Instructional/Program Design

Produced by

Dr. James J. Kirk

Professor of HRD

Western Carolina University

What You Will Learn

• Differences between program development and instructional design

• Specific approaches and issues

• Key steps in the instructional design process

• Ways of accommodating adult learners

PERFORMANCE

Remember that all training should result inincreased job performance.

Gap (Performance)

What An Employee Is Expected To Do

What An Employee Is Doing

Performance Gap

Remember that training should only be consideredif a performance gap can be in part or in whole closedby an increase in knowledge, skills, and or understanding.

PROGRAM VS INSTRUCTIONAL DESIGN

PROGRAM DEVELOPMENT

Looks at all of the planned learning activities (e.g., courses, workshops, OJT) an organization provides its employees.

LEVELS OF PROGRAMDEVELOPMENT

• Organization (total curriculum)• Limited Scope (specific training tracks like safety,

management development etc.)• Specific Programs (a specific course, workshop like

a new employee orientation program)

Instructional Design

Focuses on the creation of a specific course, course segment, or specific learning activity. Attention is given to minute details.

Curriculum Development

EIGHT CURRICULUM ISSUES

• 1. Goals & Objectives

• 2. Underlying Values

• 3. Methods of Selecting,

Organizing, and Planning

Content

• 4. Facilitation Processes

EIGHT CURRICULUM ISSUES

• 5. Evaluation Methods

• 6. Instructor Selection

• 7. Identification of Learners

• 8. Management of the Setting in

which the Curriculum is

Implemented

CURRICULUM DEV. APPROACHES & MODELS

• Subject-Centered

• Objectives-Centered

• Experience-Centered

• Opportunity-Centered

SUBJECT-CENTERED

• Disseminating information to individuals with little prior knowledge

OBJECTIVES-CENTERED (Building measurable skills)

• Decision-Based (Performance Model)

• Competency-Based Models– 1. Instructional Systems

Design (ISD)– 2. Behavioral skills Outputs (BSO)– 3. Developing

EXPERIENCE-BASED (Developing new ideas or solving

complex problems)

• Creative-Based

• Action-Based

• Concept-Based

OPPORTUNITY-BASED (Taking advantage of learning

opportunities, individual growth, career development)

• Individualized Informal

• Individualized Contractual

• Groups-Oriented

APPROACH

Which approach do I use?

WHICH CURRICULUM APPROACH IS BEST WHEN...?

• Learners have no prior knowledge of a subject.

WHICH CURRICULUM APPROACH IS BEST

WHEN...?

• Learners are expected to acquire measurable or observable skills.

WHICH CURRICULUM APPROACH IS BEST WHEN...?

• Learners are expected to be creative, examine their attitudes, and make complex decisions.

WHICH CURRICULUM APPROACH IS BEST WHEN...?

• Learners are expected to take charge of their personal / professional growth and careers.

WHICH CURRICULUM APPROACH IS BEST FOR...?

• New Employee Orientation

• Computer Training

• Customer Service

• Career Planning

WHICH CURRICULUM APPROACH IS BEST?

(FOUR KEY QUESTIONS)

• 1. What key groups of decision-

makers will be affected by a

program or curriculum?

• 2. What results does each group

hope most to gain over time?

WHICH CURRICULUM APPROACH IS BEST?

(FOUR KEY QUESTIONS)

• 3. What might any of the group’s fears be about instructional effects?

• 4. What curriculum approach is each group most likely to prefer? Why?

TRAINING CURRICULUM CLOSES GAPS

Gap (Subject-Centered)

Needs To Know To Perform The Job

Currently Knows To Perform The Job

Information Gap

Needs To Know To Perform The Job

Gap (Objectives-Centered)

Needs To Be Able To Do To Perform The Job

Competency Gap

Currently Able To Do To Perform The Job

Gap (Experience-Centered)

Needs To Understand To Perform The Job

Conceptual Gap

Currently Understands To Perform The Job

Gap (Opportunity-Centered)

Capable Of Becoming To Perform The Job

Is Becoming While Performing The Job

Growth Gap

INSTRUCTIONAL DESIGN

ASSUMPTIONS

• It is aimed at individual learning

• It is both immediate and long-range

• It can greatly affect individual human development

• It should be conducted systematically

• It is based on knowledge of human learning

ID ESSENTIALS

• Conduct a task/job analysis

• Identify the outcomes of the instruction based on the job tasks to be performed

• Develop the instruction (content, strategies, materials, tests)

• Deliver the instruction

• Evaluate the effectiveness of the instruction

OUTCOMES CATEGORIES

• Verbal Information (Knowing that)

• Intellectual Skills (Knowing how)

• Cognitive Strategies (Understanding that)

• Attitudes (Believing/valuing that)

• Motor Skills (Doing that)

PLANNING FOR THE EVENTS OF INSTRUCTION

• Gaining attention

• Informing learners of the objectives

• Stimulating recall of prerequisite learning

• Presenting the stimulus material

• Providing learning guidance

• Eliciting the performance

• Providing feedback about performance correctness

• Assessing the performance

• Enhancing retention and transfer

PLANNING FOR THE EVENTS OF INSTRUCTION

ASSURE

A Procedural Model for Planning and Conducting Effective Instruction that

Incorporates Media.

ELEMENTS OF THE ASSURE MODEL

STEPS IN THE ASSURE MODEL

• Analyze Learners • State Objectives • Select Methods, Media, and

Materials • Utilize Media and Materials • Require Learner

Participation • Evaluate and Revise

ANALYZE LEARNERS

• General Characteristics

• Specification Competencies – knowledge

– skills

– attitudes

• Learning Styles

STATE OBJECTIVES

• Conditions of Performance

• Specific Performance • Degree of Acceptable

Performance

STATE METHODS

• Choose Appropriate Methods and Media Formats

• Decide on Materials to Implement the Choices made

REQUIRE PARTICIPATION

• Activities Should Require Active Mental Engagement by the Learners

EVALUATE & REVISE

• Evaluate the Impact and Effectiveness of Instruction

• Revise Where Discrepancies Exist Between What was Intended and Obtained

TWO ROLES FOR TRAINERS

Depending on the nature of the learning activities built into the instructional design, trainers play one of two roles.

INSTRUCTOR

• Presents information / right answers

• One-way communication

• Assignments

• Dictates objectives

• Teacher-Centered

FACILITATOR

• Guides discussion right..?

• Two-way communication

• Coordinates learning methods of group’s goals

• Learner-Centered

What You Have Learned

• Differences between program development and instructional design

• Specific approaches and issues

• Key steps in the instructional design process

• Ways of accommodating adult learners