Most internal trainers are promoted… but never trained. In many organizations, the process looks like this: Someone is good at their job → They know the process well → They are asked to train others. But subject matter expert ≠ facilitator. Knowing how to do a job and knowing how to teach it are two very different skills. Effective trainers need to know how to: Structure learning so it’s clear and practical Engage participants in meaningful practice Ask the right questions to

💡A real case study from my experience working with supervisors and on-the-job trainers in a service-based organization: ❗Before the training: A group of supervisors were responsible for guiding employees on the job, but most had never been trained on how to coach, give feedback, or structure learning. Support was inconsistent, and employees often had to “figure things out” on their own. 🔑 What changed: I redesigned the training to focus on real workplace situations — practi

“Make it engaging.” It’s one of the most common requests in training. And yes, engagement matters. But engagement is not the goal. I’ve seen highly engaging sessions where participants laughed, interacted, and enjoyed the experience… and changed nothing afterward. This isn’t a new idea. In Make It Stick by Peter C. Brown, Mark A. McDaniel, Henry L. and Roediger III , researchers explain that real learning happens when people retrieve, apply, and struggle with ideas—not just

📌12 Months of Learning — 2025  This year, I wanted to reflect on learning beyond courses, roles, or job titles. So I built a small creative project in Storyline 360: an interactive calendar where each month flips to reveal a lesson — from work, well-being, connection, and reflection. Some lessons came from certifications and projects. Others came from movement, service, travel, and quiet months with no milestones at all. 🔍 This project reminded me that learning is not linea

Who said Articulate Rise has to be boring?🤔  Recently, I was inspired by Emma Berry to bring my Illustrator skills into a Rise course—and it turned into such a fun creative challenge!  I loved experimenting with character design and sharpening techniques like masking, adding effects, gradients, and text on a path. For the visuals, I started with characters from storyset.com  and customized them in Illustrator to fit the course design.  Big thanks to Bring Your Own Laptop  

One of the quiet superpowers in training project management? Knowing how to say “no”... without ever actually saying the word. Because in reality, it’s rarely just “no”— It’s:  🔁 Constant change requests  ⏳ Deadlines that were due yesterday  📈 And priorities that shift faster than you can update your project plan. As training project managers, we walk the line between being flexible and protecting the project’s timeline, scope, and sanity. Here are a few of my favorite ways

🚨 Let’s talk about something that’s hurting companies more than they realize: the undervaluing of the training department. Too often, training teams are treated as a cost center instead of a strategic partner. We’re brought in after decisions are made, expected to "fix" performance issues with a quick course, and rarely invited to the table where real change happens. But here’s the truth:  📉 A disengaged workforce?  📉 Inefficient processes?  📉 High turnover?  📉 Poor lead

🧠 How does an instructional designer step into a brand-new industry and create effective training? This is a question I often hear—and one I’ve had to answer myself more than once. As instructional designers, we’re not always subject matter experts (SMEs), but we do need to speak the language of the learners and understand the context they're working in. When I first started designing training for aviation professionals, I wasn’t sure where to begin. I didn’t have a backgrou

Training program managers often face a crucial decision: Should we follow the structured ADDIE model or embrace the flexible SAM approach? The answer isn't always clear-cut, but the VUCA framework can help guide the choice. VUCA — which stands for Volatility, Uncertainty, Complexity, and Ambiguity — is a framework designed to help leaders and teams navigate challenging environments. By applying VUCA thinking to instructional design, we can align our methods with the nature of

Closing a Training Project vs. Landing a Training Project: The Real Impact Starts After the Finish Line. In training projects, we often focus on closing—finalizing content, delivering sessions, and collecting feedback. But what about landing the project? Landing a training project is the step after closure that ensures learning creates lasting impact. It means:  ✅ Supporting learners in applying new skills beyond the training  ✅ Equipping managers to reinforce learning in dai

In today’s fast-evolving workplace, designing and developing effective technical training programs re quires more than just subject matter expertise. It demands a unique blend of deep knowledge and broad skills—the hallmark of a T-shaped professional. 🔹 The vertical stroke (|) of the "T" represents deep expertise in a specific domain—whether it's instructional design, software development, or aviation mechanics. This depth ensures that training materials are accurate, releva

As instructional designers, our ultimate goal is to create learning experiences that resonate with individuals and drive meaningful change. While we often focus on tools, frameworks, and content, there’s a key ingredient that’s sometimes overlooked: emotional intelligence (EI). Incorporating EI into learning design means going beyond the "what" and "how" of training and considering the "why" behind learner behaviors. Here are a few ways EI can transform instructional design: