What shapes me and my approach
to designing learning solutions.
Be Inquisitive
I am an analytical person that enjoys solving problems. When designing learning solutions, I pay close attention to detail to identify a performance issue and its root cause. I communicate and collaborate with SMEs to develop a clear purpose of a training need. I strive to develop clear goals so that the desired outcomes are of the course are aligned with set expectations.
Nurture Relationships
I am naturally an extrovert. I love meeting new people. I build positive connections with those around me with a friendly smile, writing a kind note, or sending flowers. When designing courses, I think about the learner. What will help them connect to new content without feeling overwhelmed? I create courses that immerses learners, but is also flexible and responsive to their needs.
Motivate and Engage
I am self-directed, life-long learner with past experiences that enhanced my personal growth and development. I strive to create this balance of trial and error in every learning experience. Using the latest technology tools and resources, I create courses that involve the learner, instruct through action, and present challenges that encourage decision-making and reflection.
Who is Kimberly Smith?
I am a passionate and dedicated individual that inspires learners of all ages and backgrounds. I love helping others reach their goals. In my background, I developed clear and concise learning solutions. I am skilled in the design process that begins with exploration of who my learners. I follow through with activities and e-learning tools that provide engagement and practicality. I believe when learners are active and making decisions, they can better handle the challenges they face.
Outside work, I enjoy spending time with family, relaxing on the beach, and reading. I travel often. Road-trip adventures are my favorite. I also love to cook and eat exotic foods from other cultures. I aspire to travel the world to further develop my palette and taste buds.
