ADDIE Model in Training
Prepared By
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Manu Melwin JoyAssistant Professor
Ilahia School of Management Studies
Kerala, India.Phone – 9744551114
Mail – [email protected]
• Training should be viewed as a set
of integrated processes in which
organizational and employee
needs are analyzed and responded
to in a rational, logical and
strategic manner.
• When training is conducted in this
manner, the organization will
improve, the value of training will
increase and further investment in
training is likely to occur.
A systematic Approach to T&D
• The ADDIE model is a
framework that lists generic
processes that training
developers use.
• It represents a guideline for
building effective training
and performance support
tools in five phases.
ADDIE MODEL
• The training process begins with
some type of triggering event.
• A triggering event occurs when a
person with authority to take
action recognizes that Actual
Organizational Performance
(AOP) is less than the Expected
Organizational Performance
(EOP).
• Triggering Event = AOP<EOP
A training process model
The objective in establishing a needs analysis is to find out the answers to the following questions:1. Who are the learners and what are
their characteristics?2. What is the desired new behavior?3. What types of learning constraints
exist?4. What are the delivery options?5. What are the pedagogical
considerations?6. What adult learning theory
considerations apply?7. What is the timeline for project
completion?
Analysis Phase
• In a TNA, both training and non training needs are identified.
• An effective training system begins with the identification of the organization’s training needs.
• These need will create a performance gap (AOP is less than EOP).
• Performance gap can be current or future oriented.
Analysis Phase
• Things such as profitability shortfalls, low level of customer satisfaction or excessive scrap are all examples of current performance gap.
• Another type of performance gap is future oriented.
• Here, the company is seen as likely to perform poorly in the future unless changes are made. Once a performance gap exists, the cause must then be determined.
Analysis Phase
• Inadequate KSA results in
training needs.
• Other reasons for performance
gaps such as motivational issues
etc are non training needs and
requires a different solution.
• In the analysis phase, the cause
of performance gap is
identified , separating KSA from
non KSA causes.
Analysis Phase
• Those performance gaps caused by KSA deficiencies are identified as “Training needs” because training is the solution.
• Analysis phase attaches priorities to the training needs that are identified.
• Not all needs will have same level of importance for the company.
• This process of data gathering and causal analysis to determine which performance problems should be addressed by training is the analysis phase of the training phases.
Analysis Phase
• Training needs identified in the
analysis phase in addition to
areas of constraints and support
is inputs to design phase.
• An important output from the
design phase is the development
of training objectives that
provide specific direction for
what will be trained and how.
Design Phase
• The design phase should be systematic and specific.
• Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals.
• Specific means each element of the instructional design plan must be executed with attention to details.
Design Phase
1. These objectives specify the employee and organizational outcomes that should be achieved as a result of training and become inputs to the evaluation phase.
2. Another part in the design process is identifying the factors needed in the training program to facilitate learning and its transfer back to the job, including identifying alternative methods of instruction.
Design Phase
• Program development is the
process of formulating an
instructional strategy to meet a
set of training objectives.
• The instructional strategy
consists of the order, timing, and
combination of methods and
elements used in the training
program.
Development Phase
• Inputs to this phase are provided by design phase and outputs are specific content, instructional methods, materials, equipment's and media, manuals, and facilities integrated into a training plan designed to achieve the training objectives.
• These outputs of the development phase serve as inputs to the implementation phase.
Development Phase
• All aspects of the training
program come together during
the implementation phase.
• However, it is a mistake to
assume that everything will
happen as planned.
• Therefore, it is useful to conduct
a dry run and even a pilot of the
program.
Implementation Phase
• Evaluation objectives are the
outcomes of design phase and
become inputs to the evaluation
phase.
• Another input is organizational
constraints.
• Time, money and staff all affect
how training is evaluated.
Evaluation Phase
• Two types of evaluation are useful.• Process evaluation – How
well a particular process achieved its objectives.
• Outcome evaluation – Evaluation conducted at the end of training to determine the effects of training on the trainee, job and organization. This kind of evaluation uses the training objectives as standard.
Evaluation Phase
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