The Instructional Design Process Presentation by: Joe Ciliberto

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.

ISD Steps Analysis Development Implementation Evaluation Design

ISD – Bringing all the pieces together Forecasting Planning Executing Gathering Reporting Follow-up Analysis Development Implementation Evaluation Design

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

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

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

Benefits of the ISD Process  The learner’s knowledge and performance are increased.  Training time and cost per student are reduced. ISD helps keep training targeted and effective!

The Analysis Step Analysis Development Implementation Evaluation Design

Analysis includes:  Performance analysis  Goal analysis  Task analysis Without a roadmap, who knows where you’ll end up. Instruct on the “need to know” not the “nice to know.”

Are You A Pain ADDICT? Or … Why spend time “up front”? AnalysisDevelopmentImplementationEvaluationDesign …or think it through later AnalysisDevelopmentImplementationEvaluationDesign Think it through now… A nalyze the Issues D etermine D esired Outcomes I mplement C ritique T ryout Improvements

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.

Goal Analysis 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? Goal analysis turns abstract statements into concrete tasks that can be taught. It’s a task!

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.

The Design Step Analysis Development Implementation Evaluation Design

Design includes:  Audience Analysis  Learning Objectives  Skill Hierarchies  Course Prerequisites

Audience Analysis …a 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

 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. Learning objectives

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!

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.

Understanding what’s do-able? Good FastCheap Pick any two! If you want it fast and good – don’t expect it to be cheap. If you want it fast and cheap – don’t expect it to be good. If you want it good and cheap – don’t expect it to be fast.

The Development Step Analysis Development Implementation Evaluation Design

Development includes:  Criterion tests  Relevant practice  Content derivation  Delivery system selection  Module development  Sequencing  Tryout

Criterion testing Evaluating 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

Content derivation Content promotes complete understanding and successful completion of test items. Objectives Test Content

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.

Module development A basic floor plan Big picture - orients learners Objective(s) – stated in terms learners can understand Skill Check Description - demonstrate mastery of objective Relevance - tells why it’s important to them Demo - shows what performing the objective looks like Instruction - gives information needed for objective Practice - gives practice in doing the objective Feedback - gives information on performance Self check - allows learners to see if they can perform the objective

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

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

Tryout  A tryout can save time and money. Back to the drawing board!

The Implementation Step Analysis Development Implementation Evaluation Design

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.

The Evaluation Step Analysis Development Implementation Evaluation Design

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 Evaluation

 Evaluation Levels 1. Learner Reaction 2. Measure Learning 3. Application of Skills 4. Results Analysis  Methods of Obtaining 1. Course Survey 2. Pre & Post Test and/or Sample Output 3. Job Observation/Checklist and/or Sample Output 4. Cost vs. Benefit Analysis Four Levels of Evaluation

Was it worth it? Calculate Return On Training Investment (ROTI)

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