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Using the GROW Coaching Model at Gilbert's Pharmacy
Using the GROW Coaching Model at Gilbert's Pharmacy
Key Features
Key Features
Practical, Minimal-Click Design
People managers are busy. I intentionally reduced unnecessary screens and interactions so learners could access essential knowledge quickly and apply it immediately.Scenario-Based Learning
Two realistic pharmacy technician scenarios help learners see how the GROW model applies to real workflow pressures, accuracy challenges, and patient safety concerns.Branching Scenarios
Learners choose how to respond to employees and receive tailored feedback.AI Roleplay Simulation
The final assessment uses Mindsmith’s AI conversation tool to simulate a full GROW coaching conversation with Jenna.
Tool used in development: Mindsmith AI
Time in Development: 2 days
Challenge Host: The eLearning Designer's Academy (Tim Slade)
Executive Summary: This project was created for an eLearning Design Challenge hosted by Tim Slade. The task was to design a microlearning experience that teaches people managers how to use the GROW Coaching Model to support performance conversations in a fast‑paced pharmacy environment. I used Mindsmith to develop a streamlined, scenario‑based course that emphasizes practical application, minimal clicks, and realistic coaching practice through branching and AI‑driven interactions.
Challenge: People managers at Gilbert’s Pharmacy operate in a high‑pressure environment where accuracy, speed, and patient safety intersect. They need coaching skills that are:
Practical
Immediately applicable
Easy to learn quickly
Grounded in real workflow challenges
Traditional eLearning often overwhelms managers with long modules and unnecessary clicks. My challenge was to design a straight‑to‑the‑point learning experience that respects their time while still delivering meaningful, skill‑building practice.
Solution: A concise, scenario‑driven microlearning course built in Mindsmith, structured using:
GLP’s 8 Steps of Design to ensure performance‑focused outcomes
The 4A Learning Task Sequence (Anchor → Add → Apply → Away) to keep lessons tight and purposeful
Gilbert’s Core Values as operational anchors for every coaching decision
Branching scenarios and AI roleplay to simulate real coaching conversations
The course follows two evolving characters—Alyssa and Jenna—each representing realistic pharmacy workflow challenges. Learners practice each stage of the GROW model and ultimately conduct a full coaching conversation in an AI‑driven simulation.
Responsibilities
Needs analysis & performance problem definition
Instructional design using GLP’s 8 Steps
Scenario writing & character development
Branching scenario design
AI conversation scripting & guardrails
eLearning development in Mindsmith
Visual and interaction design
Quality assurance & user testing
This eLearning course was designed using Global Learning Partners’ 8 Steps of Design™, a framework that ensures every learning experience is intentional, participatory, and grounded in real‑world relevance. By working through each step — from understanding the People and Situation to defining the Change, Content, Objectives, and ultimately the Learning Tasks — I created a microlearning program that is both practical and deeply aligned with learner needs.
Using this framework allowed me to:
Build a clear foundation rooted in the realities of Gilbert’s pharmacy managers, their workflow pressures, and their coaching challenges.
Map a coherent learning journey that progresses from foundational concepts to full application of the GROW Coaching Model.
Design achievement‑based objectives that focus on what learners do during the course, not just what they know.
Develop interactive learning tasks — including branching scenarios, sorting activities, and AI‑powered roleplay — that mirror real pharmacy situations and reinforce performance‑critical skills.
The result is a focused, culturally responsive, and performance‑aligned eLearning experience that reflects the rigor and relational design principles at the heart of the 8 Steps of Design™.
Mindsmith AI Roleplay Conversation (PJRS).mp4AI Coaching Roleplay Demonstration
AI Coaching Roleplay Demonstration
I designed an AI‑driven coaching simulation in Mindsmith AI as the final assessment for this course. Learners conduct a full GROW coaching conversation with Jenna, a senior pharmacy technician, using their own typed questions—not multiple‑choice options.
The AI responds dynamically based on the learner’s input, creating a realistic, values‑aligned coaching exchange grounded in Gilbert’s workflow pressures. This simulation gives managers a safe space to practice real coaching skills, apply the GROW model end‑to‑end, and build confidence in guiding performance conversations.
May 2026 Design Challenge: Vibe Coded eLearning with Claude Design - Plate Smart Initiative
May 2026 Design Challenge: Vibe Coded eLearning with Claude Design - Plate Smart Initiative
Key Features
Key Features
Mobile-First, Touch-Friendly Experience
Designed in a fully responsive player optimized for phones and tablets, ensuring learners can practice reading nutrition labels anywhere — at the grocery store, in their kitchen, or on the go.Short, Modular Microlearning Flow
A 25–35 minute experience broken into five 5–7 minute tasks, allowing learners to pause and resume at natural boundaries while keeping cognitive load low.Nested 4A Learning Structure for Engagement
Each task includes a Mini‑Anchor and Mini‑Away to activate prior knowledge and connect learning to real food choices, supported by an Overall Anchor and a personalized Overall Away to reinforce transfer.Personalized Takeaway for Real-World Application
Learners generate a downloadable Label Toolkit PDF built from their own inputs across the course — a practical, customized reference they can use immediately in daily decision‑making.
Reflection and Key Insights
Reflection and Key Insights
This challenge wasn’t just about nutrition labels — it was about exploring a new way of building eLearning. Instead of manually constructing slides, I wrote structured prompts, provided a design document, guided Claude Design through iteration, refined the flow, interactions, and tone through vibe coding.
AI can accelerate development, but it cannot replace intentional instructional design. The quality of the output depends entirely on the clarity of the input. You still need a strong storyboard, clear learning objectives, a thoughtful interaction strategy, and a coherent narrative flow.
Tool used in development: Claude Design
Time in Development: 2 days
Challenge Host: The eLearning Designer's Academy (Tim Slade)
Executive Summary: This project was created for the Plate Smart Initiative Design Challenge, hosted by The eLearning Designer’s Academy (Tim Slade). The challenge required participants to reinterpret a past design challenge and rebuild a portion of it using Claude Design — not through traditional authoring tools, but through vibe coding: shaping the learning experience through intent, direction, and iterative prompting.
I selected the Plate Smart nutrition‑label challenge and designed a five‑task microlearning experience that helps learners build confidence in reading and interpreting nutrition labels for various health conditions.
Challenge: Living a healthy lifestyle in the United States is difficult. Processed foods, sedentary habits, and limited nutrition knowledge contribute to high rates of diabetes, hypertension, obesity, and heart disease. Plate Smart nutrition coaches shared that clients often struggle to:
Interpret nutrition labels
Understand serving sizes and daily values
Decide whether a food supports or harms their health goals
Choose alternatives when a food is not recommended
This onboarding microlearning needed to:
Reduce time coaches spend teaching label basics
Prepare clients for personalized nutrition planning
Build foundational skills for conditions like diabetes, hypertension, and heart disease
Solution: A concise, scenario‑driven microlearning course built in Claude Design, structured using:
GLP’s 8 Steps of Design to ensure clear performance goals, a realistic understanding of the learner, intentional content selection, a structured learning journey
The 4A Learning Task Sequence (Anchor → Add → Apply → Away) to keep lessons tight and purposeful:
The course opens with three ungraded reflection prompts that surface what learners already know before seeing any content. This sets a reflective, learner‑centered tone.
Five Learning Tasks (Each with Mini-Anchors and Mini-Aways)
Overall Away: The experience ends with a personalized commitment card generated from the learner’s own responses across all tasks. Learners can download it as a takeaway — this became my favorite part of the design.
Responsibilities
Interpreting the Plate Smart challenge through a vibe-coding lens
Needs analysis & performance problem definition
Instructional design using GLP's 8 Steps
4A-based learning task sequencing
Interaction design & personalization strategy
Prompt writing and iterative refinement in Claude Design
Visual and UX design
Quality assurance & user testing
iSpring 2026 Course Contest: Cyber Safety Training for Pacific Horizon Logistics
iSpring 2026 Course Contest: Cyber Safety Training for Pacific Horizon Logistics
Tool used in development: iSpring Cloud
Time in Development: Iterative - designed and built across multiple sprint sessions
Challenge Host: iSpring 2026 Course Contest
Executive Summary: This project was created for the iSpring 2026 Course Contest, submitted in the scrollable course format. The brief was open — design a course that demonstrates the full instructional and visual capability of iSpring Cloud. I chose to address a high-stakes, real-world performance problem: cybersecurity awareness for a logistics workforce operating across the Pacific Islands.
Using a fictional company — Pacific Horizon Logistics (PHL) — I designed a complete, production-quality eLearning experience grounded in GLP's 8 Steps of Design and 4A Learning Task Sequence. The course was built from scratch with custom-designed visual assets, realistic phishing email mockups, a deepfake voicemail scenario, and a full five-question Knowledge Check using four distinct interaction types. Every element — from the branded cover image to the IT Security reporting address — was designed to feel like a real organizational training artifact, not a demonstration course.
Challenge:
The performance problem was specific and financially grounded: a single phishing attack had cost a Pacific logistics firm $200,000, and 40% of staff were still failing internal phishing tests. Employees struggled to identify AI-generated deepfakes — an emerging threat vector that generic cybersecurity training had not addressed. The company needed a fast, practical solution that would reduce risky clicks and improve incident reporting, without overwhelming a mixed workforce of warehouse staff, dispatchers, drivers, customer service representatives, and admin staff.
The instructional challenge was equally real. This audience doesn't sit at desks all day. They're moving, they're on mobile devices, they receive emails and voicemails in fast-paced operational contexts. Training had to be under 15 minutes, immediately applicable to their actual workflow, and grounded in examples they would recognize from their own jobs — not generic corporate cybersecurity boilerplate.
The design challenge was to build a course that looked and felt like it belonged to a real organization — one learners could trust — while demonstrating the full visual and interactive capability of iSpring Cloud's scrollable format for a contest audience.
Solution: A custom-branded, scrollable microlearning course built entirely in iSpring Cloud, structured using GLP's 8 Steps of Design and 4A Learning Task Sequence. The course runs approximately 15 minutes and is organized into four chapters:
Chapter 1 — Stay Sharp. Stay Secure. establishes the PHL organizational context, the financial and operational stakes of the threat, and three behavioral learning objectives. The Anchor task — "Think of the last time you received a suspicious email, text, or voicemail. What made you hesitate?" — activates prior knowledge and creates personal relevance before any content is introduced.
Chapter 2 — Modern Threats at PHL introduces 2026 phishing trends, AI-generated deepfakes, and four common red flags through a statistics card sequence and an interactive accordion. Every red flag panel contains three logistics-specific examples — invoice scams, shipment delay notices, credential harvesting attempts — so learners can pattern-match against threats they would realistically encounter. The chapter closes with Apply #1: a hotspot interaction on a realistic PHL phishing email mockup, framed deliberately as a warm-up rather than a graded assessment, followed by a four-question self-check.
Chapter 3 — Stop. Think. Connect. introduces a three-step decision model through a custom-designed branded poster and a tab interaction. Apply #2 places learners in the role of a PHL driver who receives a deepfake voicemail from "Maria from Operations" — a 15-second audio clip with a transcript — and must select the safest next step using the model they just learned. A new formative activity — Apply for Objective 2 — was added through iteration: a six-question sequence requiring learners to apply each step of the STC model to two side-by-side emails before classifying each as legitimate or suspicious.
Chapter 4 — Protect PHL closes with Key Takeaways, a five-question Knowledge Check using four distinct interaction types (multiple select, single choice, drag-to-category, sequence ordering, and Suspicious/Legitimate classification), an Away task ("One action I will take this week to strengthen my digital safety is…"), and a completion screen: "You're Strengthening PHL's Human Firewall."
What made the design distinctive was the depth of contextual grounding. The phishing emails used in Apply #1 and the Objective 2 classification activity were custom-designed Outlook mockups — complete with spoofed sender addresses, mismatched URL tooltips, PDF attachments, and authentic Outlook toolbar chrome — built specifically for this course and exported as PNG assets. The deepfake voicemail featured a named PHL operations colleague, a real logistics scenario (a shipment stuck in Guam), and urgency language calibrated to the pressure a logistics worker would actually feel. Nothing in the course was generic.
Responsibilities
Needs analysis and performance problem definition using GLP's 8 Steps of Design
Instructional design — 4A Learning Task Sequence, objective mapping, and Apply task architecture
Content writing — all body copy, accordion panels, red flag examples, feedback text, and quiz questions
Custom asset design and development — cover image, warehouse illustration, chapter banners, STC poster, phishing email mockups, and five illustration assets (all built as rendered HTML/SVG exported to PNG)
Realistic phishing scenario development — two custom Outlook email mockups with authentic UI chrome, spoofed domains, URL tooltips, and PDF attachments
Deepfake voicemail scenario — script, logistics context, and audio transcript
Six-question STC application activity — full question writing with answer choices, correct/incorrect feedback, and image stimuli for both emails
Five-question Knowledge Check — four interaction types, logistics-specific question stems, and differentiated feedback
Iterative design review — multiple audit cycles against GLP framework, master instructional design principles, and iSpring contest technical criteria
iSpring Cloud course build — all block configuration, quiz settings, chapter structure, navigation settings, and interaction design
Quality assurance — technical criteria compliance review, typo correction, sequencing review, and mobile accessibility notes
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