This presentation for Amazon's 2021 LXD Conference overviews how to apply design thinking principles to learning experience design. It identifies four design thinking tools practitioners can use and offers worked examples of each one.

1. FIND THE MAGIC: Produce better outcomes
by designing intentional experiences
March18, 2021
Presentedby Sharon Boller for

2. HELLO FROM INDIANAPOLIS!
Sharon Boller
Author, Speaker, Dog Mom, Wife, Affiliate Consultant – TiER1 Performance
Author, Design Thinking for Training & Development

3. THE MAKINGS OF magical
(hint: experiences rather than events)

4. DESIGN THINKING
TOOLS TO FIND AND
PLAN THE magic
(and avoid the miserable)

5. THINK ABOUT PRODUCT OR SERVICE magic
A product, business, or
service you LOVE and the
want/need it satisfies for you.

6. THE EXPERIENCE
Great products and services are really
all about creating great experiences.
And great experiences start by understanding
who you are creating those experiences for.

8. THE PATH TO MAGIC

9. SAME SOLUTION; DIFFERENT experience

10. Cheaper wasn’t only
problem; access also
an issue.
This solution fits U.S. and European hospitals. This solution is what remoteIndian villages need.
Embrace Care
infant warmer
Embrace Nest
infant warmer

11. Provide value
Are easy to use
Deliver a satisfying experience
User rating
GREAT SOLUTIONS DELIVER A GREAT “UX” OR “CX”

12. GREAT UX STARTS WITH HUMAN-CENTERED PROBLEM SOLVING
Define Ideate Prototype Test
Empathize Impleme

13. Customer / Learner
wants and needs
Constraints
Business needs
THE GOAL IS SOLUTIONS THAT FIND THE SWEET SPOT

14. WE WOVE DESIGN THINKING INTO LXD FRAMEWORK
Refine
Problem
Get
Perspective
Iterate
Initial
problem &
request
Ideate Prototype Implement
Test & Refine
Develop
Pilot
Refine
The “blowout” version of Iterate

15. IN THE L&D WORLD, SOLUTIONS OFTEN SKEW THIS WAY
User wants
and needs
Business
constraints
Business need or
opportunity

16. TO GET BETTER, WE NEED TO….
1. Get sufficient insight on learners’
perspectives and their environment.
2. Get clarity on the problem we’re
solving. (Business need)
3. Stop focus on events and courses;
start thinking about experiences.

17. Why? Because learning is an
experience and a journey,
not an event.

18. LEARN
DO

24. Learner has experience associated with each step.
Experiences influence mindset.
Mindset influences behavior.
Behavior influences outcomes.

25. Phase PREPARE
ACQUIRE KNOWLEDGE
& SKILL
BUILD MEMORY & TRY USING ON THE JOB MAINTAIN OVER TIME
Step 1. Notice 2, Commit 3. Learn and Practice 4. Repeat and Elaborate 5. Reflect and Explore 6. Sustain usage
Desired
Outcomes
Accept the need to
learn
Make time to learn Engage, find relevance
Remain committed; gain
confidence
Go deeper; learn more;
share early successes
Consistently use new skill
or knowledge; achieve
business results
Key actions or
activities
Thoughts
&
Feelings
↑Intrigued ↑Motivated ↑Curious, immersed ↑Committed ↑Confident ↑Supported
↓Dismayed ↓Resistant ↓Bored, overwhelmed;
disinterested
↓Disengaged ↓Discouraged; desire to
avoid use.
↓Cynical
Magical
Moments
Miserable
Moments

26. MAXIMIZE magical.
AVOID miserable.

27. Customer / Learner
wants and needs
Constraints
Business needs

28. TOOL 1
STRATEGY BLUEPRINT

29. Challenges or Opportunities
What problems are we trying to solve, and what
obstacles do we need to overcome? Or – what
opportunities do we want to harness?
Aspirations
What are the biggest
desired outcomes?
What does success
look like?
Focus Areas
What should we focus
on for the biggest
impact?
Guiding Principles
What mantras will guide
efforts?
Activities
What types of activities
solve the problems?
Outcomes
What metrics gauge success?
A strategy blueprint is a
GREAT discussion tool

30. Example: Strategy Blueprint -
Design Thinking Rollout

31. How can you use this blueprint
to guide a conversation with
your internal customers?

32. TOOL 2
EMPATHY MAPPING

33. Empathy
Map

34. Think and Feel
• What are your most common feelingswhen you
get urgent customer requests?
• What are your initial thoughts as soon as you
hear a request the customer says is urgent
Supports internal customers who request training. Often need is “urgent.”
See
• What do you notice about how people view
training or what they believe about it?
• What do you see within your function and the org
as a whole that informs your responses to
requests?
Say and Do
• What do you do in response to requests?
• What actions do you take?
L&D PROFESSIONAL
What are your PAIN POINTS? What MOTIVATES you?
Hear
• What do you hear customers saying to you? What
about others affiliated with project request?

35. Think and Feel
• How do you feel about positioning a new
product?
• What do you think about as you engage with the
healthcare provider?
Needs to position a newly-launched product
See
• Describe the environment: What do you notice as
you interact with the HCP or the office staff?
• What are the reactions of these people as you try
to engage them? What do you see happening?
EXAMPLE: PHARMA SALES REP
What are your PAIN POINTS? What MOTIVATES you?
Hear
• What do you hear HCPs saying? What about
others in the HCP’s office?
• What do you hear from colleagues?
Say and Do
• What are the typical activities during a sales
call?
• What types of conversations are you having the
HCP?

36. Key point: Empathy maps are a tool
for gaining insight into actual
learners – not people who will
somehow “represent the learner.”

38. Let’s look at an example

39. Think?
Do?
Pain/Challenges Motivators
See or Hear?
Feel?
“How am I going to place new indications?”
“What’s right for the patient?”
“How am I going to fit this new message into my call time?”
Anxiousandunconfident – “I don’t know enough.” “It’s not clear
to me how this fits. What if I say the wrong thing in the doc’s
office?
Excited– “Will this enable me to cover more indicationsand sell
more scripts?
Overwhelmed– “I thoughtI understoodthis…but now I don’t
think I do.”
From doc’s: – “It works the same as everything else.” “I prescribe your
competitor. Works fine, and I don’t see why I should switch.” “I don’t prescribe
any new drug for the first 2 years it’s on the market. I want to wait and see how
it does.”
From otherreps re:trng:“That was a total waste of time.” “What just
happened…I’m not sure I got it.”
Sell on value if the product is innovative or different. Sell on reputation and org,
reputation if can’t really differentiate between their product and competitor
products.
Focuses on what they CAN say, not what they can’t.
Avoids selling a product if they don’t understand it; relies on what they know/feel
comfortable selling. Reverts back to old habits if attemptsat selling new don’t
immediately pay off.
Time it takes to really learn newstuff andtime it takes to get COMFORTABLE with new messaging,
tools, content
Nerves: ride-alongs can be intimidating.
Lack of clarity on howto insert new messagesinto calls.
Hitting sales goals
Helping patients who can benefit from these products
Gaining interest from docs; getting doc to try a drug on a patient.
Peer-to-peer interaction and story-sharing
Ride-alongs – incentive to prepare.

40. TOOL 3
PERSONAS

41. WHAT’S A LEARNER PERSONA?
+
Learner Persona
Demographics
Empathy Map
Use Case
Context
Realistic
representation
of your learner

42. Think?
Do?
Pain/Challenges Motivators
See or Hear?
Feel?
“How am I going to place new indications?”
“What’s right for the patient?”
“How am I going to fit this new message into my call time?”
Anxiousandunconfident – “I don’t know enough.” “It’s not clear
to me how this fits. What if I say the wrong thing in the doc’s
office?
Excited– “Will this enable me to cover more indicationsand sell
more scripts?
Overwhelmed– “I thoughtI understoodthis…but now I don’t
think I do.”
From doc’s: – “It works the same as everything else.” “I prescribe your
competitor. Works fine, and I don’t see why I should switch.” “I don’t prescribe
any new drug for the first 2 years it’s on the market. I want to wait and see how
it does.”
From otherreps re:trng:“That was a total waste of time.” “What just
happened…I’m not sure I got it.”
Sell on value if the product is innovative or different. Sell on reputation and org,
reputation if can’t really differentiate between their product and competitor
products.
Focuses on what they CAN say, not what they can’t.
Avoids selling a product if they don’t understand it; relies on what they know/feel
comfortable selling. Reverts back to old habits if attemptsat selling new don’t
immediately pay off.
Time it takes to really learn newstuff andtime it takes to get COMFORTABLE with new messaging,
tools, content
Nerves: ride-alongs can be intimidating.
Lack of clarity on howto insert new messagesinto calls.
Hitting sales goals
Helping patients who can benefit from these products
Gaining interest from docs; getting doc to try a drug on a patient.
Peer-to-peer interaction and story-sharing
Ride-alongs – incentive to prepare.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Activity:
• Turn to page 6 in your handouts.
• Review the numbered items on the empathy map.
• Use a pen to circle the 6 items that you think are most critical to
embed into a Pharma sales rep persona and influence the design of
your learning experience.

43. Think?
Do?
Pain/Challenges Motivators
See or Hear?
Feel?
“How am I going to place new indications?”
“What’s right for the patient?”
“How am I going to fit this new message into my call time?”
Anxiousandunconfident – “I don’t know enough.” “It’s not clear
to me how this fits. What if I say the wrong thing in the doc’s
office?
Excited– “Will this enable me to cover more indicationsand sell
more scripts?
Overwhelmed– “I thoughtI understoodthis…but now I don’t
think I do.”
From doc’s: – “It works the same as everything else.” “I prescribe your
competitor. Works fine, and I don’t see why I should switch.” “I don’t prescribe
any new drug for the first 2 years it’s on the market. I want to wait and see how
it does.”
From otherreps re:trng:“That was a total waste of time.” “What just
happened…I’m not sure I got it.”
Sell on value if the product is innovative or different. Sell on reputation and org,
reputation if can’t really differentiate between their product and competitor
products.
Focuses on what they CAN say, not what they can’t.
Avoids selling a product if they don’t understand it; relies on what they know/feel
comfortable selling. Reverts back to old habits if attemptsat selling new don’t
immediately pay off.
Time it takes to really learn newstuff andtime it takes to get COMFORTABLE with new messaging,
tools, content
Nerves: ride-alongs can be intimidating.
Lack of clarity on howto insert new messagesinto calls.
Hitting sales goals
Helping patients who can benefit from these products
Gaining interest from docs; getting doc to try a drug on a patient.
Peer-to-peer interaction and story-sharing
Ride-alongs – incentive to prepare.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19

44. Personal Profile
Have been with the company nearly 10 years
and have experience in several therapeutic
areas. Pride themselves on hitting or
exceeding goals while staying compliant. It’s
important not to lose respect with an HCP.
A Day in the Life
Days are long. The work day starts at 7:30; it may end
around 10 p.m. wrapping up emails, or inputting notes into
Salesforce.
A territory is large; the bulk of the day is spent driving or
standing in hallways waiting to see a doc. The total contact
time across 12 physicians (a typical call day) may only be
30 minutes’ time.
Sales Call Realities
• Calls range in length from 30 seconds to 4
minutes for a standard call to 7 to 15 minutes
of time for a lunch/learn event.
• Lunch events are hard-earned; many times
people are primarily interested in free food.
• Figuring out how to incorporate new
messaging into that tight call window is often
hardest part of transferring training to the job.
Technology Realities
Reps are utilitarian users of technology and not super tech-
savvy. 90% of work is done from an iPad. Phone use is
limited.
Tablets are used to display sales enablement pieces during
conversations with docs.
Reps still leave behind a lot of print-based materials; some
HCPs use tablets and laptops to search for info. Others rely
on those print pieces or reprints of journal articles, studies,
etc.
“Show me how to use info within a sales
call. Give me reinforcement so I can
build confidence.”
Challenges
• Getting it all done in a day.
• Figuring out how to incorporate “new”
messaging into existing ones and staying
within a 30-second call length.
• Building confidence after formal training on
new messaging, product, clinical trial info, etc.
• Values
• Having solutions to sell HCPs
• Being a credible voice to HCP
• Working for a company whose reputation is
solid.
• Hitting goals and maximizing income.
• Helping patients who can benefit from the
products
The “Show Me” Rep
p. 7

45. TOOL 4
AN INTENTIONAL JOURNEY MAP

46. ACTIVITY: MAP METHODS TO A JOURNEY
Step 1. Notice 2. Commit 3. Learn and Practice 4. Repeat and
Elaborate
5. Reflect and
Explore
6. Sustain usage
Desired
Outcomes
Accept the need to learn Make time to learn Engage, find relevance Remain committed;
gain confidence
Go deeper; learn more;
share earlysuccesses
Consistentlyuse new skill
or knowledge. Achieve
business results.
Key actions
or activities
Thoughts and
feelings
↑ Intrigued ↑ Motivated ↑ Curious, immersed ↑ Committed ↑ Confident ↑ Supported
↓Dismayed ↓Resistant, ↓Bored, overwhelmed, ↓Disengaged, ↓Discouraged, desire to
avoid use
↓Cynical,
Magical
moments
Miserable
moments
PHASE PREPARE ACQUIRE KNOWLEDGE & SKILL BUILD MEMORY. TRY USING ON JOB MAINTAIN OVER TIME.
Possible instructional techniques to consider
1. Email marketing drip campaign 6. Lecture
2. Worked example 7. Group discussion
3. Stories 8. 1:1 coaching/coaching guides
4. Games 9. Branching video scenarios
5. Individual reflection activity 10. Other (You pick)
Pp
8-10
Think then Share
What instructional techniques
would you include in each stage
of Show Me Rep’s learning
journey? How would they make
learning magical or avoid
misery?

47. SALES REP LEARNING JOURNEY
Notice Commit Learn & Practice Repeat & Elaborate Reflect & Explore Sustain Long-
term
Put here: Descriptions of the instructional techniques you want to incorporate into each stage of the learning journey.
Put here: Elements from persona you want to map to instructional techniques you include in Show Me Rep’s journey
EXAMPLE: Values hitting sales goals
and helping patients.
EXAMPLE:
Launch
communication
campaign:
“How to win
scripts and
make a
difference”
Take 5 minutes to try mapping
part of Show Me’s journey

48. SALES REP LEARNING JOURNEY
Values hitting sales
goals and helping
patients.
Launch
communication
campaign:
“How to win
scripts and
make a
difference”
Ensure training
descriptions
are focused on
how to use new
messaging
during sales
calls
“Show me how to use info within a sales call.
Give me reinforcement so I can build
confidence.”
Video demos:
30-sec, 2-min,
4-min, and 7-
min calls
Gamified
practice activity
modeled after
the sales call
flow
Video coaching
tool for
feedback on
practice sales
presentations
Podcasts to
listen to during
drive time
Struggles to build
confidence after
formal training.
Provide
opportunities
to share out
success stories
Coaching guide
for Sales
Manager during
ride-alongs
Integrate into
development
plans
Notice Commit Learn & Practice Repeat & Elaborate Reflect & Explore Sustain Long-
term

49. Plot out a blueprint: listen to clients to learn
their challenges & aspirations
DESIGN TO MAKE magic

50. Take time to find the sweet spot
DESIGN TO MAKE magic
Customer / Learner
wants and needs
Constraints
Business needs

51. Co-create with learners;
gain their perspective, know their context
DESIGN TO MAKE magic

52. WANT TO LEARN MORE? THERE’S A BOOK CLUB FOR
THAT!
Pull together a group to
learn together.
Downloadable reader’s
guide available on the
event page for this
session. Join discussion
on LinkedIn starting 3/26.

53. SharonBoller
• sk.boller@tier1performance.com
• SharonBoller@protonmail.com
• Twitter:@Sharon_Boller
THANK YOU - THIS IS ME! REACH OUT WITH QUESTIONS OR COMMENTS