Instructional Systems Design Overview

1. Be able to describe the rationale for applying the ISD process for course design.
2. Be able to describe the ISD process and the general content of each of the phases.

 The goal of Instructional Systems Design (ISD) is to improve performance based on a systems approach to learning.  There are a variety of ISD models that have been developed, however the majority include the following phases: 

• Phase I - Analyze
  • An analysis of a system (organization or department).
  • Examination of the tasks associated with a job
  • Selection of the tasks requiring training
  • Establish performance standards associated with the tasks
• Phase II - Design
  • Develop learning objectives for each task
  • Identify and list the learning steps associated with each task
  • Develop performance tests
  • List the entry knowledge, skills and attitudes (KSAs) that the learner must possess before starting training
  • List the activities that will facilitate learning and transfer
• Phase III - Develop
  • Select the delivery method appropriate to the required knowledge and skills
  • Choose the instructional setting appropriate to the tasks
  • Estimate the cost to deliver the training
  • Select the trainer
• Phase IV - Implement
  • Create a management or lesson plan
  • Communicate with managers and trainees
  • Schedule and conduct the training
• Phase V - Evaluate
  • Evaluate the effectiveness of the training program
  • Adjust Phases I-IV as necessary to improve program effectiveness

Instructional Systems Design Checklist

(Creating a Training Program)

Performance Problem Analysis (use the Modified Mager and Pipe Model)

1.         Define the performance problem.

a)         What is the desired vs. the actual performance - or the desired skill level and the current skill level - also called gap analysis.

b)         Is the performance problem a training problem?

            1)         Focus on problems training can solve

            2)         Focus on what is and what should be done

            3)         Focus on how to improve performance

            4)         Focus on simplicity

PHASE I – ASSESS

2.         Levels of needs analysis

a)         Organizational - The organizational analysis involves looking at the internal environment of the organization and determining its fit with organizational goals and objectives.  It is also an examination of how these factors affect job performance.  The organizational analysis should include the following:

1)         Identify the mission, strategy, long term and short term goals.

2)         An examination of the resources and allocation of the resources, given the objectives.

3)         An analysis internal and external factors to determine if they are causing the problem.

4)         If training is required, an estimate of the numbers requiring training and the impact of (1, 2 & 3) on providing training and transferring the training to the job.

b)         Task Analysis - The task analysis examines specific jobs to determine the requirements (KSAs) that are necessary to get the job done (expected job performance) It requires:

1)         An examination of what tasks are to be performed.

2)         The level (standards) to which the tasks must be performed, the conditions under which they must be performed and the KSAs necessary to perform them. (The information to write training objectives is gathered at this point)

3)         It also requires an analysis of any roadblocks employees face in doing an effective job.

            c)         Person Analysis - The person analysis examines those who occupy the jobs to

                        see if they have the required KSAs to do the job. Specifically the person analysis:

1)         Identifies those incumbents who are not meeting the desired performance requirements.

2)         Is reactive when looking at expected and actual performance.

3)         Can be proactive (developmental discrepancy) when looking to the future.

d)         Outcomes of Training Needs Analysis (TNA) - From the TNA you will be able to determine what caused (or will cause) a performance discrepancy. The outcomes will relate to Non-training Needs and/or Training Needs.

            1)        Non-training needs can relate to Reward/Punishment Incongruence,

Inadequate Feedback or Obstacles in the System.

2)        Training needs can relate to actual training, providing job aids, or

practice. Other related solutions for KSA deficiencies are to change the

job or transfer or terminate the individual.

     3)       Identify the type of knowledge and skills required as well as any attitude change required 

·         Declarative knowledge refers to the ability to state information such as Washington D.C. is the capital of the United States.

·         Procedural knowledge refers to the ability to explain how something works, such as the functions of a cell phone.

·         Strategic knowledge requires the ability to apply both declarative and procedural knowledge to support an end result. An example would be applying the ISD process to develop a training program.

·         Technical skills refer to the ability to fix or operate something. An example would be to repair a transmission or to operate a forklift.

·         Interpersonal skills refer to the ability to successfully relate to others. An example would be to convince an undecided customer to lease a truck.

·         Attitudes refer to beliefs that affect behavior. At times an individual’s attitude must be changed for effective work performance.

Phase I - will provide the data for Phase II, indicating; where training is needed, what kind of training is needed, who needs to be trained, and the conditions under which training will occur.

PHASE II - DESIGN

1.         Developing Objectives – For this exercise we will focus on learning objectives. These are the objectives that relate to the individual tasks that form the basis of our training program.  

            a)         A good objective has three components:

(1)  Desired Outcome. What behavior should be expected to occur?  The desired behavior must be clearly and unambiguously worded.  "The trainee will be able to splice electrical wires of any gauge."

(2) Conditions:  Under what conditions is the outcome expected to occur?  The condition further clarifies exactly what is required. "...using stripping pliers and multi-gauge splicing sleeves..."                                                                                                                                                                                                                            

(3) Standards:  What criteria signify that the outcome is acceptable?  Three potential standards are represented by accuracy, quality, and speed. A quality standard might be "..within three minutes, complying with engineering standards of electrical conductivity, 98% of the time".

Sample learning objectives:

                The trainee will splice electrical wires of any guage using stripping pliers and multi-gauge sleeves, within three minutes, complying with engineering standards of electrical conductivity. 98% of the time.

2.         Identify Organizational Constraints 

3.         Determine the Factors that Facilitate Learning & Transfer

            a)         Facilitation of Learning – Focus on the Trainee

1) Trainability – Selecting those with the aptitude or skills to perform the tasks

2)  Expectancy – Motivate participants to attend and complete the training

b)         Facilitation of Learning – Focus on Training Design

1)  Attention – Eliminate distractions in the training setting

2)  Maximize similarity – Make the elements similar to the job

3)  Conditions of Practice – Encourage active practice, part learning and over learning where appropriate, distributed practice, and the appropriate design of whole vs part training, and sequencing of training sessions.

4)  Feedback – Design the training to provide knowledge of the results

5)  Meaningfulness of the Material – Provide material and instruction that is rich in associations for the trainee.

6)  Vary the Situation – Provide general principles and then vary the situation

7)  Individual Differences – Provide alternative modes of instruction to accommodate the trainees differences

8)  Relapse Prevention – Prepare a plan to deal with these risks.

9)  Goal Setting – Set goals for the transfer of training in the workplace.

c)         Facilitation of Transfer – Focus on organizational interventions

            1) Establish a system of supervisor, peer and trainer support.

            2)  Establish systems to reward and reinforce desired behaviors and a positive                   climate from upper management.

4          Outcomes of Design.  To develop an effective training package, it is necessary to understand the various factors that facilitate learning and transfer.  This is a basic output of the design process. 

PHASE III – DEVELOP

1.         Select the Appropriate Training Methods  Because the various instructional methods differ in their ability to influence knowledge, skills and/or attitudes, it is important to understand the strengths and weaknesses of a method in each of these learning areas.  No single method can do everything well.  The various methods can be divided into categories that best support knowledge (declarative, procedural, strategic), skills (technical or interpersonal) and attitudes.  Trainers must understand the strengths and weaknesses of each. 

3.         Calculate the Costs (see pages 43-44 of the Workbook and related links)

4.         Select the Trainer  Will be training be done "in-house" or contracted out? (Workbook page 44)

PHASE IV – IMPLEMENT

1.        Prepare the Materials

2.        Prepare the Training Plan/Lesson Plan

3.        Implement the Training Program

            a)         Conduct a "dry run" to test the effectiveness in a controlled setting - or:

            b)         Conduct a "pilot program"

            c)         Conduct the training

PHASE V - EVALUATE  - Evaluation Design is conducted concurrently with Phase II, III,

and IV.

1.        Information for the evaluation phase is collected in Phases I and the objectives for each level of evaluation (trainee reaction, learning, transfer of training, and organizational outcome objectives) are written in Phase II. The effectiveness of the training program is largely dependent on tha actions taken in Phases II - IV. If the objectives are not met, than the actions taken to develop, design, and implement the training program during these phases should be reexamined. A widely used evaluation model is Kirkpatrick's which specifies four criteria, or levels of evaluation.  Information follows:

            a)         Level 1 - Reaction - Did the trainees like the program?  Often measured with an

                        attitude questionnaire. This level relates to trainee reaction objectives.

            b)         Level 2 - Learning - Did the participants learn anything?  Usually post-testing.

                        However this is valid only if pre-testing was conducted.  What knowledge was

acquired, what skills were developed, and what attitudes were changed. This level relates to learning objectives.

c)         Level 3 - Job Behavior - Does the trainee use what was learned in training back on the job?  This requires observation of on-the-job behavior. This level refers to transfer of training objectives.

d)         Level 4 - Results - Has the training improved the organization's effectiveness?  (profitability, customer service, etc.)  Often requires the analysis of economic and operating data.

2.        Collect Data for Evaluation. 

a)         There are six basic data collection methods, choose the appropriate method:

                        1)         Interview

                        2)         Questionnaire

                        3)         Direct Observation

                        4)         Written Tests

                        5)         Simulation/Performance Tests

                        6)         Archival Performance Data

b)         Consider the issues of reliability (accuracy or freedom from error and bias), validity (measures what we want measured), and practicality (time, money and resources available).

c)         Choose the appropriate type of data available for evaluating HRD effectiveness:

1)         Individual performance - (test scores, units produced, timeliness, quality, attendance, attitude)

2)         System-wide performance - (productivity, rework, scrap, customer/client satisfaction)

3)         Economic data - (profits, product liability, avoidance of penalties, market share)

3.        Select a research design (plan) for conducting the study (see Noe Ch 6). The design specifies the expected results, the methods of data collection, and how the data will be analyzed.

a)         Control for Internal Validity - whether the conclusions about the relationships between the variables being studied could have been due to some other variable. Identify possible intervening variables.

b)         Select the appropriate Research Design:

            1)         Non-experimental

                        a)         Case study

                        b)         Relational research

                        c)         One-Group Pre-test/Post-Test

            2)         Experimental - involve a control group and random assignment.

                        a)         Two-Group Pre-test/Post-test

                        b)         Two-Group Post-test Only

                        c)         Solomon four-Group

            3)         Quasi-Experimental - attempts to control threats to validity

                        a)         Nonequivalent Control Group

                        b)         Time Series

4.        Insure you do not violate the ethical issues of confidentiality, informed consent, withholding training, use of deception and pressure to produce positive results.

5.        Assess the impact of HRD programs in dollar terms. This involves comparing the costs incurred in conducting the program to the benefits received. 

6.        Interpret the results and use as feedback to Phase I.

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