Trends and Implications of Models, Frameworks, and Approaches Used by Instructional Designers in Workplace Learning and Performance Improvement

Abstract

We undertook a three-step process to develop, test, and implement a survey research study to identify the models, frameworks, taxonomies, and approaches, most often used by instructional designers to support workplace learning and performance improvement initiatives in a variety of organizational contexts today. A total of 199 professionals working on instructional design, e-learning, and performance improvement projects responded to the survey. They shared the models they use to inform instructional and non-instructional learning interventions, and performance improvement interventions, project work. Our results show the most widely used ID and HPI-related models include: ADDIE, performance gap analysis, Kirkpatrick's evaluation model, Agile development model, rapid ID prototyping model, Merrill's first principles, the behavioral engineering model (BEM), the cognitive load overlay model, ISPI's human performance technology (HPT) process model, and CADDIE. We present implications for program design, course design, and the ensuing choices of study for emerging practitioners working in different contexts.