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

Evaluation Design

Implementation Development
ISD – Bringing all the pieces together
Analysis

Forecasting
Follow-up
Planning
Evaluation Design

Reporting

Gathering Executing

Implementation Development
Forecasting
Assess know skill
deficiencies
Identify process
changes
Identify equipment
changes Planning
Understand Identify audience
organizational changes Determine time table
Assess business needs Identify support resources
& define strategic
objectives. 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

Evaluation Design

Implementation Development
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”?

Think it through now…

Analysis Design Development Implementation Evaluation

Analyze the Issues

Determine Desired Outcomes
Implement
Critique
Tryout Improvements
…or think it through later

Analysis Design Development Implementation Evaluation

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

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?
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

Evaluation Design

Implementation Development
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

Learning objectives

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.
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

Fast Cheap

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

Evaluation Design

Implementation
Development
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

Content Test
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

Objective(s) – Skill Check

Big picture -
stated in terms Description -
orients learners demonstrate
learners can
mastery of objective
understand

Instruction - Demo - shows Relevance -

gives information what performing tells why it’s
needed for the objective looks important to
objective like them

Practice - gives Feedback - Self check -

practice in doing gives information allows learners to
the objective on performance 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

Evaluation Design

Development
Implementation
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

Evaluation Design

Implementation Development
Evaluation
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
Four Levels of Evaluation

Evaluation Levels
Methods of Obtaining
1. Learner Reaction 1. Course Survey
2. Measure Learning 2. Pre & Post Test and/or
Sample Output

3. Application of Skills 3. Job Observation/Checklist

and/or Sample Output

4. Results Analysis 4. Cost vs. Benefit Analysis

Was it worth it?
Calculate Return On Training Investment (ROTI)
Cost of training vs. Cost of solving
problem problem
• lost time • training coordinator time
• equipment losses • SME time away from job
• poor productivity • costs of developing
training material
• time for learners to take
training
Thank You for your attention!

Please email me for a copy of the
presentation or with any questions:
philippa.bean@qmark.co.uk

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