Instructional design has always relied on the structure of frameworks, such as the ADDIE model, to provide clarity, process and predictability when designing learning experiences. But the world has changed. Learners are distributed, workflows are digitized and systems are evolving faster than the slide decks and eLearning modules that have been relied on for years.
Instructor-led training has taken a front seat to match the pace of the workforce in ever-changing content areas, but in the era of artificial intelligence (AI) and automation, learners do not need to know everything to complete a task. Learners can borrow knowledge from AI-driven tools, ask a machine for assistance or search online databases instead of asking a colleague or opening a manual. Instructional designers must adapt and approach learning design as if they were an engineer of performance ecosystems. They must build ecosystems that can adapt in real time with the constantly evolving flow of information and technology of today’s workforce.
Why Traditional Models Can’t Keep Up
From system rollouts to onboarding, traditional frameworks have grown stale and have left the foundation of learning and development with cracks. With shortened timelines, more complex systems and immediately obsolete content, a reboot is needed. The Electronic Performance Support System (EPSS) has evolved from a primitive knowledge center to full-blown communities and virtual coaches driven by AI technology. These systems can use language models to search verbally, provide feedback and learn from the user’s work, tasks and searches. It can even begin to predict performance issues, suggest areas for improvement and help complete on-the-the job tasks. Performance support using AI virtual coaches is replacing long drawn-out training sessions.
I developed the 5i Model to help learning professionals bridge the gap between design and delivery, instruction and performance, and knowing and doing. Here’s how it can help you rethink how to design learning in a world that won’t stop changing.
Step 1: Investigate the Learner’s Needs
Rebooting instructional design starts with clarity about the problem that needs to be solved and the audience trying to solve it. The first step of the 5i Model is to investigate the learner’s needs. One consideration is work environment. Work continues to include both in person and remote environments, and it would be a disservice to not recognize the vast differences learners face in each. While learners in remote or hybrid roles may have access to face-to-face interactions, a large amount of their daily work requires them to be self-reliant and find information independently. They may not have opportunities to ask questions of their peers so they might search for answers in online documents and use AI-driven tools to solve problems instead. Understanding their motivation and preferences for help-seeking is a critical factor in developing systems and processes that work for them.
Step 2: Identify Performance Objectives
The second step in the 5i Model is to identify the performance objectives. Once the mode of help-seeking is established, the instructional designer must determine what tasks the learner seeks assistance for and what work they should be able to accomplish with help. Tasks that are uniquely challenging or that are not completed often are great examples of tasks that an AI-driven virtual coach could help with. In addition, tasks that are typical of the workflow but require approval, quality checks or requirements could also be assisted. Identifying performance objectives ensures that the learner can accomplish their work tasks, so close collaboration during the investigation and identification phases of the 5i Model is vital to its success. The interactive collaboration with learners and stakeholders continues in the next step, during the design and development of the EPSS.
Step 3: Interact With Learners and Stakeholders
It is imperative that both learners and the stakeholders interact with the EPSS and provide feedback during its design and development. This will ensures that the design of the tool meets and balances both of their needs and that the EPSS is accepted by end users. This type of performance support overlaps with product design. If the tool is too complicated, does not provide adequate or appropriate responses or malfunctions too often, users will not accept the tool. Thorough testing during the design and development phase is important to the success of the tool and continues to be important during the implementation and evaluation phase.
Step 4: Implement and Evaluate
The final step in the 5i Model is to implement the tool and evaluate both the performance of the tool as well as the performance of the learners. The learners must be able to use the tool with minimal issues. The learners must be able to achieve the performance objectives with the tool. The tool should help both stakeholders and learners achieve their goals. If any of these areas are not successful based on the pre-determined success criteria, then the tool should be iterated upon. In addition, the tool should be reviewed and updated as necessary with evolving technological changes, new information and the continual feedback provided by users. While traditional models like ADDIE can be restarted in a linear fashion, the 5i Model is inherently agile and allows for a more iterative pattern.
Transform Training With the 5i Model
Instructional designers are standing at the intersection of change and limitless possibility. The systems supported are continually evolving but so can the models used and the people using them. The 5i Model is not just a framework, it is a mindset shift toward learning that is dynamic, data-informed and deeply human. When real needs are identified to support learners and training design is informed with context, implemented with agility and iterated with evidence, training is transformed. It is time to reboot how instructional design, performance and the people served by this profession are approached.
