This training program mockup was developed for a case study to improve employee onboarding and leadership involvement for Carrier Sales employees in a Logistics Company (from hereinafter referred to as LC). The program currently includes textual storyboards and a mockup.


The target group consists of carrier sales representatives and team leaders at LC.


  • Bloom’s taxonomy (revised)
  • Design Thinking Process: empathize, define, ideate, prototype, test
  • Adult learning theory
  • Knowledge of trending learning technologies, strategies, and methods
  • UDL Principles, ADA guidelines
  • Design theory and principles

Skills and Responsibilities

  • Iterating through the Empathize, Define, and Ideate phases of the Design Thinking Process
  • conducting a Learner and Needs Analysis
  • determining instructional problems and defining learning goals
  • applying Bloom’s taxonomy to create learning objectives and tasks
  • alignment of learning tasks, objectives, and goals
  • instructional design for training and development
  • eLearning development
  • storyboarding
  • visual design
  • mockup and prototype generation
  • drafting a usability testing plan


  • Google Slides for mockups
  • Google Docs for storyboarding
  • Employee

What is the training and development issue?

Two years after adopting a flex-remote work model (allowing employees to work from home and voluntarily come in), LC leaders noted losing 10 percent of their business, in addition to the employee turnover rate increasing by 5 percent. Employees reported feeling disconnected from leadership, having difficulties working with teammates in a remote setting, and difficulties connecting with their customers and negotiating shipment pricing in a virtual environment.

The human resources department identified several roles vital to the business’s success and customer service satisfaction. This Training Program focuses on Carrier Sales Representatives and Team Leaders.

The solution?

After analysis of data concerning the carrier sales employees, I determined that the declining company performance ultimately resulted from a lack of proper training and guidance. So, as a solution to this company problem, I proposed a Training Program consisting of peer mentoring and a team-based scenario problem. This learning experience would help employees mentor and train other employees and prepare them to tackle real-life work problems as a team.

How I came to this solution

Given that learner data and interview documentation were readily provided, I proceeded with the following steps:

  1. Analyzing data to find any potential trends and correlations among work habits, learning preferences, and employees’ previous and current knowledge. I also considered the work environment, performance trends, training experiences, and concerns.
  2. Creating personas and empathy maps based on learner backgrounds and trends.
  3. Defining the instructional problem. Conducting a needs analysis to define a learning gap and to determine the learning goal and objectives.
  4. Ideation of learning experiences. Drafting ideas for learning experiences that meet both instructional and learner needs.
  5. Drafting a storyboard for the learning modules.
  6. Creating a mockup to give stakeholders a demo of the interface and features.
  7. Drafting a usability test plan to ensure abidance with UDL principles, ADA guidelines, and maximum functionality.
  8. Auditing and revising the mockup for compliance with OSCQR course quality standards.

Step 1: Analyzing Data (Learner Analysis)

Performing a learner analysis with empathy in mind is one of the first steps of ADDIE and the Design Thinking Process, and is important in helping us understand who our learners are, their backgrounds, concerns, performance trends, and so much more.

While this phase may consist of actively collecting data from learners and interviewing them, for the purpose of this case study, data is readily provided. From here on, we analyze the data to get a grasp on learner needs and tailor learning experiences with instructional needs, UDL principles, ADA guidelines, and the learners’ backgrounds in mind. We also reflect on our process to consider any biases, learning barriers, and broad generalizations.

Step 2: Empathy Maps and Personas

Empathy maps are helpful for organizing and visualizing what our data may tell us, and to draw inferences based on the research findings. Personas can remind us that we are designing learning experiences for real people with real problems and concerns. They represent an understanding of our targeted learning groups and motion us to create user-centered experiences.

Featured below are the samples of the empathy maps and personas constructed based on the learner data.

Step 3: Needs Analysis

During the Define phase of the Design Thinking Process, we perform a needs analysis to determine employees should know, what they currently know, and what the learning gap is. What is the job’s KSA (Knowledge, Skills, and Abilities) vs the learners’ current KSA?

From the learning gap we craft a problem statement and determine what the learning goal and objectives are. Our problem statement, goal, and objectives guide the direction of the learning experience and assessments.

A sample of the needs analysis is pictured below.

Step 4: Ideation

Knowing what we know now about the learners, we freely and creatively brainstorm several ideas for learning experiences that could potentially meet the instructional and learner needs. We select our top ideas and ultimately refine one solution by weighing each solution towards the learners and their needs, and selecting the best qualities of each learning experience, in addition to applying learning theories to ensure that the experience will meet the learners’ needs.

The learning solution selected comprises of carrier sales employees tackling scenario-based problems as a team, with the options of learning prerequisite skills through various online resources, including live mentoring and individual learning.

From here, we create a storyboard to bring the learning solution to fruition.

Step 5: Text-based Storyboard

In the storyboard, we divide the learning program into introductions, resources, outline of the training experience, course content, assessments, and so forth. Building learning experiences based on our personas and empathy maps, we allow users to understand the purpose of the training, flexibility in learning resources and scheduling, options to learn in a social environment, and a team problem assessment to apply their new skills in real-life situations, build interpersonal relationships, and receive feedback from their team leaders.

Featured below is a sample from the storyboard.

Step 6: Low-Fidelity Mockup

I constructed a Mockup based on the storyboard incorporating visual design principles and usability practices.

Step 7: Usability Test Plan

This section is currently being drafted for publication

Step 8: Course Audit and Revision

This section is currently being drafted for publication