Why is Instructional Design Important?
Now, more than ever, we need to make sure that our conversations and engagements are effective and efficient. I wanted to set out and give a brief overview on why Instructional Design is an important part of the learning processes. In my years in L&D, Training, and Enablement, I have many leaders, groups, and even entire organizations misunderstand training and overlook ID. This article is designed to give trainers and professionals some talking points that I have used in the past that were successful in winning hearts and minds to our cause.
Instructional Design is essential in creating effective and efficient learning experiences. In a world where information is readily accessible, we need to take the time to ensure that learners are understanding information so they can do their jobs better. One of the main goals of Instructional Design is to filter out the noise and serve up the necessary info in the right context where learners are able to see how to incorporate it in their daily life.
Instructional Design also helps to make learning more engaging. Rather than a list of tasks to complete a process, effective learning creates an activity where you learn from yourself and others. Effective ID creates a memorable and engaging experience that directly relates to the learner’s expectations.
So, what is good Instructional Design? It’s in the name itself- design. The design and development of quality learning experiences requires long-term thought and proven frameworks and methodologies. Designing a great learning experience not only covers the mechanics and visuals- but also takes into account how the learners will interact.
What are some basic principles of Instructional Design?
There are many methodologies and principles that can be found when it comes to codifying Instructional Design. If we look toward a traditional view, or methodology, we can find a framework such as ADDIE (Analysis, Design, Development, Implementation, Evaluation), but these just tell us the steps in the design machine- not the principles to adhere to when completing these steps.
With so many options out there, it is encouraging to see the same basic categories showing up time after time.
1. Learning must be well-thought and planned
Many people have a misunderstanding of what training and learning are. Most of the confusion is around “knowledge sharing” vs “training/learning”. This confusion can lead to misaligned expectations between stakeholders and a training team. True learning and training take place with a well-thought-out program that incorporates different levels of interaction and reinforcement in order to change behavior and build skills. Knowledge sharing is an important part of this but falls well short if used by itself.
An effective learning program will begin with the end in mind. If you don’t know what your goal is, you cannot create an effective training experience. In some cases, you can find initial jumps in “competency”, but these are not long-term. Each step on the path should map back to the end goal, and these should be specific and measurable. Learners should also know these goals and objectives so they can be active participants in their success.
2. Learning must take into account the individual learners
There is no “one-size-fits-all” approach to training and development. Gone are the days of the “sage on a stage” model of learning. We don’t learn from lectures. Trainers are now “chief facilitators” who guide learners along a path. Learners are now active participants and effective Instructional Design strives to ensure that each learning activity covers how students learn, what they learn, how to measure success, and what the conditions are of their learning (self-study or required).
Learning must also work across different levels of understanding. We cannot assume a certain level of knowledge, no matter our hiring profile. We must “level-set” before facilitating advanced subjects (this can also be known as the "Flipped Classroom", of which I am a huge proponent). Some may think it is rudimentary or “below” them. However, much like elite athletes still participate in drills and practice, the “level-set” refreshes even the veterans and makes them more receptive to learning and to helping out their colleagues that may not be at their level yet.
There must be supplemental material whenever possible. We cannot and should not expect learners to retain everything from a video, course, or session. Content must be accessible and reviewable, and copies of supplemental materials should be readily and obviously available. Never use irrelevant information as it can distract learners, and tangential info should be saved for supplemental and enrichment materials.
Another facet of considering the individual learner is how learning is structured. It must be a clear and organized format- in plain English- uncomplicated. Material should be organized so that it makes sense to facilitators and learners. Using the Golden Circle, learners like to know “Why”. “Why are we covering X now? Why is not earlier? Why not later?” Is the content being delivered at the right time for the maximum impact? Content is not created in a vacuum. And as material becomes more complex, it should always reference previous materials, and as much as possible point to future materials.
Finally, when possible, learning should be broken down into smaller units. Even when they need to digest a lot material, it has been proven that breaking it down into smaller chunks leads to greater internalization of information versus larger units. Content should also be delivered in different formats so that learners can consume and review it when and how it works best for them. Such as videos for initial concepts, documents and infographics for review and follow-up.
3. Learning must incorporate real-world examples and be in context
If learners cannot see the value of applying what they are learning, they are not likely to pay attention or internalize it. Building on the previous principle, learning not only incorporates “why”, but it must incorporate the “how and what” as well. “Why are we learning X now? How does it relate to Y, how does it relate to my job, and what am I now expected to do?” Sound Instructional Design unlocks the ability for learners to relate new information to what they already know.
M. David Merrill laid out 5 principles to learning in a 2002 paper that feed directly into this. Essentially, learning occurs when:
· Learners are engaged in solving real-world problems
· Existing knowledge/skills are activated as a foundation for new knowledge/skills
· New knowledge is demonstrated to the learner (i.e. what good looks like)
· New knowledge is applied by the learner (i.e. practice and coaching)
· New knowledge is integrated into their world
4. Learning must take place within a community
Learning is becoming more community based. Insight from peers has a major effect on how information is internalized and used. Giving opportunities for peers to evaluate and provide feedback, for groups to work together on learning activities, and for learners to connect outside of formal learning experiences are key for personal and professional growth.
Learners also need to know that this isn’t a “one-and-done” thing. They need to know that the trainers and team are there when needed, and they should expect to interact regularly.
5. Evaluations must be timely and fair
Immediate surveys and evaluations are a good step but should not be the only tool or time they are used. Immediate feedback often results in “horns vs. halo” responses where learners set everything as good or bad, instead of digging deep into each part. Immediate reinforcement can also teach learners to cram information for the quiz, but not worry about committing what they’ve learned to long-term memory or apply it to their work.
· Quizzes should be spaced out over time and incorporate information from multiple learnings that clearly tie together.
· Give plenty of time for learners to digest the information and understand its application throughout the course of a topic.
· Evaluate your tests, quizzes, and activities regularly. This is especially helpful in finding unclear or unfair questions or directions, and seeing if the reinforcement is spaced out over the proper period of time (do we need more or is it too clumped together?)
· Provide comments as much as possible versus simple pass/fail or right/wrong feedback.
· Provide feedback as quickly as possible to show the learners your commitment and the importance of the material. This also provides feedback while the activity is fresh in their mind.
The gold standard in evaluating and analyzing the results of training programs is the Kirkpatrick Model. This model uses 4 levels of criteria to determine the effectiveness of a program based on certain learner and organizational outcomes:
1. Reaction- Immediate measurement. How did the participants feel about a particular program or training?
2. Learning- Immediate Measurement. What was learned (Knowledge, Skill, Ability) and what was not learned?
3. Behavioral Change- Short-term measurement (3-6 months after). How was the learning applied by the attendees?
4. Organizational Performance- Long-term measurement (6+ months after). What are the verifiable results of the training?
Putting it plainly: Can learners regurgitate what they just learned? Can they do this after time has passed? Can they apply what was taught to similar circumstances (in-role and theoretical) and do they want to? Can we tie what they’ve learned directly and soundly to business results?
Success comes when we model key behaviors and use the knowledge and skills we've gained. Training must be seen as a growth opportunity, and the entire organization must foster a growth mindset. You would be hard-pressed to find anyone who would say out loud that they don’t want or have a growth mindset, but there are still the common excuses of “my reps are veterans”, or “just tell them what they need to know”, or even “I don’t have time to allow employees to be out of their seats in training”.
As human beings, we often have a tendency to look for something shiny and new. We look for spark and immediate results. But all too often, these burn fast and bright, and then burn out. Building a successful organization is based on key principles being built into the system- where it is expected that learning and development take place, and where the investment necessary is made to ensure that the system being built is based on sound principles and processes that promote long-term learning and growth through behavioral change and measurable outcomes.
But that doesn't mean we can't have fun, too...
