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Instructional Design

Beginning with the end in mind, we utilize ADDIE and Kirkpatrick's 4 Levels of Evaluation to design all of our learning. We identify learning targets before we begin the design process to ensure that departmental and organizational goals are met before we begin.


In utilizing the ADDIE model, we do and (have done) the following:

  • Analyzed client needs, then outlined, and designed an On-Boarding Program for Celgene Pharmaceutical.
  • Utilized ADDIE/SAT model to develop virtual courses for Chapman University.
  • Worked with SMEs, HR Client Managers to analyze needs for 126 page Participant Guide for Columbia University.
  • Collected data including survey methods, interviews, case studies, focus groups, and phenomenology in organizational and school settings and reported findings for Center for Organizational Reform.
  • Analyzed client’s needs to write a chapter in a graduate level statistics book on Inferential Statistics.
  • Designed a qualitative study for a book entitled: Asperger Syndrome & Maternal Experiences: An Exploration of Mothers Raising Children with Asperger SyndromeAsperger Syndrome & Maternal Experiences: An Exploration of Mothers Raising Children with Asperger Disorder (VDM Verlag, 2009). (A phenomenological study).
  • Designed Participant Guide, PowerPoints, and other multi-media to design HR activities for workshops at Columbia University.Wrote 28 research articles for Ebsco Host – the World’s Premium Search Engine and analyzed topics through an Instructional Design model.
  • Designed all HR training and professional development as HR Director for a school district training new hires and groups of staff on new practices.
  • Designed and wrote surveys using Likert Scales, ranges, yes and no responses, and weighted measurements.
  • Designed, developed, and implemented New User Training for new LMS at Celgene Pharma. (May – August, 2011).
  • Wrote and implemented numerous graduate level courses for Chapman University in different disciplines which included creating an Action Plan, Curriculum Map, and Virtual Portfolio in an online environment using both E-College and Blackboard platforms.
  • Developed HR training materials for new hires and diversity training as School District HR Director for 3 years.
  • Wrote case studies and other activities for Columbia University’s HR program to train managers and supervisors. Prepared modules for Captivate.
  • Utilized Dreamweaver to build websites from scratch including templates, graphic layout, and content, including Link Autism Leadership and for DSW Leads (under construction – I am building the site).
  • Developed participant guide and modules for Managers and Supervisors at Columbia University, NYC. (2 months) (2/11 – 3/15/11)
  • Developed course materials, multi-media presentation, and facilitated training for educators at Touro College, New York City (1 day training) (2/9/11)
  • Developed and taught fully online Graduate Certificate programs utilizing E-College® platform, which included courses purposed toward a Certificate in Effective Strategies for the Autistic Student and courses purposes toward a Certificate in Instructional Coaching for Chapman University in California. Wrote all of the content.(2007 – Present)
  • Instructionally Coached teachers in Minneapolis in collaboration with the National Urban Alliance for Effective Instruction 2008 – 2009 school year.
  • Completed coaching certification program guided by International Coach Federation.
  • Utilized protocols for meeting and group facilitation to implement New Hire training as HR Director.
  • Design, developed, and implemented content for numerous workshops and delivered to various audiences.
  • Successfully supervised graduate level research projects and theses. (2007 – Present)
  • Taught graduate level Educational Evaluation and Measurement (Summative and Formative Assessment) EDLA 565 course for Gonzaga University to graduate education students in Kelowna, B.C. teaching in K-12 environments and used Blackboard to create a virtual course component. (2008)

DSW Leads is dedicated to promoting the highest levels of assessment and evaluation standards for our training and learning opportunities. In order to determine success of your program, evaluation measurements will be taken to assess concerns, results, successes and evidence. Evaluation in program development occurs on many levels.

Our methods of evaluation have included questionnaires, interviews, examining documentation, observing customers or employees, conducting focus groups among customers or employees, and then reporting the findings to management for the purpose of determining program design, development, and implementation.

These methods of evaluation also determine: learner’s reaction to the learning represented as feedback forms or post-learning surveys; the extent to which the learners gain knowledge and skills represented as pre and post assessments and/or observation; behavior changes, reflected as observation, interviews, and the individual’s ability to adapt to change. And finally, the effect on the business environment is measured through yearly review.

Kirkpatrick's(1994) four-levels of evaluation are:

  • Reaction - how learners respond to the learning (feedback, conditions of room, conditions of training, and external impacts).
  • Learning - the extent to which the learners gain knowledge and skills (assessments - both formative and summative).
  • Behavior - capability to perform the learned skills while on the job (how well employees are better prepared to do their jobs after they learn the new skill after training).
  • Results - includes such items as monetary, efficiency, moral, etc. (these assessments are all aimed at understanding how the organization will benefit from training employees).

We will work with you to determine the best evaluation methods for you so that you know how the training we build for you will produce meaningful and strategic outcomes. We are dedicated to ensuring the quality and veracity of the work we provide to you!



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