The Instructional Design Process

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The Instructional Design Process

• Presentation by
• Joe Ciliberto

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The ISD Process
A systematic approach for designing, developing
and delivering strategic instruction focused on
improving the learners' performance and the
elimination of performance gaps that are the
result of a training problem.
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ISD Steps
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ISD Bringing all the pieces together
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Forecasting

• Assess know skill deficiencies
• Identify process changes
• Identify equipment changes
• Understand organizational changes
• Assess business needs define strategic
  objectives.

Planning

• Identify audience
• Determine time table
• Identify support resources
• Define learning objectives, measurement
  indicators and level of evaluation
• Prioritize training needs

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Executing

• Develop training program
• Deliver pilot training program
• Practice skills
• Administer Assessment
• Modify existing training programs

Gathering

• Compare actual vs. planned
• Learning outcomes
• Retention level, training effectiveness
• Determine business impact
• before, during after
• Calculate R.O.I.
• Provide feedback for upgrades

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Reporting

• Measure learning
• Pre/Post training results
• Communicate results
• Performance improvement, behavior shifts
• Communicate status
• Minutes, newsletters, special announcements
• Document skill levels
• Update skills matrix
• Document follow-up findings

Follow-up

• Observe behavior
• application of knowledge/skill
• shifts in attitude
• Audit participation
• reviews, sign-offs, training etc.
• Audit performance result
• yield, efficiency, quality
• Assign accountability

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Benefits of the ISD Process

• The learners knowledge and performance are
  increased.
• Training time and cost per student are reduced.

ISD helps keep training targeted and effective!
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The Analysis Step
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Analysis includes

• Performance analysis
• Goal analysis
• Task analysis

Without a roadmap, who knows where youll end
up. Instruct on the need to know not the nice
to know.
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Are You A Pain ADDICT?Or Why spend time up
front?
Analyze the Issues Determine Desired
Outcomes Implement Critique Tryout Improvements
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Performance Analysis

• Reveals the gap between actual employee
  performance and the desired employee performance.
• Determines if the gap can be eliminated through
  an effective training program.

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Goal Analysis
ZAP!

• Goal analysis turns abstract statements into
  concrete tasks that can be taught.

Its a task!

• Employees should be safety conscious. How do I
  know if someone is safety-conscious?
• Operators should be problem-solvers. What does
  a problem-solver do?

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Task Analysis

• A sequenced description (or flowchart) of
• the step by step actions
• the tools, equipment, materials, and supplies
• any associated safety concerns
• required prerequisite knowledge
• acceptable standards of performance
• and key points
• required to complete a task.
• A task analysis ensures the need to know
  information is taught.

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The Design Step
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Design includes

• Audience Analysis
• Learning Objectives
• Skill Hierarchies
• Course Prerequisites

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Audience Analysisa key to making instruction
work!

• A description of the people who will receive the
  training. This might include
• the number of learners
• their experience level
• their reading ability
• their attitudes and interests

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Learning objectives

• Statements that define what the learner must do
  to demonstrate learning has been accomplished.
• Contain 3 distinct components
• Performance
• States what a learner is expected to be able to
  do.
• Conditions
• Describes the important conditions under which
  the performance is to occur.
• Criteria
• States the specific standard of performance by
  describing how well the learner must perform in
  order to be considered acceptable.

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Skill hierarchy

• A skill hierarchy is a diagram showing the
  relationships between the skills in the training.
• Helps you determine what to teach first.

Keeps you from getting the cart before the oxen!
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Course prerequisites

• Gives you a starting point.
• Describes what knowledge and skills the learners
  must have before taking your course.

Everything between the course prerequisites and
terminal objectives course content.
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Understanding whats do-able?
Pick any two!
If you want it fast and good dont expect it to
be cheap. If you want it fast and cheap dont
expect it to be good. If you want it good and
cheap dont expect it to be fast.
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The Development Step
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Development includes

• Criterion tests
• Relevant practice
• Content derivation
• Delivery system selection
• Module development
• Sequencing
• Tryout

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Criterion testingEvaluating Learning

• Criterion testing evaluates whether the learner
  has met the objectives. A test may have a learner

provide a correct answer from alternatives
(multiple choice, fill in the blank, etc.) do or
produce something to demonstrate the objective
has been met
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Content derivation

• Content promotes complete understanding and
  successful completion of test items.

Objectives
Test
Content
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Delivery system selection

• Sometimes referred to as media selection.
• You decide how the training will be presented to
  the learners.
• Delivery system examples stand-up training,
  text-based instruction, computer-based
  instruction, OJT, simulator based, instructional
  videos.

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Module developmentA basic floor plan
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Sequencing

• Sequencing--determining the most efficient order
  to present the modules to learners.

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Logical sequences

• Organize information in one of these ways
• Hierarchically (from easy to difficult, from
  simple to complex)
• Chronologically
• Spatially (left to right, top to bottom, outside
  in)
• Spirally

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Tryout

• A tryout can save time and money.

Back to the drawing board!
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The Implementation Step
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During implementation...

• the training system is put in place and persons
  are trained on how to use it properly.

The best training can fail if it is not properly
implemented.
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The Evaluation Step
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Evaluation

• Focus on Continuous Improvement
• This step tells you
• whether or not the training solved the original
  training problem
• what you can do to improve the training
• how training impacts the bottom line

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Four Levels of Evaluation

• Evaluation Levels
• Learner Reaction
• Measure Learning
• Application of Skills
• Results Analysis

• Methods of Obtaining
• Course Survey
• Pre Post Test and/or
• Sample Output
• Job Observation/Checklist and/or Sample Output
• Cost vs. Benefit Analysis

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Was it worth it?Calculate Return On Training
Investment (ROTI)
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Thank You for your attention!

• Please email me for a copy of the presentation or
  with any questions
• philippa.bean_at_qmark.co.uk
• Attend a Question Mark web-seminar and learn
  about computerizing assessments
• http//www.questionmark.com/uk/seminars/
• Visit the Question Mark web site for more
  information on deploying assessments
• http//www.questionmark.com/uk/learningcafe/