1. Instructional/Program Design Produced by Dr. James J. Kirk Professor of HRD Western Carolina University

2. What You Will Learn Differences between program development and instructional design Specific approaches and issues Key steps in the instructional design process Ways of accommodating adult learners

3. PERFORMANCE Remember that all training should result in increased job performance.

4. Gap (Performance) What An Employee Is Expected To Do What An Employee Is Doing Performance Gap Remember that training should only be considered if a performance gap can be in part or in whole closed by an increase in knowledge, skills, and or understanding.

5. PROGRAM VS INSTRUCTIONAL DESIGN

6. PROGRAM DEVELOPMENT Looks at all of the planned learning activities (e.g., courses, workshops, OJT) an organization provides its employees.

7. LEVELS OF PROGRAM DEVELOPMENT Organization (total curriculum) Limited Scope (specific training tracks like safety, management development etc.) Specific Programs (a specific course, workshop like a new employee orientation program)

8. Instructional Design Focuses on the creation of a specific course, course segment, or specific learning activity. Attention is given to minute details.

9. Curriculum Development

10. EIGHT CURRICULUM ISSUES 1. Goals & Objectives 2. Underlying Values 3. Methods of Selecting, Organizing, and Planning Content 4. Facilitation Processes

11. EIGHT CURRICULUM ISSUES 5. Evaluation Methods 6. Instructor Selection 7. Identification of Learners 8. Management of the Setting in which the Curriculum is Implemented

12. CURRICULUM DEV. APPROACHES & MODELS Subject-Centered Objectives-Centered Experience-Centered Opportunity-Centered

13. SUBJECT-CENTERED Disseminating information to individuals with little prior knowledge

14. OBJECTIVES-CENTERED (Building measurable skills) Decision-Based (Performance Model) Competency-Based Models –1. Instructional Systems Design (ISD) –2. Behavioral skills Outputs (BSO) –3. Developing

15. EXPERIENCE-BASED (Developing new ideas or solving complex problems) Creative-Based Action-Based Concept-Based

16. OPPORTUNITY-BASED (Taking advantage of learning opportunities, individual growth, career development) Individualized Informal Individualized Contractual Groups-Oriented

17. APPROACH Which approach do I use?

18. WHICH CURRICULUM APPROACH IS BEST WHEN...? Learners have no prior knowledge of a subject.

19. WHICH CURRICULUM APPROACH IS BEST WHEN...? Learners are expected to acquire measurable or observable skills.

20. WHICH CURRICULUM APPROACH IS BEST WHEN...? Learners are expected to be creative, examine their attitudes, and make complex decisions.

21. WHICH CURRICULUM APPROACH IS BEST WHEN...? Learners are expected to take charge of their personal / professional growth and careers.

22. WHICH CURRICULUM APPROACH IS BEST FOR...? New Employee Orientation Computer Training Customer Service Career Planning

23. WHICH CURRICULUM APPROACH IS BEST? (FOUR KEY QUESTIONS) 1. What key groups of decision- makers will be affected by a program or curriculum? 2. What results does each group hope most to gain over time?

24. WHICH CURRICULUM APPROACH IS BEST? (FOUR KEY QUESTIONS) 3. What might any of the group’s fears be about instructional effects? 4. What curriculum approach is each group most likely to prefer? Why?

25. TRAINING CURRICULUM CLOSES GAPS

26. Gap (Subject-Centered) Needs To Know To Perform The Job Currently Knows To Perform The Job Information Gap Needs To Know To Perform The Job

27. Gap (Objectives-Centered) Needs To Be Able To Do To Perform The Job Competency Gap Currently Able To Do To Perform The Job

28. Gap (Experience-Centered) Needs To Understand To Perform The Job Conceptual Gap Currently Understands To Perform The Job

29. Gap (Opportunity-Centered) Capable Of Becoming To Perform The Job Is Becoming While Performing The Job Growth Gap

30. INSTRUCTIONAL DESIGN

31. ASSUMPTIONS It is aimed at individual learning It is both immediate and long-range It can greatly affect individual human development It should be conducted systematically It is based on knowledge of human learning

32. ID ESSENTIALS Conduct a task/job analysis Identify the outcomes of the instruction based on the job tasks to be performed Develop the instruction (content, strategies, materials, tests) Deliver the instruction Evaluate the effectiveness of the instruction

33. OUTCOMES CATEGORIES Verbal Information (Knowing that) Intellectual Skills (Knowing how) Cognitive Strategies (Understanding that) Attitudes (Believing/valuing that) Motor Skills (Doing that)

34. PLANNING FOR THE EVENTS OF INSTRUCTION Gaining attention Informing learners of the objectives Stimulating recall of prerequisite learning Presenting the stimulus material Providing learning guidance

35. Eliciting the performance Providing feedback about performance correctness Assessing the performance Enhancing retention and transfer PLANNING FOR THE EVENTS OF INSTRUCTION

36. ASSURE A Procedural Model for Planning and Conducting Effective Instruction that Incorporates Media.

37. ELEMENTS OF THE ASSURE MODEL

38. STEPS IN THE ASSURE MODEL Analyze Learners State Objectives Select Methods, Media, and Materials Utilize Media and Materials Require Learner Participation Evaluate and Revise

39. ANALYZE LEARNERS General Characteristics Specification Competencies – knowledge –skills –attitudes Learning Styles

40. STATE OBJECTIVES Conditions of Performance Specific Performance Degree of Acceptable Performance

41. STATE METHODS Choose Appropriate Methods and Media Formats Decide on Materials to Implement the Choices made

42. REQUIRE PARTICIPATION Activities Should Require Active Mental Engagement by the Learners

43. EVALUATE & REVISE Evaluate the Impact and Effectiveness of Instruction Revise Where Discrepancies Exist Between What was Intended and Obtained

44. TWO ROLES FOR TRAINERS Depending on the nature of the learning activities built into the instructional design, trainers play one of two roles.

45. INSTRUCTOR Presents information / right answers One-way communication Assignments Dictates objectives Teacher-Centered

46. FACILITATOR Guides discussion right..? Two-way communication Coordinates learning methods of group’s goals Learner-Centered

47. What You Have Learned Differences between program development and instructional design Specific approaches and issues Key steps in the instructional design process Ways of accommodating adult learners