Designing Performance Strategies with people - not for them
Employees as Architects: Building Better Learning Experiences
“A strategy, even a great one, doesn’t implement itself.” – Jeroen De Flander, Author of The Art Of Performance
I love my work helping organizations develop performance and learning strategies to engage their workforce and drive success. But I've learned over the years that even the most well-designed initiatives will fail to gain traction if the people they are meant for aren't involved from the very start.
The workers on the front lines have an invaluable perspective that shapes how any new program, training, or process change will actually play out in reality. They understand the daily challenges, pain points, and opportunities in a way that those of us behind the scenes can never fully grasp.
That's why I always make it a point to bring employees and learners into the design and planning process early on. Their voices shape the strategic direction and help ensure we create solutions that directly meet their needs. These are the folks who will ultimately be the champions and messengers for the new initiatives, so we need their buy-in.
I facilitate working sessions and focus groups to dig into the employee experience and uncover insights that inform our work. We co-create prototypes and pilot test solutions with smaller groups before rolling out broadly. The feedback and real-world input is invaluable.
This learner-centric approach takes more time upfront, but it leads to far better results in the end. When employees are invested in the process, they own the solutions. They become powerful advocates who inspire their peers and make change happen organically across the organization.
I've seen this mindset turbocharge performance and learning outcomes time and again. By tapping into the incredible knowledge of those closest to the work, we develop strategies that resonate and have a lasting impact. It's not about designing for people but designing with people – and that makes all the difference.