Each step within the systematic model
has an outcome that feeds the subsequent step. During analysis,
the designer works to develop an understanding of the "gaps"
between the desired outcomes or behaviors, and the audience's
existing knowledge and skills.
The design phase documents specific learning
objectives, assessment instruments, exercises, and content.
The actual creation of learning materials, should instruction
be the appropriate intervention, is completed in the development
phase. During implementation, these materials are delivered
or distributed to the student group. After delivery, the
effectiveness of the training materials is evaluated.
One of the most well known theories behind
performance improvement is Gilbert's Management Theorem
where performance deficiencies are identified and applied
to a dollar perspective. Mary Kathryn Ewart has offered
a synopsis of Gilbert's ideas
and his behavioral engineering model within the classroom
environment of IPT 560 course.
Van Tiem offers the best graphical depiction
of the human performance technology
model as found on the ISPI
web site.
Within analysis is the discovery of true
objectives. When writing objectives,
the designer should select an appropriate verb to describe
the task. Then, define under what conditions the task is
to be performed. Then, define the standards to which the
task is to be compared.
Conditions include given entities such
as a sample against which performance is compared. Does
the worker look at an example, find information in a manual
or other such individual comparison? Is there no sample
- such as is the worker expected to perform without assistance?
Is there some combination of these conditions?
Standards are measurable criteria such
as how often the task must be performed to be considered
worthy. Another example is a definition of how well the
task is to be performed - no more than 2 errors, accurate
to two decimal points, or within a specific time frame.
How many of some object have to be created, or how much
area must be covered, or how do we know that the performance
is acceptable? Will we see a specific physical, visual,
or audial indicator? Is there some combination of any of
the above?
Post-instruction evaluation is also important
to analysis of the success of an intervention. While there
are several levels of evaluation as Donald Kirkpatrick defined:
reactions, learning, transfer and results, Jill Winschell
summarizes
the evaluation process well.
