Mastering the Instructional Design Process E-Book

William J. Rothwell

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 642

Veröffentlichungsjahr: 2015

Beschreibung

A comprehensive framework for effective real-world instructional design Mastering the Instructional Design Process provides step-by-step guidance on the design and development of an engaging, effective training program. The focus on core competencies of instructional system design helps you develop your skills in a way that's immediately applicable to real-world settings, and this newly updated fifth edition has been revised to reflect the new IBSTPI Competencies and Standards for Instructional Design. With a solid foundation of researched and validated standards, this invaluable guide provides useful insight and a flexible framework for approaching instructional design from a practical perspective. Coverage includes the full range of design considerations concerning the learners, objectives, setting, and more, and ancillaries include design templates, PowerPoint slides, lecture notes, and a test bank help you bring these competencies to the classroom. Instructional design is always evolving, and new trends are emerging to meet the ever-changing needs of learners and exploit the newest tools at our disposal. This book brings together the latest developments and the most effective best practices to give you a foolproof framework for successfully managing instructional design projects. * Detect and solve human performance problems * Analyze needs, learners, work settings, and work * Establish performance objectives and measurements * Deliver effective instruction in a variety of scenarios Effective training programs don't just happen. Instructional design is a complex field, and practitioners must be skilled in very specific areas to deliver a training program that engages learners and makes the learning 'stick.' Mastering the Instructional Design Process is a comprehensive handbook for developing the skillset that facilitates positive training outcomes.

Leseprobe

Table of Contents

Title Page

Copyright

Dedication

Preface to the Fifth Edition

Acknowledgments

About the International Board of Standards for Training, Performance, and Instruction

Advance Organizer

The Advance Organizer

Scoring and Interpreting the Advance Organizer

About This Book

Why Is This Topic Important?

What Can You Achieve with This Book?

How Is This Book Organized?

How Is the Fifth Edition Different from the Fourth Edition?

Part One: Overview

Chapter One: An Overview of Instructional Design

Instructional Design: An Emerging Profession

Instructional Design: Focused on Establishing and Maintaining Efficient and Effective Human Performance

Instructional Design: Guided by a Model of Human Performance

Instructional Design: Carried Out Systematically

Instructional Design: Based on Open Systems Theory

Instructional Design: Oriented to Finding and Applying the Most Cost-Effective Solutions to Human Performance Problems

Criticisms of Traditional Instructional Approaches

Part Two: Planning and Analyzing for Instructional Design

Chapter Two: Conducting a Needs Assessment

Defining Terms

Steps in Developing Needs Assessment

Developing a Needs Assessment Plan: A Case Study

Solving Problems in Conducting Needs Assessments

Identifying Instructional Problems

Ethical Issues in Needs Assessment

Chapter Three: Collecting and Analyzing Data for Instructional Design Projects

The Nature of Data

The Data Collection Process

Data Analysis

Chapter Four: Identifying the Target Population and Environmental Characteristics

Selecting Learner Characteristics for Assessments

Selecting Learner Characteristics: A Case Study Example

When Should Learner Characteristics Be Assessed?

Chapter Five: Using Analytical Techniques to Determine Instructional Content

Identify Content Aligned with Needs Assessment Findings

Elicit, Synthesize, and Validate Content from Subject Matter Experts

Analyze Instructional Products to Determine the Adequacy of Content, Instructions, and Learning to Determine Content Coverage

Determine Subordinate and Prerequisite Skills and Knowledge

Analyze Content

Chapter Six: Analyzing the Potential Use of Existing and Emerging Technologies

E-Learning

The Effectiveness of Today's Instructional Technology

Part Three: Designing and Developing for Instructional Design

Chapter Seven: Using an Instructional Design Process Appropriate for a Project

Selecting or Creating an Instructional Design Process Based on the Project

Modifying the Instructional Design Process as Project Parameters Change

Describing a Rationale for the Selected, Created, or Modified Instructional Design Process

Chapter Eight: Organizing Instructional Programs and/or Products

Determine the Overall Scope of Instructional Programs

Specify and Sequence the Anticipated Learning and Performance Outcomes

Chapter 9: Designing Instructional Interventions

Identifying Instructional Strategies Aligned with Instructional Goals and Anticipated Learning Outcomes

Choosing an Appropriate Instructional Strategy

Choosing Media and Delivery Methods

Selecting Delivery Modes

Appreciating the Learner's Perspective: A Brief Overview of Cognitive Strategies

Using Appropriate Message, Visual, and Motivational Design Principles

Accommodating Social, Cultural, Political, and Other Individual Factors Influencing Learning

Chapter Ten: Planning Noninstructional Interventions

Identifying Appropriate Noninstructional Interventions

Feedback Options

Job Performance Aids

Reward Systems

Employee Selection Practices

Organizational Redesign

Justifying Appropriate Noninstructional Interventions

Creating Design Specifications for Noninstructional Interventions

Chapter Eleven: Selecting or Modifying Existing Instructional Materials

Selecting, Developing, or Modifying Instructional Materials

Conducting Cost-Benefit Analyses to Decide Whether to Use or Modify Existing Materials

Validating Selection or Modification of Existing Instruction

Chapter Twelve: Developing Instructional Materials

Developing Media Specifications

Producing Instructional Materials in Various Delivery Formats

Developing Materials Aligned with Content Analysis, Proposed Technologies, Delivery Methods, and Instructional Strategies

Collaborating with Production Specialists

Chapter Thirteen: Designing Learning Assessments

Introduction

An Overview of Steps in Preparing Instruments

Constructing Reliable and Valid Methods of Assessing Learning and Performance

Ensuring the Assessment Is Aligned with Instructional Goals, Anticipated Learning Outcomes, and Instructional Strategies

Part Four: Evaluating and Implementing Instructional Design

Chapter Fourteen: Evaluating Instructional and Noninstructional Interventions

Purpose and Definitions of Evaluation

Formative Evaluation

Developing a Formative Evaluation Plan

Four Major Approaches to Conducting Formative Evaluation

Summative Evaluations

Reporting Evaluation Results

Creating the Report

Disseminating the Report

Chapter Fifteen: Revising Instructional and Noninstructional Solutions Based on Data

Types of Revisions

Gaining Stakeholder Support for Revisions

Implementing Revisions to Delivery of Products/Programs

Chapter Sixteen: Implementing Instructional and Noninstructional Interventions

Creating a Vision for Change

Planning for the Implementation and Dissemination of the Intervention

Planning for Diffusion of the Intervention

Encouraging and Achieving Adoption and Buy-In

Compliance versus Gaining Commitment

Monitoring Implementation, Dissemination, and Diffusion to Identify Potential Adjustments

Taking Action on Deviations or Problems Surfaced through Monitoring

Part Five: Managing Instructional Design

Chapter Seventeen: Applying Business Skills to Managing the Instructional Design Function

Where Instructional Design Fits into the Larger Organization

Contributing to the Organizational Purpose and Strategy

Implementing Standards

Leveraging Internal and External Resources to Accomplish Project Goals and Objectives

Managing Instructional Design Talent

Marketing and Communicating about Instructional Design

Navigating Organizational Culture, Structure, Politics, and Processes

Chapter Eighteen: Managing Partnerships and Collaborative Relationships

Identifying and Engaging Stakeholders

Building Relations between Instructional Designers and Individuals or Group Members

Managing Cross-Functional Teams

Securing Commitment

Conducting Project Reviews

Chapter Nineteen: Planning and Managing Instructional Design Projects

Unique Challenges Posed by Project Management

Allocating Resources to Support the Project Plan

Part Six: Predicting the Future of Instructional Design

Chapter Twenty: Predicting the Future of Learning and Instructional Design

Technological Advances to Improve Delivery and Design

The Impact of Neuroscience Research on Instructional Systems Design

A Final Word

About the Authors

References

Index

End User License Agreement

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Guide

Cover

Table of Contents

Begin Reading

List of Illustrations

Preface to the Fifth Edition

Figure Exhibit P.1 AN INSTRUCTIONAL DESIGN MODEL

Chapter One: An Overview of Instructional Design

Figure 1.1 A Comprehensive Model of Human Performance in Organizations

Figure 1.2 A Situation-specific Model of Human Performance

Figure 1.3 The Basic Components of an organization as an Open System

Chapter Two: Conducting a Needs Assessment

Figure 2.1 A Model of Steps in the Instructional Design Process

Chapter Six: Analyzing the Potential Use of Existing and Emerging Technologies

Figure 6.1 Technology-based Learning Timeline

Chapter Seven: Using an Instructional Design Process Appropriate for a Project

Figure 7.1 Instructional Design Models: How Often do You Use the Following Models?

Chapter Eight: Organizing Instructional Programs and/or Products

Figure 8.1 Steps for Converting Results of Task or Content Analysis Into Performance Objectives

Figure 8.2 Levels of Objectives in the Cognitive Domain

Figure 8.3 Levels of Objectives in the Affective Domain

Figure 8.4 Levels of Objectives in the Psychomotor Domain

Figure 8.5 Rules for Sequence Performance Objectives: A Flowchart

Chapter 9: Designing Instructional Interventions

Figure 9.1 Algorithm for Selection of Instructional Mode

Chapter Sixteen: Implementing Instructional and Noninstructional Interventions

Figure 16.1 Vertical Alignment

Chapter Twenty: Predicting the Future of Learning and Instructional Design

Figure 20.1 Gartner's Hype Cycle

Figure 20.2 Time to Learning

List of Tables

Chapter One: An Overview of Instructional Design

Table 1.1 Factors Affecting Performance

Chapter Two: Conducting a Needs Assessment

Table 2.1 Myths and Cures

Table 2.2 Questions for Developing a Situation-Specific Needs Assessment Plan

Chapter Three: Collecting and Analyzing Data for Instructional Design Projects

Table 3.1 Comparing Quantitative and Qualitative Methods

Table 3.2 Quantitative versus Qualitative Methods: Myths and Reality

Table 3.3 Strengths and Weaknesses of Selected Data Collection Methods

Chapter Four: Identifying the Target Population and Environmental Characteristics

Table 4.1 Summary of Stages in the Classic Dalton, Thompson, and Price Model

Table 4.2 Important Cultural Questions

Table 4.3 Assessing Developmental Characteristics

Chapter Six: Analyzing the Potential Use of Existing and Emerging Technologies

Table 6.1 Authoring Tools

Table 6.2 Blended Learning Tools

Chapter 9: Designing Instructional Interventions

Table 9.1 Instructional Strategies and Tactics

Table 9.2 Instructional Events and the Conditions of Learning They Imply for the Five Types of Learned Capabilities

Chapter Thirteen: Designing Learning Assessments

Table 13.1 Behaviors Specified in Instructional Objectives and Corresponding Test Items

Chapter Fourteen: Evaluating Instructional and Noninstructional Interventions

Table 14.1 Interest in Evaluation by Stakeholder

Chapter Sixteen: Implementing Instructional and Noninstructional Interventions

Table 16.1 People-Resources Needed during the Instructional Design Process

Chapter Eighteen: Managing Partnerships and Collaborative Relationships

Table 18.1 A Model for Selecting Techniques to Establish and Maintain Rapport in Instructional Design Projects

Chapter Twenty: Predicting the Future of Learning and Instructional Design

Table 20.1 Implications of Neuroscience Research for ISD

Fifth Edition

Mastering the Instructional Design Process

A Systematic Approach

A REVISED EDITION BASED ON AN ADAPTATION OF INSTRUCTIONAL DESIGN COMPETENCIES: THE STANDARDS (4TH ED.)

William J. Rothwell

G.M. (Bud) Benscoter

Marsha King

Stephen B. King

This book is printed on acid-free paper. ∞

Copyright © 2016 by Rothwell, Benscoter, King, & King. All rights reserved

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Library of Congress Cataloging-in-Publication Data

Names: Rothwell, William J., 1951– author.

Title: Mastering the instructional design process : a systematic approach /

William J. Rothwell, G.M. (Bud) Benscoter, Marsha King, Stephen B. King.

Description: Fifth edition. | Hoboken, New Jersey : John Wiley & Sons, Inc., 2016 | Includes bibliographical references and index.

Identifiers: LCCN 2015036837 | ISBN 9781118947135 (cloth); ISBN 9781118947159 (ePDF); ISBN 9781118947142 (ePub)

Subjects: LCSH: Employees— Training of. | Instructional systems— Design.

Classification: LCC HF5549.5.T7 R659 2016 | DDC 658.3/12404— dc23 LC record available at http://lccn.loc.gov/2015036837

Cover Design: Wiley

Cover Image: © iStock.com/aleksandarvelasevic

William J. Rothwell: I dedicate this book to my wife, Marcelina V. Rothwell. She is the wind beneath my wings.

Bud Benscoter: I dedicate this book to the inspiring and inspired professors, colleagues, and students who influenced my commitment to the field of instructional systems design.

Marsha and Steve King: We dedicate this book to our son, John, who inspires us every day.

Preface to the Fifth Edition

Instructional design has changed dramatically since the fourth edition of this book was published in 2008. Those changes were just as dramatic as what happened between the first edition of this book in 1992, its second edition in 1998, and its third edition in 2004.

Managers are trying harder than ever to improve human performance. In some respects, this pursuit of productivity improvement remains the modern business world's equivalent of the medieval quest for the Holy Grail. There are good reasons for improving performance. The competitive environment has never been more fierce. The outsourcing of products and services—including instructional design work—is taken for granted in many settings. And there is increasing willingness to outsource or offshore services and manufacturing. Blended learning has grown popular, and it has led many instructional designers to feel like they need to relearn their profession from scratch. Then it, too, has undergone dramatic reformation, transformed into unique learning blends that include social media and m-(mobile-) learning. But one thing has not changed: the long-term success of organizations continues to hinge on improved human performance. That is important to remember even as new forms of technology are used, and experimented with, in design and delivery. Media use remains only the means to the end of improved performance, and instructional designers are still subject to the pointed complaint by managers that they are too obsessed with media and not interested enough in achieving learning results that align with achieving their business strategies.

For some, efforts to improve human performance have led to headlong plunges into flashy fads and quick fixes—modern-day snake-oil remedies. Others, however, are meeting the challenges they face by taking a more thoughtful approach: supporting and participating in the systematic analysis of human performance problems, identifying the root causes of those problems, finding and leveraging organizational and individual strengths, considering various improvement strategies, and carrying out the strategies in ways designed to reduce the unintended consequences of action. The desire is keen to accelerate this process through new models and approaches to instructional design, but many people have grown wiser (and more wary) about what it takes to make change happen, even as they have tried to do things faster.

Instructional designers are often the standard-bearers of these calculated efforts to improve human performance. They continue to work under the guise of many job titles. They are sometimes called talent developers, performance technologists, performance consultants, trainers, training and development specialists, workplace learning and performance professionals, learning and performance professionals, instructional developers, staff development specialists, performance consultants, or instructional designers. A 2015 study revealed that over 30 percent of respondents to a global survey felt that the job title “instructional design” did not adequately reflect what they do—and one respondent felt that a better title was “jack of all trades” (Rothwell, Zaballero, Asino, Briskin, Swaggerty, and Bienert 2015). Whatever their titles, instructional designers share a common goal of improving human performance. Perhaps training remains as the best-known performance improvement strategy, although many people are experimenting with approaches that integrate planned learning, unplanned on-the-job learning, and social learning. Management solutions that do not include training range from using job aids, redesigning organizational structures and reporting relationships, redesigning work and jobs, refocusing employee selection methods, re-engineering work-related feedback methods, and designing and implementing employee reward systems. Thousands of ways exist to improve human performance, and the sheer choice of strategies is as daunting as discovering root causes or building on strengths.

The examples and references incorporated in this book grow out of our own experiences in instructional design. Since our experiences have not been universal, we have attempted to focus on what we know. Our goal is to make this book a practical tool for instructional designers to develop their own skills and build their competencies in down-to-earth ways.

But one theme should be stressed from the outset: instructional systems design (ISD) is not about the mindless application of step-by-step schemes or new technology. Improving human performance is hard work. Both an art and a science, instructional design requires a blend of intuitive and analytical thinking. And it requires a willingness to meet needs to solve organizational problems, which (in turn) may demand that instructional designers skip steps in traditional instructional design models, multitask to do several steps at once, rearrange steps, add steps (such as translation), or even reinvent design models to meet the unique needs of unique clients in unique situations. The growing desire for accelerated approaches that align with the fast-paced demands of new technology has prompted new interest in diverse models to guide instructional design.

The Foundation of the Book

In the past, books on instructional design have often reflected the personal opinions of the authors and have not been based on an underlying foundation of solid research. However, Mastering the Instructional Design Process: A Systematic Approach, Fifth Edition, is based on Koszalka, Russ-Eft, and Reiser's Instructional Design Competencies: The Standards (4th ed.) (2013). The fourth edition of this work is abbreviated throughout this book as The Standards. Prepared through the cooperation of highly respected professionals in the instructional design field, The Standards was sponsored by the International Board of Standards for Training, Performance, and Instruction (IBSTPI).

The fifth edition of Mastering the Instructional Design Process: A Systematic Approach begins where The Standards leaves off. While The Standards focuses on what instructional designers do, this book focuses on how to demonstrate instructional design competencies. Its purpose is to point the way toward building and applying instructional design competencies.

The Audience for the Book

This book is for instructional design professionals and professionals in the making, whatever their formal job titles. It is intended as a desk aid to help professionals carry out their work and as a text for students. A list of references appears at the end of the book. We suggest that readers use it to pursue subjects of interest to them.

Mastering the Instructional Design Process: A Systematic Approach, Fifth Edition, should also interest others, such as human resource professionals and operating managers, who have reason to analyze human performance problems systematically, pinpoint the root causes of those problems, identify strengths, consider various solutions to the problems or methods of building on strengths, and carry out the performance improvement efforts in ways designed to reduce the unintended side effects of action.

Overview of the Contents

This book is adapted from The Standards. The chapters do not exactly follow the sequence of competencies in The Standards. That is necessary because print media is linear. Some may want to follow a step-by-step approach. But others, more wisely, will know to adapt their project approach to meet client and learner demands and project constraints. See a graphic illustrating the book's organizational scheme in Exhibit P.1.

Exhibit P.1 AN INSTRUCTIONAL DESIGN MODEL

The book opens with an Advance Organizer. The advance organizer helps readers assess their own grasp of instructional systems design.

Part One comprises only one chapter. Chapter 1 provides a conceptual foundation for the book. Its focus is on summarizing the instructional design field. This chapter sets the stage for the remainder of the book by defining instructional design, describing instructional design as an emerging profession, and summarizing key issues affecting human performance in organizations. It also addresses several important critiques of traditional instructional design approaches.

Part Two is entitled “Planning and Analyzing for Instructional Design.” It comprises Chapters 2 through 6. Chapter 2 is about conducting a needs assessment, Chapter 3 is about collecting and analyzing data about instructional design projects, Chapter 4 is about identifying the target population and environmental characteristics for instruction, Chapter 5 is on using analytical techniques to determine instructional content, and Chapter 6 is entitled “Analyzing the Potential Use of Existing and Emerging Technologies.”

Part Three is called “Designing and Developing for Instructional Design.” Chapter 7 examines how to use an instructional design process appropriate for a project, Chapter 8 discusses ways to organize instructional programs and/or products, Chapter 9 reviews how to design instructional interventions, Chapter 10 reviews ways to plan noninstructional interventions, Chapter 11 advises on ways to select or modify existing instructional materials, Chapter 12 offers suggestions on developing instructional materials, and Chapter 13 focuses on how to design learning assessments.

Part Four is called “Evaluating and Implementing Instructional Design.” It includes Chapters 14 through 16. Chapter 14 suggests ways to evaluate instructional and noninstructional interventions, Chapter 15 examines ways to revise instructional and noninstructional solutions, and Chapter 16 gives advice on implementing instructional and noninstructional interventions.

Part Five is “Managing Instructional Design.” Chapter 17 explains how to apply business skills to managing the instructional design function, Chapter 18 offers tips on managing partnerships and collaborative relationships, and Chapter 19 suggests how to plan and manage instructional design projects.

Part Six is “Predicting the Future of Instructional Design.” It comprises Chapter 20, which concludes the book. It lists some trends that will shape the future of instructional design.

Acknowledgments

We wish to thank members of the International Board of Standards for Training, Performance and Instruction (IBSTPI) for their encouragement of this project and their permission to use The Standards as the foundation for this book. (A description of IBSTPI appears on the next page for those who are curious about what the board is and what it stands for.) While any mistakes in this book are entirely our responsibility and not that of the International Board, we are indebted to the board members for their support.

William J. Rothwell also thanks his graduate research assistant Jae Young Lee for her assistance in helping to secure, and repeatedly follow up on, necessary copyright permissions.

William J. RothwellUniversity Park, PennsylvaniaG.M. (Bud) BenscoterRaleigh, North CarolinaMarsha KingGlenview, IllinoisSteve KingGlenview, Illinois

About the International Board of Standards for Training, Performance, and Instruction

For more than three decades, The International Board of Standards for Training, Performance, and Instruction (IBSTPI®) has been developing and validating the standards for professionals in the fields of training and performance.

IBSTPI's standards come about as a result of a rigorous research process, development, international validation, and publication.

IBSTPI leads the way in developing standards for the training and performance professions.

Worldwide, aspiring and active professionals, educational institutions, and organizations in a wide variety of sectors, including private industry, academia, military, and government, use IBSTPI's standards to establish professional benchmarks, improve individual performance and organizational results, and to further extend the research about and around the competencies.

Source: Taken from www.linkedin.com/company/ibstpi. Used by permission of IBTSPI.