Learning Experience Design for L&D Teams Course
Design outcome-based workplace learning through performance analysis, learner-centred architecture, practice, feedback, modality, prototyping, transfer and evaluation-by-design.
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Training Does Not Fail Only in the Classroom. Many Programmes Are Already Failing Before the Facilitator Opens the Session.
A subject-matter expert hands L&D 120 slides. A stakeholder asks for a two-day workshop because that is the format they know. Objectives describe what the trainer will "cover." Activities are added to make the programme interactive, but they do not resemble the decisions or tasks people need to perform at work.
Then the organisation evaluates the trainer and room.
ATD's current instructional-design curriculum starts much earlier: organisational needs, performance gaps, learner characteristics, measurable objectives, instructional methods, materials and evaluation. CIPD's current learning-needs guidance similarly emphasises systematic identification of learning needs tied to current and future performance, while its learning-methods guidance stresses choosing methods based on the need rather than habit.
This course gives L&D teams the complete design discipline between "we need training" and delivery: diagnose the real performance problem, define outcomes, design practice and feedback, choose modality deliberately, prototype, build with SMEs and engineer transfer into the workplace.
ATD Instructional Design · CIPD Learning Needs 2025 · CIPD Learning Methods 2025. Evidence is contextual and does not guarantee outcomes.
Learning design becomes weak when:
- a training request is accepted without diagnosing the performance problem
- content quantity drives course duration
- objectives use verbs such as "understand" without defining observable performance
- learning activities entertain but do not practise the target behaviour
- every topic becomes a slide sequence
- digital learning simply recreates classroom lecture online
- SMEs decide what is important based on expertise rather than learner need
- accessibility and cognitive load are considered only after content is built
- assessment checks recall when the job requires judgement or application
- transfer is assumed to happen after the course automatically
- evaluation is added at the end instead of designed around the intended performance outcome.
How This Applies Across the Markets MATSH Serves
GCC
Applications include corporate academies, national capability programmes, government learning, leadership development and rapid workforce upskilling where L&D teams need to scale design quality across classroom, virtual and digital formats.
Africa
Participants consider varied infrastructure, mobile access, field-based work, multilingual audiences and the importance of workplace-based learning where formal course access may be uneven.
Asia
The course addresses large learner populations, digital/blended learning, technical capability programmes, regional localisation and rapid content-production environments.
Europe
Applications include mature L&D functions, accessibility requirements, blended workplace learning, skills-based development and evidence-focused learning evaluation.
Who Should Attend
L&D and Talent Development Professionals
Designing workplace learning programmes before facilitators or vendors deliver them.
Instructional and Learning Designers
Wanting a consistent end-to-end design method.
Trainers Moving Into Design Roles
Developing capability beyond facilitation.
Subject-Matter Experts Who Build Training
Needing to turn expertise into learner-centred experiences.
Corporate Academy and Curriculum Teams
Creating scalable, consistent learning pathways.
HR / Capability Professionals
Commissioning learning and needing to challenge weak course design.
What You Will Leave With
- A performance-analysis method, separating skill/knowledge gaps from process, incentive or environment problems. - Learner and context profiles, identifying constraints, prior knowledge and work conditions. - Measurable learning/performance objectives, written around what learners need to do. - A learning architecture, sequencing concepts, demonstrations, practice and feedback. - Modality decisions, choosing classroom, virtual, digital, social or workplace methods deliberately. - Practice and assessment design, aligning activities with real job performance. - A storyboard/prototype process, testing learning before full production. - SME collaboration tools, controlling content overload. - Transfer design, building manager, workflow and post-course support into the solution. - An evaluation-by-design plan, connecting learning evidence with the original performance need.
Programme Curriculum
Why this module matters: Training cannot fix a problem caused mainly by unclear process, missing tools, poor incentives or impossible workload. Participants learn to:
- diagnose the business/performance problem
- distinguish skill, knowledge, motivation, process and environment causes
- clarify stakeholder expectations
- define current and future capability needs
- identify target learner groups
- gather learner and context evidence
- decide whether formal learning is needed
- define success before designing content
- identify constraints around time, technology and work environment
- write a design brief.
Workshop: Diagnose five training requests and decide which actually require learning.
Why this module matters: Strong learning design makes deliberate choices about what learners need to remember, practise and apply rather than trying to include everything an expert knows. Participants learn to:
- write observable learning and performance objectives
- prioritise must-know versus reference content
- sequence learning from foundation to application
- manage cognitive load
- chunk complex content
- use examples and non-examples
- design demonstrations and modelling
- build retrieval and reinforcement
- align content depth with learner level
- create a course architecture before building slides.
Workshop: Convert a content-heavy SME outline into a learner-centred architecture.
Why this module matters: People improve at work by practising the decisions and actions the job requires, not by hearing more explanation. Participants learn to:
- choose practice tasks that resemble workplace performance
- build progressive difficulty
- design scenarios, cases, simulations and role practice
- give feedback that improves future performance
- distinguish knowledge checks from meaningful assessment
- align assessments with objectives
- design rubrics for complex performance
- incorporate peer and self-review appropriately
- create safe practice for high-consequence tasks
- avoid gamification that distracts from the learning goal.
Simulation: Redesign a passive module into a practice-and-feedback sequence.
Why this module matters: Delivery format should follow the learning need and context. Moving a weak course online simply creates weak digital learning. Participants learn to:
- choose classroom, virtual, self-paced, workplace and blended approaches
- identify synchronous versus asynchronous strengths
- design for mobile and limited attention where relevant
- incorporate accessibility from the beginning
- use storyboards and rapid prototypes
- test navigation and learner instructions
- collaborate with SMEs without surrendering design quality
- create content standards and review gates
- use AI-assisted drafting carefully while checking accuracy and instructional value
- manage versioning and maintenance.
Workshop: Prototype one learning experience in two different delivery modalities.
Why this module matters: The learning event is only one part of behaviour change. Transfer depends on what happens before and after the programme in the workplace. Participants learn to:
- design pre-work only when it serves a clear purpose
- engage managers before learning
- create job aids and performance support
- build post-course practice and reinforcement
- connect evaluation with the original performance gap
- identify learning, behaviour and performance evidence
- collaborate with business owners on transfer conditions
- define learning-product ownership and review cycles
- retire outdated content
- measure whether the design process itself improves L&D quality.
Capstone: Present a complete learning solution from performance need through transfer and evaluation.
Common Questions
Good Facilitation Cannot Rescue a Learning Experience That Was Designed Around the Content Instead of the Performance.
Build learning that gives people the right practice, feedback and support to perform differently at work.
📅 Upcoming Schedules — View dates and locations ▾
We run this course as a private programme for organisations. Bespoke dates, tailored content, group pricing.
Every course starts with a needs assessment and includes structured follow-up at three points after it ends.
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