If you are new to training development and have been thinking about putting together any type of training program, it is important to know and understand the most basic training tool used by professional trainers; it’s called the ADDIE model.
The ADDIE model is basically a generic, systematic, step-by-step framework used by instructional designers, developers, and trainers to ensure that course development and learning does not occur haphazardly and without structure. It is designed to guarantee:
(1) students will achieve the objectives of the course,
(2) allows assessment of student needs,
(3) the design and development of training materials, and
(4) evaluation of the effectiveness of the training program using processes with specific and measurable results.
Bottom
ADDIE emerged with the development of the Cold War after World War II as the United States military struggled with itself to find a way to create more effective training programs for increasingly complex subjects. The result of this struggle for greater efficiency bore fruit in the form of Instructional Systems Design which, in turn, led to the design models used today. You will often hear ADDIE referred to as Instructional Systems Design (ISD), Instructional Systems Design and Development (ISDD), Systems Approach to Training (SAT), or Instructional Design (ID). Most of the current instructional design models you will find in the workplace are variations on or offshoots of the original ADDIE model.
The model
The literature on ADDIE estimates that there are more than 100 different variations of ISD in use today, almost all of which are based on the generic ADDIE model, which stands for Analysis, Design, Development, Implementation, and Evaluation; with each step or phase leading to the next as illustrated below:
Analysis ‘ Design ‘ Development ‘ Implementation ‘ Evaluation
A commonly accepted enhancement to the ADDIE model that almost everyone uses, either consciously or unconsciously, is the use of what is often called rapid prototyping, which attempts to catch design flaws while they are still easy to fix. This is done by receiving continuous feedback throughout all phases of the ADDIE model and making changes as you go.
During the analysis phase, we define and develop a clear understanding of the audience’s needs, constraints, existing knowledge, skills, and desired training outcome that we can. The design phase strives to identify specific learning objectives, topic content, methods and means of presentation, student exercises, and assessment criteria to be used. The Development phase creates and begins production of the learning materials to be used in the training. Implementation delivers the material by presenting and/or delivering the developed plan to the learning group or intended audience. After delivery, the evaluation phase assesses the effectiveness of the topic content and training materials used in the training program and makes improvement changes for the next implementation or delivery. Let’s take a look at each phase individually.
the phases
The Analysis phase is the most important phase of the ADDIE model. Identifies areas that require or need training taking into account the views of subject matter experts, the target audience, and the ultimate goals and objectives of the training.
During this phase, we define and develop as clear an understanding as possible of the audience’s needs and limitations, existing knowledge, skills, and the desired outcome of the training. This is where we identify the learning problem, establish the goals, objectives, and any other relevant characteristics of the desired training, and consider the learning environment, available delivery options, and project schedule.
Here are some areas that should be addressed during the analysis phase:
o Who is the target audience; What is the minimum/maximum current knowledge of the participating audience? What are their characteristics? What are your special needs?
o What knowledge and skills gaps currently exist?
o What are the tasks currently performed by the target audience and what new level of skill is required after training?
o What are the options and delivery methods available to transfer the new skills to the workplace?
o What is the instructional environment; for example, in the classroom, at work, self-study, etc.?
o How do these skills connect with the intended audience?
o What is the timeline for project completion?
o What are the limitations of the program? Technological, temporal and duration.
o How much will it cost to provide the training?
o Create performance measures for the tasks to be trained.
The design phase is the systematic process of researching, planning, identifying, and specifying the entire design of course objectives, lesson planning, topic content, training methodology, media, learner exercises, content of the didactic material and the evaluation criteria. Typically detailed prototypes are developed at this time, and the look, feel, layout, and content are determined.
During this phase, the following should be considered:
o The entry criteria or the level of knowledge that the trainee must demonstrate before the training.
o Develop learning objectives for each task to be covered.
o Identify, structure and sequence the learning steps required to perform the task from the easiest to the most difficult.
o Based on the time allotted for the training, determine approximately how long the program will take to deliver considering instructor space, course format, and mode of delivery, adjusting content and format accordingly.
o Develop participant evaluations, program evaluation methodology, data collection method, and reporting formats that will be used to determine mastery of the tasks to be performed.
o If possible, conduct knowledge mini-presentations to validate that the program will meet the designated learning requirements.
o Review the costs of implementation and evaluation, the effort required and the schedule.
The development phase is the actual production and assembly of the materials that were developed in the design phase. At this point it is important to include who is responsible for what elements, schedules and deadlines. In this phase, all audio, video and course materials are collected, prepared, created and ready to be tested.
During this phase, the following should be considered:
o Make a list of activities that will help the target audience learn the task.
o Select the most appropriate delivery method for the learning group.
o Develop and produce program materials, aids, and instructional courses.
o Combine teaching material into a smooth transition presentation.
o Validate material and presentation to ensure it meets all goals and objectives.
o Develop trainer guides, student guides, job aids, and participant resources as needed.
o Prepare coaches and mentors who will help with training.
o Book the venue, lodging and travel arrangements.
o Schedule attendees.
The implementation phase is where the developed course is actually put into action and the final product, developed based on needs and bugs discovered during testing with a prototype product, is presented to the target audience.
Depending on the size of the audience and the amount of time and resources allocated to this effort, the following considerations should be made the day before or the morning of the presentation.
o Set up and prepare the place.
o The learning environment, that is, the room, is set up and prepared before the arrival of the students.
o Student registration area prepared as needed with registration materials, instruction books, etc.
o Practical equipment, computers, tools, software, etc. they are in place at each station or seat. If you’re using a learning app, external link, website, or Internet connection, make sure it’s up and running.
o Conduct a training session.
After the delivery, the Evaluation phase, in a systemic process, considers the feedback of the students. The feedback collected during this phase measures reaction, identifies what is working and what is not, determines the effectiveness and quality of delivery, and is designed to adjust the program. Validate whether the course met its objectives and the effectiveness of the training materials used. It finds out if the learning went according to plan, and can also uncover any roadblocks that may have arisen, then by making revisions, adjustments and corrections as needed, it ensures the success of the next presentation.
Use a well-designed post-presentation questionnaire, evaluation, and/or survey that provides anonymous feedback if the participant so desires. Some or all of the following should be included in the evaluation:
o Was the information and/or message presented clear and understandable?
o Were the examples, illustrations, and demonstrations helpful?
o Was the information presented personally relevant to the student?
o Was the instruction interesting and, more importantly, motivating?
o How did the instruction impact the student? If so, how. But because.
o What should be done differently?
o Of the material presented, what was the most important for the student? What was the least important?
o What would the student change, modify or adjust?
At the end of the program, collect evaluations, review program data, prepare and report performance results. When reviewing program data, the report should include, but is not limited to, the number of participants trained, the percentage of participants who passed the course, and their satisfaction with the material presented and how it was presented.
An honest evaluation of the program’s results at this point will yield a wealth of information that can be used to refine and ensure the success of all future presentations. Use this information positively and you will be rewarded with an excellent result!
Note: The information for this article was collected from various sources located on the Internet using the ADDIE criteria search.
Copyright © 2007 Chuck Castagnolo All rights reserved.
