Learning Philosophy

My philosophy of training and development is that the learner must always be at the forefront of the design process. It can be easy to create training that is engaging or innovative, but without a clear focus on what learners need to be successful on the job, training risks becoming ineffective and costly.

I approach instructional design as a balance of proven models and practical application. I use learning objectives to clearly define success, Gagné’s Nine Events of Instruction to structure meaningful learning experiences, and Kirkpatrick’s Four Levels of Evaluation to determine whether learning is truly making an impact. Together, these models provide structure and accountability throughout the design process.

I view instructional design models as flexible guides rather than rigid rules. Each learning experience should be tailored to the audience, the context, and the desired performance outcomes. By combining evidence-based frameworks with real-world constraints, I aim to design learning solutions that are relevant, engaging, and immediately applicable.

Ultimately, my goal is to create learning experiences that respect learners’ time, support their success, and drive measurable improvement for the organization.

I bring a unique combination of instructional design expertise, live facilitation experience, and performance consulting that allows me to design learning solutions that work in real environments — not just on paper.