Illuminated Leadership Plan

Global Vision for Learning Design

In creating this Illuminated Leadership Plan, I began by identifying a five-year leadership design goal that evolved into a Global Vision for Learning Design. This vision emphasizes that organizations thrive when learners can directly apply knowledge to their workplace, enhancing intrinsic motivation. Recognizing that time is a limiting factor for most learners in my organization (Michigan State University academic advisors), microlearning was chosen as the primary tool, allowing content to be consumed in small chunks. These principles became a consistent thread throughout the projects within my Illuminated Leadership Plan. Additionally, feedback was embedded throughout the design process, an important piece of my Global Vision for Learning Design and vital for continuous improvement.

Project Scope Statement

To move from a vision to action, I focused on microlearning and applied project management skills to define its scope. This led to the creation of a Project Scope Statement for a project titled Appreciative Sparks. Using this tool, I honed in on delivering a microlearning experience that incorporated key components of the Global Vision for Learning Design, including skill application in real work contexts and short learning experiences to fit into busy schedules. The Project Scope Statement outlined the project’s purpose, background and objectives, in-scope and out-of-scope items, constraints and assumptions, key stakeholders, organizational requirements, and a detailed timeline with milestones, deliverables, and meetings.

Using my design expertise, I developed Appreciative Sparks as a 2-3 minute microlearning experience to provide academic advisors with a concise overview of one of the Appreciative Advising phases. In this case, Discover. The learning resource included sample phrases and approaches that advisors could immediately integrate into their practice, promoting relationship development and effective guidance in their interactions with students. I also intentionally designed the project’s approach to evaluation, integrating formative feedback within the experience to support reflection and continuous learning.

Additional Learning Resource

The Project Scope Statement also guided the creation of an additional learning resource: the Advising Escape Room Activity. While this experience was not delivered as microlearning, it provided a collaborative, time-bound approach for advisors to work through student scenarios. Using appreciative advising phrases and powerful questions, advisors applied knowledge in real-world contexts in 10-15 minute segments. This activity showed my design approach, which incorporates creativity, skill-building, and knowledge application, all components of my Global Vision for Learning Design, while addressing training gaps and encouraging group problem-solving.

Illuminated Leadership Evaluation Plan

In the final stage of the Illuminated Leadership Plan, I developed an Illuminated Leadership Evaluation Plan, directly tied to Appreciative Sparks. Drawing from the Project Scope Statement, I designed evaluations for before, during, and after the project launch in order to maintain alignment with project goals. Using Kaufman’s Five Levels of Evaluation, the plan assesses usability, learning acquisition, and advisor confidence in using Appreciative Advising phrases. This final step demonstrates the use of both project management principles and learning design expertise, ensuring the initiative is both strategically focused and effective for learners.