Using principles of a sound instructional system design (ISD) is critical if we are to make our training successful – meaning that the learners can perform the task back on the job. So, what does sound ISD look like? To answer this question we need to ask the same questions that a good reporter would ask: Why, What, Who, What, and How. Let’s look at how these questions can be applied to ISD.
Why
Why are we doing this program? To address this critical question we must conduct a Training Needs Analysis to determine it training is really needed. If the answer is yes, we must then ask if training will produce the necessary change in the learners’ behavior or skill? If the learners leave the session without achieving the benefit of the training we have wasted their time and ours, no matter how great or dynamic the training program.
What
What decisions have been made? When training is requested the requestor often has “ideas” about how long the training should be, the method to be used for delivery, the budget, etc. Our task is to determine whether the “ideas” make sense and can we create effective training given these restraints. Based on the constraints we must then determine how we can use the principles of ISD to create effective training.
Who
Who are the participants? Identifying the characteristics of our audience will significantly impact our design. We need to look at generation, education, previous training, job experience, etc. and then determine whether our learners will be prisoners, vacationers, or explorers. Once we know these details, we can create a training program that contains examples and features that will help to connect with our audience. Connecting with our audience greatly increases the chances of transferring the learning back to the job.
What
What do our learners need to learn so that they will be successful back on the job after the training? This is critical to make the course content relevant to the learners and to the company. By determining the answer to this question, we can define the expected outcome of the training.
How
How are the learners’ tasks done? Once we know what tasks the participants need to learn, we need to know the level of detail to include in the step-by-step process we will be teaching. Other how questions to ask are:
- How will the training be delivered (instructor-lead, job aids, e-learning)?
- How will the activities (tests and practices) reinforce the learning?
- How will success be measured (reaction, learning, performance, or results)?
By following Langevin’s Instructional Design Cycle you will learn how to ask all of these questions, plus many more, so you can create training that will be effective and fun, and your learners will learn how to do their jobs better. What more can you ask than that?
Martha
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I was searching online and I found your site on google. Just finished reading a few of some of your other posts here. I’ve already added your site to my Google News Reader. Thanks for your good and educative posts and please keep up the good work as I look forward to reading more of your posts in the future.
Thank you. I am glad you found the information beneficial. Keep on reading the blogs. The Langevin Team’s goal is to provide tips & tidbits on training and to stimulate discussion.
Martha
I am currently studying for my Master’s in Instructional Design & Technology with a concentration in Training & Perform Improvement.
While working on an assignment I came across your website/blog. I am overwelmed with the information and advice on here. I always tend to forget that sometimes getting back to basics is where you should start with so many things in life. We all learned in our early years of education that it is all about the “Who, What, When, Where, & Why”. This “Who, What, How, What, and Why” follow the same principle.
Thank you for your site and your informative advice.
Kristen,
I am glad you find the blogs helpful. You are correct, there is a lot of information published and discussed about training and design. Sometimes it is great to take a sip of water from a glass rather than take a gulp from a fire hose.
Good luck in school. Thank you for responding and keep on reading our blogs.
Martha
I am a maths high school teacher and I would like to become an instructional system designer.
Apart from gaining a Master degree, what other route can I go through in becoming an instructional system designer?
ehi
There are several options available to you. Become well versed in the language and process of design. You can become a certified Instructional Designer/Developer through Langevin. A classic book to read is Training for Impact but there are other good references also. Once you have gained the knowledge and skill, practice designing. You can volunteer to help create something for your church, community group, school district, etc.
I think you will find instructional desgin one of the most challenging and rewarding things to do.
Martha
The information you provided on the basic starting point for instructional design will be quit helpful as I begin my career as an Instructional Designer. I am a firm believer of keeping in it simple. I like the way you related the information to what is already familiar. The Who, What, Where, How and Why technique is used during adolescent years and is definitely something familiar to me and is a technique that I currently use today. With that being said, with all the information I am learning about instructional design, this technique is something I will remember.
Thanks.