Think of the best training class you attended. What made the class so good? Was it the instructor? The organization? The methodology used? Instructional Systems Design (ISD) is the process of developing and presenting quality training. I can be used for the any type of class or any length. When faced with a new class or topic, ISD can help any instructor design the perfect presentation to fit the needs of the students. The process of designing training is as important as the presentation itself. The ISD model offered here was developed by Dr. Jerrold Kemp of California. It is a widely recognized approach to instructional design and is well suited for vocational training . ISD is the perfect way for designing training when working with a group of instructors. The process helps the group focus on each step and insures that the group has input on every step of the planning process. This web site offers a step-by-step tour of ISD and is intended to guide an instructor through the various stages of training design. The site offers explanation and asks essential questions required to properly and completely design training.

Approaching Instructional Systems Design Learning Goals, Needs and Constraints Topics and Job Tasks Learner Characteristics Subject Content Performance Objectives Learning Methodology Instructional Resources Support Services Learning Evaluation Pre-Testing

Approaching Instructional Systems Design

Instructional Systems Design should be thought of in a linear fashion, but rather in a continous loop. Each of the steps involved in ISD is interconnected and reliant on the other. In fact, in several cases, there are overlapping questions and issues that should be considered. The training designer should be flexible and use ISD in away that makes sense and that is comfortable. After all, ISD is a tool for the trainer and should not be a burden. In other words, don't make ISD the problem, use it as the answer.

Another important concept of ISD is that it is evolutionary and always changing based on the needs of the students. Evaluation is an essential part of ISD as it drives changes and modifications in order to make the training better. Evaluation should take place throughout the process from beginning to end. As training is being developed, the trainer should check the answers and decisions made at each step with those made in the other steps to insure compatibility and consistency. During the presentation of training, the trainer should evaluate how the presentation is moving and make modifications if necessary. This will insure that mistakes are corrected. The most common evaluation is that which done at the end of the course. But the true evaluation occurs after students return to work and perform on the job. On the job performance is the true test of the ISD process.

The planning process can begin at any point in the ISD model. However, Stephen Covey says it best, "Begin with end in mind." The most important question in the planning of training is, "What is it that you want the student to be able to do?"

Topics and Job Tasks

Topics and job tasks are those specific items that students must perform on the job. Writing a citation, using a fire extinguisher, lighting a flare, and directing traffic are all examples of job tasks. There are also associated topics, such as safety and liability, that might also be included in this list. The author of training should consult with other subject matter experts, or "SMEs," in order to collect a complete and relevant list of job tasks. It is important to be careful not to develop a list that is either too general or too specific. One way to avoid this problem is to examine the steps involved in performing a job task. For example, one job task of a police officer is "uniformed patrol." For the purposes of ISD, "uniformed patrol," is far to general and expansive. What are the tasks associated with uniformed patrol? Take each general area and break it down into components and move on from that list.

What job tasks are students required to perform? What are the associated relevant topics? What are the individual steps for each task? Are there any new job tasks being added? Are any job tasks being changed? What new equipment is being added to the job? What safety procedures are required? Is there liability associated with the job task? ----------------------------------------------------------------------------------------

Learner Characteristics

Knowing who the student will be is one of the most important parts of the ISD process. The characteristics of a learner include gender, age, job experience, prior education, attitudes, life experience, known prejudices or biases, and history with the organization. Learning characteristics determine the level at which training begins. It also impacts heavily course content and learning methodologies chosen for the class. For example, for a group of students with no job experience, the history of an organization or job task is an important part of subject content. However, with an advanced class who was part of creating that history, it may not be nearly as important and, in fact, may be a waste of time. An advanced student is likely to benefit more from application or experienced based training than from lecture while the new student will likely require more explanation and lecture to start.

What is the age and gender of the students? What prior job experience do they have? What prior educational experience to they have? What are the known prejudices or biases? What attitudes will students bring to the class? What is the relevant organizational history? What life experience do students have? What prior training to students have on this topic? ----------------------------------------------------------------------------------------

Subject Content 

Developing subject content is accomplished using the identified topics and job tasks along with the learner characteristics. Subject content is a detailed list of what will be included in the training. This list includes specific steps, procedures, policies and the "how-to's." Subject content is usually developed in an out-line form. P.O.S.T. requires a 3-part outline that includes a major topic, topic and sub-topic. Begin by listing out all of the topics and job tasks as major headings and follow by breaking them down by including all associated policies, procedures and safety/liability issues. Be sure to include a topic for "Introduction" and any required testing or evaluation. For P.O.S.T. purposes, label each major topic with a roman numeral, each topic with a letter and each sub-topic with a number. Remember, these are words or phrases and not narrative. It is also a requirement to identify how much time will be devoted to each of the major topics. This can be noted in real time or in minutes or hours.

Another important component of subject content is a lesson plan. Lesson plans are detailed maps or scripts for the training presentation. They should be written in sufficient detail so that another SME could present the class as the designer intended. Lesson plans include instructor ques, explanations, formulas, diagrams, video tapes used, detailed explanations for how all exercises, applications, or scenarios are to be carried out. Another important component of a lesson plan is a time line. Use the time line identified in the course outline and break it down into smaller pieces. This is most important for exercises, small group work or other forms of application as these kinds of activities can easily consume the entire block of training time. A complete time line will help keep an instructor on track.

Performance Objectives 

Performance objectives describe what students have to be able to do with the information provided in training. They identify what type of test will be required following the training. Performance objectives are the real answer to the essential training question: "What is it that you want the student to be able to do?" There are four essential components to a performance objective including the Audience, Behavior, Conditions, and Degree. There should be a performance objective identified for each job task. And there may be more than one performance objective for each job task.

Audience: the student, the police officer, the firefighter Behavior: this must be a verb such as identify, recall, define, solve, demonstrate, or some other action word. Condition: what is given such as a question, a scenario, a simulation, a word, a definition, a description. Degree: the accuracy that must be achieved to meet the objective. This can be a percentage or any other form of measurement.   Given a term of evidence, the student will identify the correct definition with 90% accuracy. ----------------------------------------------------------------------------------------

Learning Methodology

Once the job tasks are identified and the performance objectives are written, an appropriate learning methodology can be chosen. Learning needs, priorities and constraints will also impact choosing a methodology. Given the above, the designer should chose the most effective methodology that will insure the highest degree of retention by students. Of course, methodologies that require students to perform, act and apply are the best choices, however, time and money may result in lecture as being the most effective methodology. Evaluate the learner characteristics when choosing a methodology. How does the student learn best? What are the learning styles of the student? For the typical mixed class, seek to employ a variety of methodologies in order to retain student interest and to reach the widest range of learner. Each methodology selected should be noted in the lesson plan.

Lecture Video Computer graphics presentation Group discussion Group exercise Experience exchange Demonstration Case Study Simulation Scenario Role Playing Application Self-Directed/On-the-job application ----------------------------------------------------------------------------------------

Instructional Resources

Instructional resources are all of those items, including classrooms, facilities and equipment, required to present the training. It is important to identify all of the equipment that will be required in order to assemble a complete course budget. Consider the number of students who will be attending in order to plan for hand-out material or other equipment that each student will need to use. Video equipment, computer graphics presentation equipment and other expensive resources can often be borrowed from a College or community center. The key is to reserve this equipment well ahead of time to insure that it will be available and delivered on time for the class.

What size classroom is required? What demonstration facilities are required? Is a TV and VCR required? Is a slide projector, movie screen required? Is an overhead projector required? Is a computer and LCD projector required? What books and how many copies are needed? What hand-out material will be used? Are role players or assistants needed? What safety equipment is needed? ----------------------------------------------------------------------------------------

Support Services

Support services include all of those people and organizations that are needed to present the course. These people include secretarial staff, administrative staff, role players, and assistant instructors. Consider the number of students attending the class, the activities involved and the supervision required to safely present that activity. For P.O.S.T. purposes, it is imperative to consider and identify the "instructor-to-student-ratio." Each Academy has this ratio already established in its "Safety Guidelines." A course budget is also critical. Identify the cost of equipment rental, facilities use, hand-out material duplication, and all equipment provided to students. Remember to identify the cost per student as well as a total cost. The law allows Colleges to collect fees for materials given to and used directly by students.

When working with a College, consult with administrative staff in order to determine how much income will be gained from the class. Often, this income can be shared with a training provider which will help offset the cost of the training. Colleges collect "FTE" from the State which is intended to pay the cost of training. The amount of "FTE" is based on the number of students training and the number of training hours. When working with support staff, remember that your emergency is not usually their emergency. Plan ahead. If typing, preparation, duplication services or other kinds of people work is needed, give at least 30 days notice to insure timely completion and a quality job. ----------------------------------------------------------------------------------------

Learning Evaluation

The evaluation of student performance is driven by the conditions and degree of accuracy identified by each performance objective. In vocational classes, the true measure of student performance occurs on the job, however, it is a good idea to test students at the conclusion of the training. Think of a test as another chance to teach. It can often be the most effective device for filling in the gaps and for insuring that students get the most essential facts or components of the training. Not every aspect of a class must be tested, but there must be a way to insure that each performance objective has been met. Testing is often used to determine if certification or licensing standards have been met.

Types Of Testing Methods In Order Of Difficulty True or false written tests Multiple choice written tests Fill-in the blanks written tests Essay tests Oral presentations Demonstration/Scenario Role-Play Random on-the-job evaluation ----------------------------------------------------------------------------------------

 

Pre-Testing

Want an effective way of identifying learner characteristics? Use a pre-test or pre-class survey to identify what your students already know. Identify their life experience, job experience and organizational history. A pre-test can be sent out weeks ahead of time and returned to the instructor before the class begins. The information collected can be used to better fit the mode of the class to the needs of the students. A pre-test can also be an ideal course outline. Give the pre-test at the beginning of the class with questions ordered to match the order of the class outline. Have the students keep the test and follow the class along collecting the correct answers as the class progresses.

A pre-test is also another test of training effectiveness. By giving a pre-test at the start of the class and the same test at the end of the class, an instructor can easily measure a change in knowledge or behavior. This is particularly effective in classes that are presented over a week or more as it also provides an indication of how much students are retaining over a period of time. This technique is also an effective way of showing "experienced students" how much they don't know. It can be helpful in gaining the attention of the older experienced learner. Pre-tests or pre-class surveys can be sent out with class registration material or made part of the registration process.