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These are the Higher Order Thinking Skills (HOTS) which need teachers to practice them as well while teaching. Content is the bedrock on which teachers can help students to develop these skills. As students move from Lower Order Thinking skills (LOTS) to HOTS, they start focussing on these very important skills.

Some interesting activities that provide focus on these '21st century skills' to my students are:

Draw pictures to show a particular event / make a colouring book: This activity is for a very creative mind and a very good technique for students to remember an important event in the text.

Make up a puzzle or a game about the topic of study: The sky is the limit for this activity as students can create vocabulary games or quizzes about quotes / characters, points of interest. This activity also takes care of collaboration as it works best with groups.

'Gamification' can enhance and bring out creativity as well as critical thinking skills.

Write a biography of any one of the characters: Writing a biography needs an in depth analysis of characters. This can also be taken up as a follow up activity of 'interview with ------------- (character)'.

Dramatise the content: One of the best collaborative activities, dramatisation brings out the best from all the students involved as everyone has something to contribute.

Conduct a debate about an issue of special interest: Debating is a skill which needs a critical analysis of the issue. It also brings out the best reasoning abilities of students.

Write a different ending to the story /play: This activity would bring out the critical thinking and creative skills of students, the teacher may ask the students to justify the ending that they have thought of for the particular story / play.

Make an acrostic: https://www.youngwriters.co.uk/types-acrostic - This site gives different types of acrostics.

A few questions to make students think creatively and critically are:

1. What do you think could have happened next?

2. Do you know of another instance where...?

3. What would you change in the story?

4. From the information given, develop a set of instructions about ...?

5. What do you see as possible outcomes? Why?

6. Why did ..... changes occur?

7. What was the turning point? Why?

8. What was the problem with...?

9. How would you have handled...?

10. What are the pros and cons of ...?

11. If you had access to all resources, how would you deal with...?

12. What are the alternatives?

This is just the tip of the iceberg. There is no end or limit to being creative in enhancing these skills that our students need to be competent in. Today's teachers have endless resources and have online forums where they are able to collaborate with their colleagues from all over the globe. Best practices can be picked up and /or can be moulded to suit the needs of their students.

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These are the Higher Order Thinking Skills (HOTS) which need teachers to practice them as well while teaching. Content is the bedrock on which teachers can help students to develop these skills.

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Knowles' Adult Learning Theory or Andragogy - Simplest Explanation Ever1,774 views9 Aug 2021

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Knowles' Adult Learning Theory or Andragogy - Simplest Explanation Ever1,774 views9 Aug 2021

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Knowles' Adult Learning Theory or Andragogy - Simplest Explanation Ever

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eLearning series "Andragogy v Pedagogy"  (1/5)

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Adult Learning Theory | Knowles' 6 Assumptions of Adult Learners

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Adult Learning Theory | Knowles' 6 Assumptions of Adult Learners

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Adult Learning Theory | Knowles' 6 Assumptions of Adult Learners

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Using Adult Learning Principles to Create Effective Training

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Using Adult Learning Principles to Create Effective Training

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Using Adult Learning Principles to Create Effective Training

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Heutagogy: Preparing Learning for Life after Higher Education | UOC

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Heutagogy: Preparing Learning for Life after Higher Education | UOC

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Heutagogy: Preparing Learning for Life after Higher Education | UOC

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UNMCEDU (2010, Oct 13). Patient simulation demo debrief 

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UNMCEDU (2010, Oct 13). Patient simulation demo debrief 

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DEBRIEFING IN THE CLINICAL LEARNING SETTING

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DEBRIEFING IN THE CLINICAL LEARNING SETTING

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The timing of the debriefing session can be as important as the actual content of the feedback provided (Cantrell, 2008). The effect of debriefing on learning outcomes is enhanced when carried out...

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A Good Debriefing for Better Performance

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A Good Debriefing for Better Performance

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There's nothing like a debriefing to draw all the lessons from a sales action carried out by several people in less than an hour. Expert advice on how to optimize this moment, which is often wrongly sacrificed due to lack of time.

Collective debriefings aim to help sales forces achieve their objectives and strengthen their performance. Moreover, managers generally think that a debriefing takes place at the end of an action. But it is not necessary (or even advisable) to wait for this moment to debrief, in order to keep the sales force always on the move, active, dynamic, and above all able to adapt more quickly to any situation.

Why is debriefing an event important?

Even when an event seems to have gone off without a hitch, there are always areas that could be improved - that's where a post-event debrief with your team becomes relevant. Taking the time to debrief an event has many benefits, such as gathering valuable feedback, streamlining your process, improving the attendee experience, and nurturing your relationships with sponsors, vendors, and staff.

By taking the time after the event to capture your notes and ideas, your events will improve year after year! In addition, when you need to delegate the organization of the event in question to a collaborator, all they need to do is follow the recommendations in the report to make the event a success.

The ideal debriefing lasts between twenty minutes and half an hour. Beyond that, it becomes a classic meeting, where you take the time to reflect and put things straight. Its frequency depends on the company's sales cycle and the complexity of the offer. It is very important for the manager to organize them regularly, and even to make them part of a routine.

Far from being superfluous, debriefings should even become a ritual in the service of performance. But whatever the frequency is chosen, the debriefing takes place " on the fly ", as soon as possible after the auction, so that the salespeople still have in their memory non-verbal elements (such as a customer's attitude) that could enable them to assess the chances of success and the moment when the sale could take place, in other words when their objective should be reached. These are things that, unlike factual data, usually do not keep a written record of and are lost over time.

The debriefing must follow a precise schedule. It starts with a round table discussion where each salesperson talks about his or her actions, the intermediate objectives reached, his or her perception of his or her own actions, and the maturity of a customer or prospect. To do this, each person uses figures, facts, and figures in a concrete manner.

At the end of this round, the manager takes the floor to summarize the interventions. He or she also sets an action plan, the objectives for the future, in other words, concrete commitments that must be fulfilled for the next debriefing.

He/she must also give a motivating speech in order to keep the teams focused on the objective. To do this, he/she highlights the strong points, so as to create an internal emulation. He can also suggest a grouping of skills (without going so far as to form workgroups) to achieve a particular objective.

Although the debriefing can end with a question and answer session, it leaves little room for discussion. It is a performance review, not a forum for discussing substantive issues or exchanging best practices, which can be done in meetings set up for this purpose.

At most, it can be used to quickly resolve a sticking point. In all cases, the manager or one of the participants will draw up a final report of the exchanges and distribute it to the people present.

Furthermore, if it is a debriefing of the key stage of an action (such as a signed contract, which is only a stage, since the client must now be made to grow...), the manager congratulates his teams and makes a proposal to celebrate this victory (sharing a bottle of champagne, a team meal). The idea is to carry out an exceptional action in order to preserve the sales force's dynamic.

The manager is there to put the sales action in perspective. He knows how it fits into the overall project, what milestones it sets for the future, how it will help the team to reach the annual objectives. Thus, he must show his sales representatives how their work contributes to the progress of the whole while leading them to broaden their thinking, to see beyond the projects that concern them directly. In concrete terms, he regularly reviews the company's meters. It is also up to him to inject energy and dynamism so that this exercise remains attractive for the salespeople and is effective despite its regular, routine aspect: this is the paradox he must face.

The role of facilitator depends on his human and technical qualities to set the pace, to remobilize.

But to increase the impact of his debriefing, the manager will also have to rely on adapted tools. Flipchart, video-projected document... Whatever the medium is chosen, the idea is to keep it simple, bearing in mind that the debriefing has a short format.

The debriefing does not only concern all the salespeople involved in a project. If the manager sees fit, he or she can also invite other departments, in particular sales administration, or even anyone who has a role in the sales action concerned (an employee in charge of selling accessories, a store clerk in a supermarket who has to identify additional needs, etc.). It will include between five and fifteen people. Beyond that, an additional meeting may be necessary so that everyone can express themselves and the manager can keep control of the situation.

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A Good Debriefing for Better Performance | Virtual Edge

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There's nothing like a debriefing to draw all the lessons from a sales action carried out by several people in less than an hour. Expert advice on how to optimize this moment, which is often wrongly sacrificed due to lack of time. Collective debriefings aim to help sales forces achieve their objectives and strengthen their performance.

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Ini berkenaan dengan aktiviti LAMDA

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Basic

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The Difference Between Facilitation, Teaching, and Lecturing

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The Difference between...

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Difference Between Training, Lecturing, and Presenting

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A major difference between training and lecture/presenting has to do with how the interactions and information flow. In a lecture or presentation, the major flow goes from the speaker to the audience. Generally, that means that interactions between audience members is low, as is interaction starting from the audience members to the speaker.

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How to Write a Training Outline: Putting it All Together

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How to Write a Training Outline: Putting it All Together

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In the first two articles of this series on how to write a training outline, I covered the six steps you should follow to make sure your training is well organized and complete. In this final part of the series, I present how my leadership training outline might look as a fully developed training outline.

When you go through the six steps, you would jot down your ideas on how to create your training outline and revise them as you go along, but then assemble everything at the end into a document that looks like the one below. In this leadership training example, I'm seeing it as an ongoing series of half-day workshops, and what's presented below is just one objective of several that would make up an opening session of a multi-part series. The outline below covers a two-hour period of time.

If I were running this leadership training at a company knowing the audience is made up of mid-level managers, each session would probably be 3 hours with a short break at the half-way point. In the example training outline above, the material presented covers about two hours of time. With a 15-minute break, that would only leave another 45 minutes of training time, which means I would either try to include one more very simple objective that could be covered in that time, or expand the content of the Define Leadership objective to take up the whole session, either by adding another interesting and engaging activity or including a few more example definitions of leadership. Of course, everyone knows organizing a leadership training with any level management can be challenging. See how you can to host an effective training meeting.

To recap the outline creation process, remember to through the following six steps:

Step 1: The basics. Who is your audience? What is the broadly defined topic you need to cover?

Step 2: Define your training/learning objectives. What exactly do you need people to know or be able to do by the end of the training?

Step 3: Purpose and Opening. Why is it important for people to take this training? What will you do to capture their attention and get them engaged right from the start?

Step 4: Clarify key topics, related concepts, and timing.

Step 5: Presentation techniques and materials. How will you present the content and what materials do you need?

Step 6: Evaluation, assessment, reflection. How will you determine if participants have learned what they need to know? How will you find out if participants thought the training was effective and enjoyable? How will you learn lessons from this training that can be applied to future trainings?

By following this six-step process, you'll be well on your way to creating more effective, well-organized trainings that deliver the content you need participants to learn.

Sherman Morrison

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How to Write a Training Outline: Putting it All Together

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In the first two articles of this series on how to write a training outline, I covered the six steps you should follow to make sure your training is well organized and complete. In this final part of the series, I present how my leadership training outline might look as a fully developed training outline.

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Instructional Design: The Process – Part 1

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Instructional Design: The Process – Part 1

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Course creation and delivery have come a long way in the past couple of decades. There have been all types of blend in learning, using all possible avenues from brick-and-mortar classrooms, virtual classrooms, eLearning, digital tutorials, videos, to xAPI tracking all forms of social or informal learning. Instructional Design (ID) is a process or systematic approach to developing the various learning courses or programs. Enough has been written about ID and its various theories and models that define the various approaches or strategies to learning design. A new ID has to figure this out from the ocean of information available. As an ID, one would expect the A to Z of the development process readily available on the online forums. However, most of the available information is piecemeal. My endeavour would be to piece the jigsaw into a logical flow.

This is an attempt to create a broad breakup of the process, along with some references for helping with the creativity. It is a mammoth task and will require a series of articles before a picture begins to emerge. I would request the readers to bear with me and keep watching this space for more.

Process Flow

If we were to attend a workshop on Instructional Design, I would envision it to look something like this:

ADDIE model has been listed again and separately because of its importance in the ID process.

In this series, I would attempt to cover as much ground as possible, using the chart above as the target.

Introduction to Instructional Design

The instructional design theories have been the guiding beacon for the new IDs, however, if not properly utilised during the design phase, these theories lose their practicality. The objective of this section is only to introduce the concepts and encourage the beginners to learn more about the models and theories. Many educators, education psychologists and behaviourists have researched the cognitive science of learning at various times, developing approaches to find better ways of transferring learning. Some of the commonly used models and theories in ID are Gagne's Nine Events of Instruction, Dale's Cone of Experience, Bloom's Taxonomy of Learning Domains, Ruth Clark's Principles of eLearning, David Kolb's Experiential Learning Model, and Kirkpatrick's Four Levels of Training Evaluation. The readers can click on each name to learn their details.

Using these principles, philosophies and models, learning strategies can be devised that:

Make the training experiential based on David Kolb's model.

Use the Dale's Cone of Learning to accommodate all learning styles as we move from simple to complex levels of learning.

Follow the Adult Learning Principles to attain optimum output.

Make the session objectives SMART and conforming to Bloom's Taxonomy.

Use the Ruth Clark's media principles of design for effective eLearning.

Create a framework for effective learning using Gagne's Nine Events of Instruction.

Measure the learning effectiveness with Kirkpatrick's Four Levels of Training Evaluation.

Instructional Systems Design (ISD)

ISD is a systematic approach to developing the training solutions. The entire process is divided into five phases with both formative and summative evaluations in every phase.ISD uses more traditional ADDIE framework for organisational and business training and Dick and Carey model for institutional and school environments. Another fundamental approach to ISD is Agile learning design. This series will focus on the ADDIE framework for designing learning solutions.

The ID models or theories listed in the introduction to ID can be plugged-and-played in the analysis and design phases of ADDIE. The ID models have a limited scope in the development, implementation and evaluation phases of ADDIE or ISD.

Before designing a learning, it helps to know the learning styles of the intended audience and accordingly decide the learning modalities. What do we mean by learning styles? Let us understand.

Learning Styles

We use five sense organs (barring the 'sixth sense' which is limited to a few) to perceive the world around us. If we step back and think, we will realise that each of us has a preference for one or more preferred sensory patterns. Some of us create anchors of memories using sight, sound, smell or touch. Does the smell of fresh popcorns trigger a movie time memory? It could be the smell of the fresh rain or the sight of the mountains or sea for some of you. This preference creates our learning style. Learning styles are an individual's preferred approach to learning.

The impact of sensory preference on the learning styles has been extensively researched. There are various classifications of the learning styles given by different schools of thought. In creating generic learning, instructional designers rely on the least complicated of these styles, i.e., VAK or VKT (Visual, Auditory, and Kinaesthetic-tactile).

Visual learning style is the dominant of the three in the majority of the population, which explains the great success of cinema, television or YouTube as the preferred medium for information. However, most people use a combination of the three styles in a varying blend, specific to each individual. We can describe these styles as:

Learning style is acquired during the early childhood, however, it can be altered. A good learning design would use the Dale's Cone of Learning and incorporate instructional techniques that serve all three learning styles.

Learning Modalities

The technology has revolutionised the world in more ways than can be listed, and one of them definitely is education. An apparent question a learning expert asks these days is, what would be the correct mode of training for an effective solution for a given training requirement? Before we discuss how to choose the right mode of training for an effective solution, let us list some commonly used modes.

The broad division of learning modalities is digital, brick-and-mortar and blended learning. If we were to plot the three modalities, as below, it will clearly indicate that the digital mode of training plays an important role in the other two modes of training. How? Let's break it down.

Many traditional classroom sessions use videos or movies to present a concept or an outcome. Similarly, a blended learning mode uses a combination of digital and classroom learning in varying proportions, depending on the Learning Need Analysis (LNA). We will learn about the LNA in detail when discussing ADDIE. Each mode of learning has its strengths and its fit depends on the LNA and the learning design.

Introduction to ADDIE

ADDIE, with its modifications, is the most commonly used ISD framework. The five phases of ADDIE - analysis, design, development, implementation and evaluation - provide a systematic approach to creating effective learning.

The next post will explain the ADDIE model in detail, with a focus on the analysis and design phases. It will also have a snapshot of LNA questionnaire, ID design document and storyboard template for designing the Web-based Learning (WBT).

Conclusion

When discussing the process of designing a learning or training, we will talk a little more about the learning styles and learning modalities. Before stringing the concepts together to describe the design and development process, it is important to understand the components of the process.

Next up, ADDIE process in detail, with instructional concepts outlined.
By Sarika Nanda
Sarika is a blogger, a writer, instructional designer and corporate trainer. She is a seasoned professional in the eLearning space, consults for various global organisations. She likes sharing and discussing best practices for improving learner engagement and learning outcomes at workplaces.

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Instruction Design - The Process - Part 1

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Course creation and delivery have come a long way in the past couple of decades. There have been all types of blend in learning, using all possible avenues from brick-and-mortar classrooms, virtual classrooms, eLearning, digital tutorials, videos, to xAPI tracking all forms of social or informal learning.

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Instructional Design: The Process – Part 2

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Instructional Design: The Process – Part 2

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In the last article, we discussed ID, ISD and the various models and frameworks associated with both. The article ended with an introduction to ADDIE framework of learning design.

ADDIE Framework

Before diving head-on into creating a training, a need analysis is required to assess the training needs and skill gaps. Training could be conducted in-house or by hiring a training agency or by encouraging employees/learners to take up new courses in various universities. The identification of the skills gaps and analysis of this training or learning need is called the Analysis Phase and forms a part of the discovery phase of project management.

Analysis or Discovery Phase

In the discovery phase, following activities could be involved:

Identifying goals and objectives;

Taking stock of the existing assets, training, and source material etc.;

Conducting various analyses; and

Closing the discussion by

identifying the solution,

allocating the team,

deciding the training modality, and

defining the project plan and deliverables.

What trainings are required to up skill the workforce?

What trainings are available in-house?

What training are to be created/updated?

What is the training effectiveness measure?

Deliverables of Analysis Phase

Each phase has certain deliverables which act as the precursor of the next phase. The deliverables of this phase are:

Approach Document

Training Need Analysis Report

Content analysis

Required Skill matrix (Existing and gaps)

Performance gaps and training requirements

Terminal objectives and enabling objectives

Training methodology and resources

Documents including the following information:

Understanding the requirements based on the identified training needs

Proposed training solution

Proposed instructional strategies

Cost estimates for the solution

Turnaround time

Design Phase

As the analysis phase ends, a lot of clarity is achieved on the training goal, terminal and enabling objectives. These inputs help in defining the following:

Learning modality and materials - ILT (instructor-led training), WBT/CBT (web-based or computer-based training), or blended learning with virtual classroom

Course structure - sequencing, chunking, linear, modular etc.

Learning activities - interactions and activities with the expected outcomes

A design document is created and shared with the stakeholders. There could be a walk through to explain the flow and the ideas.

Design Document would include:

Learning objectives that are measurable - SMART objectives

Delivery methodology

Instructional strategies

Learning activities design linked to the objectives

Evaluation strategies

Deliverables of this phase

This phase is like creating a blueprint of the building before actual construction begins. The learning design is finalised and approved before the actual course construction begins. The design phase delivers:

Enhanced content outline(ECO) or table of content(TOC)

Terminal and enabling objectives statement

Modifications and additions to the content

Additional evaluation content

Graphic User Interface (GUI) design

Development Phase

This phase is the actual building of the course. All the knowledge from previous phases is shaped into a relevant course for the learners. The main activities of this phase include, but are not limited to:
Storyboard Design or ILT Deck
Create a Storyboard for eLearning including the following information:

Storyboard based on the design document using the appropriate instructional strategies

Scripting the audio and dialogues

Creating and finalising layouts, themes and user interface (UI)

Deciding navigation strategies for an eLearning course

The storyboard is a visual representation of the course. It contains a description of each screen of the course using textual descriptions. A storyboard covers all content and navigation of the course and indicates the media elements such as graphics and animations.

Media Creation and construction - Upon completion of the storyboard, media elements such as graphics/illustrations and interactions are created or sourced and the course is developed in Flash XML or HTML5 formats using various authoring tools or frameworks. The output from this activity is the media files. In the construction phase elements, such as text and media are put together and compiled to create the first version of the course - called the first cut or alpha version.

Recording of Voice Over - Voice samples of the panel of professional artists is selected and the VO for the course is recorded. The VO acts as a supplement to the text and graphics appearing on screens of each module in the course.

Construction - Finally, the voice over recording is integrated with the course to create a beta version or second cut. After all testing and fixes, the final version is delivered.

Deliverables of this phase

Detailed Storyboard (on MS Word or visual on PPT) with audio script or trainer notes for Modifications

Media Files like visual deck, WBT, audio files or any videos to be integrated with the course

First Cut for internal quality check, followed by stakeholder check and feedback

Implementation Phase

This the rollout phase where the course is ready to be delivered to the target audience. The main activities in this phase include, but are not limited to:

1. Develop a Launch Plan Timeline

2. Train the Trainer (in case of ILT or blended learning)

3. Place the Training Tools on LMS etc.

4. Send out Teasers and Registration Guidelines

5. Register Participants

6. Launch Course

There are different steps for:

A classroom course (ILT)

Course Material - Will it be locally printed, shipped or soft copy used?

Instructors - Is TTT planned and all instructors calibrated? Is the training in-house or trainers hired? Will the trainers require to travel?

Schedule - Location, date, time, schedule planned and communicated

Travel, Registration, Logistics - Is the team planning these aspects?

An E-learning initiative (WBT or CBT)

Testing, Hosting, and Integration - Is the course tested in the alpha phase to eliminate bugs? Were the LMS and platform reviews completed and audio files and videos integrated into the learning tutorials? Was it tested before the Beta version sent to the client for review? Was LMS integration and bandwidth planned?

Learner Access - Will there be an enrollment? Would it be on Intranet of Internet?

Security and Helpdesk - Are the resources planned for maintaining IT security and helpline?

Deliverables of this phase

Evaluation Phase

Evaluation is done throughout the ADDIE process at each stage. The story boarding or ILT deck goes through ID, edit, and functional reviews before the course go to the media for development.

A learner evaluation is also done during the learning phase. Assessments and activities are important to learning as they determine the learning effectiveness and evaluate and confirm if the learning objectives have been met. Assessments or exercises form an important part of any course. Strategically placed and interactive assessments test the user's learning of concepts. There usually are two types of assessments - formative and summative. Formative assessments are carried out during the course and appear as inline questions/self-checks or practice items. Summative assessment, at the end of the course, ascertains the level of internalization of learning by the learner.

In this phase, the organisation/learning and development team also evaluate the effectiveness of the training by taking feedback from the learners. Evaluation is done using Kirkpatrick's Evaluation model, most often Level 1 and 2 only. Future learning aids for continual development is provided at this phase, which could include job aids, setup of peer to peer interaction units for thought sharing, setup of mentor and guidance facilities etc.

Conclusion

Though this is an age of rapid authoring and dubmash videos with people creating tutorials and videos on the go, professional designing is still much in demand. The demand for bespoke designs for various learning needs is on the rise. ADDIE can be used as a mix between the waterfall and the agile models of project development, with consecutive phases running concomitantly or sometimes overlapping.

It is important to follow a process of learning development for creating effective learning. This quick guide makes it easy to create a checklist and ensure that all steps are effectually applied for developing a learning to bridge the skills and learning gaps.

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Instructional Design: The Process - Part 2

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In the last article, we discussed ID, ISD and the various models and frameworks associated with both. The article ended with an introduction to ADDIE framework of learning design. ADDIE Framework Before diving head-on into creating a training, a need analysis is required to assess the training needs and skill gaps.

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We look at the key factors that constitute intelligent eLearning design.

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How Instructional Design Impacts Every Organization Including Yours

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How Instructional Design Impacts Every Organization Including Yours

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How Instructional Design Impacts Every Organization Including Yours

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ASSURE is an instructional design model that has the goal of producing more effective teaching and learning. "ASSURE" is an acronym that stands for the various steps in the model. The following is a breakdown of each step.

See also:
A - Analyze Learners
The first step in the process is that the teacher should analyze the attributes of her learners. There should be a focus on those learner characteristics which are associated with the learning outcomes desired. The information gathered will help you in the decisions that you make with respect to the other steps in the process. When you determine the character of the learners, it will guide you in choosing specific strategies and resources to aid the learning process.

The analysis of your learners should include:

The general attributes of your learners, such as age, academic abilities, gender, interests, etc.

Prior competencies

Learning styles, such as auditory, visual, and tactile

S - State Standards and Objectives
After the analysis of the learner attributes, the teacher must state standards and objectives for the learning module. This statement consists of a specification of what the learners will be able to do as a result of the instruction.

To be more concrete about things, this statement will focus on what the learner will know or be able to do as a result of the instruction. An example of this is with medical students. The learners will be able to name at least two databases and two search techniques that they can use to locate medical evidence for particular cases.

The objectives can be used in assessing the success of the students, perhaps for the grading process. Also, you can use them to let the learners know what they will accomplish through the class.

The mark of a good set of learning objectives is conformity to the ABCDs of well-stated learning objectives. They are as follows:

Audience - For whom is the objective intended?

Behavior - What is the behavior or performance to be demonstrated?

Conditions - What are the conditions under which the behavior or performance will be observed?

Degree - To what degree will the knowledge or skill be mastered?

The objectives statement should be formulated with verbs that pinpoint the learning objective. A useful guide to the appropriate verbs to use is contained in Bloom's Taxonomy. Remember that assessment can only be based on your learners' behavior. A learner may know some material backwards and forwards but may not be able to perform well on a test.
S - Select Strategies, Technology, Media, and Materials
The second "s" in the acronym stands for select strategies, technology, media, and materials. Given what your learning objectives are, it's necessary to pick instructional strategies, technology, and media that will bring about the results that you want.

First, you should figure out what which delivery method will be best for your instruction. For instance, what proportion of your instruction will be instructor-centered and what proportion of will be student-centered? The first of these are strategies such as lecture, demonstration or showing a video. The second are strategies such as group discussion or cooperative group work.

Common sense weighs in on the side of learner-centered strategies. Learning becomes more exciting when there is more class participation. Ultimately, it's the learner who must gain mastery over the material, not the teacher. However, there will be a certain amount of crucial information and technique that the teacher must give over and demonstrate.

Learning is at its best when the teacher merely leads the student into discovering the correct answer to a problem themselves. An effective teacher is merely a facilitator to the process of learning.

Once you select your teaching strategy, then it's time to figure out which technology, media, and materials best support the method of teaching that you're using. This ranges from simple tools such as chalk and blackboard to more sophisticated ones such as power-point presentations. What must be remembered is that the instructor is the essential ingredient in giving over the material. Fancy tools are useful, but it ultimately boils down to having someone who knows more than what the textbook contains.
U - Utilize Technology, Media, and Materials
This step in the ASSURE process concerns making a plan as to how you will utilize the technology, media, and materials that you have selected. As with all of the instructional steps, you must make sure that your plans contribute towards producing the objectives that you have laid down.

It's important to follow the "five p's" process to achieve this:
Preview the Technology, Media, and Materials
This means that it's important to plan ahead of time just how you're going to use them. It's good to do a dry run of your lesson before you actually teach it. Make sure that the whole lesson will go smoothly and seamlessly.
Prepare the Technology, Media, and Materials
You need to gather together all of the things that you will need to teach your lesson. They must be working properly. For example, if you are making a power-point presentation, then you'll need to create the text and graphics for each screen.
Prepare the Environment
There is some minimal preparation required to set up the learning environment. Simple things like making sure that you have enough desks are important. Also, if you have control over the situation, you should make sure that there are no sources of noise that will disturb the students.
Prepare the Learners
First, you need to clearly inform the learners as to what the learning objectives are. This will help the learners create a mental map of what they need to absorb. Next, it's important to tell the students how they will be assessed. You need to tell them what their assignments will be, how they will be graded, if there are tests, etc. Also, you should explain to the students what the benefits of learning the material are.
Provide the Learning Experience
You then actually carry out the lesson. This is where all of your planning takes effect. You should be prepared to carry out the lesson with every prior step of the process in mind. This will insure your success as a teacher.
R - Require Learner Participation
This step actually belongs within earlier steps. It requires that you make plans to how you are going to actively engage your students in the material that you are teaching. This needs to be figured out both at the class level and the individual level.

The most basic step that you can take is requiring participation of the students in class discussions. A more sophisticated approach would require that students prepare questions and comments at home to bring into the class. You might try even allowing individual students to lead classes or discussions in the style of a seminar.

Beyond this, you need to plan exactly how the students will participate in the learning process generally speaking. How will they learn the information and techniques included in a lesson? This plan needs to be more specific than just saying that they will listen and absorb the material. Maybe you will encourage a specific kind of note-taking or other learning strategies.
E - Evaluate and Revise
The final step in the ASSURE process is just as crucial as all of the others. In this step, you evaluate the impact of your teaching on student learning. This includes an evaluation of your teaching strategies and the technology, media, and materials that you used. The following questions are useful to ask during this evaluation:

Did your lesson meet the learning objectives that you planned? How will you determine whether the students reach the objectives? Is your way of assessing the students in line with your learning objectives?

Can this lesson be improved? How? How are you going to assess the weaknesses in your presentation?

Was your choice of media and materials a good one? How will you assess the effectiveness of these tools?

Is it possible that other technologies, media, and materials would have done a better job?

The final step in your evaluation should focus on feedback from your students. Was their experience positive overall? Do they feel that they have reached your objectives and their own personal objectives? How will you determine whether or not your performance was effective?

In conclusion, the ASSURE process is really just a matter of common sense. However, it is good to follow a regimented guide to improve your teaching technique. Any effective teacher knows that the perfection of their technique does not come overnight, and there is always room for improvement. By following the ASSURE process, you will be sure to improve your teaching for many years to come.

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ASSURE: Instructional Design Model - Educational Technology

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ASSURE is an instructional design model that has the goal of producing more effective teaching and learning. "ASSURE" is an acronym that stands for the

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How to Stick to Instructional Design Principles in Challenging Training Situations

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How to Stick to Instructional Design Principles in Challenging Training Situations

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As any instructional designer or learning professional will tell you, instructional design principles are at the heart of all impactful learning experiences. But sticking resolutely to instructional design best practices can sometimes be at odds with organizational needs.

In times of great change, the onus is on L&D to pick up speed and meet the demand for business-critical training. But, while speed is all well and good, there is little point in deploying subpar training experiences. Especially if the organization is depending on them.

So how can you force speed and quality to meet in the middle when it comes to instructional design?

What Makes Good Instructional Design

An entire book could be written here about what makes for good instructional design. Of course, much of it comes down to the correct application of best practices in learning theory. But there are other core principles that need to be present in order for training teams to execute on those best practices and create truly valuable learning experiences, including

Close and productive collaboration amongst the training team

Maintaining a learner-centric approach to learning design

Continually seeking and incorporating feedback

Moving with the times as best practices evolve

Source: NC State University

But what really makes for excellent instructional design is sticking to it, no matter what is thrown at you. Quantity should never lead to compromises on quality where learning is concerned.

Of course, that's often far easier said than done.

Check out this on-demand webinar to hear a Master Virtual Trainer provide tips on delivering exceptional virtual learning experiences!

When Instructional Design Suffers

We all want to produce exceptional training for our learners. Unfortunately, circumstances beyond our control can sometimes lead to training output that falls short of our expectations and ambitions.

Here are some of the usual culprits that often leave instructional designers struggling to stick to their high standards:

Speed

If recent events have taught us anything, it's that everything can change almost in an instant. L&D have the opportunity to lead from the front when it comes to quickly providing business critical training that has a direct impact on how well the organization responds to unexpected pivots in the market.

However, doing things fast and doing things right don't always go hand in hand.

When speed is of the essence, perhaps you spend less time collaborating over course development or individual pieces of content. Or maybe you don't get the opportunity to test new learning experiences in the way you would like.

When L&D are under pressure to produce training quickly, compromises are inevitable when it comes to instructional design best practices.

Volume

Like it or not, your training team has its limits. There are only so many hours in a day and only so many people on your team. So, short of a massive overnight budget increase and tripling the size of the department, L&D must learn how to take on just the right amount of work at any given time.

When the training team is overloaded with work and new training projects are being proposed all the time, it's natural that quality starts to take a back seat to simply getting through it.

Not only that, but speed and volume regularly go hand in hand. This increases the pressure on learning teams to produce training without providing the time necessary to take the most thorough approach to course development.

Miscommunication

No team is an island, and L&D are working increasingly closely with stakeholders from across the organization to produce training. While subject matter experts (SMEs) have always been in the mix, they are being handed more and more responsibility when it comes to course development as training teams face higher volumes and tighter deadlines.

But all this cross-functional collaboration can lead to important instructional design principles slipping through the cracks. Often, L&D struggles to maintain full oversight and control over the learning development process.

Finding working with SMEs a challenge? You just need the right tools. Try this handy (free) toolkit!

Resources

In LinkedIn's 2020 Workplace Learning Report, 37% of training teams said they expected their budgets to increase this year. This was down slightly from the previous year's number of 43%, but the trend has been towards a steady increase in budget and buy-in for L&D over the past decade.

That being said, nothing will slow down a team like a lack of resources. That can be budgetary, of course, but also dealing with subpar tools, outdated software, and a lack of the skills needed to keep up with the latest trends in learning development.

So, how can you overcome these challenges and maintain superb instructional design principles in any learning development scenario?

How to Stick to Your Instructional Design Guns

No matter how skilled your team, the scenarios above will lead to times when "good enough" is the mantra for getting new training experiences out the door, at least occasionally. But that's not to say that L&D should simply accept their fate and leave instructional design principles to the wind.

Take a no-frills approach (for now)

Technology has blasted onto the scene and forever changed the way we create and deliver learning experiences. In fact, the global elearning industry is predicted to be worth $325 billion by 2025.

However, while things like AI and virtual reality certainly have an exciting role to play in elearning development, there are some frills that are merely "nice to haves" when your team is under enormous pressure to deliver quality training under tight deadlines.

In those instances, instructional designers need to get back to basics. Elaborate digital content should come secondary to a well-structured course. Focus on well written learning objectives, content that aligns with that objective, and assessments that go a little further than mere tick-the-box exercises.

If you spend your time on these elements rather than agonizing over the graphic design of individual pieces of content, you're far more likely to hit the mark, even if it's not quite as pretty as you would like.

Besides, simple content and a strong learning objective are often far more impactful. Whereas complex learning experiences, without strong instructional design, merely serve to confuse your learners.

Get ahead of yourself

Time is one of our most precious resources, but it's also the one that seems in increasingly short supply. Although there are realities to how long course development can take, L&D has plenty of opportunities to save time at numerous points in their processes.

1. Training Intake

Project kick-off can be a very unsteady moment in the course development lifecycle. If you don't have the training project requirements, deadlines, and plan of action down to a tee, some nasty surprises may be awaiting you further down the line. And no one likes a missed deadline or going over budget.

During the training intake phase, there are a lot of tactics L&D can take to ensure this won't happen, including:

Developing standardized training request forms to capture requirements early on

Centralizing training intake documentation using tools or software to ensure nothing slips between the cracks in email chains and various spreadsheet versions

Creating a prioritization system for training requests to ensure the training team's time is spent on business critical learning solutions

While this brief summary can get you started, you can learn about the role of training intake in more depth in this free ebook.

2. Content Repositories

If you already have a piece of content that can be quickly adapted for various scenarios - great! But where are you storing this piece of content? Is it easily accessible to the whole training team who might also find it useful? And are there other pieces of content floating around out there that could be used in a similar manner?

Content repositories are essential for instructional designers who are continuously updating their courses or have some content staples that are used repeatedly for various courses and learning experiences.

Having all your content in one place is great, but it also needs to be easily searchable. Establishing a naming convention for files and adding tags to your online filing system means content can be found at the click of a button rather than trawling through entire courses to find that one video clip or infographic.

Plus, even if you find a piece of content that isn't quite in the right format, at least you have a starting point rather than beginning from scratch.

3. Course Templates

Course templates are a great way to cut down course development time without cutting any instructional design corners. They're especially useful when it becomes necessary to hand off a lot of the course development to SMEs.

Furthermore, they don't need to be anything fancy. If you can hand your SME a document that outlines how to choose a learning objective, how to keep content short, and where it might be appropriate to add an assessment or an interactive content piece like a Youtube video, you'll spend a lot less time consulting and more time quickly checking over what they have provided.

Don't be afraid to change tack

Source: XLPro

They say a change can be better than a rest. So, if your training team is burnt out from trying to maintain instructional design standards while producing training at increasing speed, it may be time to consider a complete overhaul of your processes and frameworks.

Agile Learning, for example, is one way to combat the need for speed with high quality training. We could write a book on the benefits of Agile Learning and how to implement it (oh wait, we have!) but the core message is that Agile:

Allows training teams to produce and deploy training faster

Enables more efficient and productive collaboration

Makes for learner-centric (and, therefore, more successful) training experiences

Regardless of whether Agile Learning appeals to you or not, process improvement is at the core of empowering your team to respond quickly and efficiently to high demand.

Now, more than ever, training is needed at speed without compromising on quality. Check out this webinar to hear the experts take on how L&D can find opportunity in change and uncertainty.

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How to Stick to Instructional Design Principles in Challenging Training Situations - Synapse

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As any instructional designer or learning professional will tell you, instructional design principles are at the heart of all impactful learning experiences. But sticking resolutely to instructional design best practices can sometimes be at odds with organizational needs. In times of great change, the onus is on L&D to pick up speed and meet the demand for business-critical training.

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Working at the intersection of training and technology is a rewarding but challenging place to be these days. The way in which we develop and deliver instruction is going through an irreversible transformation. The constantly evolving online e-learning landscape is forcing continuous growth, learning, and adapting to different kinds of technologies and methods including learning management systems, personalized learning, and mobile delivery of training materials. Training systems are now often incredibly complex technical systems consisting of multiple interrelated and interacting pieces. It can be challenging to get the technical aspects of a learning system to work together seamlessly toward common goals. But even the best technology is no guarantee of success without the right instruction and training methods. This is where Instructional Design comes into play.

Instructional Design Basics

Instructional Design (ID) applies design thinking to the art and science of learning and teaching in order to determine how to best teach a given subject matter; how to discern what methods of training and delivery will be most effective; and how to ensure that the training yields the desired results. At its most basic, Instructional Design (ID) is a framework for training that seeks to answer these questions:

Where are we going?

How will we get there?

How will we know when we get there?

Instructional designers use ID to facilitate change by implementing a system that assesses training needs, creates a framework for the learning processes, builds the environment for the learning experiences, and develops methods of assessment for measuring learning outcomes. Instructional Designers do this by using design models to design, develop, and deliver their instructional products and experiences. Using a design model helps ensure that the instruction is delivered in a consistent and reliable fashion.

The ADDIE Model

There are many different models available to Instructional Designers, but the ADDIE model, with it's five phases of Analysis, Design, Development, Implementation, and Evaluation, is the most common model currently in use.

Analysis

The ADDIE model starts with analysis. In this phase, the current situation is analysed to determine if there are knowledge gaps that could be improved upon or opportunities that could be taken advantage of through relevant training. At the end of the phase, an Analysis of Training Needs and a Training Plan are prepared that include answers to questions such as:

Why are we conducting this training?

What are the goals of the instruction?

How do we clearly define the problem or opportunity we are seeking to address with this training?

What is the desired behavioral change that is sought through the training?

Who is our audience?

What do the learners need to learn or demonstrate?

What resources are available to assist with their learning?

What are the constraints on the training?

How long will the training run?

What existing knowledge and skills do the learners already have?

What is context for their learning?

How and where will instruction be delivered?

What is the timeframe for project completion?

Design

In the design phase we proceed through the course in a systematic and specific manner. We start with a subject matter analysis and then clearly define course learning objectives, determine our methods for assessment, develop the course content and any exercises and resources to include, choose media to incorporate in the course, decide upon a visual design strategy, and then pull this all together into a lesson plan.

Questions that are addressed in this phase are :

How is the subject content or skill best learned?

How can instructional strategies (i.e. cognitive, affective, psychomotor) be applied appropriately to affect the intended behavioral outcomes?

What technology and/or medium is best suited to deliver the content?

What structure will we utilize for the course?

What will the design of the course look like?

What strategies will be used for learner assessment?

How will we gather learner feedback?

How will we arrange to incorporate learner feedback to improve the course?

We then develop prototypes/storyboards of the course to act as a blueprint for the course and that highlight the user experience and user interface, and provide an overview of overall look and feel of the course. Prototyping allows for an initial testing phase to iron out any issues that arise and also provides a means to quickly communicate the value of the training with all stakeholders.

Development

In this phase Instructional Developers create the full course based off of the prepared lesson plan and guided by the prototype/storyboards. Any course content and assets created in the design phase are fully fleshed out. Programmers work to develop and/or integrate chosen technologies and perform debugging procedures. The process is iterative and the project is reviewed and revised based on stakeholder feedback. Once the course is approved, a rigorous process of testing the course is completed to ensure there are no errors when using the course.

Implementation

Implementation starts the process of rolling out the training to the learners. The course is loaded to the live LMS, delivery options are set up, and the course is tested with a pilot group to be sure it functions as anticipated.

A Train the Trainer (AKA T3) session is often also conducted to instruct training facilitators. The T3 training covers the course curriculum, the intended learning outcomes, the method of delivery, any resources such as websites, PDFs or handouts, workbooks, hands-on equipment, or tools that are in place for the learners. This training also completes a review of any technical components the facilitator should be aware of such as learner registration, training the learner on new software or hardware tools, and assessment procedures.

Evaluation

The evaluation phase consists of two parts: formative (in progress) and summative (at the end).

Formative evaluation is present in each stage of the ADDIE process and the course development is adjusted based upon formative feedback as it is being developed.

Summative evaluation consists of assessments designed to assess learning that has happened as a result of the training and to provide opportunities for feedback from the learners. Getting feedback on the courses is important to allow for improving and revising the course content and user experience.

We design the summative evaluation to help answer these questions:

Did we meet the goals as set out in the analysis phase?

Were we able to measure the extent to which learning goals were achieved?

Were we able to assess the amount of learning that has happened as a result of the training?

Are there revisions to the instructional materials or delivery method that may improve the training?

Were any knowledge gaps or missing training requirements identified that should be addressed in the course?

Does the evaluation report identify actionable changes for the current or future courses?

Once we have the summative feedback, we take the information back to the analysis phase and approach revisions to the course in an iterative manner.

Why Should My Organization Care About Instructional Design?

Utilizing Instructional Design will improve your training. Using ID methodology in the development of high quality instruction helps by ensuring that the instruction considers the strengths and weaknesses of the learners, ensures an appropriate training delivery method for the instructional content, and allows for the measurement of the outcomes of the training.

Good Instructional Design:

Helps to inspire learners to act and motivates them to acquire more knowledge

Engages learners

Helps learners learn more efficiently

Helps learners retain knowledge

Provides a better user experience

Helps communicate messages clearly

Helps ensure learning goals are achieved

At Edgeworks Creative, we firmly believe that good design makes a difference, and we know how to make a difference with good design. We have a proven track record of success and extensive experience with Instructional Design. We encourage you to view our website and online portfolio at edgeworkscreative.com to gain a sense of our capabilities and see our high-quality products including our Interactive.Training platform.

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Working at the intersection of training and technology is a rewarding but challenging place to be these days. The way in which we develop and deliver instruction is going through an irreversible transformation. The constantly evolving online e-learning landscape is forcing continuous growth, learning, and adapting to different kinds of technologies and methods including learning management systems, personalized learning, and mobile delivery of training materials.

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The New York State Psychiatric Institute, Research Foundation for Mental Hygiene, New York, NY, United States

Department of Psychiatry, College of Physicians and Surgeons, Columbia University, New York, NY, United States

Intrac Inc., Instructional Design and Learning Strategy, Reno, NV, United States

Background: Implementation science lacks a systematic approach to the development of learning strategies for online training in evidence-based practices (EBPs) that takes the context of real-world practice into account. The field of instructional design offers ecologically valid and systematic processes to develop learning strategies for workforce development and performance support.

Objective: This report describes the application of an instructional design framework-Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model-in the development and evaluation of e-learning modules as one strategy among a multifaceted approach to the implementation of individual placement and support (IPS), a model of supported employment for community behavioral health treatment programs, in New York State.

Methods: We applied quantitative and qualitative methods to develop and evaluate three IPS e-learning modules. Throughout the ADDIE process, we conducted formative and summative evaluations and identified determinants of implementation using the Consolidated Framework for Implementation Research (CFIR). Formative evaluations consisted of qualitative feedback received from recipients and providers during early pilot work. The summative evaluation consisted of levels 1 and 2 (reaction to the training, self-reported knowledge, and practice change) quantitative and qualitative data and was guided by the Kirkpatrick model for training evaluation.

Results: Formative evaluation with key stakeholders identified a range of learning needs that informed the development of a pilot training program in IPS. Feedback on this pilot training program informed the design document of three e-learning modules on IPS: Introduction to IPS, IPS Job development, and Using the IPS Employment Resource Book. Each module was developed iteratively and provided an assessment of learning needs that informed successive modules. All modules were disseminated and evaluated through a learning management system. Summative evaluation revealed that learners rated the modules positively, and self-report of knowledge acquisition was high (mean range: 4.4-4.6 out of 5). About half of learners indicated that they would change their practice after watching the modules (range: 48-51%). All learners who completed the level 1 evaluation demonstrated 80% or better mastery of knowledge on the level 2 evaluation embedded in each module. The CFIR was used to identify implementation barriers and facilitators among the evaluation data which facilitated planning for subsequent implementation support activities in the IPS initiative.

Conclusion: Instructional design approaches such as ADDIE may offer implementation scientists and practitioners a flexible and systematic approach for the development of e-learning modules as a single component or one strategy in a multifaceted approach for training in EBPs.

Background and Rationale for Educational Activity

A recent report by the Institute of Medicine Best Care at a Lower Cost: The Path to Continuously Learning Health Care in America ( 1), reported, "Achieving higher quality care at lower cost will require fundamental commitments to the incentives, culture, and leadership that foster continuous learning, as the lessons from research and each care experience are systematically captured, assessed, and translated into reliable care." Central to the translation from research to practice and reliable care is training health-care providers in evidence-based practices (EBPs). In behavioral health care, training in EBPs often involves developing new clinical competencies. This training should take into account the context and needs of the practice community as well as strategies to facilitate adoption and implementation ( 2). Increasingly, training utilizes online modalities to expand its reach and efficiency, digital media to promote active engagement, shorter learning sessions to foster knowledge retention, and methods to demonstrate and practice skills that can be applied in the workplace ( 3).

Implementation science, a field dedicated to understanding targeted dissemination and implementation of EBPs and the use of strategies to improve adoption in community health-care settings, has guided the work of translating research to practice. Numerous frameworks in implementation science provide a menu of constructs that have been associated with effective implementation. Damschroder (Figure 1) ( 4) combined 19 published implementation theories into the Consolidated Framework for Implementation Research (CFIR). The CFIR provides a menu of constructs that have been associated with effective implementation. The framework is organized into five domains: intervention characteristics, inner setting, outer setting, characteristics of individuals, and process. Under the inner setting domain, one key construct under the component readiness for implementation is access to knowledge and information. Access to knowledge and information is defined as the ease of access to digestible information and knowledge about the practice and how to incorporate it into work tasks. This is the function of training. It is purported that when timely on-the-job training is available, implementation is more likely to be successful ( 5).

Figure 1. Using an instructional design framework [Analyze, Design, Develop, Implement, and Evaluate (ADDIE)] as a systematic process to develop training in an implementation framework [Consolidated Framework for Implementation Research (CFIR)].

Although training is an important determinant of successful implementation ( 5), the field of implementation science lacks systematic approaches for the development of training that takes into account the learners' needs, context, and optimal modalities for learning. Training in EBPs and their evaluation has been identified as a priority item on the National Institutes of Health research agenda (Program Announcement in Dissemination and Implementation Research in Health; https://grants.nih.gov/grants/guide/pa-files/PAR-16-238.html) and a commonly used implementation strategy in implementation practice and research ( 6). Intervention or EBP developers are not likely to have expertise in instructional design and may miss the mark of engaging busy practitioners in training for several reasons. First, didactic approaches may not take into account the level of interest or needs of the practitioners. Second, traditional training approaches may not consider organizational factors (i.e., time available for provider training) also key to successful implementation ( 7). Third, how individuals learn and process information is evolving given our access to the Internet and technology. The field of implementation science may benefit from an ecologically valid approach to the development of learning experiences for training health-care practitioners.

Recent reports have pointed to the utility of instructional design in the dissemination and implementation of EBPs in behavioral health ( 8, 9). The field of instructional design offers one model, Analyze, Design, Develop, Implement and Evaluate (ADDIE) ( 10), that takes into account learning theory, the learner's needs and environment, and approaches to training practitioners in EBPs. The foundations of ADDIE are traced back to World War II when the U.S. military developed strategies for rapidly training people to perform complex technical tasks. The ADDIE model is used in creating a teaching curriculum or a training that is geared toward producing specific learning outcomes and behavioral changes. It provides a systematic approach to the analysis of learning needs, the design and development of a curriculum, and the implementation and initial evaluation of a training program ( 11, 12). This model of developing training programs is particularly useful if the focus of the program is targeted toward changing participant behavior and improving performance. ADDIE is increasingly being adopted in industries such as health care ( 13). Recent studies have successfully adopted the ADDIE model to improve patient safety, procedural competency, and disaster simulation ( 14, 15). It has also been effectively used in medical training and education to change practice behaviors in the management of various medical conditions ( 16- 18).

The options for delivery and modalities used in training (e.g., mobile devices, webcasts, and podcasts) have expanded significantly in the last decade. With online learning technology, there is an opportunity to reach learners anytime and anywhere to provide performance support. One such example of an online learning technology is e-learning modules. e-Learning modules are self-paced lessons that enable the learner to read text, listen to narrated content, observe video scenarios, and respond to questions or prompts, in a multimedia format designed to maximize engagement and retention. Learning management systems (LMSs) host e-learning modules and capture learning metrics and performance. Learning analytics provided by LMSs enable the ability to track individual and group performance which may be used to provide feedback and support continuous learning in large systems of care.

In this report, we provide an example of the application of ADDIE in the development and evaluation of e-learning modules as one strategy among a multifaceted approach to the dissemination and implementation of the individual placement and support (IPS) model of supported employment in community treatment programs in New York State (NYS). Specifically, we (1) describe the application of an instructional design framework, ADDIE, in the iterative development of e-learning modules for IPS; (2) conduct a large-scale dissemination of the IPS e-learning modules throughout the state using an LMS; (3) evaluate learner reaction, self-reported knowledge, and practice change after IPS e-learning modules; (4) identify key barriers and facilitators to future IPS implementation using formative and summative ADDIE evaluation data and the CFIR.

Pedagogical Frameworks

We used three frameworks to guide the process of developing e-learning modules (ADDIE), identify determinants of future training and implementation (CFIR), and evaluate the IPS e-learning modules [Kirkpatrick model ( 19)]. The ADDIE model consists of five phases, beginning with identifying key stakeholder needs, educational goals, and optimal methods of content delivery (analysis). This information was used to establish a design document for the training (design) that is vetted by key stakeholders prior to building the e-learning modules (development). After iterative refinement, e-learning modules were disseminated and evaluated using the Kirkpatrick model for training evaluation ( 19) (implementation/evaluation). Results from the formative and summative evaluations conducted during the ADDIE process, identified barriers/facilitators to implementation using CFIR domains (Figure 1). Doing so allowed the IPS team to iteratively ensure sufficient attention to contextual variables, align with the larger conceptual and empirical implementation literature ( 9, 20) as well as select strategies to build a multifaceted approach to IPS implementation.

Learning Environment

In November 2007, the NYS Office of Mental Health (OMH) and the Department of Psychiatry, Columbia University, established the Center for Practice Innovations (CPI) at Columbia Psychiatry and New York State Psychiatric Institute to promote the widespread use of EBPs throughout NYS. CPI uses innovative approaches to build stakeholder collaborations, develop and maintain providers' expertise, and build agency infrastructures that support implementing and sustaining these EBPs. CPI works with OMH to identify and involve consumer, family, provider, and scientific-academic organizations as partners in supporting the goals of OMH and CPI. CPI's initial charge was to provide training for the NYS behavioral health-care workforce. Given the size and geographical dispersion of this workforce, CPI turned to distance-learning technologies and e-learning modules ( 21, 22). Distance technologies may offer cost-effective alternatives to typical training methods, and some evidence suggests that such technologies are at least as effective as a face-to-face training ( 21). CPI has collaborated with key stakeholders and content experts to create more than 100 e-learning modules to provide training for its initiatives. CPI's online modules and resources require the use of an online learning platform, an LMS, that facilitates access to online training, event registration, and resource libraries for each initiative.

One of these initiatives, IPS, provides training and implementation support in an evidence-based approach to supported employment ( 23). Rates of competitive employment were low across NYS, with a competitive employment rate of 9.2% in 2011 prior to systematic IPS implementation (Patient Characteristics Survey data, 2011 obtained from https://www.omh.ny.gov/omhweb/statistics/). In response, OMH leadership identified supported employment as a key service in personalized recovery oriented services (PROS) programs, a comprehensive model that integrates rehabilitation, treatment, and support services for people with serious mental illness. The number of PROS programs in New York has increased significantly over the past decade: in 2017, 86 programs were serving 10,500 individuals. In order to reach these 86 programs statewide, the IPS initiative developed a series of three e-learning modules: Introduction to IPS, IPS Job Development, and Using the IPS Employment Resource Book. The module development team included an instructional designer, subject matter experts (SMEs), course developers, and a project manager.

Pedagogical Format: E-Learning Module Design Using Addie

Analysis: Learning Objectives

In the analysis phase, the instructional problem was clarified, the instructional goals and objectives were established, and the learner's environment, existing knowledge, and skills were identified. The module development team engaged in a discussion to identify the instructional problem and understand the expectations for performance after completing the modules. Because IPS had not been previously implemented in NYS, it was expected that learners' existing knowledge and skills of IPS would be minimal. Formative evaluation via preliminary discussions with agency administrators, employment supervisors, and employment staff members in PROS programs included questions about learners' experiences with and opinions about traditional vocational rehabilitation methods, attitudes about IPS principles (i.e., zero exclusion), awareness of or experiences with IPS, and expectations and attitudes about the likelihood of program recipients in their programs working competitively. These discussions revealed several needs: lack of understanding of the evidence for IPS ( CFIR: intervention), discomfort with some IPS principles which are inconsistent with traditional approaches to vocational rehabilitation ( characteristics of individuals), lack of knowledge about the specific skills and tasks involved in the model ( characteristics of individuals), lack of familiarity with how to do job development and why it is important ( characteristics of individuals), and the lack of tools that can be used in real-time meetings with potential employers ( implementation process). These data informed the development of a curriculum for a pilot training program in IPS that consisted of in-person training, webinars, and on-site technical assistance. Through this pilot process, observations were made about learners' strengths and additional training needs, and the PROS program environment. In addition, program recipients' (adults diagnosed with serious mental illness, living in the community, many with histories of hospitalizations and treatment) employment needs (e.g., consistent with individuals' personal strengths and interests), part-time for many, easily accessible with public transportation ( outer setting) supported another cycle of modifications to the IPS curriculum and informed decisions about pedagogical format. As the initiative required scalability across the state of New York, it was determined that e-learning modules would be an important resource-efficient implementation strategy.

Design

The design phase established learning objectives, exercises, content, lesson planning, and media selection via a design document, which served as the blueprint for building the training program. The instructional designer gathered feedback from the analysis phase and resources on the topic provided by SMEs (e.g., books, research publications, information available online) and identified content to support the learning objectives (Table 1) for all three IPS e-learning modules. The module development team designed a 10-item knowledge quiz and a 10-item level 1 reaction survey consisting of both closed- and open-ended questions. Iteratively, the instructional designer presented design documents for review and feedback from the module development team. An example design document for the IPS Job Development module is provided in the Figure S1 in Supplementary Material.

Table 1. Learning objectives for individual placement and support (IPS) modules.

Development

During the development phase, the course developer received the reviewed design document and used an authoring tool software to create multimedia e-learning modules according to the design document. During this phase, the IPS modules were animated using video, graphics with narration, knowledge checks, and photographs. Formative evaluation from the analysis phase led to the development of a tool, the Employment Resource Book ( 24), that could be utilized by key stakeholders (providers, supervisors, and recipients) during any phase of employment (e.g., considering work, actively seeking employment, maintaining employment), and one module was developed to provide guidance about using this resource. The IPS training was built into three short e-learning modules to reflect learners' time availability and attention span during the workday, then tested in prototype with the module development team and revised.

Implementation

During the implementation phase, e-learning modules were uploaded to the CPI LMS for usability testing. During usability testing, the module's functionality is evaluated prior to training implementation. For example, the module development team tested whether videos play and navigation works (e.g., next buttons and links to additional resources) on a variety of web browsers and devices. Feedback from the usability testing phase is used to fix errors in navigation and improve user experience ( 25). After usability testing issues were addressed, the modules were ready for implementation.

When the IPS initiative began, the NYS-OMH Rehabilitation Services Unit sent an official email communication strongly encouraging PROS program providers and supervisors to participate in the training offered by the CPI IPS initiative. Further, each PROS program supervisor received an email, alerting them that the new IPS e-learning module was available in CPI's LMS. Through the LMS, PROS program participation in the modules was tracked, and completion could be monitored by PROS programs and NYS-OMH.

Evaluation

We applied quantitative and qualitative methods as part of formative and summative evaluation in the ADDIE process. Formative evaluations consisted of qualitative feedback received from recipients and providers during early pilot work, which identified training needs. The summative evaluation consisted of quantitative and qualitative data and was guided by the Kirkpatrick model for training evaluation ( 19). The four levels of evaluation are (1) the reaction of the learner about the training experience, (2) the learner's resulting learning and increase in knowledge from the training experience, (3) the learner's behavioral change and improvement after applying the skills on the job, and (4) the results or effects that the learner's performance has on care provided. For this report, we focus on the first two levels, specifically, the level 1-reaction of the learner including training experience, self-reported knowledge acquisition, and self-reported practice change through a survey and level 2-resulting knowledge through post-module quizzes.

To keep the learner experience seamless, a decision was made to embed the knowledge quiz, assessing knowledge of IPS model-related concepts, skills, and tools, within each module. In order for the module to be marked as completed, learners are required to answer at least 80% of the knowledge items correctly, which satisfies continuing education accreditation requirements. Learners are able to retake the quiz as many times as needed to meet this criterion score. Once the module is completed, the learner is prompted to complete the level 1 survey. The level 1 reaction survey was based on learning objectives set forth in each e-learning module, accreditation requirements, and example questions from Kirkpatrick level 1 ( 19). Questions included rating the module overall, if it met stated learning objectives, if the information presented was new to the learner, and questions about module-specific self-reported knowledge and practice change. In addition, three open-ended questions were included: What could we improve? What do you like the most about this module? and Where do you think you might use what you learned in this module?

The NYS Psychiatric Institute Institutional Review Board determined that this evaluation did not meet the definition of human subject research.

Analysis

Using IBM© SPSS© Statistics Version 24, we applied descriptive statistics to quantitative level 1 summative evaluation data. For the qualitative formative and summative evaluation data, we employed a thematic analysis to identify themes within the open-ended question data ( 26). Two coders reviewed the open-ended question data independently to identify codes and develop an initial code list. The coders combined codes into overarching themes and met to review and label them. Coders met twice to discuss discrepancies and achieve consensus on key barriers and facilitators within the CFIR framework. We report on those themes that were raised by at least 10% of the sample.

Results

We describe the inputs and outputs during each phase of IPS module development using ADDIE in Table 2. Formative evaluation during each stage of ADDIE allowed for the iterative revision of the content for each module and the identification of needs for subsequent modules. Feedback received from the evaluation of the first module led to the development of the second module (i.e., desire to learn more about job development) and to the development of the Employment Resource Book including the associated third module (i.e., desire to be better equipped to deal with common challenges).

Table 2. Using Analyze, Design, Develop, Implement, and Evaluate (ADDIE) to develop individual placement and support modules.

Summative evaluation examined the impact of the IPS training modules and assisted in the identification of barriers and facilitators for IPS implementation in the future. Table 3 summarizes level 1 evaluation data for all three IPS modules. Learners' background and experience varied considerably across programs. Many were rehabilitation counselors, social workers, and some had non-behavioral health backgrounds. Learners rated all three modules highly (mean range: 4.4-4.5 out of 5). Learners also indicated that the modules presented new information and met their stated learning objectives (mean range: 4.3-4.4 out of 5). Similarly, learners' self-report of knowledge acquisition was high (mean range: 4.4-4.6 out of 5). About half of learners indicated that they would change their practice after watching the modules (range: 48-51%). All learners who completed the level 1 evaluation demonstrated 80% or better mastery of knowledge on the level 2 evaluation embedded in each module.

Table 3. Level 1 data from all three individual placement and support (IPS) modules.

Open-ended question themes and related CFIR domains from these e-learning modules helped identify additional implementation support needs to be addressed by the multifaceted approach to implementing IPS (i.e., statewide webinars, regional online meetings focusing on special topics such as IPS fidelity and supervision, an IPS library with tools to help IPS implementation, and individualized program consultations that focus on addressing implementation challenges and enhancing provider competence). Themes from the open-ended questions for all three IPS modules are described using the CFIR in Table 4. These themes related to three CFIR domains: outer setting, inner setting, and implementation process. They provided information on how the modules were acceptable, what the future learning needs are, and how the information learned will be used in everyday practice.

Table 4. Themes and CFIR domains from level 1 survey open-ended questions for individual placement and support (IPS) modules.

Discussion

This report provides one example of how an instructional design approach may be applied to the development of e-learning modules as one strategy in a multifaceted approach to the implementation of IPS supported employment for community program providers in a large state public behavioral health system. Through iterative development, we applied the ADDIE model to develop a series of e-learning modules for IPS. Using an LMS, these modules were disseminated and evaluated by PROS program providers throughout NY state. Results from both level 1 and level 2 evaluations indicate that the ADDIE model was successful in improving practitioner knowledge. In addition, learners received the e-learning modules favorably, rating them highly overall and noting that they met stated learning objectives and presented new information. Throughout the development process, data from the e-learning modules were described using the CFIR to identify needs that led to additional e-learning modules as well as strategies for subsequent implementation supports through a learning collaborative statewide ( 27).

The ADDIE model and CFIR were used as complementary approaches in the development of e-learning resources for training providers in an EBP. Our experience in this process produced several lessons learned and recommendations for implementation researchers and practitioners. The analysis phase of the ADDIE model required assessment of multistakeholder needs and context early on in the process of developing training. We recommend taking the time to assess and include end users and recipients to shape and increase the ecological validity of the training. In addition, the use of the CFIR domains allowed us to anticipate barriers and map future implementation strategies. During the design process, the establishment of clear and measureable learning objectives was important and facilitated focus and evaluation of knowledge and skill acquisition. We recommend the a priori assembly of e-learning module development teams to work with the instructional designer and establish an efficient process for the review of training content and format through weekly iterative review meetings during the design and development stages. Although the ADDIE process points to the introduction of the learning platform (e.g., website, LMS) at the implementation stage, we would recommend that the team with technical expertise (i.e., in our case, the courseware developers and LMS administrators) be introduced earlier in the process during the development stage. This is crucial to the feasibility and usability of the end product. Once implemented, we recommend a scheduled monthly review of the evaluation data that is being collected as learners participate in the e-leaning modules. This information will identify any needed revisions to the training content, the need for future content development, and barriers and facilitators for future implementation.

This article reports on the development of e-learning modules that were one part of a larger implementation effort in a state system. This implementation was not a part of a rigorous research evaluation. Limitations of this report include inability to formally assess pre-post knowledge, practice and readiness for IPS implementation using validated scales based on accepted standard in the literature, variation in sample sizes for the e-learning modules precluding examination of a stable cohort of learners over time, and the inability to directly assess the specific impact of these e-learning modules on employment outcomes apart from other elements of the entire initiative. Notably, only half of the providers who completed the evaluation noted an intention to change their practice, and we did not have the capacity to assess practice change at the individual provider level at this stage of IPS implementation (level 3). However, in our subsequent work ( 27), program fidelity assessments using established measures demonstrated improvement over time, suggesting that level 3 provider practice change and fidelity self-assessed by program sites are shown to be associated with higher employment rates (level 4), which are sustained over time ( 28). Future research may focus on more rigorous evaluation of knowledge, practice change, mixed-method assessment of how the content from e-learning modules influences practice, and the essential role of care recipients in helping to design training within implementation efforts.

From adoption to sustainability, implementation science focuses on strategies to promote the systematic uptake of research findings into routine practice. Successful implementation relies on iterative, interacting activities that follow a systematic process for strategy development. In the case of training as an implementation strategy, instructional design offers a systematic and iterative process. First, it applies instructional theory to the development of training regardless of subject matter. Second, it identifies fundamental elements of the learners' needs and real-world setting factors in addition to the EBP being implemented. Third, it creates accountability to align training content with measurable learning objectives and assesses learner knowledge and skill acquisition based on content. Lastly, it engages multimedia novel approaches in the development of educational and training resources.

Compared to more intensive approaches to training and workforce development, the development of e-learning modules informed by an instructional design approach provides implementation science the opportunity to scale and support training at the level of knowledge and skill acquisition for a range of EBPs. These modules can be used either as stand-alone or as part of blended learning activities and implementation supports as in the IPS initiative. Another example, in the case of complex, multi-component intervention or model of care, is CPI's work with Assertive Community Treatment, where instructional design is used to develop e-learning modules as a first step in a blended learning training curriculum for practitioners in a state system ( 29). As such, there is increasing interest in examining the effect of an instructional design approach to training in behavioral health, especially for large systems of care.

Conclusion

Instructional design approaches such as ADDIE may offer implementation scientists and practitioners a flexible and systematic guideline for the development of e-learning modules as a single component or one strategy in a multifaceted approach for training practitioners in EBPs. In this way, this approach facilitates the translation between science to practice that takes into account the context of the learner and leverages technology for expanded reach, both promising approaches for workforce development and a learning health-care system ( 1, 30).

Author Contributions

SP, CL, and LD conceived the study and conceptual framework. SP and NC managed data and analyses. SP, PM, NC, and CL contributed to writing the manuscript with feedback and supervision from LD.

Conflict of Interest Statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

The reviewer AR and the handling Editor declared their shared affiliation.

Acknowledgments

SP is a fellow of the Implementation Research Institute (IRI), at the George Warren Brown School of Social Work, Washington University in St. Louis, through an award from the National Institute of Mental Health (R25 MH080916) and the Department of Veterans Affairs, Health Services Research & Development Service, Quality Enhancement Research Initiative (QUERI).

Supplementary Material

The Supplementary Material for this article can be found online at https://www.frontiersin.org/articles/10.3389/fpubh.2018.00113/full#supplementary-material.

Figure S1. IPS job development design document.

References

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Using Instructional Design, Analyze, Design, Develop, Implement, and Evaluate, to Develop e-Learning Modules to Disseminate Supported Employment for Community Behavioral Health Treatment Programs in New York State

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BackgroundImplementation science lacks a systematic approach to the development of learning strategies for online training in evidence-based practices (EBPs) that takes the context of real-world practice into account.

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The Ultimate Guide to Instructional Design Models

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The Ultimate Guide to Instructional Design Models

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Instructional design is a term used to describe evidence-based strategies and techniques for developing and delivering learning experiences. A learning experience is a broad term that encompasses anything where learning is involved, including courses, presentations, tests and quizzes, and support materials.

Without instructional design models, instructional designers and learning leaders would be flying blind when building learning experiences. The models follow various academic theories that map to how people learn and the cognitive processes behind the learning experience. These models ensure the instruction is as effective as possible for ensuring that learners acquire knowledge or skills.

There is no single "correct" choice when it comes to instructional design models. Some models may seem like they are different versions of each other, and today's instructional designers may adjust the models depending on resources, experience, and corporate culture.

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Bloom's Taxonomy

Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The models organize learning objectives into three different domains: Cognitive, Affective, and Sensory/Psychomotor.

Bloom's taxonomy was developed to promote more than simply memorizing facts. The model encourages higher forms of thinking, such as analyzing and evaluating. It is a framework for educational achievement in which each level depends on the one below, often drawn as a pyramid. The model is primarily used in instructional design for creating effective learning objectives.

The first of the three domains, the Cognitive Model, serves as the predominant focus of the model and includes six levels of objectives, starting with knowledge-indeed, the very first stage of learning-which leads to the development of the skills and abilities that are crucial to completing the process: comprehension, application, analysis, synthesis, and evaluation.

While there are subcategories within each, each stage lies on a continuum. The belief is that learners move up through each level of the pyramid in Bloom's taxonomy, starting from very basic learning, to acquire deeper knowledge on a subject, with each level crucial to the development of the next.

ADDIE

Originally developed for the armed forces in the 1970s, ADDIE remains a tried and true instructional design model.

ADDIE, which stands for Analysis, Design, Development, Implementation, and Evaluation, represents a dynamic, flexible guideline for building effective training experiences and performance support tools.

Stages or Phases of ADDIE

Analysis

Performs a needs analysis, by surveying the existing learning environment and identifying the learner's existing knowledge and skills; clarifies instructional problems and objectives.

Design

Addresses learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson/module planning, media selection, and delivery methods.

Development

Creates and assembles content assets according to the Design phase, developing storyboards and technologies.

Implementation

Develops procedures for training facilitators and learners.

Evaluation

Consists of two aspects: formative and summative. Formative evaluation is present in each stage of the ADDIE process, while summative evaluation is conducted on the completed instructional products.

SAM (Successive Approximation Model)

The Successive Approximation Model was developed to address issues with traditional linear, stage-based instructional design approaches.

Instead, SAM addresses such roadblocks as managing quality, deadlines, budgets, and even subject matter experts. SAM is an Agile eLearning development process built specifically for the iterative process involved in the creation of ROI-driven learning.

Here are the core phases:

Preparation - This is the information-gathering phase, intended to capture all relevant background knowledge.

Iterative Design - This phase includes the Savvy Start, or the project kickoff meeting and the main environment for all project team members to converse. Throughout the Savvy Start and the Iterative Design phase, designers and managers rotate through design, prototype, and review.

Iterative Development - Much like the Iterative Design phase, the Iterative Development Phase has the team rotate through development, implementation, and evaluation. As the course is developed, the team continually analyzes and evaluates, so that at any point if a change is needed, it can be made quickly without risk to the project's budget or time.

Action Mapping

Developed by instructional designer Cathy Moore, action mapping is an instructional design model that does what it implies: it creates a map or visual to assist teams in picture what actions or steps would be needed to achieve particular outcomes.

As with Bloom's Taxonomy, the model aims to help change what people do, not just what they know. In this way, action is more important than knowledge, and the graphic created by instructional design teams are 100% dedicated to improving business performance. Additionally, it can keep stakeholders from adding extraneous information that are not central to the goal of the learning experience.

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Dick and Carey Model

This model focuses on the interrelationship between context, content, instruction, and learning. The components of the Dick and Carey model are as follows:

Stage 1: Identify Instructional Goals
Stage 2. Conduct Instructional Analysis
Stage 3. Identify Entry Behaviors and Learner Characteristics
Stage 4: Write Performance Objectives
Stage 5. Develop Criterion-Referenced Test Items
Stage 6. Develop Instructional Strategy
Stage 7: Develop and Select Instructional Materials
Stage 8: Develop and Conduct Formative Evaluation
Stage 9: Develop and Conduct Summative Evaluation

As with other instructional design models, elements of others often overlap. For example, Stage 7 of the Dick and Carey Model, Develop and Select Instructional Materials, is similar to the Development phase of ADDIE.

Similarly, Stages 8 and 9 are similar to ADDIE's Evaluation phase.

Kemp Design Model

Instructional design models often incorporate a set of clear steps and milestones. This instructional design model has nine steps, as follows:

1. Identify instructional problems, and specify goals for designing an instructional program.

2. Examine learner characteristics that should receive attention during planning.

3. Identify subject content, and analyze task components related to stated goals and purposes.

4. State instructional objectives for the learner.

5. Sequence content within each instructional unit for logical learning.

6. Design instructional strategies so that each learner can master the objectives.

7. Plan the instructional message and delivery.

8. Develop evaluation instruments to assess objectives.

9. Select resources to support instruction and learning activities.

The first three steps of this model are very much the Analysis phase of ADDIE. However, this model does not include later-state evaluation or assessments.

As such, instructional designers and learning leaders would more likely have to incorporate elements of other models in order to effectively build and deliver content that measures knowledge and skill acquisition.

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Merrill's First Principles of Instruction

This instructional design model focuses on acquiring knowledge and skills to address real-world problems and five principles as they relate to the learner making improvements in their job performance as it related to this real-world problem.

Problems and tasks: The learner must first be able to relate to the problem or task at hand.

Activation: A course must activate the existing knowledge base of the learner. This is imperative so that the learner can connect previous knowledge with the new.

Demonstration: A course must demonstrate the new knowledge, textually and visually, in order to encourage retention.

Application: The course must allow the learner to apply new information by themselves without supervision. This might lead to mistakes, but it will also encourage practice.

Integration: The course must offer possibilities for integrating the new knowledge into the learner's existing knowledge base.

Gagne's Nine Events of Instruction

Robert Gagne developed a framework to cater to different learning stages or situations.

Less of an instructional design model and more of a checklist, some of these steps can form part of other instructional design models. For example, in the Design stage of ADDIE, instructional designers and learning leaders will want to think of elements to carry out #1 below, gaining the attention of the learner.

The nine steps are:

1. Gain the attention of the students - with language or images that catch the attention of the learner and engage them.

2. Inform students of the objectives - Communicate the intended outcomes and criteria for measuring achievement.

3. Stimulate recall of prior learning - Leverage existing knowledge before introducing new knowledge and build on it.

4. Present the content - Deliver the content in an easily digestible format, such as microlearning.

5. Provide learner guidance - Offer examples, case studies, deeper explanation, and other support tools to supplement the content.

6. Elicit performance - Engage learners with different activities that recall, utilize, and evaluate knowledge.

7. Provide feedback - Reinforce knowledge with immediate feedback.

8. Assess performance - Test the learners' knowledge with criteria that has been understood at the outset.

9. Enhance retention and transfer to the job - Implement retention strategies with additional content.

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The Ultimate Guide to Instructional Design Models - Synapse

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Instructional design is a term used to describe evidence-based strategies and techniques for developing and delivering learning experiences. A learning experience is a broad term that encompasses anything where learning is involved, including courses, presentations, tests and quizzes, and support materials. Without instructional design models, instructional designers and learning leaders would be flying blind when building learning experiences.

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A Quick Guide to Four Instructional Design Models

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If you're new to eLearning, then understanding and implementing the best Instructional Design Models from the beginning is crucial to your success.

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Instructional Design is the process of using our knowledge of how people learn to guide our choices of instructional sequences and strategies to meet the needs of the learners and desired learning outcomes.

Instructional Design can be applied to anything that involves Human Performance Improvement. The Instructional Designer is a learning expert who can use their knowledge of the principles of learning and instruction to find the optimal method of instruction. This means finding the most effective, appealing and cost-effective solution. The Instructional Designer analyses the instructional problem, the task, learning needs and learning environment. By clearly defining the learning objectives the Instructional Designer can sequence the content and choose strategies to meet the learning goals. These decisions are based on both knowledge of proven learning strategies and practical experience.

Research has shown that particular ways of delivering instructions are more effective than others. Different kinds of learning goals require different approaches to instruction. The Instructional Designer can determine the best instructional conditions or methods to deliver learning outcomes. The Instructional designer develops instructional strategies that are tailored to the learning objectives and the needs of the learners.

The Aim of Instructional Design

The aim of instructional design is to make the instructions effective, efficient, appealing and cost-effective. The instructional designer uses a variety of interactive media to improve learning and address learning objectives. Traditional face-to-face teaching methods can be enhanced by, or even replaced by innovative e-learning methods. The instructional designer is the expert in finding the right technology to support good pedagogy.

The Information Age is making new demands on us all. Education must find ways to face these new challenges. We can no longer see learners as empty vessels that can be filled with information. The information now resides out there, distributed across a vast network and shared between all people. The challenge now is to help people to use this information safely, wisely and productively as they adapt to a rapidly changing world. We need to prepare "students to learn, work and live successfully in a knowledge-based, global society" (Newhouse, 2002). The Instructional Designer is there to facilitate learning in this new epoch, The Knowledge Age.

Instructional Design, Educational Design or Learning Design

The terms Instructional Design, Educational Design and Learning Design can be used interchangeably. Learn more.

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What is Instructional Design? | Instructional Design Australia

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Instructional Design is the process of using our knowledge of how people learn to guide our choices of instructional sequences and strategies to meet the needs of the learners and desired learning outcomes. Instructional Design can be applied to anything that involves Human Performance Improvement.

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Instructional Design Basics Course | Instructional Design Australia

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Start or advance your career as an Instructional Designer. Practical hands on course, includes a comprehensive toolkit of materials, templates and guides.

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Instructional Design Models: Comparing ADDIE, Bloom, Gagne, & Merrill

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Instructional Design Models: Comparing ADDIE, Bloom, Gagne, & Merrill

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On a recent business trip, I was reminded that even though I live in the world of instructional design every day, how difficult the concept can be to explain to someone who doesn't. Here's a breakdown of common processes and principles.
What is Instructional Design?
There are a number of definitions for instructional design with slight variations between them, but the description boils down to something like this:
Instructional Design: The process by which instruction is improved through the analysis of learning needs and systematic development of learning experiences. Instructional designers often use technology and multimedia as tools to enhance instruction.
According to this definition, instructional designers have two primary functions:

1. To analyze learning needs.

2. To systematically develop improved learning experiences.

We've discussed learning needs analysis in previous posts on this blog, so let's focus on the second part of that definition. To systematically develop improved learning experiences, it is a significant help to apply a process or model that can be followed and counted on to produce a robust solution. There have been a number of instructional design models and processes defined through the years, but only a few have been widely accepted and implemented by most instructional design practitioners. Below are four instructional design models that I have used myself, and that I see cited consistently among my peers.

The ADDIE Model

ADDIE stands for Analyze, Design, Develop, Implement, and Evaluate. These equate to a 5-phase process for developing instructional materials.

1. Analyze: The instructional designer clarifies the problem to be addressed with an instructional intervention, defines the training need and conducts an extensive audience analysis to determine the instructional environment, pre-existing knowledge, skills and abilities, opportunities and constraints.

2. Design: The instructional designer writes learning objectives and determines the instructional strategies that will be utilized to achieve those objectives. Decisions are made about how the instructional materials will look, feel, operate, and be delivered to the learner. Storyboards and elearning prototypes are created.

3. Develop: Content is assembled and incorporated into the design to produce the instructional or performance support materials. Deliverable is reviewed for quality and revised.

4. Implement: The finished course or performance support tool is rolled out to the intended audience and its impact is monitored.

5. Evaluate: The instructional designer uses various methods to determine whether the course or performance support tool is delivering the expected results.

Bloom's Taxonomy (Revised)

Bloom's Taxonomy, revised in 2001 by Anderson and Krathwohl, defines the six levels of cognitive learning starting with the simplest at the bottom and moving up through the levels to the most complex, or deepest learning. As an instructional design framework, Bloom's Taxonomy ensures that learners push through the lower levels of remembering and understanding new information, to being able to apply it, analyze it, evaluate its impact, and ultimately to solve unique problems by creating solutions that would not have been possible without the new knowledge.

Gagne's Nine Events of Instruction

Robert Gagne's Nine Events of Instruction is based on the behaviorist approach to learning. Gagne identified the mental conditions needed for learning in adults. He then created his Nine Events of Instruction to address the conditions of learning. The Nine Events of Instruction are:

1. Gain the student's attention. Emotional buy-in is the first step in laying the foundation for learning retention. This can be done by telling a story or asking a thought-provoking question.

2. Inform students of the objectives. Establishes expectations for the course and criteria for measuring success or failure.

3. Stimulate recall of prior learning. Leverages existing knowledge as a scaffold to incorporate new knowledge.

4. Present the content. Use chunking for easy consumption of the content.

5. Provide learner guidance. Supplement the content with case studies, activities, discussion questions and other instructional support materials.

6. Elicit performance. Challenge learner's activities that recall, utilize, and evaluate knowledge.

7. Provide feedback. Use immediate feedback to reinforce knowledge

8. Assess performance. Test learner knowledge against established criteria

9. Enhance retention and transfer to job. Use content retention strategies to appropriate job aids to retain new knowledge.

Merrill's Principles of Instruction

David Merrill's 2002 First Principles of Instruction framework integrates five principles of learning.

1. Task-centered principle: Learning starts with a real-world task or problem the learners can relate to.

2. Activation principle: Activating the learner's existing knowledge base helps them connect previous knowledge with the new knowledge.

3. Demonstration principle: A course must demonstrate the knowledge in multiple ways (for example, both visually and through storytelling) so that it leverages different regions of the brain, and increases knowledge retention.

4. Application principle: Learners must apply new information on their own and learn from their mistakes.

5. Integration principle: Help to integrate the knowledge into the learner's world through discussion, reflection, and/or presentation of new knowledge.

Each of the four instructional design models outlined above have strengths and weaknesses. Depending on the problem to be solved by creating a training solution, one of these models may be more appropriate than the others. Instructional designers should be quite familiar with these models and others to design and deliver quality training solutions.

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Instructional Design Models: Comparing ADDIE, Bloom, Gagne, & Merrill

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On a recent business trip, I was reminded that even though I live in the world of instructional design every day, how difficult the concept can be to explain to someone who doesn't. Here's a breakdown of common processes and principles. What is Instructional Design?

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Webinar Pembinaan Modul Pendidikan dan Promosi Kesihatan 2020

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Bengkel Pembinaan Modul Mengikut Metodologi DDR

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Bengkel Pembinaan Modul Mengikut Metodologi DDR

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Bengkel Pembinaan Modul Mengikut Metodologi DDR Oleh Dr Amani Binti Dahaman 19/11/2020

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Analisis, Anda, Dick, Objektif, Carey, Strategi, Pilih, Membangun Dan Menjalankan Penilaian

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REKA BENTUK INSTRUKSIONAL & TEORI INSTRUKSIONAL - ppt download

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Reka Bentuk Instruksional - berkenaan dengan memahami, memperbaiki dan menggunakan kaedah-kaedah pengajaran. Proses membuat keputusan tentang kaedah pengajaran yang terbaik untuk membawa perubahan dalam pengetahuan pelajar dan kemahiran.

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REKA BENTUK PENGAJARAN DAN PEMBELAJARAN - ppt download

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DEFINISI REKA BENTUK PENGAJARAN Reka Bentuk Pengajaran (RP) -suatu proses sistematik untuk mereka bentuk, membangun, melaksana dan menilai pengajaran (Dick dan Reiser, 1989). Sains untuk mencipta spesifikasi pengajaran dengan terperinci untuk pengembangan, penilaian dan penyelenggaran suatu keadaan yang boleh memudahkan pembelajaran.

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REKA BENTUK PENGAJARAN DAN PEMBELAJARAN - ppt download

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DEFINISI REKA BENTUK PENGAJARAN Reka Bentuk Pengajaran (RP) -suatu proses sistematik untuk mereka bentuk, membangun, melaksana dan menilai pengajaran (Dick dan Reiser, 1989). Sains untuk mencipta spesifikasi pengajaran dengan terperinci untuk pengembangan, penilaian dan penyelenggaran suatu keadaan yang boleh memudahkan pembelajaran.

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Pembangunan Modul Murabbi Ummah ILIM_NKJ_1

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This summary was compiled by Karin Kirk, SERC.

Background

The affective domain is part of a system that was published in 1965 for identifying, understanding and addressing how people learn. Part of Bloom's Taxonomy, this classification of educational objectives includes the cognitive domain, the affective domain and the psychomotor domain.

The cognitive domain is organized in a hierarchy that begins with the straightforward acquisition of knowledge, followed by the more sophisticated cognitive tasks of comprehension, application, analysis, synthesis, and evaluation.

The psychomotor domain relates to the learning of physical movements. The members of the original committee did not write a book on about the psychomotor domain.

More information

Definitions of the affective domain

The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. We found a large number of such objectives in the literature expressed as interests, attitudes, appreciations, values, and emotional sets or biases. [from Krathwohl et al, 1964 ]

Here are descriptions of each step in the taxonomy, starting at the most basic level. (From [link https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/krathwol.html'Krathwohl's Taxonomy of Affective Domain'])

Receiving is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to.

Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim.

Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate.

Organization is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine.

Characterization by value or value set is to act consistently in accordance with the values he or she has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.

What is the relevance of the affective domain in education?

If we are striving to apply the continuum of Krathwohl et al. to our teaching, then we are encouraging students to not just receive information at the bottom of the affective hierarchy. We'd like for them to respond to what they learn, to value it, to organize it and maybe even to characterize themselves as science students, science majors or scientists.

We are also interested in students' attitudes toward science, scientists, learning science and specific science topics. We want to find teaching methods that encourage students and draw them in. Affective topics in educational literature include attitudes, motivation, communication styles, classroom management styles, learning styles, use of technology in the classroom and nonverbal communication. It is also important not to turn students off by subtle actions or communications that go straight to the affective domain and prevent students from becoming engaged.

In the educational literature, nearly every author introduces their paper by stating that the affective domain is essential for learning, but it is the least studied, most often overlooked, the most nebulous and the hardest to evaluate of Bloom's three domains. In formal classroom teaching, the majority of the teacher's efforts typically go into the cognitive aspects of the teaching and learning and most of the classroom time is designed for cognitive outcomes. Similarly, evaluating cognitive learning is straightforward but assessing affective outcomes is difficult. Thus, there is significant value in realizing the potential to increase student learning by tapping into the affective domain. Similarly, students may experience affective roadblocks to learning that can neither be recognized nor solved when using a purely cognitive approach.

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teach the earth:enhancing your teaching:affective domain

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This summary was compiled by Karin Kirk, SERC. The affective domain is part of a system that was published in 1965 for identifying, understanding and addressing how people learn. Part of Bloom's Taxonomy, this classification of educational objectives includes the cognitive domain, the affective domain and the psychomotor domain.

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Bloom's Taxonomy & Anderson and Krathwohl's Revised Taxonomy

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Bloom's Taxonomy & Anderson and Krathwohl's Revised Taxonomy

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Bloom's Taxonomy & Anderson and Krathwohl's Revised Taxonomy

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One Easy Way to Engage Students in Higher Order Thinking Online!

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One Easy Way to Engage Students in Higher Order Thinking Online!

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One Easy Way to Engage Students in Higher Order Thinking Online!

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After reading The Diary of Anne Frank, a student is asked, " Who is Anne Frank?" To answer the question, the student simply recalls the information he or she memorized from the reading.

With the implementation of Common Core, students are expected to become critical thinkers instead of just recalling facts and ideas from text. In order for students to reach this potential and be prepared for success, educators must engage students during instruction by asking higher-order questions.

Higher-order Questions (HOQ)

Higher-order questions are those that the students cannot answer just by simple recollection or by reading the information " verbatim " from the text. Higher-order questions put advanced cognitive demand on students. They encourage students to think beyond literal questions.

Higher-order questions promote critical thinking skills because these types of questions expect students to apply, analyze, synthesize, and evaluate information instead of simply recalling facts. For instance, application questions require students to transfer knowledge learned in one context to another; analysis questions expect students to break the whole into component parts such as analyze mood, setting, characters, express opinions, make inferences, and draw conclusions; synthesis questions have students use old ideas to create new ones using information from a variety of sources; and evaluation questions require students to make judgments, explain reasons for judgments, compare and contrast information, and develop reasoning using evidence from the text.

Higher-order Questions Research

According to research, teachers who effectively use a variety of higher-order questions can overcome the brain's natural tendency to develop mental routines and patterns to limit information, which is called neural pruning. As a result, student's brains may become more open-minded, which strengthens the brain.

According to an article in Educational Leadership (March 1997), researchers Thomas Cardellichio and Wendy Field discovered that higher-order questions increase neural branching, the opposite of neural pruning. In addition, these researchers found that teachers can promote the process of neural branching through seven types of questions.

1. Hypothetical thinking. This form of thinking is used to create new information. It causes a person to develop an answer based on generalizations related to that situation. These questions follow general forms such as What if this happened? What if this were not true?, etc.

2. Reversal thinking. This type of thinking expects students to turn a question around and look for opposite ideas. For example, What happens if I reverse the addends in a math problem? What caused this? How does it change if I go backward?, etc.

3. Application of different symbol systems. This way of thinking is to apply a symbol system to a situation for which it is not usually used, such as writing a math equation to show how animal interaction is related.

4. Analogy. This process of thinking is to compare unrelated situations such as how is the Pythagorean Theorem related to cooking. These questions typically ask How is this like ___?

5. Analysis of point of view. This way of thinking requires students to consider and question other people's perspective, belief, or opinion in order to extend their minds. For instance, a teacher may ask a student, What else could account for this? or How many other ways could someone look at this?

6. Completion. This form of thinking requires students to finish an incomplete project or situation that would normally be completed. For example, removing the end of a story and expecting the students to create their own ending.

7. Web analysis. With web analysis, students must synthesize how events are related in complex ways instead of simply relying on the brain's natural ability to develop a simple pattern. For example, How extensive were the effects of _____? Or Track the relationship of events following from ___ aretypes of web analysis questions.

The researchers concluded that this type of questioning can lead to better critical thinking skills. " They can analyze, synthesize, evaluate, and interpret the text they are reading at complex levels. They can process text at deep levels, make judgments, and detect shades of meaning. They can make critical interpretations and demonstrate high levels of insight and sophistication in their thinking. They are able to make inferences, draw relevant and insightful conclusions, use their knowledge in new situations, and relate their thinking to other situations and to their own background knowledge. These students fare well on standardized tests and are considered to be advanced. They will indeed be prepared to function as outstanding workers and contributors in a fast-paced workplace where the emphasis is on using information rather than just knowing facts."

Higher-order Questions and Explicit Direct Instruction

The Explicit Direct Instruction (EDI) model incorporates a variety of higher-order questions in order to encourage and increase critical thinking skills.

The component in EDI is the only question that is at a low level of Bloom's Taxonomy. The reason for this is because the content during this portion of the lesson is not at a high level. Also, the students have not been taught the high-level content. Typically, the question asked to students is " What are we doing today? or What is our Learning Objective?"

The component includes a variety of higher-order concept-related questions because the content is at a high level. Here is a list of higher-order questions that are asked during this EDI component:

In your own words, what is (insert the concept being taught)?

Which is an example of ________? Why?

What is the difference between the example and the non-example?

Why is this an example of ______?

Give me an example of ______.

Draw an example of ______.

Match the examples to the definition of ______.

Which picture/poster shows an example of _______?

The SKILL DEVELOPMENT component asks higher-level thinking-process questions after modeling the skill.

The GUIDED PRACTICE asks higher-level process questions that require the students to show their thought process when performing the skill.

How did you know how to __________?

How did you know that this was the correct answer?

How did you use to ensure that you knew how to find the _____?

How did you know how to interpret the answer?

Which steps was most difficult for you? Why?

The RELEVANCE component includes higher-level evaluation questions.

Does anyone have any other reason as to why this is important?

Which reason is the most relevant to you? Why?

The CLOSURE component includes high-level questions such as:

What did you learn today?

How did the lesson meet the Learning Objective?

How will this lesson benefit you in the future?

If higher-order questions promote critical thinking skills, as research shows, then higher-order questions should be included throughout instruction. The EDI model offers a good way to do just that!

Citations

Educational Leadership, Seven Strategies That Encourage Neural Branching, March 1997

How do you incorporate higher-order questions during instruction? Please share your experiences in the comment section below.

Author: Patricia Bogdanovich

Patricia has held various positions with DataWORKS since 2002. She currently works as a Curriculum Specialist. Patricia helped develop and create many of the early resources and workshops designed by DataWORKS, and she is an expert in analysis of standards. Patricia plans to blog about curriculum and assessments for CCSS and NGSS, classroom strategies, and news and research from the world of education.

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After reading The Diary of Anne Frank, a student is asked, "Who is Anne Frank?" To answer the question, the student simply recalls the information he or she memorized from the reading. With the implementation of Common Core, students are expected to become critical thinkers instead of just recalling facts and ideas from text.

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Operational Leadership VS Strategic Leadership, Which Is Better For Business?

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Operational Leadership VS Strategic Leadership, Which Is Better For Business?

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There is a big difference between being a strategic leader and an operational leader. Both are important in a company, but they serve different functions. Knowing the difference between the two and what each one entails is important for any founder or leader looking to grow their business. Here we'll take a look at what they are, the pros and cons of each type of leadership, so you can decide which one is right for you.

What is operational leadership and what is strategic leadership?

Operational leadership is the process of leading and managing the day-to-day operations of an organization. It includes setting goals and objectives, developing and implementing policies and procedures, and monitoring progress towards achieving organizational goals. Operational leaders typically have extensive knowledge of their organization's products, services, and processes.

Strategic leadership is the process of leading and managing an organization's long-term direction. It includes setting the organization's vision, mission, and goals; developing and implementing strategies to achieve those goals; and monitoring progress towards achieving the organization's objectives. Strategic leaders typically have a broad understanding of the marketplace and the competitive landscape. They use this knowledge to make decisions about where to allocate resources and how to position the organization for success.

Both operational and strategic leadership are important for ensuring that an organization achieves its goals. Operational leaders provide the day-to-day guidance and direction that is necessary to keep the organization running smoothly. Strategic leaders provide the long-term vision and guidance that is necessary to ensure that the organization remains competitive and successful.

Key differences between operational leadership and strategic leadership

There are key differences between operational leadership and strategic leadership. Operational leadership focuses on the day-to-day management of the organization and its resources, while strategic leadership focuses on the long-term planning and direction of the organization. Strategic leaders must be able to see the big picture and make decisions that will help the organization achieve its goals, while operational leaders must be able to execute the plans and strategies created by the strategic leaders.

Operational leadership is typically more concerned with short-term results, while strategic leadership is more concerned with long-term results. Operational leaders often have direct control over their subordinates, while strategic leaders typically do not. Strategic leaders must be able to influence others without having direct authority over them.

leaders lead

Pros of operational leadership over strategic leadership

The advantages of operational leadership over strategic leadership are many and varied:

1. Perhaps the most obvious advantage is that operational leaders are more likely to have a deep understanding of the day-to-day workings of their organization, and as such, they are better equipped to make decisions that will have a direct and immediate impact on operations.

2. Operational leaders are often more hands-on than their strategic counterparts, meaning they are better able to provide support and guidance to front-line staff.

3. Because operational leaders are typically more focused on the here and now, they may be less likely to become bogged down in long-term planning and instead be more responsive to changes in the market or environment.

Cons of operational leadership compared to strategic leadership

1. Operational leadership is typically more reactive than strategic leadership. Operational leaders are focused on managing the day-to-day operations of their organizations and may not have the time or inclination to take a long-term view. This can lead to operational leaders making decisions that are not in line with the organization's overall strategy.

2. Operational leadership can also be less effective than strategic leadership in times of change. Because operational leaders are so focused on the day-to-day, they may resist change or be slow to adapt to new situations. In contrast, strategic leaders are more likely to embrace change and be proactive in seeking out new opportunities for their organizations.

3. Operational leadership can sometimes stifle creativity and innovation. Because operational leaders are focused on efficiency and meeting deadlines, they may not be open to new ideas that could improve the organization's performance. This can lead to stagnation and a lack of progress over time.

Pros of strategic leadership over operational leadership

There are a few key advantages that strategic leaders have over operational leaders:

1. Strategic leaders tend to be more forward-thinking and focused on the long-term goals of the organization. They are always looking for ways to improve upon the status quo and to innovate for the future. Operational leaders, on the other hand, are more focused on the day-to-day tasks and keeping things running smoothly.

2. Strategic leaders are better at making decisions that will have a positive impact on the organization as a whole. They take into consideration all of the factors involved in a situation before making a decision, whereas operational leaders may make decisions based solely on what is best for their department or team.

3. Strategic leaders are better at inspiring and motivating others to achieve the organization's goals. They are able to see the big picture and articulate it in a way that gets people excited and motivated to work towards the common goal. Operational leaders, while they may be good at managing their team, may not have the same ability to inspire and motivate others.

4. Strategic leaders are better at dealing with change. They are comfortable with ambiguity and uncertainty, and they are always looking for ways to improve upon the status quo. Operational leaders, on the other hand, may resist change because it might disrupt the efficient running of their department or team.

Team Leader

Cons of strategic leadership compared to operational leadership

While strategic leadership may have its advantages, there are also some potential disadvantages associated with this type of leadership:

1. One key disadvantage is that strategic leaders may become too focused on the long-term goals and objectives of the organization, and fail to pay adequate attention to the day-to-day operations. This can lead to a lack of understanding of what is happening at the ground level, and make it difficult for strategic leaders to make informed decisions.

2. Because strategic leaders are often more concerned with the big picture, they may be less likely to listen to input from lower-level employees, who may have valuable insights into operational issues. This can create a feeling of disconnect between management and frontline staff, which can impact morale and motivation levels.

3. Another potential disadvantage of strategic leadership is that it can lead to a "top-down" decision-making style, where decisions are made without input from those who will be impacted by them. This can create frustration and resentment among employees, and may ultimately impact productivity levels.

Situations when operational leadership is better than strategic leadership

There are many reasons why operational leadership is often preferable to strategic leadership. In some cases, it may simply be more effective; in others, it may be necessary to maintain control or keep things running smoothly. Here are a few common scenarios when operational leadership is the better option:

1. When goals are short-term or immediate

In many cases, the goal of a business or organization is simply to get through the day-to-day operations without any major disruptions. In these situations, it's usually more effective to have someone in charge who is focused on the immediate tasks at hand rather than long-term goals. This way, everyone can stay focused on what needs to be done in order to keep things running smoothly.

2. When there is a lot of change happening

Change can be difficult to manage, especially if it's happening on a large scale. In these cases, it's often better to have someone in charge who is focused on keeping things running smoothly rather than trying to implement major changes. This way, the organization can continue to function while still making progress.

Leader Light Bulb

3. When there is a crisis

Crises are usually best managed by those who are focused on the immediate problem at hand and not on long-term goals. This way, the necessary steps can be taken quickly to mitigate the damage and prevent further problems from occurring.

4. When control needs to be maintained

There are times when it's necessary to maintain strict control over an organization or business. In these cases, it's usually more effective to have someone in charge who is focused on maintaining that control rather than trying to implement major changes. This way, the organization can continue to function without any major disruptions.

5. When things need to run smoothly

There are times when it's necessary to keep things running smoothly, even if that means not making any major changes. In these cases, it's usually more effective to have someone in charge who is focused on keeping things running smoothly rather than trying to implement major changes. This way, the organization can continue to function without any major disruptions.

Situations when strategic leadership is better than operational leadership

The role of strategic leadership is to make long-term decisions that will help an organization grow and succeed. Operational leadership, on the other hand, is focused on day-to-day management and decision-making. In some situations, it may be better to have a strategic leader in charge, while in others operational leadership may be more effective.

1. One situation when strategic leadership is better than operational leadership is when an organization is facing a major change. For example, if a company needs to rebrand itself or expand into new markets, a strategic leader with a vision for the future is necessary. Operational leaders may be able to handle day-to-day operations during a time of change, but they are not as equipped to make long-term decisions that will shape the company's direction.

2. When an organization is facing a crisis. During a time of crisis, it is important to have a leader who can think outside the box and come up with creative solutions. Operational leaders may be too focused on keeping things running smoothly to be able to deal with a crisis effectively.

In general, strategic leadership is more effective when an organization is facing major changes or challenges. Operational leadership is better suited for day-to-day management and decision-making in stable situations.

Operational Leadership VS Strategic Leadership Summary

So, what is the main difference between strategic leadership and operational leadership? The key difference is that while strategic leadership focuses on setting goals and developing a plan to achieve them, operational leadership oversees the day-to-day operations of the organization in order to realize those goals. There are pros and cons to both types of leadership, and which one will work better for you or your company depends on the specific situation. In some cases, it may be advantageous to have a strong strategic leader who can focus on long-term planning and goal setting, while in other cases it might make more sense to have an operational leader who can ensure that tasks are being carried out effectively and efficiently.

No matter what type of leader you are, always remember that communication is key - keep your team informed about your vision for the company and solicit their input whenever possible. We hope this article has helped shed some light on the differences between strategic and operational leadership. If you have any questions or comments, please leave them below!

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Operational Leadership VS Strategic Leadership, Which Is Better for Business? - Hidayat Rizvi

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There is a big difference between being a strategic leader and an operational leader. Both are important in a company, but they serve different functions. Knowing the difference between the two and what each one entails is important for any founder or leader looking to grow their business.

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_Kepimpinan Strategik Vs Kepimpinan Operasional (1)

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Why The Most Successful Businesses Run On Operating Frameworks

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Why The Most Successful Businesses Run On Operating Frameworks

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If running a business was easy, every business would succeed. Fortunately for your market share, but unfortunately for those aspiring to be successful business leaders, running a business isn't easy. It's an enormous challenge that requires limitless energy, passion, creativity, stamina, and flexibility.

As a result, many businesses fail.

According to the Bureau of Labor Statistics [1], only one out of four businesses survive their first 15 years, and a whopping 20% never even get close to reaching a 15-year milestone because they close within their first two years.

Whether cash flow problems, poor leadership decision-making, marketing failures, or lackluster business plans are to blame, one thing is certain: failing businesses lack well-defined operating frameworks.

What Is an Operating Framework?

Defined simply, an operating framework is a strategy that a business uses to unify, motivate, orient, and organize its people around a common vision to achieve predefined goals within a set timeframe.

An operating framework differs from your business plan, and can be defined as mindful, intentional, and well-planned business operations. Essentially, an operating framework should define the actionable strategy that will enable a business leader to successfully execute their business plan.

Why Your Business Needs an Operating Framework

At first glance, "business operations" seems like a straightforward term: it's how your business operates.

When you look closely at the details of what your business operations actually entail, however, you'll find that defining your "business operations" and transforming them into an intelligent, strategic operating framework is more complicated than it seems.

So, let's take a look at the components that comprise a company's business operations:

Strategic Planning - Business operations all begin with setting short-term and long-term goals, defining what success looks like for your business, and establishing a strategic plan to achieve those goals.

Operations - This hands-on component of operations includes the technology, tools, processes, workflow, and schedule that your team will use to achieve the goals established in the business strategy.

Execution - You must ensure that you have the right personnel, teams, and supervisors leading the charge and orienting everyone around well-aligned goals.

Data/Intelligence - You must continuously gather and analyze your company's key metrics and financial insights to measure the success of each individual project, department, or initiative to determine what's actually moving your business toward its goals and what's holding it back. This information will help you make data-driven decisions to lead your company toward success.

If all of these moving parts are aligned and working together symbiotically in your business, you have established a well-defined operating framework!
Roadblocks and pathways to success become much clearer, and you'll have the team and tools in place to move your business forward.

Why is it so important to have an operating framework?

A Well-Defined Operating Framework Is Essential for Business Survival

Resilience is clearly essential when it comes to weathering fierce challenges and sudden changes that affect business. But what exactly makes a business resilient?

According to Harvard Business Review [2], it's a combination of agility and stability that lends businesses the resilience they need to get through economic downturn even to successfully implement the organizational changes needed to remain operational during a worldwide health crisis.

With one representing flexibility and the other cohesion, agility and stability might seem like opposing forces within a business's operating model, but they're both necessary for the other to function.

While agility provides the dexterity necessary for a company to make swift adjustments in response to a shifting economic environment, stability keeps everyone and everything together, enabling the business to remain upright and operational - no matter how many sudden moves economic conditions force leadership to make.

A well-defined operating framework is the key component to creating a business that can, at once, be agile and stable, because an operating framework unifies personnel in addition to fostering a cohesive vision and well-organized teamwork.

Simultaneously, an operating framework focused on aggressive, short-term goals also provides business leaders with the ability to swiftly pivot the organization's unified vision in response to any crisis.

After establishing a well-defined operating framework, you might be surprised to find that business can do more than simply survive; your business will start to thrive. This is why many growing businesses start by using a framework strategy that fits best with their business, and this helps them follow through.

Three Popular Operating Framework Strategies

There are many types of operating frameworks that have been defined by business leaders. All based on Peter Drucker's Management by Objectives (MBO) [3], three of the most popular operating frameworks include:

1. Scaling Up

2. Entrepreneurial Operating System (EOS)

3. Objectives and Key Results (OKR)

While these framework strategies differ in the way they expand upon Drucker's MBO, they all use the implementation of setting goals, defining roles, and measuring progress to point an organization's people in a common direction to help the business grow.

Which Operating Framework Is Best for Your Business?

1. Scaling Up (AKA The Rockefeller Habits)

Scaling Up was created by Verne Harnish the founder of Entrepreneur's Organization and author of Mastering the Rockefeller Habits and Scaling Up [4]. Of the three we're discussing, this framework is by far the most thorough and detailed.

It pairs a business management methodology with strategic planning tools that guide business toward their goals. This operating framework encourages setting quarterly goals and priorities that will help you work toward your ultimate goal. With Scaling Up, you'll use daily meetings to keep operations on course with respect to strategy, execution, team alignment, and cash management.

Scaling Up is undoubtedly the most thoroughly outlined operating framework, and it's the perfect model for aggressively growing organizations. That being said, some businesses - especially small and medium enterprises - might find its intricacies difficult to implement, even though its principles can be rolled out gradually.

2. Entrepreneurial Operating System (EOS)

Created by Gino Wickman [5], the EOS is based on the same ideas and structure as Scaling Up, but offers a lighter, more digestible framework. Businesses using EOS will enjoy many of the same benefits, but will likely find the weekly (rather than daily) leadership meetings more easily executed.

Like Scaling Up, EOS calls for setting short-term goals (called Rocks) that accumulate and work your organization toward its long-term goals. Unlike Scaling Up, EOS focuses primarily on people and execution with streamlined problem-solving, aligned vision, and data-tracking.

EOS is great for growing businesses.

One of the main reasons why a lot of businesses in the growth phase look towards EOS as an operating framework is because it solves one of their biggest pains: lack of processes. Businesses in this stage often struggle with nailing down formal processes that will ultimately end up scaling their business.

"I think the beauty of EOS is that EOS is a framework for execution. I truly believe that companies that out- execute, trump companies that have great ideas."

-Micah Brandenburg, Micah Brandenburg Consulting

With easy application and execution, it's perfect for entrepreneurs that might not have as much time or as many resources to dedicate to implementing a system as comprehensive as Scaling Up.

3. Objectives and Key Results (OKR)

Created by Andy Grove [6], Objectives and Key Results is the most versatile of the three operating frameworks. It's based on the highly flexible principles of outlining exactly what you wish to achieve (objectives) and how you measurably plan to achieve it (key results).

Clearly, goals ought to be specific and desired results need to be measurable, ideally with data-based KPIs, in order to track success.

The OKR framework can be applied to short-term goals and long-term visions alike. While it doesn't offer specific guidelines for organizing your people, cash management, strategy, or framework, it will get you to start thinking clearly about defining success and learning how to orient your business operations around goals.

When using an OKR framework, it's good to focus on setting specific, measurable, realistic, and timely (SMART) goals [7].

The OKR is highly flexible, so it works well for working toward any type of goal and can be used in all business types. So, whether you finally want to learn how to ice skate or improve the revenue generated by your independent contracting company, setting up an OKR operating framework is a great way to start.

Using Management Accounting to Implement a Well-Defined Operating Framework

A well-defined operating framework will help you define what success means to your business and orient every piece of your company around a strategy to turn your collective vision of success into a reality.

At the same time, having a solid, streamlined management accounting system makes implementing your operating framework possible.

Management accounting will first help you identify the short and long-term goals that will ultimately help you achieve success in your business. It will enable you to collect relevant financial data and track your progress. Additionally, management accounting can help you identify and remove barriers to your business goals.

Without a robust back office, it's nearly impossible to define, implement, and execute an operating framework for your business.

By establishing sound management accounting processes, you'll ensure your business is oriented around common goals with a clear strategy for achieving them.

As a result, you'll offer stability to your people and your bottom line that will shore up your business against any incoming storms - financial or otherwise.

[1] www.investopedia.com/financial-edge/1010/top-6-reasons-new-businesses-fail.aspx

[2] www.hbr.org/2020/04/to-build-an-agile-team-commit-to-organizational-stability

[3] https://corporatefinanceinstitute.com/resources/knowledge/strategy/management-by-objectives-mbo/

[4] www.scalingup.com/

[5] www.eosworldwide.com/

[6] www.whatmatters.com/faqs/okr-meaning-definition-example/

[7] https://corporatefinanceinstitute.com/resources/knowledge/other/smart-goal/

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Why The Most Successful Businesses Run On Operating Frameworks

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If running a business was easy, every business would succeed. Fortunately for your market share, but unfortunately for those aspiring to be successful business leaders, running a business isn't easy. It's an enormous challenge that requires limitless energy, passion, creativity, stamina, and flexibility. As a result, many businesses fail.

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Responsibilities of an Operations Leader

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Responsibilities of an Operations Leader

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Two weeks ago, I wrote about what the typical characteristics were of an Operations Leader. ( https://www.linkedin.com/pulse/understanding-operations-leader-charlean-gmunder-cscp?trk=hp-feed-article-title). I did this to help the Food Safety Professional gain an increased understanding of the attributes of their counterpart so that they might be better able to develop a collaborative relationship. By gaining an understanding of what makes the Operations Leader "tick," the Food Safety Professional is one step closer to understanding how to better gain alignment with the key operational leadership.

Another important aspect of gaining this understanding is recognizing the responsibilities that an Operations Leader has. While not all Operations Leaders share identical duties, their accountabilities all generally fall in the same major categories. As the key leader at a site, the Operations Leader is mainly responsible for four key areas: safety, quality, cost, and service.

Because they often are the highest-ranking person at a site, the Operations Leader has the ultimate responsibility for ensuring the safety of all personnel at a facility. It is their job to ensure that associates work in a safe environment, using properly approved procedures, operating in safe conditions, and using appropriate personal protective equipment. The Operations Leader wants to ensure that all associates leave work each day, returning to their loved ones, with the same good health with which they came into work. To help monitor this, a site normally measures OSHA recordable rates, or Lost Time Case rates. Very often, these metrics are used to determine the Operations Leader's performance in the safety arena.

Another key responsibility for an Operations Leader is Quality. Regardless of what company you work for, the Operations Leader must share accountability for the quality of the product that is being produced. In many cases, monitoring progress on this can take the form of rework generation metrics or customer complaint rates. One tends to be internally-focused, whereas the other measure is an externally-focused quality metric. Irrespective of which measures are chosen, the Operations Leader is normally responsible for the quality of the product his team produces.

These two areas, Safety and Quality, frequently have a direct impact on another key accountability, Cost. The Operations Leader is normally very focused on costs. His/her performance plan is very often based on measures such as cost of goods sold or productivity. While he doesn't have a direct effect on the top line growth of the business, he does have strong influence over the bottom line by controlling costs. Many times, metrics in this cost area draw significant focus from the Operations Leader, however, all responsibilities (safety, quality, and even service) ultimately tend to drive costs in some fashion.

One other area that the Operations Leader is customarily responsible for is the Service level. Commonly used measures to monitor performance in this space are perfect order rate or on-time, in full rate. The Operations Leader focuses not only on producing the right product at the right time, but also in getting that product out to the customer as requested. This can be a juggling act for the Operations team, as they try to balance customer requirements with Operations capabilities, bearing in mind shelf-life considerations.

All four main areas (Safety, Quality, Cost, and Service) are typically within the realm of accountabilities for the Operations Leader. By understanding the measures that are normally used to monitor the performance of the Operations Leader in their performance plan, the Food Safety professional can better understand what is driving their counterpart. It is important for the Food Safety professional to understand what the Operations Leader is measured on, as well as what attributes he/she typically come to the table with. This helps to explain the mindset when coming together to address food safety issues. As a better understanding of each other is gained, it becomes far easier to collaborate and create the leadership imperative necessary to implement and sustain a food safety environment appropriate for today's manufacturer.

Next time, I'll explain how to leverage the knowledge of what drives the Operations Leader to benefit the food safety objectives.

I'm interested to hear your thoughts. Do you understand how your Operations Leader is measured? Have you seen their focus on these same four key areas?

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Responsibilities of an Operations Leader

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Two weeks ago, I wrote about what the typical characteristics were of an Operations Leader. (https://www.

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4 Key Management Traits of an “Effective Operations Leader”

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4 Key Management Traits of an “Effective Operations Leader”

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4 Key Management Traits of an “Effective Operations Leader”

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Overseeing the operations of any business is a career in which the right business-minded individual can truly succeed. I know, as I started my first role in Servicing and Lending Operations as a Collector on the phone, in Loss Mitigation at Wells Fargo Home Mortgage over 23 years ago.

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Modern military theory divides war into strategic, operational, and tactical levels

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Modern military theory divides war into strategic, operational, and tactical levels

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Integrated Leadership: Strategy, Operations and Tactics

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Integrated Leadership: Strategy, Operations and Tactics

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I find that many people often use words like 'strategy' quite glibly with little consideration as to what the word really means and consequently the concept of 'strategy' becomes devalued. It is often used in questions or statements such as 'What's your strategy for this meeting?', 'My strategy for this tasks is...', 'What's your strategy for dealing with this awkward person?' and so on. I wonder if this is indicative of a lack of thinking about what strategy actually means, and how it differs from tactics, and what links and integrates the two?

Business executives often talk about strategy (high level future plans) and operations, but by 'operations', they usually mean 'tactics' (the day to day, the here and now). What is it that provides the gearing between strategy and tactics?

The Prussians started talking about this in the early 19th century, the Soviets in the 1920/30s, and other western armies about six decades later: it is 'Operational Art'. My experience suggests that few businesses and public sector enterprises have explored the concept of strategy, operations and tactics and the means for integrating these three levels of activity which may be observed in every organization that I have encountered.

Let's consider these definitions.

Strategy: The high-level plan which describes, in terms that enable the framing of all activity, how resources are to be deployed in order to achieve a defined future-state. Strategy provides a rationale and framework for operational and tactical decisions and actions; and provides coherence between external context, strategic objectives and actual capability; and thus may be emergent.

Operational Art: The orchestration of activity within a geographical or functional area of responsibility; in order to translate organizational strategy into resourced and co-ordinated tactical actions.

Tactics: The deployment of integrated, co-ordinated and cohesive groups of people and resources; in order to achieve defined tasks with maximum effectiveness and economy of effort which further the achievement of operational and strategic objectives. This is where the majority of the people in most organizations are engaged.

​How does this relate to 'integrated leadership' and organization structure design within an enterprise? The trick is not to rely on some bureaucratic top down mechanism, but to understand how the 'big three' levels of leadership work interrelate.

Within every organization there is a leadership environment that tends to vary with the organization, but it is usually possible to identify three domains of leadership; and the larger the organization, the more distinct these layers become.

'Tactical' (or episodic) leadership is the level at which junior leaders operate (they may be called supervisors, team leaders or junior managers). They exercise leadership to solve a series of 'local problems' that require relatively quick solutions -leadership episodes- which are usually bounded by time and resources. Tactical work is the day-to-day application of business processes and delivery of outputs. Leadership episodes provide opportunities for the leader of a team to build the respect, confidence and trust necessary with their team members to build cohesion, morale and levels of team performance so tactical leadership is not limited to junior leaders but applies to leaders at all levels.

'Operational' leadership is what might be called 'middle management' or the 'staff' in head offices. They interpret policy, make strategy and objectives meaningful for more junior leaders, and assist in shaping a climate in which effective leadership is taken for granted. They create an environment where leadership episodes may take place successfully on a day-to-day basis and they are likely to have responsibility for several leadership episodes or tasks executed both sequentially and in parallel.

'Strategic' leaders define the vision or desired future-state and long-term purpose and objectives of the enterprise. They articulate the plan (strategy) for achieving that future-state and policies that inform choices and behaviour; they define the framework (structure, systems and processes) in which others work. Their attitudes and personal example set the tone and direction for others to follow -as senior people they are perceived to be 'successful', so imitating executive behaviour will lead to personal success within the enterprise. Senior executives influence all, especially the middle managers and their staff, by their decisions and 'signal' actions.

These three areas of leadership within organizations are not discrete, which is why each level reaches into the other two. If we consider the work of Senior Executives we may appreciate that they can and do lead others in accomplishing short term tasks; they also have their own teams to build and maintain, to coach and develop, to facilitate decision making and create plans with, and to brief. In bullet point terms, the executive's job includes ( but is not limited to) the same leadership responsibilities for his/her team that the frontline team leader has; it is complexity, unknown variables, level of responsibility, authority, time horizon that differ and personal impact and downstream consequences for the organization which really differ. Recognition of this is the basis for integrating 'leadership' in an enterprise.

Senior Executives also have a contribution to make to the operational leadership climate even if their main energies are focused on strategic leadership by ensuring that operational leaders 'are clear' and by ensuring that the organizational values are adhered to and demonstrated in their behaviour.

Strategic leaders should not rely purely on information fed upwards -they need to 'get out onto the ground' and talk to front-line employees to form an appreciation of how information or plans have really been interpreted and executed. They also demonstrate their concern for people by such visits -providing that they show genuine interest during conversation, and take appropriate follow up action based upon what they hear.

The operational level has considerable contributions to make in both directions by interpreting policy and providing the day to day framework for tactical leadership to occur while keeping the strategic leaders informed of developments, issues, areas of concern, actual progress and so on which influence future decisions. It is also the level where future strategic leaders are groomed.

Leaders at the tactical level, where energies are concentrated on solving short term problems and carrying out short term tasks, need to align their thinking and activity to strategy and do have contributions to make to strategy, possibly from research and development findings, from the lessons of newly tried techniques and processes, or from access to 'market intelligence' and knowledge of customer needs. How well strategic leaders listen, how actively they talk with people at the front, how effective the frontline staff are at gathering intelligence, and how effective the formal upwards feedback systems are, dictate the extent to which tactical leaders may help to evolve strategy. Strategic leaders need to check that what is strategically desirable is tactically possible; this is why Generals have helicopters to visit front line units, a job 'purpose' which is a pure leadership role, and have a headquarters staff system that allows them to lead without getting caught up in excess detail.

Tactical leadership at every level is the means for cascading strategic plans and enabling execution, and the lack of it by strategic leaders, and the lack of any organizational system for it, is often the cause of organizational failure to achieve strategic objectives. Tactical leadership is primarily concerned with individual leaders' personal 'leadership effectiveness', their application of skills, knowledge and 'leadership practices', applied with appropriate, adaptable and authentic behaviour (or style or emotional intelligence, whichever language you prefer).

Future posts will examine the mechanisms for integrating leadership and the work of leaders.

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I find that many people often use words like 'strategy' quite glibly with little consideration as to what the word really means and consequently the concept of 'strategy' becomes devalued. It is often used in questions or statements such as 'What's your strategy for this meeting?', 'My strategy for this tasks is...', 'What's your strategy for dealing with this awkward person?'

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What Is Operational Leadership_ (Importance, Duties and Traits) _ Indeed.com

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What Is Operational Leadership_ (Importance, Duties and Traits) _ Indeed.com

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What Is Operational Leadership_ (Importance, Duties and Traits) _ Indeed.com

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TECH-014 - Create a progress tracker with check boxes in Excel - Shortcut

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Tool Kit 2 : Kerangka Proses Pembinaan Modul Latihan

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Tool Kit 2 : Kerangka Proses Pembinaan Modul Latihan

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Cadangan Pelan atau Kerangka Proses Pembinaan Modul_IAB SABAH

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What is Operational Leadership and how important is ongoing training?

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What is Operational Leadership and how important is ongoing training?

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One of the biggest challenges faced when growing, developing and evolving a business, is developing the appropriate leadership skills within the organisation. There are different types of leaders within an organisation, be it strategic or operational.

Here at London Corporate Training, we offer a wide range of Operations Management courses as operations covers a varied spectrum; from Advanced Project Management to Risk Management, Business Process Management to Supply Chain Management and more.

What is an Operational leader?

An operational leader is someone who handles a business' operations. They have the expertise to see how all elements of the business or a project fit together to create the desired outcome. Their focus is on what systems, processes and protocols are needed or will be impacted during the operational process.

Operational leaders are essential for the health of any business, whether it's an established, large corporate or a SME. They ensure that the organisation runs smoothly, meets its revenue objectives, and performs efficiently.

These leaders have certain character traits:

1. Effectiveness and efficiency are core tenets of an operational leader. Their aim is to work smartly and to stay abreast of what works and doesn't work operationally in a very hands on manner.

2. They provide stability within the organisation. They have the ability and vision to create infrastructures that accomplish the needs of the team, project and organisation. They create systems and processes which transform needs into workable solutions.

3. They thrive off creating processes which make things work seamlessly and smoothly. They create rules, guidelines, and instructions so that the business operates the right way, the first time, always looking at ways of minimizing errors.

4. They are central to coordinating all operational activity. They bring all the necessary information and expertise together, so other team members know and can utilise their expertise, without having to try figure out who knows what, and who does what. They are fully integrated and know their business from top to bottom.

5. These leaders are usually the first to sight any any problems, and can troubleshoot and prescribe an adjusted solution as and when necessary. They are in the heart of the details, so always overseeing the structures and processes.

6. They have big-picture thinking and problem solving. They have a widespread perspective of the entire organisation and they use both logic and analytical capabilities when it comes to business operations.

7. They focus on quality, right from the get-go. For example, they may decide to choose a part which is slightly more expensive but superior quality, instead of further down the line, having to replace the cheaper option. Quality also refers to the people in their team; operational leaders strive to maintain productive teams by fostering pride in the company, passion in the project and advantage over its competitors.

8. They usually oversee all the health and safety efforts of a company; from the safety of the products and services they offer, the safety of their employees, not infringing on copyrights, ensuring there are no hazards within the company as well as compliance with many representative and membership bodies.

Why is training important for operational leadership?

Operational leaders and managers have many duties and responsibilities, so ensuring they are all advanced, one step ahead and skilled will help make their roles that much more efficient.

These leaders typically display good situational awareness, which helps them realistically identify what needs to be done, how to be most effective with the resources on hand, where everyone's strengths lie as well as what threats and hazards may occur. Ongoing training will continue to boost these skills, making them more experienced in their roles.

Ongoing training also helps exercising the mind, introducing new ways of thinking and approaching situations. It offers new alternatives when problem solving, it reinforces open communication across all levels within the organisation, as well as externally outside of the company.

Why train with LCT?

At LCT, we understand how important it is to get operations right and to have the right leadership in place, for the benefit of the wider organisation. Here at London Corporate Training, we have over 25 Operations Management courses to suit the needs of your organisation. All of these courses are led by industry experts with who are passionate about sharing their knowledge and expertise first-handed.

The team here understand that training takes time and effort, especially when you are busy and running an Operations team, so all of our training is offered with flexible dates as well as with a hybrid approach.

This enables us to deliver the highest level of operations management training to your team and ensure your staff will learn operations management in the best format possible.
If you would like to see all our Operations Management courses, check them out here. Read our blog about the 7 best courses in Operations Management in the UK here.

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What is Operational Leadership and how important is ongoing training? | Corporate Training Courses Company

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One of the biggest challenges faced when growing, developing and evolving a business, is developing the appropriate leadership skills within the organisation. There are different types of leaders within an...

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Management skills can be defined as certain attributes or abilities that an executive should possess in order to fulfill specific tasks in an

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Keeping a firm running relies heavily on its operations. The operations manager, a key member of the production team, is responsible for supervising and managing these processes and departments. Many tasks fall on the shoulders of the operations manager, who must possess a wide range of abilities and talents in order to be successful in his or her position.

There are some skills you need to have if you want a job in operations management. Gaining an understanding of what it takes to work as an operational manager will be made easier by mastering the abilities outlined here!

Your journey to becoming a PMP certified is easy with Simplilearn's PMP Certification. Get started by enrolling now.

What are Operational Management Skills?

The attributes that operations managers learn to support company strategies that enhance efficiency in the process successfully are known as operational management skills. Operations managers need to possess both soft and hard skills, such as a high level of technical acumen and the ability to work in a team.

Importance of Operations Management Skills

Professionals in operations management positions are responsible for the success of their organizations and take on important tasks. When it comes to making judgments on product innovation, risk assessment, and reducing costs, operations managers benefit from having a solid foundation in financial management skills. Operations managers are equipped with the tools to launch initiatives, engage with employees, and accomplish critical deadlines when they have a thorough understanding of company processes and management.

Many significant responsibilities and projects may be assigned to an operations manager, depending on your talents and knowledge in a variety of sectors of the company, such as management and production. A typical day in the life of an operations manager at a major manufacturing business can include supervising various production teams as well as developing and implementing strategies that would aid the company in achieving its objectives. This profession requires strong coordination, teamwork, scheduling, and budgeting abilities, all of which are essential for success.

Top Operational Management Skills

Recognizing and Addressing Customer Requirements

To be effective, an operations manager must be able to not only comprehend but also predict what a consumer would require from the company in the future. In turn, this leads to happier customers since it gives operations managers a direct line to solve their needs.

As an operations manager, employee management is a critical skill. Each member of a team should be monitored and given a specific set of work objectives to measure their progress over time. The efficiency and development of a business are enhanced when people perform better. As a result, employees are more likely to be productive.

For the most part, businesses operate according to a set of standard operating procedures. Among the responsibilities of an operations manager is making certain that all of the company's personnel are abiding by these guidelines and all applicable laws and ordinances. Failure to comply might result in hefty fines and legal repercussions for the company. It is consequently a fundamental skill for operations managers to enforce standards.

26 Essential Operations Manager Skills

1. Technical Know-How

Automation, data input, and the use of software to get accessibility to project data, monitor budgets, and develop procedures are just a few of the technological applications required for successful operations management. In order to manage and automate company operations, establish customer interactions, and keep tabs on expenses and income production, many companies and organizations have implemented technology applications. Because of the large variety of technical activities that firms depend on, operational management abilities need technical knowledge.

2. Data Processing Expertise

Depending on your company's software system, you may be in charge of gathering management information, processing it, and distributing it to other employees as an operations manager. Processing and storing data is critical for managing many different aspects of a company's operations. This includes anything from sales to cash flow to vendor shipments to customer invoices to product development to supply chain procedures to product development itself.

3. Development of New Products

Various operations managers are involved in the product design and development stages of the projects for which they are responsible. Operations managers must have a thorough understanding of the processes involved in product development in order to aid in the creation of new goods, supervise the quality assurance of produced units, and keep tabs on budgets.

4. Analysis of Potential Dangers

It is essential to do risk assessment and mitigation before beginning new initiatives or developing new products. Operation managers examine all areas of their organizational processes in order to spot possible stumbling blocks and devise workarounds. Your ability to analyze variables that influence the operations of your business and develop strategies that mitigate risks to critical processes are critical to fulfilling your job duties successfully.

5. Planning Strategically

To be an effective manager, you must be able to think strategically and critically in your daily work. Managers of operations should be able to foresee potential problems and find innovative solutions to assist their staff in achieving their goals. Strategic planning also includes being able to analyze the data and information needed to make business process judgments.

6. Budget Administration

It's common for operations managers to be in control of the firm's production expenditures, which necessitates an understanding of corporate economics and arithmetic. Operations managers are responsible for keeping track of expenditures and revenues, forecasting future output costs and profits, and assisting finance specialists in the preparation and submission of crucial financial statements as part of budget management.

7. Capacity for Judgement

An operations manager's ability to make quick decisions is a must-have skill. What matters is that you know how various elements might impact your business's performance and what you can do to improve them. If you're able to take into account a wide range of possibilities, you'll be able to make better selections at work.

8. Ability to Solve Problems

Operational management may be plagued with problems, such as worker disagreements, delays in completing tasks, and more. You may use problem-solving abilities to analyze your alternatives and execute solutions that can help you solve workplace conflict. In addition to problem-solving skills, you should have conflict resolution skills, which are important for adjusting to new conditions.

9. Ability to Communicate

It is essential for operations managers to have excellent interpersonal skills in order to communicate with colleagues, personnel, and other people on an ongoing basis. Transcribing technical data, creating reports, and communicating with others within your business may need the usage of your written communication abilities on a regular basis. It's also crucial to improve your listening comprehension, as well as your presenting and bargaining abilities, since these characteristics are incredibly important when it comes to encouraging team input, conducting meetings, and negotiating business contracts.

10. Organizational Skills

Successful operations management is influenced by the level of organization and meticulousness shown. To be successful in your position, you may also need to maintain track of the project documents and files, as well as finances and project timelines. You may use your keen eye for little details and subtle shifts to see potential problems before they become major ones and then devise solutions that keep your teams and processes moving in the right direction.

11. Decision-Making Skills

In operations management, the ability to make decisions is crucial. You must be able to identify important information and evaluate how various elements may impact the effectiveness of the operations of your organization. Your capacity to consider many viewpoints, potential consequences, or varying techniques can aid in your ability to make wise selections at work.

12. Time Management

Managing a team and juggling multiple duties demands time management skills, one of operations managers' most crucial talents. With these operational abilities, you can ensure that your job is finished before the deadline while ensuring that your workforce is productive and provides the highest quality work. An operations manager must be aware of their staff members' abilities and the tasks they can complete most effectively and promptly to ensure this.

13. Interpersonal Skills

An operations manager's job involves a lot of teamwork and collaboration. Your interpersonal abilities enable you to empathize, have compassion, and establish connections with others at work. You can better establish trust with clients and workers and create sustaining relationships at work if you have good interpersonal skills.

14. Leadership Skills

Leadership is one of the essential operations manager skills needed. Dealing with many departments and outlining goals and plans requires excellent management skills. An operations manager's strong leadership presence helps keep the management from stumbling when dealing with challenging contradictory situations, which frequently happen in an organization.

15. Adaptability

Essential operations manager skills include crucial characteristics like flexibility and adaptability. Operations managers must think and respond swiftly in fast-paced workplaces to keep up with shifting demands-the capacity to be flexible and open-minded in various employment scenarios.

16. Critical Thinking Skills

The ability to critically assess a given body of information and draw conclusions is known as critical thinking. An operations manager must sift through a vast amount of information before coming to a conclusion that will aid him in making decisions.

17. Teamwork

Operations managers carry out managerial duties and are frequently in charge of supervising several teams of workers. As a manager, you must be able to assign effectively, organize and maintain personnel calendars, and carry out evaluations and employee assessments.

18. Track and Measure Staff Performance

Long-term productivity is ensured by keeping track of objectives and barriers for each team member. You must establish clear expectations for each employee as an operations manager and keep them informed of their progress toward the goals. This will not only make it easier for you to monitor your employees' skill levels, but it will also guarantee staff development. To be clear, monitoring and evaluating each employee's performance will give them feedback that will help them develop and progress, thereby promoting the company's overall success. Human resource software, which includes data for goal-setting, evaluation, and training, can also be used.

19. Motivational

You may inspire people, generate new ideas, and build supportive, varied teams with the help of strong leadership qualities. Influential leaders integrate management techniques with their capacity to persuade and inspire people to cooperate, share, and manage numerous procedures required to achieve goals.

To extend the company's work structure and policies throughout the various levels of the work structure, an operations manager must have faith in them.

20. Flexibility

Business settings are frequently stressful and subject to unforeseen developments. Essential operations manager skills are adaptable enough to adjust to unexpected changes and communicate the same to the workers, even though they are in charge of upholding workplace values and norms.

21. Conflict Management Skill

An Operations Manager should possess excellent conflict management skills to resolve disputes within the workplace effectively. This includes active listening, understanding different perspectives, identifying the root cause, proposing solutions, and maintaining calm throughout the process. The ability to de-escalate conflicts and find mutually beneficial solutions ensures a productive and harmonious work environment.

22. Data Entry Skills

Data entry skills are essential for an Operations Manager as they often need to input, analyze and manage large amounts of data. This requires accuracy, attention to detail, and proficiency in software such as Microsoft Excel. Good data entry skills enable an Operations Manager to make informed decisions and optimize processes based on accurate data analysis.

23. Dependable

Dependability is a crucial skill for an Operations Manager as they are responsible for ensuring smooth operations and meeting business objectives. A dependable Operations Manager is reliable, trustworthy, and consistently delivering results. They prioritize tasks, meet deadlines, and communicate effectively to build trust and accountability within their team.

24. Deadline-Oriented

An Operations Manager needs to be deadline-oriented to ensure that tasks and projects are completed on time. They should have strong time-management skills, the ability to prioritize tasks, and excellent communication skills to keep their team on track. Being deadline-oriented ensures that business objectives are achieved efficiently, and stakeholders are satisfied with timely results.

25. Stress Tolerance

Stress tolerance is a critical skill for an Operations Managers as they often face challenging situations that require quick and effective decision-making. They must remain calm under pressure, prioritize tasks, and manage competing demands to maintain productivity. The ability to manage stress effectively also ensures that they can maintain a positive work environment and build a resilient team.

26. Negotiation Skill

Negotiation skills are essential for an Operations Manager as they often need to work with various stakeholders, including vendors, clients, and team members. Effective negotiation involves:

Active listening.

Understanding the other party's needs and concerns.

Proposing win-win solutions.

Reaching a consensus.

Good negotiation skills enable an Operations Manager to build strong relationships, resolve conflicts, and achieve business objectives.

FAQs

1. What are the five key responsibilities of an Operation Manager?

The five key responsibilities of an Operations Manager are:

1. Managing resources and ensuring smooth operations,

2. Improving efficiency and productivity,

3. Analyzing and interpreting data,

4. Developing and implementing policies and procedures, and

Fostering a positive work environment and building solid relationships with stakeholders.

2. What are the 3 essential qualities in an operation role?

The three essential qualities in an operations role are:

1. Strong leadership and management skills to effectively lead and motivate teams,

2. Problem-solving and analytical skills to identify and address challenges, and

3. Excellent communication and interpersonal skills to build relationships with stakeholders and facilitate collaboration.

3. What are the four core areas of responsibility of an operations manager?

The four core areas of responsibilities of an Operations Manager are:

1. Managing resources and processes to ensure efficient operations,

2. Optimizing productivity and quality,

3. Managing risks and compliance, and

4. Developing and implementing strategies to achieve business goals.

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Our courses are designed to help professionals at every level of experience to develop and enhance their project management skills, whether you're just starting out in the field or looking to advance your career. With our courses, you'll gain practical, hands-on experience in managing projects from start to finish, and learn best practices and industry standards that will set you apart from the competition.

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Skills you wll learn

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Conclusion

To become an Operations Manager, one must have previous expertise in management and the requisite abilities acquired via education and training. When it comes to the stability and expansion of a firm or organization, this job is critical. If you are ambitious, self-assured and enthusiastic, positive and dominating, persuasive and motivating, this is the role for you.

Get ahead in your career with Simplilearn's PMP® Certification Training. Simplilearn's specializations and IU's hybrid in-person/online learning model are combined in this One-Year Global MBA to give you an edge in networking, socializing, and learning in real-time. With a focus on practical experience and a worldwide perspective, this curriculum will get you ready for the job market throughout the world.

What are Operational Management Skills?

The attributes that operations managers learn to support company strategies that enhance efficiency in the process successfully are known as operational management skills. Operations managers need to possess both soft and hard skills, such as a high level of technical acumen and the ability to work in a team.

Importance of Operations Management Skills

Professionals in operations management positions are responsible for the success of their organizations and take on important tasks. When it comes to making judgments on product innovation, risk assessment, and reducing costs, operations managers benefit from having a solid foundation in financial management skills. Operations managers are equipped with the tools to launch initiatives, engage with employees, and accomplish critical deadlines when they have a thorough understanding of company processes and management.

Many significant responsibilities and projects may be assigned to an operations manager, depending on your talents and knowledge in a variety of sectors of the company, such as management and production. A typical day in the life of an operations manager at a major manufacturing business can include supervising various production teams as well as developing and implementing strategies that would aid the company in achieving its objectives. This profession requires strong coordination, teamwork, scheduling, and budgeting abilities, all of which are essential for success.

Top Operational Management Skills

Recognizing and Addressing Customer Requirements

To be effective, an operations manager must be able to not only comprehend but also predict what a consumer would require from the company in the future. In turn, this leads to happier customers since it gives operations managers a direct line to solve their needs.

As an operations manager, employee management is a critical skill. Each member of a team should be monitored and given a specific set of work objectives to measure their progress over time. The efficiency and development of a business are enhanced when people perform better. As a result, employees are more likely to be productive.

For the most part, businesses operate according to a set of standard operating procedures. Among the responsibilities of an operations manager is making certain that all of the company's personnel are abiding by these guidelines and all applicable laws and ordinances. Failure to comply might result in hefty fines and legal repercussions for the company. It is consequently a fundamental skill for operations managers to enforce standards.

26 Essential Operations Manager Skills

1. Technical Know-How

Automation, data input, and the use of software to get accessibility to project data, monitor budgets, and develop procedures are just a few of the technological applications required for successful operations management. In order to manage and automate company operations, establish customer interactions, and keep tabs on expenses and income production, many companies and organizations have implemented technology applications. Because of the large variety of technical activities that firms depend on, operational management abilities need technical knowledge.

2. Data Processing Expertise

Depending on your company's software system, you may be in charge of gathering management information, processing it, and distributing it to other employees as an operations manager. Processing and storing data is critical for managing many different aspects of a company's operations. This includes anything from sales to cash flow to vendor shipments to customer invoices to product development to supply chain procedures to product development itself.

3. Development of New Products

Various operations managers are involved in the product design and development stages of the projects for which they are responsible. Operations managers must have a thorough understanding of the processes involved in product development in order to aid in the creation of new goods, supervise the quality assurance of produced units, and keep tabs on budgets.

4. Analysis of Potential Dangers

It is essential to do risk assessment and mitigation before beginning new initiatives or developing new products. Operation managers examine all areas of their organizational processes in order to spot possible stumbling blocks and devise workarounds. Your ability to analyze variables that influence the operations of your business and develop strategies that mitigate risks to critical processes are critical to fulfilling your job duties successfully.

5. Planning Strategically

To be an effective manager, you must be able to think strategically and critically in your daily work. Managers of operations should be able to foresee potential problems and find innovative solutions to assist their staff in achieving their goals. Strategic planning also includes being able to analyze the data and information needed to make business process judgments.

6. Budget Administration

It's common for operations managers to be in control of the firm's production expenditures, which necessitates an understanding of corporate economics and arithmetic. Operations managers are responsible for keeping track of expenditures and revenues, forecasting future output costs and profits, and assisting finance specialists in the preparation and submission of crucial financial statements as part of budget management.

7. Capacity for Judgement

An operations manager's ability to make quick decisions is a must-have skill. What matters is that you know how various elements might impact your business's performance and what you can do to improve them. If you're able to take into account a wide range of possibilities, you'll be able to make better selections at work.

8. Ability to Solve Problems

Operational management may be plagued with problems, such as worker disagreements, delays in completing tasks, and more. You may use problem-solving abilities to analyze your alternatives and execute solutions that can help you solve workplace conflict. In addition to problem-solving skills, you should have conflict resolution skills, which are important for adjusting to new conditions.

9. Ability to Communicate

It is essential for operations managers to have excellent interpersonal skills in order to communicate with colleagues, personnel, and other people on an ongoing basis. Transcribing technical data, creating reports, and communicating with others within your business may need the usage of your written communication abilities on a regular basis. It's also crucial to improve your listening comprehension, as well as your presenting and bargaining abilities, since these characteristics are incredibly important when it comes to encouraging team input, conducting meetings, and negotiating business contracts.

10. Organizational Skills

Successful operations management is influenced by the level of organization and meticulousness shown. To be successful in your position, you may also need to maintain track of the project documents and files, as well as finances and project timelines. You may use your keen eye for little details and subtle shifts to see potential problems before they become major ones and then devise solutions that keep your teams and processes moving in the right direction.

11. Decision-Making Skills

In operations management, the ability to make decisions is crucial. You must be able to identify important information and evaluate how various elements may impact the effectiveness of the operations of your organization. Your capacity to consider many viewpoints, potential consequences, or varying techniques can aid in your ability to make wise selections at work.

12. Time Management

Managing a team and juggling multiple duties demands time management skills, one of operations managers' most crucial talents. With these operational abilities, you can ensure that your job is finished before the deadline while ensuring that your workforce is productive and provides the highest quality work. An operations manager must be aware of their staff members' abilities and the tasks they can complete most effectively and promptly to ensure this.

13. Interpersonal Skills

An operations manager's job involves a lot of teamwork and collaboration. Your interpersonal abilities enable you to empathize, have compassion, and establish connections with others at work. You can better establish trust with clients and workers and create sustaining relationships at work if you have good interpersonal skills.

14. Leadership Skills

Leadership is one of the essential operations manager skills needed. Dealing with many departments and outlining goals and plans requires excellent management skills. An operations manager's strong leadership presence helps keep the management from stumbling when dealing with challenging contradictory situations, which frequently happen in an organization.

15. Adaptability

Essential operations manager skills include crucial characteristics like flexibility and adaptability. Operations managers must think and respond swiftly in fast-paced workplaces to keep up with shifting demands-the capacity to be flexible and open-minded in various employment scenarios.

16. Critical Thinking Skills

The ability to critically assess a given body of information and draw conclusions is known as critical thinking. An operations manager must sift through a vast amount of information before coming to a conclusion that will aid him in making decisions.

17. Teamwork

Operations managers carry out managerial duties and are frequently in charge of supervising several teams of workers. As a manager, you must be able to assign effectively, organize and maintain personnel calendars, and carry out evaluations and employee assessments.

18. Track and Measure Staff Performance

Long-term productivity is ensured by keeping track of objectives and barriers for each team member. You must establish clear expectations for each employee as an operations manager and keep them informed of their progress toward the goals. This will not only make it easier for you to monitor your employees' skill levels, but it will also guarantee staff development. To be clear, monitoring and evaluating each employee's performance will give them feedback that will help them develop and progress, thereby promoting the company's overall success. Human resource software, which includes data for goal-setting, evaluation, and training, can also be used.

19. Motivational

You may inspire people, generate new ideas, and build supportive, varied teams with the help of strong leadership qualities. Influential leaders integrate management techniques with their capacity to persuade and inspire people to cooperate, share, and manage numerous procedures required to achieve goals.

To extend the company's work structure and policies throughout the various levels of the work structure, an operations manager must have faith in them.

20. Flexibility

Business settings are frequently stressful and subject to unforeseen developments. Essential operations manager skills are adaptable enough to adjust to unexpected changes and communicate the same to the workers, even though they are in charge of upholding workplace values and norms.

21. Conflict Management Skill

An Operations Manager should possess excellent conflict management skills to resolve disputes within the workplace effectively. This includes active listening, understanding different perspectives, identifying the root cause, proposing solutions, and maintaining calm throughout the process. The ability to de-escalate conflicts and find mutually beneficial solutions ensures a productive and harmonious work environment.

22. Data Entry Skills

Data entry skills are essential for an Operations Manager as they often need to input, analyze and manage large amounts of data. This requires accuracy, attention to detail, and proficiency in software such as Microsoft Excel. Good data entry skills enable an Operations Manager to make informed decisions and optimize processes based on accurate data analysis.

23. Dependable

Dependability is a crucial skill for an Operations Manager as they are responsible for ensuring smooth operations and meeting business objectives. A dependable Operations Manager is reliable, trustworthy, and consistently delivering results. They prioritize tasks, meet deadlines, and communicate effectively to build trust and accountability within their team.

24. Deadline-Oriented

An Operations Manager needs to be deadline-oriented to ensure that tasks and projects are completed on time. They should have strong time-management skills, the ability to prioritize tasks, and excellent communication skills to keep their team on track. Being deadline-oriented ensures that business objectives are achieved efficiently, and stakeholders are satisfied with timely results.

25. Stress Tolerance

Stress tolerance is a critical skill for an Operations Managers as they often face challenging situations that require quick and effective decision-making. They must remain calm under pressure, prioritize tasks, and manage competing demands to maintain productivity. The ability to manage stress effectively also ensures that they can maintain a positive work environment and build a resilient team.

26. Negotiation Skill

Negotiation skills are essential for an Operations Manager as they often need to work with various stakeholders, including vendors, clients, and team members. Effective negotiation involves:

Active listening.

Understanding the other party's needs and concerns.

Proposing win-win solutions.

Reaching a consensus.

Good negotiation skills enable an Operations Manager to build strong relationships, resolve conflicts, and achieve business objectives.

FAQs

1. What are the five key responsibilities of an Operation Manager?

The five key responsibilities of an Operations Manager are:

1. Managing resources and ensuring smooth operations,

2. Improving efficiency and productivity,

3. Analyzing and interpreting data,

4. Developing and implementing policies and procedures, and

Fostering a positive work environment and building solid relationships with stakeholders.

2. What are the 3 essential qualities in an operation role?

The three essential qualities in an operations role are:

1. Strong leadership and management skills to effectively lead and motivate teams,

2. Problem-solving and analytical skills to identify and address challenges, and

3. Excellent communication and interpersonal skills to build relationships with stakeholders and facilitate collaboration.

3. What are the four core areas of responsibility of an operations manager?

The four core areas of responsibilities of an Operations Manager are:

1. Managing resources and processes to ensure efficient operations,

2. Optimizing productivity and quality,

3. Managing risks and compliance, and

4. Developing and implementing strategies to achieve business goals.

Choose the Right Program

Are you looking to take your project management skills to the next level? Look no further than Simplilearn's comprehensive project management courses!

Our courses are designed to help professionals at every level of experience to develop and enhance their project management skills, whether you're just starting out in the field or looking to advance your career. With our courses, you'll gain practical, hands-on experience in managing projects from start to finish, and learn best practices and industry standards that will set you apart from the competition.

University

PMI

Simplilearn

University of Massachusetts Amherst

Course Duration

90 Days of Flexible Access to Online Classes

36 Months

6 Months

Skills you wll learn

8+ PM skills including Work Breakdown Structure, Gantt Charts, Resource Allocation, Leadership and more.

6 courses including Project Management, Agile Scrum Master, Implementing a PMO, and More

9+ skills including
Project Management, Quality Management, Agile Management, Design Thinking and More.

Additional Benefits

-Experiential learning through case studies -Global Teaching Assistance -35PDUs

-Learn by working on real-world problems -24x7 Learning support from mentors

-Earn 60+ PDU's -3 year course access

Conclusion

To become an Operations Manager, one must have previous expertise in management and the requisite abilities acquired via education and training. When it comes to the stability and expansion of a firm or organization, this job is critical. If you are ambitious, self-assured and enthusiastic, positive and dominating, persuasive and motivating, this is the role for you.

Get ahead in your career with Simplilearn's PMP® Certification Training. Simplilearn's specializations and IU's hybrid in-person/online learning model are combined in this One-Year Global MBA to give you an edge in networking, socializing, and learning in real-time. With a focus on practical experience and a worldwide perspective, this curriculum will get you ready for the job market throughout the world.

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