In the design phase, the outcomes from analysis are used to create a blueprint for the instruction. This blueprint, called a design document or design report, covers the training need, instructional strategies, content, and creative treatment. The document is used to communicate with all members of the development team and is invaluable for keeping the project on track and focused on the real training goals.

Determine Learning Objectives

The first step in the design phase is to examine the tasks or subordinate goals that were listed in analysis and from these create a set of behavioral learning objectives. Objectives should be short, specific, and testable.

For example, let's assume that a task analysis for a sales training program reveals that new representatives have three needs:

• To understand product features and benefits.

• To know the competition.

• To be able to handle customer objections.

Corresponding learning objectives, which are specific and testable, might be written as finishing the sentence: "After completing this course students will be able to:"

• List five product features and identify an associated benefit for each feature.

• Identify five major competitors and list the name of each competitor's product.

• Classify an objection as either a misunderstanding, smokescreen, or valid objection.

Develop a Content Outline

Learning objectives determine the actual content of the program. After reviewing source materials and/or interviewing subject matter experts, a content outline is developed. The outlines provides a lesson-by-lesson breakdown of topics, as well as a summary of any motivational strategies that will be employed.

The content outline lays out a plan for the sequence of instruction. The order of information depends on the subject matter at hand but typically goes in sequence from beginning to end when process is being taught, and from easy to hard when concepts are being taught. A common exception is to begin with an overview lesson that presents the big picture before going into the details.

One of the strengths of the ISD process is that it excludes background information and tangential content, which might be interesting but are not related to the specific learning objectives at hand. By paring down content, development time is reduced, learning time reduced, and retention of relevant information increased.

Indicate Practice Activities

In addition to presenting content, the design document specifies the strategies for practice. Practice and feedback are critical elements of effective instruction and should be planned carefully.

Although the specific activities themselves are not created until the development phase, a general description of practice should be given. The design document might include brief descriptions of simple questioning (multiple choice, true/false, or fill-in), simulations, instructional games, on-the-job application exercises, or situational analysis activities.

Specify Technology and Media

In technology-based training, the availability of CD-ROMs, audio speakers, bandwidth, and plug-ins often help determine the choice of media. The design document formally identifies the learners' available technology, which drives many of the implementation decisions later in the project. This specification should include not just what is available, but what is allowed by an organization's information technology department. Sometimes technical specifications expand into the choice of development tools, including specific authoring systems, databases, or student-tracking systems.

The choice of media should also be justified from an instructional standpoint, too. Just because a computer can display video does not mean video has to be used. In fact, many designers with a video or instructor-led background overuse video. Audio narration with appropriate graphics and interactivity will always be a better choice than "talking head" video clips that are passively viewed.

Determine User Interface and Creative Treatment

The graphical user interface is the critical link between the student and content. The design document spells out the buttons and navigational features that will be available, what their labels or names will be, and where on the screen they will be located. Ideally, an artist creates the actual screen designs and these images can be imbedded within the design document.

The list below indicates commonly prescribed interface items:

• Next button, which advances to the next screen.

• Back button, which moves back to the previous screen.

• A screen counter to indicate progress through a lesson.

• Menu button to jump directly to the Main Menu.

• Exit button to exit the program.

• Glossary to access an online glossary.

• Help to access context-sensitive information, or navigational assistance.

• Notepad for recording student notes.

• Bookmark to tag the existing screen for future quick access.

The interface section of the design document should also describe or show the look and feel of the program. With consideration of the learners' profile and the client culture, the visual treatment can be a conservative, functional screen, or something more creative. Training programs use a variety of metaphors or themes to increase student engagement. Among common examples are the science fiction adventure, James Bond espionage, film noir mystery, music video, TV game show, simulated work environment (virtual reality), and animated cartoon host or narrator.

Final Sign-Off

Once all revisions are made, the "client" should officially approve the design document as the blueprint for the entire program. If you are managing a project inside an organization, the internal client, such as your boss or the project contact in the sponsoring department, should sign a release document (or at least acknowledge approval in an e-mail or memo), so that the other phases of the project can proceed, based on the design document. If you are managing an outside vendor, you should provide written approval of the design. This final acknowledgement step helps to communicate the importance of the design, and the fact that changing the program at a later stage of development will be considered out of scope.