Our method
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, and what we can honestly say it proves.
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.
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.
Assessment design
Built from a blueprint, not a quiz generator.
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.
Your dashboard
Enough to decide what happens next.
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. Aggregate progress reporting is separate from private coaching notes.
A certificate can confirm completion, or meeting a defined assessment threshold. We describe it as exactly that: corporate registration and program participation do not by themselves establish professional accreditation.
Next
See the method as a complete journey.
The sample journey shows every stage with the actual assets attached — preparation, workshop, application and review.