UCSF Campus Human Resources
Instructional Design Standards
0
Professional
Development
January 15, 2002
Training
Performance
Solutions
REV 3
INSTRUCTIONAL DESIGN STANDARDS
UC SAN FRANCISCO – HR DEVELOPMENT AND TRAINING
The following process should be used in the design and implementation of training curriculum at
UCSF. The process is focused on business need, and is based in the fundamentals of adult learning
theory.
1. Analysis
2. Design
3. Development
4. Delivery
5. Control
Step 1: Analysis
Job Needs
Skill Requirements
Analysis
Current
Job Performance
Skill
Standards
The development of training material always starts with the identification of Job Needs, and other
related business requirements. The Analysis is completed by comparing Job Needs to the Current
Skill possessed by the employee(s). The gap identified by the Analysis defines the Skill
Requirements or behaviors that will be addressed in the training. Job Performance Standards are
the levels of proficiency needed for each Skill Requirement.
In summary, the sequence of work products necessary to complete the analysis phase is:
1.
2.
3.
4.
Identify specific Job Needs.
Assess the Current Skill, or skill level of the target population against those needs.
Identify the gap, or Skill Requirements representing the content of the training.
Set Job Performance Standards that will be met as a result of the training.
Analysis Example:
The example of training design could be used to illustrate the Analysis step. A hypothetical
compilation of job needs yielded the following for those designing training products at UCSF:
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1. Training Developer Job Needs:
a.) Training designers must be familiar with the application of adult learning principles in the
development of training.
b.) Cost constraints require that all training addresses specific job needs for the target audience, or
address specific issues facing UCSF that requires the target audience to do something differently
or better. Training designers need to ensure that training addresses these needs.
c.) Training designers should assess the existing skill levels of the target population to establish
the scope of training.
2. Current Skill of UCSF Training Developers:
a.) A survey was distributed to the supervisors of the target population, (UCSF Training
Developers) to determine how well they applied the 3 Job Needs identified.
b.) The survey results indicated that the target population (UCSF Training Developers) was
already proficient in the application of adult learning principles in their design. However, current
training does not address specific job needs of the trainees. This is largely due to the fact that
Current Skill is not being assessed.
3. Skill Gap of UCSF Training Developers: UCSF Training Developers need to be able to assess
the Current Skill levels of their target audiences to ensure that training addresses specific job
needs.
4. Job Performance Standards: It was determined that the Skill Gap was being reflected in terms
of higher than acceptable attendee cancellations, and low post course evaluation scores when
compared to the cancellation and evaluation data at other UC Campuses. Consequently, UCSF
Training Developers will be required to demonstrate a specified level of improvement in both of
those areas.
Step 2: Design
Instructional
Objectives
SkillII:
Requirements
Phase
Design
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Job Performance
Standards
Design
Tests
Structure and
Sequence
Using the information developed during the analysis, the overall design of the training program
starts with developing clear instructional objectives. Tests can also be developed at this point
since the skills and behaviors requiring improvement are known. A completed design is usually
represented by an outline of the program. The Structure and Sequence of the program should
contain changes in delivery methods and media aimed at addressing the needs of different learning
styles in the target audience. The design is completed by:
1. Writing clear instructional objectives that meet business performance needs.
2. Developing tests against knowledge and skill requirements.
3. Constructing an outline that includes Structure and Sequence, and variable media & techniques.
Learning objectives are statements that describe what the participant will be able to do differently
at the end of the training. They define the main outcomes of the training, they are key guides in
outlining the course and selecting strategies, and they are critical for defining criteria to evaluate
the effectiveness of the training. Each class should have a set of learning objectives. It is also
recommended that objectives are developed for each major section of the training. Well written
objectives describe or imply the behavior that can be observed to verify that the intended learning
has taken place.
The minimum requirement for an objective is the statement of performance, e.g.
“Develop training products that address specific job needs and incorporate the principles of adult
learning in their design”.
Conditions and/or standards of performance can be added if clarification is needed. Conditions
refer to the circumstances under which the task must be performed, or to materials or assistance
that might be provided. A condition of performance for the UCSF Training Developer example
would expand and clarify it to say:
“Using the UCSF HR Development and Training Instructional Design Standards, develop training
products that address specific job needs and incorporate the principles of adult learning in their
design”.
An example of a standard of performance might mention that post course evaluations should
average no lower than 90%. The revised objective with both conditions and standards of
performance would be:
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“Using the UCSF HR Development and Training Instructional Design Standards, develop training
products that address specific job needs and incorporate the principles of adult learning in their
design, resulting in post course evaluation scores greater than 90% of maximum”.
Components of Objectives:
Component
Performance
Conditions of Performance
Standards of Performance
Definition
A statement describing desired behavior after the training.
A clarifying statement that describes conditions under
which the behavior may occur.
A clarifying statement that expresses the level of
performance that the behavior must demonstrate.
Since a well written instructional design objective needs to give enough information to be able to
verify the new behavior or skill, it is important to choose descriptive verbs which are as specific as
possible. Verbs that describe learning or skill acquisition as the end result should be avoided, as it
is impossible to determine whether or not the objective has been met. For example, “know”, or
“learn” are commonly used in poorly written objectives. The following is a list of examples of
good verbs, and verbs that should be avoided when writing instructional objectives.
Examples of Verbs for Instructional Objectives:
Verbs to Avoid
Understand
Know
Appreciate
Grasp
Learn
Become familiar with
Comprehend
Acceptable Verbs
State
Identify
List
Calculate
Compare
Decide
Operate
Design Example:
1. Instructional Objective: The instructional design objective for our Training Developers training
is:
“Using the UCSF HR Development and Training Instructional Design Standards, develop training
products that address specific job needs and incorporate the principles of adult learning in their
design, resulting in post course evaluation scores greater than 90% of maximum”.
2. Tests:
The following question was taken from a qualification survey that was created to ensure that
participants would be able to demonstrate the instructional design objective. The questions will be
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administered via an on-line questionnaire that Training Designers must pass by completing the
survey with 100% of the answers correct. Training Designers will be given the opportunity to
receive instruction on training design, and will have a copy of the UCSF HR Development and
Training Design Standards:
1. Name the 5 steps in the UCSF Instructional Design Standard process for design and
implementation of training.
(Answer: Analysis, Design, Development, Delivery, Control).
In addition to a satisfactory score on the electronic survey, Training Designers will be required to
demonstrate their proficiency in an ongoing manner by maintaining a post course survey score
greater than 90%.
3. Outline:
A brief outline of the Training Designer “Training Design Course” is as follows:
a.) Introductions
b.) Training Assessment Tools & Techniques
c.) HR Development and Training Instructional Design Standards
 Analysis
 Design
 Development
 Delivery
 Control
d.) Closing Comments and Review
Step 3: Development
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Instructional
Objectives
Instructor
Materials
Tests
Participant
Materials
Development
Structure and
Sequence
Instructional
Development is the process of building the details needed to support theMedia
overall training design.
Instructor materials or an instructor manual must be created that provides sufficient detail for
another qualified individual to deliver the course. Participant materials are usually completed
using the Instructor Materials as a guide. As the flow chart above indicates, the final materials
should adequately cover the stated learning objectives, should be structured and sequenced in a
way that addresses the learning needs of the audience, and contain tests that tie back to the
objectives. The instructional media, flip charts, overheads, and handouts are assist in conveying
learning points, and should not be a “script” containing 100% of the material. For example, a
manual is not a good instructional media tool, as it contains far too much detailed information to
effectively augment key points.
The steps in the development phase are:
1. Create Instructor Materials
2. Complete Participant Materials
3. Finalize Instructional Media.
Instructor Materials should be constructed by using, (at a minimum), the following Structure and
Sequence: (1) Present, (2) Example, (3) Practice. This standard sequence is generally recognized
as the most effective way to ensure participant comprehension.
Select
Presentation
Technique





Lecture
Video
Guest Speaker
Reading
Assignment
Demonstration
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Choose
Example


Work related
Give more
examples for
complex
topics
Choose Nature
of Practice



Facilitated
Discussion
Prepared
discussion
questions
Physical
6
Check
Length of
Segment

Determine
amount of
time allotted
for training,
and time
required to
present, give
Plan
Introduction
and Review


Summarize
the importance
or need for the
new
skill/ability
Close with a
quick review


demonstration
exercise
Team problem
solving –
scenario
Individual
problem
solving –
“quiz”

example, and
practice
Refine length
of training
segment
of key
learning
objectives and
learning points
Present:
The choice of techniques and instructional aids used to present the material is influenced by the
type of instructional objective. For example, demonstrations are generally necessary for the
presentation of any skills based objective. A knowledge based learning objective requires
carefully organized information and usually lends itself to the lecture format. It is important when
using the lecture as a format to use visual aids that will help to pull together what may seem to
others as unrelated information, and helps the participant to learn and remember the material.
Examples:
Examples should always be used to demonstrate or explain any learning objective. Examples
should be chosen so that they give participants a clear picture of what they are supposed to be
doing differently, and in a context that is appropriate for their job.
Practice:
Practice opportunities are also important for learners to be able to learn and demonstrate
proficiency for themselves and others. For task related objectives, the practice should be in a form
that is consistent with work situations. For knowledge based objectives, it is only possible to
practice concepts verbally, by using questioning, simulations, or other exercises. More practice
generally leads to better comprehension. Consequently, learners should be given ample
opportunity to practice critical skills.
Always avoid using one format or technique for extended periods of time. Instructional designs
that employ varied formats are most likely to produce better results in terms of retention. Always
ensure that instructional or lecture periods do not exceed the capacity of the participants to absorb
the material. A good rule of thumb is to limit lectures to no more than 20 minutes without
interspersing the instruction with participant interaction. This interaction may include team and
individual exercises, or group discussions. Plan to provide immediate and constructive feedback to
learners as they practice new tasks and understandings.
Step 4: Delivery
Completion of the required course materials is only part of the input required for successful
delivery. Many other factors including instructor skill level, the training environment, and the
facilities used to conduct the training have a great impact on effectiveness. In the same way, the
“skilled” or “trained” employee is only part of the final output that should be expected from a
training event. Employees need to have records of the training maintained, and participant
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feedback in the way of course and instructor quality as well as how much the training affected the
organization’s bottom line must also be collected to ensure that the training maintains its’
effectiveness over time. The UCSF HR D&T standard post-course evaluation form is attached,
and should be used for the purpose of collecting quality and financial data on all training.
“Skilled” Employees
Training Attendance
Records/Employee
Transcripts
Media and
materials
Delivery
Participant Feedback –
Course Quality
Instructor’s
resources
Participant Feedback The following is needed to complete delivery:
Financial
1. Deliver the training.
2. Ensure that participant attendance is recorded.
3. Collect participant feedback, including quality and financial, (ROI) data.
Step 5: Control
Control is the ongoing process of evaluating participant feedback and overall organization
attendance records. This information is used to set course schedules, and manage and update the
training material in the context of the overall organizational training program. The control step is
intended to ensure that training continues to meet business needs. In addition to revisions to
content and schedule, the control step also ensures that training is terminated when it has ceased to
provide benefits that outweigh the cost.
Participant Feedback
Revisions/Cancellation
of Program
Control
Training Records
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COURSE EVALUATION
Course Title:
Instructor Names:
Date:
COURSE OBJECTIVES: At the end of this class you should be able to:




1.
Did the course meet the above objectives?
Yes __________ No __________
If not, which of the objectives was not met.______________________________
2.
What percentage of your total work time will you spend performing tasks requiring the
skills and knowledge taught in this course?
0
3.
10
20
30
40
50
60
70
80
90
100%
Rate your performance before completing this course on the tasks requiring the skills and knowledge taught in this
course.
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0
4.
10
20
30
40
50
60
70
80
90
100%
Rate your expected performance after completing this course on the tasks requiring the skills and knowledge
taught in this course.
0
10 20
30
40
50
60
70
80
90
100%
agree undecided disagree
1
2
3
5.
The instructor team was knowledgeable of the subject matter.
N/A
6.
During the training, I had ample opportunities to ask questions.
1
2
3
N/A
7.
During the training, I had ample opportunities to practice new skills.
1
2
3
NA
8.
I received immediate feedback after each exercise/activity as to how well I was
performing.
1
2
3
N/A
9.
The feedback I received was given in an honest and positive manner.
1
2
3
N/A
10.
The handouts I received were useful and can be used as a reference in the
future.
1
2
3
N/A
11.
The practice exercises/activities closely matched the work I do on the job.
1
2
3
N/A
12.
The level of the course content was appropriate.
1
2
3
N/A
13.
The length of instruction was appropriate for the subject matter covered.
1
2
3
N/A
Please give us one suggestion on something we can improve for this course.
_____________________________________________________________________________________
If you would like us to contact you to discuss your comments, please provide your phone number:
Phone Number: _____________________
It is our goal as the Development and Training Group to provide you with the best training possible. Please use the back of this
page to make any additional comments.
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