2

3





So, w hat ex ac t l y i s I nst r uc t i onal Desi gn?
Instructional Design is the SYSTEMATIC and SCIENTIFIC approach of learning,
through which a trainer can impart knowledge on particular subject by
breaking down a goal into multiple tasks.

Generally organization hires Instructional Designer to train their employees
on a specified objective related to production or operation process. The
objective may vary from:

Training basic production process to newly recruited employees
Upgrading existing employees with new skills
&
To make the marketing team aware of their upcoming product

Pr er equi si t e
Of an
I nst r uc t i onal
Desi gner
An instructional designer
should possess the skill to
develop an effective
Learning Plan or Curriculum,
which helps the learner to
grasp the process.

The learning plan is
popularly known as
Training Manual

Ideally a training manual should be developed with Learner
Centric approach, where the instructional designer, at the beginning
phase determines:

Need Anal ysi s
Need analysis defines the requirements of learner based on:
KNOWLEDGE SKILLS ATTITUDE


Knowledge can
be determined
through the
qualification or
working
experience of
the learner.
Skills can
generally be
determined
through Pre-
learning
assessment,
ensuring the
minimum
knowledge on the
subject.
The most
important
requirement for
need
identification is
the willingness
and interest of the
learner towards
the specific
training.
Benef i t s
of I nst r uc t i onal
Desi gni ng

Pragmatic in approach.
Prudent in decision.
Creative in ideas.
Analytic in judgment.





4

Why I nst r uc t i onal Desi gn?
Instructional Designing develops a planning to convert Existing Behavior to
Desired Behavior of the learner.

Many organizations have adopted the idea of instructional designing as a
primary tool for training their employees by means of increasing their
productivity. Because and instructional designer:
Designs the course that is structurally and graphically more adapt
Conduct training based on need analysis or identification
Reduces cost
Minimizes time
Improves quality
Rol es of an I nst r uc t i onal Desi gner

Recommend instructional strategy.
Plan and monitor training project.
Develop performance measurement instruments.
Assess the learner to evaluate the training program.
Develop training material.


Hi st or y of
I nst r uc t i onal Desi gn
Instructional designing was
an idea first conceived
during World War II .When
various govt. organizations
specially, US Defense first
attempted a system of
learning where goals were
segregated into multiple
tasks, tasks into multiple
subtasks. Every learning
objective become planned
and structured according to
the learners knowledge,
skills and attitude.
Eventually the influence of
Structured Learning
System spread across
manufacturing, marketing
and K12 sectors.
The process of instructional
design was developed as 3
categories:
Synchronous Learning:
Real Time Training. Learners
spend most of the time at same
classroom with the trainer.
Asynchronous Learning:
Non-Real Time Training.
Learners can get access to the
training materials at any time
and place. Trainers physical
presence is mostly not required.

I ndust r y Usage of I nst r uc t i onal Desi gn





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Learning Theory or Instructional Theory is the Method of How to Best design Instruction for the People. The main
reason of implying instructional theory that, it primarily deals with the mechanism on how information is


Retrieved Selected Processed Perceived
Learning Theory or Instructional Theory can be categorized under 3 major groups:

The theory of Behaviorism concentrates on the study of
Behavior that can be Observed and Measured.

The study of behaviorism helps to view mind as a BlackBox

Response to stimulus can be observed quantitatively, totally
ignoring that thought processes in mind

Key Feat ur es of
Behavi or i sm

Reinforcement
Stimuli
&
Memorization


Operant Conditioning
Reinforcement Punishment
Positive

Negative

Positive

Negative




6

Lear ni ng Out c omes

Very specific.
Clearly defines what tasks learner should
do.
Instructional Goals: Specific
Behavioral
Observable Terms


I nst r uc t or s Rol es

Teacher centric.
Determines desired behavior.
Develops environment conditions to elicit
behavior.
As a trainer, he must condition his
learners.
Role of learning: Memorization &
Repetition.
Reinforcement.







Shor t c omi ngs:

Learner gets confused.
No problem solving strategy can be
obtained.

St r engt hs:

Focused on a clear goal.
Respond automatically.
Instinctive response.

Famous Behavi or i st s
3 renowned psychologists have major contribution towards implementation of Behaviorism in practice.




I van Pavl ov
This famous Russian
psychologist made a
significant contribution
towards the scientific
implementation of
behaviorism. He is well
known for the Pavlovs
Dog Experiment
J ohn B. Wat son
Watson took Pavlovs
experiment to a new
level. His research on
behaviorism related to
child psychology made a
niche.
F.B. Sk i nner
Skinner made a
significant progress on
Radical Behaviorism
through his research on
applied reinforcement.



7

Case 1: Initiative from HR for making employees punctual about office timing.
Meet Fred The HR

We need a workplace culture that maintains a steady work-life
balance. According to our survey conducted last month it has
been observed that, most work-life balance disruptions are the
after-effects of office work beyond allotted office timings. The
primary reason behind stretching office hours is the habit of late
office log-in. To restrict such practice that affects the work-life
balance of the entire org, I have devised a set of rules to deal with
the situation..
All the employees should come at 9.00 to 9.15 a.m, failing to
comply will be marked as Late Coming
3 Late Coming (15 min. After 9.15 a.m)
=Day Loss Of Pay
3 Early Coming (15 min. Before 9.00 a.m)
=Day Incentive

Case 2: Public awareness campaign took place in Bangalore in 2013 to separate Dry Waste and Wet Waste
at the time of disposal. Ignoring or failing to comply has been fined by Rs. 100.
Case 3: Training sessions for dogs in police are conducted through different modes of Behavioral practice.
Well trained dogs get shortlisted for Dog Show and the most apt participant gets awarded.


Meet Richard
Richard was apprised with 5 days of salary
because throughout the month he came @ the
time ranging between 8.30 to 8.45 a.m.
Meet Jerard
Jerard was punished with 5 days of LOP because
throughout the month he came @ the time
ranging between 9.25 to 9.45 a.m.

Oh Yeah !
Oh
NO !



8



The theory of Cognitivism carries the notion of
Acquisition or reorganization of the cognitive structure.

The study of cognitivism helps to view mind as a Processing Unit

According to cognitivists the existing knowledge structure must be
present in order to compare and process new information for
learning .This existing knowledge is called as Schema

Key Feat ur es of Cogni t i vi sm

Schema :
It is an internal knowledge structure. New information is compared to existing cognitive structure called
as Schema. Schema may be combined, extended or altered to accommodate new information.
Three Stage of Information Processing Model :
According to this model, Meaningful information is easier to learn. Thus it is recommended for a
trainer to provide appropriate graphical element along with text. Otherwise it becomes strainus and
painful for brain to process information. This particular state is called as Cognitive Overload.



9

Ac t i vi t i es t o be c onduc t ed

Providing explanations.
Giving demonstrations.
Bringing examples.
Lectures with the use of graphical
elements.
Conducting more practice sessions.
Collecting feedback from learners.


I nst r uc t or s Rol es

To understand that learner should bring
various learning experience.
To determine the most effective manner in
which to organize and structure.
Arranging practice with feedback.


Meet
David Bratner
He is passout from California School of
Arts, USA with an Applied Art and
Graphic Design Major in 2009.For last 5
years he is working as a Graphic Designer
in Saddington Baynes. Presently
Saddington Baynes took up a project
from Jaguar Motors in order to promote
a new model for launch. As a result
almost 30 of their illustrators have to
trained in 3D Automotive Visualization.
David has been shortlisted as one of the
brightest graphic designers. Thus
Saddington arranged an workshop by
renowned automotive visualizer Jeff
Patton and an e-learning company
dedicated for visualization named as
Evermotion has given contract on
creating training manual. Now, lets have
a glimpse on the learning path of David
from the following illustration:




3D Automotive
Visualization

Jeff Patton
Degree in Applied
Art with Graphic
Designing Major
Product
Illustration
Skill
5 years of Experience
as a graphic designer
and illustrator
Workshop on
3d Automotive
Visualization
S
U
C
C
E
S
S




10















According to Constructivism theory:
Learning happens through Case Studies, Group Discussion,
Brainstorming & Simulation.

Learner construct their own reality or at least interpret it based on
their perceptions of experience.

Learning is an individualized experience.

Physical and social experiences are comprehended by their mind.

Ac t i vi t i es t o be c onduc t ed

Emphasis on discussion and collaboration.
Problem based learning.
Bringing examples.
Introducing the usage of Simulations and
Project.
Open ended assignments.
Assignments reflected to real world
conditions and requirements.


I nst r uc t or s Rol es

Situating tasks in real world contexts.
Use of apprenticeships in different
workplace.
Presentation of multiple perspectives.
Creating environment for social
negotiations e.g. Debate, Discussion,
Providing Evidences.


Famous Const r uc t i vi st
J. Merill Carlsmiths research contributed significantly
towards the application of constructivism.




11

Meet
Sarah Caldwel

She is a Final year student from MBA program
at Stanford University with a major of Event
Management. She was given task on preparing
final Project Report on Brand Endorsement.

So she met and requested her neighbor Jason
Roxton ,who is an editor of a mothly film
magazine ; to get a pass at the Dolce &
Gabbana product launch by famous
Hollywood star Scarlett Johansson. When
Jason accepted her request she also managed
to get pass for her whole class to go for the
launch.

Sarah and her batch met went happily and
studied every tactics for arranging brand
endorsement and interviewed the event
manager for the product launch. And they
made the project report. At their final
semester, the placement call came from the
same event manager asking to join his
organization. Almost 58 %of the class got
hired as the interns in that company.

The attempt of Sarah brought a mileage to her
and batchmets career as being involved on a
thorough study about the organizational
strategy.

Event Manger

Scarlette
Johansson
Dolce & Gabbana



Case 2: Introducing Fighting Simulation Program for Dubai Police, UAE.

During 2011 Dubai Police implemented corporate simulation program for the new recruitment along with midlevel
officers to engage them in fighting and combat training. The hired best of the best interactive content developers to
develop highly engaging yet informative simulation program. The outcome was quite successful in terms of corporate
training. Many of the officers and trainees learned new tactics and implemented in operation with maximized
compatibility.




12


ADDIE is a generic and widely accepted model for creating an
effective training program. ADDIE should be implemented on
developing the training categories which are:
Instructional Design (ID) or System Approach to Training
(SAT).

Instructional System Design & Development (ISDD).

Hi st or y of ADDI E

ADDIE came about with the
development of Cold War after
World War II as the United States
military with itself to find a way to
create more effective training
programs for increasingly
complicated subject. The result of
this struggle bore fruit in the form of
Instructional System Design, which
in turn led to the design models that
are in use today.




13
The Analysis phase is the foundation of a training program. At the time of performing analysis, it is best to
take a long term approach through considering 2 major stages.
Need Analysis or Assessment.

Identification of Training Requirement.

Task Analysis.

Process of Need Analysis
Organization Analysis.
Data Gathering.
Why?
To determine the actual requirement of training:
Causes of poor performance.
Content and scope of training.
Desired training outcomes.
Basis of measurement.
Whom?
Senior Management.
Target Audience or Learners.
Target Audiences Managers.
Co-workers or Peers.
HR Personnel.
Vendors.
Customers.
Step 1:
Identify
Problem or
Need
Step 2:
Determine
Need
Assessment
Design
Step 3:
Collect
Data
Step 4:
Analyze
Data
Step 5:
Provide
Feedback



14
Task Anal ysi s:
Task analysis for an ID is a process of analyzing and articulating
the kind of learning that learners are expected to know how to
perform by following their determination.


Step 1: Identify Problem or Need
Determine organization context.
Perform gap analysis.
Set objectives.

Step 2: Determine Need Assessment Design
Establish method selection criteria.
Assess advantages and disadvantages.

Step 3: Collect Data
Conduct interviews.
Administer questionnaires.
Administer surveys.
Review documents.
Step 4: Analyze Data
Qualitative analysis.
Quantitative analysis.
Determine solution.
Step 5: Provide Feedback
Write report.
Make an oral presentation.
Determine the next step.
Ot her Task s

Development of training
schedule.
Identifying resources
Identifying project team
members.
Formalizing project assumptions.
Finalizing project deliverables.
Identifying the constraints.




15

This phase ensures the systematic development of the training program. The process is driven by the
product of analysis phase and ends in a model of the training process for future development. The model
should contain the following key outputs:
Learning objectives.

Performance test.

Learning steps.

Entry behaviors.

Structure and sequence in the instructional outline.

Desi gn t hat meet s t hese quer i es
The design phase, should be qualitatively measured based on some necessary criterion. These questions
help escalate the design into a desired outcome. They are as follows:

How should the content have to be organized?
How should ideas to be presented to learners?
What type of delivery format should be used?
What types of activities and exercises will best help the learners?
How will the Instruction System Design or IST be planned?

The 3 Par t s of a Per f or manc e and
Lear ni ng Obj ec t i ves

Observable Actions:
The statement pertaining clear idea or
representation of the objective.

Standard Measurable Criterion:
The specified timeframe of the learning
objective.

Conditions of Performance:
The necessary limitation or constraint on
the path of learning objective.


Test i ng I nst r ument s

Criterion Referenced Test

Performance Test

Attitude Survey

E-Learning & Drag and Drop




16















This phase elaborates and builds on the learning
objectives and learning steps that were produced
in the design phase. It basically fleshes all previous
learning gained in the prior two phases into a
completed learning platform. The outcome will be
in the form of :

Curriculum.

Training Manual.

Instructor Led Training (ILT).

Computer Based Training (CBT).


Val i dat i on of I D Mat er i al s

Selection of the participants.

Conducting individual trials

Revising instruction

Repeating individual trials

Conducting group trials


One of the most critical phases where the training
manuals have to undergo a test-run through:
Training Management Plan (TMP) or Course
Management Plan (CMP):
It is a planning related to the application of
training program in the most effective manner, in
real world situation. It informs the ID about
following benchmarks:
A complete description of the course.
Description of the target population.
Directions for administering the course.
Directions for administering and scoring
tests.
Direction for guidance, assistance and
evaluation of students.
Task List
Task Analysis Information Sheets
Course map.
Program of Instruction (POI).

St eps f or I mpl ement at i on of
Lear ni ng Manual

Gathering TMP documents

Train the-Trainers

Prepare the training environment

Conduct the training

Documenting any deviations of the TMP





17

Evaluation is the systematic determination of merit, worth and significance of a learning process by
using criteria against a set of standards. This phase can be considered as the viability assessment of the
design process. The primary purpose is to ensure that the stated goals of the learning process will
actually meet a required business need. The key features of evaluation stage are:

Feedback: Linking learning outcomes to objectives and quality control.

Control: Linking training and organizational activities through consideration of cost effectiveness.

Research: Determining relationships between learning, training and transfer of training to the job.

Intervention: The results of evaluation influence the context in which it is occurring.

Power Games: Manipulating evaluative data for organizational politics.

Kirkpatricks Four Level Evaluation Model
The best known training methodology for evaluations is Donald Kirpatricks Four Level Evaluation
model that was published in 1975 in his book Evaluating Training Programs. According to his theory :

How learners react to the learning process.
The extent to which the learners gain knowledge and
skills.
Capability to perform the learned skills while on the job.

Includes items like monetary, efficiency, moral.

Eval uat i on Types

Participant feedback.
Peer feedback.
Key Stakeholder feedback.
(1) Internal & (2) External

Assessment Types

Diagnostic assessment
Formative assessment.
Summative assessment




18


















Blooms Taxonomy is a learning model based on cognitive
principle. It helps the ID to understand information processing
mechanism of human brain at various stage of learning.

This learning model was first devised by Sir Benjamin S. Bloom in
1956, an American academic and educational expert. He believed
that education should focus on Mastery over subject and skill


Obj ec t i ve:
Blooms taxonomy helps trainers to create
learning plan by assessing students
acquisition of skills at various levels.


Usage:
Blooms taxonomy can be used in almost
all circumstances when an instructor
desires to move a group of students
through a learning process utilizing an
organized framework.





19

Level
Category or
Level
Behavior Description
Example of activity to
be trained
Keywords describing the
activity to be trained
1 Knowledge
This level checks for
basic knowledge and
memorization capacity
of the learner
Multiple choice tests
Match the following
Define
Recall a process
Quote law or
procedure
Arrange
Label
Memorize
Record
Recall
Select
Duplicate
List
Name
Recognize
Define
Identify
Match
Order
Relate
Reproduce
Enumerate
Repeat
State
2 Comprehension
This level checks for
literal understanding of
objectives.
The ability to grasp
the meaning of
material
Explain or interpret
meaning from a given
scenario or statement
Suggest treatment
Reaction and solution
to the given problem

Review
Describe
Discuss
Explain
Rewrite
Summarize
3 Application
This level determine
the ability to use
knowledge from
previous levels in
response to real
circumstances
Ability to apply the
learned
objective/knowledge

Put a theory into
practical effect
Demonstrate
Solve a problem,
Manage an activity
Apply
Implement
Prepare
Practice
Produce
Construct
Provide
4 Analysis
Braking down the
learning into simpler
parts and to analyze
them

Identify function of a
process
Making qualitative
assessment
Co relate
Breakdown
Analyze
Differentiate
Outline
Categorize
Separate
5 Synthesis
Ability to put parts
togather to form a
new structure

Develop plans or
procedure
Design solution
Integrate methods
Create terms
Write protocols

Design
Plan
Reconstruct
Develop
Formulate
Synthesize
Create
Setup
6 Evaluation
Ability to judge or
assess the value of
material
Review strategic
options or plan in
terms of efficiency,
cost effectiveness
Assess sustainability

Conclude
Evaluate
Justify
Argue
Contrast
Discriminate
Support
Defend
Estimate
Blooms Taxonomy Detailed description



20


Words opened to many interpretation Words opened to fewer interpretation
To know
To understand
To really understand
To appreciate
To really appreciate
To write
To recite
To identify
To sort

Learning Objectives should be narrated from
the participants point of view. The emphasis
should not be given on what trainer wants to
cover but on what he wants his participants to
value.

I mpor t anc e of w el l w r i t t en obj ec t i ves:
Well written objectives provide a strong basis
and guidance for the selection of instruction
plan.

Smart Objectives
A smart objective should always be :

Formula of Smart Objectives
Time Frame +Student Focus +Action Verb +Product/Process
=Learning Outcome




21


















Robert Gagne is considered to be the foremost researcher and
contributor to the systematic approach to instructional design and
training. Gagnes book The Conditions of Learning first published in
1965, identified the mental conditions for learning. These were based
on the information processing model of the mental events that occurs
when adults are presented to various stimuli.
According to his theory:

INSTRUCTION =Set of Events External to the Learner is
designed to Support the Internal Process of
Learning.





22

The table below will provide brief explanation of the 9 events pertaining to instruction:
Step Instructional Event Explanation
1
Gain Attention In order to take place the learning program, capturing attention plays a
significant role. Motivational aids such as dynamic animated
presentation, thought provoking questionnaire or facts helps the
learners to startle their auditory or visual stimuli, hence rising curiosity
to learn.

2
Inform learners of
objectives
Each lesson plan should commence with a list of objectives, initiating
the internal process of expectancy. It helps the learner to motivate on
completing the lesson.

3
Stimulate recall of prior
learning
Associating new information with prior knowledge can facilitate the
learning process. Learners feel comfortable to encode and store
information in long term memory when there are links to personal
experience. Asking questions about the previous experiences often
helps stimulate recall.

4 Present stimulus material
The phase where the new content is actually presented to the learner.
Firstly chunking and organizing has to be performed meaningfully
followed by typical explanation and demonstration. To appeal the
different learning modalities, a variety of media should be prepared in
the arsenal of trainer.

5 Provide learning guidance
Additional guidance should be provided along with the presentation to
the learners. This helps them to encode information for long term
storage. Guidance strategy involves the use of examples, non-examples,
case studies, graphical representations, mnemonics and analogies.

6 Elicit performance
In this event, learner is required to practice the new skill or behavior.
Eliciting performance provides opportunity for learner to confirm their
correct understanding and repetition followed by the increment of
likely hood.

7 Provide feedback
A post learning strategy requires an utmost need of immediate
feedback of the learners performance. Chapter end questions, Quizzes
and Unit Tests should be conducted in the form of Formative
Assessment.

8 Assess performance
At the end of training program, the learners should be given
opportunity to measure their synthesized knowledge and skill through
Summative Assessment commonly known as term end exams.

9
Enhance retention &
transfer
Application of the knowledge in real world scenario and the skills
obtained through curriculum often creates a gap. In order to bridge this
gap, trainer should conduct apprenticeship or internship program to
involve learners. From their perspective, the evaluation happens to a
critical scenario where they get a chance to improvisation.