Aligning learning activities with learning objectives

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:

1.     Identify the business goal.
2.     Identify what people need to do to reach that goal.
3.     Design activities that help people practice each behavior.
4.     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.