Formal training is training that follows some designed form. Informal training does not have an intended, consistent form and usually occurs rather spontaneously and/or casually, for example, reading a book or having an enlightening discussion with a friend. Formal training tends to include preferred results, learning activities intended to achieve the results and some form of evaluation.
Systematic, formal training includes careful assessments and attention to determining training goals, designing and building methods and materials that are directly aligned (and often pretested) to achieve the goals, implementing training, and careful evaluation to ensure that training is carried out effectively and that training goals were reached. In systematic, formal training, each phase of the process produces results directly needed by the next phase.
Instructional Systems Design (ISD) is a type of formal approach to training where the goals of the training are carefully determined often from various types of assessments of the learners, goals are established to address the results of the assessments, various methods of training and learned are developed and designed to achieve those goals, and evaluation plans are established the measure the quality of the training and extent of achievement of the goals.
The most popular ISD is the ADDIE model, which stands for Analysis, Design, Development, Implementation, and Evaluation.
ADDIE is a step-by-step framework used by instructional designers, training developers, and learning and development specialists to create educational or training programs. ADDIE is an instructional design model that aims to organize content, streamline development, and ensure a structured framework for every course.
But while ADDIE is the most widely recognized ISD, there are other models in use today to apply a systematic process to content development, planning, and developing their corporate training. Here are some other examples of Instructional Design Models:
Bloom’s Taxonom
Bloom’s Taxonomy shows a hierarchy of cognitive skills that can aid instructors in teaching and students in mastering the subject matter. One of the goals of the taxonomy is to motivate the learners to go beyond the lower steps of learning, such as memory and knowledge, and into deeper learning activities such as understanding, reflection, application, and problem-solving.
Merrill’s Principles of Instruction
This instructional design model is applied when designing a training program and ensuring effective and efficient instruction. Essentially, this design model is based on the principle that learning takes place when the following are achieved:
- Learners are engaged in solving real-world problems.
- Existing knowledge is activated as a foundation for new knowledge.
- New knowledge is demonstrated to the learner.
- New knowledge is applied by the learner.
- New knowledge is integrated into the learner’s world.
Gagne’s Nine Events of Instruction
As the name suggests, Gagne’s Nine Events of Instruction are based on nine steps which Robert Gagne called “Events of Instruction.” This instructional design model helps IDs follow a strategic process for designing and developing a training program. The nine events are as follows:
- Gaining Attention (Reception)
- Informing Learners of the Objective (Expectancy)
- Stimulating Recall of Prior Learning (Retrieval)
- Presenting the Stimulus (Selective Perception)
- Providing Learning Guidance (Semantic Encoding)
- Eliciting Performance (Responding)
- Providing Feedback (Reinforcement)
- Assessing Performance (Retrieval)
- Enhancing Retention and Transfer (Generalization)
Note that the aforementioned instructional design models are merely an overview; more needs to be covered to evaluate whether one is appropriate for your training and learning objectives. In addition, each of the design models has its own pros and cons and choosing one will depend on your organizational goals and broader learning outcomes.
Analysis
The Analyze phase is the foundation for all other phases of instructional design. During this phase, you must define the problem, identify the source of the problem and determine possible solutions.
The phase may include specific research techniques such as needs analysis, job analysis and task analysis.
The outputs of this phase often include the instructional goals, and a list of tasks to be instructed. These outputs will be the inputs for the Design phase.
Design
The Design phase involves using the outputs from the Analyze phase to plan a strategy for developing the instruction. During this phase, you must outline how to reach the instructional goals determined during the Analyze phase and expand the instructional foundation.
Some of the elements of the Design Phase may include writing a target population description, conducting a learning analysis, writing objectives and test items, selecting a delivery system, and sequencing the instruction. The outputs of the Design phase will be the inputs for the Develop phase.
Development
The Develop phase builds on both the Analyze and Design phases. The purpose of this phase is to generate the lesson plans and lesson materials. During this phase you will develop the instruction, all media that will be used in the instruction, and any supporting documentation. This may include hardware (e.g., simulation equipment) and software (e.g., computer-based instruction).
Implementation
The Implementation phase refers to the actual delivery of the instruction, whether it’s classroom-based, lab-based, or computer-based. The purpose of this phase is the effective and efficient delivery of instruction. This phase must promote the students’ understanding of material, support the students’ mastery of objectives, and ensure the students’ transfer of knowledge from the instructional setting to the job.
Evaluation
This phase measures the effectiveness and efficiency of the instruction. Evaluation should actually occur throughout the entire instructional design process; within phases, between phases, and after implementation. Evaluation may be Formative or Summative.
Formative Evaluation is ongoing during and between phases. The purpose of this type of evaluation is to improve the instruction before the final version is implemented.
Summative Evaluation usually occurs after the final version of instruction is implemented. This type of evaluation assesses the overall effectiveness of the instruction. Data from the Summative Evaluation is often used to make a decision about the instruction (such as whether to purchase an instructional package or continue/discontinue instruction).
There are several characteristics that should be present in IDS (Gustafson and Branch 2002):
| Learner-centred | The learner should be the focus point of all instruction |
| Goal-oriented | Well-defined project goals reflecting the client’s expectations are established in the IDS process |
| Focuses on real-world performance | Prepares learners to perform the behaviour that will be expected of them in the real world |
| Outcomes can be measured | Assessment instruments should be valid and reliable |
| Empirical | Data is at the heart of the IDS process; collection begins during the initial analysis and continues through to implementation |
| Team effort | Usually involves a team effort because of their size, scope and technical complexity requiring a variety of individual skills |