This document compares and contrasts the roles of instructional designers, teachers, business analysts, and project managers. It shows that while their job titles and focuses may differ, the underlying processes of analyzing needs, designing solutions, implementing changes, and evaluating outcomes are similar. The document outlines the typical steps and activities involved in teaching, instructional design, business analysis and project management. These include understanding current and desired future states, identifying gaps, planning solutions, facilitating changes and assessing effectiveness. Various techniques used across these roles are also discussed such as brainstorming, process modeling and documentation analysis. The document argues that understanding similarities in their processes can help people in these different fields collaborate and apply lessons from one domain to another.

1. Project, Process and
Design inTeaching
Teaching
Project Management
Process Analysis
Design
Susan E. James, M. Ed, CAPM, PSM I, ECBA, LSSGB
Project
Management
Business
Analysis
Instructional
Design

2. What Does an Instructional Designer
Do?
• Analyze – Gather information to
understand the situation
• Design – Define approach, content,
objectives, and strategy
• Develop –Write the lesson
• Implement –Teach/facilitate
• Evaluate – Did the solution work?
What Does aTeacher Do?
• Establish and communicate clear objectives for
all learning activities
• Plan, prepare and deliver instructional activities
• Identify and select different instructional
resources and methods to meet learners’
varying needs
• Use relevant technology to support instruction
• Observe and evaluate learner’s performance and
development
• Maintain accurate and complete records of
learner’s progress and development
We have
similar job
descriptions

3. What Does a Business Analyst Do?What Does a Project Manager Do?
Plan and manage the project
Stakeholder, Scope, Budget, Schedule,
Communications, Change, Procurement,
Risk, Information, Delivery
It’s really nice if you have a dedicated project
manager to take care of all this. Otherwise,
the business analyst works these into her
plan.
Teachers and
instructional
designers do
these, too. Figure out the process to create the
change
• Rules – What are the business
parameters we’re working within?
• Assess the AS-IS situation
• Figure out theTO-BE situation
• Figure out what is needed
• Plan the changes
• Deliver the changes
• Evaluate the plan and the learners
Instructional designers solve performance issues which means they want to change behavior.Teachers
want to fill heads with knowledge.There’s a difference in how you plan and what you need to know.

4. Project
Management
Project Management
Methodology
Describes the business environment in which
the work will be done and integrates all
aspects of the change
• Scope –The boundaries of the change
• Budget –The cost of the change
• Schedule –Who will implement the
change and when will we implement the
change?
• Quality, Communication, Risks,
Procurement, Stakeholders
Teaching Step 1
Describes the learner’s social and community
environment in which the work will be done.
 The learner – Self-esteem, ability, health,
social, cognitive and developmental
support
 The School – Leadership, Philosophy,
Instructors, Physical Environment,
Curriculum, Equipment
 The Community – School Board,
Community Leaders, Parents and
Caretakers.
The quantity and quality of these factors
affects instruction immeasurably.

5. Describes the actual work of the change,
measures its effectiveness and provides value
to the business.
• Understand the business environment
defined by project management
• Approach – How will we do the specific
work of the change?
• Stakeholders –Who will influence the
work?
• Governance –Who will make decisions?
• Information Management – How will we
make available the steps in the process?
• Performance Assessment – How will we
measure the effectiveness of the change
and of the process?
Business
Analysis Business Analysis Methodology
Steps in the Process
1.Why? -What’s the problem?
Discover Objectives, Define Scope,AS-
IS Scenario
2.Who? How?What?When? - Formulate
Plan to Change
TO-BE Scenario, Discover Gaps,
Collaborate with Stakeholders, Analyze
Causes, Create Plan
3. Implement the Change
4. AssessValueAdded
5. Redesign if needed

6. Business Analysis Methodology
Steps in the Process for Each Learner
1.Why? – KnowledgeTransfer
Discover objectives, Define content area,
What does the learner already know?
3.Who? How?What? When? - Formulate plan
to transfer knowledge
What should the learner know, Discover
what he doesn’t know, Collaborate with
colleagues,Analyze why he doesn’t
know, Create Lesson plan or curricula
Student Instructional Strategies
4.Teach
5. Assess
6. Start Again
Teaching Step 2
Describes the steps in the process of teaching and
measures its effectiveness to the learner and the
community
Business
Analysis
Steps in the Process
1.Why? - What’s the problem to the business?
Discover Objectives, Define Scope,AS-
IS Scenario
2. Who? How? What? When? - Formulate Plan
to Change
TO-BE Scenario, Discover Gaps,
Collaborate with Stakeholders, Analyze
Causes, Create Plan
3. Implement the Change
4. AssessValue Added
5. Redesign if needed
The “why” is
what’s
important
here.
Teaching is
like business
analysis.

7. Teaching Step 2 Adapt forAdult Learners
Analyze
• What’s the business situation?Will
training solve the problem? Discover
AS-IS Scenario
• What do we want the situation to be?,
Discover Gaps, Collaborate, Analyze
Causes
Design
• Create plan to change situation,
Instructional strategies
Develop
• Write training content, create format
Implement
• Facilitate,Teach
Evaluate
• Assess effectiveness and value added to
business and adult learner
Here’s
where they
overlap.
Steps in the Process for Each
Learner
1.Why? – Knowledge Transfer
Discover objectives, Define content area,
What does the learner already know?
3. Who? How? What? When? - Formulate plan
to transfer knowledge
What should the learner know, Discover
what he doesn’t know, Collaborate with
colleagues, Analyze why he doesn’t
know, Create Lesson plan or curricula
Student Instructional Strategies
4.Teach
5. Assess
6. Start Again

8. Adults learn in
different ways so
instructional
designers use
different
strategies.
Gagne’s Nine Events of Instruction
• Gaining attention (reception)
• Informing learners of the objective (expectancy)
• Stimulating recall of prior learning (retrieval)
• Presenting the stimulus (selective perception)
• Providing learning guidance (semantic encoding)
• Eliciting performance (responding)
• Providing feedback (reinforcement)
• Assessing performance (retrieval)
• Enhancing retention and transfer (generalization)
Bloom’sTaxonomy

9. Some business
analysis
techniques (teachers
usethese,too)
• Brainstorming
• Business Case
• Interviews
• Process Modeling
• Workshops
• Document Analysis
• Mind Mapping
• User Stories/Backlog
Management
• ItemTracking
• Observation
• Process Analysis
• Root Cause Analysis
• Reviews
• Functional Decomposition
• Estimation
• DecisionAnalysis
• Surveys
Tools and
Techniques
Used in Project,
Process &
Teaching
Project
Management
Business
Analysis
Instructional
Design

10. Project,
Process and
Design in
Teaching
Susan E. James,
M.Ed, CAPM,
ECBA, PSM I,
LSSGB
Designing for Instruction - Portfolio