We’ll examine how to: Build feedback loops between LMS data and instructional decisions. Use learning data to inform governance, pathway design, and content strategy. Translate metrics into meaningful actions that impact both learners and business outcomes.

Learning Objectives:

• Identify key metrics that can inform learning design decisions.
• Analyze learning data to uncover opportunities for improving system-wide engagement and efficiency.
• Create actionable strategies that align learning analytics with organizational goals.

The post Designing with Data: Using Learning Analytics to Architect Better Systems appeared first on Learning Guild.

Through an evidence-based, expert-driven lens, this session will share frameworks and examples that demonstrate how thoughtful, accessibility-focused design can improve learning outcomes for all. Attendees will leave empowered to identify key accessibility and inclusion principles, apply UDL strategies, and evaluate learning content to implement meaningful improvements. Prepare to transform your approach to instructional design and create learning experiences that are accessible for everyone.”

The post Accessible and Inclusive Learning Design That Goes Beyond Compliance appeared first on Learning Guild.

Every October, Dyslexia Awareness Month brings attention to the millions of individuals worldwide who navigate learning, working, and communicating with a brain that processes language differently. As someone who has spent over a decade working in speech-language pathology, dyslexia intervention, and inclusive education, and as the author of two textbooks on dyslexia and technology, this month holds both personal and professional significance for me.

For learning designers, especially those creating workplace training, professional development, or eLearning, Dyslexia Awareness Month is an opportunity to reflect on how design choices impact one of the largest neurodiverse groups. It is estimated that one in five people has dyslexia, which means any given training program almost certainly serves dyslexic participants.

This article outlines specific, practical strategies that move from awareness to action and help create content that works for dyslexic individuals in organizational learning contexts.

1. Understand dyslexia beyond the myths

The first step is moving past outdated stereotypes. Dyslexia is not simply about reversing letters. It is a difference in how the brain processes written and spoken language. Challenges often include decoding words, spelling, working memory, and reading fluency. Strengths can include problem-solving, big-picture thinking, and creativity.

For learning designers, this means:

• Avoid reducing dyslexia to a single deficit.
• Recognize that difficulty with reading speed or accuracy does not reflect intelligence or capability.
• Design with the understanding that learners may have a high verbal IQ but still struggle with written instructions.

Tip: Review current training materials and flag any activities that rely heavily on timed reading tasks without offering alternatives.

2. Simplify & structure content

When cognitive load is high, dyslexic learners may spend more energy decoding text than absorbing meaning. Clear structure and predictable formatting reduce this barrier.

Practical steps include:

• Use short paragraphs and bullet points to make scanning easier.
• Place key information at the beginning of sections.
• Chunk content into logical sections with clear subheadings.

In eLearning, microlearning principles that deliver smaller, digestible lessons are especially effective for dyslexic learners in fast-paced corporate environments.

3. Optimize typography & layout

Typography is one of the simplest ways to reduce barriers. So best practices include:

• Choose sans-serif fonts such as Arial, Calibri, or Verdana. Avoid ornate or condensed typefaces.
• Use a minimum font size of 12 to 14 points and allow learners to adjust size.
• Avoid full justification and left-align text for consistent word spacing.
• Maintain generous line spacing of 1.5 or more to prevent crowding.

Some organizations experiment with dyslexia-friendly fonts such as OpenDyslexic. While research on their effectiveness is mixed, offering font choice can be empowering.

4. Incorporate multisensory learning

Dyslexic learners often benefit from experiences that engage more than one sense at a time.

Ways to integrate this approach include:

• Pair written text with audio narration or video explanations.
• Use visual cues such as icons, diagrams, or infographics to reinforce key concepts.
• Include interactive elements such as drag-and-drop activities, simulations, or real-world scenarios.

For example, in compliance training, rather than presenting a text-heavy policy page, combine an illustrated flowchart with a short narrated video and a quick knowledge check.

5. Provide multiple pathways for assessment

Traditional written tests can hide a dyslexic learner’s true understanding. In corporate learning, performance should be measured by mastery rather than reading speed.

Alternative assessment options include:

• Allow verbal responses through recorded audio or live discussion.
• Use scenario-based decision making instead of text-only quizzes.
• Offer project-based tasks where learners demonstrate skills in authentic contexts.

When written responses are necessary, provide spellcheck tools or additional time.

6. Use technology intentionally

Assistive technology can be a game-changer, but only if learners know it is available and feel comfortable using it.

Integrate and normalize tools such as:

• Text-to-speech for reading documents or course pages.
• Speech-to-text for writing assignments or form entries.
• Screen masking or highlighting tools to guide visual focus.

During onboarding or course introductions, present these tools as standard features rather than special accommodations. This reduces stigma and increases adoption.

7. Foster a dyslexia-friendly culture in learning spaces

Even the most accessible course will fall short if the learning environment does not feel psychologically safe.

As a designer, you can:

• Include statements of commitment to accessibility in training introductions.
• Represent dyslexic individuals in scenarios, imagery, and examples.
• Work with facilitators to ensure instructions are delivered verbally and visually.

In live or virtual sessions, encourage participants to request content in different formats without feeling singled out.

8. Test with dyslexic learners

One of the most powerful design decisions is to involve dyslexic individuals in your development process.

Steps to take:

• Invite feedback from employees or test groups during pilot phases.
• Ask specific questions about what made engagement easier or harder.
• Iterate based on real-world experiences rather than relying solely on compliance checklists.

Moving from awareness to action

It is our responsibility to bring out the best in our increasing diverse workforce. The strategies outlined here make learning materials clearer, more flexible, and easier to use. Dyslexic learners benefit directly, but so does everyone else. Clearer instructions reduce confusion, flexible pacing supports busy professionals, and multisensory options create stronger engagement. Even though the focus this month is on dyslexia, these same design choices raise the overall quality of learning programs. This October, as conversations around dyslexia awareness take center stage, let us commit as a learning design community to move beyond acknowledgment. Let us build learning ecosystems where everyone is set up to thrive. When we structure content clearly, offer multiple ways to engage and respond, and normalize the use of supportive tools, we create learning that benefits everyone.

Image credit: Neelrong28

The post Designing with Dyslexia in Mind appeared first on Learning Guild.

1. Think Differently – By disrupting traditional approaches and reimagining the ordinary, we can create moments that grab learners’ attention and inspire deeper engagement. The best content creators look for ways to defamiliarize the ordinary to make a greater impact. 

2. Be Curious – Asking questions and challenging the status quo is the key to thinking critically about the best way to create and deliver learning. Intellectual curiosity can also help you solve complex design issues that arise during the course creation process. 

3. Make Time – It’s easy to prioritize activities that lead to measurable outcomes like promotions, pay raises, or project completions. Setting aside intentional time for creative exploration can lead to breakthroughs that ultimately deliver long-term ROI. 

4. Become Child-Like – As children, we naturally approached life with fresh eyes and endless imagination. As adults, we often suppress those instincts and need to figure out ways like writing in crayon or sketching out ideas to bring that child-like passion, creativity, and innovation back into our lives. 

5. Don’t Solely Rely on Experience – While expertise and years of practice provide a strong foundation, they can also lead to fixed ways of thinking. Creativity requires blending knowledge with imagination to break free from “the way things have always been done.” 

The post 5 Ideas to Boost Your Creativity  appeared first on Learning Guild.

For more than a decade, I’ve worked across education, technology, and accessibility, serving as a speech-language pathologist, educator, software engineer, and consultant. Throughout these roles, I’ve remained dedicated to fostering inclusion and creating supportive environments for neurodiverse individuals in schools and professional spaces.

Despite growing awareness, I’ve seen that many well-intentioned learning designers still rely on dated assumptions and broad stereotypes. For example, dyslexia is often reduced to “letter reversals,” and ADHD is mistakenly equated with a lack of discipline. These misunderstandings can find their way into learning products and strategies, leading to experiences that frustrate rather than empower.

The good news? With thoughtful design choices and an openness to universal design principles, we can create organizational learning that truly meets all people where they are. Below are practical ways to make that happen.

1. Prioritize clarity in content delivery

Cognitive differences often amplify the impact of cluttered interfaces or ambiguous language. Learning designers can make a world of difference by simplifying how information is presented.

• Chunk information. Break lessons into smaller modules and use clear headings. For learners with ADHD, smaller segments reduce cognitive load and make it easier to track progress.
• Use plain language. Avoid jargon or overly complex phrasing. For learners with dyslexia, direct language improves processing and comprehension.
• Embed multimodal cues. Pair text with icons, diagrams, or narrated audio. This supports learners who struggle with text alone.

Tip: Test your materials with readability tools and invite colleagues to give feedback on clarity before launch.

2. Adopt flexible navigation & pacing

Rigid navigation structures can derail learners with executive functioning challenges. Instead, consider options that allow autonomy without sacrificing structure.

• Enable self‑pacing. Give learners the option to slow down or revisit sections as needed. A simple “mark as complete” button empowers them to control the journey.
• Offer clear progress markers. Visual trackers help those with ADHD stay oriented in long courses or programs.
• Allow multiple attempts. Don’t penalize mistakes harshly; encourage mastery through low‑stakes repetition.

Tip: Incorporate “save and return” features so learners can step away and pick up exactly where they left off.

3. Rethink visual design & typography

Designers often underestimate how typography and layout impact learners with dyslexia or other processing differences.

• Choose accessible fonts. Sans‑serif fonts like Arial or Verdana, or specialized dyslexia‑friendly fonts, reduce visual crowding.
• Avoid justified text. Left alignment creates consistent spacing that’s easier to follow.
• Be mindful of color contrast. High contrast between text and background prevents visual strain and supports those with low vision.

Tip: Test designs in grayscale to ensure important information isn’t conveyed by color alone.

4. Integrate interactive supports

Interactivity can scaffold understanding for neurodiverse learners.

• Incorporate built‑in glossaries. Hover‑over definitions or pop‑up explanations help learners decode terms on the fly.
• Offer optional audio narration. Hearing content as it’s presented visually strengthens comprehension for dyslexic learners.
• Provide decision‑based scenarios. ADHD learners often excel in dynamic environments; branching activities simulate real‑world problem‑solving.

Tip: Allow learners to turn supports on or off so they can tailor the experience.

5. Leverage microlearning and spaced repetition

Sustained attention can be a challenge for learners with ADHD, and memory consolidation may take longer for some neurodiverse profiles. Microlearning and spaced repetition strategies counter these barriers.

• Design bite‑sized modules. Five‑minute videos or quick quizzes make it easier to engage regularly.
• Reinforce concepts over time. Automated reminders or spaced learning activities strengthen retention.
• Gamify the journey. Badges, points, or streaks can motivate learners to revisit content.

Tip: Use learning analytics to see where drop‑offs occur and adapt micro‑modules accordingly.

6. Promote psychological safety

Beyond technical design, cognitive differences often come with stigma. As designers, we can help cultivate environments where all learners feel safe to explore.

• Normalize support tools. Present text‑to‑speech, captions, or color‑contrast toggles as standard features, not special accommodations.
• Use inclusive imagery. Feature diverse learners in graphics and case studies, including those with visible and invisible disabilities.
• Embed reflection points. Short prompts asking learners to apply content to their context give everyone a voice and encourage connection.

Tip: In onboarding materials, explicitly state that the program is built to support diverse learning styles.

7. Engage with the community

Finally, remember that learning design is iterative. The best way to avoid stereotypes is to stay informed and connected.

• Co‑design with neurodiverse voices. Invite feedback from employees with dyslexia, ADHD, or other cognitive differences before full deployment.
• Stay updated on research. Follow journals, podcasts, and conferences focused on inclusive design and accessibility.
• Share your lessons learned. Contributing back to communities like The Learning Guild helps evolve the field as a whole.

Tip: Connect with #ActuallyAutistic and other neurodivergent individuals online so you can learn from their lived experiences. Join ally groups within social platforms like Facebook to gain perspective and insight on pain points.

Moving forward

Supporting learners with dyslexia, ADHD, and other cognitive differences is a matter of compliance but also a commitment to innovation and equity. When learning designers prioritize clarity, flexibility, and inclusion, they create products that work better for everyone, not just those with identified differences.

I’ve seen firsthand how these practices transform classrooms, professional trainings, and organizational learning environments. My hope is that we, as a community of designers and strategists, continue to move beyond outdated assumptions and embrace techniques that honor the rich diversity of the minds we serve.

Let’s lead with empathy, design with evidence, and build learning experiences that leave no one behind.

Image credit: lemono

The post Designing for All Minds: Practical Ways to Support Learners with Dyslexia, ADHD & Other Cognitive Differences appeared first on Learning Guild.

Slide decks are one of the most commonly used visual aids in learning and development—yet they also commonly suffer from poor design.

You’ve likely observed these unusable visuals before: slides created with big blocks of text, with odd formatting of text and images, or with clunky templates that haven’t been tailored to the learning outcomes at hand.

These graphical bad habits impair learners’ ability to absorb the content and they represent information dumping and visual clutter, rather than information design and visual prioritization.

Thankfully, L&D professionals can blend two frameworks that already exist in the field of instructional design to level up their slide deck game.

By blending Bloom’s Taxonomy and Mayer’s Principles, we can better align our educational intentions with our graphic design choices. In other words, certain visual guidelines are particularly advantageous for helping learners engage in certain levels of cognitive activity.

Clarifying the usage of frameworks

For our purposes, mentions of Bloom’s Taxonomy refer to its revised version, published in 2001 by Lorin Anderson.

Mentions of Mayer’s Principles refer to the most current and comprehensive edition of Richard Mayer’s book Multimedia Learning, published in 2020. (The Digital Learning Institute has provided a publicly accessible summary of the principles defined in the book.)

Each level of Bloom’s is paired with its most aligned Mayer principle. This leaves seven principles unassigned, which is intentional: Many of those, like the Multimedia Principle (use images and text together), are inherent to slide-based learning and less directly tied to visual design strategy.

Finally, Level 6 (creating) is not matched to any Mayer principle, as generative tasks typically depend more on open-ended prompts, collaborative experimentation, and real-world sandboxes than on the kinds of visual guidelines that Mayer’s Principles provide.

Level 1: Remembering & The Coherence Principle

The Coherence Principle helps ensure learners are only exposed to visual cues that are absolutely essential to the cognitive activity at hand. This focus pares designs down to what makes the material clear, actionable, and, well, “coherent.”

The cognitive task of remembering—activating learners’ prior knowledge as a foundation for building new knowledge—leaves little room for distraction. Coherence is all about uncluttered visual cues that aid with the learning task at hand. By contrast, the overuse of visuals increases the risk of informational disjointedness, while lowering the chances of successful recall.

Let’s imagine that you are asking learners to recall a slide deck that they are proud of having created, in order to surface design principles that they already practice.

Do this!

• Focused: The graphic captures only the most essential anchor points for this moment of recall: 1) the context of eLearning, 2) the act of creation, and 3) the feeling of satisfaction.
• Simple: A single, full-screen image avoids distractions and lets you neatly overlay verbal instructions: “Think of a slide deck you created that you were deeply satisfied with. What about its visual design made you most proud?”

Don’t do this:

• Complicated: This slide tries to support recall with too many visual cues at once: layered questions, three logos, bold text, and a figurative illustration—all of which split the learner’s attention and blur the central task of remembering.
• Disjointed: Rather than reinforcing a core recollection from which more nuanced memories can branch, the slide lacks a unifying visual thread. And thus, the facilitator’s message and the learners’ task become incoherent.

Level 2: Understanding & The Redundancy Principle

The Redundancy Principle is actually about reducing redundancy, and thus preventing cognitive overload due to unnecessarily repeated information. Commonly, slide decks neglect this principle by combining images, text, and narration that all say the same thing. (You know the person who reads whole blocks of text straight off their slides? Well, they need to start adhering to the Redundancy Principle!)

The cognitive task of understanding—processing and summarizing brand new information—is already a large jump in challenge from the task of remembering. By avoiding redundancy, we reserve cognitive capacity for the new information itself, rather than for muddling through a messy delivery of that new information.

Let’s imagine that you are illustrating the Redundancy Principle, a concept that your learners don’t already know.

Do this!

• Intentional: Every visual element adds new information. The only redundant details are the tongue-in-cheek repetitions of “This is a triangle,” which, together, lead to the stressed out and confused figure in the bottom right-hand corner—yet another visual element that adds new info!
• Illustrative: By engaging learners in the constructivist thinking on which comprehension thrives, the slide offers a graphic that requires learners to infer what the Redundancy Principle is (which checks for understanding can redirect).

Don’t do this:

• Heavy-Handed: This slide presents the same idea in different ways. With this overabundance of cues, it is less clear for the learner where to focus their attention. Ironically, no matter where they focus, the learner will likely get the same idea anyway!
• Insistent: This slide tries too hard to make sure the message lands, as if one version of the idea wouldn’t be enough. This impulse is understandable, especially given the importance of new information—but by giving into this instructional insecurity, we tend to overwhelm rather than reinforce.

Level 3: Applying & The Segmenting Principle

The Segmenting Principle is all about chunking and pacing: that means breaking up larger pieces of information into more manageable bits, and presenting those bits one by one. If you’ve ever animated a slide so that text or images only appear when you need them, then you’ve practiced the Segmentation Principle!

The cognitive task of applying—using new information to carry out tasks, interpret scenarios, and solve problems—is often a step-by-step process. Naturally, we can associate the “steps” of application with the “segments” of visual pacing.

Let’s imagine that you are instructing learners to create a simple, single slide on their own that adheres to one of the prior principles we’ve discussed: the Coherence Principle, or the Redundancy Principle.

Do this!

• Distinct: Each step is clearly sequenced and visually separate, thanks to the use of color, boxes, and horizontal spacing. The simple graphics further distinguish info; they support and symbolize their respective text without redundantly repeating it.
• Tidy: Even after each step would have been animated on-screen, the slide altogether remains legible. The “full picture” isn’t suddenly a cluttered mess; instead, it still allows learners to stay neatly oriented within the task.

Don’t do this:

• Blobby: This slide is just that—a “blob” of text. Formatting the text as a list does not save the day: Without differentiated spacing, distinct visual anchors, or prudent use of color, every step easily feels the same and unsegmented.
• Puzzling: It’s hard to tell what belongs to what. Sub-points blur into main points, and the eye has a nonlinear path to follow. Instead of guiding the task, the layout makes learners work to decode the structure.

Level 4: Analyzing & The Signaling Principle

Another name for The Signaling Principle could be the “Pointing” Principle: it’s all about pointing to information that is vital and connected, using simple graphics like arrows, as well as simple formatting like highlighting and bolding.

The cognitive task of analyzing—breaking down information into parts to see how they are ultimately synthesizable—is all about relational thinking or about relationships. By adhering to the Signaling Principle, we can literally draw those connections for our learners.

Let’s imagine that you are guiding your learners to consider how our prior principles—the Coherence, Redundancy, and Segmenting Principles—come together to fulfill one unifying purpose: visual clarity.

Do this!

• Explicit: Arrows and lines make the structure of the sequence unmistakable. The viewer can immediately track what comes first, what follows, and how each step contributes to the larger whole, all while reiterating prior knowledge.
• Cohesive: The design highlights how each step functions on its own while still contributing to a unified process. Visual consistency across color, layout, and structure helps learners track relationships between parts without losing cohesion.

Don’t do this:

• Disconnected: Although the content is broken into columns, the slide lacks hierarchy or flow. Each section sits at the same visual weight, making the message feel static rather than structured. Even adding graphics wouldn’t provide much help here.
• Isolated: With no visual connection between the three principles, they read as unrelated facts. The alignment is consistent, and the colors help to distinguish those facts, but the relationships between ideas remain unnecessarily implicit.

Level 5: Evaluating & The Spatial Contiguity Principle

The Spatial Contiguity Principle is a fancy way of saying “place images close to their related text, and vice versa.” It’s one of the most practical, tactical principles for improving visual clarity—minimizing the mental effort it takes to match information across a slide.

The cognitive task of evaluating—assessing and improving situations or performances based on a holistic understanding of criteria—requires sound, informed judgments. Such judgments are easier to make when the criteria and the content being assessed are close together and clearly associated.

Let’s imagine you are asking learners to evaluate and suggest revisions to a weak slide design by using the principles we have discussed so far.

Do this!

• Guiding: Taking inspiration from the Signaling Principle, this slide draws connections between criteria and the subject of evaluation using brackets. Learners can clearly trace which elements are being evaluated by which criteria.
• Adjacent: Criteria regarding text is placed near text; criteria regarding images is placed near images; criteria regarding the subject of evaluation as a whole is bracketing the whole. The slide positions criteria as “magnifying glasses” through which the learners need only look, think, and apply what they’ve learned.

Don’t do this:

• Detached: Although the prompts and subject of evaluation are technically “next to each other,” learners have to visually leap back and forth between them to make judgments, which interrupts the flow of evaluation.
• Unprioritized: Each evaluation question is given the same graphic treatment, with no cues to highlight where learners should visually begin (other than the sequence in which the principles have been listed). Consequently, evaluation is less directed.

Sights for sore eyes

Essentially speaking, poorly designed slides are more than just eyesores: they unnecessarily get in the way of learning and higher-order thinking. We don’t need to become graphic designers to design better learning—but we do need to be more intentional about our visuals. Together, Bloom’s Taxonomy and Mayer’s Principles equip L&D professionals with a more comprehensive structure for instructional graphic design than either framework offers alone. When we approach graphic design not as separate from instructional design but as part and parcel of it, we not only make our visuals more attractive, but more pedagogically effective. After all, greater pedagogical effectiveness remains the guiding principle behind any framework we integrate into our work.

Image credit: VectorMine

The post Blending Bloom’s & Mayer’s: Visual Design That Scaffolds Learning appeared first on Learning Guild.

We are constantly asked to rate things. Whether it is an Uber ride, an Amazon purchase, or a Netflix show, ratings have become part of everyday life. But this constant demand to evaluate isn’t limited to consumer interactions; it is quietly reshaping how people approach performance reviews in the workplace.

The result? A growing problem known as rating fatigue. Yes, rating fatigue is a thing. And it is undermining the very purpose of performance management.

What is rating fatigue?

Rating fatigue happens when people become mentally or emotionally drained during repetitive evaluation tasks. It leads to:

• Reduced attention and accuracy
• Overuse of safe or extreme ratings
• Vague, generic feedback
• Inconsistent scoring across employees

In performance reviews, both managers and employees experience the fatigue; it just shows up in different ways.

The manager’s experience

Most people leaders know exactly what’s coming. You stare at a long list of direct reports, trying to fairly and thoughtfully evaluate each one. But as the reviews drag on, fatigue sets in. This sets off a whole list of predictable patterns:

Leniency or severity drift

You start off strong, but as you push through several reviews, you just want to get finished, so you start to default to easy high scores, or you overcorrect and become stricter (Omni, 2023).

Central tendency bias

The safest middle-ground rating (“3” out of “5”) becomes the default as cognitive energy dwindles. You start “checking the box” to get to the end.

Comment quality declines

Constructive feedback shifts from actionable observations and quality recommendations for improvement to vague platitudes or nothing at all.

Inconsistent standards

Your early reviews get more thoughtful attention, while later ones are rushed, which creates objectivity and fairness concerns. You may also start with the ones you think are “easy,” which means you have saved the hardest ones for last, when you are fatigued.

The employee’s experience

Employees are not immune to rating fatigue. You are right. They are typically only doing one review – their own – when it comes to a performance review at work. But you have to look beyond work. Remember our Amazon and Uber ratings mentioned above? The rise of the consumer rating culture, where anything below a “5” is considered a failure, heavily influences self-assessments. This includes:

Desensitization

Self-reviews feel transactional. It is just another form to complete. “My manager already told me they never score anyone above a three anyway, so what’s the point?” This can also happen when employees are not told how the reviews are being used. This can lead to superficial reflection and “checking the box.” (Cornerstone, 2024)

Inflated or deflated ratings

Some employees will inflate their ratings (think Dunning-Kruger), while others may deflate their scores out of discomfort or Imposter Syndrome.

Emotional shortcuts

Instead of analyzing goals and outcomes with evidence, employees often ask themselves: “How do I feel I have been doing?”

Halo and recency effects

One recent success or failure occurring around the time of reviews can overshadow months of performance.

Why rating fatigue matters

Unchecked rating fatigue creates serious consequences. It:

• Undermines trust in the review process
• Inflates or masks actual performance differences
• Weakens development conversations
• Skews promotion compensation, and succession decisions
• Erodes credibility in the talent management system

What you can do: 6 strategies

There is good news! Rating fatigue is preventable. Leading organizations are redesigning their performance review processes with simple, research-based solutions.

1. Simplify review forms

Focus on a few, high-impact competencies and avoid overwhelming raters with dozens of questions. (ReviewSnap, 2023)

2. Use behaviorally anchored rating scales (BARS)

Tie each rating to specific, observable behaviors and eliminate vague numbers in favor of performance narratives.

Example:

For Collaboration (5-point scale)
3 = Consistently shares information, supports others, and seeks cross-functional input.

Looks familiar, right? It’s a rubric. (AIHR, unknown)

3. Build a “Full Use of Scale” culture

Train managers and employees to use the entire scale without stigma. Normalize that “3” often means “meeting expectations” and that meeting expectations is not a bad thing – it is exactly what they are supposed to do.

4. Stagger review timelines

Spread evaluations over weeks instead of a single annual crunch to avoid cognitive overload with both managers and employees.

5. Introduce Self-Reflection Prompts

Shift self-reviews from ratings to narrative questions, such as: “What recent project challenged you most, and how did you grow?”

6. Train managers on rater bias & fatigue

Provide short, practical sessions on topics such as: Halo effects, leniency/severity drift, fatigue triggers, fair calibration practices. (Most Loved Workplace, 2025)

Reframing the goal

Ultimately, performance reviews should not feel like Yelp ratings. They should be:

• Reflective
• Evidence-based
• Human
• Developmental

By recognizing rating fatigue, and intentionally designing reviews to minimize it, organizations can restore the true value of performance conversations: growth, accountability, and trust.

If we want better performance, we need better conversations, not more checkboxes.

Additional References

Brown, M. and Benson, J.(2003) Rated to Exhaustion? Reactions to performance appraisal processes. Industrial Relations Journal, 34(1). Blackwell Publishing.

Knoch, U. (2010). Investigating the effectiveness of individualized feedback to rating behavior—a longitudinal study. Language Testing, 28(2), pp 179-200. Sage.

Image credit: Rudzhan Nagiev

The post Burned Out on Feedback: How Rating Fatigue Undermines Performance Reviews & What You Can Do About It appeared first on Learning Guild.

Good news! That formula exists, and it’s as easy as remembering one word: SURE.

The SURE principles: Your secret weapon for learning that sticks

The most effective learning content follows four key principles. It’s Simple, Useful, Resonant, and Easy to skim. Let’s break down this magic formula:

1. Keep it simple

Picture Sarah, an operations manager who just received a 45-page manual on new safety protocols. Page one begins: “The implementation of cross-departmental operational safety guidelines necessitates comprehensive stakeholder engagement.” Sarah closes the document with a sigh. She doesn’t have time to decode this corporate-speak.

Our brains are busy filtering machines, constantly deciding what deserves attention. When learning content is complex or confusing, it creates cognitive overload. Our brains essentially say, “Too much work!” and check out.

• Simple doesn’t mean simplistic. It means:
• Using short words when possible
• Writing concise sentences (aim for 15-20 words max)
• Breaking complex ideas into manageable chunks
• Using active voice instead of passive constructions
• Avoiding unnecessary jargon and buzzwords

Most adults read at a 7th or 8th-grade level. That’s not a reflection on intelligence; it’s just how we process information efficiently. When Sarah receives a revised one-pager that begins “Here’s how to keep your team safe,” she’s much more likely to engage.

2. Make it useful

Nothing motivates learning like immediate relevance. We’re all tuned to the same internal radio station: WIIFM (What’s In It For Me?).

Consider Mark, a sales consultant frustrated by training about a new CRM system. The instructor focuses on technical features while Mark wonders, “How will this help me close deals faster?” Mark disengages, missing information that could actually boost his sales by 15%.

Effective learning content must answer these questions up front:

• How will this help me solve the real problems I face today?
• Why should I care about this right now?
• What specific actions can I take immediately?

Generic content that doesn’t connect to real-world challenges falls flat. Content that addresses specific pain points—like showing Mark how the CRM can automate follow-ups and identify high-value prospects—commands attention and drives action.

3. Create emotional resonance

As António Damásio said, “We are not thinking machines that feel; we are feeling machines that think.”

This powerful insight explains why emotion is essential in learning. Information paired with emotion sticks better because our brains prioritize experiences with emotional impact.

When Elena, a customer service representative, hears a recording of a frustrated customer describing how a resolved issue made a difference in their life, she connects emotionally to the importance of her work in a way that statistics alone could never achieve.

To make content resonate:

• Tell authentic stories with real stakes
• Use vivid examples that create mental images
• Connect to core values and aspirations
• Create “aha!” moments through unexpected insights
• Build in moments for personal reflection

When content makes learners feel something—curiosity, inspiration, even productive discomfort—it’s dramatically more likely to trigger lasting behavior change.

4. Design for skimming

Let’s be honest: people rarely read word-for-word anymore. They scan, jump around, and look for highlights. Fighting this behavior is pointless. Instead, design for it!

Research by usability expert Jakob Nielsen has shown that well-structured content with headings, bullet points, and highlighted text significantly improves readability and comprehension compared to dense blocks of text.

For example, compare the challenge of reading the dense wall of text on the left with the readability of the formatted version on the right.

Make content skimmable by:

• Using clear, descriptive headings that convey key points
• Keeping paragraphs short (3-4 sentences max)
• Highlighting key concepts in bold
• Using bullet points and numbered lists for steps or examples
• Including visual elements to break up text and reinforce messages

Bringing it all together: The SURE formula in action

The SURE formula isn’t about choosing between depth and accessibility. It’s about creating the perfect environment where learning happens naturally.

Think of it like a brilliantly designed kitchen. Everything important is within reach. Things you use most are front and center. There’s a flow that makes sense. And it’s a place where people actually want to spend time.

Learning content should work the same way—thoughtfully designed around how people actually process information and make decisions.

Beyond the basics: Taking your content to the next level

Once you’ve mastered the SURE formula, elevate your approach by:

• Adding compelling visuals that reinforce key points without overwhelming
• Creating clear calls to action at natural decision points
• Designing for multiple exposures rather than one-and-done learning events
• Testing with actual users and refining based on their experience

Remember: your goal isn’t just to transfer information. It’s to inspire action and change behavior. When you create learning content with the SURE formula, you’re not just teaching—you’re transforming how people work.

What part of your learning content needs a SURE makeover today? More importantly, what will you do differently tomorrow?

Explore the ‘Science of Learning’

Learn more about designing effective and impactful learning at the Science of Learning online conference, June 25–26, 2025. Learn strategies to boost training outcomes with higher engagement and demonstrable retention. Register today! 

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Beyond Features: Mastering Implementation

Simply having accessibility features in a virtual platform isn’t enough. We must understand how to use them effectively to create truly inclusive learning experiences. Recognizing this crucial gap, the Learning Guild has released the ” Virtual Classroom Accessibility: A Checklist for Success.” This free resource guides L&D professionals through a comprehensive audit of their platforms and personal expertise.

The checklist emphasizes the need to go beyond surface-level compliance. It encourages users to delve into:

Identifying essential accessibility tools: Are your captions accurate? Is your screen sharing accessible to visually impaired learners?

Assessing personal proficiency: Do you understand how to use screen readers or keyboard navigation?

Enhancing learner engagement: Are your activities designed to be inclusive of all learning styles and abilities?

Why Does This Matter for Learners?

Imagine a learner with visual impairments struggling to follow a screen share because the presenter hasn’t enabled proper audio descriptions. Or a learner with auditory processing difficulties missing crucial information due to poor captioning. These scenarios highlight the real-world impact of accessibility oversights.

“I interviewed a mother frustrated with the challenges her hearing-impaired 10-year-old son faces in attending school. Since COVID much of his class time takes place via a virtual classroom on a platform he likes and is happy to use. The problem: Some of his teachers failed to turn on captions during class. It turned out they weren’t averse to it, they just didn’t know how.” —Jane Bozarth, Virtual Classroom Accessibility: A Checklist for Success

By prioritizing accessibility, create environments where everyone can participate fully and achieve their learning goals. Inclusive design communicates that everyone is valued and respected, and when barriers are removed, learners are better able to focus and absorb information.

Accessibility isn’t a one-time fix; it’s an ongoing process. It requires a cultural shift within organizations, where accessibility is embedded in every stage of learning design and delivery. As virtual learning continues to evolve, accessibility must remain a top priority. By taking proactive steps to create inclusive environments, we can ensure that everyone has the opportunity to thrive in the digital age.

Take the first step towards building a more equitable and inclusive learning future. Download your free copy of the Virtual Classroom Accessibility: A Checklist for Success today. 

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