I agree with Clark Quinn’s thoughts about “the least assistance principle” and appreciated his mention of John Carroll’s work. It inspired me to begin to finally organize my thoughts on this this topic as it applies to learning strategy. Thanks Clark!

Nearly twenty years ago  John Carroll shared the foundation of minimalist learning design strategy that continues to be relevant in the training world today: Keep it simple. We’ve all said it over and over again in thousands of client and design meetings, only to find ourselves creating a 150-page “simply” designed participant manual or a 70 slide elearning course that is 60 mph presentation of facts, history, concepts, and the kitchen sink. One would think making the “Keep it simple” mantra a reality is….simple. It’s not. Experienced designers and strategists know this conundrum well. Clients want their solutions done yesterday yet they want everything about subject to be included.

Just like many, I’ve experienced the “more must be better dynamic” a lot.  How can simple REALLY result in simple design? Here are some successful strategies that have worked for me. Do you have any?

5 Ways to Keep Design Simple:

1–Approach consulting with clients and SMEs as an exercise in re-mapping their perspectives and attitudes about the business impact of more vs. less. A successful tactic: using a map to show clients where they are in the more vs. less continuum or matrix: You are here. We need you to be over here. Then asking: What will it take to help all be on the same page?

2–Collaboratively create a design blueprint or plan that is based on 1 or 2 game-changing (if you’re old school: insert behavior changing here) activities or interactions with your client and 1-2 potential users. Ensure razor-sharp alignment between the need and the desired action. Nothing more. Nothing less. Cathy Moore succinctly captures task alignment here.

3–During the completion phases of first versions of storyboards or drafts, include a simple paper-copy prototype test of 1 or 2 game-changing learning activities or interactions. Test them for their learning viability (not only usability). Solicit the client team to help in the testing process. Ensure the client “sees” and hears the testing story. Share with them what the participants said and how they reacted.

4–Have SME’s work within defined spaces within chapters, sections or online modules. If others are writing content, whether for in-person course participant guides or eLearning modules, use templates that call-out the amount of words they have to work within to ensure time and space restrictions are met.

5–Fit the form and function to the business need. Invariably, clients think in terms of courses. Many times, what’s needed is some type of performance support tool, document, or simple app that helps a learner search, funnel or organize the barrage of information that is coming their way. Josh Bersin: “Our research shows that 68% of knowledge workers now feel that their biggest learning problem is an “overwhelming volume of information.”