Instructional Design and Performance Based Training

January 16, 2021

What do instructional designers do?

First let’s start by defining instructional design. According to Rothwell, Benscoter, King, and King (2016), “the chief aim of instructional design is to improve employee performance and to increase organizational efficiency and effectiveness” (p. 5). To be more specific, instructional design focuses on utilizing a systematic approach to identify and develop effective interventions, which may include training, that will improve human performance problems or close a performance gap in the workplace; while also being cost effective for an organization.

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“the chief aim of instructional design is to improve employee performance and to increase organizational efficiency and effectiveness”

The role of instructional designers

So, then what do instructional designers do? A LOT! Instructional designers do more than just create a training or a deliverable for a client. Instructional designers apply the systematic approach to design and develop deliverables for clients, while balancing client needs and team needs. They are project managers, directors, creators, collaborators, team players, and client/ stakeholder partners.

Throughout my career, I have had the opportunity to do a little bit of it all when it comes to instructional design. I have been able to work on small teams, from just a one person team for a small non-profit to a two person team as a consultant. I have also had the opportunity to work on larger team as an internal employee for an insurance organization. While working on these teams, I have managed projects, managed teams and clients, oversaw project timelines, and created client deliverables, to include user guides and job aids. Additionally, I have had the opportunity to create and deliver performance-based training that enabled employees to perform their jobs.

Why is performance-based training important?

Performance-based training “teaches learners to perform their jobs” (OPWL 537 Course Instructors, 2020, p. 6) and is about learning while doing through the observation, practice, and performance of a job task while receiving coaching and feedback (OPWL 537 Course Instructors).

So why is this important for instructional designers? Performance-based training is somewhat different than typical training. Performance-based training provides participants with an opportunity to view demonstrations, then take part in an appropriate level of practice and self-discovery, while in a controlled environment. In the development of performance-based training, instructional designers will work closely with actually performers to identify the specific job tasks and review existing content to develop materials and an effective approach. Performance-based training is an important practice because it not only helps participants learn a new skill, but it helps them develop their skills to a more effective and efficient level so they are better prepared for their job role. Figure 1 demonstrates the components and sequencing of performance based training.

Figure 1

PBT Components and Sequencing

(OPWL 537 Course Instructors, 2020, p. 8)

Performance based training is not only beneficial for the performer but it can be delivered in a more efficient way to meet a client’s needs. Whether it be instructor led or self-paced, it can be developed to meets a client’s budget, while also taking into consideration learning constraints or availability. As a takeaway, instructional designers can utilize performance based learning to meet the needs of their clients and improve the performance of their employees in a more effective manner.

References

OPWL 537 Course Instructors (2020). Instructional Design Course Handbook. Boise, ID: Boise State department of Organizational Performance and Workplace Learning.

Rothwell, W., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: A systematic approach (5th ed.). Hoboken, NJ: Wiley.

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