Methods in the process

© David O'Sullivan, 1999
The instructional design model is a simplified version of reality. As such, it acts as a guideline for deeper development.

Without the outer loops, the process is essentially open loop and, therefore, uncontrollable because there is no way of determining if the input resulted in the desired (or any) output. The outer loops add the needed closed loop functionality to produce stable, knowable outcomes. Unfortunately, the majority of training events and activities are open loop. What happens as a result of training is unknown, unwanted, and ignored. Why? Because closing the training loop is seen as a difficult, time-consuming task. It is not difficult. In fact, it makes training (and learning) easier to accomplish.

Other advantages of the model-based approach are:

it identifies what has to be learned and excludes everything else
it matches the level of the material to the skill level of the learner
it ensures that what is produced is what was intended
it is persistent. The course can be repeated to generate the same results.
it is symmetrical. The model is balanced so that changes in one step are detected and accommodated by all other steps.
it can be modified to run as self-directed or instructor-directed learning
it can be delivered simply as a small text or elaborately as high-tech text/video/audio/web/cbt/cd-rom. It can modify the course from simple to elaborate or vice versa
it ensures that the instructor is qualified for the task
it ensures that all material is available on the day.

Design-Document-Iterate-Test

Working from learning objectives (that are based on the analysis), the course designer creates module plans, lesson plans, and tests that ensure the objectives will be met by the target population. Learning objectives are related directly to measurements identified in the analysis stage. Learning objectives are broken down into sub-objectives until a level of manageability is reached that suits the training methods used by the organization. The objectives are then collected into lessons and the lessons into modules. Each lesson contains at least one objective and, for each objective, it contains at least one test. The remaining material in the lesson comprises learning material, instructor notes, exercises and whatever else is called for by the subject matter.

Course documentation is created in parallel with the design. This step also involves testing the training design and materials/documentation with a user group that is representative of the target population. Tests will indicate areas for improvement. When the improvements are complete, the entire course material is documented for:

self-directed learning and/or
instructor-directed learning

Workbooks are created and edited. Tests are finalized and checked against objectives. Class instructor notes are summarized. Learning aids are created.

The process iterates until a typical group of users achieves all the training objectives within the allowed time and the course is as near as possible to the eventual roll-out course.

FAQs

This is a lot of work for just a training course.

If its worth having a training course, its worth doing it well. Time up front pays off over and over again. When you quantify training costs against training results, it is easier to maintain training on track.

This is too complex. Is there a simpler method?

Yes. It's called Just in Time (JIT) course development. Basically, JIT concentrates on the most critical items at the root of the problem and takes the shortest path to solving them, whether they are training issues or not.