The Science and The Art

Instructional design as a science combines the principles of adult learning theory and cognitive science with the systematic frameworks and models for delivering highly effective training.

Instructional design as an art is where the effective practitioner designs and develops learning solutions bridging the science and theory with the practicality of application. Like all design disciplines, instructional design is an iterative process: virtually never-ending and constantly improving.

Thinking and Methodology

My design methodology and approach puts the goal of the business center stage. At the core of this approach is the ADDIE model, which serves as the foundational project management framework for crafting the right learning solution for the right audience at the right time.

Analyze

The "Analysis" phase is the most critical part of the entire instructional design process. This is where I partner with stakeholders to diagnose the root cause of a business problem. During this phase, we move beyond the initial training request to define the specific business challenge or change that is driving it. 

We determine the target audience and define the measurable performance outcomes they need to achieve. The insights gained from this analysis directly informs our instructional strategy.

The time we spend analyzing the problem, clearly identifying the audience, and exploring solutions will ensure the resources we invest will solve the problem and deliver a measurable return. 

Design and Develop

Once our analysis confirms that training is the correct intervention (or a key component of a larger solution), we transition to the "Design" and "Develop" phases.

During the design phase we write the performance objectives: what the learners will be able to do after completing the training. We then write the enabling objectives: what we will do during the training to ensure learners achieve the performance objectives. These objectives become the foundation of our instructional blueprint. We unify two critical instructional design models to craft a solution that is both effective and learner-centric.

Engineering the Learning

The Macro-Design: Applying the 4-MAT Model

Our overarching design of the learning solution starts with the 4-MAT model. This model serves as a macro-level blueprint, ensuring that every solution we design is purposeful, engaging, and caters to all learning preferences.

By structuring the entire experience around four key quadrants—Why?, What?, How?, and What If?—we ensure that learners move through a complete cycle of personal connection (Why), information absorption (What), practical application (How), and creative extension (What If).

This approach ensures every learner is engaged by moving through a purposeful cycle, and within each quadrant, we apply Gagné’s 9 Events of Instruction to fully flesh out and guide the learning process.

The Micro-Design: Unifying with Gagné's 9 Events of Instruction

This unification ensures that each instructional moment serves a specific cognitive function:

• WHY (Connect with the learners)

In this quadrant, we use Gagné’s Event 1 (Gain Attention) and Event 2 (Inform Learners of the Objective) to grab the learner’s interest and establish personal relevance by answering, "What's in it for me?" (WIIFM).

• WHAT (Attend to the knowledge and skills)

Here, we apply Gagné’s Event 3 (Stimulate Recall of Prior Learning), Event 4 (Present the Content), and Event 5 (Provide Learning Guidance). This sequence connects new information to existing knowledge and delivers the core content in a clear, supportive way.

• HOW (Practice what you've learned)

This is where we apply Gagné’s Event 6 (Elicit Performance) and Event 7 (Provide Feedback). Learners are given hands-on opportunities to practice new skills, and they receive immediate, specific feedback to reinforce correct performance.

• WHAT IF (Refine & Extend newly acquired knowledge and skills)

Finally, we use Gagné’s Event 8 (Assess Performance) and Event 9 (Enhance Retention and Transfer) to formally measure learning and challenge learners to apply their knowledge in novel ways, ensuring the learning sticks and can be generalized to the real world.

This dual-model approach is a direct application of the five core axioms of adult learning theory. It ensures the learning experience is not only structured and instructionally sound, but also deeply engaging by:

• Providing relevance and inspiring motivation,

• Leveraging prior knowledge and experience,

• Taking a problem-solving approach,

• Encouraging self-direction, and 

• Providing immediate hands-on application with opportunities for peer-learning.

Implement

Once the training solution is fully developed, we move on to the crucial "Implementation" phase. My role here is to ensure a smooth and effective rollout by continuing our partnership with internal stakeholders and forging new partnerships with external professionals for independent feedback.

Synchronous Learning: ILT, VILT, and Blended Solutions

Prior to delivering instructor-led training (ILT) and virtual instructor-led training (VILT) (including the synchronous portion of a blended learning program), the solution is cycled through a three-stage content review process.

• Stage 1 (Technical Review): Prior to any facilitator training, the learning solution is cycled through a content review with the stakeholders and subject matter experts (SMEs) involved from the start. This initial review is focused on the technical accuracy of the content and subject matter before it is finalized for delivery.

• Stage 2 (Facilitator Preparation): After the content has been finalized, I conduct dedicated train-the-trainer (T3) sessions with the facilitators selected to teach the course. These sessions focus on the essential Visual, Vocal, and Verbal (the "3 V's") elements of delivery. This prepares facilitators to not only present the content accurately but also to engage the audience and facilitate the learning experience in a way that maximizes impact.

• Stage 3 (Delivery Readiness): This final stage is a pre-rollout check, ensuring all technology, materials, and participant guides are ready for a seamless experience. The focus here is on a final QC of all live event assets and a technical run-through to ensure the delivery platform is optimized for the audience. This stage typically involves IT and the Events Management team as well as HR (if and where applicable).

Asynchronous Learning: E-Learning, On-Demand, and Blended Solutions

For self-paced learning solutions (such as e-learning programs, on-demand programs, and the asynchronous portion of a blended learning program), the developed solution is cycled through an Alpha, Beta, and Gold review process prior to implementation into the LMS and subsequent rollout to the targeted learner population.

• Alpha Review: This initial phase of the review process includes a thorough review of the learning content for technical accuracy by the stakeholders and subject matter experts partnered on the project.

• Beta Review: The next phase of the review process incorporates feedback collected from the Alpha phase and then solicits feedback from a small population of pilot testers consisting of a cross-section of the target audience and other learning and development professionals.

• Gold Review: Once feedback from the Beta phase has been incorporated, the solution undergoes the Gold review, which focuses on a final QC check of the technology and overall learning experience (e.g., testing the SCORM file, etc.). This phase of the review process solicits feedback from other learning and development professionals to ensure the course is running as it should within the LMS and that the technology does not hinder the experience of the learner. 

Evaluate

After the solution is delivered, the final phase of the project enters the "Evaluation" stage, where we apply Kirkpatrick's Four Levels of Evaluation to assess the overall effectiveness of our learning solution.

Using Kirkpatrick, we assess:

• Level 1: Surface Level Feedback:

  • • Immediate Reaction via focus groups or course feedback surveys;

• Level 2: Measuring Retention of Information:

  • • Measurements via post-course transfer of learning assessments;

• Level 3: Effective Application of Skills:

  • • Behavior via performance evaluations or work reviews;

• Level 4: Analysis of Business Results and Impact:

  • • Results via analysis of metrics established during the analysis phase (re: error rate decreased by X%, sales increased by Y%, new system adoption increased Z% post-rollout, etc.).

The most important insight from applying Kirkpatrick's model is understanding our achievement of Level 4 results. The most effective design begins with this Level 4 in mind—the desired business outcome—allowing us to design backwards from there. These insights are what close the feedback loop, directly informing the analysis for the next iteration of the course.

In this way, ADDIE moves us from the problem to the solution: learners upskilled and business goals achieved.

Beyond ADDIE: The 70/20/10 Framework

While formal training is a critical part of professional development, it is just one piece of a much larger learning ecosystem. As an instructional designer, my approach extends beyond the classroom to ensure learning is integrated seamlessly into the flow of work.

My design methodology is grounded in the 70/20/10 learning framework, which recognizes that the most impactful learning happens through a combination of on-the-job experience, social interaction, and formal training.

• 70% - Experiential Learning: This is where the majority of learning takes place. It's hands-on, problem-centered, and occurs through day-to-day tasks and challenges. My role as an instructional designer is to support this learning by creating tools that aid performance at the moment of need, such as job aids and on-demand micro-learnings.

• 20% - Social Learning: Learning is inherently social. It happens through collaboration, feedback, and mentorship from peers, managers, and mentors. My learning solutions facilitate this by incorporating collaborative activities and peer-to-peer exercises that empower learners to teach and learn from one another. The networking that occurs in the classroom sets the stage for learners to continue supporting each other beyond the classroom.

• 10% - Formal Learning: This is where my core methodology lives. It is the foundation of knowledge, skills, and behavior that supports the other 90%. The fundamental goal of my approach is to ensure that the 10% formal learning is as effective and engaging as possible so that it fully prepares learners to apply their new knowledge in their day-to-day work, which in turn drives the on-the-job and social learning.

Have questions about my methodology or interested in working together?

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