The instructional design phase can be quite complicated. There are numerous
options for the training type, delivery methods, and learning activities. While
the analysis step in the ADDIE model may greatly narrow choices of training
type and delivery methods, how does a T+D professional determine appropriate
learning activities? After all, it just makes sense that learning activities should support measurable objectives. Here is one way to accomplish this.
First, we must break down the training. We should have clearly identified
the objectives or outcomes in the analysis step. In the design step, we need to
start identifying the individual tasks (or dependencies) required to reach that
outcome. Some situations such as making a PB&J sandwich may only have one
task- the act of making the sandwich. More complex situations such as
making a grilled chicken sandwich may have additional tasks required to support
the outcome, such as grilling the chicken before making the sandwich. There may
also be situations with multiple objectives, and we must identify all the tasks
required to achieve these objectives.
Once those tasks are identified, we will create a process map of each one.
If you are not familiar with process maps, they are a step-by-step diagram or
flowchart that shows the activities needed to complete a process. While used
more frequently in Lean Six Sigma process improvement projects, these diagrams
are also perfect for breaking down a process into individual steps for
instructional design. There are many different variations of this technique
like using swim lanes or using different blocks for different kinds of steps, but for our purposes, we will keep it simple. Below is a
very basic example of a process map from
LucidChart that outlines the steps to perform process
mapping.
Note that each step in the process is typically listed
in a rectangular box, and each decision point is a diamond. This kind of
diagramming can be done in lots of different ways - software, pen and paper, or
whiteboard, but my preferred method is using Post-It notes. Post-It notes make
it easy to re-order steps, and turning them diagonally will give you the
diamond decision point. You can also use different colored ones to distinguish between steps that are deliverables, manual actions, and automated actions. Below is an example of what that will look like when completed.
Once these steps are broken down, review the entire task and
make sure it supports the outcome. If it does support the objective, then move to the next
one. This process is repeated until you have identified all tasks or dependencies required to
achieve the objectives, and all steps required for each task.
Now we have a great breakdown of the tasks and their steps but
still haven't identified what kind of learning activities we can use. To do
that, we will perform a similar process, but this time we will work backward using a
technique called "Action Mapping". Developed by
Cathy Moore a decade ago, action mapping is designed to
make training more efficient and better aligned with outcomes. It does this by
identifying activities to allow the student to practice the actions and ensuring
the information is available that will be required to get the desired results.
The four-step action mapping process includes:
- Identify
the business goal.
- Identify
what people need to do to reach that goal.
- Design
activities that help people practice each behavior.
- Identify
the minimum information people need to complete each activity.
We have already completed the first 2 steps, so we will move immediately
to the third step. You can start with the business goal, but since we have
already identified the dependencies (the tasks to achieve the goal) then that
is a good starting point. Start with the task in the center and list the steps and decision points, surrounding the task. Once that
is completed, revisit each step and decision point, answering 2 questions:
- What activity can we use to
allow people to practice this behavior or action?
- What information do they need
to perform this?
The answers to those two questions should be noted at each step, building outward. Continue around the steps, creating the mapping with this additional information. Don't be alarmed if every step doesn't have an activity or required information, or if multiple steps will have the same answers - that is normal.
When determining activities for learners, you should also
consider how it can be measured. Since the activity should be directly related to a
measurable outcome, the activity can likely be measured as well. That means
that meeting the measurable standard for the activity will greatly increase the
probability of achieving successful outcomes. For example, if an objective is
for a learner to be able to assemble 10 widgets per hour with zero defects and
zero waste, then those measurable components should translate to activities
where the learner may practice assembling widget parts in a training scenario until they can meet or exceed
those metrics. This supports training at a higher level per Bloom's Taxonomy,
where a learner doesn't just understand and/or remember training but is
actually developing a skill where they can apply the learning.
Once you have completed this process for each step, repeat the action
mapping for the other tasks or dependencies. When you have completed the iterative process, you will now have a detailed list of tasks, process steps for each task, activities that will allow the learner to develop their skills, and information/resources that are required. With these components identified, you now have what you need to create a thoughtful, holistic training strategy and instructional design that directly supports the objectives.
