Step 1: Prepare a Working Outline

Before examining materials supplied by others, prepare a general working outline to achieve the objectives established for the learning experience. The objectives are the results to be achieved; the outline operationalizes those objectives, showing how they will be achieved. If materials are to be selected or modified from others, it is critically important to ensure that the outline covers what is unique to meet the organization's unique needs. The outline need not be detailed, but it does need to emphasize what is most important.

Adults can be uniquely tied to (some might say “fixated on”) their contexts. For instance, preparing a training program can be the task confronting instructional designers. Material drawn from a retail setting may have to modified heavily if it is to work in a manufacturing organization because learners will see only the contextual differences and not the conceptual similarities. Such an issue must be covered in the outline.

Simply consider questions such as these in formulating the outline:

• Who are the learners?
• Where are the learners functioning? (That is, geographical location)
• When are the learners functioning? (Is timing an issue?)
• How are learners functioning? (Is that important to meet the learning objectives?)
• How important is it that some issues are covered?
• How well does the outline address all issues covered in the objectives?
• How is success in the program evaluated?

Step 2: Conduct Research

Conducting research, the second step in selecting or modifying instructional materials, is carried out to identify materials available inside or outside an organization. The cost of developing tailor-made materials is usually formidable. Instructional designers should not waste precious time, staff, and money preparing these materials if they can be obtained from other sources inside or outside the organization.

Begin research for instructional materials inside an organization by identifying knowledgeable people such as experienced workers, supervisors, union officials, top managers, human resource managers, or trainers. Ask them if they know of any unit, department, or division that might have had a past need (perhaps for on-the-job training purposes) for instructional materials like those necessary to meet the performance objectives.

Describing the materials carefully, ask the knowledgeable people three questions:

1. Have you ever seen any procedure manuals, checklists, descriptive booklets, or training manuals on [subject name]? By asking this question, instructional designers may uncover instructional materials already available within the organization. These may be suitable for immediate use or may lend themselves to modification. Procedure manuals and checklists are the most common materials used to support on-the-job training (Rothwell and Kazanas 2004). They provide a solid foundation on which to base instruction, particularly if they are current and have already been field-tested. They have built-in credibility with operating management, especially if they have already been used successfully.
2. Who do you know in this organization who is especially knowledgeable about this subject? Use this question to link up with in-house experts who may know of instructional materials already available inside the organization. Focus attention on employees who perform training at the operating level.
3. What department(s) might have needed, in the past, to do special training on the subject? This question may help pinpoint the best places to look for materials in the organization. In some organizations, operating managers have authority to purchase their own training materials. Hence, useful instructional materials may be squirreled away somewhere, perhaps gathering dust, and they could be used, updated, or modified to meet other needs in the organization.

Even when instructional materials are not available inside an organization, instructional designers may still transform existing work-related materials into instructional materials with minimal effort.

Begin research for materials outside the organization in a different way. First, network with instructional designers in other organizations. Find them by using social media or professional associations.

Contact colleagues through these organizations to determine whether they have previously had occasion to design or select similar instructional materials. Ask to see their materials. Remember, however, that some organizations consider their instructional materials proprietary or copyrighted, so comply with any organizational protocols. If it is not possible to examine materials, then at least ask how they were prepared, focusing on the processes used rather than the products developed. Most instructional designers will share that information, even if they cannot share actual work products. (The favor may have to be reciprocated someday.)

Searching print and computer-based references is another way to find existing instructional materials outside an organization. While few references will lead directly to instructional materials, many books or websites will be useful in sourcing them. Sometimes, instructional designers may even be lucky enough to find off-the-shelf instructional materials. Numerous references can be invaluable in conducting such searches. For instance, look for videos on the following websites or similar ones:

• http://employeeuniversity.com
• www.videotraining.com.au
• www.trainingabc.com
• www.udemy.com

Numerous training materials can also be found for free, or for purchase, through searches on the web. (But note that copyright issues may sometimes be cloudy, so check with the website owner on fair use of all materials.)

Step 3: Examine Existing Instructional Materials

Evaluating existing instructional materials is the third step in selecting or modifying instructional materials. When debating whether to use existing instructional materials, be sure they follow the instructional strategy and performance objectives established for the planned learning experience. (Do not expect to plug-and-play existing materials to meet specific performance objectives without making at least minor modifications, even though relying on reusable learning objects may be possible.) Sometimes it is helpful to compare existing materials to a list of criteria on an evaluation checklist prepared in advance. When using such a checklist, think about these questions: (1) Can the existing instructional materials be used as they are, with minimal revisions? (2) What revisions must be made? and (3) Are the performance objectives to be met by learners so unique as to prevent use of anything except tailor-made materials?

Step 4: Arrange or Modify Existing Materials

Arranging or modifying existing materials is the fourth step in selecting or modifying instructional materials. When existing instructional materials are appropriate to use, it may be necessary to secure copyright permissions and arrange or modify the materials in ways appropriate for satisfying the objectives.

1. Securing Copyright Permissions. Copyright permissions must be secured for existing instructional materials whenever a copyright notice appears on the title page, or on a footer, of instructional materials. It is unethical for an instructional designer to do otherwise. (For an example of a copyright notice, see the page behind this book's title page.) As a rule of thumb, assume that any material purchased from a vendor or borrowed from another organization is copyrighted. Most government documents are not copyrighted, though that must always be checked.

To request permission to use the material, write directly to the copyright holder. State where the material will be used (in-house only?), how much will be used (the entire document or only part of it?), and how it will be used (in-house training only?). Will the material be adapted in any way? Also indicate how soon it will be used (is there an urgent need for a response?), how many copies are to be made (will all participants in training be given a copy?), who will receive the copies (who are the learners?), why the material is needed (training only? promotional use?), and how often future requests will be made (how many times will the material be used each year?). Be prepared to pay a (possibly hefty licensing) fee for the privilege of using the material.

1. Arranging Instructional Materials. Even when existing instructional materials can be found to meet the needs of targeted learners, take care to arrange the materials suitable for the intended use. Modify the material, even if only cosmetically, so (1) it appears tailor-made to the industry and organization in which it will be used, and (2) it matches up exactly to the performance objectives established for the learning experience.

Begin by making the most obvious changes. Revise titles and case study settings so they match up to the organization and learners. (Be sure that changes to be made to copyrighted material are noted in the permission request.) Then make major changes, if they must be made. It is often helpful to record each change on a point sheet. The point sheet, a lined document resembling a page of footnotes, is based on a syllabus and becomes a guiding document to help a team of instructional designers tackle revision. Finally, arrange the materials so their format matches up to any special requirements favored by the organization in which they will be used. It can be useful doing this in front of a computer with two screens rather than one only.