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Instructional Systems Development

OVERVIEW OF THE SYSTEMATIC APPROACH TO TRAINING


Introduction

The systematic approach to training is a five-phase process that ensures that training accomplishes the following goal: A practical, results-oriented training program which provides people with the skills and knowledge to do their tasks correctly, efficiently, and with confidence.

Overview

The systematic approach and development model goes by many names; however, Instructional System Development (ISD has remained the standard! This model ta"es into consideration audience characteristics, the nature of the "nowledge, s"ills, #ob, and tas"s to be learned, and environmental constraints! ISD is a field that ta"es many of its concepts and principles from various disciplines! $or e%ample, as an applied discipline, ISD uses learning theory from psychology to determine how a person learns (learning style and how to best address their learning need! Instructional theory uses that person&s learning style to determine how to best design instruction! The five-phases of the ISD model are 'nalysis, Design, Development, Implementation, and (valuation ('DDI( or )ontrol ('DDI) and may be pictorially represented as a linear model, but the approach involves continuous iterations! Decisions made in one phase affect actions and plans in other phases!
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Instructional System Development

IS! Overview" )ontinued

In#truction$% S&#te' !eve%o('ent

*raphic representation of this system approach!

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Instructional Systems Development

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IS! Mode%

's this representation shows, evaluation (or control is obtained at the end of each phase in addition to an overarching evaluation!

'nalysis ( 1 ' 2 3 ' T I 4

+The 5ob, Tas"s, S"ills, 6nowledges +The Trainees +,ractical )oncerns

or CONTRO*

Design

+-b#ectives +,rogram Structure +(valuation Items

Development

+)ourse and .odules +Training .aterials for Trainers and Trainees

Implementation

+ Staffing /e0uirements + Training Schedules + )onduct Training

An$%&#i#

'nalysis provides a method of responding to changes in human resource re0uirements, solving #ob performance problems, and learning from real world! e%perience! In the analysis phase, detailed practical studies are performed to determine what areas re0uire instruction, learner characteristics, cost-effectiveness of a selected delivery system (e!g! Technology 7ased Training --T7T , and the scope, timeline, and budget of a training pro#ect8program! These facts are gathered to ma"e informed training development decisions and provides the lin"age between the #ob and the training pro#ect8program! The following types of analy9es may be completed: 4eeds or ,erformance 'nalysis 'udience or 2earner )haracteristics 'nalysis 5ob8Tas" 'nalysis S"ill86nowledge ()ompetency 'nalysis )ontent, 2earning and8or Instructional 'nalysis
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Instructional System Development

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!e#i,n

Design uses the performance information collected earlier to help the training pro#ect8program ta"e shape! The information gathered specifies, in measurable terms, the "nowledge, s"ills, and aptitudes that training will develop! 2earning ob#ectives are developed for groups of related "nowledge and s"ills! These written statements of learning outcomes define e%actly when, what, and how well the learner must perform during training! Defining how individual tas"s are performed focuses training development efforts! In addition, the information gathered permits more effective decisions regarding such things as: :ow the learning materials will be organi9ed and presented 2earning activities and instructional strategies to be included Time spent on each topic The use of presentation media :ow learners will be evaluated

(valuation instruments (practical measures as well as written8"nowledge tests are produced to ensure that learning ob#ectives are achieved and competencies are reliably evaluated!

!eve%o('ent

Development organi9es the instructional materials needed for learners to achieve the learning ob#ectives! (mphasis is on ma%imi9ing the use of e%isting materials and resources! Instructor and learner activities are defined and these activities describe how the instructor and learners will perform during training to achieve the learning ob#ectives! (%isting, suitable training materials and lesson plans are selected and new ones produced as needed! /esulting training materials are reviewed for technical accuracy, tried out with a group of learners, and revised as necessary! ,erformance-based training materials are the products of this phase!
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Instructional Systems Development

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I'(%e'ent$tion

Implementation is the process of putting the training pro#ect8program into operation! This finali9ed training is ready to be delivered to the target audience! If the training is to be instructor-led or facilitated, instructors are selected and trained usually with a train-the-trainer session! Training is delivered as planned and learner and instructor performance is evaluated! These evaluations serve two purposes! $irst, they verify that learners have achieved the learning ob#ectives! Second, learner evaluation results and instructor comments are useful for future program revisions and follow-up evaluation!

Ev$%u$tion or Contro%

(valuation or control phase ensures training&s continuing ability to produce 0ualified wor"ers! ' $ollow-up evaluation is conducted to get an assessment of how well the training prepared learners to perform their #obs after having been on the #ob for a selected period of time! (valuation is the dynamic process of assessing performance, identifying concerns, and initiating corrective actions! Data sources for evaluation often include surveys, interviews, tests, course evaluation results, service or product data, and observations! The systematic approach to training provides a method for analy9ing, designing, developing, implementing, and evaluating cost-effective, results oriented training programs! These guidelines were developed to describe the ISD systematic model! If your pro#ect8program re0uires more or less detail than what is called for in these output, ma"e the necessary additions, deletions, and modifications! "hese are development guidelines, not development re#uirements!

Su''$r&

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