Aligning Instructional Design With Business Goals : Make the Case and Deliver Results / Kristopher Newbauer.

Format:

Book

Author/Creator:

Newbauer, Kristopher, author.

Language:

English

Subjects (All):

Strategic planning.

Employees--Training of.

Employees.

Physical Description:

1 online resource (196 pages)

Place of Publication:

Alexandria, VA : ATD Press, [2023]

Summary:

"Evaluation-Oriented Instructional Design That Delivers Business Results In Aligning Instructional Design with Business Goals, talent development (TD) and human resources executive Kristopher Newbauer helps TD professionals rethink 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-i.e., money. The good news is that reframing the work you do to put out valuable instructional design can be accomplished with a few concrete steps, and not at the expense of the people you entered this profession to serve in the first place. 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 the partnership among M&E specialists, instructional designers, TD, and business leaders to improve the TD function. 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"-- Provided by publisher.

Contents:

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

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

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

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

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

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

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

Table B-8. Level 3 Instrument Examples

Table B-9. Level 1 Instruments Used With Level 3 Instruments

Using Control Groups

Conducting Trend Analyses

Performing Estimations

Table B-10. Estimations Process

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.

Notes:

Description based on print version record.

Includes bibliographical references and index.

ISBN:

9781957157405

1957157402