1. Planning Revision Formative Evaluation Project Management Support Services Summative Content Sequencing Instructional Strategies Designing the Message Learner Characteristics Task Analysis Instructional Objectives Evaluation Instruments Development of Instruction Implementation Confirmative Evaluation Kemp, Morrison and Ross Model Instructional Problems

2. Learner Characteristics Who will be receiving the instruction (training?)

3. Target Population intended audience for instruction

4. Target Population intended audience for instruction try-out audience

5. Implications for the Design of Instruction pace practice relevance statements attention context of examples context of practice items concreteness / abstraction structure medium grouping chunking response mode number of examples amount of practice feedback learner control reading level vocabulary reinforcement time learning guidance

6. records interviews surveys observation job descriptions personnel profiles texts and articles Assessing Characteristics

7. General Characteristics age gender health language ethnic / cultural background

8. Reporting General Characteristics agerange and average age groups 18 to 64 years old average age 42 18 to 24 – 6 people 25 to 30 – 14 people gendernumbers55 females 32 males healthcondition and numberhearing impaired – 12 visually impaired - 3 languagelanguage and numberSpanish – 4 Chinese - 5 culturalculture and numberNative American – 5 African American – 10 Hispanic - 6

9. Personal / Social Characteristics maturity level motivation level expectations vocation aspirations special talents / interests mechanical dexterity previous or current employment ability to work under various environmental conditions

10. Reporting Personal/Social Characteristics maturity levelhigh, medium, lowvery mature mature immature motivation level high, medium, lowhighly motivated somewhat motivated low motivation expectationsspecific liststreamline job performance vocation aspirations specific listpromotion to become a trainer job change special talents and interests specific listcycling gardening baseball

11. Reporting Personal/Social Characteristics mechanical dexterity list any unique problemsunable to use standard computer keyboard – 5 people previous or current employment specific list of job titlesCFO trainer USCF official ability to work under various conditions list any unique considerations need a quiet environment; distractions interfere with learning

12. Academic Characteristics education completed training levels completed special courses completed previous performance levels standardized test scores GPA

13. Reporting Academic Characteristics education completed list academic levels and number of people high school - 15 post secondary - 30 associate degree - 2 undergraduate degree - 70 graduate studies - 15 masters degree - 10 doctoral degree - 2 training levels completed list actual levels and number of people Category A cyclist – 12 people Dive Master – 6 people special courses completed list actual courses and number of people Red Cross CPR - 21 Time Management Seminar – 5 people previous performance level list actual level of performance satisfactory or above – 14 people standardized test scores GPA range of actual scores average scores 2.2 to 4.0 GPA average GPA of 3.1 38 to 52 on the Iowa Basic Skills

14. Specific Entry Characteristics prerequisite skills previous or current experience with topic reading levels attention span attitude towards work or the subject

15. Reporting Specific Entry Characteristics prerequisite skills list all skills individuals have can use a microscope familiar with Adobe Photoshop previous or current experience list all experiences either specifically or in general categories health field legal field management education business human resources politics manufacturing student information technology computers service repair sales arts (music, theatre, art)

16. Reporting Specific Entry Characteristics reading levelslist specific reading levels average reading level – 12 th grade attention span approximate attention span 20 to 30 minutes can maintain attention up to 1 hour of training attitudes towards work or subject report as positive, negative, or midrange indicates a positive attitude toward work – 41 people

17. Learning Styles visual / auditory sensory / intuitive inductive / deductive actively / reflectively sequentially / globally

18. Learning Styles Links Learner Characteristics and Instructional Design http://www.atl.ualberta.ca/articles/idesign/learnchar.cfm Learning Styles http://www.tecweb.org/styles/stylesframe.html

19. Reporting Learning Style Characteristics visual / auditory state self reported preference 95 people reported they prefer visual support when learning new material sensory / intuitive state self reported preference 21 people reported they use an intuitive approach when learning new material inductive / deductive state self reported preference 16 people reported they prefer a deductive approach when learning new material actively / reflectively state self reported preference 46 people reported they use an active approach when learning new material sequentially / globally state self reported preference 76 people reported they prefer a global review when learning new material

20. Environment Characteristics What resources will the learners have for instruction (training?)

21. Analyzing the Instructional Environment Policies  Training methodology  Time allowed for training  Support for training requirements Technology  Hardware  Software  Network connections Resources  Meeting rooms  Technical help  Supplementary learning materials

22. Documenting the Instructional Environment policiesstate specific policies for training Students will be given time during the work day to complete training. technologylist all the specific hardware and software students have available PC computers 200 mgz 20 GB hard drive 512 mb memory Internet explorer 5.0 dial-up internet connection Microsoft Office resourceslist all resources available to students Students will have a tech help line available. On site review sessions will be held when students request them.

23. Summary It’s critical to determine the unique characteristics of your learners and the learning environment. Consider  General characteristics  Personal / Social Characteristics  Academic information  Specific entry characteristics  Learning styles

24. ~ Your Assignment ~ Using the Learner and Context template, document a complete profile of your intended audience and learning environment.  Specify the general characteristics  Specify personal / social characteristics  Specify academic information  Specify entry characteristics  Specify learning styles  Specify the learning environment