Acte Presentation 2007

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Acte Presentation 2007

  1. 1. 2851 V Street, NE Washington, DC 20018 “ USING INSTRUCTIONAL SYSTEMS DESIGN (ISD) TO CREATE EFFECTIVE CUSTOMIZED BUSINESS AND INDUSTRY TRAINING”
  2. 2. WHAT IS CUSTOMIZED BUSINESS AND INDUSTRY TRAINING CUSTOMIZED BUSINESS AND INDUSTRY TRAINING IS NOT “COOKIE CUTTER, OFF-THE-SHELF” TRAINING SOLUTION. Customized Business and Industry Training is designed for: <ul><li>upgrading current workers skills; </li></ul><ul><li>designing or adapting training curricula in skills shortage occupational areas, or in regionally important business/industry areas including manufacturing and machining, and specialized industrial areas such as plastics, telecommunications and the environment; and </li></ul><ul><li>recruiting/retraining workers in these occupations. </li></ul>
  3. 3. TARGET POPULATION OF CUSTOMIZED BUSINESS AND INDUSTRY TRAINING The U.S. Employment and Training Administration (ETA) targets customized business and industry training for dislocated and/or incumbent workers who will be assisted by these efforts to include specific groups such as agricultural workers, low skilled workers, and those needing assistance in overcoming barriers to employment. These barriers to employment may be caused by living in rural communities, having limited options for transportation to work, having inadequate or obsolete skills or having skills in declining occupations.
  4. 4. FOCUS OF CUSTOMIZED BUSINESS AND INDUSTRY TRAINING Using the ETA guidelines, focus is on skills training in skills shortage occupations including advanced manufacturing, energy, health care, new and growing occupations in technological fields such as information technology, geospatial technology, biotechnology, and other fields in which technology skills are critical parts of the jobs emerging in their regional labor markets. Traditional occupations such as automotive, hospitality, and construction are also a focus of customized business and industry training.
  5. 5. TYPES OF CUSTOMIZED BUSINESS AND INDUSTRY TRAINING <ul><li>Customized curriculum </li></ul><ul><li>Developing company specific training </li></ul><ul><li>Industry certification training </li></ul><ul><li>Trade organization specific training </li></ul><ul><li>Supplier-based training </li></ul>
  6. 6. HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY DEMAND? SYSTEMS ANALYSIS Mory and Salisbury (2000) of the Florida State University Center for Performance Technology in their report “School Restructuring: The Critical Element of Total System Design” defined system analysis as a logical and systematic way of organizing the solution to a problem or approaching a task. It is most often used in the planning and performance of large, complex activities.
  7. 7. HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY DEMAND? INSTRUCTION AS A SYSTEM <ul><li>A systems point of view of instruction, training, and development is that instruction is a systematic process in which every component is crucial to successful learning, training and development. </li></ul><ul><li>The instructional process itself then can be viewed as a system The purpose of the system is to cause learning. </li></ul>
  8. 8. HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY DEMAND? INSTRUCTIONAL SYSTEMS DESIGN The instructional design process can be applied to the development of almost any type of instruction. This process is iterative and one can go through multiple cycles depending on the results of the evaluation as to whether it meets the expressed instructional needs. (University of Wisconsin)
  9. 9. HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY DEMAND? INSTRUCTIONAL SYSTEMS DESIGN The Morrison, Ross and Kemp Model represents the nine basic steps in the systematic design process or referred as a “comprehensive instructional design plan.”
  10. 10. HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY DEMAND? A-D-D-I-E MODEL The phases in the ADDIE Model sometimes overlap and can be interrelated; however, they provide a dynamic, flexible guideline for developing effective and efficient instruction. Analysis Design Development Implementation Summative Evaluation Formative Evaluation
  11. 11. HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY DEMAND? A-D-D-I-E MODEL Formative Evaluation occurs throughout the process to include stakeholders’ sign-offs and feedback. Analysis Design Development Implementation Summative Evaluation Formative Evaluation <ul><li>Learner Profile </li></ul><ul><li>Description of constraints </li></ul><ul><li>Task Analysis </li></ul><ul><li>Needs Assessment </li></ul><ul><li>Task Analysis </li></ul>Sample Output Sample Tasks
  12. 12. HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY DEMAND? A-D-D-I-E MODEL Analysis Design Development Implementation Summative Evaluation Formative Evaluation <ul><li>Measurable objectives </li></ul><ul><li>Instructional strategy </li></ul><ul><li>Storyboard/ prototype </li></ul><ul><li>Develop Objectives </li></ul><ul><li>Plan instruction </li></ul><ul><li>Develop test items </li></ul>Sample Output Sample Tasks
  13. 13. HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY DEMAND? A-D-D-I-E MODEL Analysis Design Development Implementation Summative Evaluation Formative Evaluation <ul><li>Exercises </li></ul><ul><li>Instructional Aides </li></ul><ul><li>Storyboard/ prototype </li></ul><ul><li>Instructional strategy </li></ul><ul><li>Work with developers </li></ul><ul><li>Develop workbook, flowcharts, program </li></ul>Sample Output Sample Tasks
  14. 14. HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY DEMAND? A-D-D-I-E MODEL Pilot program is critical!!!! Analysis Design Development Implementation Summative Evaluation Formative Evaluation <ul><li>Data </li></ul><ul><li>Student Feedback </li></ul><ul><li>Instructor training </li></ul><ul><li>Pilot program </li></ul>Sample Output Sample Tasks
  15. 15. HOW CAN INSTRUCTIONAL DESIGN SYSTEMS MEET BUSINESS AND INDUSTRY DEMAND? A-D-D-I-E MODEL Analysis Design Development Implementation Summative Evaluation Formative Evaluation <ul><li>Reaction </li></ul><ul><li>Learning </li></ul><ul><li>Behavior/Application on Job </li></ul><ul><li>Results/Return on Investment (ROI) </li></ul>Kirkpatrick’s Level of Evaluation
  16. 16. KEY POINTS <ul><li>Identify local/regional business needs </li></ul><ul><ul><li>Demand occupations </li></ul></ul><ul><ul><li>Skill upgrading </li></ul></ul><ul><li>Convene project partners </li></ul><ul><ul><li>Business/trade organization </li></ul></ul><ul><ul><li>College/community college/501(C)(3) </li></ul></ul><ul><ul><li>Workforce Development Board </li></ul></ul><ul><li>Use ISD Model in project planning and management </li></ul><ul><li>Priority to the business and community stakeholders goals and objectives </li></ul>

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