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 essentially a generic, systematic, step-by-step framework that is used by instructional designers, developers, and educators to ensure that course development and learning does not occur haphazardly and without structure. It is designed to ensure:
(1) students will achieve course objectives,
(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.
Background
ADDIE arose with the development of the Cold War after World War II as the United States military wrestled with itself to find a way to create more effective training programs for increasingly complex subjects. The result of this striving for greater effectiveness bore fruit in the form of Instructional Systems Design which, in turn, led to the design models in use 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 models of instructional design that you will find in the workplace are variations or derivatives of the original ADDIE model.
The model
The literature on ADDIE estimates that there are over 100 different variations of ISD in use today, and almost all of them 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, whether 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 audience needs, constraints, existing knowledge, skills, and the desired outcome of the training that we can. The design phase strives to identify specific learning objectives, topic content, methods and media of delivery, 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 intended learning group or audience. After delivery, the Evaluate 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 release. 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 need to 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 skill gaps currently exist?
o What are the tasks currently 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 instructional environment; for example, in the classroom, at work, self-study, etc.?
o How do these skills connect to the intended audience?
o What is the timeline for completion of the project?
o What are the limitations of the program? Technological, temporary 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 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 taken into account:
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 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 to be used to determine mastery of tasks to be performed.
o If possible, conduct knowledge mini-presentations to validate that the program will meet the designated learning requirements.
o Review implementation and evaluation costs, effort required, and 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, 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 taken into account:
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 courseware into a seamless transitional presentation.
o Validate the material and presentation to ensure it meets all goals and objectives.
o Develop trainers’ guides, student guides, job aids, and participant resources as needed.
o Prepare trainers and mentors who will help with the training.
o Reserve venue, accommodation 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 taken into account the day before or the morning of the day of the presentation.
o Assemble 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 set up when 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 delivery, the Evaluation phase, in a systemic process, considers the feedback from the students. The feedback collected during this phase measures reaction, identifies what is and is not working, determines the effectiveness and quality of delivery, and is designed to adjust the program. Validates whether the course met its objectives and the effectiveness of the training materials used. Find out if the learning went as planned, and you can also uncover any roadblocks that may have arisen, then by making revisions, adjustments, and corrections as needed, you ensure the success of the next presentation.
Use a well-designed post-presentation quiz, assessment, and/or survey that provides anonymous feedback if desired by the participant. Some or all of the following must 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 engaging and, most 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 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 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: Information for this article was collected from various sources located on the Internet by searching according to the ADDIE criteria.
Copyright © 2007 Chuck Castagnolo All rights reserved.
