​Kelvin Chew
Naval Officer (RSN);
Instructional Systems Technology Practitioner
Instructional Technology Skills
To capture background information. (Click on image to enlarge)
To identify key information. (Click on image to enlarge)
To point the way ahead. (Click on image to enlarge)
To capture background information. (Click on image to enlarge)
Analysis Skills
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An important quality of a good instructional designer often hinges upon the ability to properly identify performance gaps. To do that, the instructional designer needs to enter into any given scenario and be able to quickly grasp the prevailing situation. This will be followed by utilizing his/her analysis skills to plough through a large amount of data to extract key information. Thereafter the instructional designer will need to analyze all key information before making recommendations on ways to overcome the performance gaps.

I had the opportunity to work as part of a team to conduct a needs assessment for a Canadian university considering the implementation of blended learning programs.
Project Aim. (Click on image to enlarge)
Instructional and Enabling Objectives. (Click on image to enlarge)
The 2 Modules. (Click on image to enlarge)
Project Aim. (Click on image to enlarge)
​Design Skills
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To be a good instructional designer, one would first need to possess a solid foundation in learning theories. After identifying the performance gaps, the instructional designer will often need to draw upon the learning theories to thereafter design and structure solutions. Depending on the situation, the instructional designer may be called to improve upon an existing model or given the free rein to design something new from scratch.
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I had the opportunity to work as part of a team to design a new training package for a client from the Kelley Business School to address a performance gap.
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Self Directed Training Video
An example of one of the modules developed.
(Click on image to play)
Development Skills
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After careful planning and design, development is often the next stage where the instructional designer starts putting together materials and producing the intended intervention. This can often take the form of a new training package if instruction and professional development is required to improve performance. For other situations, it could also take the form of developing tweaks to the working environment, pay and benefits or workflow processes etc. when considering in the context of Human Performance Technology. Once a strategy has been selected, the instructional designer will need to decide on the form and format for development.

I had the opportunity to use Adobe Captivate to develop an interactive self-directed training video for a client at Kelley Business School.

Served as Coordinator of Technical Services. (Click on image to enlarge)
The Class Motivation Model. (Click on image to enlarge)
Served as Coordinator of Technical Services. (Click on image to enlarge)
Implementation Skills
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Any well conceived, designed and developed training package will lose its effectiveness if it does not get implemented properly. There needs to be careful thought being put into delivering the training package. Besides content knowledge, the instructor also needs to take into account his/her learner characteristics and cater the training accordingly. Today, good trainers often invest effort into ways to make the connection with learners to ensure better learning effectiveness. Gone are the days whereby training packages were simply delivered following the 'Just do it' mantra.

I had the opportunity to be an organizing committee member of the annual IST Conference for 2012, serving as the Coordinator for Technical Services. At the same time within the conference, I presented a poster session on the CLASS Motivation Model, detailing five steps towards making better connections and establishing learning relationships with learners.
Background. (Click on image to enlarge)
Evaluation Purpose & Questions. (Click on image to enlarge)
Recommendations. (Click on image to enlarge)
Background. (Click on image to enlarge)
Evaluation Skills
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Evaluation is often confused with Needs Assessment in the commercial world. Whilst the skills required are rather similar, evaluation requires the analysis and measurement against an identified standard or performance measure. Hence the critical element to any evaluation work is the determination of the key evaluation questions, often worked in conjunction with the client. Thereafter, the skills required involves designing unbiased observation and performance measurement protocols. Upon executing the protocols, the data collected are further analyzed before results are summarized and recommendations are put forth to address any performance issues.

For the Office of Women Affairs at the Indiana University, I had the opportunity to work as part of a team to evaluate the Women In Science Program's annual conference.
Executive Summary. (Click on image to enlarge)
Executive Summary. (Click on image to enlarge)
Learning & Organizational Development
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Undertaking Learning & Organizational Development task is often a difficult and uphill task as it involves firstly understanding what the problem is. Problems are often complex and the real issues are often hidden or not apparent. Getting to the real crux of the issues to identify the root causes is often easier said than done and one-third of the process. The second-third involves analyzing the situation and coming up with a plan to address the root issues. The temptation is to avoid "sticker tape" solutions and quick fixes that do not last. More often, a systems view of matters is required and multi-pronged structural changes are needed to overcome complex. Finally, the final-third of the process involves implementing the change or more commonly described as change management.
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I had the opportunity to lead and implement learning & organizational development project as broadly summarized on the left. Due to confidentiality issues, the identity of the organization and contextual circumstances have been deliberately masked.