MPI INSTRUCTIONAL SYSTEM DESIGN

Informational Handout

Purpose. To describe the MERIT Performance Institute (MPI) Instructional System Design (ISD) approach to developing curriculum.

Background. The ISD model is an academia standard for creating, executing, and sustaining curriculum. ISD provides a means for sound decision making to drive discipline and structure into any curriculum development project, ensuring solid configuration management throughout development and execution.

• Now an academia standard, ISD was initially developed by DoD following WWII
• The concept of a system approach to training is based on the proven process of first 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 specific MPI ISD model used for development of courseware is the ADDIE (Analysis, Design, Development, Implement, Evaluate) model

Method. Many ISD models exist, but due to the extensive experience of the MPI curriculum development team with the ADDIE model (Figure 1.), all MPI curriculum uses this method. Using the ADDIE model, the project team leverages knowledge and experiences of industry subject matter experts to build MPI curriculum. A simple definition of the MPI ISD approach:

• Analyzing what is required as a baseline of knowledge for leaders in the long-term care industry in order to develop goals and philosophy for our project (performance criteria)
• Designing our roadmap (objectives) to meet the needs and develop the skills required by the industry for CEOs and CFOs
• Developing our product (courseware) using output of the analysis and design phase leveraging cutting edge technology and instructional methodologies
• Implementing the curriculum--initially all MPI courses are subjected to strenuous field testing (i.e. small group tryouts / operational tryouts)
• Evaluating the courseware via audit-trail (mapping) throughout implementation to ensure it is heading in the right direction and achieving the desired results. This is followed by numerous feedback tools (critiques, etc.) to ensure we are continually meeting the needs of the industry

Conclusion. The MPI project team is committed to producing a world class training programs developing LEADERS in the long-term care industry with the skills, knowledge and attitudes our graduates will need in order to bring their individual facilities to the “next level.” Our approach will encompass changing the entire “spectrum of experience” for our student body:

• Behavioral--skills to use the tools already in practice by the parent company, MERIT Performance Systems (MPS)
• Cognitive--knowledge of information across the full continuum of long-term care leadership
• Affective—making leaders through changing student attitudes by building in them a commitment to a strong belief in an ethical, moral, and caring approach to patient care
  • “Take care of the patient and the money will come”

Figure 1. ADDIE Model

Terms Defined:

• Management — the function of directing or controlling instructional system development and operations.
• Support — the function of maintaining all parts of the system.
• Administration — the function of day-to-day processing and record keeping.
• Delivery — the function of bringing instruction to students.
• Evaluation — the function of gathering feedback data through formative, summative, and operational evaluations to assess system and student performance.

Analysis Phase

In courses that tie the content directly to preparing a student to do a job, the instructional developer analyzes the job performance criteria and develops a task list. The developer then analyzes the job tasks and compares them with the skills, knowledge, and abilities of the incoming students. The difference between what they already know and can do and what the job requires them to know and be able to do determines what instruction is necessary. The activities of formative evaluation begin.

Design Phase

In the design phase, the instructional developer develops a detailed plan of instruction which includes selecting the instructional methods and media, and determining the instructional strategies. Existing instructional materials are reviewed during this phase to determine their applicability to the specific instruction under development. In this phase, the developers also develop the instructional objectives and test and design the instruction. The implementation plan for the instructional system is developed in this phase and a training information management system is designed, if required. Formative evaluation activities continue in this phase.

Development Phase

In the development phase, both the student and instructor lesson materials are developed. If the media selected in the design phase included items such as video, sound/slides, interactive courseware (ICW), and training devices, these are developed. If a training information management system was developed for the instructional system, it is installed in this phase. As a final step in this phase, the implementation plan is updated. During this phase, instructional developers also validate each unit/module of instruction and its associated instructional materials as they are developed. They correct any deficiencies that may be identified. Validation includes:

• Internal review of the instruction and materials for accuracy
• Individual and small-group tryouts
• Operational tryouts of the "whole" system

Revision of units/modules occurs as they are validated, based on feedback from formative and summative evaluation activities. The final step in this phase is to finalize all training materials.

Implementation Phase

The instructional system has been designed and developed, and it is now time for the actual system to become operational. In this phase, the instructional system is fielded under operational conditions. The activities of operational evaluation provide feedback from the field on the graduate's performance.

Evaluation

Evaluation is a continuous process beginning during the analysis phase and continuing throughout the life cycle of the instructional system. Evaluation consists of:

• Formative Evaluation, consisting of process and product evaluations conducted during the analysis and design phases, and validation which is conducted during the development phase. Included are individual and small group tryouts.
• Summative Evaluation, consisting of operational tryouts conducted as the last step of validation in the development phase.
• Operational Evaluation, consisting of periodic internal and external evaluation of the operational system during the implementation phase.

Each form of evaluation should be used during development, update, and revision of instruction, if possible, and if the form of evaluation is applicable.

As shown, the MPI ISD process is a cyclic, self-correcting process. How well the self-correction nature of the process works depends to a large extent on the proven processes MPI instructional developer use to evaluate his/her progress through the ISD process. The most effective curriculum development effort is one which has a well-planned and deliberate evaluation process built into the design. This is something MPI instructional developers address early in the development process and continuously throughout the development cycle.

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