Before the design: 3 important questions

That’s when I smile and gently ask 3 questions that help us both catch our breath and refocus.

I’ve learned over the years that many training requests come from good intentions but fuzzy goals. Most people can recognize when training is needed. Everyone wants people to “be better.” But better at what, exactly?

That’s where these 3 questions come in. I think of them as a lens for learning design. They bring what matters most into sharp focus and help blur the noise. Without that clarity, even the best-designed session can drift off course, leaving participants feeling engaged but unchanged.

1. What are the 2 or 3 most important things you want people to do differently after the session?

This is the one that stops people in their tracks. Sometimes they laugh. Sometimes they groan. Nearly every time I hear, “I was afraid you were going to ask me that.”

Here’s the truth: we can’t teach everything in one session. And we shouldn’t try.

My goal is to focus on the critical behaviors or mindsets people need to walk away with, specifically the behaviors that will move the business forward. When we start with behavior, not content, everything else gets easier. Then we know what to include, what to skip, and how to measure success.

The key words in this question are do differently, as they get at observable behaviors. I often hear, “We need to be better at communication.” After a little digging, we might uncover things like:

• “Our front-line leaders need to set and communicate clear expectations rather than assuming everyone knows what they want.”
• “Different departments don’t share needs and status updates consistently, which causes redundant work and frustration.”

Suddenly, “improve communication” becomes clear, coachable actions that solve real problems.

Recently, a manufacturing company requested a “communication skills” workshop for team leads. After talking through this question, we uncovered that the primary issue was how feedback was being delivered on the production line. Once we narrowed the focus, we designed a session where leads practiced giving timely, specific feedback tied to observable behaviors, which was exactly the behavior the client wanted to see.

2. What’s getting in the way of them doing that now?

This question shifts the conversation from content to context. It invites the client to look beyond “they need more training” and uncover real-world barriers like:

• Lack of confidence
• Conflicting priorities
• Cultural resistance
• Limited feedback or support

When we understand what’s blocking performance, we can focus on the objectives and strategies that provide a robust and targeted learning experience.

For that same client, the barriers weren’t about effort or intent but about culture and process. Feedback wasn’t modeled well by supervisors, and there were no clear expectations for how or when to give it. Once we addressed those root causes, the training became far more relevant and practical.

3. How will you know if the training worked?

Most clients aren’t thinking about this yet, which is why it’s important to ask. This isn’t about formal measurement plans. It’s about clarity of intent.

• Will managers notice a difference?
• Will learners apply the new skill in a team meeting or on the factory floor?
• Will something change in how feedback is given, or how time is prioritized?

When we define what success looks like up front, it’s easier to design something that delivers. It also makes it easier for clients to tell the story of its impact later.

In our manufacturing example, our clients were able to clearly articulate what success would look like to them: team leads giving timely and constructive feedback, and associates acting on that feedback in a positive manner. Reduced conflict and improved production would be the natural byproducts. This focus allowed us to design activities that replicated the desired behaviors, providing safe practice and repetition the led to success on the job.

A quick checklist for setting your focus

Whether you're building a workshop in-house or hiring a partner to help, start with these:

• Can we name the 2 or 3 most important behavior changes we want?
• Do we understand what’s getting in the way right now?
• Can we describe what success would look like, not just what content we covered?

If you can answer those three, you’re halfway to a program that matters.

The golden nugget

Taking the time to ask the right questions at the start doesn’t slow things down. It sharpens focus. When stakeholders concentrate on the few things that matter most, instructional designers can bring those priorities into clear view, creating learning that’s memorable, meaningful, and measurable.

After all, great design isn’t about adding more content. It’s about adjusting the lens until the view comes into focus.

Cross-posted on LinkedIn. Join the conversation there!