Simmons Consulting
Founded in 1996, Simmons Consulting is headquartered in San Diego, California. Our consultants have over 26 years of experience and are ready to help bridge the gap between instructional technology and your business needs.
Our Theory
The value of Simmons Consulting's expertise in the field of Instructional Technology prepared us in the areas of instructional technology, performance technology, instructional design, performance improvement, training, education and training management, human resources, and organizational development. We emphasize scholarly understanding of research and theory as well as the practical application of instructional technology. We have acquired the skills and knowledge, as well as explore the factors, that affect job performance such as instructional systems design, human performance consulting, computer-based training, media selection/utilization, program development and evaluation, project management, needs assessment, job analysis and design, incentive systems, feedback systems, the development of job aids and flow charts, training and instruction, and the identification of available tools and resources affiliated with Instructional Technology. We think strategically, quantify adequate performance, design appropriate solutions, define and clarify results, address real-world problems, and integrate instruction with other factors that impact the development of instructional design.
All of these skills acquired enable us to develop training and instructional design programs suited for the private and public sectors. Introducing instructional technology to a new company requires many different phases. The different phases include, but are not limited to, analyzing the current situation, designing, developing, and implementing training programs, and evaluating the design’s effectiveness.
The analysis phase is the foundation for all other phases of instructional design. During this phase, the source of the problem must be defined. In addition, the determination of possible solutions will be identified. This phase may include specific research techniques such as needs analysis, job analysis and task analysis. The outputs of this phase often include the instructional goals, and a list of tasks to be instructed. These outputs will be the inputs for the design phase. The design phase involves using the outputs from the analysis phase to plan a strategy for developing the instruction. During this phase, an outline will be created to address how to reach the instructional goals determined during the analyze phase and expand the instructional foundation. Some of the elements of the design phase may include writing a target population description, conducting a learning analysis, writing objectives and test items, selecting a delivery system, and sequencing the instruction. The outputs of the design phase will be the inputs for the development phase.
The development phase builds on both analysis and design phases. The purpose of this phase is to generate the lesson plans and lesson materials. During this phase the development of the instruction takes place, as well as all media that will be used in the instruction and any supporting documentation. This may include hardware and software designed for computers.
The implementation phase refers to the actual delivery of the instruction, whether it's classroom-based, lab-based, or computer-based. The purpose of this phase is the effective and efficient delivery of instruction. This phase promotes the understanding of material, support of the objectives, and ensure the transfer of knowledge from the instructional setting to the job. This phase measures the effectiveness and efficiency of the instruction. Evaluation should actually occur throughout the entire instructional design process (within phases, between phases, and after implementation). Evaluation may be formative or summative. Formative evaluation is ongoing during and between phases. The purpose of this type of evaluation is to improve the instruction before the final version is implemented. Summative evaluation usually occurs after the final version of instruction is implemented. This type of evaluation assesses the overall effectiveness of the instruction. Data from the summative evaluation is often used to make a decision about the instruction (such as whether to purchase an instructional package or continue/discontinue instruction).
At Simmons Consulting, one method (but not limited to) we focus on is the Dick and Carey Design Model of instructional design. This model uses a systems approach for designing instruction. One of the best-known models, its approach to designing instruction is similar to that of software engineering. The design model describes all the phases of an iterative process that starts by identifying instructional goals and ends with summative evaluation.
Our experience is invaluable. The skills and information acquired fully prepares us in the development of instructional design. Instructional Technology designs are developed differently to suit the individual needs of the client. A personalized design for each scenario must be developed in order to achieve a successful outcome. The expertise attained ensures all instructional technology design projects that we work on will be design appropriately, accurately, and efficiently. Therefore, we are certain we will be a valuable asset to any company when developing instruction for their company.