The Instructional Systems Development Model and Systems Engineering

Two implicit perspectives governing the organization of human performance have evolved within the training community, leading to two different approaches to the systematic development of performance-based training. These are identified here as the Instructional Systems Development (ISD) approach, and the Systems Engineering approach. Both employ similar procedures with the exception that the ISD approach relies on an initial job-oriented analysis; the Systems Engineering approach relies on a functional systems analysis. This difference affects the scope and organization of the data. Resulting training programs and materials are more suited to some applications than to others. This paper presents a conceptual framework illustrating the relationship and argues that the two approaches are theoretically equivalent. Within this framework practical training development implications, problems, and benefits are discussed.