Instructional Designing Process Model of Training Process

IML College of Business

EME 601

Priya Doshi
 Setting organization Characteristics

IML College of MBA is an A Graded College for MBA students in India. It has 12 branches, all
over India, and it is one of the leading Business Schools. It is a government affiliated college. That
serves students from various parts of India. It serves students in the fields of marketing, finance,
human resources, entrepreneurship etc. that are selected through CAT exams and personal
interviews. The IML College of Business is awarded an A rating by the Committee of Business
Colleges based on the students performance scores on standardized tests by the college as well
as their students performances on the job.

IML College of Business operates under the mission statement, to provide unique and
innovative approach of business education, that focuses on providing the right knowledge,
imparting the right skills for enduring success in management careers, and shaping the right
attitudes. This demonstrates that the colleges primary purpose of delivering engaging and
effective instruction to students in all connected areas is to achieve academic excellence. Providing
superior instruction leads to meeting the colleges goals of developing good quality students
graduating from their college of business. Meeting this goal is the priority of the college
committee.

The Mumbai Branch of IML College of Business has a staff of 12 professors to teach four
majors of MBA. Each major department has three professors: one is head of the department, the
second is the supervisor of the course, and the third person is the new employee. This results in
four head staff, four supervising staff, and four new teaching staff.

Staff Title Finance Marketing Entrepreneurship Human Resources

IML College
of
Business Head 1 1 1 1
(Mumbai Branch)
Supervisor 1 1 1 1

Assistant (new 1 1 1 1
employee)

Each Professor has a set of assigned duties made up of multiple tasks and subtasks. The
fundamental job function under which each task and subtask is assigned have been identified
through a job task analysis and are specified in the table given below (Rothwell, Willam J,
Kazanas, H.C.2008).
Teacher Job Analysis:

Job Title: Professor

Category: Instructor

Classification: Full time

Pay type: Salaried Monthly based

Qualification

1. PHD in the major

2. Professional Teaching Certification.

Job Description

1. Teach Students

2. Support Student success

3. Support the college Mission

4. Keep updates of market strategies

5. The instructor should have the quality of maintaining good contact with companies for students
internships

6. The instructor should have good leadership quality to inculcate in students to enhance their t
personality as Management Students

While the most basic function of the professor in the Mumbai Branch is to maintain the standard
of the Business School, there are professors with unique characteristics, like having their own
business firms and also enjoying teaching students. These unique characteristics are required for
careful training of new employees on the set standard method of the Business school. For example,
the Business School focuses instruction largely on project-based, face to face learning, and student-
centered learning through the implementation of UCS curriculum practices. Gaining and
maintaining UCS accreditation requires professional development for professors and additional
efforts to integrate this methodology. It is critical to the success of the college of business and all
new employees that an appropriate training model is utilized to adequately instruct new hires.
The majority of the current employees in all the branches go through an employment development
process to develop the professors teaching skills according to the current trends. Many of the
training programs are conducted based on old learning theories and trends. They do not train new
employees or current employees in various branches with current trends and practices of teaching.
The professors are trained through video conferences for a month. Therefore, everyone follows the
same pattern and method of delivering instruction.

While these practices have been effective, the college doesnt produce any instructional materials
unique to its individual process. These create a knowledge gap for new employees between
fundamental teaching practices and the practices unique to the IML College of Business. Also, the
new employee has certain ways of delivering, conducting instruction, and behaving with the
students. Meeting with the head of the department and implementation of a mentor program for
new employees are used to fill the gap through unorganized guidance. The mentor doesnt have a
set method (guidance book) of practice to guide a new employee. While the gap is eventually filled
up, it may take months for the new employee to adapt to the standard of the IML College of
Business. This creates a stressful environment for both the mentor and the new employee, that is
meant to be provided for instruction. The gap is identified below.

Training in Training in teaching

fundamental Practice
teaching For IML college of
business
practices

Current Knowledge Gap Ideal

The above diagram helps one to understand the current training model and the potential
improvements that could be made for ideal conditions. Conducting a needs assessment will help
us to overcome the weakness in the current training model and provide recommendations for
correction (Rothwell, William. J., Kazanas, H.C. 2008). Improving the on-job training model for
new employees will help provide better instructional skills for colleges staff in order to meet the
goals of the colleges academic standards.
Problem Analysis

Current Training Model

The current training program of the IML College of Business includes pre-job training before
resuming the job. The training program includes lectures on basic practices of the college,
shadowing of the head of department, and then an evaluation at the end of the training. The College
of Business has less staff compared to the ratio of students studying in the College of Business.
The training program is linear in structure, as it moves from step to step through the process. This
structure is unique to the company and demonstrates a loose representation of the Dick and Carey
Instructional Model (Lee, H., & Lee, S.1996). The current training model is missing some key
elements of the Dick and Carey Instructional Model and is lacking development in many of the
elements that are present. The Dick and Carey Instructional Model is demonstrated below.

Dick and Carey Instructional Model.

During training, the newly hired employees first meets a human resource specialist. During this
meeting, the employees learn the policy and procedure of the company. The information is
delivered verbally during the meeting, pertaining to the job requirements of new professors. At the
end of the meeting, the new employees receive a handbook of the company describing the policies
and procedure in further details. The next step of training includes shadowing of department head
for appropriate guidance and content. The meeting informs new employees of the teaching practice
carried out by the department, the due dates of creating instruction, and the schedule of the calendar
year. The business college department head provides teaching strategies, course plans, state
standards, assessments, and content calendars. The department head also provides the new
employee with necessary course materials such as textbooks. Moreover, the department head
discusses his own policy and method of creating instruction. So, the HR department guidance and
instruction has no relation to IML College goals for practicing instruction. The faculty member
and students evaluate the professor before resuming their job. There are two types of assessment,
firstly the professor is evaluated based on students survey for conducting a class. Then there is a
formal assessment that is done by faculty members sitting in the classroom while the new
employee is conducting the class (professor). The summative analysis of student and department
Committee is the deciding factor for resuming the job in the IML College of Business.

Human
Head of Professional Development of new
Resources Mentor
Department employee
team

Current training Model

The Problems in the Current Training Model.

While the current training model has strengths, there are problems that should be resolved for
improvement of training. The training model is based on the Dick and Carey Instructional Model;
however, it is missing key elements of the model which results in a less effective training program
(Dick and Careys Model). Some of the elements of the Dick and Carey Model that are present are
lacking development, which again decreases the overall effectiveness of the training model. In the
diagram given below, the highlighted elements of the model are those that are either missing or
insufficient.

Elements Currently Missing or Insufficient Training Model

One deficiency in the current training model is pre-job training. The instruction that is provided in
the introductory meeting with Human Resources is verbal and inconsistent, making this an
unreliable form of instruction. There is not a standardized form of instruction created as a resource
to be used in these meetings, leaving a margin of error in regards to accuracy and consistency.
Also, this form of delivering instruction assumes the newly hired employees, in all branches, will
retain all information provided in a brief meeting. Of course, the likeliness of comprehension and
retention of all the delivered information is improbable, and for the instructor to think otherwise
is inappropriate.

Aside from these introductory meetings, there is no assessment of the professors behaviors or
methods of relevant instruction. All experienced and skilled professors in various branches possess
sets of skills and content awareness, philosophy, method of creating instruction, and different
styles of delivering the instructions. For example, the experienced professor will not have
knowledge or qualification of creating instruction as required by the latest trends of execution
instruction for the IML College of Business. In addition, specific college policies, procedure
expectations of faculty, and learning philosophies vary between various branches of the IML
College . Thus, they should review their training process. It is critical to new employees of various
branches to succeed in ensuring that the assessment of the knowledge of such information is
measured immediately and instruction is provided to fill any knowledge gaps.

Another concern in the current training model is that due to the lack of sufficient upfront
instruction, the training is more reactive than proactive. In the current training program, the head
of the department is a mentor helping a new employee in the department. This procedure is mainly
useful for the new employee if there are any issues that has been encountered the during creation
of instruction or to answer any type of query regarding executing instruction. There is no formal
training by the department on how to execute the instruction based off of the IML College of
Business goals.

Another problem pertaining to the model being reactive, is that much of the current model is based
on the results of evaluation which then guides the need for future instruction. This requires an
employee that ineffectively meets a performance standard to receive instruction in competency.
Formative assessments are brief and occur at the start of resuming the job to identify knowledge
gaps. Summative assessments occur at the start of the employment by the faculty members. This
means that a professor could be ineffectively meeting a performance standard for a large portion
of the college year without the weakness being identified or corrected. This potentially lowers the
academic standard at which students are taught and could result in lower standardized test scores.
A more effective approach would be to provide instruction prior to evaluation, to reduce the
likelihood of failure.

Recommendation

After conducting a thorough system analysis of the IML College of Business and a needs
assessment of the current training model, it is recommended that the college further develops the
existing training model to fully implement the Dick and Carey Instruction Model (Rothwell,
William J., Kazanas, H.C. 2008). Through purposeful revision of the present model, the Dick and
Carey Model will encompass the current training process while largely expanding into an effective
instruction design model (Dick and Careys Model). The following chart explains the necessary
revision based on the identified problems of the current model.
Identification Problems and Solutions
Identified Problems
1. The current model is not effectively 1. Revise the current model to sufficiently
following an ISD Model.
2. There is a deficiency in pre-job training as it 2. Improve pre-job training through instructional
currently includes only:
Brief HR meetings
No meetings with supervisor
Assigned mentor (head of department)
These introductory meetings are brief
and lack consistency and accurate
instruction for new professors.
Recommendation
implement all elements of the Dick and Carey
Model
strategies.
Meet with HR for initial introductory
instruction. HR will now have a
standardized checklist based on IML
colleges goals as an instructional
resource to ensure accuracy and
consistency.
Meet with supervisors to receive
necessary material and instruction.
Supervisors will now have a
standardized checklist as an instructional
resource to ensure accuracy and
consistency.
Assign a mentor as a supplement
resource. The new training model will
reduce a new employees frequent need
for the mentor. This will reduce stress
for both new employees and mentors.
The employees can be assigned work
from the next day. Mentor will be
dedicated to each employee. In case they
need any kind of help. The training will
help reduce mentor work. With time,
employee will be given additional
responsibility to understand where the
employee can grasp all the knowledge
which he requires to learn as per the
standard checklist. The evaluation exam
is kept to know the standard of training
and new professor understanding level.
 3. The lack of institution defined instruction 3. Add instructional content to the training model
results in training being reactive instead of to promote a proactive environment.
proactive in nature for trainees.
Knowledge gaps are identified too late
in the training process.
Mentors are used as assistance for new
employees when encountered with
new problems while delivering
instruction
Formative assessment is inconsistent
in length and feedback, and couldnt
occur until someone informs about the
instructor. This potentially results in a
new employee being unaware of
ineffectively meeting a performance
objective
An updated pre-job training program,
including an online instructional training
course for all branches, will provide
instruction and identify knowledge gaps
immediately.
With more focus on instructional content,
new employees will encounter fewer
uncertain situations and questions. This
will lead to mentors being used more
appropriately as an additional resource,
rather than the foundation of instruction.
This will reduce stress for the mentor and
the new employee.
Formative assessment will now utilize a
standardized feedback form to ensure
consistency and accuracy.
Also, all new hires will have initial
observation within the first month of
employment, to provide timely feedback.

The First solution in the recommended plan is to fully implement the Dick and Carey Instructional
Model to design an effective training process. All revisions will combine with the phases of the
original training model to create a final Dick and Carey Model with all the necessary steps. The
Dick and Carey Model is represented below
The New Model

Model Steps IML College of Business Training Process

1. Identify Instructional The Committee of the college sets specific instructional goals as
Goals they determine the expectations of a new employee. Administration
has a list of competencies that a new employee must meet to be
successful at the college. It is important that these goals are
communicated to the new employee upon hiring to clarify
expectation.
In the current training model, administration expected these
instructional goals to be fully explained to the new employee during
introductory meetings with Human Resources and supervisors. After
analysis, it is clear that there is a lack of consistency in these
introductory meetings, as there is no instructional material to guide
the training. This leaves a margin of error for inaccuracy and
inconsistency of the training. Also, it is improbable that a new
employee will retain all information delivered verbally in a few brief
meetings.
In the new training model, it is recommended that the professors
continue weekly meetings in conjunction with an online instructional
training course.
The new employee will first attend each of the introductory meetings
as a first step of the training process. These meeting will have
improvement through the addition of a standardized checklist form,
outlining the learning goals from the administration.
2. Conduct Instructional A job task analysis of the professors position is conducted to
Analysis provide thorough analysis of the required steps and knowledge to be
a successful professor in the college of business (Rothwell, William
J., Kazanas, H.C. 2008). This analysis produces a list of
competencies to be used to guide informational content in the
modules for the online course.
3. Identify Entry Entry behaviors are currently only assessed through the introductory
Behaviors meetings with Human Resources and supervisors. It is recommended
that these meetings continue to be used as one method of assessing
entry behaviors.
In the new model, entry behaviors and prior knowledge will also be
assessed through the online instruction training course. The self-
paced structures of the course will identify users with previous
knowledge and pass the quizzes without the use of the instruction
guide. If the employees pass the quiz with 80% accuracy or higher,
it will be identified that there was significant prior knowledge.
Adversely, if the new employees require use of the instructional
material and still dont pass the quiz on their first attempt, it is
identified that the user currently lacks the skills or knowledge being
assessed.
4.Write Performance A standardized performance objective for all professors must meet
Objectives the standard of the IML College of Business. Faculty members use
these objectives to administrate when conducting a professors job
employment performance evaluation. This evaluation is performed
when someone informs about the professor. The professor doesnt
strive to meet the objectives of the IML College of Business.
In the current training model, these performance objectives are never
clearly explained to a new employee during the training process.
This leaves the employee potentially unaware of the expected
objectives and goals of the IML college of business. This results in
confusion and frustration to new employees when receiving a
negative evaluation on objectives that were never described.

In the new training model, new employees will complete one module
of instruction on the performance objectives and a second module of
instruction on the training process. Learning this information upfront
will reduce anxiety by clarifying the colleges expectations for the
employee to be considered successful in position.
5. Develop Criterion- In the current training model, there is no assessment to measure the
Reference Test new employee understanding of expected performance objectives.

In the new training model, the online instructional course is

conducted through virtual meetings and will serve as an orientation
for introductory information. In the course, there will be different
types of modules. The new employees need to score 80% on quizzes
for each module to proceed to the next module. These quizzes will
be sufficient in assessing employee comprehension. Also, if the
employee is advanced in the competencies and therefore doesnt
require training, the self-paced structure of the course will allow the
employee to take the quiz and progress to the next module.
6. Develop Instructional In the current training model, this step of developing an instruction
Strategy strategy is missing from the process. With no clear strategy for
instructing the new hires, the training is inconsistent, therefore
inaccurate, and certainly ineffective.
In the new training model, it is recommended that an online
instruction course is developed to train employees. There will be
virtual meetings for the course. This model of instruction will allow
the employees to determine throughout each module if the content
knowledge is mastered or if further instruction is needed.
After each module, the employees will need to pass a quiz with an
80% or higher to continue to the new module. If the employees dont
obtain an 80% or higher, they will repeat the instructional content of
the module with additional opportunities for practice.
7.Develop and Select In the current model, the only instructional materials are the
Instructional Material professional development training that is outsourced to conferences
and self-training. These trainings are certainly effective and allow
 the college to offer a wider range of training and conferences of
employees. It is recommended that the college continue to utilize this
ability of the new model.
In the new model, it is also recommended that the foundational
knowledge about the college itself is created and instructed by the
IML College of Business. Information about college specific
policies, procedures, and educational choices cannot be obtained
from outside institutions. For this reason, it is recommended that the
online instructional training course be created by the college. The
employee needs to take the course mandatorily as it is a college
policy for new employees.
Once the new employee has successfully completed all modules
indicating comprehension, it would be appropriate to sign
acknowledgement and receipt of the Employee Handbook. It is now
acceptable to assume the new employee understands and has agreed
to abide by the handbooks regulations. In the current training
model, the new employee was expected to sign this
acknowledgement after a brief introduction from Human Resources.
This is not a sufficient method of instructing a new employee on the
schools foundations.
Finally, it is recommended that standardized forms be created as
instructional resources for the new training model. The first form
that will be created is a standardized checklist for Human Resources
and supervisors to use during introductory meetings. The second
form that will be created is a standardized form to be used for
evaluation during ongoing observations. The use of these new forms
will ensure accuracy and consistency.
8. Develop and Conduct The formative evaluation in the training process is comprised
Formative Evaluation evaluation by department committee. This evaluation gives the
employee feedback about their skills and knowledge only based on
college objectives and reaching goals.
In the new model, all new employees will have their first evaluation
with the first month of employment to provide feedback in an
acceptable timeframe. This will help new employment to assess
areas of strength and weaknesses with time to improve.
9. Revise Instruction Feedback from the formative evaluation will be used to revise
instruction.
If an employee has clear areas in need of improvement, instruction
will be revised by providing the employee with professional
development. This will offer the employee the opportunity to
improve the area of weakness through new instruction.
10. Design and Conduct Employees will be assessed through two forms of summative
Summative Evaluation assessment.
Department committee conducts the first assessment and second
assessment is based on student opinion about the professors method
of teaching. This combined assessment will be used to rate the
 professors effectiveness. This final performance evaluation is
determined by the administration, summarizing an employees level
of mastery of the performance objectives.
11. Revise Instruction After receiving feedback from both summative assessments, the
employee will use the results of these evaluations to assess for areas
in need of improvement. This will determine necessary professional
development for the following year to improve in areas of weakness.
Now, the employee will complete an individual Performance
Development Plan (IPDP) stating specific and measurable goals
necessary to measure successful improvement in the following year.
This cycle of evaluation leading to professional development
training reoccurs each year of employment.

The new model will be required a team to create the instructional materials. This team will consist
of a graphic designer, an instructional designer, and a project manager. This team will be created
by using existing employees with the graduate degree in each of the fields. As the employees
degree program where partially funded by college reimbursement program this is an opportunity
for the college to benefit from the employees new skillsets. The team members will be
compensated for their time through stipends which will reduce the expense of content creation
significantly.

Conclusion

The Dick and Carey Instructional Model has been recommended for the IML College of Business
training process due to its methodological approach. The model guides training in an organized
step-by-step process similar to the linear structure of the current training model. Also, the current
model values evaluation and feedback to determine the need of instruction. Similarly, the Dick
and Carey Model relies heavily on consistent formative and summative evaluation and feedback
to guide the training process (Dick and Careys Model). These similarities allow for revision to be
made to the current model to improve it without eliminating its strength.

Additionally, the Dick and Carey Model is recommended for the college new employees and staff
training for all the branches of the IML College of Business because it provides for ongoing
training after completion of the initial new hiring training procedures (Dick and Careys
Model).This is an ongoing training and evaluation process model important for the IML College
of Business as education methods and philosophies are constantly evolving and therefore require
consistent professional development and assessment. There will be cost associated with the
implementation of the new instructional model; however, they have a feasible institute budget.
These costs will derive from the need to create new instructional resources including an online
course. While creating, instructional content can be costly, there are ways to keep expenses to a
minimum. First, the new employee will complete the training online. Therefore, not require any
additional funds to compensate the new employees. Additional cost will stem from content
creation; however, it is recommended that the college utilize the existing employees with skills in
graphic design, instructional design, and project management. There are multiple employees with
graduate degrees in these fields, paid through the college tuition reimbursement program. This is
an opportunity for the college to benefit from providing tuition assistance through utilizing the
employees new skillset. Employees will be compensated for their time through a stipend. This
will reduce costs for the college as the stipends will be considerably less than contracting
professionals in these fields.

The Return of Investment (ROI) will be significant as the benefits the college will receive and for
each individual employee. Closing the knowledge gap will result in better educated employees that
are confident in their position. Knowledgeable employees will provide more engaging and
effective instruction for students to lead a better standardized test score. As these standardized test
scores determine the college rating and ranking with other College of Business. One major benefit
of the college obtaining high rating is due to professors receiving increased pay and bonuses for
achieving A rating with the ranking in Colleges of Business. The college will also be benefit
from having highly effective professors and receiving an A rating through increased
enrollment. The college enrollment determines the amount of funding received each year, and
therefore has a positive impact on the institutes annual budget.

The shift from the current model to the new instructional model is expected to have a very little
resistance from the current employees as the new model will reduce stress and effort for those
involved in the training process. Supervisors and mentors that are typically burdened by the
knowledge gaps of new hires will benefit from well- trained and better instructed trainees.
Employees that are not associated with the training process will be unaffected by the change in the
training process. The only impact they will have is a potential bonus check or pay raise from the
colleges rating achieving an A rating.

Overall, the IML College of Business will benefit from the revising of the current training process
to implement the Dick and Carey Instructional Model. The new model will include the current
training process while accommodating the added instructional strategies of the ISD model.
Reference

Rothwell, William J., Kazanas, H.C. (2008). Mastering the Instructional Design Process: A

Systematic Approach. San Francisco, CA: Pfeiffer.

Instructional Design Models and Methods. (2012). Retrieved December 4, 2015. Retrieved from

http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm.

Lee, H., & Lee, S. (1996). Dick and Carey Model. Retrieved December 4, 2015, from

http://www.umich.edu/~ed626/Dick_Carey/dc.html

Dick and Carey's Model. Retrieved December 5, 2015. Retrieved from

http://www.personal.psu.edu/wxh139/Dick_Carey.htm