Instructional Design Craft

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.

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.

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.