RE: questions about training doc and ISD

Subject: RE: questions about training doc and ISD
From: "Nancy Osterhout" <bluetwilight -at- home -dot- com>
To: "TECHWR-L" <techwr-l -at- lists -dot- raycomm -dot- com>
Date: Fri, 16 Feb 2001 05:24:46 -0800

Someone asks: > If anyone here has a sample/example of a
decent training document (in MSWod, if possible), could I
possibly get a copy of it?

Michael West asks: >What sort of a "training document"? Can
you give us some hint about purpose, audience, subject
matter? Are you talking about student course materials,
self-paced tutorials, curriculum proposals, instructor
guides? Perhaps you could expand "ISD"? Info system
development? IBM software distribution? Information and
Statistics Division? Information Storage Devices?
Independent School District? Integral Sewage Disposal?
Incomprehensible Slang Dispenser?

Ian Saunders asks: >I asked someone this self same question
a few days ago. Unfortunately, I didn't get a reply. Can
anyone shed some light?


Yup. I think I can shed some light here.

"ISD" stands for either "Instructional Systems Development"
(as the general description of designing instructional
programs) or "Instructional Systems Design" (one of the many
program design models used by instructional designers to
design training programs).

__ Instructional Systems DEVELOPMENT __

According to ASTD (American Society of Training and
Development), "Instructional Systems Development, or ISD as
we will refer to it, is a systems approach to analyzing,
designing, developing, implementing, and evaluating any
instructional design experience. It may also be called
Instructional Development (ID), Curriculum Development (CD),
Instructional System for Training (IST), or a variety of
other acronyms. The differences between the many systems
are usually modest in scope and tend to be linked to

terminology and procedural issues."

Source: InfoLine, June 1997, Issue 9706, "Basics of
Instructional Systems Development," American Society for
Training and Development --

__ Instructional Systems DESIGN __

As part of a class that I'm taking (Course Design and
Evaluation) at my local university for a certificate in
Multimedia and Web-Based Training, I'm designing a class for
which I've chosen to use the ISD program design model.

ISD focuses on performance, emphasizes the importance of
analysis of learners and work setting, prescribes specific
steps to take in analyzing and developing, and emphasizes
performance measures. ISD is very linear, sequential, and
thorough so it is excellent for technical, "no mistakes
allowed" environment, such as military and technology. This
design model is way too much for simple projects and is not
necessarily best for designing training for soft skills.

The pieces of the ISD model are (in this order):
* Conduct a needs assessment.
* Assess relevant characteristics of learners.
* Analyze characteristics of work setting.
* Perform job, task, and content analysis.
* Write statements of performance objectives.
* Develop measures.
* Sequence performance objectives.
* Specify instructional strategies.
* Design instructional materials.
* Evaluate instruction.

The "bible" on ISD is:
Mastering the Instructional Design Process: A systematic
William J. Rothwell and H.C. Kazanas
(get the 2nd edition from the publisher)
ISBN 0-7879-0948-3
Jossey-Bass/Pfeiffer (a Wiley company)

The inside flap on the cover says:

"Since its publication in 1992, Mastering the Instructional
Design Process has become a perennial best-seller, embraced
with enthusiasm by instructional designers and trainers in
business and industry and adopted as text by college and
university professors around the world.

"This was the first book to translate research conducted by
the International Board of Standards for Training,
Performance, and Instruction -- research that established
the sixteen core competencies of instructional system
design -- into a systematic process for developing those
competencies and applying them successfully in real-world
settings. it still stands as the profession's most
comprehensive, authoritative, and practical guide.

"In this much-anticipated second edition, Rothwell and
Kazanas expand the scope of their masterwork to accommodate
a number of important developments and trends reshaping the
current business environment and redefining the role of
instructional designers themselves."

__ Other Program Design Models __

Program design models other than ISD are:

* the ADDIE model (Analyze, Design, Develop, Implement,
Evaluate). ADDIE is easy to follow and may be all you need
for a simple, straight-forward, and/or short program.
However, it may be too simple for the need.

* the Kemp/Morrison model (instructional problems, learner
characteristics, task analysis, instructional objectives,
content sequencing, instructional strategies, message
design, instructional development, evaluation instruments).
The Kemp model has non-linearity as an option, is flexible
and relatively simple, has persuasive placing of
development-wide issues such as support and project
management. It is also widely applicable for
technical/business, soft skills, and academic.

Designing Effective Instruction (3rd edition)
Gary Morrison, Steven Ross, Jerrold Kemp
ISBN 0-471-38795-9
John Wiley & Sons, Inc.

__ "Training document" ___

As your "training document," do you mean ...

... the Program Design document itself? Other than the
executive summary, the Program Design includes things like a
summary of the needs assessment, the program's goals, the
audience analysis, the learning objectives, methods to
transfer learning, program evaluation plan, program
overview, and the instructional plan.

... the training manuals and tutorials (print or Web)?
Those are the part of the program design that would be one
method that you could choose to use to transfer the

__ STC's Instructional Design and Learning SIG___

STC's IDL SIG has a listserv for members: stcidlsig-l.

Hope this helps. If anyone would like to contact me
off-list about ISD or other resources for instructional
design, I'd welcome a discussion.

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