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Results Oriented Learning offers professional consultation on Instructional Design and Learning Strategy (eLearning, instructor-led, and blended) as well as program management services. We are experts at facilitating transformational learning experiences through Instructional Systems Design, interactive training, and coaching.


Results Oriented Learning’s Instructional Design Philosophy

Results Oriented Learning uses Adult and Transformative Learning Theories as a foundation for all of our training and development programs and instructional design projects. Results Oriented Learning believes effective instructional design is systematic, iterative and collaborative.

Results Oriented Learning believes effective instructional design is systematic, iterative, and collaborative. Through our instructional design process, we seek to answer four fundamental questions:


What do you want the learners to learn or demonstrate and under what circumstances? (i.e., objectives)


How is the subject content or skill best learned? (i.e., instructional strategies)


How do you determine the extent to which learning is achieved? (i.e., evaluation procedures)


For whom is the program developed? (i.e., characteristics of learners)

Results Oriented Learning Solution Structure

How Does It Work?

This structure is intentionally designed to address adult learning principles and facilitate proven learning practices. This would form the structure of modules within a course/program and the course/program as a whole.

Activities / Challenges

Adult learning is problem-centered rather than content-oriented. Along with opportunities for real-world practice with specific and directive feedback, research has shown that opportunities for reflection should be included in all effective learning solutions. Based on that, Results Oriented Learning incorporates some type of activity / challenge into every learning solution, ideally one for every skill / subject area covered in the course. Activities / Challenges can be delivered a few different ways:

Virtual Labs

Coding Projects


Problem/Project-Based Learning

Interactive Scenarios

Activities / Challenges can all be part of a "Game-Based Learning" solution to make them even more engaging.


Mentoring and/or Coaching (individual and/or group) can be incorporated to support completion of Activities / Challenges and further facilitate Result Oriented Learning.


Levitating Books

Hybrid Evaluation Approach

Results Oriented Learning believes evaluation is a critical component in the instructional design process.  Results Oriented Learning uses a hybrid evaluation approach when designing instruction that includes formative and summative evaluation and blends Daniel Stufflebeam’s CIPP Evaluation Model with Donald Kirkpatrick’s “Four Levels of Learning.”  Incorporating the questions above and our approach to evaluation, Results Oriented Learning’s Instructional Design Process is as follows:



  • Context Evaluation (Identifying needs and planning decisions – What should we do?)

  • Input Evaluation (Design and strategy decisions – How should we do it?)



  • Create procedure for training facilitators on course curriculum, learning outcomes, method of delivery, and testing procedures to ensure program fidelity

  • Create procedure for training learners on registration and learning tools

  • Ensure learning resources are in place



  • Create and assemble activities/challenges

  • Create and assemble content

  • Integrate technology

  • Review and revise



  • Process Evaluation (Implementing decisions – are we doing it as planned, and if not, why not?)

  • Impact Evaluation (outcome decisions – did it work and what can we do better?)

    • Reaction (e.g., end-of-program evaluations measuring participant satisfaction with the program and what people think they gained and intend to do as a result of the program) 

    • Learning (e.g., testing of program content based on the agreed upon expected learning outcomes) 

    • Behavior and Results (e.g., Self-evaluation and report 3-6 months after completing each program asking participants to rate and report changes in behavior and results that occurred as a result of the program)

Based on our four fundamental questions and design process, Results Oriented Learning’s Instructional Design Model is as follows:

Evaluation chart
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