Instructional Design Process Analysis

In implementing Organizational Strategy decisions, these are the decisions that are required:

a) What content should be presented?

b) How should this content be presented?

c) What sequence should the instruction follow?

Appendix 4 provides an overview of the content of the course that will be presented.

Marco and Micro-instructional strategy

The instructional design usually starts with the Marco-strategies which are to focus on the scope and sequence structures and also the Micro strategies which is the expanded instructional event. One of the micro-strategies methods is to organize the content to include the introduction, body, assessment and conclusion?

In the selection of the instructional design to guide the systematic approach of implementing

The key is to evaluate, revise the material to increase the effectiveness of the instructional module. The challenge according to Rothwell and Kazanas (2008) in this phase is to collect and analyze data of completed instructional sessions. It requires the process of placing value on the instructional module and this evaluation may not be objective and empirical.

Figure 4: The Evaluation phase of the Smith and Ragan’s Instructional Design Process Model

Instructional Resources

The resources for the conduct of the instructional module are appended in Table 5. These resources are provided by the training provider to support the facilitator and learner to meet their learning goal, outcome and objectives for this instructional module.

Resource Purpose

ISO22301 standard To provide the specification for BCMS: The international standard organization ISO22301:2012 Business Continuity Management Systems – Requirements (ISO 22301, 2012)

ISO19011 standard To provide the guidelines for auditing management system: The international standard organization ISO19011:2011 Guidelines for auditing management systems (ISO 19011,

Communication theory is a driving force behind instructional design. Instruction is designed so that its objectives can be properly communicated and received by the learner. Both the learner and the designer receive feedback about the instructional process.

System theory System theory is an inter-disciplinary theory which consist a set of concept, construct, facts and terms which describe and explain the characteristics and phenomena affecting with any system. Thinking instructional design as a concept of system or ‘a set of interrelated and interacting parts that work together toward some common goal’ (Smith & Ragan, 2005, p. 24)

Instructional designer should be aware of other system discipline.

Learning theory This theory informs a ‘change in human disposition or capability that persists over a period of time and is not simply ascribable to processes of growth’ (Gagne, 1985, p. 2) It helps instructional designers when designing from a:

• Behaviourist and/or cognitivist stance, the designer analyses the situation and sets a goal.

• Constructivist approach requires that the designer produces a product that is much more facilitative in nature than