Senior Instructional Designer

INTRODUCTION We have all experienced an instructional intervention which was less successful than we had hoped. The trainees or recipients of our intervention participate fully in the training. The training receives good ratings from the recipients. However, when the recipients return to their work settings, they fail to use what we taught them. We can no longer afford to design instructional interventions which do not yield changes in task performance and productivity. SYSTEMATIC AND PRODUCTIVE INSTRUCTIONAL SYSTEMS DESIGN AND EVALUATION Training evaluations which suggest that “everyone liked it” will no longer satisfy decision makers nor protect the jobs of training personnel. The keys to effective training outcomes are a systematically-developed instructional systems design and a systematically-implemented training delivery. If the training is not the dominant sources of effect, then it is the trainees themselves who are. The reason we evaluate training is to answer a question. The question is: “Did the training accomplish what we said it would accomplish? It is a measure of our intentions. If we develop systematic training, then we can systematically assess the training. Productive evaluation measures what the training attempted to accomplish. Nonsystematic evaluations are random by-products of nonsystematic processes. IMPLICATIONS Essentially we have two choices. We can continue our course of consuming resources that achieve random results, or we can choose to be productive through programmatic interventions. (Carkhuff, 1984)

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Port Saint Lucie, FL