Analysis: includes needs analysis, job analysis, task analysis – produces instructional goalsDesign: outline the strategies to achieve the goals. Focus on content selection, instructional strategies, methods, media and materials and explore different delivery otpions.Develop: build activity guides, materials, presentations, web-based training tutorials, graphics, animations, videos, etc. Every steps is tested and evaluated.Implement: deliver instruction – monitor and evaluateEvaluate: measure effectiveness of training. Formative assessment occurs at each point between the phases; summative at the end.
Analyze learnersState standards and objectivesSelect strategies, technology, media & materialsUtilize technology, media and materialsRequire learner participationEvaluate and revise
1975! – evolved to this more dynamic model in 1984 (US Army uses often)A systems approach to training developmentIt helps to develop training for on-the-job performance but doesn’t include a pre-evaluation/analysis step to determine if training is the right solution to an identified problem.Also, it has been criticized for being too systems-focused – too inefficient– too much work can occur without any feedback from potential users – many turned to rapid prototyping approaches to increase the checkpoints and testing points – it’s too general – doesn’t provide a clear map to developmentOriginal model didn’t recognize the iterative process reality of instructional design.