Aligning Instructional Design With Business Goals: Make the Case and Deliver Results

Rethink Instructional Design to Drive Business Results In Aligning Instructional Design With Business Goals, talent development (TD) and human resources executive Kristopher Newbauer helps TD professionals rethink how to design instruction to meet bottom-line business goals by using measurement and evaluation (M&E) practices. Newbauer supports that to design great learning, you need to focus on the desired impact on your company. And, to home in on impact, you need to speak the language of business--money. His eight-step framework for evaluation-focused instructional design offers a straightforward process for helping instructional designers and TD leaders demonstrate and actualize their value. Newbauer encourages you to embrace the use of data and M&E and offers a simple and effective approach that will transform your attitude toward an often-dreaded practice. He gives strategies that help improve meaningful learning and encourage better collaboration--and thus an increased ROI. Improve your business acumen by adopting the language of your business leaders. Learn how to enhance the partnership among M&E specialists, instructional designers, and business leaders to improve the TD function and uncover the root cause of performance gaps. Explore whether learning is an appropriate solution to business problems, and practice reframing course goals as business goals. Case studies and examples throughout the book will help you visualize and understand your challenges and opportunities to further business impact. Whether instructional designer or TD leader, you will learn to: Make the case for your TD function as a strategy for achieving business goals. Ensure TD programs are aligned to the company's strategic objectives. Design and develop effective TD programs. Demonstrate to business leaders measurable added value in revenue and in employee success. Aligning Instructional Design With Business Goals Cover Copyright Page Acknowledgements Contents Foreword Introduction The Importance of Stakeholders The Making of a Book In This Book PART 1: FOUNDATIONS FORMAKING YOUR CASE Chapter 1: Talent Development as Business Development A Case Study in Retail and Revenue Making Your Case Changing Behaviors Figure 1-1. The Think→Feel→Do Framework Figure 1-2. Example of Think→Feel→Do Table 1-1. Reframing Behaviors Table 1-2. Reframing Measurement and Evaluation Table 1-3. Reward and Punishment Table 1-4. Reframing Reward and Punishment The Three Learning Domains Table 1-5. Learning Domain Terminology Reimagining ADDIE Analysis Evaluation Criteria Design Evaluation Instruments Develop Implement Evaluation Execution Summary Chapter 2: Connect to Your Stakeholders Identify Your Customers and Other Stakeholders Strategy 1: Primary, Secondary, and Tertiary Stakeholders Strategy 2: Sphere of Control Figure 2-1. Sphere of Control Strategy 3: Level of Influence and Interest Figure 2-2. Stakeholder Analysis Power Map The Strategies in Action Engage Stakeholders Label Stakeholders as Resisters, Compliers, or Adopters Move Your Stakeholders Along the Adoption Continuum Figure 2-3. Adoption Continuum Prioritize Stakeholders’ Needs The Engagement Process Chapter 3: Position Your TD Functionto Produce Results Examine Your Company’s Principles What Makes Your Business Successful? Rank Your Competitive Advantage Identify How Your Business Perceives the Role of People Aspirational Versus Actualized Culture Table 3-1. Actualizing Aspirational Values Articulate Your Mission, Vision, and Values Mission What’s Your Mission? Vision Values What Are Your Values? Revamp Your TD Portfolio Table 3-2. Traditional TD Business Model Table 3-3. An Alternative TD Business Model Compliance Training Onboarding Personal Enrichment On-the-Job Training Development and Enablement Present Your Case for a Revamped TD Function 1. Conduct a Stakeholder Analysis 2. Conduct an Internal Environmental Scan 3. Conduct an External Environmental Scan 4. Identify Your Company’s Competitive Advantage 5. Prepare Your Business Case Summary Chapter 4: Develop YourBusiness Acumen Speak the Language of Business Learn Your Business Research and Ask Questions Immerse Yourself Focus on Business Goals Reframe Your Course Goals Table 4-1. Reframing Goals: Teaching Course Table 4-2. Reframing Goals Use the Logic Model to Understand How an Initiative Generates Value Figure 4-1. The Logic Model Process Figure 4-2. The Logic Model Process Examples Figure 4-3. Examples of Outcomes Translated to Money Summary PART 2: THE EIGHT-STEP EVALUATION-FOCUSED INSTRUCTIONAL DESIGN FRAMEWORK Chapter 5: Proactively Identify Business Needs Step 1: Identify a Business Challenge Reframe How You Think About Problems Table 5-1. Word Associations With Problems and Solutions Table 5-2. Evolution From People Business to Success Business Collaborate With Stakeholders to Uncover the Root Causes of Symptoms Strategy 1: Business Analysis Strategy 2: Diagnostic Analysis Figure 5-1. Gap Analysis Table 5-3. Example of How to Use the Five Questions in the Gap Analysis Table 5-4. Analytics for the Gap Analysis Articulate Findings in the Language of Business—Money Table 5-5. Heart of the Problem in Terms of Money Proactively Assess Varying Levels of the Organization Table 5-6. Reactive vs. Proactive Needs Assessments Table 5-7. Your Proactive and Reactive Work Table 5-8. Reframing Your Relationships With Stakeholders Table 5-9. Reframing How Business Leaders Think About Talent Development Figure 5-2. The Levels of Needs Assessments Table 5-10. Your Macro, Meso, and Micro Mix Table 5-11. Future Mix of Reactive and Proactive Step 2: Translate the Business Challenge Into a Business Goal Table 5-12. Business Challenges Reframed as Business Goals Table 5-12. (cont.) Write Them as SMART Business Goals Specific Measurable Table 5-13. Weight Loss Measurements Example Table 5-14. The Nature Conservancy Measurements Examples Table 5-15. The Nature Conservancy's Measures and Metrics Table 5-16. Expectation vs. Goal Achievable Table 5-17. Data Sources for Determining the Achievability of Goals Relevant Time-Bound Communicate Goals to Learners Summary Chapter 6: Define Success Your Lens for Evaluation (the Five Levels of Evaluation) Level 1: Reaction Level 2: Learning Level 3: Behavior or Application Level 2 vs. Level 3 Evaluations Level 4: Results or Impact Level 5: Return on Investment (ROI) Figure 6-1. The ROI Formula Step 3: Determine if Learning Is an AppropriateStrategy for Achieving the Goal Estimate the Value of Each Solution Figure 6-2. Mix of Solutions Conduct a Strategy Conference With Your Business Leaders Step 4: Determine What Successful Learning Looks Like Table 6-1. Evaluation Criteria Table 6-2. Methods of Collecting Data for Each Level Figure 6-3. Data Collection Plan Template Figure 6-4. Data Analysis Plan Template Summary Chapter 7: Design Curriculum With Evaluation in Mind Step 5: Determine What Knowledge Is Needed to Achieve the Business Goal Table 7-1. Knowledge Required for Business Goal Step 6: Determine What Skills Are Needed toAchieve the Business Goal Table 7-2. Skills Required for Business Goal Step 7: Use Needed Knowledge and Skills to InformCourse Objectives Include the Three Components of Learning Objectives Table 7-3. Learning Objective Components Focus on Terminal Objectives Using Bloom’s Revised Taxonomy Write the Learning Objectives Table 7-4. Learning Objectives Table 7-5. Mapping Course Objectives to Identified Knowledge and Skills Step 8: For Each Course Objective, Design and DevelopLearning Activities Table 7-6. Course Objectives and Learning Activities Summary Conclusion APPENDIX Appendix A: The Three Learning Domains Cognitive Domain Figure A-1. Anderson’s Taxonomy: A Revision of Bloom’s Affective Domain Psychomotor Domain Appendix B: Applying the Five Levels of Evaluation Level 1: Reactions Learner Satisfaction and Attitude Toward Learning Table B-1. NPS Example Table B-2. NPS Measures, Metrics, and Targets Learner Intention to Apply Learning Learner Perception of Learning Table B-3. Level 1 Items Level 2: Learning Table B-4. Possible Level 2 Instrument Items Table B-5. Examples of Level 2 Items Table B-5. (cont.) Table B-6. Example of a Dichotomous Level 2 Instrument Table B-7. Example of a Degree of Proficiency Instrument Level 3: Behavior or Application Table B-8. Level 3 Instrument Examples Table B-9. Level 1 Instruments Used With Level 3 Instruments Level 4: Results or Impact Using Control Groups Conducting Trend Analyses Performing Estimations Table B-10. Estimations Process Level 5: Return on Investment (ROI) Appendix C: General Guidelines for Evaluation Key Evaluation Data Can Be Collected in Two Ways Closed-Ended Items Table C-1. Closed-Ended Items Open-Ended Items Consider the Appropriate Rating Scale forClosed-Ended Items Figure C-1. Strength of Agreement Scale Figure C-2. Likert Scale Adaptations Be Consistent With the Use of Scales Be Brief Collect Only Data You Will Use Avoid Collecting Unnecessary Demographic Information Leave Demographic Items for the End Avoid Item Construction Errors Look for Patterns and Trends Consider When and How to Administer Evaluations References Index About the Author About ATD Evaluation-oriented instructional design that delivers business results. Rethink how to design instruction to meet bottom-line business goals. With his eight-step framework for measurement and evaluation-focused instructional design, Kristopher Newbauer offers a straightforward process for helping instructional designers and talent development (TD) leaders demonstrate and actualize their value while also transforming their attitude toward an often-dreaded practice. With Aligning Instructional Design With Business Goals , improve your business acumen by adopting the language of your business leaders. Enhance the partnership among measurement and evaluation specialists, instructional designers, and business leaders to improve the TD function. Uncover the root cause of performance gaps to design more meaningful instruction—and thus increase ROI. With case studies and examples to illustrate, learn to: Promote your TD function as a strategy for achieving business goals. Ensure TD programs are aligned to the company’s strategic objectives. Design and develop effective TD programs. Demonstrate to business leaders measurable added value in revenue and employee success. Evaluation-oriented instructional design that delivers business results. Rethink how to design training instruction to meet bottom-line business goals. With his eight-step framework for measurement and evaluation-focused instructional design, Kristopher Newbauer offers a straightforward process for helping instructional designers and talent development (TD) leaders demonstrate and actualize their value while also transforming their attitude toward an often-dreaded practice. With Aligning Instructional Design With Business Goals, improve your business acumen by adopting the language of your business leaders. Enhance the partnership among measurement and evaluation specialists, instructional designers, and business leaders to improve the TD function. Uncover the root cause of performance gaps to design more meaningful instruction—and thus increase ROI. With case studies and examples to illustrate, learn to: Promote your TD function as a strategy for achieving business goals. Ensure TD programs are aligned to the company's strategic objectives. Design and develop effective TD programs. Demonstrate to business leaders measurable added value in revenue and employee success.