Design Phase
This phase insures the systematic development of the training program. This process is driven by the products of the analysis phase and ends in a model or blueprint of the training process for future development. The model or blueprint should contain at least five key outputs:
- Learning objectives
- Performance test
- Learning steps (performance steps)
- Entry behaviors
- Structure and sequence the instructional outline
- The learning objectives tell what tasks the learners will be able to perform after they finish the learning process.
- The performance test tells how well the tasks must be met.
- The learning steps tell how to perform the tasks.
- The entry behaviors describe what the learners must know before entering the training process. Just as a college requires certain standards to be met in order to enroll, a learning process should require a base level of knowledge, skills, and attitudes (KSA).
- Finally, the learning objectives are sequenced and structured in an orderly fashion to provide the best opportunity for learning that will lead to performance.
Note how this design process builds on the outputs of the Backwards Planning Model that was captured in the Analysis Phase:
The model below shows an example of linking the analysis outputs with the design outputs:
The backwards planning model can also be shown with a Concept Map. This map can show several performance requirements (branches). The example below shows four branches to meet the business need or objective. Note that when you complete one, it may contain as many branches as needed.
Each branch should identify the:
- Required performance
- Learning activities that teach the performance
- Information the learners must know in order to perform
- Performance aids that will make the learning of new skills easier
The concept map shown below is an example for increasing sales:
This concept map is similar to the one that Cathy Moore has in her excellent slide presentation that she calls Action Mapping: Design Lively Elearning with Action Mapping.
The basic instructional outline and requirements captured in the Design Phase are then fleshed out in the Development Phase and by using other Instructional Design techniques.
There are no better terms available to describe the difference between the approach of the natural and the social sciences than to call the former “objective” and the latter “subjective”... While for the natural scientist the contrast between objective facts and subjective opinions is a simple one, the distinction cannot as readily be applied to the object of the social sciences. The reason for this is that the object, the “facts” of the social sciences are also opinions — not opinions of the student of the social phenomena, of course, but opinions of those whose actions produce the object of the social scientist. - The Counter-Revolution of Science by Friedrich August Von Hayek.
Next Steps
Go to the next section: Develop Objectives
Return to the Table of Contents
References
U.S. Army Field Artillery School (1984). A System Approach To Training (Course Student textbook). ST - 5K061FD92
U.S. Department of Defense Training Document (1975). Pamphlet 350-30. August, 1975.