Full prompt text, the input and verification checklists, and a sample output.
No account needed to read or copy these. Create a free account to unlock all 120.
Resume Bullet Conversion by Exit Path
OPEN SAMPLE Converts a teaching responsibility into two or three resume bullets aimed at a specific target role, such as instructional design or corporate training. Use it when you have a duty from your teaching job and need to reframe it in the language of a new industry without overstating what you did.
YOUR NAME ·GRADE LEVEL AND SUBJECT ·YEARS OF EXPERIENCE ·TARGET ROLE ·TARGET INDUSTRY ·TEACHING RESPONSIBILITY AS YOU WROTE IT ON YOUR CURRENT RESUME OR IN YOUR OWN WORDS
## Context
You are helping [YOUR NAME], a former [GRADE LEVEL AND SUBJECT] teacher with [YEARS OF EXPERIENCE] years in the classroom, translate one teaching responsibility into resume bullets for a [TARGET ROLE] position. The target industry is [TARGET INDUSTRY, e.g. corporate training or instructional design]. The specific responsibility to convert is: [TEACHING RESPONSIBILITY AS YOU WROTE IT ON YOUR CURRENT RESUME OR IN YOUR OWN WORDS].
## Task
Write two or three resume bullets that reframe [TEACHING RESPONSIBILITY] for a [TARGET ROLE] audience. Each bullet should:
- Lead with a strong action verb used in [TARGET INDUSTRY].
- Name what you actually did, using industry vocabulary where an honest translation exists.
- Include a concrete scope detail (number of students, frequency, duration, or output) drawn only from what I provide.
- Avoid claiming a skill or outcome I did not describe.
## Standards
- Each bullet is one line, under 20 words.
- Use past tense for roles you have left.
- Do not invent metrics, student counts, test score changes, or other numbers I did not supply.
- Do not claim tools (LMS platforms, authoring software, project management systems) unless I name them.
- Do not fabricate accomplishments, job duties, employers, or credentials the person does not actually have. Every bullet must be something the person can defend in a behavioral interview.
- If the responsibility I gave you is too vague to write an honest, specific bullet, ask me one clarifying question before drafting.
BEFORE YOU RUN IT
- Write out the responsibility in your own words, including any concrete details you remember: how many students, how often, what the output was
- Name the specific target role and industry so the bullets land in the right vocabulary
- Gather any real numbers you can defend: class size, number of lessons created, duration of a program
- Strip student names and any student-identifying data from classroom materials before pasting (FERPA), and keep your own and others' personal data out unless the AI tool is approved for it
- Note any tools or software you actually used, so the AI can include them accurately
VERIFY BEFORE IT LEAVES YOUR HANDS
- Read each bullet and ask: can I back this up in a 5-minute behavioral interview? If not, cut or soften it
- Check every number: did you supply that figure, or did the AI invent it? Any invented metric must be removed
- Confirm no tool or platform appears that you have not actually used
- Check that action verbs reflect what you genuinely did, not a promoted version of it ("advised" should not become "directed" unless you directed)
- Confirm no credential or certification appears that you do not hold
- Read for keyword stuffing: bullets should describe real work, not pack in job-posting phrases that do not match your experience
Sample output
Sample output. Generated by AI from sample inputs:
Responsibility provided: Planned and taught 8th-grade science units, wrote my own lesson plans, used Google Classroom, and graded assignments for 90 students across three class periods.
Target role: Instructional Designer at a corporate training team.
Draft bullets:
- Designed and delivered original curriculum for 90 students across three sections, managing content from outline through assessment.
- Built learning materials in Google Classroom, including assignments, resources, and feedback cycles aligned to state standards.
- Wrote lesson plans and unit outlines from scratch for a year-long science sequence, averaging one new instructional unit per month.
CUSTOMIZATION Run this prompt once per responsibility rather than pasting your entire resume; focused input produces tighter bullets. If you are targeting instructional design specifically, add a line in the responsibility field about any curriculum you built from scratch, not just delivered. For corporate training roles, scope details (number of learners, training duration) carry the most weight, so include those first. If you taught multiple grade levels or subjects, note the one most relevant to the target role.
Lesson Plan to Corporate Training Module
OPEN SAMPLE Converts one of your classroom lesson plans into a corporate training module formatted for an instructional design or L&D portfolio. Use it when you want to show hiring managers that your teaching skills transfer directly to workplace training without pretending you already have corporate experience.
YOUR NAME ·GRADE LEVEL AND SUBJECT ·TARGET ROLE ·TARGET INDUSTRY OR COMPANY TYPE ·LESSON PLAN SUMMARY ·WORKPLACE SKILL OR CONCEPT ·ADULT LEARNER AUDIENCE
## Context
You are helping [YOUR NAME], a former [GRADE LEVEL AND SUBJECT] teacher, adapt a classroom lesson plan into a corporate training module for an instructional design portfolio. The target role is [TARGET ROLE] at companies like [TARGET INDUSTRY OR COMPANY TYPE]. The audience for this portfolio piece is an L&D hiring manager reviewing work samples. The module should demonstrate adult learning principles, not the K-12 teaching style of the original lesson.
## Task
Using the lesson plan details below, produce a corporate training module outline with these sections:
Original lesson plan summary:
[LESSON PLAN SUMMARY]
Workplace skill or concept this maps to:
[WORKPLACE SKILL OR CONCEPT]
Adult learner audience for the portfolio sample:
[ADULT LEARNER AUDIENCE]
Produced sections:
1. Module title and one-sentence description.
2. Learning objectives: two to four, written in Bloom's Taxonomy action-verb format for adult learners.
3. Estimated completion time.
4. Delivery format (e.g., instructor-led, self-paced e-learning, blended).
5. Module outline: three to five sections with a brief description of each.
6. One sample activity or scenario drawn from the lesson concept, adapted for a workplace context.
7. Knowledge check: one to two questions that assess the learning objectives.
8. A brief designer's note (two to three sentences) explaining how this module addresses adult learning principles.
## Standards
- Write for an adult professional audience, not students. Remove any K-12 framing, grade-level language, or student-facing tone.
- Do not invent workplace experience, company clients, or industry expertise the person does not have. The module is a portfolio translation, not a fabricated work history.
- Do not claim the module was built for or used by a real company unless [YOUR NAME] specifies one.
- Learning objectives must reflect what appears in [LESSON PLAN SUMMARY] and [WORKPLACE SKILL OR CONCEPT]. Do not add objectives for skills not present in those inputs.
- The designer's note must reference adult learning principles (self-direction, prior experience, relevance, problem-centered) only to the degree the module actually reflects them.
- If [LESSON PLAN SUMMARY] or [WORKPLACE SKILL OR CONCEPT] is missing or too vague to work with, ask before drafting.
BEFORE YOU RUN IT
- A summary or copy of the actual lesson plan you are translating (topic, objectives, activities, assessment)
- The workplace skill or concept the lesson maps to (e.g., a biology lab on hypothesis testing maps to data-driven decision-making)
- A description of the adult learner audience you are designing for in the portfolio piece (e.g., new managers, customer-service reps, healthcare staff)
- The target role and industry you are applying to, so the framing matches hiring manager expectations
- Strip any student names, grades, or identifying information from classroom materials before pasting (FERPA); keep student data out of AI tools that are not approved for it
- Confirm you are translating your own lesson, not content authored by a colleague or curriculum publisher without permission
VERIFY BEFORE IT LEAVES YOUR HANDS
- Confirm no company name, client, or real employer is credited unless you specified one and it is accurate
- Check that learning objectives only reflect content from your actual lesson plan, not skills the AI invented
- Verify the module does not claim you delivered this training in a corporate setting if you did not
- Read the designer's note: confirm every adult learning principle mentioned is actually demonstrated somewhere in the module outline
- Check that no student names, student performance data, or classroom-identifying details appear anywhere in the output
- Confirm the delivery format and time estimate are plausible for the content described, not inflated
Sample output
Sample output. Generated by AI from sample inputs:
**Module Title:** Structured Argumentation: Building Evidence-Based Recommendations
**Description:** Participants learn to construct clear, evidence-supported recommendations using a three-part argument structure applicable to business writing and verbal presentations.
**Learning Objectives:** By the end of this module, participants will be able to:
1. Identify the components of a well-supported claim (claim, evidence, reasoning).
2. Evaluate the quality of evidence used to support a business recommendation.
3. Construct a written recommendation using the three-part structure.
4. Give specific, criteria-based feedback on a peer's recommendation.
**Estimated Completion Time:** 45 minutes
**Delivery Format:** Instructor-led workshop (adaptable to self-paced with a facilitator guide)
**Module Outline:**
*Section 1: What Makes a Recommendation Land (10 min)*
Opening discussion and two contrasting examples: a vague recommendation and a structured one. Participants identify what distinguishes them.
*Section 2: The Three-Part Structure (10 min)*
Concept presentation. Claim, evidence, reasoning defined and illustrated with workplace examples (project proposal, budget request, policy change).
*Section 3: Practice Activity (15 min)*
Participants apply the structure to a provided business scenario (see below).
*Section 4: Peer Review (8 min)*
Participants exchange written recommendations and give structured feedback using a provided rubric.
*Section 5: Debrief and Application (7 min)*
Group discussion on where this structure applies in participants' actual roles.
**Sample Activity:**
Scenario: Your team is debating whether to shift a weekly meeting from Mondays to Thursdays. You have data from a recent survey showing 70% of attendees report low focus on Monday mornings and 85% say Thursday afternoons are their most productive time. Write a one-paragraph recommendation to your manager using the claim-evidence-reasoning structure.
**Knowledge Check:**
1. Which of the following is the "reasoning" component in a three-part argument? (Multiple choice: because it connects evidence to the claim / because it states the claim clearly / because it provides the data / because it summarizes the topic)
2. Review the sample recommendation below. Identify one strength and one gap using the three-part structure criteria.
**Designer's Note:** This module adapts a middle-school argumentative writing lesson for professional contexts. The scenario-based activity reflects adult learners' preference for relevant, immediately applicable tasks. The peer review component draws on participants' existing workplace experience as a resource rather than treating them as blank-slate learners.
CUSTOMIZATION Adjust the workplace skill or concept to match your target industry: a history lesson on primary source analysis can map to critical evaluation of business data; a math lesson on ratios can map to interpreting performance metrics. For e-learning portfolio pieces, ask the AI to add slide-by-slide notes and on-screen text suggestions. If you taught multiple grade levels, start with a lesson from the grades closest to your target adult audience for the most natural translation.
E-Learning Storyboard
OPEN SAMPLE Generates a slide-by-slide e-learning storyboard for a short course based on a topic and learning objectives you provide. Use it when you need a concrete portfolio piece demonstrating e-learning design skills, especially if you have not yet had a paid project to draw from.
YOUR NAME ·COURSE TOPIC ·LEARNER AUDIENCE ·TARGET ROLE ·LEARNING OBJECTIVES ·TONE AND STYLE
## Context
You are helping [YOUR NAME], a teacher transitioning into instructional design, create an e-learning storyboard for a portfolio piece. The storyboard is for a short course on [COURSE TOPIC] aimed at [LEARNER AUDIENCE]. The target role is [TARGET ROLE]. This is a portfolio sample, not a commissioned project for a real client, unless [YOUR NAME] specifies otherwise.
## Task
Using the inputs below, produce a slide-by-slide storyboard for a 5- to 8-slide e-learning module.
Course topic:
[COURSE TOPIC]
Learner audience:
[LEARNER AUDIENCE]
Learning objectives (one to three):
[LEARNING OBJECTIVES]
Tone and style preference:
[TONE AND STYLE]
For each slide, provide:
- Slide number and title
- On-screen text (what the learner reads)
- Narration script (what the voiceover says, if applicable)
- Visual description (what appears on screen: image type, layout, any graphic elements)
- Interaction or activity (click-to-reveal, drag-and-drop, multiple choice, reflection prompt, or none)
- Designer's note: one sentence explaining the instructional purpose of this slide
End with a one-paragraph storyboard summary explaining the overall design rationale.
## Standards
- Slides should follow a logical instructional arc: open with context, build content, apply through practice, close with summary or next steps.
- On-screen text should be concise: aim for no more than 50 words per slide. Narration carries the detail.
- Do not invent a client company, brand name, or real employer unless [YOUR NAME] specifies one. Label it clearly as a portfolio sample.
- Interactions must be realistic for standard e-learning tools (Articulate Storyline, Rise, Adobe Captivate). Do not describe interactions that require custom development beyond those tools.
- The storyboard must reflect the [LEARNING OBJECTIVES] provided. Do not add objectives or content not present in the inputs.
- If [COURSE TOPIC] or [LEARNING OBJECTIVES] are missing or too vague, ask before drafting.
BEFORE YOU RUN IT
- A clear course topic with enough specificity to write content (e.g., not just 'communication' but 'giving feedback using the SBI model')
- A description of the learner audience: their role, what they already know, and why they need this training
- One to three learning objectives written in action-verb format (use, identify, apply, explain)
- A tone and style preference: conversational or formal, scenario-based or reference-style, animated or static
- Strip any student names or identifying information from any classroom content you are drawing on (FERPA); keep student data out of AI tools not approved for it
- Confirm you have the rights to any source material you reference (your own lesson content, not a published curriculum you do not own)
VERIFY BEFORE IT LEAVES YOUR HANDS
- Confirm each slide's content maps to one of the learning objectives you provided
- Check that no real client, company, or employer name appears unless you specified it
- Verify that the interactions described are achievable in the authoring tools you plan to list on your resume
- Confirm on-screen text and narration scripts do not repeat each other word for word (that is a common e-learning design flaw)
- Check the designer's notes: each should state a real instructional reason for the slide, not just describe what the slide does
- Verify the storyboard arc moves from context to content to practice to close, and that no step is missing
Sample output
Sample output. Generated by AI from sample inputs:
**Course Title:** Giving Effective Feedback: The SBI Model
**Audience:** New managers at a mid-size retail company
**Objectives:** 1) Describe the three components of SBI feedback. 2) Apply the SBI structure to a realistic workplace scenario.
---
**Slide 1: The Problem with Vague Feedback**
*On-screen text:* "Good job" and "needs improvement" don't tell people what to do differently.
*Narration:* Feedback that is too vague leaves employees guessing. In this module, you will learn a three-part structure that makes your feedback specific and actionable.
*Visual:* Split screen. Left side: a manager saying "Good job this week." Right side: an employee with a thought bubble showing a question mark.
*Interaction:* None.
*Designer's note:* Opens with the performance gap to establish relevance for the adult learner.
---
**Slide 2: What Is the SBI Model?**
*On-screen text:* Situation. Behavior. Impact. Three parts. One clear message.
*Narration:* SBI stands for Situation, Behavior, and Impact. Situation names when and where. Behavior describes what the person did, specifically. Impact explains the result of that behavior. Together, the three parts give the other person a complete picture.
*Visual:* Three labeled icons arranged left to right: calendar icon (Situation), person-at-desk icon (Behavior), arrow-hitting-target icon (Impact). Each icon animates in as the narration names it.
*Interaction:* Click-to-reveal: each icon expands to show a one-line definition when clicked.
*Designer's note:* Introduces the core concept with a visual structure learners can reference throughout the module.
---
**Slide 3: SBI in Practice**
*On-screen text:* See the difference.
*Narration:* Here are two versions of the same feedback conversation. As you read each one, consider what information the employee receives and what they are missing.
*Visual:* Two text boxes side by side. Left: "You were really off during Tuesday's meeting." Right: "In Tuesday's team meeting (Situation), you interrupted the client twice while they were describing the issue (Behavior). That made it harder for the client to feel heard, and they disengaged before we finished the call (Impact)."
*Interaction:* Click to reveal a callout labeling each SBI component in the right-side example.
*Designer's note:* Uses contrast to show the model at work, rather than explaining it abstractly a second time.
---
**Slide 4: Your Turn**
*On-screen text:* Apply what you know.
*Narration:* Read the scenario below. Then write or select your SBI feedback response.
*Visual:* Text scenario in a card-style layout. Scenario: A team member submitted a project report two days late without notifying you in advance. The delay pushed back a client deliverable by one day.
*Interaction:* Short-answer text field or multiple-choice with three feedback options (one correct SBI response, two that are missing one component). Immediate feedback reveals which component is missing in incorrect options.
*Designer's note:* Practice slide with immediate corrective feedback gives the learner a chance to test the model before the module closes.
---
**Slide 5: Key Takeaways**
*On-screen text:* SBI makes feedback specific, observable, and fair.
*Narration:* You now have a structure for feedback that names the situation, describes the specific behavior, and explains the real impact. Use it for positive feedback and corrective feedback. The same three parts work both ways.
*Visual:* Summary graphic showing the three SBI components with brief labels. A single closing prompt: "Where will you use this first?"
*Interaction:* Optional reflection text field (not scored).
*Designer's note:* Closes the instructional arc and invites immediate application transfer.
---
**Storyboard summary:** This five-slide module introduces the SBI feedback model using a contrast example, a labeled visual, a realistic scenario, and a scored practice interaction. The design keeps on-screen text minimal and moves the learner from concept to application within five slides. The interactions use standard Articulate Storyline features (click-to-reveal and multiple choice with branching feedback) to demonstrate e-learning development skills without requiring custom code.
CUSTOMIZATION Extend to 8 slides by adding a second practice scenario or a branching interaction that shows two different outcomes. To adapt for a specific industry, change the scenario in Slide 4 to one from healthcare, finance, manufacturing, or the sector you are targeting. If you are applying to roles that use Rise rather than Storyline, ask the AI to add a note on how each interaction type translates to Rise block formats.
Microlearning Video Script
OPEN SAMPLE Writes a short, focused microlearning video script on a topic you specify, formatted for screen recording or talking-head delivery. Use it when you need a polished portfolio piece that shows you can distill a concept into a tight, learner-centered video format.
YOUR NAME ·TARGET AUDIENCE FOR THE MODULE ·MODULE TOPIC ·LEARNING OBJECTIVE ·TARGET LENGTH IN MINUTES
## Context
You are helping [YOUR NAME], a teacher transitioning into instructional design, write a microlearning video script for their portfolio. The script will demonstrate their ability to chunk content, write clear narration, and structure a short learning experience. The intended audience for this portfolio piece is [TARGET AUDIENCE FOR THE MODULE] (for example, new employees, adult learners, or a specific professional group). The topic is [MODULE TOPIC].
## Task
Write a microlearning video script that covers [LEARNING OBJECTIVE]. The script should:
1. Open with a hook that names the problem or question the learner cares about.
2. Deliver the core content in clear, direct language appropriate for [TARGET AUDIENCE FOR THE MODULE].
3. Include at least one concrete example or scenario that illustrates the concept.
4. Close with a single, specific takeaway or action the learner can apply immediately.
5. Include brief on-screen text or visual cues in brackets, such as [SLIDE: show diagram of X] or [GRAPHIC: bullet list appears].
Target length: [TARGET LENGTH IN MINUTES] minutes of finished video, approximately 125 to 150 words per minute of spoken content.
## Standards
- Write narration in second person ('you') addressed to the learner, not third person.
- One idea per sentence. No compound sentences packed with multiple concepts.
- Do not invent subject-matter facts, statistics, or expert citations that [YOUR NAME] has not provided. If the topic requires a specific fact, flag it with [VERIFY: insert your source here] rather than writing a plausible-sounding figure.
- The script reflects [YOUR NAME]'s own knowledge of the subject. Do not add content beyond what is supplied in the inputs.
- Visual cue notes appear in brackets and are clearly distinguished from narration.
- Format: two columns if possible (narration left, visual notes right), or clearly labeled sections if a table is not supported.
- Ask before drafting if [MODULE TOPIC] or [LEARNING OBJECTIVE] is missing or ambiguous.
BEFORE YOU RUN IT
- The specific topic and the one learning objective this video will address (one objective only, not a list)
- The target audience for the module: role, experience level, and any context about what they already know
- The target length in minutes (two to five minutes is standard for microlearning)
- Any subject-matter content you want the script to cover: your own notes, an outline, or key points in your own words
- Strip any student names and student-identifying information from classroom examples before pasting (FERPA), and keep personal data out unless your AI tool is approved for it
VERIFY BEFORE IT LEAVES YOUR HANDS
- Confirm every fact, statistic, or claim in the script comes from content you supplied, not from the AI filling in plausible-sounding information
- Check that the learning objective stated in the script matches the one you provided, not a rewritten version that changes scope
- Verify the word count is consistent with your target length at 125 to 150 words per minute
- Read the narration aloud: confirm it sounds like spoken language, not written prose read aloud
- Check that visual cue notes are realistic and do not call for graphics or animations you cannot produce for the portfolio piece
- Confirm the opening hook addresses a real learner need, not a generic 'in today's world' setup
- Verify no student names, school names, or student-identifying details appear if you drew from classroom examples
Sample output
Sample output. Generated by AI from sample inputs:
---
Microlearning Script: Setting Learning Objectives That Actually Guide Learning
Audience: New instructional designers and L&D coordinators
Length: 3 minutes (approx. 400 words of narration)
| Narration | Visual Notes |
|---|---|
| Before you build a single slide or write a single quiz question, you need to know exactly what your learner will be able to do when the module is over. Not what they'll know. What they'll do. | [TITLE CARD: 'Start with the objective'] |
| Most learning objectives sound like this: 'Learners will understand data privacy best practices.' That sounds fine. But 'understand' is impossible to measure. You cannot observe it. You cannot test it consistently. | [SLIDE: Show weak objective on screen, highlight the word 'understand'] |
| Here's the fix. Swap the vague verb for an action verb. Something observable. Instead of 'understand,' try 'identify,' 'apply,' 'explain,' or 'distinguish.' Now your objective tells you exactly what the learner will demonstrate by the end. | [SLIDE: Weak objective crossed out, strong objective appears below it] |
| Let's make it concrete. Say you're building a module on data privacy for new hires. A weak objective: 'Learners will understand data privacy policies.' A strong one: 'Given a customer service scenario, learners will identify which of three actions violates the company's data privacy policy.' | [SLIDE: Side-by-side comparison, weak vs. strong] |
| That second objective does three things the first one cannot. It names the condition, the observable behavior, and the standard. When you write your quiz, you'll know exactly what to test. When you build your content, you'll know exactly what to include and what to cut. | [GRAPHIC: Three labels appear: Condition / Behavior / Standard] |
| Before you open your authoring tool today, write your learning objective in one sentence. Use an action verb. Name the condition and the standard. If you cannot write it in one sentence, the scope of your module is probably too broad. | [SLIDE: Prompt text: 'Write your objective now.'] |
---
CUSTOMIZATION Adjust the target audience variable to match the industry vertical you want the portfolio piece to demonstrate: healthcare, finance, retail, corporate onboarding. If you taught a subject in the classroom that maps to a corporate training need (science to compliance training, English to communication skills), use that subject matter to show domain knowledge alongside instructional design craft. For longer portfolio scripts (five minutes), add a second example or a brief knowledge-check prompt within the script itself.
Training Evaluation Plan (Kirkpatrick)
OPEN SAMPLE Builds a training evaluation plan aligned to the four Kirkpatrick levels: reaction, learning, behavior, and results. Use it when a portfolio piece or a real training project needs a structured evaluation plan that goes beyond a satisfaction survey.
YOUR NAME ·TRAINING PROGRAM NAME ·TARGET LEARNER DESCRIPTION ·ORGANIZATION OR CONTEXT ·LEARNING OBJECTIVES ·EVALUATION RESOURCES AND CONSTRAINTS
## Context
You are helping [YOUR NAME] write a training evaluation plan for [TRAINING PROGRAM NAME]. The program is intended for [TARGET LEARNER DESCRIPTION] at [ORGANIZATION OR CONTEXT]. The learning objectives are:
[LEARNING OBJECTIVES]
The evaluation plan will cover all four Kirkpatrick levels. The available evaluation resources and constraints are:
[EVALUATION RESOURCES AND CONSTRAINTS]
## Task
Write a training evaluation plan with these sections:
1. Overview: one paragraph naming the program, the audience, and the purpose of evaluation for this program.
2. Level 1 (Reaction): what you will measure, the specific question types or instruments you will use, when and how you will collect responses, and what a useful result looks like.
3. Level 2 (Learning): what knowledge, skill, or attitude change you will measure, the assessment method (pre/post test, skill demonstration, scenario, or other), the timing, and how results will be used.
4. Level 3 (Behavior): how you will assess whether learners apply what they learned on the job, the data source (manager observation, follow-up survey, performance data, or other), the timing after training, and who is responsible for data collection.
5. Level 4 (Results): what business or organizational outcome the training is expected to contribute to, how that outcome is currently measured (if at all), and what a reasonable measurement approach looks like given the available resources.
6. Evaluation timeline: a table or list showing when each level is measured relative to the training date.
## Standards
- Each level must name a specific measurement method, not a vague intention.
- Level 4 must be honest about attribution. Training rarely drives a business result alone. State what the training contributes to and how you would control for other variables, or state plainly that attribution is difficult and explain why.
- Do not invent assessment tools, software, or data sources not in the resources provided.
- Do not promise evaluation results. Describe what you will measure and how.
- If the learning objectives are not measurable, flag it before writing the plan. Ask for measurable objectives.
- Ask before drafting if the evaluation resources or constraints are not provided.
BEFORE YOU RUN IT
- The program's learning objectives written with measurable action verbs, not vague language like understand or appreciate
- A description of what the training is supposed to change on the job, so Level 3 and 4 measures can be specific
- The available tools and access for each level: survey platform, LMS quiz capability, manager access, and business data availability
- Any known constraints: budget, timing, staff capacity to collect data, or organizational willingness to do follow-up
- Strip any student names or student-identifying data from materials you adapt (FERPA), and keep participant data out of tools not approved for it
- Whether this plan is for a real project or a portfolio piece, so the context and scope can be set accurately
VERIFY BEFORE IT LEAVES YOUR HANDS
- Confirm every measurement method named at each level is something you can actually implement with the resources stated
- Check that Level 4 includes an honest statement about attribution, not a claim that the training alone drives the business result
- Verify no survey tools, LMS features, or data systems were named that are not in your resources input
- Confirm the evaluation timeline adds up correctly and the timing at each level is realistic post-training
- Check that Level 3 names a specific data source and a responsible party for collection, not a vague plan to check in later
- Read the plan as a hiring manager: does it show you understand evaluation beyond a smile sheet, or does it rely on vague language about measuring impact?
Sample output
Sample output. Generated by AI from sample inputs:
Training Evaluation Plan: New Manager Essentials Program
Prepared by: Dana Reyes | Organization: Brightpath Learning (portfolio piece)
Overview:
The New Manager Essentials Program is a 4-hour virtual instructor-led training for individual contributors who have been promoted to people-manager roles in the past 90 days at Brightpath Learning. The program covers feedback conversations, one-on-one meeting structure, and performance documentation basics. Evaluation serves two purposes here: measuring whether the program teaches the skills it claims to teach, and building a case for continued investment in manager development.
Level 1: Reaction
What is measured: Relevance, perceived quality, and immediate usability of the content.
Instrument: 6-item post-training survey sent via email within 24 hours of the session. Questions include two Likert-scale items (relevance, quality), two open-ended items (what was most useful, what is missing), and one item asking whether the learner plans to use a specific skill in the next 30 days.
Timing: Within 24 hours post-training.
Useful result: 80 percent of respondents rate relevance at 4 or higher on a 5-point scale. Open-ended responses identify specific content gaps by name.
Level 2: Learning
What is measured: Ability to apply the Situation-Behavior-Impact (SBI) feedback model and identify the required components of a documented performance conversation.
Assessment method: Pre/post knowledge check embedded in the LMS (10 questions). A scenario-based activity during the session asks learners to rewrite two vague feedback examples using SBI. Facilitator notes whether rewrites include all three SBI elements.
Timing: Pre-check 48 hours before the session. Post-check immediately after.
How results are used: A learner scoring below 70 percent on the post-check receives a follow-up resource packet and an optional 30-minute coaching call with the facilitator.
Level 3: Behavior
What is measured: Whether managers are using structured one-on-ones and giving specific feedback conversations within 60 days of training.
Data source: A 5-item follow-up survey sent to the manager and to their direct manager at 60 days post-training. Survey items ask whether the manager held weekly one-on-ones, whether they gave at least one piece of formal feedback using a structured approach, and whether the direct manager observed any change in feedback quality.
Timing: 60 days post-training.
Responsible party: HR coordinator sends the survey. Program facilitator reviews responses and flags any manager who scores low for additional support.
Note: This data reflects self-report and manager observation. It is not a direct performance measure.
Level 4: Results
Business outcome the training contributes to: Reduction in new manager-related employee relations escalations and improvement in direct report engagement scores for teams led by program graduates.
Current measurement: HR tracks employee relations escalations by manager and by team. Engagement survey data is collected annually. Both data sets exist but are not currently segmented by manager tenure or training completion.
Measurement approach: Compare escalation rates and engagement scores for teams led by program graduates versus comparable teams whose managers have not yet attended. This is a descriptive comparison, not a controlled study. Other factors, including team composition, manager tenure, and business conditions, affect both outcomes and cannot be controlled. Any result should be reported as an association, not a causal claim.
Honest constraint: Attribution is difficult. This evaluation will describe patterns, not prove that the training caused the outcome.
Evaluation timeline:
- 48 hours before training: Level 2 pre-check distributed via LMS
- Day of training: Level 2 scenario activity completed during session
- Within 24 hours post-training: Level 2 post-check and Level 1 survey sent
- 60 days post-training: Level 3 follow-up survey to manager and skip-level
- 12 months post-training (next annual cycle): Level 4 data pull from HR systems
CUSTOMIZATION Adjust the Level 4 section based on what business data is actually available in the target organization. If no business data exists, Level 4 can describe a data collection plan rather than an existing measurement. For a portfolio piece, label the organizational context clearly as a sample scenario so reviewers understand you are demonstrating the framework, not reporting real results. For a live training project, replace the Brightpath Learning references with the actual organization and confirm with stakeholders which data sources they will authorize you to access.
ATS Application Tailoring
OPEN SAMPLE Rewrites your resume bullets to match a specific job posting so applicant tracking systems surface your application. Use it when you are applying to a corporate, healthcare, or government role that almost certainly runs resumes through automated screening.
YOUR NAME ·GRADE LEVEL AND SUBJECT ·YEARS OF EXPERIENCE ·JOB TITLE ·COMPANY OR ORGANIZATION ·JOB POSTING TEXT ·CURRENT RESUME BULLETS
## Context
You are helping [YOUR NAME], a former [GRADE LEVEL AND SUBJECT] teacher with [YEARS OF EXPERIENCE] years of classroom experience, tailor a resume for a specific job posting. The target role is [JOB TITLE] at [COMPANY OR ORGANIZATION]. The full text of the job posting is: [JOB POSTING TEXT]. The current resume bullets or experience summary the teacher wants to improve: [CURRENT RESUME BULLETS].
## Task
Rewrite the resume bullets from [CURRENT RESUME BULLETS] to match the language and priorities in [JOB POSTING TEXT]. For each bullet:
1. Identify the skill or experience the original bullet describes.
2. Find the closest matching keyword or phrase from the posting.
3. Rewrite the bullet using that language, keeping the underlying accomplishment or duty exactly as the teacher described it.
Also produce a short keyword gap list: skills or qualifications in the posting that do not appear in the current bullets, with a note on whether the teacher likely has this experience and should add it, or whether it is genuinely missing.
## Standards
- Every rewritten bullet must describe something [YOUR NAME] actually did. Do not add accomplishments, metrics, tools, or duties that are not in [CURRENT RESUME BULLETS].
- Do not invent numbers. If the original bullet has no metric, do not add one.
- Do not claim certifications, software, or credentials the teacher has not stated they hold.
- Keyword matching means using the posting's language for real experience. It does not mean stuffing terms the person cannot explain in an interview.
- Flag any bullet where the posting's language does not honestly fit the teacher's background. Do not force the match.
- If [CURRENT RESUME BULLETS] or [JOB POSTING TEXT] is missing, ask before proceeding.
BEFORE YOU RUN IT
- Paste the full job posting, not a summary. Exact wording matters for keyword matching.
- List your actual resume bullets or a plain description of what you did in each role. Do not embellish before pasting.
- Note any certifications, tools, or credentials you hold that may not appear in your current bullets.
- Strip any student names and student-identifying information from classroom examples before pasting (FERPA). Keep your own and others' personal data out unless the AI tool is approved for it.
- Confirm you can honestly discuss every keyword match in an interview before submitting.
VERIFY BEFORE IT LEAVES YOUR HANDS
- Read every rewritten bullet and confirm the underlying experience is yours. Strike anything the AI invented or added.
- Check that no metric or number appears in a rewritten bullet unless it was in your original input.
- Confirm no tool, software, or certification appears in the bullets that you have not actually used or earned.
- Review the keyword gap list. Add missing skills only if you genuinely have them. Do not claim skills to fill a gap.
- Read the full set of tailored bullets as a whole. If it no longer sounds like your career, you have gone too far.
- Run the final resume through a spell check and confirm formatting is consistent before submitting.
Sample output
Sample output. Generated by AI from sample inputs:
Original bullet:
- Created lesson plans aligned to state standards and differentiated for diverse learners.
Posting language matched: "design learning experiences," "adult learners," "blended learning," "learning objectives."
Rewritten bullet:
- Designed and delivered blended learning experiences aligned to clear learning objectives, differentiating instruction across diverse learner needs in a classroom of 28 students.
---
Original bullet:
- Coached students through writing assignments using structured feedback cycles.
Posting language matched: "feedback loops," "performance support," "iterative design."
Rewritten bullet:
- Implemented iterative feedback loops to support student performance, guiding revision cycles that moved learners from first draft to final product.
---
Keyword gap analysis:
- "Articulate 360" or "Rise": Not mentioned in your bullets. Do you have experience with this tool? If yes, add it. If no, do not claim it.
- "LMS administration": You mentioned Google Classroom. That is a learning management system. Reframe that bullet to include the term.
- "Needs analysis": Not in your bullets. Think about whether you assessed student readiness before unit design. If you did, add a bullet describing it accurately.
CUSTOMIZATION Run this prompt once per job posting. A resume tailored to one role will not work for a different one. If you are applying for roles in instructional design, focus the reframing on curriculum development, assessment design, and facilitation. For L&D or corporate training roles, translate classroom management and differentiation into adult learning and learner support language.
Job Posting Decoder
OPEN SAMPLE Breaks down a job posting into must-haves, nice-to-haves, and possible red flags so you can make an informed decision before applying. Use it when a posting is dense or confusingly written and you are not sure whether to invest time in an application.
YOUR NAME ·GRADE LEVEL AND SUBJECT ·JOB POSTING TEXT ·ROLE CATEGORY ·BACKGROUND SUMMARY
## Context
You are helping [YOUR NAME], a former [GRADE LEVEL AND SUBJECT] teacher, analyze a job posting before applying. The full text of the posting: [JOB POSTING TEXT]. The target role type: [ROLE CATEGORY, e.g., instructional designer, L&D specialist, curriculum developer, corporate trainer]. [YOUR NAME]'s background summary: [BACKGROUND SUMMARY].
## Task
Analyze [JOB POSTING TEXT] and produce:
1. Must-haves: qualifications and requirements that appear to be non-negotiable based on the language used ("required," "must have," "minimum"). List each with a plain note on what it actually means in practice.
2. Nice-to-haves: qualifications listed as preferred, a plus, or ideal. List each with a note on how much weight it likely carries.
3. Green flags: specific language in the posting that signals this is a good workplace or a well-run hiring process. Give a brief reason for each.
4. Possible red flags: language that may signal poor role definition, unrealistic expectations, or concerning workplace culture. Note each as a question to ask, not a definitive judgment.
5. Fit summary: a plain two or three sentence read on how [BACKGROUND SUMMARY] maps to the must-haves. Note gaps honestly.
## Standards
- Distinguish between what the posting says and what you infer. Label inferences as such.
- Do not soften red flags to encourage the application. The goal is an honest read.
- The fit summary must not invent qualifications or experience [YOUR NAME] did not describe in [BACKGROUND SUMMARY].
- Do not promise or predict whether the application will succeed.
- If the posting is vague or missing key information, name that as a red flag.
If [JOB POSTING TEXT] is missing, ask before proceeding.
BEFORE YOU RUN IT
- Paste the full posting. Cut-down summaries miss requirements that matter.
- Write a short honest summary of your background: what you taught, what tools you used, what projects outside the classroom you completed.
- Save a copy of the posting before running the analysis. Postings disappear after hiring.
- Strip any student names and student-identifying information from background examples before pasting (FERPA). Keep your own and others' personal data out unless the AI tool is approved for it.
- Use the fit summary to decide whether to apply. Do not apply to every posting regardless of fit and expect good results.
VERIFY BEFORE IT LEAVES YOUR HANDS
- Confirm the must-haves list reflects what the posting actually says, not what you hope it says.
- Read the red flags section. If it softened something that felt concerning, trust your instinct and investigate.
- Check the fit summary against your actual background. If the AI bridged a gap you do not have, correct it.
- Look at the nice-to-haves. Identify one or two you could address directly in a cover letter.
- Confirm no qualification was added to the must-haves or fit summary that the posting did not include.
- Use the questions raised by red flags as your interview questions if you proceed with the application.
Sample output
Sample output. Generated by AI from sample inputs:
Posting analyzed: Instructional Designer, Brightpath Learning
Must-haves:
- Bachelor's degree: required. The posting says "bachelor's required, master's preferred." Any field qualifies based on the language used.
- 2+ years of instructional design experience: this is the gap most career changers will face. Teaching experience counts if you can frame curriculum design and assessment as ID work.
- Proficiency in Articulate 360: listed as required. If you have not used it, note that it takes most designers two to four weeks of self-directed practice to reach working proficiency.
Nice-to-haves:
- Experience in healthcare or regulated industries: listed as a plus. Relevant if you have it, not disqualifying if you do not.
- Familiarity with SCORM and xAPI: technical packaging standards. Worth learning the terminology even if you have not built in these formats.
Green flags:
- "We are a team of six designers working collaboratively": suggests defined scope and peer support, not a solo contributor role with unclear ownership.
- Mentions a formal onboarding process for new hires: signals organizational investment in getting people up to speed.
Possible red flags:
- "Wear many hats" appears twice: may mean the role is broader than the title suggests, or that L&D is underfunded. Ask in the interview what a typical week looks like.
- No mention of an LMS or technology stack beyond Articulate: could mean they have not invested in infrastructure, or the posting is just incomplete. Ask.
Fit summary for Dana Reyes:
Your background in curriculum design and assessment maps well to the must-haves once framed correctly. The Articulate requirement is a real gap: you have not used it professionally. That is addressable with practice before the interview, but do not claim proficiency you do not have.
CUSTOMIZATION Run this before applying, not after. If the red flags are serious, use the decoder to build your list of interview questions rather than as a reason to skip the application entirely. For K-12 to instructional design transitions, focus your fit analysis on curriculum design, assessment, and differentiation as the transferable core. For corporate trainer roles, focus on facilitation and adult learning experience.
Counteroffer Email
OPEN SAMPLE Drafts a professional email to negotiate a job offer's salary, benefits, or terms. Use it after you have a written offer and have decided what you want to ask for, so the email is specific and backed by a clear reason.
YOUR NAME ·JOB TITLE ·COMPANY NAME ·CURRENT OFFER DETAILS ·COUNTEROFFER REQUEST ·REASON FOR THE ASK ·BOTTOM LINE
## Context
You are helping [YOUR NAME], a former teacher transitioning to a new career, draft a counteroffer email. The offer is for [JOB TITLE] at [COMPANY NAME]. The current offer: [CURRENT OFFER DETAILS, including salary and key terms]. What the person wants to ask for: [COUNTEROFFER REQUEST, e.g., a specific salary figure, an extra week of PTO, a signing bonus, remote flexibility]. The reason they are giving for the ask: [REASON FOR THE ASK, e.g., a competing offer, market data, a specific financial need the role transition creates]. Their stated bottom line if the employer cannot move: [BOTTOM LINE, e.g., will still accept, will decline, will ask for something else instead].
## Task
Draft one counteroffer email. The email should:
1. Open by reaffirming genuine interest in the role and the company.
2. Name the specific ask, stated as a number or concrete term, not a vague request for "more."
3. Give the reason for the ask in one or two sentences, drawn from the reason the person supplied.
4. Invite a conversation rather than ultimatum.
5. Close professionally, leaving the relationship intact regardless of outcome.
## Standards
- One ask per email. Bundling multiple requests lowers the chance of getting any of them.
- The salary figure or term asked for must come from the person's inputs. Do not suggest a figure the person did not provide.
- The reason for the ask must come from the inputs. Do not invent a competing offer, market data, or a financial situation the person did not describe.
- Tone: confident and collegial. This is a business conversation, not a confrontation.
- Do not include ultimatums, complaints about the offer, or comparisons to what current employees earn.
- Under 200 words.
- If the counteroffer request or the reason is blank, ask before drafting.
BEFORE YOU RUN IT
- Have the written offer in hand and know the specific number or term you want to ask for before running this prompt
- Have a real reason for the ask ready: market data, a competing offer, or a specific financial consideration tied to the transition
- Know your actual bottom line before you send: if they say no, what will you do?
- Paste the real offer details so the email references accurate numbers
- Privacy: keep personal financial details (debt, expenses, family situation) out of the prompt unless you intend them to appear in the email itself
VERIFY BEFORE IT LEAVES YOUR HANDS
- Confirm the salary figure in the email is the number you decided to ask for, not one the AI suggested
- Verify the reason for the ask is true and can be substantiated if the employer asks a follow-up question
- Check that no competing offer was mentioned unless you actually have one you are willing to discuss
- Read the tone: firm requests can sound confrontational in text; read it aloud before sending
- Confirm the email is under 200 words and contains only one ask
- Check that your name, the role title, and the company name are all correct
Sample output
Sample output. Generated by AI from sample inputs:
Subject: [JOB TITLE] offer -- follow-up from Dana Reyes
Hi Jordan,
Thank you for the offer to join Brightpath Learning as an Instructional Designer. I am genuinely excited about the role and the team, and I want to accept.
Before I do, I wanted to have a brief conversation about the base salary. The offer is $68,000, and I am hoping we can get to $74,000. I have been reviewing salary data for instructional design roles in the Denver metro, and $74,000 is consistent with the midpoint for someone coming in with a strong curriculum design background and eight years of experience building and revising instructional materials. I also want to be transparent that I have a second offer I am weighing, and bringing Brightpath to that figure would make the decision straightforward.
If the base is fixed, I am open to discussing other terms, including a signing bonus or an additional week of PTO.
I would welcome a short call this week if that is easier than email. Thank you for considering this.
Best,
Dana Reyes
CUSTOMIZATION If you are asking for something other than salary (remote days, title, start date), swap the specific ask and keep the same structure. For teachers transitioning mid-year, the signing bonus ask is often more practical than a salary increase, since it does not affect the employer's salary band. If you do not have a competing offer, remove that sentence from the template entirely rather than implying one.
Learning Objective Writing
OPEN SAMPLE Writes measurable learning objectives for a training module or course using an action-verb taxonomy. Use it when you need to lock down what learners will be able to do before you design anything else.
YOUR NAME OR ROLE ·COURSE OR MODULE TITLE ·LEARNER AUDIENCE ·CONTENT DOMAIN ·BLOOM'S LEVEL OR LEVELS ·BRIEF DESCRIPTION OF CONTENT OR SME NOTES ·NUMBER OF OBJECTIVES
## Context
You are helping [YOUR NAME OR ROLE], an instructional designer, write learning objectives for [COURSE OR MODULE TITLE]. The intended audience is [LEARNER AUDIENCE]. The content domain is [CONTENT DOMAIN]. The learning level needed (choose one or more: remember, understand, apply, analyze, evaluate, create): [BLOOM'S LEVEL OR LEVELS]. Subject matter inputs available: [BRIEF DESCRIPTION OF CONTENT OR SME NOTES].
## Task
Write [NUMBER OF OBJECTIVES] learning objectives for this course or module. Each objective must follow the A-B-C-D format where applicable: Audience, Behavior (observable, measurable verb), Condition, and Degree (performance standard). Use action verbs appropriate to the Bloom's taxonomy level specified. Present objectives as a numbered list. After the list, give a one-sentence rationale for each verb choice, referencing the Bloom's level.
## Standards
Every verb must be observable and measurable. Avoid vague verbs: understand, know, learn, appreciate, be familiar with, be aware of. Use specific verbs from the target Bloom's level: for Apply, use demonstrate, solve, use, execute; for Analyze, use differentiate, compare, break down; for Create, use design, develop, construct. Each objective covers one learning outcome only. Objectives must match the content domain and learner audience given. Do not invent content areas, competencies, or credentials beyond what the inputs describe. Do not pad the list beyond the number requested. If the Bloom's level and the content description conflict, or if the number of objectives seems inconsistent with the stated module scope, ask before drafting.
BEFORE YOU RUN IT
- Course or module title and a brief description of what the content covers
- A clear description of the learner audience (job role, experience level, prior knowledge)
- The Bloom's taxonomy level or levels that match the performance requirement (remember through create)
- The number of objectives you need (one to three per module is a common target)
- Privacy: strip student names and any student-identifying data from classroom materials before pasting (FERPA), and keep your own and others' personal data out unless the AI tool is approved for that use
VERIFY BEFORE IT LEAVES YOUR HANDS
- Every verb is observable: ask yourself whether a third party could watch someone perform the behavior and know when it is met
- No vague verbs survived the draft (understand, know, learn, appreciate). Search the output for each and replace with a specific action verb if found.
- Each objective maps to the Bloom's level you specified, not a level above or below it
- Each objective covers one outcome only. Objectives with 'and' often contain two outcomes; split them.
- Conditions and degrees match the real training context (on the job, using specified tools, to a stated accuracy rate) and are not invented
- The number of objectives matches what you requested and the scope of the module
- No credentials, certifications, or competency frameworks are cited that you did not supply
Sample output
Sample output. Generated by AI from sample inputs:
Course: Conflict Resolution for New Supervisors
Audience: First-year supervisors in a retail distribution center
Bloom's level: Apply and Analyze
Number of objectives: 4
1. Given a written description of a peer conflict scenario, the supervisor will demonstrate the five-step de-escalation protocol by role-playing each step in sequence without prompting.
Verb rationale: Demonstrate (Apply) requires observable performance of a procedure under a defined condition.
2. Given two written case studies involving employee grievances, the supervisor will differentiate between a policy violation and an interpersonal dispute, correctly classifying each case.
Verb rationale: Differentiate (Analyze) requires breaking down cases to identify distinctions, not merely recalling definitions.
3. Using the company's conflict documentation template, the supervisor will complete a written incident summary within 24 hours of a reported conflict, capturing all four required fields.
Verb rationale: Complete (Apply) ties performance to a tool and a time-bound standard drawn from the job context.
4. After reviewing three recorded conflict scenarios, the supervisor will compare the communication approaches used by each manager and identify which approach aligns with company policy and why.
Verb rationale: Compare (Analyze) requires examining multiple examples against a standard rather than describing them in isolation.
CUSTOMIZATION If you taught K-12 and are writing for a corporate audience for the first time, swap educational language (standard, grade band) for performance language (job task, competency, accuracy rate). For compliance training, the Bloom's level is usually Apply or Analyze rather than Remember. For leadership development programs, Evaluate and Create objectives are appropriate and signal that the training goes beyond information delivery.
Gamification Plan
OPEN SAMPLE Designs a gamification plan for a course or learning program, including game mechanics, reward structures, and implementation notes. Reach for it when a client or stakeholder asks for gamification and you need a documented design before committing to build.
YOUR NAME ·COURSE OR PROGRAM NAME ·LEARNER AUDIENCE ·DELIVERY PLATFORM ·PROGRAM LENGTH ·LEARNING OBJECTIVES ·BUSINESS REASON ·CONSTRAINTS
## Context
You are helping [YOUR NAME] design a gamification plan for [COURSE OR PROGRAM NAME]. The audience is [LEARNER AUDIENCE]. The delivery platform is [DELIVERY PLATFORM]. The course or program length is [PROGRAM LENGTH]. The learning objectives are:
[LEARNING OBJECTIVES]
The business reason for adding gamification: [BUSINESS REASON] (for example: low completion rates, disengaged audience, need to reinforce spaced practice). Known constraints: [CONSTRAINTS] (for example: no LMS leaderboard feature, no development budget for custom mechanics, audience is competitive or audience prefers collaboration over competition).
## Task
Produce a gamification plan with these sections:
1. Gamification rationale: one paragraph connecting the game mechanics you recommend to the specific business reason and audience. Be honest about what gamification can and cannot do.
2. Mechanics selection: a table listing the game mechanics recommended, with columns for mechanic name, description, how it connects to the learning objectives, and implementation notes for [DELIVERY PLATFORM].
3. Reward structure: what learners earn, how, and when. Be specific about what triggers each reward.
4. Leaderboard decision: recommend whether to include a leaderboard, with a rationale tied to the audience characteristics provided.
5. Potential risks: two to four specific risks for this plan with this audience, and a mitigation for each.
6. Implementation checklist: the steps needed to build and test the plan, in order.
## Standards
- Mechanics must be implementable on [DELIVERY PLATFORM]. Do not recommend features the platform does not support without flagging them as unconfirmed.
- Do not claim gamification will improve performance outcomes. Connect mechanics to engagement and behavior, not guaranteed results.
- Do not invent learner motivation data, completion rate benchmarks, or case study comparisons.
- The leaderboard decision must address the audience characteristics, not default to inclusion or exclusion.
- Do not invent accomplishments, metrics, credentials, or platform capabilities not provided.
- If [DELIVERY PLATFORM] or [LEARNING OBJECTIVES] is missing or unclear, ask before building the plan.
BEFORE YOU RUN IT
- The delivery platform name and version, so mechanics recommendations match what is actually buildable
- A clear business reason for adding gamification, not just a stakeholder preference for it
- Known constraints, especially whether the audience is competitive or collaborative by culture
- The learning objectives, so mechanics connect to what the course is trying to produce
- Any previous gamification attempts with this audience and what happened
- Confirm no student names or identifying classroom data are in the materials, and keep personal data out unless your AI tool is approved for it
VERIFY BEFORE IT LEAVES YOUR HANDS
- Verify every mechanic listed is buildable on the named platform, or is explicitly flagged as unconfirmed
- Check that the reward structure specifies exactly what triggers each reward, with no vague triggers like 'good performance'
- Confirm the leaderboard recommendation addresses the actual audience characteristics provided, not a generic default
- Review the risk section: confirm each risk is specific to this audience and plan, not generic gamification cautions
- Check that no completion rate benchmarks, case study data, or performance outcome claims were invented
- Verify the implementation checklist is in a logical order and covers testing before launch
Sample output
Sample output. Generated by AI from sample inputs:
**Gamification Plan**
Course: Product Knowledge Certification | Audience: New sales associates at Brightpath Learning | Platform: TalentLMS | Program length: 6 modules over 4 weeks
**Gamification Rationale**
New sales associates at Brightpath are completing six product knowledge modules but retention after 30 days has been low based on manager observation. The business reason is to increase active practice with the content, not just completion. Gamification works here because the audience is early in their careers, motivated by visible progress, and the content supports repeated low-stakes practice. The mechanics below focus on rewarding practice attempts and course progression, not quiz scores alone. Gamification does not replace clear content or good instructional design; it reinforces behavior the learner already has reason to do.
**Mechanics Selection**
| Mechanic | Description | Connection to objectives | TalentLMS implementation |
|---|---|---|---|
| Points | Learners earn points for completing each module and for scoring 80% or above on each quiz | Rewards completion and demonstrates knowledge, not just effort | TalentLMS native gamification points; configure in Gamification tab |
| Badges | Three badges: Module Starter (first module complete), Product Pro (all 6 modules complete), High Score (90%+ on any quiz) | Marks meaningful milestones; gives low-scorers an achievable first badge | TalentLMS badge builder; upload custom badge images |
| Progress bar | Visible progress bar showing modules 1 through 6, updated in real time | Supports a sense of forward movement; reduces mid-program dropout | TalentLMS native course progress display; enable in course settings |
| Bonus quiz attempts | Learners who complete a module early unlock a bonus practice quiz for extra points | Rewards spaced practice; gives high achievers an additional challenge | Build as a separate ungraded quiz in TalentLMS; unlock via completion rule |
**Reward Structure**
- Points earned on completion of each module: 100 points per module.
- Points earned for scoring 80% or above on module quiz: 50 additional points.
- Points earned for completing the bonus quiz (any score): 25 points.
- Module Starter badge: triggers on completion of Module 1.
- Product Pro badge: triggers on completion of all 6 modules.
- High Score badge: triggers the first time a learner scores 90% or above on any quiz.
**Leaderboard Decision**
Do not include a leaderboard for this cohort. New sales associates are in their first month. A leaderboard in this context would surface performance differences between people still learning the basics, which risks discouraging lower performers at a critical retention moment. If the team wants a competitive element in later cohorts after onboarding is complete, a leaderboard limited to voluntary opt-in is a reasonable addition at that stage.
**Potential Risks**
1. Points focus shifts attention to quiz score over understanding. Risk: learners memorize to hit 80%, then forget. Mitigation: add a reflection question after each quiz that is ungraded but required before moving to the next module.
2. Badges feel meaningless if easy to earn. Risk: Module Starter badge awarded after one module completion is too low-effort to feel significant. Mitigation: pair the badge with a specific congratulatory message from the manager; the badge alone is not the reward.
3. Bonus quiz adds build time. Mitigation: confirm development budget for six additional practice quizzes before committing this mechanic to stakeholders.
4. Learners ignore gamification features entirely. Risk: if the platform onboarding does not explain the points and badge system, learners do not engage with it. Mitigation: include a one-screen "how points and badges work" orientation in Module 1.
**Implementation Checklist**
1. Confirm TalentLMS gamification features are enabled at the account level.
2. Build and upload three badge images.
3. Configure point values for each module completion and quiz score event in TalentLMS Gamification settings.
4. Build six bonus practice quizzes and set completion unlock rules.
5. Write the Module 1 gamification orientation screen and build it into the module.
6. Test the full point and badge sequence with a test learner account before launch.
7. Send facilitator or manager a one-page guide on what learners are earning and when to acknowledge it.
8. Review badge triggers and points after the first cohort completes to confirm the system is firing correctly.
CUSTOMIZATION For audiences with low tolerance for competition, remove points entirely and keep only badges and progress indicators. For longer programs running six months or more, add a time-based mechanic such as a streak for completing one module per week. For platforms that do not support native gamification, consider a simple external tracker such as a shared spreadsheet or a paper badge card, and note that approach in the plan.
Course Tone and Style Guide
OPEN SAMPLE Builds a writing tone and style guide for a course or training program. Reach for it at the start of a multi-module build or when multiple writers are working on the same project, so the writing stays consistent from the first module to the last.
YOUR NAME OR ROLE ·COURSE OR PROGRAM TITLE ·ORGANIZATION OR CLIENT NAME ·LEARNER AUDIENCE DESCRIPTION ·TRAINING PURPOSE ·DELIVERY FORMAT: eLearning, instructor-led, blended, job aid, or other ·EXISTING BRAND OR STYLE GUIDELINES ·WRITING SAMPLE DESCRIPTIONS OR EXCERPTS ·KNOWN WRITING PROBLEMS
## Context
You are helping [YOUR NAME OR ROLE] build a tone and style guide for a training project called [COURSE OR PROGRAM TITLE] at [ORGANIZATION OR CLIENT NAME]. The learner audience is [LEARNER AUDIENCE DESCRIPTION]. The purpose of the training is [TRAINING PURPOSE]. The delivery format is [DELIVERY FORMAT: eLearning, instructor-led, blended, job aid, or other]. Any existing brand, voice, or style guidelines from the client: [EXISTING BRAND OR STYLE GUIDELINES]. Writing samples from the client that reflect the desired tone: [WRITING SAMPLE DESCRIPTIONS OR EXCERPTS]. Known writing problems in previous content (if any): [KNOWN WRITING PROBLEMS].
## Task
Produce a course tone and style guide. Include:
1. A voice description: two to four sentences on how the training should sound and feel to the learner.
2. A tone section: the primary tone (for example: direct, conversational, clinical, formal) and at least one tone to avoid, with a brief explanation of why.
3. A writing rules section: 6 to 10 specific, actionable rules with a brief rationale and a before/after example for each.
4. A terminology section: a table of preferred and avoid terms specific to this course or client, based on the inputs.
5. A formatting section: rules for headings, lists, sentence length, and capitalization in course content.
6. A common mistakes section: 3 to 5 specific writing patterns to avoid, with examples of the problem and the correction.
## Standards
- Base the voice description, tone, and writing rules on the inputs provided. Do not invent brand values or a voice that was not described or implied by the client.
- The before/after examples in the writing rules section must be written fresh for this guide. Do not use generic examples that could apply to any course.
- Do not fabricate terminology the client or stakeholder did not mention.
- The guide should be usable by a writer who was not in the project kickoff. Every rule should stand on its own.
- Tone of the guide itself: direct and practical. A style guide is a reference document, not a manifesto.
- Do not invent accomplishments, employer details, or credentials for the client or organization.
- If any bracketed input is missing or ambiguous, ask before drafting.
BEFORE YOU RUN IT
- Any existing brand or voice guidelines from the client, even if brief
- A description of the learner audience, including their role, experience level, and how they typically receive information on the job
- Writing samples from the client or from previous courses that represent the tone they want or the problems they want to avoid
- The delivery format, since tone and sentence length conventions differ between eLearning scripts, ILT facilitator guides, and job aids
- A list of terminology the client cares about: preferred terms, terms to avoid, and any acronyms that need to be spelled out
- Confirm that no student names, learner performance data, or personally identifiable information are included in writing samples you paste in (FERPA); keep personal data out of AI tools not approved for it
VERIFY BEFORE IT LEAVES YOUR HANDS
- Confirm the voice description reflects what the client described or the samples demonstrated, not a generic instructional design voice
- Check that every before/after example in the writing rules section is specific to this course or audience, not a generic example reused from another project
- Verify that terminology in the preferred/avoid table came from the client or inputs, not from the AI's assumptions about the industry
- Confirm no brand values, company history, or organizational claims were invented that the client did not provide
- Check that the formatting rules are compatible with the delivery format and the tools being used
- Read the common mistakes section: confirm each example is a real writing pattern you have seen in the inputs or previous content, not a hypothetical
Sample output
Sample output. Generated by AI from sample inputs:
**Course Tone and Style Guide**
Program: New Manager Foundations | Brightpath Learning
Prepared by: Dana Reyes
**Voice Description**
New Manager Foundations speaks to experienced individual contributors who are new to managing people, not to beginners learning what management is. The writing treats learners as capable professionals who have earned a promotion and are now navigating a new set of skills. It is direct without being cold, practical without being dismissive of the difficulty of the transition.
**Tone**
Primary tone: Direct and practical.
The course gives learners what they need to do the job. It does not celebrate potential or motivate. Learners at this level find cheerful encouragement condescending.
Tone to avoid: Inspirational or leadership-vision language.
Phrases like "step into your leadership" or "unlock your potential" do not match what these learners are experiencing, which is mostly practical questions about giving feedback, running meetings, and handling personnel issues.
**Writing Rules**
Rule 1: Lead with the action, not the context.
Rationale: Managers reading course content during a busy day want the answer before the explanation.
Before: "It is important for managers to understand that when an employee misses a deadline, the first step is to have a private conversation."
After: "When an employee misses a deadline, have a private conversation first."
Rule 2: Use second person ("you") throughout.
Rationale: This course is addressed to the learner, not about a hypothetical manager.
Before: "A manager should document the conversation in writing."
After: "Document the conversation in writing."
Rule 3: Keep sentences under 25 words as a default.
Rationale: Longer sentences in eLearning cause learners to re-read. Shorter sentences move faster on screen.
Before: "When you are preparing for a performance conversation, it is helpful to review the employee's recent work, gather specific examples, and consider how the employee typically responds to feedback before the meeting."
After: "Before the meeting, review recent work and gather specific examples. Think about how the employee typically responds to feedback."
Rule 4: Name the thing. Do not circle it.
Rationale: This audience does not need the concept softened. Name it directly.
Before: "There may be times when you need to address a situation where an employee's performance does not meet expectations."
After: "When an employee is not performing, address it directly and early."
Rule 5: Avoid passive voice in instructions.
Rationale: Learners need to know who does what. Passive voice obscures the actor.
Before: "Feedback should be given within 24 hours of the observed behavior."
After: "Give feedback within 24 hours of the observed behavior."
Rule 6: Spell out acronyms on first use in every module.
Rationale: Learners may access modules out of order.
Before: "Submit the PIP to HR."
After: "Submit the Performance Improvement Plan (PIP) to HR."
**Terminology**
| Preferred | Avoid | Note |
|---|---|---|
| performance conversation | confrontation | Avoids implying conflict |
| employee | report, subordinate | Client preference |
| direct feedback | criticism | More specific and less loaded |
| document | write up | "Write up" implies discipline, not always accurate |
| Performance Improvement Plan (PIP) | remediation plan | Aligns with HR's official term |
**Formatting Rules**
- Headings: Sentence case, not title case. ("Giving feedback" not "Giving Feedback")
- Lists: Use bullets for items with no required order. Use numbered lists for steps. Limit lists to 6 items; break longer lists into categories.
- Sentence length: Target 15 to 20 words. Hard limit 30 words for instructional content.
- Capitalization: Do not capitalize role names unless they are formal titles followed by a person's name.
**Common Mistakes to Avoid**
1. Starting with "As a manager..."
Problem: "As a manager, you will encounter situations where..."
Fix: Just describe the situation. The learner already knows they are a manager.
2. Telling learners how they feel.
Problem: "You may feel overwhelmed at first. That is normal."
Fix: Skip it. Give the practical skill instead.
3. Hedging instructions unnecessarily.
Problem: "You might want to consider having a conversation with the employee."
Fix: "Have a conversation with the employee." If there are genuine exceptions, name them specifically.
4. Using "ensure" when you mean "confirm" or "check."
Problem: "Ensure all documentation is complete before the meeting."
Fix: "Confirm all documentation is complete before the meeting." "Ensure" sounds formal and vague in instructional writing.
5. Stacking adjectives before every noun.
Problem: "Effective, timely, and specific feedback is essential."
Fix: "Give specific feedback within 24 hours." Let the action carry the sentence.
CUSTOMIZATION Adjust the formality level based on the learner audience. A style guide for clinical training in a healthcare organization needs different tone rules than one for a startup's onboarding program. If the client has no existing brand guidelines, ask for two or three writing samples they admire, which gives more useful signal than a list of adjectives. For multi-author projects, add a short section on how to submit questions about style during the build, so writers do not make inconsistent decisions in silence.
30-60-90 Day Onboarding Plan
OPEN SAMPLE Builds a personal 30-60-90 day plan for a new role outside the classroom. Use it in the first week of a new job to structure early priorities and signal to your manager that you are organized and intentional.
YOUR NAME ·GRADE LEVEL AND SUBJECT ·NEW JOB TITLE ·EMPLOYER NAME ·INDUSTRY OR SECTOR ·ROLE RESPONSIBILITIES ·MANAGER PRIORITIES ·TOOLS AND SYSTEMS ·KEY STAKEHOLDERS
## Context
You are helping [YOUR NAME], a former [GRADE LEVEL AND SUBJECT] teacher who has just started a new role as [NEW JOB TITLE] at [EMPLOYER NAME]. The role is in [INDUSTRY OR SECTOR]. Key responsibilities as described in the job posting or offer: [ROLE RESPONSIBILITIES]. Manager's stated priorities for the first 90 days: [MANAGER PRIORITIES]. Tools and systems used in this role: [TOOLS AND SYSTEMS]. Colleagues or stakeholders to build relationships with: [KEY STAKEHOLDERS].
## Task
Write a 30-60-90 day onboarding plan with three phases. For each phase, include: a short statement of the phase's focus, four to six concrete goals, and two to three relationship-building actions. Phase 1 (days 1 to 30): learn the landscape, systems, and people. Phase 2 (days 31 to 60): contribute to active work, demonstrate reliability, identify gaps. Phase 3 (days 61 to 90): take ownership of a defined area, propose one improvement or initiative, and set goals for months four through six.
## Standards
- 500 to 700 words. Use a clear structure with labeled phases.
- All goals and relationship actions must connect to the role responsibilities and manager priorities provided. Do not invent generic career advice goals.
- Draw on the teacher's background only where it is genuinely relevant to the new role. Do not over-explain the transition or call attention to what is unfamiliar.
- Do not promise specific outcomes, promotions, or performance ratings.
- Tone: direct and professional. This is a working document, not a performance.
- Do not invent tools, stakeholders, systems, or responsibilities not supplied in the inputs.
- If any bracketed input is missing or ambiguous, ask before drafting the relevant section.
BEFORE YOU RUN IT
- The job posting or offer letter with stated responsibilities and any onboarding expectations
- Notes from your initial conversation with your manager, including anything they said about first-90-day priorities
- A list of the tools or systems you will use (even if you have not been trained on them yet)
- Names or roles of colleagues and stakeholders you have already been introduced to or told you will work with
- Strip any student names, grades, or identifying details from materials you bring from previous teaching roles before pasting (FERPA), and keep personal data out of AI tools not approved for it
- Paste your actual role responsibilities, not a guess at what the role involves
VERIFY BEFORE IT LEAVES YOUR HANDS
- Confirm every goal listed connects to a real responsibility from the job description or a real priority your manager stated, not a generic onboarding goal the AI invented
- Check that no accomplishments, metrics, or outcomes are claimed that you have not yet achieved (the plan describes intentions, not results)
- Verify no tools, systems, or stakeholders appear that you did not supply in the inputs
- Read the relationship-building actions: confirm each one involves a real person or team mentioned in your inputs, not a fabricated colleague
- Check that your teaching background is referenced only where it is genuinely relevant to the new role, not used as a credential for skills you have not demonstrated in a corporate context
- Confirm the plan's tone fits your specific workplace culture, not a generic corporate environment
Sample output
Sample output. Generated by AI from sample inputs:
**30-60-90 Day Onboarding Plan**
Dana Reyes | Instructional Designer, Brightpath Learning
**Phase 1: Days 1 to 30 - Learn**
Focus: Understand how Brightpath builds and delivers courses before contributing to them.
Goals:
1. Complete all required onboarding training in Workday by end of week two.
2. Review the last three courses launched on the Articulate Storyline platform, noting structure, tone, and review process.
3. Shadow one senior instructional designer through a full course development cycle.
4. Get familiar with Brightpath's course review process and who approves final content.
5. Identify the project management tool (Asana) and learn how projects are tracked.
Relationship actions:
- Schedule a 30-minute intro meeting with each of the three designers on the team to learn their current projects and working style.
- Introduce yourself by email to the two subject matter experts you will work with most often.
**Phase 2: Days 31 to 60 - Contribute**
Focus: Take on a real deliverable and demonstrate you can work within Brightpath's process.
Goals:
1. Complete a first-draft storyboard for the onboarding module assigned by [manager name] and incorporate one round of feedback.
2. Attend all weekly design syncs and come with one observation or question per meeting.
3. Learn to use the Articulate Storyline template library without assistance by end of day 60.
4. Document one recurring friction point in the current review process and note it for the Phase 3 proposal.
Relationship actions:
- Debrief with your assigned SME after the storyboard review to understand their preferred communication style.
- Ask your manager for a mid-point check-in at day 45.
**Phase 3: Days 61 to 90 - Ownership**
Focus: Own a defined deliverable and begin showing initiative.
Goals:
1. Deliver a completed, reviewed module ready for QA by day 85.
2. Prepare a one-page proposal for streamlining the SME review cycle, based on what you observed in Phase 2.
3. Schedule a 90-day review with your manager to align on goals for months four through six.
4. Complete the Articulate Rise certification offered through the company's LMS by end of day 90.
Relationship actions:
- Send a short thank-you note to each person who spent time with you during onboarding.
- Ask the team lead about stretch projects available in Q3.
CUSTOMIZATION Adjust the phase goals based on whether the new role is client-facing, internal, or remote. For instructional design roles, the first phase should lean heavily on reviewing existing course content and processes. For L&D coordinator or corporate trainer roles, substitute goal types to reflect facilitation schedules, vendor relationships, and learning management system access. Teachers moving into higher education instructional roles may have a longer ramp, since faculty relationships take longer to build.
Corporate Jargon Decoder
OPEN SAMPLE Takes a list of corporate acronyms or jargon terms and translates them into plain language with short explanations of when and how each term is used. Reach for it in your first weeks when you hit a wall of unfamiliar abbreviations in meetings, emails, or documentation.
YOUR NAME ·GRADE LEVEL AND SUBJECT ·NEW JOB TITLE ·COMPANY OR ORGANIZATION NAME ·BRIEF COMPANY DESCRIPTION ·LIST OF JARGON TERMS ·INDUSTRY OR FUNCTION
## Context
You are helping [YOUR NAME], a former [GRADE LEVEL AND SUBJECT] teacher who recently started a new role as a [NEW JOB TITLE] at [COMPANY OR ORGANIZATION NAME], a [BRIEF COMPANY DESCRIPTION]. They have encountered the following terms, acronyms, or phrases they do not recognize: [LIST OF JARGON TERMS]. The industry or function this role sits in is [INDUSTRY OR FUNCTION].
## Task
For each term in [LIST OF JARGON TERMS], provide:
1. The full name or phrase the acronym stands for, if it is an acronym.
2. A plain-language explanation of what it means (two to four sentences).
3. A brief note on when or how it typically comes up at work: in what meetings, documents, or conversations this term usually appears.
4. If the term has a teaching or education equivalent, name it so the person can anchor the new concept to something familiar.
Present the output as a simple glossary: one entry per term, in the order given.
## Standards
- Plain English only. Do not define jargon with more jargon.
- Explanations must be accurate. If a term has more than one common meaning, explain which is most likely given the [INDUSTRY OR FUNCTION] context.
- Do not invent workplace procedures, company-specific definitions, or industry facts. Base explanations on how these terms are generally used.
- Do not suggest the person pretend to know something they do not. The goal is genuine understanding, not performance of knowledge.
- Keep each entry short enough to scan. The person is reading this between meetings, not studying for an exam.
- If a term in [LIST OF JARGON TERMS] is ambiguous or could mean multiple things in different contexts, flag that rather than guessing. If a specific named input is missing or ambiguous, ask before drafting.
BEFORE YOU RUN IT
- Copy the exact terms, acronyms, or phrases as they appeared: spelling and context matter for accurate definitions
- Note the industry or function (L&D, corporate training, HR, ed-tech, healthcare, etc.) so the AI can pick the right interpretation
- If a term appeared in a specific document type or meeting context, include that context with the term
- Strip any student names or student-identifying data from classroom materials before pasting. Keep your own and others' personal data out unless the AI tool is approved for it.
- You do not need to know what the terms mean before running this; that is the whole point
VERIFY BEFORE IT LEAVES YOUR HANDS
- Check each definition against a second source (a colleague, your company's internal wiki, or a quick web search) before relying on it
- Confirm the AI did not invent a company-specific meaning for a general term: internal acronyms vary by organization
- Verify any education equivalent offered actually maps correctly to the corporate term, not just sounds similar
- If the AI flagged a term as ambiguous, resolve the ambiguity before accepting the definition
- Do not repeat these definitions in meetings as if they are authoritative until you have confirmed them with a colleague
- Check that no definitions include invented statistics or fabricated industry standards
Sample output
Sample output. Generated by AI from sample inputs:
**Corporate Jargon Glossary**
For: Dana Reyes | New role: Instructional Designer at Brightpath Learning (corporate L&D)
Terms submitted: SME, ADDIE, KPI, L&D, ILT, EOD
---
**SME (Subject Matter Expert)**
A person inside the company who has deep knowledge of the content you are designing training around. You are the designer; the SME is the person who knows the actual job. You interview SMEs to find out what learners need to know and do.
When it comes up: in project kickoffs, needs assessments, and when someone assigns you a "SME contact" for a course.
Teaching equivalent: The department head or curriculum specialist you consulted when building a unit on a topic outside your primary area.
---
**ADDIE**
A five-phase instructional design model: Analysis, Design, Development, Implementation, Evaluation. It describes the process of building a training program from identifying the problem to measuring whether it worked.
When it comes up: In project plans, design documents, and when colleagues describe the phase a project is in ("We are in the Design phase").
Teaching equivalent: Backward design or your lesson planning process. Same logic: start with what learners need to do, then build toward it.
---
**KPI (Key Performance Indicator)**
A measurable number the business tracks to know whether something is working. KPIs vary by team: a sales team tracks revenue, an L&D team might track course completion rates or time-to-proficiency.
When it comes up: In strategy meetings, dashboards, and when your manager asks how you will show that training made a difference.
Teaching equivalent: Assessment data or school-level performance metrics.
---
**L&D (Learning and Development)**
The department or function responsible for employee training, onboarding, professional development, and sometimes organizational capability-building. You may hear it used to refer to your team, your function, or the field itself.
When it comes up: Constantly. It describes what your team does.
Teaching equivalent: Professional development and curriculum departments, combined.
---
**ILT (Instructor-Led Training)**
Training delivered by a person in real time, either in a classroom, a conference room, or a virtual meeting. Contrasted with e-learning (self-paced, online) or blended learning (a mix).
When it comes up: In project scoping conversations when the team decides the format. "Is this ILT or async?"
Teaching equivalent: Direct instruction or a live class session.
---
**EOD (End of Day)**
A deadline term meaning "by the end of the business day today." In some companies this means 5 PM; in others it is looser. If you are unsure, ask your manager.
When it comes up: In emails and Slack messages assigning tasks with same-day deadlines.
Teaching equivalent: "Before you leave today."
CUSTOMIZATION Run this prompt in batches: paste in five to ten terms at a time rather than a long list, so explanations stay specific. If your new role is in a specialized industry (healthcare, finance, government), add that to [INDUSTRY OR FUNCTION] so the AI picks the right version of ambiguous terms. You can also run this with internal company acronyms, but verify those definitions with a colleague since company-specific usage varies.
Freelance L&D Project Proposal
OPEN SAMPLE Drafts a proposal for a contract instructional design or L&D project, covering scope, deliverables, timeline, and pricing. Reach for it when a prospective client has asked for a proposal and you want a professional document that holds its own next to agency work.
YOUR NAME ·GRADE LEVEL AND SUBJECT ·CLIENT NAME ·CLIENT TYPE ·PROJECT DESCRIPTION ·CLIENT GOAL ·BUDGET RANGE ·PROPOSED TIMELINE ·TOOLS AND PLATFORMS ·YOUR RELEVANT EXPERIENCE
## Context
You are helping [YOUR NAME], a freelance instructional designer and former [GRADE LEVEL AND SUBJECT] teacher, draft a project proposal for [CLIENT NAME], a [CLIENT TYPE: company, nonprofit, healthcare org, etc.]. The project is [PROJECT DESCRIPTION: e.g., a 4-module onboarding eLearning course]. The client's stated goal is [CLIENT GOAL]. The proposed budget range is [BUDGET RANGE]. The proposed timeline is [PROPOSED TIMELINE]. Tools and platforms you plan to use: [TOOLS AND PLATFORMS]. Your relevant experience for this project: [YOUR RELEVANT EXPERIENCE].
## Task
Write a freelance project proposal that includes:
1. An opening paragraph that restates the client's goal in their own terms and confirms you understand the problem.
2. A proposed solution section describing the learning solution you will build, why this approach fits their goal, and what learners will be able to do after completing it.
3. A scope of work section listing specific deliverables with brief descriptions.
4. A timeline section with phases and estimated dates, based on [PROPOSED TIMELINE].
5. A investment section stating your fee or fee range and what it covers. If [BUDGET RANGE] is provided, anchor to it.
6. A next steps section with two or three concrete actions to move forward.
## Standards
- 500 to 700 words. Professional and readable, not padded.
- Do not invent deliverables, tools, experience, or credentials that [YOUR NAME] did not provide. Every claim about your background must come from [YOUR RELEVANT EXPERIENCE].
- Do not promise learning outcomes you cannot guarantee. Frame outcomes as what learners will be equipped or expected to do, not what they will definitely achieve.
- Do not invent client pain points beyond what the inputs describe.
- Tone: direct and confident. A proposal is a business document, not a sales pitch.
- If any bracketed input is missing or ambiguous, ask before drafting.
BEFORE YOU RUN IT
- Notes from your initial conversation with the client, including their stated goal and any constraints they mentioned
- A clear description of the deliverables you intend to produce, based on what you discussed
- Your actual timeline estimate, broken into phases you can defend
- Your real rate or fee range, not a placeholder
- The tools and platforms you actually use and plan to use on this project
- Strip any student names or identifying information from classroom examples you reference (FERPA), and keep your own and others' personal data out unless the AI tool is approved for it
VERIFY BEFORE IT LEAVES YOUR HANDS
- Confirm every deliverable listed is one you actually plan to produce, not AI-added scope
- Verify the timeline phases are realistic given your current workload and the project complexity
- Check that no tools, certifications, or credentials appear that you have not actually used or earned
- Confirm no invented client pain points or organizational details appeared beyond what you supplied
- Verify the fee or budget figure matches what you intend to charge, not an AI-generated estimate
- Read the proposed solution section: does it accurately describe your approach, or did the AI generalize into methods you do not use?
- Confirm the opening paragraph restates the client's actual goal, not a generic L&D goal
Sample output
Sample output. Generated by AI from sample inputs:
**Project Proposal: New Hire Onboarding eLearning Suite**
Prepared by Dana Reyes for Brightpath Learning
Date: June 2026
**Understanding Your Goal**
Brightpath Learning wants new hires to reach independent performance faster. Right now, onboarding relies on a mix of shadowing and a paper handbook, and managers report that new hires are still asking basic process questions at the 90-day mark. The goal is a self-paced eLearning suite that covers core job procedures, company systems, and compliance requirements, so managers spend less time on repetitive explanation and new hires feel prepared sooner.
**Proposed Solution**
I will design and develop a four-module Articulate Rise course covering: company overview and culture, core job procedures for the Customer Success role, system walkthroughs for your CRM and ticketing tool, and a compliance module covering data privacy and code of conduct. Each module will include scenario-based practice and a short knowledge check. Learners who complete all four modules will be equipped to perform standard Customer Success tasks without manager prompting.
**Scope of Work**
- Learning needs analysis: one 60-minute stakeholder interview and review of existing materials
- Instructional design: learning objectives, content outline, and storyboard for all four modules
- eLearning development: four Rise modules with branching scenarios and knowledge checks
- Graphic assets: custom icons and illustrated scenarios using your brand colors
- One round of stakeholder revisions per module
- Final SCORM package, ready for upload to your LMS
**Timeline**
- Week 1 to 2: Needs analysis and outline
- Week 3 to 4: Storyboards for review
- Week 5 to 7: Development of all four modules
- Week 8: Stakeholder review and revision
- Week 9: Final delivery
**Investment**
This project is priced at $6,800, covering all deliverables listed above. One round of revisions is included per module. Additional revision rounds are billed at $95 per hour. A 50% deposit is due at project start; the remainder is due on final delivery.
**Next Steps**
1. Confirm the scope and timeline are a fit.
2. Sign the project agreement and submit the deposit.
3. Schedule the stakeholder interview for Week 1.
CUSTOMIZATION Adjust the proposed solution section for the type of deliverable: a facilitator guide proposal reads differently than an eLearning course proposal. If you are pitching a discovery phase before a full project, replace the scope of work with a discovery scope and note that the full project proposal will follow. For clients who have never worked with an instructional designer, add a brief paragraph after the proposed solution explaining what the development process involves.
Client Project Update Email
OPEN SAMPLE Drafts a professional project update email to a freelance instructional design client. Use it at any milestone, after a review session, or on a regular cadence to keep clients informed without long status calls.
YOUR NAME ·CLIENT NAME ·CLIENT ORGANIZATION ·PROJECT NAME ·STATUS SUMMARY ·COMPLETED SINCE LAST UPDATE ·NEXT STEPS ·OPEN ITEMS ·NEXT DELIVERABLE DATE
## Context
You are helping [YOUR NAME], a freelance instructional designer, draft a project update email to [CLIENT NAME] at [CLIENT ORGANIZATION]. The project is [PROJECT NAME]. Current status: [STATUS SUMMARY: e.g., storyboard complete and sent for review, module 2 in development]. What was completed since the last update: [COMPLETED SINCE LAST UPDATE]. What is next: [NEXT STEPS]. Any open items that require client input or decision: [OPEN ITEMS (or "none")]. Expected date of next deliverable: [NEXT DELIVERABLE DATE].
## Task
Write a concise project update email. Structure it in this order:
1. One sentence on where the project stands overall.
2. A short list of what was completed since the last update.
3. What comes next, with the date the client can expect the next deliverable.
4. Open items that need the client's response, if any, each framed as a specific question or decision with a requested response date.
5. One closing sentence that confirms momentum and invites any questions.
## Standards
- Under 200 words. Subject line names the project and the date.
- Lead with progress, not process. The client wants to know the project is moving, not how you work.
- Open items must be framed as specific questions, not vague prompts. "Can you confirm whether module 3 should cover supervisors or all staff?" is a question. "Let me know if you have feedback" is not.
- Do not invent completed tasks, deliverables, dates, or client decisions that I did not provide.
- Tone is professional and direct. Not stiff, not casual.
- If any input above is missing or ambiguous, ask before drafting rather than filling in plausible details.
BEFORE YOU RUN IT
- Confirm the completed items from your own project notes, not from memory alone
- Have the next deliverable date ready before running this, so you are not committing to a date the AI guesses
- List open items as specific questions you actually need answered, not general check-ins
- If pasting any curriculum materials or course content into the context, strip student names and any student-identifying data first (FERPA), and keep others' personal data out unless your AI tool is approved for it
- Keep client-specific project details out of AI tools not approved under your own or your client's data policy
VERIFY BEFORE IT LEAVES YOUR HANDS
- Every completed item listed matches your actual project log, not a plausible version the AI generated
- The next deliverable date is one you chose, not a date the AI inserted; compare it to your schedule
- Open items are framed as the specific questions you actually need answered, not generic prompts
- No deliverable, milestone, or client decision was invented that you did not provide
- The email does not overstate progress or imply a stage is complete when it is still in review
- Subject line names the correct project and current date
Sample output
Sample output. Generated by AI from sample inputs:
Subject: Brightpath Onboarding Project update, June 13
Hi Marcus,
The project is on track. Here is where things stand.
Completed this week:
- Storyboard for Module 1 (New Hire Orientation) delivered June 10
- Revised Module 1 based on your June 11 feedback
Next up:
Module 2 storyboard (Benefits Overview) goes to you by June 20.
One item I need from you:
Should the Benefits module address part-time employees separately, or cover all staff in a single path? A quick reply by June 16 keeps us on schedule.
Let me know if anything else needs attention before then.
Dana Reyes
Instructional Designer
CUSTOMIZATION For projects with fixed weekly check-ins, build this as a recurring template and update only the completed items and open items fields each cycle. Clients who prefer brief updates do well with just sections 1 and 3; add the open items section only when you need a response. For longer engagements with multiple modules or tracks, add a one-line project health indicator (on track, slightly behind, ahead) at the top so the client can scan.