ADDIE model in training - Manu Melwin Joy

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ADDIE Model in Training

Transcript of ADDIE model in training - Manu Melwin Joy

Page 1: ADDIE model in training - Manu Melwin Joy

ADDIE Model in Training

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Prepared By

Kindly restrict the use of slides for personal purpose. Please seek permission to reproduce the same in public forms and presentations.

Manu Melwin JoyAssistant Professor

Ilahia School of Management Studies

Kerala, India.Phone – 9744551114

Mail – [email protected]

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• 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

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• 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

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• 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

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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

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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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

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• 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

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• 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

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• 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

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• 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

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• 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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