Estimating Costs and Time in Instructional Design

Estimating Costs and Time in Instructional Design
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Contents of this Page

Budget ing
Training Cost
Guidelines
Est im at ing
Dev elopm ent Hours
eLearning
Dev elopm ent Tim e
I nst ruct or
Preparat ion Tim e
Seat Tim e
I nt eract iv e
Mult im edia
I nst ruct ion
Case St udy
Tools
Reference
Pages in the Analysis

Phase:
I nt roduct ion t o t he
Analysis Phase
Est i m a t i n g Co st s
and Tim e in
I n st r u ct ion a l
D e sign
Note that budgeting is not included in most ISD models, but as more
and more Learning/Training Departments are being called upon to
justify their expenses, I'm including it here.
Budge t ing
Learning activities are budgeted in a wide variety of ways, so the
degree of estimating the costs will depend upon the organization you
are working for. Generally speaking, the closer you are to your
customers or clients, the less you have to estimate. For example, a
small Training & Development department located within a
manufacturing facility might only have to justify its time and capital
expenditures, while a training vendor will probably have to give a full
development estimate before a training program is approved.
Business Out com e
Budgeting training is often a difficult chore as plans are often based on

training an average person. But, as we soon learn, although there are
Analysis
many models and statistics of an average person to be found in various
Needs Assessm ent literatures, there are actually no average people to be found! We are all
Com pile Job & Task unique in some form or manner. This makes any activity that must
I nv ent ory
place a variable on people highly uncertain and inaccurate at times.
Perform ance
Task Analy sis
Build Perform ance

Measures
Choose
I nst ruct ional
Set t ing
Although the budget may not be correct the first time, especially if the
training is new or complicated, it still should be performed at this time to
give the training staff a goal to aim for. The budget or the program can
be adjusted when more information has been obtained. After all, this is
what the ISD model is all about, performing evaluations throughout the
http://www.nwlink.com/~donclark/hrd/costs.html
25/10/2011
Pgina 2 de 7
Est im at ing Training various phases and then using the feedback to adjust the program for
Tim e and Cost s
the desired results.
Learning Act iv it ies

Ret urn t o t he Table
of Cont ent s
Related Resources
!

D / 9h 5 9 L

L

Instructional Design
Toolkit
If it becomes evident that the resources to implement the best training

strategy are not available, then it is important that all the personnel
involved in the project are brought in on the decision making process.
This includes both clients and training developers.
T r a i n i n g Co st Gu i d e l i n e s
ISD Concept Map
Listed below are some various costs for estimating training costs.
Remember, these are only estimates, as they will vary with experience,
type of training, skill level, etc. After implementing a few training
programs, you should adjust these estimates by taking into account
your actual training costs. This is one reason for maintaining a well
organized audit trail.
Produce a professional video - $1,000 t o $3, 000 per - finished
- m inut es ( PFM) depending upon concept , locat ions, t alent ,
special effect s, et c.
Wit h t oday 's sm all cam eras and video recorders, such as t he
Flip, v ideos can be produced at a m uch cheaper cost ( about
$200.00) . While t hey m ay not look as professional, t hey can
oft en do a quit e sat isfact ory j ob.
Produce professional slides - $15 t o $50 per slide.
Get phot os from St ock .XCHNG ( free) , iSt ock ( $1- $27
depending on size) , flick r ( click on t he Creat ive Com m ons-
Com bin e W or k
w it h St udy
Online MBA from LSBF

Expert t ut ors, HD
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WaldenU.edu/ Educat ion
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Produce professional audio t ape - $25 t o $150 per m inut e
Mak e y our ow n digit al recording - Audacit y ( Mac & PC, free) ,
Wiret ap ( Mac) , Tot al Recorder ( PC) .
St udent guide - four t o eight hours developm ent t im e t o
produce 1/ 2 t o 2 pages depending on t echnical
specificat ions.
I nst ruct ional Designer - $28.00 hour ( based on salary of
$60,000 per y ear)
eLearning designer - $37.00 hour ( based on salary of
$78,000 per y ear)
Organizat ional Specialist - $38.46 ( based on salary of
$80,000 per y ear)
Out side Consult ant - $90.00 hour
Est im a t in g D e v e lo p m e n t
Hours
Bryan Chapman of Brandon-Hall listed these average design times to
create one-hour of training:
3 4 :1 - - I n st r u ct or - Le d Tr a inin g ( I LT) , including design,
lesson plans, handout s, Pow erPoint slides, et c. ( Chapm an,
2007) .
3 3 :1 - - Pow e r Poin t t o E- Le a r n ing Conve r sion
( Chapm an, 2006a, p20) .
2 2 0 :1 - - St a n da r d e - le a r n ing , w hich includes
present at ion, audio, som e video, t est quest ions, and 20%
int eract ivit y ( Chapm an, 2006a, p20)
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Pgina 3 de 7
3 4 5 :1 - - 3 r d pa r t y cou r sew a r e . Tim e it t ak es for online

learning publishers t o design, creat e, t est and pack age 3rd
part y coursew are ( Privat e st udy by Bry an Chapm an
7 5 0 :1 - - Sim u la t ion s from scrat ch. Creat ing highly
int eract ive cont ent ( Chapm an, 2006b)
Note that these are averages, thus any one program might take as
little as one hour or up to 500 hours depending on the person's design
skills and knowledge of the subject, amount of material to be converted,
and the type of transformation needed.
e Le a r n in g D e ve lopm e n t
Tim e
With most instructor led classes, a lot of the material is put into outlined
form as it is expected that the instructor will fill in a lot of the blanks,
such as integrating or leading the learning methods. With elearning,
you have to put in all the content and get it to perform the learning
methods by itself. Thus elearning has traditionally been a lot more
expensive up front as it cost more to develop. However, the real
savings come from other factors, such as travel, seat time, and
administration costs. It generally takes at least four times as long to
build elearning, than it does classroom training. Of course this depends
on such factors as the tools you are using, learning methods, and what
content you already have that are learner-friendly, rather than instructor
-friendly.
If the elearning looks more like a PowerPoint presentation, then a 1:1 is
probably close, however, the more elearning moves away from looking
like a Powerpoint presentation and looks more like an interactive
package, then the more the ratio starts to increase.
Developm ent tim es to

cr e a t e on e - h ou r of e le a r n in g ( Th e e Le a r n in g
Gu ild, 2 0 0 2 ) :
Sim ple Asyn ch r on ous: ( st at ic HTML pages w it h t ex t &
graphics) : 117 hours
Sim ple Synchr on ou s: ( st at ic HTML pages w it h t ext &
graphics) : 86 hours
Ave r a ge Asyn ch r onous: ( abov e plus Flash, Jav aScript ,
anim at ed GI F's. et c) : 191 hours
Ave r a ge Sy nch r on ou s: ( above plus Flash, JavaScript ,
anim at ed GI F's. et c) : 147 hours
Com ple x Asyn ch r on ous: ( abov e plus audio, v ideo,
int eract ive sim ulat ions) : 276 hours
Com ple x Synchr on ou s: ( above plus audio, v ideo,
int eract ive sim ulat ions) : 222 hours
I n st r uct or Pre pa r a t ion

Tim e
Dugan Laird (1985), listed these instructor preparation times (based on
U.S. Civil Service estimate):
Course is five day s or less, t hen 3 hours of preparat ion for
each hour of t raining.
Course is bet w een five and t en days, t hen 2.5 hours of
preparat ion for each hour of t raining.
Course is over 10 days, t hen 2 hours of preparat ion for each
hour of t raining.
25/10/2011
Pgina 4 de 7
Seat Tim e
Seat time is the time spent by the learner in a learning environment. For
many types of content, elearning clearly offers an advantage. The
research generally shows that there is at least a 50% reduction in seat
time when a course is converted from classroom learning to elearning.
Brandon Hall reports it is a 2:1 ratio.
. I
a Lb

t { . W

Of course, a lot of this has to with the type of content. For example, we
normally read at least twice as fast as compared to someone speaking.
Thus such courses as compliance training offers a seat time advantage
due to rather than having an instructor do all the talking, we can now
just read it. However, if we are practicing a new skill, then there is
normally no real time advantage as we need the same amount of time
to practice in an elearning environment as we do in a classroom.
I nt er a ct ive M u lt im e dia
I n st r u ct ion ( I M I )
200 to 500 man-hours for each instructional hour of IMI. If your
organization is inexperienced, expect your average developmental man
-hours to be closer to 450-500 man-hours per instructional hour. The
1995 August/September issue of CBT Solutions Magazine reported that
221 hours was the average development time.
U SM C M u l t i m e d i a G u i d e l i n e f o r
Per c en t a g e o f D ev el o p m en t
EVENT
Prepare Proj ect Plan

Conduct Course
Cont ent / Learning
Analysis
Develop I nst r uct ional
Media Design Package
PERCENTAGE OF
TOTAL TIME
2%
5%
10%
25/10/2011
Develop Prot ot ype

Lesson
Develop Flowchar t s
Pgina 5 de 7
5%
3%
Develop Scr ipt / St or y

boar ds
19%
Pr oduce/ Acquir e Media

( Phot os, audio, video)
13%
Aut hor Course

Evaluat e t he Course ( I nProcess Reviews)
28%
15%
I n t er a c t i v e Co u r sew a r e ( I CW )
D ev el o p m en t Co st s f o r
M u l t i m ed i a & Co m p u t er B a sed
T r a i n i n g ( C B T ) ( U . S. N a v y
E st i m a t e - K l ei n , M a l l o r y , &
Sa f s t r o m , 19 9 7 ) :
Cat egory 1: Baseline Present at ion. This is t he low est
cat egory of int eract iv e coursew are developm ent . I t is
basically a k now ledge or fam iliarizat ion lesson, in linear
form at ( one idea aft er anot her) , used m ainly for int roducing
an idea or concept .
Est im at ed Av erage Cost Per Hour Of I nst ruct ion - $1,901. 00
t o $2, 170.00
Cat egory 2: Medium Sim ulat ion Present at ion. I nv olv es t he
recall of m ore inform at ion t han baseline present at ions and
allow s t he learner m ore cont rol over t he lesson present at ion.
Cat egory 3: High Lev el Sim ulat ion Present at ion. This is t he
highest lev el cat egory and includes aspect s of cat egories 1
and 2 w hile using t he full capabilit ies of int eract iv e
coursew are. A high level of learner int eract ivit y charact erizes
t his lev el, w it h ex t ensiv e branching capabilit y . This level
does, how ev er, fall short of t he use of art ificial int elligence t o
guide present at ions. This cat egory is capable of real t im e
ev ent sim ulat ion.
Baseline estimate from which you can begin the process of determining
the total number of hours it will take to design, develop, and evaluate
one hour of ICW. The table shows a baseline estimate based on
experience from Air Force ICW projects. The estimates are broken
down into level of presentation and type of training. Program
management time is included in the estimates. Estimated Hours of
Development for One Hour of ICW Level of Presentation:
25/10/2011
Pgina 6 de 7
I CW ( I n t er a c t i v e Co u r sew a r e)
A i r F o r c e E st i m a t e:
Type of Training
Knowledge
Skill
At t it ude
I - Basic 30- 200 hours
30
75
200
I I - Medium 75- 250

hour s
75
125
250
I I I - High 200- 600

hour s
200
400
600
Lev el I - Basic Present at ion. This is t he low est lev el of I CW

dev elopm ent in t hat Lev el I lessons are linear ( one idea aft er
anot her) , and are used prim arily for int roducing an idea or
concept . There is lit t le int eract ion, ot her t han t he st udent
t ouching t he screen or using a k eyst rok e or m ouse click t o
cont inue. The m edia used are prim arily t ex t and graphics
( not com plex) .
Lev el I I - Medium Sim ulat ion Present at ion. This present at ion
lev el inv olv es t he recall of m ore inform at ion t han a basic
Lev el I present at ion and allows t he st udent t o hav e
increased cont rol ov er lesson present at ion; t hat is, t here is
m ore int eract ion, such as using a light pen t o rot at e a
swit ch. CMI is used in Lev el I I lessons t o t rack and analyze
st udent perform ance. Level I I norm ally com bines audio,
v ideo, t ex t , graphics and anim at ion.
Lev el I I I - High Sim ulat ion Present at ion. This lev el inv olv es
aspect s of bot h Level I and Lev el I I w hile using t he full
abilit ies of I CW. Lev el I I I m ay present on screen int eract ion
sim ilar t o t hat used in an aircraft sim ulat or. This lev el
prov ides a high degree of int eract ivit y , ext ensive branching
capabilit y, m ax im um m ediat ion opport unit y ( support s
m ult iple levels of errors) , real- t im e event sim ulat ion w it h
m inor equipm ent lim it at ions, capabilit y t o int erface w it h
ot her out put dev ices, and t horough CMI capabilit y .
Ca se St u d y
Verizon Communications has been doing elearning for about three
years. It takes them between 40 to 80 hours and costs $15,000 to
$30,000 to develop one hour of elearning (George & Mcgee, 2003).
This includes the instructional designer, project manager, and
outsourcing fees (the instructional designer takes the content that is
written in instructional design format to three other companies and an in
house group for bids). The content comes from SMEs who explain to
instructional designers how it is done (for example, installing DSL). If
the employee has to perform hands-on activity, a simulation is
programmed.
They are now creating courseware in learning objects (they call them
'knowledge objects'). They use a content management system from
OutStart. Verizon says once they develop enough learning objects, they
will be able to build courses in five hours or less ($10,000 to $15,000)
as they will only have to create one or two learning objects instead of
an entire course of them. Their goal is that if someone requests a class
in the morning, they will have it online that evening.
Tools
To help with estimating training costs, use the Excel Spreadsheet Cost
Estimator.
N ex t Steps
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Pgina 7 de 7
Go to the next Section: Learning Activities

View the Analysis Templates (contains several analysis templates)
Return to the Table of Contents
Refe r e nce s
The eLearning Guild (2002). The e-Learning Development Time Ratio
Survey. Retrieved October 27, 2007 from
http://www.elearningguild.com/pdf/1/time%20to%20develop%
20Survey.pdf
George, T. & Mcgee, M. K. Educational Advantage. Information Week,
March 10, 2003, pp. 57-58.
Klein, D. E., Mallory, C. A., & Safstrom, D. W. (1997). ANALYSIS,
DESIGN, AND IMPLEMENTATION OF AWEB-BASED TRAINNING
SYSTEM FOR MULTI-CRITERIADECISION SUPPORT,
INTEGRATING HYPERTEXT, MULTIMEDIA-BASED CASE STUDIES
AND TRAINING SOFTWARE. Montery, CA: Naval Postgraduate
School. (PDF file)
Laird, Dugan (1985). Approaches To Training And Development (2nd
ed.). Reading, MA: Addison-Wesley.
N o t es
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Updated June 23, 2010. Created July 13, 1995.
Find out more about me (copyright, APA formatting, etc.) ~ Email me at donclark@nwlink.com ~ A Big Dog, Little Dog and Knowledge Jump Production
25/10/2011

Estimating Costs and Time in Instructional Design

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Estimating Costs and Time in Instructional Design

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Estimating Costs and Time in Instructional Design

Contents of this Page

Pages in the Analysis

Business Out com e

Budgeting training is often a difficult chore as plans are often based on

Task Analy sis

Build Perform ance