Moments of need + employee journey mapping for learning technology evaluation

This is the third and final (and very belated) post in a series on how I used employee journey mapping to assess the current landscape of a learning & performance problem….

This post is inspired by Michelle Ocker’s work on using Bob Mosher and Conrad Gottfredson’s ‘Five Moments of Need’ to map and evaluate a range of learning technologies.

The ‘Five Moments of Need’ are:

  1. New: Learning something for the first time
  2. More: Expanding knowledge of what has been learned.
  3. Apply: Acting upon what has been learned. This can include planning, remembering, or adapting.
  4. Solve: Using knowledge to solve a problem in a situation when something didn’t work out as expected.
  5. Change: Needing to learn a new way of doing something. This requires giving up practices that are comfortable for practices that are new and unknown.

Mosher and Gottfredson, via Michelle Ocker’s post.

I decided to experiment with this idea by overlaying the ‘moments of need’ on the employee experience map I had developed. I then mapped the current and potential learning & performance support technologies and resources available to bus drivers to each ‘moment of need’, within the first 12 months of the new employee journey.

This is the result:

Map of existing and potential learning technologies and resources to support new bus driver trainee performance across their employee journey based on ‘moment of need’ (New, More, Apply, Solve).

Note that I only have the first four ‘moments of need’ in Mosher and Gottfredson’s model mapped against this employee journey map:

  1. New – learning for the first time. Here, resources like videos, simulations, talking or hearing from new and experienced drivers can help trainees prepare for the experience of driving, prior to getting into the cab.
  2. More – expanding knowledge of what has been learned – e.g. off-job support resources like driving VR / simulations, route-learning tools, reflective learning journals, combined with on-job coaching, plus actual on-road practical driving experience as they drive for the first time, both accompanied and on their own, helps support the consolidation of knowledge gained from initial practical driving experience; and helps to improve on-road confidence and driving performance.
  3. Apply – acting on what has been learned. This would be largely on-road, in-context, embedded performance supports and tools – e.g. GPS navigation tools, in-cabin displays, on-street route markers, as new drivers start creating mental models of their routes to memory, there will be decreasing need for off-job route learning resources and tools; in-context support tools which can serve as mnemonic triggers, reminders or flags during driving will likely be more valuable.
  4. Solve – using knowledge (or tools) to solve problems when things go wrong, or the unexpected occurs – this is a daily occurrence driving on Sydney’s busy city roads (e.g. due to roadwork, diversions, accidents, emergencies, traffic delays…); and the support to help drivers solve problems in these situations are primarily other people in the transport network who they can radio for help, advice, or direction.

The reason I didn’t map the 5th ‘moment of need’ – “Change” (needing to learn a new way of doing something, or adjusting existing practices), within the initial 12 months of the employee journey, is because I expect it will primarily come into play beyond the first 12 months of the new employee journey; as drivers transition from ‘new trainee’ and undertake increasing formal ongoing assessments of competency; get transferred to other depots (and thus need to learn new routes); and/or may need to adapt to new policy, procedural, or regulatory changes that impact operations.

What I found useful

There were many aspects this exercise I found useful, and would recommend it for the following reasons:

  • Using the ‘moments of need’ as a framework for identifying the types of tools, technology, and support resources most appropriate for supporting those needs forces you to consider how those tools would be used in context, by the employee. This gets you thinking about tools, technologies, and resources in a very human/people-centred way; rather than simply as a bright, shiny object that must and will be useful in its own right (simply because it IS a bright shiny new tool or technology – a trap that is easy to fall into; and that stakeholders or sponsors are often pushing you towards).
  • Overlaying these ‘moments of need’, and the associated tools / tech / resources against an employee or customer journey map provides a useful temporal association – not only can you see what the tools will support employees to do; but at what point in their journey different tools may play significant roles in easing pain points in the employee journey. This can then facilitate practical execution of the support strategy – e.g. staggering the creation of product roadmaps for the design & development of support tools, tech and resources.

References & additional resources

Five Moments of Need and Learning Technologies, Michelle Ockers

Are You Meeting All Five Moments of Learning Need?, Conrad Gottfredson, Bob Mosher

Conrad Gottfredson on Meeting Moments of Learning Need, Pamela Hogle (Learning Solutions Magazine)

Employee experience map - post image

Using employee experience journey mapping to identify and target learning and performance issues – part 2 (how)

This is the second part of a post on using customer journey mapping as an analysis and problem identification tool to help pinpoint the range of organisational factors that impact an employee experience – and by doing so, enable us to design more precisely targeted interventions to improve it. Part 1 provided an overview of customer journey mapping, and background and context to the problem I was trying to address with it.  Read Part 1.

This second post describes how I used the journey mapping technique to map the employee experience, how it enabled more effective framing and problem analysis, and the outcomes and learning from that.

The process: what I did and how

1: Journey mapping research

Although I had a pretty good idea of what a customer journey map was and what it was used for, I’d never done it before and needed to research (at speed) how to undertake the process. These were the starting resources I found really useful to easily and quickly get my head around ‘how’ to map experiences:

  1. Use Customer Journey Maps to Uncover Innovation Opportunities, IDEOU – great post that describes the purpose and process of creating a customer journey map in a really simple and accessible way.  Highly recommend reading this first.

  2. Employee Experience Journey Mapping workshop slides, Designing CX – really good slideshare that provides a much more detailed breakdown of (a more complex, layered) journey mapping process – with specific examples from the employee HR / L&D space. Really good to get your head around the possibilities and potential of journey mapping to improve employee experience and get a break down of the steps to undertake a more detailed holistic mapping process.

  3. Journey Mapping ToolkitHeart of the Customer – the toolkit I mentioned in Part 1 post. Well worth downloading (it’s only 9 pages) – Heart of the Customer are specialists in the CX (customer experience) mapping space, and explain succinctly and clearly the nuances and bigger picture strategy behind customer journey mapping: purpose, steps, and how journey maps can be used to help drive change. I also found this toolkit useful for providing visual layout possibilities (two really good examples shown). One valuable takeaway for me was that there is no ‘standard’ design for a customer journey map. Whilst there tend to be a few common features of journey maps – persona details, phases / touchpoints, emotional state – how you lay it out depends on your purpose —–> so, be clear on what you’re trying to achieve before you undertake the mapping process.
  4. Customer Journey Maps – the Top 10 Requirements (Revisited), Heart of the Customer – really valuable additional practical tips for creating a journey map (although I broke the ‘don’t use Powerpoint’ one…!). Also found this post useful for additional examples of map layouts.

2: Qualitative data gathering: “interviews” (or if pressed for time like I was – targeted, informal conversations)

A journey map is, in essence, a visual, narrative representation of a whole load of qualitative and quantitative data about a particular employee experience. I knew from initial conversations that trainee drivers were the primary audience experiencing the issue, so I delved deeper into this trainee experience by having conversations with Bus Operator Trainers (workplace trainers who undertake the formal training and assessment components of the driver training, have contact with trainees on the job, and still drive some shifts to maintain their own on-job competency).


I ‘storyboarded’ the initial experience map in Word based on initial conversations, then filled in gaps, & added details from subsequent follow-up conversations.

Normally, you would gather as much of this qualitative data  as possible – mostly from interviews with the actual target audience group – to create the experience map. Interviewing employees from the target group enables you to:

  • gain insight and empathy into their experience (which is the focal point of the map), and
  • identify particular ‘personas’ (i.e. subsets of employees with similar goals, skills, behaviour patterns, attitudes or experiences). You would then map a journey for each key persona identified. Interviewing other stakeholders and people involved throughout the employee experience is also important for building an accurate and holistic picture of the experience.

I only had about a day to gather and collate data. I didn’t have the time to speak directly with extensive groups of trainee drivers so created an initial view of the employee experience based on the conversations I’d already had with trainers, a bus operator, former operators, managers and other stakeholders.

After ‘storyboarding’ the content from these conversations (i.e. transcribing / summarising / theming / extracting key quotes) , and looking at some customer journey map examples, I had a clear idea what I wanted to my map to show:

  1. the employee’s emotional experience (highs and lows) throughout their first 12 months, then 12-24 months, mapped against the key milestones in the traineeship program (a.k.a ‘touchpoints’ in journey mapping lingo)
  2. the organisational issues contributing to these experiences, the people involved,  and subsequent business impacts (primarily emerging from the low points of the employee experience)
  3. potential opportunities for improving the experience and business outcomes – identifying where each of the current initiatives, proposed and potential/possible solutions might fit within the employee journey to resolve a current pain point in their experience.

3. Quantitative data gathering: HR and business data

As I didn’t have enough qualitative data to identify discrete personas, I used generic HR demographic data of trainees (average age, gender, ethnicity etc) to create a kind of generic, ‘everyman’ persona*. I also noted and gathered any HR data that would be useful as business impact indicators relevant to the driver training experience (e.g. exit rates, absenteesim, sick leave rates over the time period covered), and collated any quantitative data from reports, previous audits, focus groups and surveys that was relevant for building a more complete picture of the employee experience.

* This is a bit of a ‘hack’ of a standard customer experience mapping process, but it enabled me to at least produce an initial  ‘MVP’ (Minimum Viable Product) view of the problem in the limited time I had. This was sufficient for my immediate needs and could also be used as a starting point for further validation and persona creation.

4. Designing the experience map

4a: Sketching a layout

Once I had a clear idea of what I wanted to show, I sketched a basic layout.


I sketched a basic layout which combined features from two journey map samples from the Journey Mapping Toolkit

4b: Deciding what tool to use

I used PowerPoint. Although there are journey mapping tools available (including free ones), which I did briefly review and consider, I didn’t have the time to learn a new tool (less than 1 day to produce the map). I also wanted to be able to easily share / email / print the output, and for others to be able to edit in future if needed. I already knew PowerPoint could do all of these things. So I started by looking for an existing PPT template. I found these links:

  • How to make your first customer journey map (Quick Guide), EnvatoTuts+ – useful overview on customer journey mapping, plus links to some templates (most of which didn’t suit my purposes)
  • Customer journey map template, Clarabridge – This was a print based PDF (not digital) which I only realised after downloading – might be useful if mapping in a group, during the data collection phase, or as a tool to help you to think through what data you might need.
  • Journey Mapping Template, KB & Co – the closest to what I had in mind…but I ended up not using this specific template as I wanted to include more than just simple emoticons to represent the emotional state, and additional info on issues and business impacts which this template didn’t have.

Given that none of these were exactly what I needed I decided it would be quicker and easier to create my own from scratch rather than attempting to adapt one of these templates.

The annotated employee experience map below describes and explains each part of the map I developed, the data it shows and its purpose.


Annotated employee experience map

Outcomes & learning

My original intent was to use this technique as an analysis and problem identification tool – to better see and understand the complexities of the problem we were dealing with, identify the impacts (on employee engagement and business), and map out the current state (what do we already have? what are the issues with the current solutions? where are the gaps and opportunities?).

I was in a situation where I already knew some of these details, but needed to get a range of stakeholders (including internal executives and an external vendor) across it accurately, succinctly and very quickly in order to appropriately position a new project.

I also took it as an opportunity to personally learn, apply and experiment with a technique commonly used in the consumer (marketing, product and UX design) space to the internal corporate HR/OD/L&D space.

So – how effective was employee experience mapping in helping me to achieve these goals? And would I use it again? Very, and absolutely. Some of the things that surprised me were:

  • just how effective it was in communicating – instantly – a range of complexities and nuances in the problem state, and the impacts on both employees and the business. The visual narrative was a far more effective and powerful overview – particularly for executive stakeholders – than even a highly summarised and succinct text-based analysis report (which, incidentally, I also did).  I find increasingly, that leaders – especially exec – simply don’t have the time to read, digest, or interpret information. This format provides a visual, one-pager enabling an ‘at-a-glance’ holistic understanding of the problem.
  • how powerful adding ‘thinking’ and ‘feeling’ elements, written up as first person quotes, can be for communicating pain points and employee engagement impacts in a relatable and authentic way – especially when combined with a persona (even if it is an aggregated one).
  • how much data you can pack into a single (A3) page – without it seeming overwhelming. Experience maps are commonly dense with data from a range of sources but don’t ever really feel difficult to digest or understand. Again – I think format of making the emotional experience the primary vehicle for telling the narrative makes an enormous impact (without really taking up that much space). Using simple visual information design techniques like colour and icons can also help communicate this emotional experience more succinctly. The time based (temporal) aspect of the layout also contributes a lot – it enables you to easily pinpoint exactly where and when the biggest issues and opportunities are – so everyone can see much more precisely what we should be targeting or prioritising, at what point of the program or experience. And by lining up business impact data with the peaks and troughs of the employee experience – you can clearly and visually show the relationship between people engagement and bottom line stats.

I also saw and learnt the value and importance of close collaboration with HR when looking holistically at the employee experience – not only because recruitment and pre-employment phases transition directly into onboarding and induction and can have a big impact on employee attitude and experience, but also for the insight HR data and analytics provides on the employees we’re supporting and designing for, and in quantifying the business impacts associated with the high and low points of the employee experience. I was fortunate at the time to be working as an OD Business Partner in a team of HR Business Partners embedded within the business – and can certainly see the positive impact that an integrated, holistic HR/OD/L&D approach could have on employee experience, particularly for recruitment, onboarding and retention.

Employee experience maps as enablers for empathy, action, influence and stakeholder engagement

Ultimately – I think the power of experience maps lies in their ability to show relationships between disparate sources of data in a compact and visual way, and enables a way to humanise data by transforming it into an empathetic and relatable story. It is this human aspect of data – the meaning behind the numbers, rather than the numbers themselves – that can be a much more effective trigger for action. Employee experience maps therefore – can also act as an effective tool for influencing up and stakeholder engagement, in addition to better problem analysis and identification.

…and more…

Yes – there’s more to this story, but as this post is now getting into too long territory I’m going to save that for a third installment – which will cover how the employee experience map can be used as a foundation for solution evaluation – to more effectively evaluate and identify which solutions best meet employee needs at the various touchpoints or phases of their journey.

This third part was inspired by Michelle Ocker’s post on using Bob Mosher and Contrad Gottfredson’s ‘five moments of need’ to evaluate learning technologies – which I happened to read around the same time as I engaged in this employee mapping exercise. I thought it was absolutely genius, and could instantly see the value and application of that approach to what I was undertaking in this project. So… the next post I’ll describe how I integrated the ‘five moments of need’ into the employee experience map in order to evaluate which solutions best meet employee needs at various phases of the experience.





Using employee experience journey mapping to identify and target learning and performance issues – part 1 (what & why)

This is the first in a couple of posts that charts my experience using the concept of customer journey maps to map an employee experience….in order to identify all of the organisational factors impacting that experience, and more effectively identify and target learning and performance issues that have the biggest impact on improving it.

This post provides some context on what experience or journey maps are, why you would use them, and some background on the problem I was trying to address with my employee experience map.

What are customer journey maps?

Customer journey maps are essentially a visual narrative of a customer’s (or employee’s) experience, as they move through the various phases or touchpoints of that experience – not just what they’re doing, but also who or what they’re interacting with, how they’re interacting, what they’re thinking and feeling during each interaction.

It is a ‘design thinking’ tool that enables you to more deeply understand and empathise with the customer or employee. They look something like this:

Sample customer journey map from Heart of the Customer - example2

customer journey map from

Sample customer journey map from Heart of the Customer - example 1

customer journey map from

sample journey map from DesigningCX

example journey map from

Why use customer journey mapping in organisational learning and development?

I think Designing CX expressed it well in their awesome slideshare on employee experience mapping:

Attitudes drive Behaviours deliver Results - experiences influence Attitudes

In short: because we’re in the business of behaviour change. We know there is a relationship between attitudes and behaviour (the exact direction of which is contestable..but that’s a conversation for another day). Behaviours shape experiences which in turn impact attitudes ….which impact behaviours. It’s a feedback loop. And all of this impacts results (i.e. through individual performance -> which leads to business outcomes).

What can an employee experience map tell us that a training needs analysis can’t?

By looking holistically at the experience, you are able to identify all of the organisational factors (process, environment, people, timing, organisational design…in addition to any training need or issue with learning resources) that impact the employee experience. This enables you and the organisation to focus on fixing the things that truly have the biggest impact on improving the experience – rather than assuming that it’s the training that needs attention. Or, if there are aspects of training or learning resources that are impacting the experience – to identify specifically what these problems are – in order to find the most appropriate solution.

Here are some insights on what can be uncovered from Trish Uhl , who created similar employee intimacy maps to chart the new employee experience when overhauling an onboarding program:

@trishuhl twitter thread employee maps

Snippets of a twitter conversation with @trishuhl on employee experience mapping

My journey with employee experience mapping

I first heard about the idea of using customer journey mapping to design better employee experiences about a year ago via LinkedIn, through this HBR article and, around the same time, this customer journey mapping toolkit – shared in the LinkedIn Design Thinking Group. I filed it away as something interesting to explore…and recently had a good opportunity to experiment and apply the mapping concept in the Analysis / Discovery phase of a project to better support our bus drivers in learning new bus routes.

Context & background

The organisation knew route familiarisation was an existing problem, and an increasing one with ongoing network changes and introduction of new routes. Lots of ideas had previously been discussed, there were already a number of business initiatives in play to address it, as well as a proposal to explore the use of 360 video (via VR, web, and/or mobile). I’d had some initial conversations with people from various areas of the business to understand the current state.

Why I decided to map the employee experience

It felt like everyone agreed there was a problem, there were a lot of ideas and solutions proposed, but not a great deal of clarity what each solution was really trying to fix.

Objectives I wanted to achieve by mapping the current employee experience were:

  • to better understand what the challenges and pain points for employees were, and when and where the biggest issues were occurring -> this would enable us to more precisely define the problem we were dealing with, and pinpoint where we could make the biggest impact with learning, performance or organisational support
  • to start to identify what types of solutions or support might be most appropriate at various points of the employee journey -> to enable us to utilise the right resource at the right time. We already have a number of existing resources, initiatives in development, and  a bunch of other proposed ideas to explore as ‘solutions’ to the problem. Rather than take a scatter gun approach of offering a whole load of support resources and hoping for the best, I wanted to encourage a more considered and intentional approach. Through my initial conversations, I knew that each resource had different benefits and constraints for drivers, and rather than being a problem that would be solvable through a single solution, a mix of new and existing resources would still be needed – as the problem to be addressed was both in initial learning / training and easy access to accurate ongoing  (and ideally on-job) performance support.
  • as a way of visually summarising what we currently know to provide more clarity about the problem (from the employees’ view), and to enable all stakeholders to develop a shared understanding and a common view of the issue/s as we move forward with a number of concurrent initiatives to try to resolve it. Incidentally, the motivation for creating the employee map was to provide context to an external supplier we’re working with to explore 360 video / VR possibilities. It is the type of user research they normally would undertake but that was out of scope for the engagement they quoted on.
  • support and extend my own development by experimenting with design thinking techniques in a real world work situation – I’d been exploring design thinking concepts for a while, and have for several years taken a user approach to prototyping and testing but wanted to extend this to the analysis / discovery phase.

In the next post I’ll describe the process I took, including the research, useful resources, how I approached it, and outcomes. Read Part 2.


Flipping the conversation at ElNet Workplace Learning Congress

On May 16 I presented at the ElNet Sydney Workplace Learning Congress. This is a post on the experience.

The pitch

Back in February, I received a message from Leo Gregorc asking if I’d like to present at the ElNet Sydney Congress. He described the theme of this year’s Sydney Congress as:

“Flipping Performance” – a mash up of flipping the classroom, Performance support for L&D professionals and the 70:20:10 model.

…and invited me to submit some initial suggestions on this topic. The audience would be: “workplace learning managers, instructional designers and private consultants who usually like to take away a strategy tool for implementation.”

My initial response was puzzlement. There were a lot of ideas in that theme, but it was a mashup of potential. How to turn it into a coherent topic? And one that I could plausibly add value to for this audience? I left my subconscious to ponder that as I turned my attention back to my work day….

Later that night,  I had some late night inspiration for an idea that might fit with the theme. I typed a response to Leo:


I distinctly remember this being a brainstorm of ideas with myself, free typing ideas as they came. And then, wondering if I should release what were clearly embryonic thoughts, or wait & polish. I can be wary about sharing half finished thoughts…but it was late, I was tired – and – (perhaps most significantly?), I was in the middle of #rhizo14. The mindset of exploring possibilities had infected me. I clicked ‘send’.

It was positively received.

Learning #1: sharing half baked ideas is good.

The inspiration

In the last 8-12 months, I’ve explicitly  been trying to take a more performance-focused approach to the way I handle learning requests, and the design of elearning experiences. The original inspiration for this came from Cathy Moore’s post “Is training the answer? Ask the flowchart”. This post really changed the way I viewed my role as a designer, by demonstrating how performance support could be pitched alongside a (smaller) training solution – and moreover – how these opportunities might be shaped through careful questioning in the initial client conversation.

I started trying to apply Cathy’s strategies in my own client conversations immediately after reading her post. 6 months later, and I’m reading Christy Tucker’s post “Selling storytelling in learning”. Although Christy’s post is nominally about ‘selling’ a narrative or scenario approach to clients, what intrigued me was the way she had woven business objectives and measures into the scripted conversation; it resonated because I was having some of the same conversations with clients too, and starting to consider ways to evaluate long term impact of learning solutions with the business.  I even ended up having an interesting and valuable conversation with Christy about in it the comments of her post.

It was the combination of Cathy’s initial post, which got me changing my approach to client kick off conversations; plus Christy’s scripted conversation with its cleverly organic interweaving of business objectives and measures, that inspired the idea for “what” I’d present at ElNet. And…it was Ryan Tracey’s blog post “An offer they can’t refuse”, on Do-It-Yourself (DIY) or ‘home made’ video shot on a smartphone (including the conversation we had in the comments) that inspired the “how”.

Learning #2: your PLN is an invaluable source of inspiration.

The idea

The idea was to script and (smartphone) video a (fictionalised) client conversation for a typical request for compliance training, showing 1) how the conversation typically proceeds (i.e. how I used to conduct these conversations) vs 2) how these conversations can be ‘flipped’ to focus on performance rather than compliance, by asking different questions (i.e. how I now conduct these conversations). I wanted to ‘dissect’ conversation #2 – identify the points at which the direction of the conversation can be changed; and ultimately, the outcome – from training only (’10’) to a combination of skills / practise focused training (’10’) + social support (’20’) + performance support (’70’).

The production


Conversation #1 was pretty easy to script – it was a familiar conversation I’d had many times, over many years – one which revolved around a structured set of questions to identify the client’s training requirements: target audience, learning objectives, scope of content, tracking etc.

Conversation #2 was a bit more work. Although I was able to draw heavily on a number of conversations I’d had over the last 6-8 months, identifying key moments or turning points in these conversations, and condensing what is typically an hour-long kick off conversation into 10 minutes of key moments – whilst still having it flow and make sense as a conversation required more thought. Fortuitously, as I started scripting this conversation, another of Cathy Moore’s posts “How to kick off a project and avoid an info dump” landed in my inbox. This was one of those weird moments of serendipity, as her post covered exactly the type of conversation I was trying to script. It helped me to get clarity on what I was trying to achieve, and in particular, her point about using questions rather than advice to get the stakeholders to see the solution for themselves is genuis, and something I tried to integrate into my conversation script too.


Next, because this was going to be video, I needed to cast someone to play the role of the ‘client’. I knew there were casting sites where you could source volunteer student actors and the like…I did a search and found StarNow, an excellent site where you can post (for free) listings to scout for acting talent, models, musicians, crew, photographers etc. They have an extensive directory of talent ranging from professional to student / amateur; it’s very user-friendly, and listings can be posted as paid or unpaid jobs. I posted my (unpaid) listing, and within a day had a response, from Michael O’Grady.


As I geared up to shoot the video, I did some research on smartphone video – and found the excellent “Pocket Filmmaker” series by Jason Van Genderen on CNet. The videos on tripods & stabilisers, and audio were really helpful. The two things I felt were necessary to ensure my video was watchable were 1) no hand-held shakiness 2) audible speech. On recommendations from the Pocket Filmmaker, I got a Joby GripTight GorillaPod and a Rode smartLav, a lavalier mic that plugs into the headphone jack of a smartphone. I was quite interested to experiment a bit with smartphone filming, as there are a couple of work projects that I’m considering doing similar DIY video for. So this presented a good opportunity to test out some equipment and setup.

smartphone video equipment


I’d intended to take a photo of the setup during filming so I could do this “behind the scenes” post, but in the midst of shooting, forgot. So, here is my dodgy sketch of the setup.

smartphone video setup sketch

Since I only had one lavalier mic (I would get 2 next time…), we clipped it to Michael, and sat fairly close, so that it was effectively pointed between us. His voice still picked up louder than mine, but some post-production audio editing corrected that sufficiently. We put the phone and tripod on top of a box, so that we could get a level framing of our heads in shot. I didn’t draw it in the dodgy sketch, but we also had our scripts on the table in front of us for reference. We framed the shot so these were out of view.


Although I researched a number of free video editors, I ended up just using Windows Movie Maker. Aside from it appearing in several ‘best free video editor’ lists on the internet (e.g.), it had a very low learning curve and I didn’t have to download anything new. Since my requirements were basic – just needed to be able to split video and add text captions – and I didn’t have a huge amount of time (I waas still editing up to the Night Before the congress!), this met the need perfectly well. I posted this on twitter during editing


Learning #3: be resourceful. Use new experiences as an opportunity to experiment.

Dissecting the conversation: strategies for a performance outcome

When I reviewed conversation #2 (the ‘performance focused’ conversation), I decided it would be helpful to consolidate/ categorise key moments into a number of high level strategies. This is what emerged based on the conversation I’d scripted (bullet points are effectively my speech notes):

1: Focus on objectives, not solution

  • Start with an open question (e.g. ask for project context / background) rather than scoping the specifics of the requested solution. This opens up opportunities to follow up with questions clarifying the business objectives.
  • In most kick off conversations, the client will want to talk solutions. Steer conversation away from this, back to clarification of business objectives. You’re not in a position to discuss solutions until you know what the problem is.
  • Probe to get specifics on the business objectives – you’re aiming for measureable, time focused objectives. Something you and the client can go back to in 6 or 12 months time to gauge success.

2: Behaviour not content

  • Focus your questions on the specific behaviour change required to achieve the business objective. At the core of every compliance requirement is behaviour change- organisations can only be ‘compliant’ with regulatory requirements when their employees are able to action what they know, not merely show what they know (short-term – e.g. in an assessment). Identifying this behaviour or performance outcome is critical to developing a solution that will actually meet the business objective.
  • Ask probing questions to find out as much as you can about the nature of the behaviour change required. It’s not demonstrated here in this discussion but it may also be very useful to go to the work environment of the target audience to see the environment for yourself, and talk to them to get direct insight on their daily challenges, fears, motivations and any other factors that may be relevant.

3: Acknowledge the ’10’, explore the ’70′

  • Acknowledge where and how the ‘10’ (formal training) might play a role; but take time to explore the ‘70’: workplace support needed to change the behaviour / achieve the performance outcome – beyond the initial training.

 4: Use data to build your case for the ‘70’

  •  Use data or examples from your prior experiences to build a case for the ‘70’. This could come from: previous projects you have been involved in, evaluation (level 1) feedback from employees in previous training rollouts, your own experiences of undertaking formal training, or as a facilitator/trainer/instructional designer.
  • Be clear on the limitations of formal learning approaches (e.g. content in LMS vs easily accessible performance support). Use examples to back you up.
  • Reframe the discussion: from training to performance support (or informal/social – balance depends on the specific requirements of the project).

5: Use/adapt/hack any existing resources

  • Make the most of any existing resources the business may already have – identify, use and adapt these for performance support (rather than simply as content in the training)

6: Scope the ’20’: social / informal support

  • Explore the ‘20’: what social / informal support could be harnessed or developed – this is essentially about facilitating an intentional social environment that can help support people to change behaviour / achieve the performance outcome. Look at what support is available in the target employees’ work environment now, then look at how it can be supported better, and made more intentional. Social learning is not new. It’s already currently happening every day (e.g. every time an employee turns around to their team member to ask where to find a document or how to do a task they are utilising the social / informal support network around them). The goal is to make it more intentional and effective.
  • This might involve identifying suitable people within the target audience’s work environment (e.g. their manager / supervisor)…or if none currently exist in the target environment for the required behaviour / performance outcome, identifying suitable people in the environment who may be able to play the support role (e.g. assigning ‘system champions’ to provide support). They may need some additional support or upskilling, plus manager buy-in to successfully fill the social/informal support role. We can help the business provide this support (e.g. ‘train the trainer’ upskilling)

7: Integrate comms & change with learning

  • Position comms and change as part of an integrated learning approach – targeted comms delivered pre and post learning can support a ‘campaign’ approach to the learning intervention. Pre-learning comms can support employees to be more receptive of the change and learning intervention; post learning comms can help support and embed behaviour change (> directing employees to performance support and social / informal resources that can provide ongoing assistance post-training).
  • Encourage the business to develop a relationship with the internal comms team (if you have one). It is ultimately the business’ responsibility to make this happen; although you can provide advice, encouragement, help facilitate it, and collaborate with comms on messaging to ensure it is consistent and integrated with learning.

8: Identify how business goals will be measured

  • Probe the business to identify how the business objectives will be measured – this then becomes the business impact measure you follow up with them on in 6 or 12 months time, to gauge success (Level 3 & 4 evaluation)
  • Leverage the business’ previous experience and knowledge of what works in their business environment / work context to identify appropriate ways of measuring success and appropriate performance support strategies.
  • Open up the conversation (& be open to new ideas yourself), share, and exchange ideas –> converse collaboratively to develop holistic, solutions with long term impact.


The outcome

Here is (part of) my presentation which I uploaded to Slideshare. I didn’t include all the videos since it was quite fiddly to do so on Slideshare (had to upload individual videos to YouTube, then insert videos as new slides)…this is probably enough to give you an idea.


Overall it was a great experience, and a lot of fun. I thank the team at ElNet especially Michael Gwyther (@mickgwyther), Shai Desai (@LearningPlan) & Leo Gregorc (@mundigoana) for giving me the opportunity and putting on a great event. (Planning to do a Storify covering reflections on the day too…soon).

Learning #4: have fun. Explore. Learn. Reflect. Narrate. Share. (blog about the experience).