Instructional Design for Action Learning

Citation

McArdle, G. (2011), "Instructional Design for Action Learning", Journal of European Industrial Training, Vol. 35 No. 5, pp. 515-518. https://doi.org/10.1108/03090591111138053

Book synopsis

This pragmatic book provides a thorough step‐by‐step manual for incorporating action‐learning principles into the design, development, delivery, implementation, and evaluation of training. Written by an ASTD Master Trainer, this book is well organised to serve as a quick reference on instructional design strategies for trainers in any industry. McArdle underscores the importance of experiential learning methods and provides suggested training design templates for solving actual workplace problems. For instance, the author cites Clark and Meyers' (2008) suggestion that “a training sequence be built around a critical incident, a problem to be solved, or a task to be accomplished, rather than a set of concepts or skills to use” (p. 182).

Similar to the organisational scheme in Introduction to Instructional Development (Gentry, 1994), which is structured according to the IPDM Model, this book is arranged according to the Instructional System Design (ISD) model. Each chapter covers a step of the ISD model with the inclusion of two additional steps. The six steps are:

1. 1.

   Identify the need.

2. 2.

   Design a training outline.

3. 3.

   Develop course material.

4. 4.

   Manage the setting.

5. 5.

   Implement training.

6. 6.

   Evaluate the training.

Chapter four on “Set the scene for learning” is unique in that it provides definitions of 12 action learning techniques, directions, tools and tips, and corresponding design strategies. For example, McArdle describes how to tailor specific techniques to the audience's learning style when implementing techniques such as collaborative activities, back‐home exercises, brainstorming, and self‐assessments. The four stated themes throughout the book are:

(1) Use the six components [of ISD model and two additional steps] each time you create a training programme. (2) Create training solutions that engage learners and appeal to all learner styles and learning levels. (3) Facilitate small and large training groups effectively and with ease. (4) Identify and manage difficult learning situations (people) when conducting training.(p. xii).

McArdle includes training problem statements, far‐reaching needs assessment questions, and sample training agreements. This book contains a series of astute questions to ascertain whether the perceived performance problems stem from organisational changes, new performance expectations, or lack of skills and knowledge. Data collection methods are presented in a concise manner with respect to the advantages and disadvantages of types of data collected, such as human resource records, accident and safety records, grievance filings, and turnover rates. The book concludes with training evaluation including what to measure, instruments, and the measurement intervals.

McArdle demonstrates her extensive experience and knowledge in training and development through her recognition of contemporary training challenges, realistic action learning techniques, and comprehensive training plans and guidelines. Only a few of the reviewed instructional design textbooks provide practical methods for conducting needs assessments in the fast‐paced, results‐oriented business world. This exemplary book presents a reasonable plan that trainers could follow in conducting needs assessments in the most efficient and cost effective manner with attention to:

• •

  stated problem;

• •

  participant's work;

• •

  participant's knowledge;

• •

  participant's skills;

• •

  participant's attitudes; and

• •

  conditions affecting participant involvement.

Further, McArdle articulates how to frame performance issues and training expectations when communicating with management. If unreasonable expectations are set for training and development, trainers could apply McArdle's succinct justification with supporting data to build a case for training or another intervention. Hence, McArdle offers a methodical approach for conducting needs assessments, with emphasis on checklists, to ensure a thorough investigation of job tasks, participants, and environmental factors in developing optimal training solutions.

Evaluation

Although not explicitly stated as such, McArdle poses a series of questions, which would be relevant to ask managers who want validation of training needs, but who prefer to bypass needs assessments. McArdle offers suggestions throughout the book for gaining the support of management in a judicious manner. The author might consider including a profile of several multinational companies on how training needs assessments are conducted in relation to business priorities and management practices in the next edition.

In contrast to O'Neil and Marsick's (2007) Understanding Action Learning book, McArdle classifies variations in training design according to learning styles and categories of learners, rather than action learning schools of practice. Marsick and O'Neil (1999) describe the “different faces of action learning” as the various schools of practice for designing action learning based training programs. For instance, Marsick cites fundamental differences in training design, all of which are referred to as action learning, but vary depending on whether the trainer has more of a scientific, critically reflective, or experiential view of action learning. Rather than subscribing to a particular school of practice, McArdle explains instructional design variations in terms of five categories of learners and learning styles, as outlined in chapter two.

Initially, trainers reading this book who are unfamiliar with action learning might not understand what distinguishes a typical training program from an action learning program, unless they read the back cover or chapter four first. McArdle is very intentional about defining and explicating each phase of the ISD model throughout the book. Perhaps, a diagram of the ISD model with an overlay of the action learning process could help trainers visualize the link between the action learning and the instructional design process. Relevant adult learning and action learning theories are woven nicely into the discussion of learning strategies. For example, the author's discussion of “experiential methods” (p. 163), “methods for groups” (p. 166), “action‐based tasks” (p. 95) and “challenging of ideas” (p. 116) are consistent with Marquardt's (1996, 1999) action learning approach minus the reflection piece. Marquardt was selected because “it captures the essential components of the process originally proposed by Revans [the founder]” (Waddill and Marquardt, 2003, p. 408).

This outstanding book is highly recommended for the methodical training practitioner who desires to implement action‐learning techniques for the first time, or who wants to refine his or her utilisation of action learning techniques. Each chapter contains bullets of the most salient points, diagrams, and tables that assist the reader in locating specific content and grasping the material quickly. The book also contains an appendix of invaluable presentation tips from the American Society for Training and Development Masters, which any effective trainer would surely want to review and put into action for the next training session!

In the author's own words

The book is organised around the classic instructional system design (ISD) model. The ISD model is the tool of the training practice and is used to design and develop trainings. The four steps of the model are: (1) Identify a need (2) Design a training outline (3) Develop course material (4) Implement training. Each chapter of the book presents a specific step in the ISD model, plus two additional steps: managing the setting and evaluating the training. The design and development approach of this book reflects a systems outlook. The book presents comprehensive training strategies and techniques using a step‐by‐step approach so that the directions are easy to follow (pp. xii‐xiii).

Reviewer's details

Everon C. Chenhall is an Assistant Professor of Human Resources at Mid‐Continent University in the School of Business. She earned her doctorate in Education and Human Resource Studies with emphasis in Organisational Performance and Change at Colorado State University. She is affiliated with Research and Evaluation Partners, LLP. Her research interests include action learning, performance management, leadership development, and organisational culture. Everon C. Chenhall can be contacted at: echenhall@midcontinent.edu