Khaled Adas
Instructional design and learning
Instructional design lead. Previously Intel, Microsoft, UNDP and Mawhiba.
LeadershipOperations
Workshop facilitation · Train-the-facilitator · Curriculum review
How we work
Learn at your pace. Apply it with expert support.
Flipped learning moves the first exposure to content into preparation, and uses live time for practice and feedback. Here is what that looks like across a workplace program, what we can honestly say it proves, and who stands in the room.
Five stages
Diagnose → Prepare → Practice → Apply → Review
Each stage produces evidence. That is what makes the next stage possible, and what makes the final report worth reading.
- 01
Diagnose
Agree what should improve
Clarify the work problem, the learner context and the baseline with the business sponsor.
Evidence captured: Learning objectives, a baseline assessment and an agreed work output.
- 02
Prepare
Learn at your pace
Learners complete self-paced text, video and resources on the Potential.com platform.
Evidence captured: Preparation status, knowledge checks and the questions learners bring to the facilitator.
- 03
Practice
Practise with experts
Live time is used for cases, role-play, decisions and coached exercises — not a replay of the content.
Evidence captured: Observed performance, rubric-based feedback and an improved work artifact.
- 04
Apply
Use it at work
Each learner tries a defined task at work with manager or coach support.
Evidence captured: A work sample, a structured reflection or an agreed observation.
- 05
Review
Check what changed
Compare progress, identify remaining gaps and plan reinforcement with the sponsor.
Evidence captured: Post-assessment, application evidence and the next actions.
The flipped structure and the use of a preliminary assessment to adapt live instruction are described in Carnegie Mellon University's teaching guidance. That guidance comes from education; the workplace design above is our application of it. Eberly Center, Flipping the Class for Active Learning.
Live time
The workshop is for doing.
Face-to-face sessions are designed around the work learners will do together. A short explanation is useful when it clears up a common misunderstanding. A full replay of the online content defeats the point of preparing.
Every live session produces something tangible: a conversation plan, a service recovery response, a campaign brief, a process improvement proposal. If a session cannot name its output, it is not ready to run.
Preparation
Make it feasible, or it will not happen.
We agree protected learning time with the sponsor, break preparation into manageable units, show the expected effort, and provide downloadable or low-bandwidth alternatives where practical.
The facilitator gets a readiness summary before the session, so the exercises address the actual gaps. Where preparation is incomplete there is a concise catch-up route and a change to grouping or support — readiness data guides help, it is never an unexplained barrier to taking part.
We do not assume every learner has the same device, language fluency or prior knowledge.
Measurement
Four different things, reported separately.
An effective report distinguishes access, learning, demonstrated practice and use at work. Collapsing them into one number is how training reporting loses its credibility.
| Measure | Example evidence | What it can establish |
|---|---|---|
| Participation | Enrollment, preparation, attendance and completion | Whether the intended audience took part |
| Learning | Pre and post assessments aligned to the objectives | Change in performance on the assessed knowledge or skill |
| Demonstrated practice | A scored scenario, work artifact or observed exercise | What the learner can demonstrate in the program setting |
| Workplace application | A follow-up work sample, observation or structured reflection | Whether and how the learning is being used |
| Organizational result | An agreed service, sales, quality or operating measure | A relevant business trend, interpreted alongside other contributing factors |
Honest arithmetic
A change from 60% to 75% is a gain of 15 percentage points. It is not a 15% relative gain, and we will not write it that way. Reports show the baseline, the final score, the timing and the assessment version.
Denominators, always
We report how many enrolled, how many completed each stage, and how many are in any paired comparison. Response rates and limitations sit next to the aggregate finding, not in a footnote.
What a pre-post does not prove
An increase alone does not establish that training caused a business result. If you need a stronger impact assessment, we agree baseline periods, comparison options and the other changes to track before delivery — not afterwards.
Assessment built from a blueprint
Items are tied to objectives, and the task type suits the skill. A multiple-choice test can check knowledge; a conversation or a process-design skill needs a practical assessment as well.
Scoring, retakes and feedback are defined before launch. We use comparable forms where feasible, so improvement is not simply recall of the same questions.
A dashboard you can decide from
The cohort, objective coverage, preparation, participation, assessment change, practical output status and follow-up evidence — with the response rate and the limitations alongside.
We agree in advance which learner-level information managers can see, and how small groups and coaching information are handled. A certificate can confirm completion, or meeting a defined assessment threshold — described as exactly that, since corporate registration and program participation do not by themselves establish professional accreditation.
Our alignment of objectives, assessment, content and follow-up support follows the structure in the CDC Quality Training Standards and its guidance on evaluating learning and transfer. These are references we design against. They are not an accreditation of Potential Courses.
Facilitators and coaches
Matched to the work, prepared before they walk in.
A facilitator runs group practice. A coach supports reflection and application. A subject expert validates specialist content. A learning designer keeps the instruction coherent. One person may fill several of these roles — the assignment always names which.
Some of the people we bring in
A sample of the network, not the whole of it.
Dr Samer Shaar
Strategy and leadership
CEO and board director. Previously General Manager, IBM Middle East and Africa.
LeadershipStrategy
Leadership sessions · Strategy workshops · Executive coaching
Ziad Matar
Technology and AI adoption
Co-founder of Tokenando. Previously Qualcomm.
StrategyOperations
Workshop facilitation · Action-learning groups · Adoption programs
Monika Papadopoulou
Marketing and communications
Founder of LIT. Previously Potential.com, 2015–2018.
MarketingCustomer service
Workshop facilitation · Campaign clinics · Brand and messaging sessions
Need someone on site?
Tell us the capability, the audience, the languages you need delivery in, the location and the dates. We will come back with named people, what each would cover, and confirmed availability — in that order.
Facilitator
Runs group practice — cases, role-play, decisions and coached exercises — and gives feedback against a rubric.
Needed when: Learners have to practise something together before they try it at work.
Coach
Supports reflection and application with an individual or a small group over an agreed number of sessions.
Needed when: The gap is in applying a capability under real conditions, not in understanding it.
Subject expert
Validates specialist or regulated content and reviews jurisdiction-specific material.
Needed when: A curriculum touches a technical, legal or sector-specific domain.
Learning designer
Maintains instructional coherence across objectives, activities, assessment and work outputs.
Needed when: Always. One designer owns the learning logic of a program end to end.
From your problem to a named person
This is a matching process, not a booking engine. Availability is confirmed when we schedule, not when we propose.
- 01
You describe the work
The capability, the audience, the languages you need delivery in, the format and the timing. A rough description is enough to start.
- 02
We match against the record
Capability area, sector, facilitation language, format and genuine availability. One person may fill several roles, but the assignment names their responsibilities explicitly.
- 03
We propose named people
With approved biographies and the specific thing each can help your learners practise. Availability is confirmed at scheduling, not promised in the proposal.
- 04
We prepare them properly
Objectives, learner context, readiness findings, activity plan, rubrics and an escalation contact go to the facilitator before delivery. A new program gets an observed rehearsal.
- 05
We review the delivery
Learner feedback, practical outputs and the facilitator's observations go back to the learning lead, and the next cohort is improved. A replacement process covers late unavailability.
What we hold on file
- Capability area and sector experience
- Languages they can confidently facilitate a complex intervention in
- Delivery format and location
- Current availability, tracked against real schedules
- References and demonstrated facilitation ability
- Coaching credentials, where the role requires them
- An approved biography, with permission to publish
We distinguish a language a person speaks from a language in which they can confidently facilitate a complex intervention. Those are not the same thing, and conflating them is how a cohort goes wrong.
Prepared, not scripted
Before delivery, the facilitator has the objectives, the learner context, the readiness findings, the activity plan, the rubrics and an escalation contact. A new program gets an observed rehearsal. We are explicit about which examples can be adapted and which outcomes and assessment standards must stay consistent.
Coaching boundaries
For coaching we agree the goals, the session structure and exactly what the client receives, at the start. Aggregate participation and agreed progress reporting are separate from private coaching notes, and any exception is set out in the service terms rather than discovered later.