This document discusses the process of identifying and solving problems in instructional design. It outlines 5 steps: 1) Clearly identify the problem, 2) Examine the root causes of the problem, 3) Determine what is needed to address the problem, 4) Define the purpose of the solution, and 5) Check for alignment between the problem and proposed solution. The key message is that instructional designers must fully understand the problem before developing a solution to ensure it actually addresses the identified problem.

1. Adjusting for Alignment
Chiropractic ID
Jean Marrapodi, PhD, CPLP
Executive Director, Applestar Productions

2. Poll
What is your experience with chiropractors?
1. I go regularly
2. I have been a few times
3. I only go when I am in pain
4. I’ve been once
5. I’ve never been
6. Chiropractors are quacks

3. Why do people go?
Something hurts!

4. A Chiropractor Diagnoses Pain

5. Source of pain is identified
Patient is treated

6. “Now open wide…”

7. Read a Book

8. Treat the Pain
Knowing the
source of the
pain allows for
accurate,
effective
treatment

9. Why do people come to ID?

10. More often….

11. Most often….
And I want
it tomorrow

12. Anyone can
do what
they do

13. How can we diagnose and treat the problem?

14. Step One
Clearly identify
the problem
What’s wrong?

15. “In most learning situations, it’s
assumed that the gap is
information – if the learner
-Julie Dirksen
Design For How
People Learn
just had the information,
then they could
perform.”

16. “In most
learning
situations, it’s
assumed that
the gap is
information – if
the learner just
had the
information,
then they could
perform.”

17. More information
may just provide
more of the same
puzzle pieces that
aren’t working now.

18. We need to create the piece
that solves the right problem

19. Acknowledge Your Role

21. What’s wrong?

22. Regardless of the methodology,
instructional design begins with a search
Assess Design Develop Implement Evaluate
NEEDS
ASSESSMENT

23. What’s the Problem?
Existing
state of
the
learners
Desired
state of
the
learners
GAP

24. What’s the cause?
Existing
state of
the
learners
Desired
state of
the
learners
GAP
WHY?
Examine the system for the root causes

25. Show Me the Problem!
Illustration by Scott Simmerman
www.squarewheels.com

26. An external
view provides
a different
perspective

27. State the
problem in a
sentence
Determine if it is:
 Knowledge
 Skill
 Motivation
 Environment
 Something else

28. If the problem cannot be stated in
one sentence, it isn’t clear enough
to fix.
Clearly identify the problem

29. Step Two
Examine the
root causes
Ask why

30. Look and Listen

31. Fishbone

32. ISPI HPT Analysis Model

33. ASTD HPI Model

34. Six Boxes – Carl Binder
External
Expectations &
Feedback
1
Tools &
Resources
2
Consequences
& Incentives
3
Internal
Skills &
Knowledge
4
Selection,
Assignment,
Capacity
5
Motives &
Preferences
6

35. Ask What’s Wrong?

36. Look at
Exceptional
Performers

37. …And those who struggle

38. Look for Skill Gaps

39. Examine
Process Issues

40. …and people
issues

41. If the problem cannot be stated in
one sentence, it isn’t clear enough
to fix.
Clearly identify the problem

42. Education
TrainingLearning
What’s the difference?

43. Biology
Algebra
Microeconomics
….and lots of others.
BUT

44. This must be our focus
Existing
state of
the
learners
Desired
state of
the
learners
GAP

45. Step Three
Determine
what they
need

46. What questions do you ask?
 Who?
 What?
 When?
 Where?
 Why?
 How?
Answer in chat

47. Ask the questions
 Who needs to do it?
 What do they need to do it?
 When will they need to do it?
 Where will they do it?
 Why will they do it?
 How will they do it?

48. Purpose
 What do they need to be able to do?
 What do they need
to know to be able
to do it?
 How will you know
when they are
doing it correctly?

49. Step Four
Define the
purpose of
the
solution(s)

50. If the purpose cannot be stated in
one sentence, it isn’t clear enough.
Clearly identify the purpose

51. Conditions
How well do they need to be able to do it?

52. How Proficient Must They Be?
Unconscious Competence
Proficiency
Conscious Action
Conscious Effort
Comprehension
Familiarization
Gloria Gery, 1991

53. Think Job Aid
Don’t build a spaceship when a wagon will do.

54. Define the Purpose of the Solution
Problem
Course Goal
Course goal addresses the problem
Purpose = Course Goal

55. In the end

56. Brainstorm Solutions

57. No! You need the
picture of what you
are building.

58. Draft Big Picture Goals/Terminal Objectives

59. Draft Subset Goals/Enabling Objectives

60. Determine assessment for goals

61. Determine assessment for all goals

62. Assessment or Evaluation?
Evaluation
measures the
course success
Assessment
measures the
learner

63. Add aligning content
and activities
Remember to scaffold
the learning.

64. Now you can brainstorm!

65. Subject Matter Expert Baggage

67. Is it aligned?
Course
Maybe
No

68. No
Is it aligned?
Course
Maybe

69. Step Five
Check for
Alignment

70. Problem

71. Hero

72. Review
1. Clearly identify
the problem
2. Examine root causes
3. Determine what
they need
4. Define the purpose
of the solution(s)
5. Check for alignment

73. The Moral of the Story
 If you can’t define
the problem, don’t
create a solution!
 Ensure the
solution solves the
actual problem

74. For additional info or questions
Jean Marrapodi
(401) 440-6165
jmarrapodi@applestar.org
jean.marrapodi@necb.edu
Twitter: @jmarrapodi
Thanks for coming!