Expert instructional design, voice talent, and database solutions for training management, crafted with precision and professional expertise.
Expert eLearning Designer
I bring a unique blend of multidisciplinary expertise to every project. From crafting comprehensive instructional design frameworks that incorporate AI-generated outputs and professional voice-over services to developing complex MS Access solutions for training management, my work is defined by precision, clarity, and an artisanal touch.
Furthermore, my technical documentation is unsurpassed, translating intricate systems into intuitive, easy-to-understand processes, procedures, and user guides that transform technical complexity into seamless user experiences.
My Instructional Design Vision
I acquired my expertisein instructional design from the United States Air Force during the second half of my 20-year career. After retiring in 1999 and moving into the civilian sector, I quickly realized that following the ISD process to a tee was not going to work. My course development had to be much faster because it always seemed that courses needed to be developed "yesterday"!
Over time, I learned the basic tenets of Agile and Six Sigma and incorporated the best of all three methodologies into my work. This led to a very flexible approach to instructional design.
My Development Process
This diagram shows my methodology for instructional design. If you are familiar with the ADDIE model, you will notice that I do not have a design phase. I combine the design and development phases, which reduces the time spent in reviews.
Many of the tasks that would normally be performed during the Design phase are conducted during the initial kick-off meeting with all stakeholders. During that two-hour meeting, we determine all the requirements of the Analysis phase.
Although some of these requirements may require in-depth investigation, I gather enough detail during the kick-off to begin development.
My Analysis Process
Step 1. Identify the Need
My analysis process starts with logging the request into the tracking system. This might be my Training Development database, a Microsoft Form, or a request submitted through SharePoint.
Once logged, the request is prioritized against all other requests, and the kick-off meeting is scheduled.
Mandatory attendees are the developer, course requester, and subject-matter experts (SMEs).
Optional attendees can include other team members and stakeholders.
During the kick-off meeting, the overall goal of the training is determined. This becomes the purpose.
The desired due date and the time required to participate in the training are also documented.
Step 2. Identify Audience
The audience analysis is performed in Step 2. Things to consider and document include the number of participants; their positions or roles within the company; their physical locations; if English is their primary language; their current education levels; and any prior training experiences, to name a few.
Break down the audience by type and add the needs and behaviors that might affect how the training is developed. For example, if it is determined that part of the audience does not speak English, care must be taken when choosing words for the narration to ensure that everything translates correctly.
Step 3. Identify the Tasks
A job task analysis is the systematic process of identifying the behaviors that are required for the learner to complete the tasks that will resolve the issue identified in Step 1.
If the various audience groups that were identified in Step 2 need to perform tasks that are specific to their roles, then break out each task by role.
Build each task out to include the estimated time to complete each one, then the type and method of measurement for each task.
You can then determine how much time it will take to present all the identified tasks.
Step 4. Determine the Best Solution
The team will then determine if any material already exists that will satisfy the need or if vendor training can be purchased.
The developer will estimate the total amount of time it will take to develop the training based on the number of tasks that were identified in Step 3. This estimate is then compared to the requested due date to confirm if the deadline can be met.
If all the tasks cannot be completed within the requested training time, the team will need to decide whether to extend the learning time or reduce the number of tasks.
The instructional designer, with consensus from all stakeholders, will determine whether a new course will close the identified gaps or whether another solution would be better suited, such as a poster, retraining, an existing solution, or another administrative action.
Step 5. Analyze the Environments
Identify the conditions in which the learners will perform the work in their daily routines, such as the tools, systems, equipment, resources, and workplace constraints.
For example, a job may require learners to use a production system with specific permissions, while training uses a practice system with simulated data. This analysis identifies those differences, so learners are prepared to transfer their skills to the workplace.
Determine where and how the training will be delivered. Identify technology, facilities, accessibility, scheduling, and any other constraints that could affect the delivery of the instruction.
Step 6. Perform the Needs Analysis
During the needs analysis, determine which tasks need to be taught and which do not require training.
Document the tasks that will not be presented in a separate table.
Prioritize the training needs based on the performance gap and organizational requirements.
Develop the learning objectives based on the tasks to be taught.
Write clear learning objectives that answers the question, “What will the learners be able to do when they finish the training program?” Include the conditions and standards under which the objectives must be completed, unless they are all the same. Then sequence the objectives in a logical order.
Step 7. Identify Risks
A risk assessment evaluates potential obstacles, gaps, and failure points before or during the rollout of a new course requirement. It ensures that the learning intervention will achieve its intended outcomes without wasting resources, disrupting operations, or alienating learners.
Determine whether the training can be developed within the allotted time and whether human resources are available. This includes the developer and all reviewers.
Determine whether the objectives can be thoroughly presented within the requested timeframe.
Identify any concerns about stakeholder support.
Identify any concerns about learner availability to complete the training within the allotted time.
Document the risks identified, and what might happen if each risk is not mitigated.
Step 8. Generate the Plan
Generate the training plan. Summarize the need, audience, tasks, requirements, constraints, gaps, and risks, and enter the recommendations.
Use these findings as the foundation for the development phase.
Submit the training plan to the approvers for approval.
If the plan is approved, begin developing the training.
If the plan is not approved, schedule another meeting with the team to resolve any issues or concerns, then resubmit the plan.
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