Instructional design is the science behind making workplace training effective. Under this umbrella, there are four necessary components to ensure that businesses actually achieve the learning results they seek:

  1. It starts with a rigorous analysis and, for large curriculum efforts, with added tasks focused on high-level curriculum strategy.

  2. After the high-level design phase is complete, next step is the design and development process.

  3. Post-tests and legally-defensible exams help hold learners accountable.

  4. Finally, structured evaluation provides bullet-proof validation that the results gained are a result of the instructional design.

Rigorous Analysis For True Understanding

Analysis is the foundation upon which we build effective performance improvement solutions of all kinds. Depending upon the client requirements, we engage in various types of analysis to understand employee thinking, situations, jobs, tasks, and missing elements that are required for success.

Through interviews, observations, brainstorming, focus groups, the Delphi technique, and other data gathering methods, we assemble enough information so that we deeply understand these issues. We then use our set of analysis tools - both qualitative and quantitative - to see meaning in the data and draw necessary conclusions. 

We believe in data, but we also believe in the perceptions of those we interview and work with in a way that effectively informs the solution we provide. Stakeholders often know pieces of the solution - it’s up to us to bring that information forward.

The Right Strategy Follows Analysis

For large curriculum efforts, we follow our Analysis efforts with developing the right strategy to carry the learning forward.

When our clients ask us to build out extensive curricula, for example, for a statewide transformation of several roles that integrate a comprehensive new approach, more work must be done prior to designing and developing individual courses. These activities are the “design before the design”. In some cases, the department has several roles for which succession planning and preparation must occur. To set up the entire training system, we first develop a comprehensive strategy to ensure that the most effective learning and change will occur. The section below discusses the various strategic approaches that are available. Click the “+” below to learn more.

  • Needs Assessment / Analysis
    This is probably our favorite process, because it yields so much information related to our effectively addressing client issues. The needs assessment defines the gaps that exist between current and desired results. The needs analysis takes the deep dive into the causes and conditions of the identified gaps.

    Front End Analysis
    Front end analysis is the needs assessment/analysis process used to uncover performance issues that require learning solutions. We rely on subject matter experts and deep research to understand what must be resolved for employees to do their jobs.

    Gap Analysis
    Gap analysis is the process of evaluating existing training to identify gaps between what exists and what is required for performance success.

    Job/Task Analysis
    We design trainings so that employees learn skills in the sequential and concurrent order that they are typically done in the workplace. Understanding the knowledge and skills required to accomplish specific jobs is essential to the development of effectively-sequenced training.

    Cognitive Task Analysis
    We use cognitive task analysis to understand the sequence of thoughts by an expert. We then build useful learning and performance solutions based on the understanding of the sequential and concurrent thinking related to the accomplishment of complex cognitive tasks.

    Motivational Analysis
    We apply our understanding of change, goal-setting, and of instructional motivation to obtain a picture of employee readiness and willingness to engage in learning.

    Competency Modeling
    Evidence-based competency modeling forms the basis for determining the collection of skills, knowledge, and abilities that are required to effectively do a job. Competency modeling also serves as the basis for job certifications and credentialing. We provide rigorous and statistical analysis to ensure that the competency models we produce are reflective of the job being examined.

    Curriculum Mapping and Curriculum Architecture

    Large curriculum efforts, such as for high-impact roles working within a corporate division or government department, we recommend rigor in the curriculum design process by adding two steps. With relevant competency models in hand, we first build “competency maps” by grouping competencies together that represent each unique skill to be learned and aligning these maps in the order to be instructed for learning best practice. Another word for this is “high-level curriculum design”.

    Next, for each competency grouping, we recommend determining how long each training grouping should be, its training approach (such as eLearning, instructor-led, 2D animation, etc.), the complexity of that anticipated learning experience related to time and complexity, and the priority for development. Priority is important, as most clients have a limited financial scope, and this prioritization will enable them to spend their dollars in an informed matter. This is called a “curriculum architecture”.

    Curriculum Programming Cycle

    For extensive training programs, ones that include a large number of courses for a specific role, often a unique programming cycle must be designed to ensure an effective multi-year rollout for that role. This is especially useful when there are multiple role levels in a department to be trained, such as sales persons at three levels of capability. Programmatically, the training approach will expectedly differ depending on that level of capability, such as beginners, intermediates, and experts.

    Course and Large Curriculum Assessment
    We build assessment processes that are directly tied to learning objectives. These assessments can range from simple question-based, scenario-based, heuristic, and portfolio-based. We also work with credentialing agencies to develop highly rigorous legally defensible assessments that ensure that their credentialed individuals have at least a minimum level of competency for the services they provide.

Effective Course Curriculum Design & Development

To design effective learning products, we work to understand the skills to be instructed, the characteristics of the learners, and how both the delivery environments and the training might impact the target audience.

Our classical training in systematic instructional design, tailored messaging, and change enables us to creatively apply the ADDIE model and other evidence-based theories, models and strategies to create effective learning in any delivery medium.

Please click the “+” in the content below to learn more about Change by Design’s many approaches for course and curriculum design and development. We always tailor our approach to our client’s specific time and financial requirements.

  • E-Learning
    We use Articulate Storyline, Captivate, Adobe Connect, WalkMe, Photoshop, and other software tools to bring learning alive.

    Face-to-Face or Instructor-led Training
    We use authentic story in our face-to-face courses, as well as gamification elements to build and sustain learner engagement.

    Virtual Instructor-led Training (vILT)
    We use online meeting tools such as WebEx and GotoMeeting to script every word, click, and action on screen to ensure fidelity in our course design.

    Blended Learning
    We combine two or more forms of learning media together within one instructional curriculum including vILT, self-paced print-based PreWork, eLearning, face-to-face, and simulations.

    Simulations
    We offer immersive simulations with engaging stories to realistically portray complex situations where critical decision-making and leadership capability are best learned.

    Games And Virtual Worlds For Learning
    We use lifelike story in games and virtual worlds to create a sense of ‘being there’ while changing lives through learning.

    Train-The-Trainer
    We teach anyone with training responsibilities how to teach effectively in a traditional classroom, a virtual classroom, or in a one-on-one environment. We also teach mentoring skills.

    Learning Management Systems
    Learning management systems administer, document, track, report and deliver eLearning and blended learning courses. We work with a variety of learning management systems and handle all tasks related to their effective use.

Assessment & Testing

We believe that a sufficiently rigorous assessment is the best way to hold learners accountable for the training they receive. We also creatively use within-content knowledge checks in various forms, along with feedback, so learning can be processed and made more permanent. Click the “+” sign below to learn more about our approach.

  • When our client requires testing rigor, we recommend a three-step process.

    1. Identify the Assessment Framework

    2. Develop an Assessment Plan

    3. Develop the Pre/Post-Test

    Assessment Framework
    This first document serves as the basis for the development of knowledge checks and pre- and post-test items. We use this as the basis for our client discussions to help them decide such matters as the types of assessment items they want to use, % emphasis on each learning objective, how many opportunities for remediation they would want, and what learning objectives would be best served with scenario and case study as the basis for a series of questions. We always prefer close collaboration with our subject matter experts to make sure our test items are valid and reliable.

    Frequency of Knowledge Checks
    If you want people to learn, you must be given opportunities - ideally every 1.5-2.5 minutes - to process what they have learned. Depending on what they must process, we use scenarios, case studies, and other devices to authentically link learning to their workplace experience. The more we creatively foster repetition in what people learn, the more like it is that they will remember it.

    Assessment Plan
    Once we understand out client's preferences, we break out the number of assessment items by learning objective and recommend the structure for each test item (multiple choice, multiple select, matching, true/false, short answer, etc.) We prefer the use of case study (or scenario)-driven questions, where relevant. Whatever form the plan takes, we see this as a collaboration with SMEs to determine the best way forward.

    Develop The Pre/Post-Test
    Our last step in this process is to develop the test items themselves. These can be only post-test items, or they can be pre-test items as well. We make sure that sufficient test questions match the required rigor described in the assessment plan.

    Test Banking
    When requiring learners to retake a post-test, it is advisable to provide them with different assessment items that have been focus-group validated as testing understanding and skill in the same learning objectives. Change By Design can build multiple versions of pre- and post-test questions aligned to specific learning objectives to make sure that you capture what has truly been learned.

Evaluation

For funding and other reasons, many organizations require various types of proof of a course's, project's, or program's worth, effectiveness, and success. This rigorous form of reflection provides insight and ability to determine future improvements, validate strategies, and support effective future decision-making.

Change By Design applies scientific and statistical rigor within structured evaluation processes. We conduct both formative evaluations, which are pre-delivery evaluations of concepts, proposals, or projects, including workforce development initiatives, and summative evaluations, which draw performance conclusions against identified standards in order to make recommendations. Click the “+”below to learn more about the types of evaluation you can request of Change by Design.

  • We evaluate instruction, programs, and services at various points in time in their lifecycle to determine how well they are performing against identified indicators. We are equipped to perform formative, summative, process, outcome, and impact evaluations.

    Process/Program Evaluation
    When our clients want us to determine if their program and all related activities have been implemented as intended, we perform a process/program evaluation.

    Outcome Evaluation
    Outcome evaluation takes the process evaluation one step further by determine whether or not the program or process being evaluated actually effectively achieved the intended results.

    Impact Evaluation
    The most time consuming, but most informative way of evaluation is the impact evaluation. During this evaluation, we would work to achieve the results through process and outcome evaluation, but would add to that research and analytical activity the impact evaluation. Impact evaluation identifies evidence speaking to whether or not all resources, processes/activities, and results are achieving the desired impact.

    Logic Modeling
    Logic modeling serves as the foundational strategic and tactical structure for many organizations - typically nonprofits of various kinds. It is the road map that discusses in detail what inputs and processes are required to achieve short-term, medium-term and long-term results and impacts. We work with organizations to develop useful logic models through research and through facilitation.