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• Analysis
• Design
• Development
• Implementation
• Evaluation
These five stages of the ADDIE model encompass the entire training development process
and provide a roadmap for the entire training project.
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Let's take a look at the first phase in the ADDIE instructional design model—the analysis
phase. Great training programs don't come together by accident. They require planning
and analysis. You'll produce the best training if you first analyze three important areas:
The ADDIE analysis phase serves a major role in the quality assurance process. It defines
the project's needs and ways to measure its success. If you skip the ADDIE analysis
phase, you can easily introduce mistaken assumptions into the project.
• Wrong focus—the course content may not address the company's business
needs
• Too easy or too hard—the course could bore or frustrate the learners
If you rush to development, you may not catch those errors until you launch the course.
At that point, it can be very costly to fix or redesign the course. In essence, the training
needs analysis is time well-spent.
During the needs analysis phase, the training specialist may speak with many people to
learn about the project and its overall goals. Here are just a few examples of individuals
who can provide information:
It is often critical to work with anyone who will be impacted by or have influence on the
final training product.
When you start your project with a training needs analysis, you collect critical information
about organisation’s needs, learners' capabilities, and course content. Here are some of
the questions that a training specialist may ask during the ADDIE analysis phase:
• What are the goals and objectives for this training project?
• How will you define success for both the learner and the project?
The training specialist uses the answers to these, and any possible combination of other
questions, to write the course's performance objectives.
Once a training specialist has written the course's learning objectives and confirmed them
with the client, it's time to begin the instructional design phase. During the design phase,
the training specialist plans what the course should look like when it's complete.
At the end of the instructional design phase, the training specialist produces an
instructional design document for the course. In many ways, this document is similar to
an architect's blueprints or a software engineer's design document. The instructional
design document describes the course's content, but it doesn't contain the course content
—just like a blueprint isn't a house and a software design document isn't the actual
software.
At the start of the instructional design phase, the training specialist should have a pretty
good idea of what the learners will already know when they start the course (also called
the entry profile by carrying a learner analysis).
The answers to these questions help the training specialist produce the instructional
design document. This document describes the course structure and its instructional
strategies.
During the instructional design phase, the training specialist does not create course
content. The actual course content and training materials will be created during the
training development phase.
A successful development phase draws upon the information collected in the needs
analysis phase and the decisions made in the instructional design phase.
If the team has done solid work during the first two phases of the ADDIE methodology,
then the training development phase should proceed smoothly and quickly. The training
specialists and client have agreed on the course's purpose, structure, and content. Now
it's easy to focus on writing the materials.
The following steps are the most commonly taken while developing training projects:
• Run a pilot session: The pilot test of the course takes place before the official
course implementation. It provides the training specialists and the clients a
final chance to review the course prior to its official launch
The ADDIE model provides a systematic methodology to plan, develop, and test the
course before it launches. If you follow the ADDIE model, you'll have a high degree of
confidence about the course when it's ready to launch:
It's possible for someone to write and launch a course without following the ADDIE
instructional design methodology, but there's a much higher degree of risk. The course
could have the wrong focus, confuse or frustrate the learners, or even lack critical
content. So, if the course has been developed without planning or testing, then all you
can do is hope that the course will go well.
Evaluation Questions
When a course launches, it's not the end of the process. The ADDIE evaluation phase
provides a final review checkpoint for the project. During the evaluation phase, the
training specialist measures how well the project achieved its goals. Here are just some
of the questions that might be explored during the evaluation phase
• Does the course help the company achieve its business goals?
For some questions, it's fairly easy to collect information. You can find out learners'
opinions of the course through a short survey immediately after the course. A pre-test
and post-test can measure how well learners achieved the learning objectives.
However, it takes more time and effort to measure changes in workplace behaviors and
improvement towards business goals. In both cases, you can't measure these results
immediately. You want to measure the long-term improvements rather than the
immediate results. The evaluation phase can extend for months.
Effective training helps learners make lasting changes to their workplace behaviors. The
changes shouldn't just last for a few days or a few weeks, but they should remain with
the learner months after the training course. A training specialist might follow-up with a
sample group of learners several months after the course to see what the learners
currently do. While the training specialist might identify people who need refresher
training, the study's purpose is to measure the course's long-term effectiveness. If many
of the learners quickly fall back into their old habits, then that's a course-level issue that
needs the training specialist's attention.
Similarly, the course should produce measurable business results. During the needs
analysis phase, the training specialist asked the organisation’s leadership to identify
business metrics that they want to improve through the training. Some courses may have
an immediate effect on a metric that's measured daily or weekly, but many courses affect
metrics that take longer to measure and detect a change. Sometimes the company has to
wait an entire quarter or longer before it can measure the course's impact on its business
results.