Id Process
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- Words: 1,177
- Pages: 37
Joe Ciliberto
Presentation by:
The Instructional Design 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.
The ISD Process
Implementation
Evaluation
ISD Steps Analysis
Development
Design
Implementation
Gathering
Reporting
Evaluation
Follow-up
Analysis
Development
Executing
Design
Planning
Forecasting
ISD – Bringing all the pieces together
Assess know skill deficiencies Identify process changes Identify equipment changes Understand organizational changes Assess business needs & define strategic objectives.
Forecasting
Prioritize training needs
Define learning objectives, measurement indicators and level of evaluation
Identify support resources
Determine time table
Identify audience
Planning
Develop training program Deliver pilot training program Practice skills Administer Assessment Modify existing training programs
Executing
Compare actual vs. planned Learning outcomes Retention level, training effectiveness Determine business impact before, during & after Calculate R.O.I. Provide feedback for upgrades
Gathering
Document follow-up findings
Update skills matrix
Document skill levels
Minutes, newsletters, special announcements
Communicate status
Performance improvement, behavior shifts
Communicate results
Pre/Post training results
Measure learning
Reporting
Observe behavior application of knowledge/skill shifts in attitude Audit participation reviews, sign-offs, training etc. Audit performance result yield, efficiency, quality Assign accountability
Follow-up
knowledge and performance are increased. Training time and cost per student are reduced.
The learner’s
ISD helps keep training targeted and effective!
Benefits of the ISD Process
Implementation
Evaluation
Analysis
Development
Design
The Analysis Step
Instruct on the “need to know” not the “nice to know.”
Without a roadmap, who knows where you’ll end up.
Task analysis
Goal analysis
Performance analysis
Analysis includes:
Design
Analysis
Design
Tryout Improvements
Critique
Implement
Implementation
Development
Implementation
Evaluation
Evaluation
…or think it through later
Development
Determine Desired Outcomes
Analyze the Issues
Analysis
Think it through now…
Or … Why spend time “up front”?
Are You A Pain ADDICT?
employee performance and the desired employee performance. Determines if the gap can be eliminated through an effective training program.
Reveals the gap between actual
Performance Analysis
It’s a task!
Operators should be problem-solvers. What does a problem-solver do?
Employees should be safety conscious. How do I know if someone is safety-conscious?
Goal analysis turns abstract statements into concrete tasks that can be taught.
Goal Analysis
information is taught.
A task analysis ensures the need to know
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 sequenced description (or flowchart) of:
Task Analysis
Implementation
Evaluation
Analysis
Development
The Design Step
Design
Course Prerequisites
Skill Hierarchies
Learning Objectives
Audience Analysis
Design includes:
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
…a key to making instruction work!
Audience Analysis
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.
demonstrate learning has been accomplished. Contain 3 distinct components:
Statements that define what the learner must do to
Learning objectives
Keeps you from getting the cart before the oxen!
the relationships between the skills in the training. Helps you determine what to teach first.
A skill hierarchy is a diagram showing
Skill hierarchy
Everything between the course prerequisites and terminal objectives = course content.
learners must have before taking your course.
Gives you a starting point. Describes what knowledge and skills the
Course prerequisites
Pick any two!
Cheap
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.
Fast
Good
Understanding what’s do-able?
Implementation
Evaluation
Analysis
Development
Design
The Development Step
Criterion tests Relevant practice Content derivation Delivery system selection Module development Sequencing Tryout
Development includes:
provide a correct answer from alternatives (multiple choice, fill in the blank, etc.) do or produce something to demonstrate the objective has been met
Criterion testing evaluates whether the learner has met the objectives. A test may have a learner:
Evaluating Learning
Criterion testing
Content
Objectives
Test
Content promotes complete understanding and successful completion of test items.
Content derivation
training, text-based instruction, computer-based instruction, OJT, simulator based, instructional videos.
selection.” You decide how the training will be presented to the learners. Delivery system examples: stand-up
Sometimes referred to as “media
Delivery system selection
Objective(s) – stated in terms learners can understand
Demo - shows what performing the objective looks like
Feedback gives information on performance
Big picture orients learners
Instruction gives information needed for objective
Practice - gives practice in doing the objective
A basic floor plan
Module development
Self check allows learners to see if they can perform the objective
Relevance tells why it’s important to them
Skill Check Description demonstrate mastery of objective
Sequencing--determining the most efficient order to present the modules to learners.
Sequencing
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
Logical sequences
Back to the drawing board!
A tryout can save time and money.
Tryout
Implementation
Evaluation
Analysis
Development
Design
The Implementation Step
The best training can fail if it is not properly implemented.
…the training system is put in place and persons are trained on how to use it properly.
During implementation...
Implementation
Evaluation
Analysis
Development
The Evaluation Step
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
2. Pre & Post Test and/or
2. Measure Learning
4. Results Analysis
3. Application of Skills
1. Course Survey
1. Learner Reaction
4. Cost vs. Benefit Analysis
and/or Sample Output
3. Job Observation/Checklist
Sample Output
Methods of Obtaining
Evaluation Levels
Four Levels of Evaluation
• lost time • equipment losses • poor productivity
Cost of training problem
vs. • training coordinator time • SME time away from job • costs of developing training material • time for learners to take training
Cost of solving problem
Calculate Return On Training Investment (ROTI)
Was it worth it?
http://www.questionmark.com/uk/learningcafe/
more information on deploying assessments:
Visit the Question Mark web site for
http://www.questionmark.com/uk/seminars/
and learn about computerizing assessments:
Attend a Question Mark web-seminar
[email protected]
presentation or with any questions:
Please email me for a copy of the
Thank You for your attention!
Presentation by:
The Instructional Design 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.
The ISD Process
Implementation
Evaluation
ISD Steps Analysis
Development
Design
Implementation
Gathering
Reporting
Evaluation
Follow-up
Analysis
Development
Executing
Design
Planning
Forecasting
ISD – Bringing all the pieces together
Assess know skill deficiencies Identify process changes Identify equipment changes Understand organizational changes Assess business needs & define strategic objectives.
Forecasting
Prioritize training needs
Define learning objectives, measurement indicators and level of evaluation
Identify support resources
Determine time table
Identify audience
Planning
Develop training program Deliver pilot training program Practice skills Administer Assessment Modify existing training programs
Executing
Compare actual vs. planned Learning outcomes Retention level, training effectiveness Determine business impact before, during & after Calculate R.O.I. Provide feedback for upgrades
Gathering
Document follow-up findings
Update skills matrix
Document skill levels
Minutes, newsletters, special announcements
Communicate status
Performance improvement, behavior shifts
Communicate results
Pre/Post training results
Measure learning
Reporting
Observe behavior application of knowledge/skill shifts in attitude Audit participation reviews, sign-offs, training etc. Audit performance result yield, efficiency, quality Assign accountability
Follow-up
knowledge and performance are increased. Training time and cost per student are reduced.
The learner’s
ISD helps keep training targeted and effective!
Benefits of the ISD Process
Implementation
Evaluation
Analysis
Development
Design
The Analysis Step
Instruct on the “need to know” not the “nice to know.”
Without a roadmap, who knows where you’ll end up.
Task analysis
Goal analysis
Performance analysis
Analysis includes:
Design
Analysis
Design
Tryout Improvements
Critique
Implement
Implementation
Development
Implementation
Evaluation
Evaluation
…or think it through later
Development
Determine Desired Outcomes
Analyze the Issues
Analysis
Think it through now…
Or … Why spend time “up front”?
Are You A Pain ADDICT?
employee performance and the desired employee performance. Determines if the gap can be eliminated through an effective training program.
Reveals the gap between actual
Performance Analysis
It’s a task!
Operators should be problem-solvers. What does a problem-solver do?
Employees should be safety conscious. How do I know if someone is safety-conscious?
Goal analysis turns abstract statements into concrete tasks that can be taught.
Goal Analysis
information is taught.
A task analysis ensures the need to know
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 sequenced description (or flowchart) of:
Task Analysis
Implementation
Evaluation
Analysis
Development
The Design Step
Design
Course Prerequisites
Skill Hierarchies
Learning Objectives
Audience Analysis
Design includes:
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
…a key to making instruction work!
Audience Analysis
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.
demonstrate learning has been accomplished. Contain 3 distinct components:
Statements that define what the learner must do to
Learning objectives
Keeps you from getting the cart before the oxen!
the relationships between the skills in the training. Helps you determine what to teach first.
A skill hierarchy is a diagram showing
Skill hierarchy
Everything between the course prerequisites and terminal objectives = course content.
learners must have before taking your course.
Gives you a starting point. Describes what knowledge and skills the
Course prerequisites
Pick any two!
Cheap
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.
Fast
Good
Understanding what’s do-able?
Implementation
Evaluation
Analysis
Development
Design
The Development Step
Criterion tests Relevant practice Content derivation Delivery system selection Module development Sequencing Tryout
Development includes:
provide a correct answer from alternatives (multiple choice, fill in the blank, etc.) do or produce something to demonstrate the objective has been met
Criterion testing evaluates whether the learner has met the objectives. A test may have a learner:
Evaluating Learning
Criterion testing
Content
Objectives
Test
Content promotes complete understanding and successful completion of test items.
Content derivation
training, text-based instruction, computer-based instruction, OJT, simulator based, instructional videos.
selection.” You decide how the training will be presented to the learners. Delivery system examples: stand-up
Sometimes referred to as “media
Delivery system selection
Objective(s) – stated in terms learners can understand
Demo - shows what performing the objective looks like
Feedback gives information on performance
Big picture orients learners
Instruction gives information needed for objective
Practice - gives practice in doing the objective
A basic floor plan
Module development
Self check allows learners to see if they can perform the objective
Relevance tells why it’s important to them
Skill Check Description demonstrate mastery of objective
Sequencing--determining the most efficient order to present the modules to learners.
Sequencing
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
Logical sequences
Back to the drawing board!
A tryout can save time and money.
Tryout
Implementation
Evaluation
Analysis
Development
Design
The Implementation Step
The best training can fail if it is not properly implemented.
…the training system is put in place and persons are trained on how to use it properly.
During implementation...
Implementation
Evaluation
Analysis
Development
The Evaluation Step
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
2. Pre & Post Test and/or
2. Measure Learning
4. Results Analysis
3. Application of Skills
1. Course Survey
1. Learner Reaction
4. Cost vs. Benefit Analysis
and/or Sample Output
3. Job Observation/Checklist
Sample Output
Methods of Obtaining
Evaluation Levels
Four Levels of Evaluation
• lost time • equipment losses • poor productivity
Cost of training problem
vs. • training coordinator time • SME time away from job • costs of developing training material • time for learners to take training
Cost of solving problem
Calculate Return On Training Investment (ROTI)
Was it worth it?
http://www.questionmark.com/uk/learningcafe/
more information on deploying assessments:
Visit the Question Mark web site for
http://www.questionmark.com/uk/seminars/
and learn about computerizing assessments:
Attend a Question Mark web-seminar
[email protected]
presentation or with any questions:
Please email me for a copy of the
Thank You for your attention!
