DICK AND CAREYS SYSTEMATIC INSTRUCTIONAL DESIGN MODEL As the title states, this is an instructional design (ID) model

not an instructional systems design (ISD) model. Its concentration is on the goal, specifically, what it is that they want the students to know or what tasks they want the students to be able to perform after the training has been conducted. The model describes essential steps that instructional designers should go through when designing instruction. This nine-step process should be followed as indicated by the arrows in the model (Dick, 1997, fig. 17.1, p. 365):

Revising Instruction

Conducting Instructional Analysis Identifying Instructional Goal Developing CriterionReferenced Tests Designing and Conducting Formative Evaluation

Writing Performance Objectives Identifying Entry Behaviors

Developing Instructional Strategy

Developing and Selecting Instruction

Dick and Carey systematic design model

Designing and Conducting Summative Evaluation

Note. Designing and Conducting Summative Evaluation is not one of the nine steps in this model which is why it is attached using a dashed arrow. The instructional designer is generally not a part of this process and therefore it is not considered a component of ID. However, it is the final determination of the success of the instruction. The procedures and techniques prescribed in the nine steps are: Identify an Instructional Goal: The first step, as I explained above, is to identify the goal of the instruction. This can be determined from a pre-established list of goals, through a needs assessment, job analysis, through worker/trainee identified deficiencies or in some other method (Dick, 1997). Conduct an Instructional Analysis: Next, the type of learning to achieve the goal must be determined and the goal is examined to identify all the steps that will be required to complete it. This evaluation includes a subordinate skills analysis to discover the skills that will be necessary in completing the goal (Dick, 1997). The data collected will provide a detailed listing of all required skills and show how they correlate to one another. Identify Entry Behaviors and Characteristics: This step collects data concerning the prerequisite skills that are needed prior to a learner attending the training. It also collects facts about the learners themselves that might aide in the development of, and determine the delivery method for, the course instruction.

Write Performance Objectives: Using the information gathered in the two prior steps, precise details for what the learners will be expected to know are established. These written objectives consist of behaviors to be learned, conditions for them to be performed, and the measure that must be achieved. Develop Criterion-Referenced Assessments: Here assessment tools that can measure and correspond to the learners aptitude to master the objectives are created (Dick, 1997). The relationship between the required learned behaviors and the required performance should be stressed. Develop an Instructional Strategy: Developing a strategy involves using data from the first five steps with emphasis placed on the presentation of the instruction, practice, feedback, and testing. It should be based on current research findings, course objectives, and the specific needs and traits of the learners as described in the Identify Entry Behaviors and Characteristics step. Develop and/or Select Instruction: The strategy developed in the last step aides in the instructional development process that includes the preparation of instructional materials, tests, and teaching steps (Dick, 1997). Depending on the instruction, there may already be existing instructional materials such as manufacturers literature. However, funds and the availability of other resources will definitely have to be taken into consideration in this step. Design and Conduct the Formative Evaluation: This step is what I would refer to as the validation step since it is used to evaluate the tentative course of instruction. Dick (1997) uses three phases of evaluation in this step: one-to-one, small group, and field trial. The goal is to collect and implement unique data to enhance the instruction. Revise the Instruction: This is the final step in which all the data gathered from the formative evaluation is put to work, to fix any problems identified in the instruction. It is also when all the steps are reviewed to ensure that the previously collected data and developed products are still viable. All areas identified as needing improvement are re-analyzed and changes are incorporated into the revision of the instruction, which hopefully by this point, is as good as it can get. EXAMPLE OF MODEL IN USE: I am presently working the re-write of a ten month long, Air Force Specialty Code (AFSC) awarding course. An AFSC is the career field of an Airman. This course had a very high attrition rate that prompted the career field manager and the schoolhouse to do an analysis of the problem. The team had to determine the instructional goal (step 1) of the course. While doing this they realized that they were over training the students and holding them to too high a level. As a result, they lowered the proficiency codes for the task items to be trained (step 2) to the appropriate level. It was also determined that the electrical score on the Armed Forces Vocational Aptitude Battery (ASVAB) which is used to determine if someone has an aptitude for electrical work, was too low, so they were able to get the Air Force to raise it to a more realistic score (step 3). Now they had to rewrite the performance objectives to meet the new training standards (step 4). This in-turn led to establishing new criterion-referenced assessments to evaluate the performance objectives (step 5). Looking at the five previous steps, they realized that they needed to make a change in the scheduling of the tests. In the old course, a student would spend a week learning five pieces of equipment and then test on all of them at the end. In the new course, the students are tested after each individual piece of equipment (step 6). The students get manufacturers literature for every piece of equipment along with easy to use handouts and note-taking guides (step 7). Each new course or course re-write has a three-class validation period to identify problems or deficiencies in training (step 8). After validation, all the data is collected, analyzed and implemented as necessary to improve the training as much as possible (step 9).