My analysis of my client, his training needs, and his learners’ needs have been enlightening. A visit with the client allowed me to learn about the history of the business, the learners, the learning environment, and the problems they are experiencing. Based on what we discussed, we agreed that this design project should focus on helping the business improve optical sales, which are currently down due to a lack of familiarity with lens options. There are several different lens options, each having its pros and cons. Remembering all of the information and then being able to match specific options with individual customer profiles is a challenge. I’m planning on improving existing job aids and creating an online training module to allow learners more practice with lens options information.

In brainstorming about which activities to include in the design of the lesson, I used Cathy Moore’s action mapping process. I began with the business goal:  to increase optical sales by ten to fifteen percent. Then I asked, “What do the learners need to do to meet this goal?” To increase sales, the learners must select the appropriate lens options based on a customer’s prescriptions, preferences, and daily activities and communicate the appropriate lens options based on the customer’s personality type.

According to the action mapping process, the next step is to design practice activities to go with each action. Therefore, I will be writing mini-scenarios, where learners will be able to practice applying lens options information to realistic situations requiring them to select and communicate appropriate lens options. Learners will have access to the actual job aids they will have access to in real occurrences, and the job aids will have the necessary information they need to succeed.

Analysis and design are interrelated. Although I am in the analysis phase, I am already envisioning the design process and how I can implement what I am imagining will solve the issues of my client. The design process cannot happen without an analysis, and an analysis is worthless without the design process. In designing the training, I may even realize that I need further analysis. As Piskurich (2006) states in Rapid Instructional Design, the instructional design process is “like a web with all of the aspects interconnected and leading to parts of each other” (xvii). The Information R/Evolution video describes the interconnectivity of the web well. Just as digital information is linked as a web, so is each phase of the instruction design process.

Piskurich, G. M. (2006). Rapid instructional design: Learning ID fast and right (2nd ed.). San Francisco, CA: Pfeiffer.


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