Chapter: How Do You Get Their Attention? - If They’re Not Paying Attention…
Problem
Facts alone rarely hold attention.
Action
Make learning personally meaningful or emotionally engaging.
Outcome
Learners stay more engaged.
Chapter: How Do You Get Their Attention? - Talk To the Elephant
Problem
Passive instruction reduces attention.
Action
Include meaningful learner activities throughout instruction.
Outcome
Engagement lasts longer.
Chapter: How Do You Get Their Attention? - Ways To Engage the Elephant
Problem
Important ideas are easily forgotten.
Action
Revisit key concepts throughout the learning experience.
Outcome
Recall becomes more reliable.
Chapter: Design for Knowledge - Will They Remember?
Problem
New information is difficult to understand without context.
Action
Link new concepts to learners’ existing knowledge.
Outcome
Understanding becomes deeper.
Chapter: Design for Knowledge - Helping Your Learners Understand
Problem
Too much support limits independence.
Action
Gradually remove instructional guidance during practice.
Outcome
Learners perform more independently.
Chapter: Design for Knowledge - How Much Guidance?
Problem
Unstructured instruction creates inconsistent learning.
Action
Design learning with a clear and logical sequence.
Outcome
Learning becomes easier to follow.
Chapter: Design for Knowledge - A Process To Follow
Problem
Reading alone does not develop skill.
Action
Use realistic tasks that require learners to perform the skill.
Outcome
Skills improve.
Chapter: Design for Skills - Developing Skills
Problem
Limited practice slows skill development.
Action
Give learners many opportunities to perform the target skill.
Outcome
Performance becomes more consistent.
Chapter: Design for Skills - Practice
Problem
Mistakes continue without correction.
Action
Provide clear feedback immediately after practice.
Outcome
Performance improves faster.
Chapter: Design for Skills - Feedback
Problem
Small exercises may not prepare learners for actual work.
Action
Organize practice around complete, meaningful tasks.
Outcome
Learning transfers more effectively.
Chapter: Design for Skills - Design for Accomplishments
Problem
People rarely change behavior without personal value.
Action
Show why the desired behavior benefits the learner.
Outcome
Motivation increases.
Chapter: Design for Motivation - Motivation To Do
Problem
Good intentions often fail during daily work.
Action
Reduce barriers that make the desired behavior difficult.
Outcome
Behavior changes more often.
Chapter: Design for Motivation - Designing for Behavior
Problem
Habits strongly influence daily performance.
Action
Find behaviors that people repeat without thinking.
Outcome
Habit design becomes more focused.
Chapter: Design for Habits - What Is a Habit?
Problem
Existing habits can prevent better performance.
Action
Identify which habits must change to reach the goal.
Outcome
Improvement efforts become targeted.
Chapter: Design for Habits - Identifying Habit Gaps
Problem
New behaviors fade without regular repetition.
Action
Repeat the desired behavior in the same context over time.
Outcome
The behavior becomes automatic.
Chapter: Design for Habits - Designing for Habit
Problem
Habits take longer to develop than formal learning.
Action
Continue reinforcing desired behaviors after instruction ends.
Outcome
Behavior change lasts longer.
Chapter: Design for Habits - Applying To Learning Design
Problem
Important learning happens outside formal training.
Action
Study how people naturally learn in their daily work.
Outcome
Learning opportunities become more visible.
Chapter: Social and Informal Learning - What Does Learning Look Like In Your Organization?
Problem
One learning method cannot meet every need.
Action
Combine structured instruction with workplace learning opportunities.
Outcome
Learning becomes more effective.
Chapter: Social and Informal Learning - Balancing Formal and Informal
Problem
Design principles are easier to understand than to apply.
Action
Follow a complete learner example from beginning to end.
Outcome
Learning design becomes easier to apply.
Chapter: Social and Informal Learning - Hiro’s Journey
Problem
The work environment can block good performance.
Action
Look for environmental obstacles before changing instruction.
Outcome
Performance improves more easily.
Chapter: Design for Environment - Environment Gaps
Problem
People cannot remember every detail.
Action
Provide important information where work is performed.
Outcome
Errors decrease.
Chapter: Design for Environment - Knowledge In the World
Problem
People waste time searching for information.
Action
Provide simple resources where they are needed.
Outcome
Tasks are completed more efficiently.
Chapter: Design for Environment - Putting Resources In the World
Problem
People forget intended actions.
Action
Use reminders at the moment the behavior is expected to occur.
Outcome
Desired behaviors happen more consistently.
Chapter: Design for Environment - Putting Prompts/Triggers In the World
Problem
The environment strongly influences daily choices.
Action
Arrange the workplace to encourage the desired behavior.
Outcome
Positive behaviors become more common.
Chapter: Design for Environment - Putting Behaviors In the World
Problem
Extra effort discourages action.
Action
Simplify the steps required to perform important tasks.
Outcome
People act more consistently.
Chapter: Design for Environment - Clearing the Path
Problem
Evaluation is weak when success is undefined.
Action
Define how success will be measured before designing instruction.
Outcome
Evaluation produces more useful evidence.
Chapter: Designing Evaluation - The Challenge Of Doing Good Evaluation
Problem
Learning activities may not solve the original problem.
Action
Evaluate whether the learning solution improves performance.
Outcome
Future improvements become easier.
Chapter: Designing Evaluation - Does It Work?
Problem
Participation does not prove learning.
Action
Assess whether learners gained the intended knowledge and skills.
Outcome
Learning progress becomes clear.
Chapter: Designing Evaluation - Are They Learning?
Problem
Knowledge tests cannot confirm workplace skills.
Action
Evaluate learners while they perform authentic tasks.
Outcome
Performance is measured accurately.
Chapter: Designing Evaluation - Can the Learners Actually Do the Right Things?
Problem
New skills may never become everyday behavior.
Action
Check whether learners consistently apply the desired behaviors at work.
Outcome
Long-term performance becomes visible.
Chapter: Designing Evaluation - Are the Learners Actually Doing the Right Things?