An Integrated Instructional Design Approach for Fostering Lasting Behavioral Change

Seemingly good instruction sometimes yields mediocre results. Even the most carefully and systematically designed instruction can fail to achieve desired learner outcomes. Or, if these outcomes are achieved initially, they are not sustained. In such situations, learners are frequently identified as the culprits, usually for their lack of motivation, effort, or willingness to change. With this perspective, instructional designers are stymied. Adhering to a traditional instructional systems design (ISD) approach may not be sufficient to develop instruction that fosters learning and lasting behavioral change, particularly in situations in which learners are resistant to change or where new behaviors must be integrated into their day-to-day life. For example, leadership training aimed at moving managers from authoritarian to team-oriented approaches often produces lackluster results in spite of the presumed quality of the instruction itself. Although trainees may learn a great deal about management styles and leadership techniques, they frequently fail to demonstrate these techniques in the workplace. Other examples include financial management courses designed to achieve personal fiscal responsibility, parenting programs aimed at teaching more effective child rearing practices, and communication courses intended to improve interpersonal relationships. These are common areas where actual outcomes often fall short of expectations. In situations such as these, an integrated approach may be necessary to design instruction that produces desired results. Susan D. Moisey is Assoc ia te Professor, Cent re for D i s t ance Educat ion, A thabasca Univers i ty, A thabasca, A lber ta, C a n a d a (e-mail