Instructional Design

Workshop
Excellence by Design
Objectives
By the end of this session, you will be
able to:
 Explain training design
 Create a design for training to be
delivered
 Create complete content for one
specific module
Fundamental of Training

Effectiveness vs Efficiency
Training vs Teaching
Training Design

A Desired Ability Set

C Content Mapping

M Methodology

E Evaluation
Essential Ingredients

Knowledge

Skills

Attitudes
Instructional Design
Methodology
Instructional Design Process
Learner Profiling
Role Analysis
Effectiveness Measures

Gap Identification
Learning Solution Scoping
Functional Objectives
Learning Objectives
Design Document
Media Selection Feedback
Development and
Review
Internal Validation
Pilot Delivery
Mass Rollout
Learner Profiling
Who is to be trained?
Learner Profiling

Given this Performance

Given this profile
Enhancement Solution
what Performance
design what audience
Enhancement solution
will benefit from this
can I design

What would be the

What is the current required competencies
level of Competency my audience should
of my audience? have to benefit from
this course?
Learner Profiling

Learner background
-Identifies all segments of the audience
-Lists their current role
-Lists their current level of knowledge
Learner prerequisites
-Identifies the pre requisite knowledge and skill
that all members of the audience should have,
before they take the course
Profiling Learners
 Primary Research Based
Concern Validation Study
Focus Groups
One on One Interviews with cross section
 Secondary Research Based
Supervisor Feedback
Performance Analysis
Demographic
 Testing Based
Psychometric Profiling Tools
Tests
 Competency Mapping
 Role Analysis

What are they expected to do?

Role Analysis

What is the role the learners are expected

to perform?
What is the purpose of that role?
How does it link to the departmental
objectives?
What are the KRA’s?
What is the BIG picture?
KASH Analysis
Key Result Areas

Tasks

Activities

KASH

Organise into homogenous Groups

 Learner Profiling
Role Analysis

Gap Identification
Learning Solution Scoping

Functional Objectives Gap Identification

Learning Objectives

Design Document
What do they need v/s what do
Media Selection
they have
Development

Internal Validation

Pilot Delivery

Mass Rollout
Gap Identification

Exhibited levels of Desired Levels

Performance Performance
Knowledge Knowledge
Skills Skills
Attitudes Attitudes
Habits Habits
Work Processes Work Processes
Gap Analysis

Prioritize the Gaps if needed in terms of

their impact on performance
Identify “low hanging fruit”
Gaps that can be plugged easily
Identify Gaps unlikely to be impacted by
present intervention and their criticality to
performance
Tools for Gap Analysis

KSAH Desired v/s Actual Comparison

Observation on job
Supervisor feedback
Simulations
Testing
Learning Solution Roadmap

What will we do?

Learning Solution Vision

Gives a direction for the solution

Identify an underlying theme

For example:
Project Rejuvenation
Project WiLL Power
CREDO
Content Roadmap
 Classify gaps on WIWO (What’s In What’s Out)
based on
Criticality to performance
Time needed to get started.
Level of complexity
logical sequencing

 Estimate broad time frames needed for

development and deployment
 Estimate costs (if needed)
Delivery Roadmap

What numbers?
Where?
Over what time frame?
What delivery mechanism?
If ILT what profile of trainers
 Functional Objectives

What will change in the way the

learners work/ behave
Functional Objectives
What is the change that the intervention
has to bring in the day to day working of
the learner?
For example:
Must make more calls per day
Must be able to handle walk in customers to the
WebWorld
Must be able to drive a car from point X to Y
during peak hours without violating traffic rules.
Six Levels of Cognition- Bloom et al.

Evaluation

Synthesis

Analysis

Application

Understanding

Knowledge
 Learning Objectives

To get that change what does the

learner need to learn
6 information types

Fact
Concept
Procedure
Process
Principle
Structure
Fact
 A fact is an  Look for these clues:
information type that Data
is assumed to be true Research findings
and is presented Time, dates, places
without supporting Statistics
evidence Specifications

 Akbar, the great

Mughal emperor, was
born in 1556
Concept
 A class or group of  Look for these clues:
items that have a Statements that convey
common (critical)  Meaning of terms
attributes is a concept  Ideas
 Definitions

 Quality, force,
hardware
Procedure
 A procedure is a set  Look for these clues
of steps that a person Statements that have
performs in order to  Sequential steps that
obtain a specified are discrete
outcome  Directions
 Instructions
 The sequence of
steps to follow in
order to analyse the
‘bhavisya’ of a person
Process
 A process is a series of  Look for these
events, stages, or
phases that take place clues:
over a period of time Statements that
describe
 Once your pour water on  What happens
cement - it starts to when
solidify.  Phases, stages
 Heat is not generated as  Cause-effect
it is not an exothermic
reaction
 Thereafter in a span of 4
hours the cement
powder becomes a solid
mass.
Principle
 A principle is an  Look for these clues
information type that Statements that contain
can be stated in the the words
form of a rule  Must
 Should
 At the end of any  Must not
piece of instructional  Should not
design one must Rules
evaluate the Guidelines
applicability of the
concept on the job
Structure
 A structure is anything  Look for these clues
that can be divided Statements that contain
into parts Physical descriptions
and lists
Include words such as:
 The organisation
 Parts
structure of this
 Composed of,
company consists of components
MD, CEO, COO,  Architecture
Functional heads …..  Layers
 Design Document

The architectural blueprint

Design Document

Lists sequential flow of learning objectives

to be met.
Broadly identifies the learning content
coverage needed to meet each objective.
Lists the methodology proposed
Identifies the time to be devoted during
delivery
Design Document format

S.N Module Conten Methodolog Time

o Objective t y
s
By the end of
this the learner
will be able
to…
Design Document

Is the blueprint of the training

Must cover all gaps identified in scope of
work
Forms the basis for commencing
development
Offers a platform for review of work done
during development
Using the Design Document

Not a rigid framework

Minimize deviations once document is
frozen but be open to modifications
Avoid modifications in objectives but be open to
modifications in content, methodology and or
time
Modify objectives only with due diligence if
needed.
Delivery Media

Impacted by
Training Methodology
Learning Styles
Delivery methodology
Types of Content Delivery

Instructor Led
Discovery Learning Method
Reflective Learning Method
Peer Learning Method
Workshops
CBT
WBT
Audio Visual
 Indicative Usage
Discovery
Skills
Learning
Reflective
Instructor Learning Attitudes
Led
Peer Learning Concepts, Skills
Mission, Vision,
Workshops
Goal setting
CBT Knowledge/ Skill
WBT Knowledge
Audio
Knowledge/ Skill
Visual
Discovery Learning Cycle

Concept
Discovery
Internalisation Concept building

Skill
Development
Discovery Learning
 It bridges the gap between participant
threshold knowledge & newly
introduced concepts

 It builds on these concepts

 It develops the skill sets around the

concepts
 It internalizes the learning through
practice & discussions
Discovery Learning
Methodology

Discovery learning is prompted

through:
Question based discussions
Video clips / recordings
Audio tapes / playback
Cases studies
Experience sharing
Discussions
Discovery Learning
Don'ts

 Avoid Yes & No questions

 Avoid questions which are vague and
aimless
 Avoid composite questions which involve
more than one issue to be addressed for
a complete answer
 Guessing questions used too frequently,
encourage thoughtless responses
 Avoid leading questions which suggest or
imply the desired answer
Reflective Learning
 Used for attitudinal training
 Also useful for “Personal Effectiveness” training
 Focus is on encouraging participants to examine
their own behaviours and attitudes towards other
people or issues
 The re-examination may lead to a realization of
the need to change
 The facilitator then helps by giving tips on how /
what to change
Peer Learning
Encourage participants to share success
stories
Facilitate identification of replicable and
scalable best practices from the success
story
Bring out learning and developmental
action plans based on the best practices.
Works best when the learners look at each
other as “people like me.”
WBT and CBT

Useful when main learning component is

knowledge.
Used extensively for
Concepts
Processes
Basic awareness level technical training
Use of WBT still restricted on account of
bandwidth issues.
Audio Visual

Video or Audio Clips.

Useful for demonstrations, hazardous
process training
Also for complicated inside machine
operations not visible form outside (how
an internal combustion engine works)
Soft skills training – often good/bad clips
Can be used within ILT as a media
Learner Behavior
 License to talk

As per various studies, we can

effectively recall:
 20% of what we hear
 30% of what we see
 50% of what we hear & see
 70% of what we do
Learning Style
Participant’s learning Styles
Participants have different learning styles:

 Type1 (concrete,reflective)- “Why?”

 Type2 (abstract,reflective)- “What?”

 Type3 (abstract,active) - “How?”

 Type4 (concrete,active) - “What if?”

by D.A
Klob(1987)
Reaching different learner types

 explain the relevance of each new

topic(Type1)
 present the basic information & methods
associated with this topic(Type2)
 provide opportunities for practice in the
methods (Type3)
 encourage exploration of
application(Type4)
……i.e “teach around the cycle”
As a developer structure your content for all
four types
Learning Media

Text based – Workbooks, Memory/ Flash

cards, Posters, Mail (snail and E)
Audio – Tapes and CD’s
Experiential – Outbound, Games and
exercises, Simulations
Multi Media – Video films, WBT, CBT
 Mass Media(IGNOU/ UGC)
Design
(How?)
Completely detail the content of the course
Organize the content and identify points
where you need to use media or test the
learner
Identify points in the content where you
need to summarize
Organizing the content

Objectives
Tell them what you are going to tell them

Body
Tell them

Summary
Tell them again what you told have told them
 Structuring Principles

Structure your learning content based on

simple principles

 Grouping
 Labeling
 Consistency
 Pictures and Clipart
 Depth of detailing
 Hierarchy of concepts
Grouping
 How do you remember telephone numbers?
 Create acronyms
BODMAS
REED – ODPEC
 Create Models

 One idea per group -Include only one relevant

information in each
 White space, lines to delimit
Labeling

Label each group of information

Types of labels:
Generic
Content-specific
Help reader switch modes of reading
Consistency

Treat similar levels and kinds of

information consistently
In grouping
In labeling
In formatting
…….
Pictures and Clipart

Whenever pictures speak a thousand

words…
Depth of Detailing

Must know.
Without this information the objective will not be met

Should know.
Will help participants by giving them a perspective

Nice to Know.
Gives participants a background and additional inputs
Hierarchy of Concepts
Apply the principle of relevance and
consistency and continuity
Follow a structure
What is Negotiation (and thus what is not)
How is it different from (similar to) sales
Why is it needed
When do I use it
How to negotiate
What can go wrong
Chunking

Several Functional objectives may have

similar Learning objectives
While designing sessions, repetition has to
be avoided
Duration of the session dictates the way to
chunk
 Develop what
 Depending on
 Complexity of content
 Delivery Methodology
 Scale of Roll out
 Trainer Profile
 Time lines
…You may need to develop
 Workbooks
 Leader/ Consultant Guides
 Power points/ Slides
 Simulation Briefs
 On job reminder aids
 Templates
 Processes
 Logistics Template
 Measurement Tools
Why Internal Validation

Avoid “Frog in the Well” syndrome

Gets an additional “outside” perspective
Pilots

Enable you to identify gaps that may have

occurred during the process and take
corrective actions
Validates the content
Validates the time lines
Enables fine tuning of methodology and
exercises.
Effectiveness Measures
Did we get the results
Training effectiveness measures

Four levels identified by Donald

Krickpatrick
Reactions to training
Learning
Transfer to workplace
Results
Exercises
 Suppose

 You are to design a program to train a group of

people to swim - how will you go about doing it?

 One way - throw all of them into a pond

 Another way - let them observe fishes
swimming and learn
 Yet another way - read a book on swimming

What is your way?

 Audience Analysis

Who all want to swim -

kids, youngsters, girls, middle aged
men, women, oldies

Accordingly the trainer should treat them

differently
Task Analysis
Teach swimming to be able to do what:

swim in a river with strong current

swim in a pool
survive in case of a ‘titanic’ sort of scenario
talk knowledgeably about swimming
win championships
 Roadmap

Given that the boat in which the trio is

sailing, ends in a wreck, the husband who
knows swimming should be able to save
his mistress and let his wife drown (who
does not know swimming).
Functional Objective

Should be able to swim in a river

current

Should be able to swim carrying one

person along with him (whosoever he
chooses to)
Learning Objectives
 Have the right strength and physique needed for
swimming against the river water (skill)

 Understand the basics of swimming (knowledge)

 Act responsibly and ethically for saving the lives

of others while swimming (attitude)

 Swim in river current (skill)

 Module Objectives

By the end of the module, you will be able to:

 Gauge the current in the water and swim

accordingly
 Swim in river water with and against the flow
while conserving on energy
 Know the method of saving other swimmers
after taking care of yourself
 Understand the difference between the various
styles of swimming and adopt the right style
Session Objectives

Make sessions of 90 min duration each so

as to cover the module objectives in the
allocated 20 sessions.
 Functional Objective

 The person should be able to drive a car in a

congested Delhi street.

 Should be able to drive with proper control on

the gears.

 Should ensure that he concentrates only on

the road.

 Clear the driving test mandated for obtaining a

driving license.
 Learning Objective

Understand the various traffic rules and

regulations (knowledge)

Navigate the dangerous tracks and

curves (skills)

Concentrate on the road and not on the

passerby's (attitude)
 Module Objectives

By the end of this module, you will be able to:

 Drive through the streets of Delhi, banging into

other cars twice only in a day.
 Concentrate on the road - 80% of the times.
 Understand the various signs that are put up on
the road and obey them.
 Acquire a driving license after passing the RTO
test legally.
Session Objective

Practice driving with a trainer for 2 hours

everyday
 Now You Create
 Learner analysis
 Role Analysis
 Roadmap
 Functional Objectives
 Learning Objective
 Module Objective

for training the participants on a topic of

your choice, applicable at your workplace
Some Tips for Developers
The Developer’s Tool Kit

Books
Periodicals, Journals
Web
Industry / Trade Reports
“Government” Surveys
Membership to libraries
Street Smart Tips
 Prepare “Knowledge Manager” for yourself
 Master MS Word ,Power point and Google
 Regularly take backups of your work
 Master Power point, MS Word and Google
 Share best practices
 Master Google, MS Word and Power point
 Brainstorm and share
 Master MS Word ,Power point and Google
 Regularly back up your work and scan your
machine for viruses
 Master MS Word ,Power point and Google
Questions??
Summary
Learner Profiling Who is to be trained?
Role Analysis What are they expected to do?
Gap Identification What do they need v/s what do they
have?
Learning Solution Scoping What will we do?

Functional Objectives What will change in the way the learners

work/ behave?
Learning Objectives To get that change what does the
learner need to learn?
Design Document The architectural blueprint
Media Selection How do we deliver?
Development Make the pudding
Internal Validation Taste it before you serve it
Pilot Delivery Sample it
Mass Rollout The proof of the pudding lies here
 Thanks!!!
Did I bore you or are you still
alive?