B U I L D I N G A W O R L D C L A S S T R A I N I N G D E PA R T M E N T

I N S T R U C T I O N A L D E S I G N F O R O R G A N I Z A T I O N S

A G E N D A

• Part One: The Learner

• Part Two: Instructional Design for Organizations

• Part Three: Performance Management

T H E L E A R N E R

T H E A D U LT L E A R N E R - - “ I A M I N C H A R G E A N D I ’ M L O O K I N G F O R H E L P ”

• Old psychological contract with company is broken- no guarantee of career safety.

• Individual is responsible for development

• Needs portable skills

• Needs professional network

• Needs information technology and fiscal understanding to be competitive

T H E C O R P O R AT I O N - “ I N E E D F L E X I B L E , A D A P TA B L E P R O F E S S I O N A L E M P L O Y E E S ”

• Training and development used to be a luxury benefit, now it is critical business strategy

• Learning must be scaleable globally, customizable, granular, and knowledge must be transferable and searchable.

• Learning and development are at the forefront of business success.

T W O B R O A D C AT E G O R I E S O F H O W W E T H I N K

• Inductive Reasoning — “Bottom Up” logic. Seeing the individual details and following them to a conclusion. Inductive reasoning is inherently uncertain. It only deals in degrees to which, given the premises, the conclusion is credible according to some theory of evidence.

• Deductive Reasoning — “Top Down” logic. Seeing the big picture first, then drilling down to the details. In deductive reasoning, a conclusion is reached reductively by applying general rules that hold over the entirety of a closed domain of discourse, narrowing the range under consideration until only the conclusion(s) is left.

• It has a lot to do with how we handle the “details” and as I like to say, “There are basically two categories of thinkers — lumpers and splitters.” Lumpers are people who see connections and therefor a bigger picture, and Splitters, people who see the details but often miss the “forest” for the trees.

• Both are required for humanity to thrive and have been proven evolutionary valuable.

• Inductive reasoning was used in the creation of this deck.

T H E T H R E E P R I M A R Y S C H O O L S O F T H O U G H T O N H O W W E L E A R N

S C H O O L O F L E A R N I N G D E S C R I P T I O N P R E M I S E

B E H AV I O R I S T

L E A R N E R B E H AV E S ( P E R F O R M S ) A S A R E S P O N S E S T R E N G T H E N I N G

A N I N D I V I D U A L’ S B E H AV I O R I S A F U N C T I O N O F I T S C O N S E Q U E N C E S

R E I N F O R C E M E N T T H E O R Y I S T H AT I F Y O U S E T A S Y S T E M O F “ R E W A R D S A N D P U N I S H M E N T S ” Y O U W I L L A C H I E V E D E S I R E D L E V E L O F P E R F O R M A N C E

C O N S T R U C T I V I S T L E A R N E R C O N S T R U C T S K N O W L E D G E I N D I V I D U A L LY ( P E R S O N A L LY ) W I T H I N

TA K E S I N T O C O N S I D E R AT I O N T H AT N O T W O I N D I V I D U A L S S H A R E T H E E X A C T S A M E M E A N I N G F O R “ B A N A N A ” A N D T H AT A L L K S A’ S A R E B U I LT W I T H I N T H E I N D I V I D U A L B A S E D O N E X I S T I N G K S A’ S A N D P E R S O N A L P R E F E R E N C E S

O B J E C T I V I S TK S A’ S A R E O B J E C T S W H I C H C A N B E “ H A N D E D ” F R O M O N E P E R S O N T O A N O T H E R

T H I S S C H O O L P O S I T S T H AT K S A’ S C A N B E D I R E C T LY T R A N S F E R R E D F R O M O N E I N D I V I D U A L T O A N O T H E R , L I K E A V I R U S O R A F O O T B A L L , A N D T H AT T H E K S A R E M A I N S “ I N TA C T ” F R O M O N E I N D I V I D U A L T O A N O T H E R .

T H E T H R E E P R I M A R Y S C H O O L S C O N N E C T E D T O D O M A I N S

S C H O O L O F L E A R N I N G L E A R N I N G D O M A I N I D E A L M E D I U M

B E H AV I O R I S T ( S K I L L )

P S Y C H O M O T O R — L E A R N I N G R E L AT E D T O A C T I O N S A N D M O T O R S K I L L S ( I . E . F O R S I M P L E A C T I O N S T O C O M P L E X C H O R E O G R A P H Y )

H A R R O W ’ S TA X O N O M Y S I M P S O N ’ S TA X O N O M Y T H O M A S ’ TA X O N O M Y

E X P E R I E N T I A L L E A R N I N G G U I D E D E X E R C I S E S I N - S I T U L E A R N I N G M E N T O R I N G R E P E T I T I O N A N D P R A C T I C E

C O N S T R U C T I V I S T ( K N O W L E D G E )

C O G N I T I V E — L E A R N I N G R E L AT E D T O K N O W L E D G E ( I . E . , F R O M S I M P L E R E C O G N I T I O N A N D M E M O R Y T O C O M P L E X P R O B L E M S O LV I N G A N D E VA L U AT I O N )

B L O O M ’ S TA X O N O M Y G A G N E ’ S TA X O N O M Y

R E A D I N G M AT E R I A L S S T O R Y T E L L I N G S P E E C H A N D L E C T U R E I N T E R A C T I V E S A N D Q U I Z Z E S

O B J E C T I V I S T ( AT T I T U D E )

A F F E C T I V E — L E A R N I N G R E L AT E D T O AT T I T U D E S , F E E L I N G S , & E M O T I O N S

K R AT H W O H L’ S TA X O N O M Y

D I R E C T O B S E R VAT I O N C A S E S T U D I E S T E A M A C T I V I T I E S C O A C H I N G & T H E R A P Y

O P T I M A L L E V E L O F A R O U S A L / A N X I E T Y

High Level of Arousal

Low Level of Arousal

Optimal Level of Arousal

Energy into Action

Focused Performance

Uncommitted Performance

Erratic Performance

People learn best when at the optimal level of arousal!

AKA — Zone of Proximal Development

“The learning process consists of the flow of stimuli from the environment through the senses, encoding into working memory, storage into long term memory, and finally retrieval from long term memory back into working memory to perform the task at hand.” Clark

T H E I M P O R TA N C E O F M E M O R Y

M A G I C N U M B E R 7 + O R - 2

• Working Memory has limited capacity in that novices can only handle small amounts “chunks” of information at a time, typically about 7 chunks (Miller)

• Experts can handle more complex chunks and one reason why experts make for awful teachers is they tend to see the interconnections between things and hand people a “forest” versus starting with a single tree

• You may “feel” smart around an expert, but are you able to transfer what you’ve learned? This is known as “borrowed” functioning — the goal of learning is to help the learner be able to do it their own and perform at a high level unsupervised

• Effectively designed learning is “chunked” for novices to understand and work with

W H E N I S R E T E N T I O N H I G H E S T ?

Teaching

Practice

Collaborating

Seeing & Hearing

Hearing

Seeing

Reading

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

% of Retention

Text

Text with Graphics

Text with Graphics, Audio, Video

Interactivity

Increase of Transfer and Retention Online Learning

A N O T E O N L E A R N I N G S T Y L E S

• Learning styles are best thought of as a “preference” for learning, as our “preferred path” for gaining new knowledge, skills, and attitudes/behaviors

• We can and do bend our preferences when in learning situations, meaning we can adjust to different paths to learning and can conform to that of the teacher and/or instruction

• We notice learning styles most when the instruction and the learner are at extremes of opposing preferences — teacher who “talks” all the time, while the student prefers to experiment…

K O L B ’ S L E A R N I N G S T Y L E S

• Accommodator = Concrete Experience + Active Experiment: strong in "hands-on" practical doing (e.g., physical therapists)

• Converger = Abstract Conceptualization + Active Experiment: strong in practical "hands-on" application of theories (e.g., engineers)

• Diverger = Concrete Experience + Reflective Observation: strong in imaginative ability and discussion (e.g., social workers)

• Assimilator = Abstract Conceptualization + Reflective Observation: strong in inductive reasoning and creation of theories (e.g., philosophers)

B A R B E ’ S VA K M O D E L

VISUAL KINESTHETIC AUDITORY

PICTURE GESTURES LISTENING

SHAPE BODY MOVEMENTS RHYTHMS

SCULPTURE OBJECT MANIPULATION TONE

PAINTINGS POSITIONING CHANTS

G A R D N E R ’ S I N T E L L I G E N C E S

A D U LT P E D A G O G Y F R O M M A L C O L M K N O W L E S• Adults are internally motivated and self-directed

• Adults bring life experiences and knowledge to learning experiences

• Adults are goal oriented

• Adults are relevancy oriented

• Adults are practical

• Adult learners like to be respected

D U N N A N D D U N N

• One important contribution that Dunn and Dunn made to instructional design is to help designers understand the competing stimuli the learner is faced with when learning… there are a lot of different factors that contribute or compete with learning.

I M P L I C AT I O N S F O R D E S I G N

• Information must be easy to receive

• Attention must not only be attracted, but also maintained throughout the learning intervention

• We all have preferred paths of learning and while we can’t design for all, we can support the learner by providing learning that allows for a least three or four different styles or paths to the KSA’s

• Adult’s learn best when the have a real world problem to solve

• Retention is best when the arousal level is elevated and through repeated practice and performance, but the risks can’t be “too high” as the individual will not effectively transfer the learning

• Can someone thrown in a pool of water for this first time actually swim?

E F F E C T I V E I N S T R U C T I O N A L D E S I G N I N O R G A N I Z AT I O N S

• Always keeps the learner in mind when designing learning

• Is able to directly and positively impact performance through the development of knowledge, skills, and attitudes/behaviors (KSA’s)

• Is measurable

T H E O R G A N I Z AT I O N

T H E R O L E O F T H E T R A I N I N G T E A M F U N C T I O N• The organization has objectives to meet, they can’t do it all on their own, so they hire

people

• They hopefully hire with relatively clear and clean job descriptions or at least have a sense of why their bringing somebody on board

• Selective hiring is critical at this juncture

• Once on board, you’re into performance management, which for training is building/developing desired KSA’s

• The three building blocks of all training departments

• Increase knowledge

• Improve performance

• Support the development of positive behaviors and attitudes

O W N E R S H I P O F T R A I N I N G O B J E C T I V E S

Operations 13%

Sales 13%

Finance 13%

CEO/Leadership 40%

Human Resources 22%

• Training does not “exist” for the sake of itself, it is there to serve the organization. If you took away the Sales Dept. from an organization, sales would stop, but if you took away a Training Dept., learning keeps going… it’s endemic to all organizations

• It’s unfortunate that so many training organizations fall under the head of HR and while training departments do serve HR departments, L&D is organization wide… ideally L&D is under the head of OD, a CLO, or even the CEO

• Training departments, again ideally, don’t do anything without a senior leader who “owns” the training department’s objective

T H E T H R E E “ A’ S ” O F D E S I G N

• ADDIE — Analysis, Design, Develop, Implement and Evaluate

• ADDIE has lasted for generations because it’s efficient and effective

• AGILE — Align, Get Set, Iterate/Implement, Leverage, Evaluate

• Added focus on faster iterations of learning and leveraging stakeholder value

• APPRECIATIVE INQUIRY — What is the ideal end state?

• Beneficial because it allows stakeholders to “dream” and provides an opportunity for “double loop” learning, “Are we solving a problem that is still a problem?” and “Is it the right problem to for us to solve?”

1 0 S T E P S O F I N S T R U C T I O N A L D E S I G N I N O R G A N I Z AT I O N S

• Step One: The identification of an L&D opportunity — there’s a “pain point” in the organization that is directly related to a missing KSA’s or there’s been an opportunity defined (efficiency and effectiveness goals using SharePoint) that the organization requires the development of new KSA’s

1 0 S T E P S O F I N S T R U C T I O N A L D E S I G N I N O R G A N I Z AT I O N S • Step Two: Identification of a single business owner of the training objective

— this is a leader who can defend, support, and help identify the business metric that will be positively impacted by the delivered training

• Step Three: Stakeholders are identified, including all SME’s (subject matter experts) and they work to define the ideal state of the learner post training — this sets the foundation for the development of learning objectives

• Step Four: The business metrics that will be impacted by the execution of the learning objectives are clearly identified and goals (targets) are set for impact

• No training should be developed if a clear business objective can’t be identified and the metrics for how learning will impact that objective defined… this is the most critical part of analysis

1 0 S T E P S O F I N S T R U C T I O N A L D E S I G N I N O R G A N I Z AT I O N S • Step Five: Learning objectives are developed

• Can’t stress enough how important it is to have clearly defined learning objectives

• What do you (the leader) want to say with certainty that learning has changed?

• Objectives determine instructional treatment (webinar, lecture, job aid…)

• The KSA will help guide you to the right learning domaine for objective writing support

• Step Six: Understanding of Scope

• Who’s the audience? How many? What level in the organization? Where located? How soon? How many times?

• What level of strategy? — Strategic, Operational, Tactical?

• What materials do you have to work with? What do you need to create?

1 0 S T E P S O F I N S T R U C T I O N A L D E S I G N I N O R G A N I Z AT I O N S

• Step Seven: Design

• Once you have clear learning objectives, you can begin to design your learning treatments

• Work with SME’s to gather materials

• Start to think about multiple paths to the same KSA…

• Use David Merrill’s guide when designing learning… are there other guides? You bet, but I use Merrill because I’ve found him to be incredibly useful when designing learning

M E R R I L L’ S F I V E S TA R L E A R N I N G

Real World Problem To Solve

Activation Relevant prior KSA’s are activated and

connected to learning objectives

Demonstration Learner observes how it’s “done” via a

demonstration

Integration How are learners supported when

released back into the wild? Are they encouraged to integrate their new KSA”s into their everyday work life?

Application Learners are given the opportunity to

practice and apply newly-acquired KSA’s

1 0 S T E P S O F I N S T R U C T I O N A L D E S I G N I N O R G A N I Z AT I O N S • Step Eight: Develop

• This is where individual expertise comes into play…

• Video & Audio Production

• Animation, Graphic Design and Artwork

• Information Design (i.e the use of white space)

• Storytelling and Platform Skills

• Music

• Lighting

• Each “medium” has their own expertise, but instructional designers have to watch “artists” in that the medium is there to serve the learning, it’s not art, in that the goal is not to experience the “artist’s vision” but rather the artist creates in service to the learning. This is always an ongoing battle, but you’re in charge of the learning so it falls to you to make “artistic” choices or not.

1 0 S T E P S O F I N S T R U C T I O N A L D E S I G N I N O R G A N I Z AT I O N S • Step Nine: Delivery

• Delivery is via a method of teaching, informed by the learning objectives…

• Book or Paper Materials

• Lecture, Demonstration or Speech

• Case Study

• Team or Group Activity

• Experiential Learning

• Guided Discussion via 1:1 or Triads

• Teach Back Exercises

1 0 S T E P S O F I N S T R U C T I O N A L D E S I G N I N O R G A N I Z AT I O N S • Step Nine: Delivery Continued

• The learning methodology can be delivered via one of three channels

• Online

• In Person

• Combination of Online and In Person

• All learning is at some form of “distance” be it in person or online, embace digital learning

1 0 S T E P S O F I N S T R U C T I O N A L D E S I G N I N O R G A N I Z AT I O N S

• StepTen: Evaluation

• First, you evaluate the learning itself… did you meet the learning objectives? How measured?

1 0 S T E P S O F I N S T R U C T I O N A L D E S I G N I N O R G A N I Z AT I O N S • StepTen: Evaluation Continuation

• Next, you evaluate the business metrics? Were the business metrics met? If not, why not?

• The Speed of Iteration of Effective ID

• Academia — A class, like Organizational Behavior for example, is taught once per year, so very little chance to make quick improvements

• Corporate — A class, like “New Hire” for example, might be taught twice per month, so it’s wicked fast to fix/repair

• ID has to work at organizational speed — fast, effective, and efficient

C H A L L E N G E S T O E F F E C T I V E I N S T R U C T I O N A L D E S I G N

• At the Organizational Level

• Change of focus in the organization

• Change in leadership

• Competing organizational objectives

• Personnel changes (i.e. a SME exits organization during development of learning materials)

• Major organizational changes — Mergers and Acquisitions

W H E N L E A R N I N G B R E A K S D O W N

• Unclear goals/outcomes

• The content is incorrect, poor research, or wrong SME

• A misunderstanding of learner needs/user involvement

• Politics in the stakeholder group

• The incorrect identification or presentation of the problem

• Miscue during the Activation phase of the learning process

• Miscue during the Demonstrating phase of the learning process

• Miscue during the Practicing phase of the learning process

• Miscue during the Evaluating phase of the learning process

• Incorrect assessment strategy that doesn't match the learning outcomes

C O N T E N T M A N A G E M E N T

• Learning Management System

• Supports the organization and tagging of content

• Goal is to create reusable content and templates

• The LMS can greatly influence instructional design by its strengths and weaknesses as a system

• Content Management Models

• University Model —

• Course levels:101, 102, 103

• Organized by discipline (Management, Marketing, Finance, Accounting, IT)

• Departmental Model —

• By functions within the organization (IT, Operations, Sales, Finance, HR)

• Succession Planning Model

• Tied into specific roles and career paths

• This is the best, but takes the most time to produce

P E R F O R M A N C E M A N A G E M E N T

L E A R N I N G I M PA C T S P E R F O R M A N C E

• Talent Selection, Talent Development, Talent Retention

• Coaching and Mentoring Programs

• Leadership and Management Development Programs

• Succession Planning

• Performance Improvement Plans (PIPS)

• Building Bench Strength

F U N C T I O N S W I T H I N T O M A N A G E

• Small Training Council

• Made up of senior leaders (strategic focused)

• Responsible for budgeting, goal setting, and how L&D ties into succession planning and leadership development

• Provides leadership ownership for all training objectives

• No more than five individuals

• Large Training Council

• Made of mid-level leaders (operational and tactical focused)

• Responsible for executing on Small Council’s training objectives

• Also responsible for feedback to the Small Council on what’s happening at the operational and tactical levels within the business — “We need more Open Stack training”

• Makes recommendations to Small Council on all training initiatives and future purchases

T H E E N D