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Page 1: Presentation - Addie Model

Presented by:

Donna O. O’Connor

Carrietta Brown

Pauletta Welsh McDonald

The ADDIE Model

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Outline The Addie Model

Overview and Step 1: Analysis Presented by Donna O’Connor

Steps 2 & 3: Design & Development Presented by Carrietta Brown

Steps 4 & 5: Implementation & Evaluation Presented by Pauletta Welsh McDonald

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Part 1: Overview & Analysis Training

What is training?

Why use a systematic approach to training?

Overview of the ADDIE Model

Origin of the ADDIE Model

Alternatives to the ADDIE Model

The Kemp Model

The Dick & Carey Model

Knirk & Gustafson Model

Training Needs Analysis:

Uses and benefits of the TNA

Persons who guide the TNA

Levels of the TNA

Factors Affecting the TNA

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Training plays an important role in increasing productivity and competitiveness.

Training therefore should be targeted, carefully planned and evaluated.

One must take a systematic approach to designing effective training systems.

Why Training?

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Why a Systematic Approach to Training?

Support organizational mission and strategy

Increase productivity

Enhance workforce and organization flexibility

Lower or remove performance deficiencies

Improve product quality

Increase employee commitment

Lower turnover and absenteeism rate

Meet regulatory requirements

Improve service to customersSeptember 6, 2011

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Origin of the Addie Model

ADDIE (Analysis, Design, Development, Implementation, Evaluation) is a model of the Instructional System Design (ISD) family.

ADDIE first appeared in 1975.

It was created by the Center for Educational Technology at Florida State University for the U.S. Armed Forces

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The Original Addie Model

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The Revised Addie Model

Dr. Russell Watson (1981), Chief, Staff and Faculty Training Division of the Fort Huachuca, Arizona, presented a paper to International Congress for Individualized Instruction.

He discussed the ADDIE model as developed by Florida State University.

His presentation contained a slightly revised model.

The five basic phases are the same, but the steps within each phase have been slightly modified.

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The Revised Addie Model

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Alternatives to the Addie Model – The Kemp Model

Kemp Model

The Jerold Kemp instructional design method and model defines nine different components of an instructional design while adopting a continuous implementation/evaluation model.

Adopts a wide view. The oval shape of his model conveys that the design and development

process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction.

It is systemic and non-linear and seems to encourage designers to work in all areas as appropriate .

It is particularly useful for developing instructional programmes that blend technology, pedagogy and content to deliver effective, inclusive (reliable) and efficient learning.

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Alternatives to the Addie Model – The Kemp Model

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Alternatives to the Addie Model -The Dick & Carey Model

Dick and Carey's model details a comprehensive and detailed process

It has been criticized for being too rigid and cumbersome for the average design process.

It describes all the phases of an iterative process that starts by identifying instructional goals and ends with summative evaluation.

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Alternatives to the Addie Model The Dick & Carey Model

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Alternatives to the Addie Model The Knirk & Gustafson Model

The Knirk and Gustafson design method and model is a prescriptive stage model for instructional designers.

They designed a three stage process which includes problem determination, design and development.

The problem determination stage includes identification of the problem, definition of the pedagogical goals and identification of what the learners can do (knowledge, skills, learning styles, affect, etc.)

The design stage includes developing objectives and specifying strategies.

The development stage includes development of materials, testing and revision.

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Alternatives to the Addie Model The Knirk & Gustafson Model

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The ADDIE Model What is ADDIE?

A systematic approach (model) for developing effective instruction.

One of the most popular models in instructional design.

Outcome of each step feeds into the subsequent step.

Evaluation is ongoing throughout each layer of design.

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The Addie Model

The ADDIE design model revolves around the following five components: AnalysisDesignDevelopmentImplementationEvaluation

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Evaluate

Design

Develop

ImplementEvaluate

Analysis

Step 1: Analyzing Training Needs

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NEEDS ANALYSIS

What is a needs assessment?

The process of collecting data to identify gaps between actual and desired performance If gaps point to a lack of KSA’s, then

specific training objectives are established.

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A Needs Assessment can be Used to Identify:

Organization goals and its effectiveness in reaching these

Discrepancies between current and future performance

Types of programmes needed Target audience for the

programme

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Do it right the first time. "Analyze fully; design once."

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.

Increased relevance of content – based on fact not intuition Provides base-line information for evaluation of training Increase the motivation of participants Increase the chances that the time and money spent would be wisely spent Wrong focus

Too easy or too hard

Incomplete, redundant, or inaccurate content

If you rush to development, you may not catch those errors until you launch the

course.

Benefits of Analyzing Training Needs

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Reasons Organizations Do Not Conduct Needs Assessment

Lack of support for the needs assessment process

Time consuming Difficult to summarize findings into objective

data Managers may prefer action over research Training fads and demands from senior

managers sometimes take precedence Don’t know how to conduct an assessment

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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:

Project sponsors (executives or senior leadership)

Subject matter experts (SMEs)

Representative members of the target audience

Anyone who will be impacted by or have influence on

the final training product.

Who Guides the Needs Analysis

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Levels of Training Needs Analysis Organizational

Entire organization, single division or department

At this level you prepare for future need

Job/Task Single job category

Indicated by low productivity

Individual Individual employee

Indicated by poor review or employee assistance request

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Identifies the KSAO’s that employees will need in the future as the organization and their jobs change

An examination of how internal and external environmental factors affect overall organizational performance

Identifies constraints on training

Organizational Analysis

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Task Analysis Starts with job requirements and compares

employee KSA’s to identify areas in need of improvement.

Job descriptions and specifications provide information on expected performance and skills required.

Gaps between job requirements and job performance indicate a need at the task level.

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Individual Analysis Focuses on individual employees and how

they perform their jobs Performance review data is used to identify

needs Self-assessment can also be used If these reveal performance gaps, a

development plan is designed to help the employee improve

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Factors Affecting TNA

Internal Environment Changes in equipment Changes in procedures Mergers & Acquisitions New technology Organizational growth Downsizing New product line

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External EnvironmentChanges in skills, guided by the

strategic plan

Changes in demographics ie. changes in the labour pool, literacy levels of workers

Changes in laws and regulations

Factors Affecting TNA

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Step 1. Analysis: Training Needs Assessment Model

Gather/Analyze Data

Identify Goal

Identify GoalIdentify Performance Gap

Identify Instructional Goals

Evaluate Options/Estimate Budget and Timing

Present Proposal

Training Problem?

If noRefer

Back to Manager

Propose Solutions

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During analysis, the following is identified: the learning problem,

the goals and objectives,

the audience’s needs,

existing knowledge,

and any other relevant characteristics.

Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project.

Analyzing Training Needs

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Collect critical information about business needs, learners' capabilities, and course

content. Here are some of the questions you may ask during the ADDIE analysis

phase:

What are the business needs driving this training project?

What are the goals and objectives for this training project?

How will you define success for both the learner and the project?

How will you measure that success?

Who is the intended training audience?

What do the members of the learning audience already know?

What do they need to learn?

What resources are already available?

The training specialist uses the answers to these, and any possible combination of

other questions, to write the course's performance objectives.

Questions that drives the Needs Analysis

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Think About it1. Needs assessments may not be conducted in

organizations because:a. Gaps between employees’ skills and knowledge are

already knownb. Managers may prefer action over researchc. There is no existing job descriptionsd. Knowledge of what other companies are doing

precludes a costly study

2. Which level is a needs assessment targeting when measuring what skills are required to perform a job effectively?a. Individualb. Taskc. Organizationald. Strategic

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Bibliography Learning-Theories.com: Knowledge base

and webliography (n.d.). Retrieved September 5, 2011 from http://www.learning-theories.com/addie-model.html

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Stay tuned for Steps 2 to 5Step 2: Design Step 3: DevelopmentStep 4:

ImplementationStep 5: Evaluation

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