At DSA, we don't just teach the processes of innovative instructional design, we actually do it - day in and day out.

The Instructional Developer Workshop (3 days)

What Is It?

The Instructional Developer Workshop is a comprehensive workshop that takes you through the basics to advanced techniques for applying the Instructional Systems Development methodology (ISD). The workshop provides an opportunity to apply what you learn to a project of your own. It focuses on the practical aspects of developing training and educational programs that can get you the results you need.   Includes a personal copy of the Instructional Developer Workshop Binder – a 368-page step-by-step guide to course development.

This is the complete instructional development workshop. You learn the methodology. You learn the skills and techniques to use the methodology and you learn how to mange it all effectively and efficiently. The methodology focuses on the business problem or opportunity the training is to address and gives you all the techniques and skills necessary to do a professional training development job towards meeting the challenges of today’s quality driven business environment.

Who Should Attend?

  • Training professionals who want an intensive, content-packed experience that will greatly increase their productivity as developers of training/educational programs
  • Managers and supervisors of training development who really want to know how the process can work effectively and efficiently and want to know the processes well enough to guide others

Course Map

Needs Analysis:
  • Implement an instructional systems development model to create instructional programs that result in reliable, validated training that consistently meets the business needs of your organization.
  • Determine which of four needs analysis approaches to use: needs assessment, subject matter expert analysis, direct observation or extant data analysis.
  • Use a job aid to determine which needs analysis approach (es) to use in seeking information for determining the gap between what should be from what is.
“We have presented the Instructional Designer Workshop internally at Cisco for the past 5 years. The program has been highly successful for a number of reasons. First and most importantly the workshop provides a great foundation for designers (both web based and instructor led.) Additional benefits include but are not limited to; use of a common language for design throughout the company, establishment of an internal network for designers throughout Cisco, and creation of a forum to continue the development of designers. Participants stay connected and share best practices, reinforcing the content of the workshop and they know they have an internal SME for design (instructors of the workshop) that they can call on for follow up questions and challenges.”

– Marilyn Nagel, Cisco
Subject Matter Expert Analysis:
  • Use six proven techniques for obtaining complete and accurate information from subject matter experts (SMEs).
  • Distinguish between high performers and SMEs and practice obtaining complete and accurate information from an SME.
Learner Analysis:
  • Use a 45-item learner analysis checklist to analyze your target audience.
  • Use 42 adult learner suggestions when designing instructional programs
Context Analysis:
  • Describe the characteristics of your target audience and the context in which the training will occur using two checklists.
  • Use a job aid to help you identify and describe logistical constraints that may affect your instructional design and delivery system.
Task Analysis:
  • Use two types of task analysis to identify content, sequence instruction and identify the entry level for your instructional program.
  • Break hard-to-comprehend concepts down using a powerful concept analysis technique for identifying concept attributes and a range of examples to be used during instruction.
Specifying Learning Objectives:
  • Distinguish between key (terminal) objectives and enabling objectives.
  • Write learning objectives for different levels within the cognitive, affective, psychomotor and interpersonal learning domains.
  • Use handy job aids to help you decide on the action, condition and sometimes hard-to-specify standard of performance for learning objectives.
Constructing Criterion Items:
  • Discover the similarities, differences and significant features of four types of criterion tests: pretest, prerequisite test, posttest and embedded test.
  • Describe three types of performance checklists and use proven procedures for the development of a checklist.
  • Describe three processes for measuring hard-to-measure objectives in the affective learning domain.
  • Use six principles for constructing effective criterion-referenced tests.
  • Use a fifteen-item evaluation checklist for evaluating the quality of your criterion-referenced test.
Design Documents:
  • Use ten critical components for constructing a detailed instructional design document and explain how using design documents adds value to the development process.
Developing and Selecting Learning Activities and Materials:
  • Select appropriate instructional strategies and media for effective training and delivery.
  • Use a dynamic lesson plan format to help you specify the instructional events that should take place during instruction.
  • Learn three easy-to-use writing techniques for creating interactive instructional presentations from scratch.
  • Modify existing materials and activities to avoid “reinventing the wheel.”
  • Use seven dynamic activity designs for reviews, studying interrelationships, discovering key characteristics of concepts and exploring the advantages and disadvantages of alternative techniques or approaches.
  • Distinguish between role-plays and case studies and the purpose of each. Use step-by-step job aids to design both.
Leader/Administration Guides:
  • Using models of instructor guides, select one that is at the correct level of detail for you and adapt it to your situation.
  • Use guidelines and examples for briefing and debriefing learners before and after a try out of your instructional program
Expert Appraisal:
  • Find out why it is important to provide structure for the feedback from experts when they are making suggestions for the improvement of your program.
Developmental Testing:
  • Describe four proven shortcut methods for conducting try-outs (developmental test) of your instructional program.
  • Use a flow chart to help you decide which revisions to make based on results of expert appraisal and trial runs of your instructional program.
Final Production:
  • Use job aids to plan and organize final tasks to be completed for your instructional program.
Levels of Evaluation:
  • Use guidelines for the administration and collection of data for the purpose of evaluating transfer of training and payoff of your training program.
  • Use guidelines and sample questionnaires to gain information for evaluating the transfer of training to the workplace.
  • Plan for the final delivery of your instructional program by using a project control sheet and a 33- item checklist for reproduction and distribution.