Challenge

My organization is one of the leaders in the pharmaceutical industry. My challenge revolves around one  of the products that was a treatment for the disease psoriasis (Let us call it Product X). When the internal  Pharma team was planning the industrial launch for Product, they realized that one of the primary  requirements was to educate our Key Account Managers, sales representatives on the following:

•  Disease area,   •  Comorbidities associates with the disease,   •  How it affects people from different ages and genders across the globe  •  The available treatments for the disease and where they fail, and   •  A walkthrough of how Product X can help    This would help in driving effective and meaningful conversations with the Health Care Professionals  about solving the problem that psoriasis is, and demonstrating how Product X helps in psoriasis  treatment.    Before we proceed, allow me to briefly, discuss my role within the organization and how I went on to solve  one of the Learning oriented challenges within the Product Launch work-stream. I am an instructional  designer whose task was to find a way for the Key Area Managers not having to sit through a five-day  Medical workshop on product X. Instead, I needed to find a way to remodel the same training in a manner  that was asynchronous and a mobile solution so that the sales representatives could access the training  as well. However, the main problem was not the volume or the modality. I had to ensure that the learners  are equally engaged within the digitized training as he/she/they would be had it been a real-life workshop,  with group discussions, self-assessments, and activities around the core medical content.     Selection    When you are looking at medical content on disease, statistics, molecules, et al. for a long time, it will all  start making sense after a while, even if you are not a healthcare/medical expert. However, you need to  assume that the Learner, on the other hand, may not be having the time to learn everything all at once.   More importantly, your learner may be interpreting the content in a different way than you intended or  than how you interpreted it.    My tools here were Visualization and Empathy. I needed visualization to transform the minimalistic,  image-driven training slides and pages of instructor notes, a learning experience with strategic content  placement complemented by relevant images, and meaningful learner interactions. This is where I tried to  empathize with the learners. I needed to understand the Training content and delivery, from the Learner’s  point of view to create a similar engagement level of a live classroom into an eLearning. I took into  consideration the many learners will be taking the online learning while travelling during fieldwork. Some  learners helped with pointed feedback on the User Interface of the eLearning. The UI they wanted  needed to be fast, visible, and easy to use. I revised my User Interface to ensure Help buttons and Menu  buttons are easily visible from any point in the course, and added larger interaction areas on the  eLearning buttons, clickables, so that it is easier to operate on smaller devices than the iPad.    Application    The main problems I needed to tackle were:    1. Maintain the sense of purpose and the engagement level of f2f interaction in the eLearning  2. Visually redesign the content in an instructional flow and presentation

3. Use the Knowledge Check activities from the workshop as a simulated exercise where the  Learner is in the driving seat instead of a classroom      For the first one, I visualized my training material to appear in my eLearning as fluidly, strengthened by  images, educational videos, and virtual interactions to check level of understanding as learner would have  performed in a group. I illustrated the program flow for the learners in the curriculum overview. Unless the  learner can visualize the same objectives as what the program expects them to complete, the exercise  would be moot. Empathy helped me script my Learning modules in a way that was engaging the learner  to follow the normal course of learning, taking inspiration from AI driven, or chat bot driven responses that  provide immediate feedback or remediation.    Next, I applied a combination of visualization, empathy, and multimedia principles to take apart the core  content and restructure it within the eLearning as core subject matter, knowledge checkpoints as activities  like self-assessment interactions.     For example, there was a group activity in the live sessions after the topic of the human Immunity System.  The card activity involved breaking into teams and drawing cards from a stack of cards with Immunity  system related terms. One the team draws the card; each member needs to speak about the term in one  or two key phrases/words. To redesign this, I needed to counter the fact that the learner has no  competition in the eLearning hence to motivate the learner the activity itself needs to be scripted as a  scored input. I collected the definitions of the terms that were handed out as cards and added both the  terms and the definitions in a scrambled order. Now all the learner had to achieve was pair up each term  with its correct definitions in the eLearning itself. When interacting online, there are 4 types of interactions  possible, text entry, roll-over, click, and drag and drop. For this particular matching activity that I  redesigned my objectives were to:  1. Ensure Learner is involved in this problem solving process  2. Reinforce Learning    Through the matching activity, the learner is able to complete the whole section of the card based group  activity, independently and is able to record the immediate feedback on every trial and error move.     Insights    With the onset of the pandemic, the need for digitizing existing classroom materials in greater than ever.  My experience with Product X Learning Materials allowed me to visualize Live facilitated materials  alternately so that the continuity of the learning is maintained along with the participation level, from the  individual learner taking the course on their devices. I have leveraged this experience and visualization  differently for other Learning projects where the subject matter was different in terms of content and  complexity. When I view previously recorded sessions if virtual facilitation and training, I keep a close eye  on the kinds of questions, concerns, raised by the participants. I find it helpful when I design content and  script the context setting for the learner who may be at varying knowledge/skill levels. When I place page  elements, I would weigh in on how a Learner process the information in the most effective way and  design the user interface and images accordingly. Similarly, when I create interactions I try to simulate a  similar stake for the learner through points, remedial feedback, progress, etc. to be self-driven rather than  facilitated.    I have so far used visualization in reimagining virtually led training materials for several other business  functions because the sole objective from business point of view is to ensure mobility and optimum  learner experience led asynchronously. Each time as the core content and instructor/facilitation style  changes, I had to adapt my visualization to convey the similar level of learner engagement in terms of  page design, learner support, and downloadable ready reckoners. I have also visualized virtual game-

based activities that support multiple Learners playing a virtual game (in my case it was an Escape Room  activity where learner needed to find hidden clue about a Medical product and answer the key questions  to unlock the door, and enter the next room). This game was a substitute for the live Launch session  where multiple such group activities were organized for Pharma and Sales team who would visit from  various locations.    Finally, the Product X training is Live on our Learning Management system and has trained multiple  batches of fields force representatives and key account managers since it is launch (since now they can  access the training from their mobile devices too), thus leading to a very successful Product Launch.  Since our Learning Management Systems allows the learners to submit their feedback on the training  experience, my redesigned training modules are rated as 4 and above in a rating of 5, with pointed  feedback on the relevance and high engagement level of the Learning modules.    Approach    I am still learning about all the tools in Design Thinking and getting myself familiarized with the kind of  questions one must ask, the process steps, the need for testing, etc. Among the few tools that I am  familiar with I believe I have practiced mostly Visualization to design complex pieces of information into  recognizable learning elements. My way forward is to exercise Empathy also as much as possible, not  only within the realm of training within the internal teams, but also identifying what can be possible  alternate causes for the performance gap or skill gap. I shall attempt to use Empathy and Visualization  further to create evaluative questionnaires after studying live facilitation interactions, to collect frequently  asked questions. This I believe would help me create my online Learning or Performance Remediation  solutions to be more holistic than a temporary patch-fix.


Challenge My organization is one of the leaders in the pharmaceutical industry . My challenge revolves around one of the products that was a treatment for the disease psoriasis ( Let us call it Product X ) . When the internal Pharma team was planning the industrial launch for Product , they realized that one of the primary requirements was to educate our Key Account Managers , sales representatives on the following : • Disease area , • Comorbidities associates with the disease , • How it affects people from different ages and genders across the globe • The available treatments for the disease and where they fail , and • A walkthrough of how Product X can help This would help in driving effective and meaningful conversations with the Health Care Professionals about solving the problem that psoriasis is , and demonstrating how Product X helps in psoriasis treatment . Before we proceed , allow me to briefly , discuss my role within the organization and how I went on to solve one of the Learning oriented challenges within the Product Launch work - stream . I am an instructional designer whose task was to find a way for the Key Area Managers not having to sit through a five - day Medical workshop on product X. Instead , I needed to find a way to remodel the same training in a manner that was asynchronous and a mobile solution so that the sales representatives could access the training as well . However , the main problem was not the volume or the modality . I had to ensure that the learners are equally engaged within the digitized training as he / she / they would be had it been a real - life workshop , with group discussions , self - assessments , and activities around the core medical content . Selection When you are looking at medical content on disease , statistics , molecules , et al . for a long time , it will all start making sense after a while , even if you are not a healthcare / medical expert . However , you need to assume that the Learner , on the other hand , may not be having the time to learn everything all at once . More importantly , your learner may be interpreting the content in a different way than you intended or than how you interpreted it . My tools here were Visualization and Empathy . I needed visualization to transform the minimalistic , image - driven training slides and pages of instructor notes , a learning experience with strategic content placement complemented by relevant images , and meaningful learner interactions . This is where I tried to empathize with the learners . I needed to understand the Training content and delivery , from the Learner ’s point of view to create a similar engagement level of a live classroom into an eLearning . I took into consideration the many learners will be taking the online learning while travelling during fieldwork . Some learners helped with pointed feedback on the User Interface of the eLearning . The UI they wanted needed to be fast , visible , and easy to use . I revised my User Interface to ensure Help buttons and Menu buttons are easily visible from any point in the course , and added larger interaction areas on the eLearning buttons , clickables , so that it is easier to operate on smaller devices than the iPad . Application The main problems I needed to tackle were : 1 . Maintain the sense of purpose and the engagement level of f2f interaction in the eLearning 2 . Visually redesign the content in an instructional flow and presentation 3 . Use the Knowledge Check activities from the workshop as a simulated exercise where the Learner is in the driving seat instead of a classroom For the first one , I visualized my training material to appear in my eLearning as fluidly , strengthened by images , educational videos , and virtual interactions to check level of understanding as learner would have performed in a group . I illustrated the program flow for the learners in the curriculum overview . Unless the learner can visualize the same objectives as what the program expects them to complete , the exercise would be moot . Empathy helped me script my Learning modules in a way that was engaging the learner to follow the normal course of learning , taking inspiration from AI driven , or chat bot driven responses that provide immediate feedback or remediation . Next , I applied a combination of visualization , empathy , and multimedia principles to take apart the core content and restructure it within the eLearning as core subject matter , knowledge checkpoints as activities like self - assessment interactions . For example , there was a group activity in the live sessions after the topic of the human Immunity System . The card activity involved breaking into teams and drawing cards from a stack of cards with Immunity system related terms . One the team draws the card ; each member needs to speak about the term in one or two key phrases / words . To redesign this , I needed to counter the fact that the learner has no competition in the eLearning hence to motivate the learner the activity itself needs to be scripted as a scored input . I collected the definitions of the terms that were handed out as cards and added both the terms and the definitions in a scrambled order . Now all the learner had to achieve was pair up each term with its correct definitions in the eLearning itself . When interacting online , there are 4 types of interactions possible , text entry , roll - over , click , and drag and drop . For this particular matching activity that I redesigned my objectives were to : 1 . Ensure Learner is involved in this problem solving process 2 . Reinforce Learning Through the matching activity , the learner is able to complete the whole section of the card based group activity , independently and is able to record the immediate feedback on every trial and error move . Insights With the onset of the pandemic , the need for digitizing existing classroom materials in greater than ever . My experience with Product X Learning Materials allowed me to visualize Live facilitated materials alternately so that the continuity of the learning is maintained along with the participation level , from the individual learner taking the course on their devices . I have leveraged this experience and visualization differently for other Learning projects where the subject matter was different in terms of content and complexity . When I view previously recorded sessions if virtual facilitation and training , I keep a close eye on the kinds of questions , concerns , raised by the participants . I find it helpful when I design content and script the context setting for the learner who may be at varying knowledge / skill levels . When I place page elements , I would weigh in on how a Learner process the information in the most effective way and design the user interface and images accordingly . Similarly , when I create interactions I try to simulate a similar stake for the learner through points , remedial feedback , progress , etc . to be self - driven rather than facilitated . I have so far used visualization in reimagining virtually led training materials for several other business functions because the sole objective from business point of view is to ensure mobility and optimum learner experience led asynchronously . Each time as the core content and instructor / facilitation style changes , I had to adapt my visualization to convey the similar level of learner engagement in terms of page design , learner support , and downloadable ready reckoners . I have also visualized virtual game- based activities that support multiple Learners playing a virtual game ( in my case it was an Escape Room activity where learner needed to find hidden clue about a Medical product and answer the key questions to unlock the door , and enter the next room ) . This game was a substitute for the live Launch session where multiple such group activities were organized for Pharma and Sales team who would visit from various locations . Finally , the Product X training is Live on our Learning Management system and has trained multiple batches of fields force representatives and key account managers since it is launch ( since now they can access the training from their mobile devices too ) , thus leading to a very successful Product Launch . Since our Learning Management Systems allows the learners to submit their feedback on the training experience , my redesigned training modules are rated as 4 and above in a rating of 5 , with pointed feedback on the relevance and high engagement level of the Learning modules . Approach I am still learning about all the tools in Design Thinking and getting myself familiarized with the kind of questions one must ask , the process steps , the need for testing , etc . Among the few tools that I am familiar with I believe I have practiced mostly Visualization to design complex pieces of information into recognizable learning elements . My way forward is to exercise Empathy also as much as possible , not only within the realm of training within the internal teams , but also identifying what can be possible alternate causes for the performance gap or skill gap . I shall attempt to use Empathy and Visualization further to create evaluative questionnaires after studying live facilitation interactions , to collect frequently asked questions . This I believe would help me create my online Learning or Performance Remediation solutions to be more holistic than a temporary patch - fix .