Download - Acte Presentation 2007
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“USING INSTRUCTIONAL SYSTEMS DESIGN (ISD) TO CREATE
EFFECTIVE CUSTOMIZED
BUSINESS AND INDUSTRY TRAINING”
WHAT IS CUSTOMIZED
BUSINESS AND
INDUSTRY TRAINING
CUSTOMIZED BUSINESS AND INDUSTRY TRAINING IS NOT “COOKIE CUTTER, OFF-
THE-SHELF” TRAINING SOLUTION.
Customized Business and Industry Training is designed for:
• upgrading current workers skills;
• designing or adapting training curricula in skills shortage occupational areas, or in regionally important business/industry areas including manufacturing and machining, and specialized industrial areas such as plastics, telecommunications and the environment; and
• recruiting/retraining workers in these occupations.
TARGET POPULATION OF
CUSTOMIZED BUSINESS AND
INDUSTRY TRAINING
The U.S. Employment and Training Administration (ETA) targets customized business and industry training for dislocated and/or incumbent workers who will be assisted by these efforts to include specific groups such as agricultural workers, low skilled workers, and those needing assistance in overcoming barriers to employment. These barriers to employment may be caused by living in rural communities, having limited options for transportation to work, having inadequate or obsolete skills or having skills in declining occupations.
FOCUS OF CUSTOMIZED
BUSINESS AND INDUSTRY TRAINING
Using the ETA guidelines, focus is on skills training in skills shortage occupations including advanced manufacturing, energy, health care, new and growing occupations in technological fields such as information technology, geospatial technology, biotechnology, and other fields in which technology skills are critical parts of the jobs emerging in their regional labor markets. Traditional occupations such as automotive, hospitality, and construction are also a focus of customized business and industry training.
TYPES OF CUSTOMIZED
BUSINESS AND INDUSTRY TRAINING
• Customized curriculum
• Developing company specific training
• Industry certification training
• Trade organization specific training
• Supplier-based training
HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY
DEMAND?
SYSTEMS ANALYSIS
Mory and Salisbury (2000) of the Florida State University Center for Performance Technology in their report “School Restructuring: The Critical Element of Total System Design” defined system analysis as a logical and systematic way of organizing the solution to a problem or approaching a task. It is most often used in the planning and performance of large, complex activities.
HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY
DEMAND?
INSTRUCTION AS A SYSTEM
• A systems point of view of instruction, training, and development is that instruction is a systematic process in which every component is crucial to successful learning, training and development.
• The instructional process itself then can be viewed as a system The purpose of the system is to cause learning.
HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY
DEMAND?
INSTRUCTIONAL SYSTEMS DESIGN
The instructional design process can be applied to the development of almost any type of instruction. This process is iterative and one can go through multiple cycles depending on the results of the evaluation as to whether it meets the expressed instructional needs. (University of Wisconsin)
HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY
DEMAND?
INSTRUCTIONAL SYSTEMS DESIGN
The Morrison, Ross and Kemp Model represents the nine basic steps in the systematic design process or referred as a “comprehensive instructional design plan.”
HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY
DEMAND?
A-D-D-I-E MODEL
Analysis
Design
Development
ImplementationSummative Evaluation
Formative Evaluation
The phases in the ADDIE Model sometimes overlap and can be interrelated; however, they provide a dynamic, flexible guideline for developing effective and efficient instruction.
HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY
DEMAND?
A-D-D-I-E MODEL
Analysis
Design
Development
ImplementationSummative Evaluation
Formative Evaluation
Learner Profile
Description of constraints
Task Analysis
Needs Assessment
Task Analysis
Sample OutputSample Tasks
Formative Evaluation occurs throughout the process to include stakeholders’ sign-offs and feedback.
HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY
DEMAND?
A-D-D-I-E MODEL
Analysis
Design
Development
ImplementationSummative Evaluation
Formative Evaluation
Measurable objectives
Instructional strategy
Storyboard/ prototype
Develop Objectives
Plan instruction
Develop test items
Sample OutputSample Tasks
HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY
DEMAND?
A-D-D-I-E MODEL
Analysis
Design
Development
ImplementationSummative Evaluation
Formative Evaluation
Exercises Instructional
Aides Storyboard/
prototype Instructional
strategy
Work with developers
Develop workbook, flowcharts, program
Sample OutputSample Tasks
HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY
DEMAND?
A-D-D-I-E MODEL
Analysis
Design
Development
ImplementationSummative Evaluation
Formative Evaluation
Data Student
Feedback
Instructor training
Pilot program
Sample OutputSample Tasks
Pilot program is critical!!!!
HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY
DEMAND?
A-D-D-I-E MODEL
Analysis
Design
Development
ImplementationSummative Evaluation
Formative Evaluation
Reaction Learning Behavior/Application on Job Results/Return on Investment
(ROI)
Kirkpatrick’s Level of Evaluation
KEY POINTS
• Identify local/regional business needs
• Demand occupations
• Skill upgrading
• Convene project partners
• Business/trade organization
• College/community college/501(C)(3)
• Workforce Development Board
• Use ISD Model in project planning and management
• Priority to the business and community stakeholders goals and objectives
