Brief on ISTE Standard 4: Systems Designer
Kristen West
Coastal Carolina University
EDIT 760
March 8, 2025
Empowering Leaders Through ISTE Standard 4: Systems Designer at COMPANY A, Inc.
Abstract
This brief examines how COMPANY A, Inc. applies ISTE Standard 4: Systems Designer to create and sustain effective technology systems that support employee learning and development. ISTE Standard 4 provides a framework for leaders to design robust infrastructure, ensure scalability, protect data privacy, and build strategic partnerships to enhance learning environments. Using a mixed-methods approach, this study gathered data through employee surveys, leadership interviews, and internal document reviews to assess COMPANY A’s current practices. The findings reveal that COMPANY A has established a solid technological foundation, prioritizes data security, and fosters collaborative leadership to manage its learning management systems. However, opportunities exist to enhance the user experience, expand mobile learning, and improve communication about external learning partnerships. The report concludes with targeted recommendations to further empower leaders at COMPANY A in designing sustainable, equitable, and scalable learning systems in alignment with ISTE Standard 4.
Introduction
In today’s fast-moving corporate environment, it’s more important than ever for companies to have strong leadership guiding the way technology is used to support learning and development. For businesses like COMPANY A, Inc., employee education isn’t just a one-time event, it’s an ongoing process that plays a vital role in improving productivity, operational efficiency, and employee satisfaction. The International Society for Technology in Education (ISTE) has created standards to help guide these efforts, and ISTE Standard 4: Systems Designer is especially relevant. This standard provides a blueprint for leaders to create, manage, and continually improve the technology systems that support learning (ISTE, 2022). At COMPANY A, applying these principles is key to creating an environment where employees have access to the tools and opportunities, they need to develop their skills and succeed.
This report looks at how COMPANY A has implemented ISTE Standard 4 and what impact this has had on its learning programs. It also identifies areas where the company can improve. Information was gathered through employee surveys, interviews with IT professionals and leaders, and an in-depth review of internal documents. By combining these different types of data, we gained a comprehensive view of COMPANY A’s approach to learning technologies and leadership.
Understanding ISTE Standard 4: Systems Designer
ISTE Standard 4 focuses on how leaders create technology systems that promote learning, collaboration, and innovation. It outlines four key responsibilities for leaders:
- Building strong infrastructure and collaborative teams that support learning across the organization.
- Ensuring technology resources are sufficient and scalable, so they can meet the needs of both current and future users.
- Protecting privacy and ensuring data security, making sure sensitive information is safe.
- Establishing strategic partnerships that enhance learning and operational efficiency (ISTE, 2022).
When leaders follow this framework, they help create an organization where employees have reliable access to tools and resources, where their data is protected, and where partnerships provide additional opportunities for learning and growth. These systems allow companies to adapt as technology and employee needs evolve. For COMPANY A, adopting this framework helps ensure the systems they build today will continue to benefit the company tomorrow.
Data Collection and Methods
To evaluate how well COMPANY A applies ISTE Standard 4, I used three main data collection methods: surveys, interviews, and document analysis. This combination of qualitative and quantitative data helped ensure that our findings were well-rounded and reliable (Flick, 2014).
The employee survey was sent to 25 participants across various departments. The survey asked about their experiences using COMPANY A’s learning management systems (LMS), how often they accessed training, and whether they felt they had the resources they needed to succeed. These surveys provided insight into the day-to-day experiences of COMPANY A employees.
The interviews included discussions with key staff from IT, Learning & Development, and leadership roles. These conversations explored how decisions are made about technology investments, how data is used to improve learning outcomes, and how leadership supports technology-driven learning initiatives. This allowed me to understand not just what systems were in place, but how and why they were implemented.
Finally, I conducted a document review. This included policies on data privacy, security protocols, training budgets, and system performance reports. These documents provided important context, showing what official procedures and priorities guide COMPANY A’s learning technology initiatives.
Survey Results
The survey results offered an encouraging picture of COMPANY A’s learning technology environment, but they also pointed to areas for growth. About 64% of employees reported using the company’s learning technologies, like Bridge and Microsoft Dynamics, at least once a month. Another 28% used them on a weekly basis. These numbers suggest a healthy level of engagement, though there is potential to increase frequency through better accessibility and motivation.
Employees found the systems generally easy to use and widely accessible. An impressive 92% said they had the tools and resources they needed to support their learning, and 88% believed COMPANY A was providing sufficient investment in learning opportunities. However, 12% of respondents mentioned specific frustrations. Some said they had trouble finding relevant courses on SharePoint, and others reported occasional system downtime when using the Bridge LMS. These issues, while not widespread, show there’s a need to refine the user experience to increase satisfaction and encourage more consistent use.
Insights from Leadership Interviews
Leadership interviews provided more detail on how COMPANY A designs and maintains its learning systems. IT and Learning & Development staff confirmed that COMPANY A takes a collaborative approach. Regular meetings are held where leaders from various departments review training outcomes, discuss new technology needs, and consider employee feedback.
IT Employee A shared how they monitor progress: “We track employee progress through learning management systems, collect feedback via surveys, and analyze performance metrics to see if training improves skills and job performance” (personal communication, March 5, 2025). This process highlights how COMPANY A uses data-driven decision-making to enhance its learning environment.
Leaders also emphasized the importance of scalability. As the company grows, its systems must be able to handle more users and offer more learning opportunities. Interviewees noted that the organization is already exploring new platforms, like LinkedIn Learning, to address future training needs.
Document Review and Policies
COMPANY A’s internal documents revealed a strong focus on privacy and data security. All learning data is protected with encryption, and employees must use multi-factor authentication (MFA) to access learning platforms. These policies align with industry standards and reflect best practices in cybersecurity.
The company’s mandatory privacy and cybersecurity training is another example of how seriously COMPANY A takes data protection. Employees are kept informed about privacy policies, with 88% of survey respondents indicating they were aware of the company’s guidelines. Budget reports showed a steady investment in upgrading training platforms and expanding learning opportunities, suggesting leadership is committed to maintaining and improving these systems over time.
Key Findings and Analysis
The analysis of our findings highlights both successes and opportunities for COMPANY A to improve its systems and leadership in relation to ISTE Standard 4.
Robust Systems and Collaborative Teams (ISTE 4a)
COMPANY A has built a solid technology infrastructure to support employee learning. Platforms like Bridge and Dynamics are widely used, and cross-department collaboration ensures these systems meet user needs. However, employee concerns about course discoverability and occasional downtime indicate there’s room to simplify the user experience. By addressing these issues, COMPANY A can better align with best practices in system interoperability and user-centered design (Howard et al., 2020).
Resources That Are Sufficient and Scalable (ISTE 4b)
Most employees feel they have the tools and resources they need to learn and grow. Still, several requested more advanced training on the company’s main database, Dynamics, and mobile-friendly learning options. As COMPANY A continues to expand, it will be important to scale its learning systems to accommodate more users and diverse learning needs. This reflects what Niederhauser et al. (2018) found about the importance of planning for scalability when designing technology-supported learning environments.
Protecting Data Privacy and Security (ISTE 4c)
Data privacy and security are areas where COMPANY A excels. Employees expressed high levels of trust in how their personal data is handled. Compliance Employee reinforced this, stating, “We follow strict data security policies and only authorized personnel access learning data” (personal communication, March 5, 2025). With continued attention to data protection, COMPANY A demonstrates a clear commitment to ISTE’s standards for security (Dexter, 2018).
Building Partnerships to Support Learning (ISTE 4d)
Partnerships with organizations like Microsoft and LinkedIn Learning provide valuable learning opportunities. However, interviews and survey responses revealed that many employees aren’t aware of these partnerships or how they can benefit from them. Improved communication around these partnerships would help employees take full advantage of external learning resources and better understand how COMPANY A is investing in their professional growth.
How COMPANY A Manages Learning Systems
COMPANY A’s approach to managing its learning systems is methodical and organized. The Learning & Development team conducts quarterly reviews of technology performance, analyzing feedback from employees and system data to identify areas for improvement. Cross-functional meetings help ensure that IT, leadership, and department managers are all aligned on training priorities.
Budget reviews occur twice a year, with leadership assessing whether current investments in learning technology are meeting organizational goals. Metrics such as course completion rates, user satisfaction scores, and learning impact assessments are reviewed monthly to keep leadership informed about the success of learning initiatives.
Recommendations for Moving Forward
Based on the findings, several key recommendations can help COMPANY A strengthen its learning systems and further align with ISTE Standard 4.
- Improve Course Access and Navigation
COMPANY A should streamline the layout and organization of learning platforms like Bridge and SharePoint. Simplifying how employees find and register for courses will improve the user experience and increase participation. - Enhance Mobile Learning Options
Investing in mobile-friendly apps or optimizing existing platforms for mobile devices will help field employees access training when and where they need it. This is particularly important for employees who work outside traditional office environments. - Increase Communication About Partnerships
More transparency about external partnerships and available training programs will help employees understand what learning opportunities are available to them. Regular updates through email, internal newsletters, or team meetings could help increase awareness. - Offer Leadership Development on ISTE Standards
Providing additional training for leaders on ISTE Standards and best practices in technology integration will strengthen their role in designing effective systems. This will empower them to lead learning initiatives more effectively (Schrum & Levin, 2016).
Conclusion
COMPANY A, Inc. has made significant progress in designing and managing learning systems that meet the needs of its employees. By following ISTE Standard 4, the company has built robust technology infrastructure, invested in scalable resources, ensured data privacy and security, and created partnerships that support learning. However, opportunities remain to enhance user experience, improve communication, and better support leaders in their role as system designers. By addressing these areas, COMPANY A can continue to empower its workforce and create an innovative, equitable, and sustainable learning environment for years to come.
References
Dexter, S. (2018). The role of leadership for information technology in education: Systems of practices. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second Handbook of Information Technology in Primary and Secondary Education (pp. 483-498). Springer. https://doi.org/10.1007/978-3-319-71054-9_32
Flick, U. (2014). An Introduction to Qualitative Research (5th ed.). SAGE Publications.
Howard, S. K., Schrum, L., Voogt, J., Baron, G.-L., Kennewell, S., & Sligte, H. (2020). New approaches and paradigms for researching digital technologies: Achieving scalability and sustainability. In P. Fisser & M. Phillips (Eds.), Learners and Learning Contexts: New Alignments for the Digital Age (pp. 76–82).
International Society for Technology in Education (ISTE). (2022). ISTE Standards for Education Leaders. https://www.iste.org/standards/for-education-leaders
Niederhauser, D. S., Howard, S. K., Voogt, J., Agyei, D. D., Laferriere, T., Tondeur, J., & Cox, M. J. (2018). Sustainability and scalability in educational technology initiatives: Research-informed practice. Technology, Knowledge and Learning, 23(3), 507–523. https://doi.org/10.1007/s10758-018-9382-z
Personal communications: IT Employee A, IT Employee B, Training Employee, Compliance Employee, Senior Leadership Employee) (interview data, February 2025).
Schrum, L., & Levin, B. B. (2016). Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement. Pearson.
West, K. (2025). Kristen West – Graduate EDIT760 Survey Brief4. Retrieved from https://qualtricsxmgwbd88zbh.qualtrics.com/jfe/form/SV_bdxs9cq2PRejt2u
Appendix A
Interview Questions
General Questions (For Leadership, IT, and Training & Development Teams)
- How does COMPANY A, Inc. integrate technology into training and learning for employees?
- What systems are in place to evaluate the effectiveness of technology used in corporate learning?
- How does the company ensure continuous improvement in the use of technology for learning?
- Who is responsible for overseeing the implementation of technology in training programs?
- What data is collected to measure the success of technology-driven learning initiatives?
3.4.a Establish Equitable Policies
(Directed to: HR, Learning & Development, IT Leadership)
6. What policies exist to ensure equitable access to technology for all employees?
7. How does the company ensure that training resources are accessible to all employees, regardless of location or role?
8. Are there any initiatives to support employees with different learning needs or technology access issues?
9. How does the company address digital literacy gaps among employees?
3.4.b Ensure Sufficient & Scalable Resources
(Directed to: IT Department, Operations, Finance, Leadership)
10. What technology infrastructure is currently in place to support learning and training at COMPANY A, Inc.?
11. How does the company assess whether technology resources are sufficient for employee training?
12. What steps are taken to ensure that technology resources scale as the company grows?
13. How does the company budget for technology-related learning initiatives?
14. Are employees provided with devices or software for learning purposes?
3.4.c Protect Student (Employee) Privacy & Security
(Directed to: IT Security, Compliance, HR, Training & Development)
15. What policies are in place to protect employee data and privacy in online learning systems?
16. How is sensitive training data stored and managed?
17. What cybersecurity measures are in place to protect learning platforms from breaches?
18. How are employees trained on privacy and security best practices when using corporate learning tools?
19. Are third-party vendors used for learning platforms, and if so, how does COMPANY A ensure data security compliance?
3.4.d Establish Strategic Partnerships
(Directed to: Leadership, Vendor Relations, Training & Development)
20. Does COMPANY A, Inc. collaborate with external organizations for training technology (e.g., software providers, universities, or industry groups)?
21. How does the company select vendors or partners for learning technology solutions?
22. Are there any partnerships in place that help improve or expand corporate learning initiatives?
23. How does COMPANY A evaluate the effectiveness of these partnerships?
24. What role do external experts or consultants play in shaping the company’s learning and development strategies?
Appendix B
Interview Questions
COMPANY A, Inc. Employee Technology & Learning Survey
Purpose: This survey aims to evaluate how technology is used to support learning and training at COMPANY A, Inc. Your responses will help improve corporate learning initiatives.
Section 1: General Information
- What is your role at COMPANY A, Inc.?
☐ Sales Representative
☐ Construction Manager
☐ Corporate/Office Staff
☐ Other (please specify): ___________
- How often do you use technology-based learning resources (e.g., online courses, training videos, virtual workshops)?
☐ Daily
☐ Weekly
☐ Monthly
☐ Rarely
☐ Never
- Which technology-based learning platforms/tools have you used at COMPANY A? (Check all that apply)
☐ Bridge
☐ Other (please specify): ___________
Section 2: Equitable Access to Learning Technology (3.4.a)
- Do you feel that all employees have equal access to learning technology at COMPANY A?
☐ Yes
☐ No (please explain): ___________
- Have you faced any challenges accessing training resources due to technology limitations?
☐ Yes (please describe): ___________
☐ No
- On a Scale of 1 to 10, how would you rate the accessibility of technology-based learning at COMPANY A?
Section 3: Technology Resources & Scalability (3.4.b)
- Do you feel that COMPANY A provides sufficient technology resources to support your learning?
☐ Yes
☐ No (please explain): ___________
- Have you ever experienced technical difficulties that prevented you from completing a training module?
☐ Yes (please describe): ___________
☐ No
- How do you typically access training materials? (Check all that apply)
☐ Company-issued device (computer, tablet, etc.)
☐ Personal device
☐ Shared workstation
☐ Other (please specify): ___________
Section 4: Privacy & Security (3.4.c)
- Are you aware of COMPANY A’s policies regarding the protection of your personal data in training systems?
☐ Yes
☐ No
- Have you received training on cybersecurity and data privacy related to online learning?
☐ Yes
☐ No
- Do you feel that your data is secure when using COMPANY A’s learning platforms?
☐ Yes
☐ No (please explain): ___________
Section 5: Strategic Partnerships & Learning Improvement (3.4.d)
- Have you participated in any external training programs or courses provided through COMPANY A’s partnerships?
☐ Yes (please specify): ___________
☐ No
- Do you believe COMPANY A should partner with more external organizations to enhance employee learning?
☐ Yes
☐ No
☐ Unsure
- What improvements would you suggest to enhance technology-based learning at COMPANY A?
Final Thoughts
- On a scale of 1-10, how satisfied are you with the technology-based learning resources at COMPANY A?
- Do you have any additional feedback about technology use in training at COMPANY A?