Training and Development Resources

Norm Gustafson, M. S.; wngus@hotmail.com
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Instructional Design

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The following list of questions is designed to simplify and de-mystify Instructional Design.

IS IT NEEDED?:

The first thing you must do is to step back from Instructional Design. Make sure training is needed. Please refer to my performance improvement page

  1. Other non-training factors affecting performance include: inputs, support, resources, reward systems, unintended consequences, overall work flow and design.
  2. You should reach agreement on: measurement of outcomes; implementation; management buy-in; resource commitment; required development and cycle time; timing of interventions; how to coordinate the development team with Subject Matter Experts (SMEs) to respond to training development needs.
  3. Performance system:

HOW TO START:

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  1. Analyze the overall performance system
    1. Inputs- especially where there are "handoffs" to other people.
    2. Process- inputs are converted and transformed; workers use technology to work.
    3. Outputs- are workers effective in their use of technology? Do they know how it impacts others?
  2. Isolate the Jobs that are most connected to Performance Measures
  3. Learner Analysis-- Who gets training?
    1. Who needs training?; number of potential participants. Determine their:
      • education, experience, background, language, cultural factors;
      • technical training background (jargon they understand);
      • motivational factors (this is nice to know, but difficult to find out)
    2. Location of learners (this will impact the media selection, scheduling, etc.)
    3. Requirements of job performance
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  4. Performance Targets; (See Evaluation section below).

    Set general performance targets. This will ensure the training is designed to address all overall factors in performance. Include non-training factors such as incentives, rewards, tie-ins to compensation, and necessary system improvements.

  5. Task Clarification
    1. What job aspects? Analyze job into tasks, steps, and required background knowledge. What do learners need to learn? Include all sub-tasks required for job.
    2. Identify performance targets.
    3. Isolate each task to body of knowledge.
    4. They should be observable tasks.
    5. Attitudes and mindsets can be very important, especially with social interactions.
    6. Analyze context of the tasks.
    7. Do they have to know:
      • How to do it?
      • What to do?
      • Why they must do it?
      • How to solve problems?
      • Novel applications?
    8. Is there a hierarchy of increasing complexity?
      • Discrimination between things (definitions)
      • Elements, facts.
      • Rules.
      • Analysis.
      • Problem-solving, creativity, evaluation
        (This roughly follows "Blooms' taxonomy.")
    9. There are kinds of learning. They can include social skills, data manipulation or physical manipulation of things:
      • Data, facts (direct or background).
      • Attitudes (difficult to measure; must involve substantial pain/gain to change).
      • Skills of dexterity, movement.
      • Direct job knowledge/skill vs. CEU and technology-driven, or professional development.
    10. All of the above can be requirements or outcomes of instruction.
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  6. Task Analysis
    1. Examine tasks
      • The first trick, used in project management, involves working backwards from the result.
      • You can interview a competent SMEs for their strategies.
      • You can interview an incompetent worker (exhibits performance gaps) to determine what they don't do correctly, and why they don't/can't/won't do it.
    2. Classify the skills and knowledge to be covered:
      • Precursors, background knowledge.
      • Include inputs beyond workers' control.
      • Also include reading comprehension problems, basic skill deficits etc.
      • Outcome performance.
      • Heuristics used by competent SMEs, eg: attitude; preparation and preassembly; mid-course corrections or guides, rules of thumb, etc.; testing; and checking.
      • (These are related to control of outcome, quality, interaction with other people or inputs, etc.)
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  7. Instructional Development
    1. Do they have to remember, or use in performance? (This influences how much drill and practice is planned.)
    2. Course mapping ("scope and sequence").
    3. Storyboarding can be used for design or for project management.
    4. Select media, delivery techniques and alternatives.
    5. CBT design style considerations (screen layout, navigation, site mapping, etc.).
    6. Format for training materials (unity of design; previous publications):
      • Formal training program;
      • OJT;
      • Informal;
      • Job aids, checklists, etc.
    7. Set the specific performance targets (see Evaluation section). This will evaluate how well the training delivered the necessary knowledge and skills to support worker performance.
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  8. Final Design
    1. Structure the content. This can include modules, activities, templates, or prototypes that can allow the training designer to adjust the content according to different training needs or subjects, levels of training, different amounts of previous knowledge, different department needs, etc.
    2. Training objectives; identify test or evaluation methods.
    3. Outline of training-- Lessons, sessions, objectives; Lesson plans.
    4. The budget should be addressed.
    5. Sequence of skills and information.
  9. Materials Development and Production The personnel must be gathered first. These include the technical and curriculum writers, graphic designers, and SMEs that will be contributing. The materials are as follows:
    1. Instructional materials.
    2. Self-directed workbooks.
    3. Job aids.
    4. Materials for exercises, structured experiences or simulations.
    5. Tests and evaluation instruments.
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  10. Testing and Prototype of the Training
    1. SME review; department review should be done first.
    2. Pilot testing with potential students is next.
    3. Final revisions.
  11. Implementation
    1. Schedule reproduction of training materials.
    2. Training of the trainers.
    3. Scheduling and logistics of registration. This step is simplified by an existing database of past training and training needs for each worker. Think of this like the "service record and maintenance schedule" for worker skills.
    4. Training delivery includes the logistics of getting trainers and trainees together.
    5. Supply of materials.
    6. Certification and records.
  12. Evaluation
    1. Evaluation plan (see Performance Targets and Instructional Development).
    2. Learning data (number of students; drops; hours spent; classes).
    3. Compare results to target performances.
    4. Evaluate on different levels (the famous "Kirkpatrick" model )
      • Learning reaction (survey how the student/supervisor liked the training delivery)
      • Achievement of learning objectives (test to measure comprehension/application of skills and knowledge).
      • Job transfer (performance measures).
      • Bottom-line impact (financial measures of departments receiving training).
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    Home =>
    Instructional Design =>
    (This page)
    Instructional Design Tips =>
    Examples:
    Business Plan
    TQM-Service
    TQM-Education
    This free download page is from the Instructional Design page of Gustafson's Training and Development web site. (C) 1999 W. N. Gustafson. Permission is granted to print or save for personal purposes.