Addie model
-
Upload
sdm1946 -
Category
Recruiting & HR
-
view
47 -
download
6
Transcript of Addie model
IntroductionIntroduction
To inform on a process and tools for problem analysis, training design and
development, implementation strategies, and project evaluation.
OOURUR GGOALOAL
The ADDIE design model provides a step-by-
step process that helps training specialists
plan and create training programs. It is the
model that we will use to help guide you
through your training needs.
WWHATHAT ISIS ADDIE?ADDIE?
The ADDIE model revolves around the follow five components:
Analysis/Assessment – Identify needs and constraints
Design – Define learning activities, assessment, and media
Development – Produce training media, perform formative evaluation,
and revise
Implementation – Deliver the instruction and obtain feedback for revision
Evaluation – Evaluate results from training medium using Kirkpatrick’s 4
levels of evaluation and perform any necessary revision.
In the information to follow, we will guide you through the ADDIE process to
help you create a training medium for your needs.
SSTEPTEP--BYBY--STEPSTEP??
ASSESSMENTASSESSMENT
Training programs don’t just come together on their own. They require time
and planning to ensure that learners will get the most from their training. If
you skip the Assessment/Analyze phase, you can easily create unwanted
risks:
Wrong focus—content may not address the company’s needs
Too easy or too hard—the material could bore or frustrate the learners
Incomplete or inaccurate content—the program might not teach the
correct material
Performing a needs analysis
Analyzing learners’ current capabilities
Discovering any existing content
Determining the course structure and organization
Setting training goals and objectives to align with
company goals
AANALYZENALYZE FULLYFULLY; ; DESIGNDESIGN ONCEONCE
SSTEPSTEPS TOTO AASSESSMENTSSESSMENT
ASSESSMENTASSESSMENT
Identifying what problem is causing the desire for learning or training.
What is the problem triggering a desire for
training?
Is there a gap in performance?
Could the learner perform this task before?
What is the likely causes?
Is the problem worth pursuing?
Is there a quicker solution than training?
What are the specific knowledge/skills the learn-
er needs to acquire?
Is this course or training a replacement or
addition to an existing one?
What time and other resource limitations will the
learners face?
NNEEDSEEDS AANALYSISNALYSIS
CCRITICALRITICAL QQUESTIONSUESTIONS
As you answer the questions above, you are trying to understand the prob-
lem and design a way to effectively deliver an instructional solution.
ASSESSMENTASSESSMENT
Will aid in tailoring the instruction to specific types of learners, the level at
which to begin the course, and how to best deliver the material.
AAUDIENCEUDIENCE AANALYSISNALYSIS
Who will enroll in the course/training?
What do the learners already know?
What expectations will the learners have of
the course/training?
What expectations will the learners have in
regards to time and amount of work?
Where will learners want to learn?
What resources will learners have at their
disposal?
Will the course be able to accommodate
advanced or remedial learners?
CCRITICALRITICAL QQUESTIONSUESTIONS
It is unrealistic to expect that you will be able to accommodate or anticipate
all learner variations. However, addressing the above questions will prepare
you to face most learner issues.
ASSESSMENTASSESSMENT
Identifying whether any content exists that can be used in whole, in part, or
with modifications.
CCONTENTONTENT AANALYSISNALYSIS ANDAND DDISCOVERYISCOVERY
Ask yourself if there is any existing
material that could be used for the course/
training. Materials can be in the form of:
User guides
Existing classroom material
Survey results
Images
Existing eLearning
After collecting any existing material,
review the material for what content can be
reused.
Prepare questions for subject matter
expects (SMEs) to help make effective use
of their time.
SSTEPSTEPS TOTO DDISCOVERYISCOVERY
This process of the Assessment phase allows you to collect key information
at the start of the project while helping reduce some design risks. The exist-
ing content can save you time and money, while allowing you to concentrate
on improvement.
ASSESSMENTASSESSMENT
Provides step-by-step instructions that will take the learner from start to finish.
SSTRUCTURETRUCTURE AANALYSISNALYSIS
The structure analysis should make sure
the course will:
Cover all information and steps that
learners will need to know
Exclude information that learners
already know
Exclude information that learners don’t
need to know
Learners rely on you to provide them with a
set of directions that will get them from
what they already know to what they need
to know.
MMAKINGAKING AA RROADMAPOADMAP
In this process of the Assessment, it is good to think from the learner’s
perspective. An expect will be able to complete tasks without consciously
thinking about them. The Audience Analysis helps find out what the learner
will need to know and what they don’t to help create this roadmap.
ASSESSMENTASSESSMENT
In this phase of the Assessment process, you have now obtained all the
information you need to formulate achievable training goals. The goals will
tell the instructor what learners need to know, understand, or apply.
Objectives are the activities we focus our time on to achieve these goals.
GGOALSOALS ANDAND OOBJECTIVESBJECTIVES
Objectives should contain the following
elements:
An observable task
The conditions to perform the task
A criteria to measure success
Keep your objectives simple
After writing your objectives, test them and
ask yourself ―Would the goal be achieved if
this objective occurred as described?‖
If no, what else would have to be
achieve before the goal has been
achieved?
WWRITINGRITING PPREFORMANCEREFORMANCE OOBJECTIVESBJECTIVES
DesignDesign
There are many different ways to sequence and present content to learners.
Creating an instructional strategy allows you to make important choices
about the course’s structure and its delivery methods.
IINSTRUCTIONALNSTRUCTIONAL SSTRATEGYTRATEGY
How will the material be grouped and sequenced?
Learning objectives should be grouped
Once topics are together, what order will you put them in?
Step-by-step process
Known to unknown knowledge
General to specific information
What activities and exercises will be used to present the
material?
Group discussions
Modeling
Scenarios
Applied practice
How will assessments measure a learner’s success?
The course’s assessments should measure a learner’s
progress towards each of the learning objectives.
Quizzes
Demonstration of knowledge
TTHREEHREE IISSUESSSUES THATTHAT CREATECREATE AA SSTRATEGYTRATEGY
DesignDesign
The course format will affect almost every aspect of the design document
and the final course content. It is the structure produced from combining the
learners’ needs, the content, and the business goals.
SSELECTELECT CCOURSEOURSE FFORMATORMAT
Some suggested formats:
Self study training guides
Quick-reference guides (Pocket tools)
Classroom/Workshop series
eLearning Course
A blended variation of the above
If a classroom or workshop series,
determine the appropriate duration for the
course.
One single sitting course
Longer but fewer session
Shorter, more numerous sessions
DDETERMININGETERMINING FFORMATORMAT
DesignDesign
The Project Plan is a formal, approved document used to guide both project
execution and control. The Training Department has a Project Plan template
available that can be sent electronically.
CCREATINGREATING AA PPROJECTROJECT PPLANLAN
Why? - What is the problem or value proposition addressed by the project? Why is it being sponsored?
What? - What is the work that will be performed on the project? What are the major products/deliverables?
Who? - Who will be involved and what will be their responsibilities within the project? How will they be organized?
When? - What is the project timeline and when will particularly meaningful points, referred to as milestones, be complete?
AANSWERSNSWERS QQUESTIONSUESTIONS
DesignDesign
TTHEHE PPROJECTROJECT PPLANLAN
When writing the Project Plan, you want to
make sure that you include all the necessary
information about the following topics.
This document will serve as a reference to you as you develop your training material.
DesignDesign
At the end of the design phase, you will need to write up a design document.
This document will provide a high-level overview of the entire training
solution. The Training Department has a Design Document template
available that can be sent electronically.
CCREATINGREATING AA DDESIGNESIGN DDOCUMENTOCUMENT
TTASKSASKS ANDAND PPURPOSEURPOSE
The Design Document will perform the
following tasks:
Describe the overall learning approach
Identify instructional media choices
Cluster and sequence objectives
Describe course exercises, activities,
and assessments
The Design Document is used to fulfill 3
purposes:
Check to see that the design concepts
are cohesive and complete
Present the training solution to all
parties involved
Allows an opportunity to gather
feedback about the design
DesignDesign
TTHEHE DDESIGNESIGN DDOCUMENTOCUMENT
At the beginning of the Design Document, you
will need to state the project’s purpose,
objectives, and what your proposed solution is.
If you recall, you already wrote these
objectives earlier in the Analysis Phase. You
are now putting all your data in one place.
DesignDesign
TTHEHE DDESIGNESIGN DDOCUMENTOCUMENT
Now, create an overview of each
module in the training program with
each major topic. During the earlier
steps of the Design Process, you
accomplish this from determining the
course format and by sequencing and
grouping from when you created an
instructional strategy.
DesignDesign
TTHEHE DDESIGNESIGN DDOCUMENTOCUMENT
Finally, it’s time to break each module down further:
List the objectives for that module
The materials used (handouts, PowerPoint, etc)
List the contents of each section and add any
design notes that you will need to know when
developing.
DevelopmentDevelopment
With the Assessment and Design phases complete, you have created solid
foundation for developing training material. You have access to pre-
developed materials, learning objectives, and a design document to help
guide you through making the slides, handouts, and more..
DDEVELOPINGEVELOPING TTRAININGRAINING MMATERIALATERIAL
Even with little experience in developing
training materials, it can be easy to do:
PowerPoint presentations are made
all the time and are widely used in
classroom training
Handouts can be just questionnaires
made in a Word Document.
You have Training’s support to aid you
in creating an eLearning course. You
are never alone when coming to us
with your training needs.
Developing the materials yourself will
cost less than Outsourcing to an outside
company. However, if you feel that is
your only option, please consult others
for contacts.
IINN HHOUSEOUSE VSVS OOUTSOURCINGUTSOURCING
DevelopmentDevelopment
Classroom training provides a personal and interactive training delivery. The
classroom should provide hands-on practice, encourage discussion with
clear feedback, and respect different learning styles. When developing
classroom training, the facilitator will need a guide to aid them in the flow of
the course and what steps to take as it progresses.
DDEVELOPINGEVELOPING TTRAININGRAINING MMATERIALATERIAL——CCLASSROOMLASSROOM TTRAININGRAINING
How many people need training?
Can learners dedicate time for training?
Is there a room available to conduct
training when you need it to be done?
Do learners need hands-on practice and
quality feedback?
Will learners need any additional
materials? Handouts, Guides, etc?
What presentations will need to be
made?
CCRITICALRITICAL QQUESTIONSUESTIONS
DevelopmentDevelopment
The Facilitator’s Guide contains a layout of what and when to say and do in
the classroom. From start to finish, you will need to tell the Facilitator what to
Say, Ask, Answer, and what activities/handouts to Show.
DDEVELOPINGEVELOPING TTRAININGRAINING MMATERIALATERIAL——FFACILITATORACILITATOR’’SS GGUIDEUIDE
Electronic copies of templates that are available for you in the enclosed CD.
DevelopmentDevelopment
A standard piece of training material that is used in classroom settings. They
can also be used for handouts and study guides.
DDEVELOPINGEVELOPING TTRAININGRAINING MMATERIALATERIAL——PPOWEROWERPPOINTOINT
If you are using PowerPoint to guide your
workshop, here are a few tips into the
concept of Presentation Zen:
Reduce text; text be redundant
information
Images trigger emotions
95% of all presentations are boring;
When information is just crammed into
a handful of slide.
Don’t be boring
Tell stories; be interesting, provoke
emotions, don’t just read bullet points
Whitespace is your friend
Be concise
You have something to say, not
PowerPoint; so say it!
IINTRONTRO TOTO PPRESENTATIONRESENTATION ZZENEN
For more information on Presentation Zen, go to: www.presentationzen.com
or ask Training for more information.
DevelopmentDevelopment
The eLearning Development team has put together an online certification
course on the LMS to help fill you in on how to create your own eLearning
training material in an eLearning. Your course can be developed in one of
two easy-to-use software; Content Point or Adobe Captivate.
DDEVELOPINGEVELOPING TTRAININGRAINING MMATERIALATERIAL——EELLEARNINGEARNING
Course Size and Format:
1024 x 768; SCORM 1.2
Seat Time:
Stores: 15 minutes
Logistics: 30 minutes
Corporate: 30 minutes
Contents:
Page 1: Explain seat time
Page 2: Audio page, if included
Page 3: Introduction page with objectives
Quiz, If the course needs to be tracked in the
LMS, must include:
Bank of 10 multiple choice or True/False
questions, with 5 random questions asked
Passing rate of at least 80%
Feedback needs to be given after each slide
Results need to be shown at the end
EELLEARNINGEARNING SSTANDARDSTANDARDS
DevelopmentDevelopment
DDEVELOPINGEVELOPING TTRAININGRAINING MMATERIALATERIAL——EELLEARNINGEARNING PPAGEAGE SSTANDARDSTANDARDS
Banner:
Top of the page with course name
1024 x 105
Font: Arial, Bold Italic, 48pt, Yellow
Breadcrumbs:
In black portion of the banner
Font: Arial, Bold, 12pt, White
Heading:
Font: Arial, Bold Italic, 36pt, Black
Body:
Font: Arial, Italic, 20pt, Black
Page Numbers:
Bottom right of the page
Format: Page # of #
Font: Arial, Bold, 12pt, Black
DevelopmentDevelopment
After the you finish developing your training materials, you will need to look
over your work. However, it is possible to look over many errors and
inconsistencies because of your focus on the material. It is at this time that
you will need someone else to review your work.
QQUALITYUALITY AASSURANCESSURANCE
The Training Department will be reviewing
your materials with you in this process.
They will be checking for the following:
Content Accuracy
Content Completeness
Grammar and Spelling
Once the review is complete, you will need
to revise your work from any feedback you
receive.
After you have finished, it is time to put
your training program into action!
RREVIEWEVIEW ANDAND RREVISIONEVISION
ImplementationImplementation
This workshop can be done in two different ways, either before or during the
beta-test. This depends on the expected time of completion and method of
instruction.
TTRAINRAIN THETHE TTRAINERRAINER WWORKSHOPSORKSHOPS
During the workshop, you will have the opportunity
to present the design of your material to the training
consultant and your other facilitators. This allows
you to practice presenting for a workshop and
demonstrate the flow of the material.
CCONTENTONTENT TTRAININGRAINING
During the workshop, your Training
Consultant will be available to give you tips
on delivery methods and approaches.
They will also aid you in in how to evaluate
of your material and your project.
FFACILITATORACILITATOR TTRAININGRAINING
ImplementationImplementation
If you followed this model step by step, you should feel confident in your
program because the program:
Meets important business goals
Content covers what the learner needs to know
Reflects the learners existing capabilities
Has been reviewed for completeness and accuracy
BBETAETA TTESTINGESTING
The Training department will be available to offer you tips and
suggestions on how to conduct your classroom, in a Training
the Trainer workshop session for Facilitating
You will need to complete the following before leading the
workshop:
Schedule rooms
Administer registration, tracking, and logistics for eLearning
GGETTINGETTING SSTARTEDTARTED
ImplementationImplementation
After completing the Beta-Test, you will have several sources of feedback.
You can collect information from the learners, Training, other facilitators, and
yourself. Learner feedback being the most important.
EEVALUATIONVALUATION ANDAND FFEEDBACKEEDBACK
Using a small survey you can find many
answers to important questions. These
questions may include:
Level of appeal of the instruction
Relevance of the objectives
Ability of the course to encourage and
retain interest
Amount and appropriateness of
interactive exercises
Ease of navigation and use of tools
Quality and relevance of media
Value perceived by the learner
Using the information you obtained, you can modify, make corrections, and
improve your course to help future learners walk away from your training
experience inspired and fulfilled.
OOBTAININGBTAINING FFEEDBACKEEDBACK
EvaluationEvaluation
You have researched your training needs in Assessment, Designed and
Developed your training materials, Implemented your material and now it’s
time to EvaluateEvaluateEvaluate your work. Donald Kirkpatrick created Four Levels of
Evaluation that we use to judge the effectiveness of our training.
FFOUROUR LLEVELSEVELS OFOF EEVALUATIONVALUATION
Learners are asked to evaluate the
learning/training after completion
This is an inexpensive measurement that
usually takes the form of a port-learning
survey that can be a handout or done
online
Some questions can include:
Level of appeal of the instruction
Relevance of the objectives
Ability of the course to encourage and
retain interest
Amount and appropriateness of
interactive exercises
Ease of navigation and use of tools
Quality and relevance of media
Value perceived by the learner
LLEVELEVEL 11—— RREACTIONEACTION
EvaluationEvaluation
In level 2, we ask, ―Did learners actually learn the material?‖
To show achievement, learners complete a pre-test and post-test
Questions must be derived from the learning objectives
Some steps you could take to complete this level of evaluation:
Develop pre-test and post-test based on the objectives
Administer the pre-test before instruction to be used a
benchmark
Administer the post-test after concluding the course
Compare the results
LLEVELEVEL 22——LLEARNINGEARNING
Level 3 attempts to determine whether of not learners’
behaviors have changed as a result of training
This form of evaluation should be done two to three months
after the training has ended
Some tools you can use are:
Observations
Behavioral scorecards/surveys by:
The learner
The learner’s supervisors
The learner’s direct reports
Those who interact with the learner in the workplace
LLEVELEVEL 33—— BBEHAVIOREHAVIOR
EvaluationEvaluation
In level four, we attempt to find how the training has effected the
business
We can quickly see an example of this when living and teaching the
company values can Grow profitability.
Here are some ways you can capture data:
Sales volumes
Customer retention
Customer support
Time for task completion
Return on Investment (ROI)
LLEVELEVEL 44——RRESULTSESULTS
Congratulations on completing your course!