mary wiley_ADDIE Process Plan Overview
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MARY WILEY ADDIE PROCESS PLAN – AN OVERVIEW As an instructional designer and training specialist, one of the training methodologies I use to create effective training programs is the ADDIE instructional design model. The purpose of this ADDIE instructional design process plan is to demonstrate the general steps I use to create training programs from concept to completion. The following is a sample process plan for your review. 1. A ssess: Kick-off meetings, needs assessments or surveys. Initial meetings with stakeholders should be conducted to determine if there is a need for training, define attainable goals and objectives, decide who should attend, the number of anticipated participants and the expected results from training. Needs assessments or surveys can provide additional information from department supervisors and those who will benefit from training. The answers to questions from needs assessments or surveys will help identify the individuals and departments that will require new training (target audiences). Findings will also determine the participants’ prior knowledge of the subject matter, present compared to desired skill levels (gap analysis) and any barriers to learning such as time constraints, classroom/facilities availability as well as hardware/software capabilities including mobile learning options. In addition, the assessments will help provide feedback about the general interest of participants for new training and the amount of time/hours they are willing to devote to acquire new skill sets. 2. D esign: Follow-up meetings to be held with subject matter experts (SMEs) and decision makers. Based upon the results of needs assessments or surveys, decision makers can determine a course of action. A general timeline for the training project and budgetary issues will be established. A formal design document or report will be created that will outline the scope of the project with all decision makers in agreement signing off on the plan before proceeding with the development phase. 3. D evelop: Creating sample instructor-led participant guides, facilitator guides, presentations, e-learning storyboards/scripts, video, job aids, knowledge checks/performance tests and other supplemental course materials to be shown to decision makers. Once these items are reviewed and approved, then a train-the-trainer course (if applicable) will be created to test the course materials. Any adjustments that need to be made to the content prior to implementation can be discussed. After changes have been made, then the training materials can be finalized for production. 4. I mplement: The implementation of the training project plan will start after completion of the first three elements of the ADDIE process plan. Implementation of training will be based on present and forecasted needs. 5. E valuate: Feedback/evaluation forms, formal or performance-based skills tests to determine the training project’s success (Kirkpatrick levels 1 & 2). Feedback or evaluation forms should include the effectiveness of course content, the instructors (for ILT) and ask for additional feedback
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Transcript of mary wiley_ADDIE Process Plan Overview
MARY WILEY
ADDIE PROCESS PLAN – AN OVERVIEW
As an instructional designer and training specialist, one of the training methodologies I use to create effective training programs is the ADDIE instructional design model. The purpose of this ADDIE instructional design process plan is to demonstrate the general steps I use to create training programs from concept to completion. The following is a sample process plan for your review.
1. A ssess: Kick-off meetings, needs assessments or surveys. Initial meetings with stakeholders should be conducted to determine if there is a need for training, define attainable goals and objectives, decide who should attend, the number of anticipated participants and the expected results from training. Needs assessments or surveys can provide additional information from department supervisors and those who will benefit from training. The answers to questions from needs assessments or surveys will help identify the individuals and departments that will require new training (target audiences). Findings will also determine the participants’ prior knowledge of the subject matter, present compared to desired skill levels (gap analysis) and any barriers to learning such as time constraints, classroom/facilities availability as well as hardware/software capabilities including mobile learning options. In addition, the assessments will help provide feedback about the general interest of participants for new training and the amount of time/hours they are willing to devote to acquire new skill sets.
2. D esign: Follow-up meetings to be held with subject matter experts (SMEs) and decision makers. Based upon the results of needs assessments or surveys, decision makers can determine a course of action. A general timeline for the training project and budgetary issues will be established. A formal design document or report will be created that will outline the scope of the project with all decision makers in agreement signing off on the plan before proceeding with the development phase.
3. D evelop: Creating sample instructor-led participant guides, facilitator guides, presentations, e-learning storyboards/scripts, video, job aids, knowledge checks/performance tests and other supplemental course materials to be shown to decision makers. Once these items are reviewed and approved, then a train-the-trainer course (if applicable) will be created to test the course materials. Any adjustments that need to be made to the content prior to implementation can be discussed. After changes have been made, then the training materials can be finalized for production.
4. I mplement: The implementation of the training project plan will start after completion of the first three elements of the ADDIE process plan. Implementation of training will be based on present and forecasted needs.
5. E valuate: Feedback/evaluation forms, formal or performance-based skills tests to determine the training project’s success (Kirkpatrick levels 1 & 2). Feedback or evaluation forms should include the effectiveness of course content, the instructors (for ILT) and ask for additional feedback for future reference. Results from the formal or skills tests should indicate what the participants learned during and initially after the course. The results of these findings will determine if adjustments to the established training plan (or specific elements within the plan) need to be modified. Also, additional evaluation processes such as post-testing, focus groups, shadowing and coaching/mentoring by supervisors to review improvement of job performance (behavioral changes) after training and other factors to determine if the desired outcomes have been met. (Kirkpatrick levels 3 & 4).
This analysis/project plan outline shows my understanding of and how I use the ADDIE instructional design model to create training programs. I welcome the opportunity of working with your company or organization to develop training programs that will meet its internal and external customers’ needs.
Best regards,
Mary WileyInstructional Designer/Training SpecialistEmail: [email protected]: (480) 248-4718
