"I’m pulling together a course. I’ve got stuff."

These are dreaded words for those of us who care about meaningful learning. Pulling together? That doesn’t equal a systemic, dependable approach to course design. It’s time for all people with "stuff" to concede that instructional design is a discipline and that pulling a course together may not add up to a session worth attending.

In learning, subject matter expertise is a good start but not enough to ensure behavioural change – the ultimate intent of all training. For learning to pop, a systematic approach to instructional design is required.

Some things that you don’t want to miss are:

Front-end analysis
This step clarifies the gap between desired and actual performance. It determines whether training is an appropriate or sufficient solution. Could the learners perform the new task if their lives depended on it? (e.g. Managers know how to fill in the performance appraisal forms, they just don’t do it) If so, the gap is more about motivation than a need for skill development. If not, it’s time for …

Learner analysis
Some people find it difficult to understand that expert teachers do not equal successful learners. A designer needs to consider the learners’ needs. What do they already know about the subject? Are there any subtopics within the content about which they are likely to feel very positive or very negative? Do they have any major misconceptions about the subject or tasks?

A while ago I was re-designing a course for food service employees. In our learner analysis, we soon discovered the majority of the target audience had English as a second language and reading skills were variable. The existing training program comprised 60 slides full of words. That wasn’t working.

So we re-designed emphasizing photos on slides (e.g. table settings; appropriate versus inappropriate dress for servers) and demonstration. The program was well received and resulted in creating standards of service for the organization.

Objective specification
As an instructional designer, I don’t roll out of bed without decent learning objectives. This critical step of the design process expresses in specific, measurable terms what the learners will know, and be able to do, as a result of attending your session.

Just for fun, can you identifiable the good objective between these two? "Understand the importance of safety" (No: not specific or measurable), or "Given four situations, the learner will identify the ones that are workplace hazards." (Yes)

Criterion test creation
Once you have your objectives, create tests that allow trainees to demonstrate competence in their new skills or knowledge. Tests can be written questions, performance-based, or simulation exercises. Ensure that the questions you ask really do measure the performance required.

Again just for fun, if you want to test the learners' ability to label function keys on a computer keyboard which of the following test questions would apply? "Make a drawing of a computer keyboard and label each of the keys" (No. This question tests the subject’s ability to draw a keyboard from memory), or "Write the name of each function key beside the appropriate key on the drawing below" (e.g. Yes. The ability to label function keys is determined.)

A learning strategy
And finally, what is actually going to happen during the session? This phase of instructional design results in a blueprint of the training system. It contains all objectives, media arranged in sequence, learning activities with allotted training times. Once this is approved, the actual training materials begin production.

Production
Course content is translated into a presentation, handouts, facilitator guides, and/or an online learning program. Subject matter experts need to be involved to verify that all content is accurate, culturally acceptable and representative of organizational standards.

Just in case you are still wondering, I don’t think having knowledge, even deep expertise, is enough to successfully design training that "sticks." Only a disciplined and systematic approach to instructional design will ensure behavioural change. Pulling together your stuff is just the beginning.

Karen Brill, a learning and organizational development advisor in Toronto, can be reached at karen.brill@rogers.com.