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

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