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 is 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 in a disorderly and unstructured manner. It is designed to ensure:
(1) students will achieve the objectives of the course,
(2) allows the assessment of the student’s 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.
Background
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 fight for greater effectiveness paid off in the form of Instructional Systems Design which, in turn, led to the design models that are 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 that you will find in the workplace today are variations or derivations of the original ADDIE model.
The model
The ADDIE literature estimates that there are more than 100 different ISD variations in use today, and almost all 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 improvement to the ADDIE model that almost everyone uses, whether consciously or unconsciously, is the use of what is often referred to as rapid prototyping, which attempts to detect design flaws while they are still easy to correct. This is done by receiving continuous feedback throughout all phases of the ADDIE model and making changes as it progresses.
During the analysis phase, we define and develop a clear understanding of the audience training needs, constraints, existing knowledge, skills, and desired outcome. The design phase strives to identify the 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. The implementation delivers the material by presenting and / or delivering the developed plan to the intended audience or learning group. 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 presentation. Let’s take a look at each phase individually.
The phases
The analysis phase is the most important phase of the ADDIE model. Identify areas that require or need training, taking into account the opinions 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 as possible an understanding of the audience’s needs and limitations, existing knowledge, skills, and the desired outcome of the training. It is here that we identify the learning problem, set the goals, objectives, any other relevant characteristics of the desired training, and consider the learning environment, available delivery options, and the project schedule.
Here are some areas that need to be addressed during the analysis phase:
o Who is the target audience; What is the current minimum / maximum 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 being performed by the target audience and what new skill level is required after the training?
o What are the delivery options and methods available to transfer the new skills to the workplace?
o What is the educational 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, chronological 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 complete design of the course objectives, lesson planning, topic content, training methodology, media, student exercises, the content of the course material and the evaluation criteria. Detailed prototypes are typically developed at this time and the look, feel, design, and content are determined.
During this phase, the following should be considered:
o The entry criteria or the level of knowledge that the student must demonstrate before the training.
o Develop learning objectives for each task to be covered.
o Identify, structure and sequence the learning steps necessary to carry out 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 taking into account the instructor’s pace, course format, and mode of delivery, adjusting content and format accordingly.
o Develop participant evaluations, program evaluation methodology, data collection method and report formats that will be used to determine the mastery of the tasks to be delivered.
o If possible, conduct knowledge mini-presentations to validate that the program will meet 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 items, timelines, 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 List the 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 teaching materials for the course.
o Combine course material into a seamless transition presentation.
o Validate the material and presentation to ensure that it meets all goals and objectives.
o Develop trainer guides, learner guides, job aids, and resources for participants as needed.
o Prepare coaches and mentors who will help with the training.
o Reserve place, lodging and travel arrangements.
o Schedule participants.
The implementation phase is where the developed course is actually put into action, and the final product, developed based on needs and errors 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 taken into account the day before or the morning of the day 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 established when necessary with registration materials, instruction books, etc.
o Hands on work, computers, tools, software, etc. they are in place at every station or seat. Make sure that if you are using a learning app, external link, website, or internet connection, it is up and running.
o Carry out a training session.
After 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 fine-tune the program. Validate if the course met its objectives and the effectiveness of the training materials used. Find out if the learning went according to plan and you can also uncover any obstacles that may have arisen, then by making revisions, adjustments and corrections as necessary, you ensure the success of the next presentation.
Use a well-designed post-presentation questionnaire, evaluation, and / or survey that provides anonymous feedback if the participant wishes. Some or all of the following items should be included in the assessment:
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, most importantly, motivating?
o How did the instruction affect the student? If so, how. But because.
o What should be done differently?
o Of the material presented, which was most important to 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 the program data, the report should include, but are not limited to, the number of participating students 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 results of the program 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 in a positive way and you will be rewarded with an excellent result!
Note: The information for this article was gathered from various sources located on the Internet by searching under the criteria ADDIE.
Copyright © 2007 Chuck Castagnolo All rights reserved.
