Instructional Design

BEC provides expert consulting in performance-based instructional systems design (ISD) using the ADDIE model. This ensures that our training solutions produce high-quality results.

The ADDIE model of instructional systems design consists of five phases: Analysis, Design, Development, Implementation, and Evaluation.
The following sections describe each phase at a high level. eval banner image


Our needs analysis capabilities include analyzing current and desired knowledge and skill requirements and assessing the entry level skills and competencies of the target audience. Some of our needs analysis methods include: front-end analysis techniques, document reviews, interviews, focus groups, surveys, and observation.

  • This information is obtained through a process of data collection. Data collection comprises the following activities:
  • Translate customer needs into performance solutions
  • Define target populations
  • Establish overall project plan
  • Based on our findings, we provide complete recommendations related to training and performance issues.
Front End Analysis

A Front End Analysis (FEA), also known as training needs assessment, is usually performed once a gap is identified between the current and desired performance measurements. 

The goal of an FEA is to determine those specific job accomplishments and behaviors that need to be filled in order to eliminate the performance gap. The deliverable of an FEA includes:

  • Specific job skills, knowledge and accomplishments identified related to a particular job.  These would be based on observations and interviews with the actual job performers, their supervisors, and members of senior management.
  • Issues identified that are not directly linked to training, but could have an impact on the training results (such as environmental or motivational).


Our training designs create “blueprints” that meet the training need.  The design phase focuses on instructional analysis, learner analysis, creating measurable objectives, appropriate instructional strategies, effective assessment strategies, and selecting the instructional media.

The ARCS Model for motivation provides the framework during the end-to-end design process. This technique centers the training design on the learner. The ARCS model applies the following to each of the course objectives:

  • Attention – Important in gaining the learner’s interest in what is being presented.
  • Relevance – Keeps the instruction focused on the needs and goals of the learner.
  • Confidence – Allows participant to become comfortable using and applying the new information.
  • Satisfaction – Reinforces the learning experience for the students using both intrinsic and extrinsic techniques as reward.


During development, instructional designers partner with subject matter experts to create job-relevant and performance-based presentation materials, student guides, case studies, lab exercises, reviews, and student assessment tools. All materials undergo a constant review process ensuring that they are compliant with the learning strategies and support the objectives as outlined in the course design document and blueprint.

The instructional designers also ensure that the course materials will conform to the selected instructional media for the implementation phase.


During the implementation phase, we present the training to the learner utilizing the appropriate methods. Our focus remains on the application of the ARCS motivational model during the instruction. We allow students to observe and practice the skills and knowledge that are required to improve their job performance. The activities in this phase may include classroom presentations, interactive learning, or managing a distance-learning environment.

Delivery Methods

We deliver courses in any number of separate, or blended, delivery formats. Our ISD approach allows us to group objectives and their supporting content into modules. Changes to the modules can be performed quickly and accurately using this flow-through systematic process to deliver a blended learning solution.

Traditional Instructor-Led Training

Hands-on training is one of the core competencies upon which BEC was founded. We develop and offer the following hands-on training solutions:

  • Job-specific technical training that builds focused skills and competencies in creating, delivering and maintaining equipment and services.
  • Professional skills' training that develops management and leadership competencies.
  • Software and applications training.
  • Hardware training that builds product knowledge and competencies in maintaining, servicing, upgrading and selling equipment.
  • Compliance training that deals with safety, environmental compatibility and government-mandated regulations.
  • Certification programs that validate mastery of various topics and procedures.
elearning Courses

BEC self-paced multimedia products are a combination of video, animation, simulation and testing on today's hottest technology and soft-skills topics. These courses go beyond the "page-turner" approach and creatively make use of games, self-assessments, and effective adult-learning techniques.

Programs are created using a modular approach so that you can access from a topic outline or based on skills remediation. These features give the learner a high degree of control over their learning experience and enable them to use the training in a way that meets their job needs and personal learning style. 

We ensure that our courses are SCORM conformant so they work well with your LMS. We work with you to ensure the course is properly installed and configured in your LMS.

Blended Approach

A blended approach to learning is a key to success for most students. BEC designs courses to interconnect with hands-on classroom/laboratory courses, as well as eLearning products, to provide a well-rounded, effective, and efficient way for students to learn.  Within a blended training solution, learners may experience several types of learning formats.  For example, participants learn knowledge and concepts through an elearning course prior to participating in case study work in small groups in order to learn how to apply the concepts.


We evaluate the effectiveness of training by developing the appropriate tools to measure the key indicators of success. Our techniques are based on Kirkpatrick’s four levels of evaluation. The following table outlines this process.

Level Goals Tools
1 Assess the trainee’s satisfaction with the training.
Rates the following:
  • Content
  • Methods
  • Facilities
  • Value of training to the trainee
“Smile” sheets

Post-course surveys
2 Measures the ability of the student to accomplish the skills taught. Usually consists of:
  • Pre and post criterion-referenced testing.
  • Simulation exercises.
3 Evaluates the ability of the student to apply the skills taught on the job.  Usually consists of a follow-up approximately 4-6 months after training with the student and their supervisor.

Determines if students are actually using what is learned.
Training Evaluation Surveys targeted to the supervisor.

Job performance checklists

Performance Management Plans (if aligned with training)
4 Determines the effect of training on the bottom line, impact on ROI, etc.

Can be difficult to implement.

Appropriate metrics must be selected, and a baseline established prior to the training.
Various formulas and methods for attempting to calculate ROI exist.

Certification and Testing (Level 2)

The fundamental outline of all test creation requires a standard process that verifies linkage among the course objectives, content, and test items. This assures that the test is an effective learning tool, whether as a self-assessment tool or certification requirement. In order to ensure this consistent approach, we adhere to strict test creation guidelines. The following outlines our process at a high level:

  • Review the course and lesson objectives.
  • Map the objectives into a test blue-print based on Bloom’s Taxonomy of Cognitive Learning.
  • Based on the cognitive levels in the test blue-print, we create three to six test items per learning objective.
  • Implement and evaluate the test.
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