1

SYSTEMATIC DESIGN OF INSTRUCTION

Advocating for Systematic Design of Instruction Email

Jenna Jenkins

Grand Canyon University

EID – 500: Introduction to Instructional Design

Sean Sullivan

January 31st, 2024

2

SYSTEMATIC DESIGN OF INSTRUCTION

Advocating for Systematic Design of Instruction Email

Happy Monday, Jen Jenkins,

I would like to being by expressing my gratitude for your continued partnership throughout the
completion of this new training solution! Design Solutions Co. and I are thrilled to work
alongside your team to create the most effective training program for your current and
oncoming staff! Concluding my introductory meeting with your instructional team, my design
team and I reviewed and discussed our plan of approach as to how we will create for a
successful and effective training program, all while meeting your desired needs. Our design
team understands that new and trending training processes arise frequently in the field of
business, however, our team here at Design Solutions Co. is determined to ensure you receive
an all-around exceptional experience. With that being said, I would like to discuss our concerns
about independent trainings, as well as the successes of whole group trainings.

During our introductory meeting, it was brought to our design teams’ attention that an
independent training is something that is desire to respect the time of all employees. My design
team and I believe that we can create an effective training program that respects all employees
time, but also ensure that all employees are receiving the most out of the training. Beginning
with the first step of the ADDIE model, analyze (Lasky, 2023). As employers it is often
mistaken that we “think” we know what is best for employees because well, we are their boss.
However, that is not always the case. Taking the time to slow down and analyze our employees
for what they desire out of this training program will help to ensure that we are not only being
respectable of their time, but also ensure that we are meeting their needs of success. Skipping
this crucial step within the ADDIE model limits the greatest potential for both the employees
and success of the training.

If time seems to be something of concern for your employees after the analysis is completed,
we can happily design a digital training platform that presents a series of challenges based off
the feedback we receive (Salas, 2018). If your employees seek a workshop model, we can
create an instructional training platform that supports all desired alignments, including a digital
option (Ziegenfuss, & LeMire, 2019). The ADDIE model provides instructional designers,
software engineers, and others guidance at a high level, as they create and revise training
modules or courseware (Ziegenfuss, & LeMire, 2019). Simply passing over beginning steps of
the ADDIE model may limit the true success of later steps within the design process, such as the
implementation phase (Ziegenfuss, & LeMire, 2019), therefore hindering one’s truest potential.
3

SYSTEMATIC DESIGN OF INSTRUCTION

All in all, I would like to say thank you for your continued partnership throughout the
completion of this new training solution! I look forward to hearing from you within the next
week to set up a meeting time to discuss our teams plan of action for the success of your new
training program! Once again, Design Solutions Co. and I are thrilled to work alongside your
team to create the most effective training program for your current and oncoming staff! Please
do not hesitate to reach out with any questions, comments, or concerns!

Best regards,
Jenna Jenkins
Instructional Designer
Design Solutions Co.
(586) 567 - 2998
4

SYSTEMATIC DESIGN OF INSTRUCTION

References

Lasky, J. (2023). ADDIE model. Salem Press Encyclopedia.

Salas, A. (2018). Integrating ADDIE With Digital Learning. TD: Talent

Development, 72(11), 57ID–60ID.

Ziegenfuss, D. H., & LeMire, S. (2019). Backward Design: A Must-Have Library

Instructional Design Strategy for Your Pedagogical and Teaching

Toolbox. Reference & User Services Quarterly, 59(2), 307–112.