Instructional Systems Design
APS uses an instructional system design (ISD) approach to
design and develop effective training programs for our clients.
The five-phase instructional systems design or
systematic approach to training provides a method for analyzing, designing,
developing, implementing, and evaluating cost-effective, results-oriented
training programs. It ensures that a step-by-step approach is followed.
Analysis - Analysis provides a method of responding to changes in human resource requirements, solving job performance problems, and learning from operations experience. Analysis begins with the conduct of a training needs assessment. The
training needs assessment is necessary to make sure performance concerns can be resolved through training. If the facts confirm a valid training need, job analysis uses existing job data and input from employees to identify and rate job tasks.
Tasks rated difficult and important are selected for training. Their exact methods of correct performance and underlying skill and knowledge are determined through
task analysis. Completing this process reveals reliable information on safe work practices. The knowledge and skills identified provide a task-specific content reference for both new and existing programs.
In addition to training needs assessment and task analysis, an audience analysis can be conducted, if necessary, to determine the characteristics of the intended learner audience. Reading grade level and years of related job experience are two of the types of factors that may be considered in an audience analysis. A
gap analysis that details the current level of knowledge required to perform a job and the level of knowledge needed to perform a new or radically changed job may also be conducted.
Design - Design uses the task
performance information collected during analysis to specify, in measurable
terms, the training that employees need to perform a job. Job performance
measures used for post training employee evaluation are prepared for each task.
Defining how individual tasks are performed focuses training development efforts
and supports training and qualification.
Through the process of
design, learning objectives are developed for knowledge requirements and
grouped into courses. These courses are then organized into a
curriculum. Instructional materials and appropriate media and methods
are selected based on the characteristics of the job and the learner
The number of instructors (classroom
and on-the-job) needed is identified and training facilities and
presentation resources are determined. Methods for evaluating employees
and the requirements for keeping records are decided upon.
Develop - Development organizes the instructional materials needed for employees to achieve the learning objectives. Emphasis is on maximizing the use of existing materials and resources. Existing, suitable training materials and lesson plans are selected and new ones produced as required in the appropriate media. Resulting training materials are reviewed for readability and technical accuracy, tried out with a group of employees, and revised as necessary. Performance-based training materials are the products of this phase.
Implement - Implementation is the process of putting training programs into action. Instructors are selected and trained, and the availability of employees, facilities, and resources is confirmed. Training is delivered as planned, and the performance of both learners and instructors is evaluated.
These evaluations serve two purposes. First, they verify that employees have achieved the design learning objectives. Second, instructor performance problems can be identified and solved. Key training records are maintained to support management information needs and to document the performance both of employees and instructors.
Evaluate - Training evaluation ensures training's continuing ability to produce qualified employees. Monitoring employee job performance, equipment and procedure changes, and production experience helps maintain and improve the training program. Evaluation is a dynamic process of assessing performance, identifying concerns, and initiating corrective actions. The feedback it yields enables training management to respond to unforeseen problems or changing conditions. Completing evaluation steps produces the performance data and feedback vital to any training system.
APS assists its clients with all phases of Instructional
Systems Design. We tailor our services and approach to fit each
situation, with the goal of creating a program that adds value to your
organization. For more information, email us at firstname.lastname@example.org
or call Greg Pancerev at 610-987-4054.