Learning Design

Training ROI

Return on Investment in Training and Performance Improvement Programs, by Jack J. Phillips

The major tenants of the ROI model are the following:

  1. Measurable Objectives
  2. Isolating the training effects
  3. Converting Data to Monetary Benefits
  4. Program Costs
  5. Calculating the return
  6. Identify the intangible measures
  7. Communicate the results
  8. Implementation

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Dick and Carey Instructional Design Model

The Dick and Carey model is still a very relevant model and can work in conjunction with the 6Ds as well as Jane Vella's 8 Steps of Learning Design.  This framework can simply be used as a roadmap to constructing a complete model based on the principles of the 6Ds.  However, keep in mind, each stage should also contribute positively to the ROI components.

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Eleven Reasons Why Training and Development Fails


A summary of the Eleven Training points are here:

  1. Lack of alignment of Business Needs.
  2. Failure to recognize non-training needs.
  3. Lack of specific focus and direction.
  4. Solution is too expensive.
  5. Training is viewed as an event or series of events.
  6. Participants are not held accountable for results.
  7. Failure to prepare the learning environment.
  8. Lack of Management Support
  9. Failure to isolate the effects of training.
  10. Lack of involvement and commitment from Executives and management.
  11. Failure to provide training results and feedback.

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Jane Vella

Dialogue Education by Jane Vella

Wikipedia Source ~ Dialogue Education is a popular education approach to adult education first described by educator Jane Vella in the 1980s. This approach to education draws on various adult learning theories, including those of Paulo Freire, Kurt Lewin, Malcolm Knowles and Benjamin Bloom (Global Learning Partners, 2006b; Vella, 2004). It is a synthesis of these abstract theories into principles and practices that can be applied in a concrete way to learning design and facilitation. Dialogue Education is a form of Constructivism and can be a means for Transformative learning, (Vella, 2004).

Dialogue Education shifts the focus of education from what the teacher says to what the learner does, from learner passivity to learners as active participants in the dialogue that leads to learning (Global Learning Partners, 2006c). A dialogue approach to education views learners as subjects in their own learning and honours central principles such as mutual respect and open communication (Vella, 2002). Learners are invited to actively engage with the content being learned rather than being dependent on the educator for learning. Ideas are presented to learners as open questions to be reflected on and integrated into the learner's own context (Vella, 2004). The intent is that this will result in more meaningful learning that affects behaviour.

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My Learning Design Philosophy

Instructional Design Philosophy


I was recently asked what my training philosophy is.  Quite honestly, I never really reflected too deeply on the question until someone asked.  I think to answer that question honestly; I have to look at who the major influences are in my training development education and career.  To start with my core foundation, I have, to begin with the end in mind.  The only way to do that is to have a solid ROI and only Jack Phillips has the correct answer and he identifies why training fails (Phillips and Phillips, 2002).  Once you have answered his eleven points on why training fails, you can begin address each point.

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