Why Have A Methodology?

Instructional design is a process. As a process, it is content independent i.e., an instructional designer can design and write excellent training materials for computer system end users, tax professionals, or auto mechanics without being particularly knowledgeable in any of these fields. This lack of personal knowledge is overcome in the process by the use of subject experts who are utilized to provide the detailed content.

(For practical purposes designers with content familiarity can work more efficiently with subject experts in more complex content areas. There is continuous and broad debate over the point where content knowledge begins to erode the ID's (instructional designer's) design objectivity.)

The Instructional Design Methodology consists of a myriad of tasks and steps split among three phases: Planning, Design, and Development. As with any methodology, there is significant flexibility to choose the tasks and steps desired in order to best meet the parameters of a specific instructional design project. The decisions must be project-based and not dictated by protocol, culture, or assumed process knowledge.

Construction industry analogies are often used in describing instructional design, and one is appropriate here. Project-based decisions about the tools, approaches, and strategies to achieve learning objectives are dependent on the content, audience, and business use just as decisions on the materials and methods used in building a bridge are dependent on the length of span, height of span, vehicle weight, maximum capacity, etc.

The Three Phases

Continuing, briefly, with the construction analogy, the Planning Phase is similar to assessing the property, assessing wants and needs, developing an artist's rendition of the building, and showing interior views. The Design Phase is comparable to the detailed architect's drawings. In the Development Phase the house is built. The following lists of tasks by phase are a sampling of what it takes to develop custom training. They are by no means exhaustive. Each one could have numerous steps and substeps depending on the environment.

Planning Phase

Planning Phase tasks can include:

• Establishing the project team
• Conducting the organization's training needs assessment
• Defining the curriculum
• Preparing the conceptual design for each course

• Non-training issues
• Physical resource requirements
• Phase work plans
• Audience definition
• Training related costs
• Recommendations on whether to make, buy or modify training materials

Design Phase tasks drill down from the curriculum level to address the design issues of a specific course. Tasks include:

• Conducting a course needs analysis
• Writing a detailed design report
• Working with Subject Experts to outline content for each course module
• Incorporating details of the module's instructional flow

Development Phase

In the Development Phase, instructional designers work with subject experts to create materials used in the delivery of the course. Tasks include:

• Writing the materials
• Conducting development and pilot tests
• Revising materials
• Preparing for materials reproduction
• Preparing for course delivery.

Why have a methodology?

Custom training development is labor intensive. The process helps management control the pieces which in turn helps in controlling the cost.