If you are new to training development and have been thinking of 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 course development and learning does not occur in a haphazard, unstructured way. It is designed to ensure:
(1) learners will accomplish the goals of the course,
(2) allows for the estimate of learner's needs,
(3) the organize and development of training materials, and
(4) estimate of effectiveness of the training schedule using processes with specific, measurable outcomes.
Background
Addie came about with the development of the Cold War after World War Ii as the United States forces struggled with itself to find a way to create more productive training programs for increasingly complex subjects. The succeed of this struggle for increased effectiveness bore fruit in the form of Instructional Systems organize which in turn, led to the organize models that are in use today. You will often hear Addie referred to as Instructional Systems organize (Isd), Instructional Systems organize & development (Isdd), Systems advent to Training (Sat) or Instructional organize (Id). Most of the current instructional organize models you will find in the workplace today are variations or spin-offs of the traditional Addie model.
The Model
The literature on Addie estimates that there are well over 100 dissimilar Isd variations in use today, with practically all being based on the generic Addie model, which stands for Analysis, Design, Development, Implementation, and Evaluation; with each step or phase important into the next as illustrated below:
Analysis ' organize ' development ' Implementation ' Evaluation
One generally appropriate revising to the Addie model that practically everybody uses whether consciously or unconsciously, is the use of what is often referred to as rapid prototyping which attempts to catch organize flaws while they are still easy to fix. This is done by receiving ongoing feedback throughout all phases of the Addie model and development changes while challenging forward.
During the analysis phase, we define and organize as clear of an insight of the audience's needs, constraints, existing knowledge, skills and the desired outcome of the training that we can. The organize phase endeavors to identify definite learning objectives, topic content, presentation methods and media, learner exercises and estimate 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 in fact presenting and/or delivering the advanced plan to the intended learning group or audience. After delivery, the estimate phase assesses the effectiveness of the topic article and training materials utilized in the training schedule and makes revising 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 in the Addie model. It identifies areas requiring or needing training taking into list views of subject matter experts, the target audience, and the extreme objectives and goals of the training.
During this phase, we define and organize as clear of an insight of the audience's needs and constraints, existing knowledge, skills, and the desired outcome of the training as we can. 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, ready delivery options, and the timeline for the project.
Here are some areas that should be addressed while analysis phase:
o Who is the target audience; What is the minimum/maximum current knowledge of the participant audience? What are their characteristics? What are their extra needs?
o What knowledge and skill deficiencies currently exist?
o What are the tasks currently performed by the target audience and what new skill level is required following the training.
o What are the ready delivery options and methods for transferring the new skills to the workplace?
o What is the instructional setting; e.g. Classroom, on-the-job, self study, etc?
o How do these skills connect to the intended audience?
o What is the timeline for task completion?
o What are the schedule constraints? Technological, timing and duration.
o What is going to cost to furnish the training?
o Create execution measures for the tasks to be trained.
The organize phase is the systematic process of research, planning, identifying and specifying the perfect organize of the course objectives, chapter planning,topic content, training methodology, media, learner exercises, courseware content, and estimate criteria. Typically detailed prototypes are advanced at this time, and the look, feel, organize and article are determined.
During this phase, the following should be taken into account:
o The entry criteria or knowledge level the learner must demonstrate prior to training.
o Develop learning objectives for each task to be covered.
o Identify, structure and sequence the learning steps required to accomplish the task from easiest to most difficult.
o Based on the time allocated for the training, determine practically how long it will take to deliver the schedule taking into consideration the instructor's pace, course format and mode of delivery adjusting article and format accordingly.
o Develop participant assessments, schedule estimate methodology, data range method, and reporting formats that will be use to determine mastery of the tasks to be delivered
o If possible, escort mini knowledge presentations to validate the schedule will meet the designated learning requirements.
o Review implementation and estimate costs, exertion required and schedule.
The development phase is the actual production and assembly of the materials that were advanced in the organize phase. At this point it is important to include whoever is responsible for which elements, time schedules, and deadlines. In this phase, all audio, video, and courseware materials are collected, prepared, created and ready to be tested.
During this phase, the following need be taken into account:
o List activities that will help the target audience learn the task.
o Select the delivery recipe most appropriate to the learning group.
o Develop and yield schedule materials, aids and instructional courseware.
o Combine the courseware into a smoothly transitioning presentation.
o Validate the material and presentation to ensure it meets all goals and objectives.
o Develop instructor guides, learner guides, job aids and participant resources as necessary.
o Prepare coaches and mentors who will be assisting with the training.
o Book venue, accommodations and trip arrangements.
o Schedule participants.
The Implementation phase is where the advanced course is in fact put into action, and the final product, advanced based on needs and errors discovered while testing with a prototype product, is presented to the target audience.
Depending on the size of the audience and estimate of time and resources allocated to this endeavor, the following considerations should be taken into list the day before or the morning of presentation day.
o Set up and get ready venue.
o The learning environment, i.e. Room, is set-up and prepared prior to the arrival of the learners.
o Student registration area set when requisite with registration materials, education books, etc.
o Hands on equipment, computers, tools, software, etc. Are in place at each middle point or seat. Make sure that if using a learning application, an external link, web-site or Internet connection that it is live and functioning.
o Conduct training session.
After delivery, the estimate phase, in a systemic process, considers feedback from the learners. The feedback gathered while this phase measures reaction, identifies what is working and not working, determines the effectiveness and ability of the delivery, and is designed to fine-tune the program. It validates whether the course satisfied its objectives and the effectiveness of the training materials used. It finds out whether the learning went as planned, and it may also locate any obstacles that may have emerged, then, by development revisions, adjustments and corrections as needed, insures the success of the next presentation.
Use a well-designed post presentation questionnaire, estimate and/or witness that provides for anonymous feedback if desired by the participant. 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 useful?
o Was the information presented personally relevant to the learner?
o Was the education challenging and, most importantly, motivating?
o How did the education impact the learner? If so, in what way. If not, why.
o What should be done differently?
o Of the material presented, what was most important to the learner? What was least important?
o What would the learner change, modify or adjust?
At the end of the program, secure the evaluations, enumerate the schedule data, get ready and article execution results. In reviewing the schedule data the article should include but not be exiguous to the estimate of participant learners trained, percent of participants who passed the course, and their satisfaction with the material presented and how it was presented.
An honest estimate of the schedule results at this point will yield a bountiful estimate of information that can be used to excellent and insure the success of all future presentations. Use this information positively, and you will be rewarded with a superb result!
Note: information for this article was collected from a estimate of sources settled on the internet by searching under the criteria Addie.
Copyright © 2007 Chuck Castagnolo All proprietary reserved.
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