INSTRUCTIONAL SYSTEMS DESIGN

Instructional Systems Design is a training methodology, supported often by Human Performance Technology, which encompasses the analysis, planning, development and evaluation of training curricula that are both effective and aligned to client business objectives.

Instructional Systems Design, based on cognitive learning theories, drives the development of training materials in order to impart knowledge and competencies effectively to participants based on their needs.

Phases

The methodology of Instrucional Systems Design encompasses planning and development of training curricula, following these phases:

Phase 1.1: Analysis of requirements and training objectives

Establish the objectives and contents for the training plan based on feedback and new professional requirements of trainees.

Phase 1.2: Analysis of trainees and work context

In order to ascertain the knowledge of the training audience it is necessary to:

- identify the various levels of current trainee knowledge

- categorize them into groups

- plan and design the structure of the training curriculum

An understanding of each client’s market industry as well as its organizational structure is a prerequisite to accurately plan, design and deliver a training program that completely responds to the recognized requirements.

PHASE 2.1: Review of existing training program

A review of the planning decisions and/or development results should be conducted before proceeding with the implementation of the course. The review should be based on the experience and results of management opinion and the Pilot, as well as a first pass study, of an iterative cycle to update the course, based upon the experience and results of the current training program.

PHASE 2.2: Design performance objectives

This phase consists of stipulating expected results of the training program in terms of performance levels that trainees will attain at training completion. These expected results will provide key criteria to measure feedback.

The next step of this phase is to identify times, costs, and necessary resources to thoroughly design the training program.

PHASE 2.3: Design assessment tools

Development of assessment tools is a fundamental phase that is vital to the entire training effort. By using these tools (Selection Test, Performance Test, Pilot Test) together with the adoption of timely corrective actions, it is possible to recalibrate the training program whenever it may prove necessary to modify the requirements.

PHASE 2.4: Develop training strategy

Work out in detail the training program subject matter by establishing each topic and supporting content. Together with the client, articulate and develop the training methodologies that are compatible both with the overall logistics of the program and with the skills of the trainees. PTS has expertise in various reliable training strategies: classroom instruction, storytelling, case studies, seminars, webinars, workshops, etc.

PHASE 3: Develop training materials

This phase consists of all the activities that encompass the development of high quality training materials for a program that is both effective and interactive. Materials developed by PTS consist of: manuals, exercises, case studies, etc. A decision can be made in this phase as to how the training program is to be delivered. Together with the client, PTS can identify the delivery medium that is most suitable to the program. PTS uses delivery channels that are both “traditional” (the classroom), or innovative and avant-garde, webinar, blended solutions, CD-ROM, videoconferencing, etc. At the conclusion of this phase, the developed training program will consist of a solid framework and the delivery of the training activities will be evident in the course syllabus.

The training delivery phase brings about the definitive realization of the training program efforts. This is the phase focused on the dynamics between trainer and trainee source of reciprocal feedback and evaluation. The first are called to gain the attention and the trust of the second, to drive towards the change, to estimate the effectiveness of the program in terms of objectives effectively attained.