Instructional System Design

Besides Instructional System Design (ISD), there are several traditional systematic approaches to training such as Performance-Based Training (PBT) and Criterion Referenced Instruction (CRI). These approaches have some common elements:

Competency Based (Job Related): The learners are required to master a Knowledge, Skill, or Attitude (KSA). The training focuses on the job by having the learners achieve the criteria or standards necessary for proper task performance.

Sequential: Lessons are logically and sequentially integrated.

Tracked: A tracking system is established that allows changes and updates to the training materials to be performed efficiently.

Evaluated: Evaluation and corrective action allows continuous improvement and maintenance of training information that reflects current status and conditions.

So, why ISD? Simply stated, this process provides a means for sound decision making to determine the who, what, when, where, why, and how of training. The concept of a system approach to training is based on obtaining an overall view of the training process. It is characterized by an orderly process for gathering and analyzing collective and individual performance requirements, and by the ability to respond to identified training needs. The application of a systems approach to training insures that training programs and the required support materials are continually developed in an effective and efficient manner to match the variety of needs in an ever rapidly changing environment.

ISD is often called SAT (System Approach to Training) or ADDIE (Analysis, Design, Development, Implement, Evaluate).