Addie model

Developing Training

Material

With ADDIE

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??

11 ASSESSMENTASSESSMENT

Identifying: Needs

Constraints

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


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.


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?


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.


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.


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.


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

22 DesignDesign Defining:

Learning Activities Evaluation Media

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


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


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.

33 DevelopmentDevelopment Produce training media Perform formative evaluation Revise

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


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?



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.


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.


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


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


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

44 ImplementationImplementation Deliver instruction Obtain feedback

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


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


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

55 EvaluationEvaluation Evaluate Results Performing Revisions

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


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


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!

Addie model

Recruiting & HR

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