Basic Instructional Design Principles

Training is… The achievement of pre-determined learning objectives

through planned instructional techniques

The transfer of knowledge, skills and attitude (KSA)

• Imparts knowledge, teaches skills, influences attitudes

• Focuses on What, Why and How to do something (and sometimes, When and Where to do it)

Developed through a systematic process known as instructional design or instructional systems design.

The process of analyzing learning needs and designing training to meet those needs• ISD models specify a method, that if followed, will transfer the right

knowledge, skills and attitude to the student

Some Names to Know and Resources:• Robert Mager• Robert Gagne• Benjamin Bloom• Walter Dick, Lou and James Carey (Dick & Carey)• Ruth Clark• M. David Merrillhttp://www.instructionaldesign.org/http://www.nwlink.com/~donclark/hrd/sat.htmlhttp://en.wikipedia.org/wiki/Instructional_designhttp://www.afc-ispi.org/Repository/hptprimer.html

Analyze

Design

DevelopImplement

Evaluate

ADDIE

AnalyzeDetermine needs andperformance gap

DesignWrite learning objectivesPlan the trainingDevelop evaluation plan

Develop Build the course

Implement Teach or make available

EvaluateMeasure effectiveness orimpact

Objective Part Description Example

ConditionStatement describing circumstances under which behavior is to be performed

Given 5 case examples where a clear need is presented…

Behavior What the student will say or doThe agent will determine and explain why term or whole life insurance is a better choice…

CriterionStatement that specifies how well the student must perform the behavior

Within 5 minutes per case, with 100% accuracy (5 of 5 cases).

At the end of this lesson, given <a set of conditions>, you will be able to <action verb and behavior> to <criterion – level of accuracy>.

A learning objective is a statement that defines the learning outcome. Good learning objectives describe student performance and answer the question:• "What will the student be able to do after training?"

Thank you, Robert Mager, creator of Criteria-Referenced Instruction (CRI): http://www.cepworldwide.com/Bios/mager.htm

• Remembering

• UnderstandingKnowledge Acquisition

• Applying

• AnalyzingKnowledge Deepening

• Evaluating

• CreatingKnowledge

Creation

Literacy

Fluency

Mastery

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htmLiteracy | Fluency | Mastery concept courtesy of Charles Fred, The Breakaway Group

http://tip.psychology.org/gagne.html

A Simple Method That Works:

Tell: Provide the information, knowledge, expectations.• Include “What, Why, and How” (and sometimes, “When and Where”)

• Have them verbally summarize their understanding to your satisfaction

Show: Demonstrate how to do it • Have them demonstrate it back to you, to your satisfaction

Do: Set expectations and have them do it• Observe them do it

Review: • Provide feedback and shape their behavior appropriately

• Have them do it again, using the feedback

• Cycle between Do and Review until they master it

• Monitor results after that, coaching as required.

C. Then This

6

5

B. Then This

4

3

A. This First

1 2

52 3 41

Chunk

Layer

Sequence

http://www.nwlink.com/~donclark/hrd/learning/id/elaboration_theory.html

Filter

Assess

Engage *

http://en.wikipedia.org/wiki/Assessment_for_Learninghttp://en.wikipedia.org/wiki/Active_learninghttp://eet.sdsu.edu/eetwiki/index.php/SMEs_and_learning_objectiveshttp://info.alleninteractions.com/bid/45998/e-Learning-Design-Less-is-Morehttp://blog.integratedlearningservices.com/2009/07/pointing-to-five-moments-of-learning.html

The brain can only absorb what the butt can endure! (“Cup RunnethOver” syndrome.)

Go for Need to Knowversus Nice to Know.

* Note: This research is often misrepresented, so please

ignore the percentages and focus on the concept.

Linked to engagement – takes many forms:• Questions• Discussions• Exercises/Activities• Tests (Level 2 Evaluation)

Advice From Two Highly-Respected eLearning Developers:

Cathy Moore *Dump the Drone Presentation on Slideshare & PDF

Tom Kuhlmann *Tom turns Cathy's advice into an elearning course with commentary

* Used with permission

Adults:

Want to know why they should invest the time

Need to feel responsible for their learning

Bring valuable experiences to learning

Learn best when they “need to know”

Learn by doing (hands-on, active training).

Thank you, Malcolm Knowles (and others): http://en.wikibooks.org/wiki/Learning_Theories/Adult_Learning_Theories

When trainees use what they’ve learned, we say training has “transferred”

Transfer happens by strategy or luck

• Strategy is better! (Hope is not a good business strategy :-)

Transfer is a purposeful, shared responsibility

Stakeholder Before During After

Learner

Trainer

Learner’s Supervisor

The Organization

How can we help students use what they learned?

Before| During| After concept is courtesy of Broad & Newstrom in Transfer of Training.See http://en.wikipedia.org/wiki/Transfer_of_training for more detail.

While not often listed openly as an influencer, organizational processes, policies, practices (culture), tools, resources and systems either support or deter transfer.

Example: Recommended Learning System for Appointment Setting

Post-Learning Assessment and Reinforcement • Give periodic assessments on previous content• Distribute “Sales Meeting in a Box” materials• Hold ongoing Call Clinics with review sessions

Centralized Reporting

Reaction

Learning

Application

Results

ROI / ROE (Expectations)

Names to Know Donald, Jim and Wendy Kirkpatrick

of Kirkpatrick Partners

Jack and Patti Phillips of the ROI Institute

Jac Fitz-enz of Success Factors and original founder of the pwcSaratoga Institute

http://en.wikipedia.org/wiki/Donald_Kirkpatrick

Stolovitch & Keeps: Telling Ain’t Training Mager: The New Mager Six-Pack Hodell: ISD From the Ground Up Swanson: Analysis for Improving Performance

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mike_kunkle@mindspring.com

http://www.linkedin.com/in/mikekunkle

Questions or Feedback?