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ATD Blog

Designing Learning Is Like Building a Dog House

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I think of designing learning in terms of architecture and construction. With that in mind, I am just going to jump right in and say it: Designing a learning program is very similar to building a doghouse. Yes, really.

Both processes begin with some type of analysis, move into design and development, result in the implementation of a product, and require evaluation from the beginning of the process until well after the finished product is being used. In other words, they both follow the ADDIE model.

Let’s look at the first phase: analysis. For example, when presented with a request for training, I uncover the client’s business goal. Then, I proceed by getting approval to collect data about both the performance gap and the performers. 

In terms of building a doghouse, Bassey—adorable pup extraordinaire—made it clear to me that a gap existed in her accommodations. Sure she had the run of my entire house, but she insisted she had to have her own place outside. After all, how could she properly guard the premises without trotting around the yard and then retiring to her own luxury “dogdoe” (like a condo only much smaller and spelled with an “e”)? At least this was what she, my client and dog, felt she needed.

I thought about Bassey’s need. I did my initial analysis and recognized she could improve property management (she runs the place) and property protection by having a place of her own to use outside during the day and get out of bad weather when she chose to do so.  Although not a training solution, the luxury dogdoe project was set to run parallel to the five tried and true instructional design phases highlighted above.

As trainers, sometimes we don’t have enough expertise for a particular training need. When this happens we require subject matter experts to help fill in the knowledge gaps so that we can proceed. Admittedly, I am not an architect or builder by trade, so I needed more information about how to proceed with the dogdoe. I filled my knowledge gap with lots of how-to-build-a-doghouse data. I also sought a subject matter expert—my architect friend. She agreed to supplement the information I had gathered with her own guidance and oversight throughout the project.

I have to admit, Bassey is just a little bit pampered. You need to know that upfront before I continue and provide details about the dogdoe design phase. Although I made sure the design was based on sound architectural principles, as approved by my architect friend, I drew the design blueprint so that it included creative features. I wanted these additions to not only connect with the safety objectives of the project, but also support Bassey’s interest and enjoyment of the dogdoe.

The porch included a special protected lounging area, safe from blowing winds and rain. The flower box would be low enough for her to stop and admire seasonal plantings (she loves to get her paws in the dirt). The water trough would offer her favorite beverage, as well as a place to wash up after gardening and running. The design for a heated interior was certain to recharge her in the winter after prowling the property for would be “perps.” The small door within a door could be pushed open by her—the larger door gave me access—and the window could be opened as needed.

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I thought the design was perfect, but I still ran it past my subject matter expert. She made a few recommendations. I corrected the design blueprint, and let my client review it. Bassey stepped on the blueprint with her paws, and jumped around. I took this as a sign of approval.

The instructional design phase mirrors these same steps. I follow a standard approach to the design of a training program, while using creativity to bring the learning to life and support the learning objectives and business goals. The really enjoyable part of instructional design for me is the opportunity to think outside the box in ways that make the instruction even more performance-based and learner-focused. I want learners’ brains as well as their hearts to be open to the content. The design of a training program is a pivotal point and needs the client’s review before moving forward.

After the dogdoe design blueprint was approved, I moved into the development phase. I had some help, in case you are wondering, but it still wasn’t a flawless experience. I went back to my subject matter expert a number of times, changed the design a little, evaluated, laughed, shouted, hurt my finger—twice—and got more and more excited as the project came together.

Bassey trotted back and forth, anxious for me to be done. Do you recognize this type of client? Yes, we sometimes see our clients anxious for the instructional design phase to move into development. They want to see the tangible instructional product developed and ready to pilot with their targeted group of performers. I do not recall a single time when I piloted a course that adjustments were not needed. 

The same was true with Bassey’s lavish pad—it wasn’t perfect. Bassey was impatient to get into the dogdoe. She wanted to skip over the pilot and immediately start moving in her things—dog toys, favorite blanket, and the like. Still, I insisted we stage a little pilot run. Sure enough, the dog door spring needed adjustment, but otherwise it was ready.

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I tried to go over a few things with Bassey, but all she wanted was implementation. “Let me use it,” she barked. Bassey sniffed around her new place. I crawled inside too. Both of us seemed to think that the implementation phase went well. However, crawling back out, I stabbed my knee on a nailhead jutting out of the floor. It took little evaluation to see that I needed a hammer to fix it.

The implementation phase of instructional design—that wonderful point when the instruction has gone live with a group of learners—can sometimes have parts that obviously need to be fixed too. This sounds a lot like evaluation, and it is. Instructional designers are constantly conducting evaluation throughout the entire instructional design process, not simply after a course has been delivered.

I can tell you Bassey loved her completed dogdoe. I like to think she felt a bit of pride at having such a cool place to call her own. The original objectives for the project were met. She patrolled the property and barked away would be intruders— chipmunks especially—and I felt comfortable leaving her outside in a protected environment.

Let me leave the little story about Bassey’s dogdoe, and shift to ATD’s Designing Learning Certificate course. Since the program’s inception, I have facilitated all of its iterations. Participants quickly recognize the course’s value and application opportunities for their upcoming instructional design projects. Their comments have reflected the relief found in learning a recognized methodology for instructional design, as well as pure joy in discovering that developing training programs can actually be a creative pursuit. Even content that seems unavoidably dry and potentially boring can be lifted into a design that creates energy and interest for the learner.

I think the Designing Learning Certificate program provides a nice mix of established principles, new approaches to learning, and perhaps best of all, the chance to apply what you are learning to your own project. Succinctly put, this course is about creating the best design, developing a great value-added learning product, and meeting the desired objectives that support a stated business goal. It really isn’t about building dog houses, no matter how similar the two processes are. 

 


18 Comments
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Bassey sounds like some of the OCM clients. The larger the budget the more bells and whistles they want. Inspirit of having a budget and a due date they become impatient like Bassey.
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This was an interesting article.
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Wonderful. Such a great heart-warming and accurate analogy.
I agree Sarah! I found myself really hoping that Bassey would get the best doghouse ever made! :)
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