Designing with Empathy
We’ve finally made it to 2021! 2020 was tumultuous. Between COVID and the most hotly contested election on the books, we’ve seen the national divide grow larger, and larger. Throughout the year as I read the news, one thing I always tried to continue to lead, create, and communicate with empathy.
By nature, instructional designers typically meet with all types of stakeholders: learners, clients, sponsors, and managers, just to name a few (Rothwell et al., 2016). Each of these people require some amount of rapport to maintain a positive relationship. By thoughtfully connecting with each person and establishing a mutual trust, communication barriers can be removed, and a psychologically safe workspace can be established.
When working with stakeholders, be ready to actively listen. By demonstrating concern and verbally affirming, stakeholders will know that the project is important and is being taken care of. It will also help with making sure important factors are understood. In a similar vein, be sure to ask engaging open-ended questions. Asking open-ended questions invites people to share their ideas and tell people that creativity is valued and appreciated (Rothwell et al., 2016).
Very few projects are built to completion without a conflict. Through empathy, instructional designers can turn an energy draining struggle into a source of new ideas (Rothwell et al., 2016). When a conflict arises take a moment to think about the facts and personal feelings on the conflict. How to do others feel and why might they feel this way? Leading with the facts, collaborate on a solution. Conflict resolution is rarely one-sided. Connecting with team members is a sure-fire way to build a stronger team.
Once a project is in full swing, instructional designers should encourage active participation with those who will be affected by the change. Research has shown that including participants in the planning and implementation of a project leads to higher results and sustained support (Rothwell et al., 2016). Incorporating the ideas and values from multiple aspects of the organization is a great way to establish and build rapport with everyone.
The adult learning field has seen a pivot to learners desiring skills such as creativity, collaboration, and other soft skills (Rainie & Anderson, 2017, para. 14 as cited in Merriam & Baumgartner) and these soft skills are critical in creating strong instructional design projects. Practicing empathetic behaviors can lead to well-rounded learning objects, increased rapport with stakeholders, and fewer conflicts. While learning to practice empathy can take some time, you’ll be sure to see a positive ROI.
References:
Merriam, S. B., & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide. Hoboken, NJ: Jossey-Bass
Rothwell, W., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: A systematic approach (5th ed.). Hoboken, NJ: John Wiley and Sons.