Mastering the Instructional Design Process

WILLIAM J. ROTHWELL, PHD, SPHR, CPLP FELLOW, is a professor of Workforce Education and Development at Penn State University. An editor for the International Journal of Training and Development, he has authored, coauthored, edited, and coedited more than 93 books. G.M. (BUD) BENSCOTER, PHD, is the owner of GMB Performance Group and author of several articles and books on instructional design and talent development. MARSHA KING, PHD, is the president of SkillPoint Consulting where she coaches leaders on management and leadership best practices. STEPHEN B. KING, PHD, is vice president of Talent & Leadership Effectiveness at Allstate Insurance Company.

• Preface to the Fifth Edition xiiiAcknowledgments xixAbout the International Board of Standards for Training, Performance, and Instruction xxiAdvance Organizer xxiiiAbout This Book xxviiPart One: Overview 11 An Overview of Instructional Design 3Instructional Design: An Emerging Profession 4Instructional Design: Focused on Establishing and Maintaining Efficient and Effective Human Performance 5Instructional Design: Guided by a Model of Human Performance 7Instructional Design: Carried Out Systematically 11Instructional Design: Based on Open Systems Theory 11Instructional Design: Oriented to Finding and Applying the Most Cost-EffectiveSolutions to Human Performance Problems 13Criticisms of Traditional Instructional Approaches 14Part Two: Planning and Analyzing For Instructional Design 172 Conducting a Needs Assessment 19Defining Terms 23Steps in Developing Needs Assessment 29Developing a Needs Assessment Plan: A Case Study 35Solving Problems in Conducting Needs Assessments 36Identifying Instructional Problems 38Ethical Issues in Needs Assessment 383 Collecting and Analyzing Data for Instructional Design Projects 41The Nature of Data 41The Data Collection Process 45Data Analysis 584 Identifying the Target Population and Environmental Characteristics 61Selecting Learner Characteristics for Assessments 62Selecting Learner Characteristics: A Case Study Example 71When Should Learner Characteristics Be Assessed? 735 Using Analytical Techniques to Determine Instructional Content 90Identify Content Aligned with Needs Assessment Findings 91Elicit, Synthesize, and Validate Content from Subject Matter Experts 91Analyze Instructional Products to Determine the Adequacy of Content, Instructions, and Learning to Determine Content Coverage 92Determine Subordinate and Prerequisite Skills and Knowledge 93Analyze Content 976 Analyzing the Potential Use of Existing and Emerging Technologies 98E-Learning 100The Effectiveness of Today’s Instructional Technology 110Part Three: Designing and Developing For Instructional Design 1177 Using an Instructional Design Process Appropriate for a Project 119Selecting or Creating an Instructional Design Process Based on the Project 123Modifying the Instructional Design Process as Project Parameters Change 123Describing a Rationale for the Selected, Created, or Modified Instructional Design Process 1248 Organizing Instructional Programs and/or Products 125Determine the Overall Scope of Instructional Programs 125Specify and Sequence the Anticipated Learning and Performance Outcomes 1389 Designing Instructional Interventions 145Identifying Instructional Strategies Aligned with Instructional Goals and Anticipated Learning Outcomes 149Choosing an Appropriate Instructional Strategy 155Choosing Media and Delivery Methods 159Selecting Delivery Modes 162Appreciating the Learner’s Perspective: A Brief Overview of Cognitive Strategies 164Using Appropriate Message, Visual, and Motivational Design Principles 165Accommodating Social, Cultural, Political, and Other Individual Factors Influencing Learning 16910 Planning Noninstructional Interventions 171Identifying Appropriate Noninstructional Interventions 172Feedback Options 173Job Performance Aids 176Reward Systems 179Employee Selection Practices 181Organizational Redesign 184Justifying Appropriate Noninstructional Interventions 187Creating Design Specifications for Noninstructional Interventions 18811 Selecting or Modifying Existing Instructional Materials 189Selecting, Developing, or Modifying Instructional Materials 189Conducting Cost-Benefit Analyses to Decide Whether to Use or Modify Existing Materials 194Validating Selection or Modification of Existing Instruction 19512 Developing Instructional Materials 196Developing Media Specifications 196Producing Instructional Materials in Various Delivery Formats 213Developing Materials Aligned with Content Analysis, Proposed Technologies, Delivery Methods, and Instructional Strategies 214Collaborating with Production Specialists 21413 Designing Learning Assessments 215Introduction 215An Overview of Steps in Preparing Instruments 221Constructing Reliable and Valid Methods of Assessing Learning and Performance 228Ensuring the Assessment is Aligned with Instructional Goals, Anticipated Learning Outcomes, and Instructional Strategies 229Part Four: Evaluating and Implementing Instructional Design 23114 Evaluating Instructional and Noninstructional Interventions 233Purpose and Definitions of Evaluation 234Formative Evaluation 239Developing a Formative Evaluation Plan 240Four Major Approaches to Conducting Formative Evaluation 246Summative Evaluations 251Reporting Evaluation Results 259Creating the Report 261Disseminating the Report 26215 Revising Instructional and Noninstructional Solutions Based on Data 263Types of Revisions 264Gaining Stakeholder Support for Revisions 267Implementing Revisions to Delivery of Products/Programs 26916 Implementing Instructional and Noninstructional Interventions 271Creating a Vision for Change 272Planning for the Implementation and Dissemination of the Intervention 276Planning for Diffusion of the Intervention 285Encouraging and Achieving Adoption and Buy-In 285Compliance versus Gaining Commitment 286Monitoring Implementation, Dissemination, and Diffusion to Identify Potential Adjustments 287Taking Action on Deviations or Problems Surfaced through Monitoring 288Part Five: Managing Instructional Design 28917 Applying Business Skills to Managing the Instructional Design Function 291Where Instructional Design Fits into the Larger Organization 292Contributing to the Organizational Purpose and Strategy 295Implementing Standards 299Leveraging Internal and External Resources to Accomplish Project Goals and Objectives 301Managing Instructional Design Talent 303Marketing and Communicating about Instructional Design 313Navigating Organizational Culture, Structure, Politics, and Processes 31418 Managing Partnerships and Collaborative Relationships 317Identifying and Engaging Stakeholders 318Building Relations between Instructional Designers and Individuals or Group Members 322Managing Cross-Functional Teams 327Securing Commitment 331Conducting Project Reviews 33319 Planning and Managing Instructional Design Projects 334Unique Challenges Posed by Project Management 335Allocating Resources to Support the Project Plan 338Part Six: Predicting the Future of Instructional Design 34120 Predicting the Future of Learning and Instructional Design 343Technological Advances to Improve Delivery and Design 343The Impact of Neuroscience Research on Instructional Systems Design 357A Final Word 361About the Authors 363References 367Index 382