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A summary of the popular instructional design model, from the perspective of Subject-Matter Experts who participate in the creation of training projects.

Michael Sutcliffe

on 27 December 2010

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Transcript of ADDIE for SMEs

Results Desired
Results ...start with performance. what you're getting ANALYZE what you want DESIGN Define the need Plan the training strategy Identify the audience Whose performance must improve? What behaviors must they demonstrate? Performance measures will determine the best training method. on-the-job
job aid One audience may need different information than another... Performance measures are specific behaviors that become instructional objectives. Create the sequence and structure Use an outline or storyboard It can be in any format that works for you. outline/Word outline/spreadsheet graphic Identify the performance measures The GAP between current performance and desired performance is the difference between what people ARE doing and what they SHOULD be doing. DESIGN - STEP 1 DESIGN - STEP 2 ANALYZE - STEP 1 DESIGN - STEP 4 The people received training, but they're just not doing it right. GAP Create a solution to meet the need. Determine the root cause. If the problem wasn't caused by lack of training, then the problem won't be solved by "throwing training at it". Identify the performance need ANALYZE - STEP 3 There is a new process or procedure, or an old procedure has changed. Non-Training Solutions leadership
work environment
expectations Training Solutions Often, the performance issue has multiple causes. ANALYZE - STEP 2 Action-oriented They contain verbs that describe what learners will be able to do after the training. Instructional objectives are... Observable The behaviors that they describe can be witnessed and evaluated by objective observation. Verbs from Bloom's Taxonomy know list state name identify understand read review USE: AVOID: Taxonomy = classification into categories This is a hierarchy of thinking, from basic (knowledge) to advanced (evaluation). Write the Objectives USE: AVOID: Complete finish pass the test Sample Objectives The learner will use the warming system to prevent perioperative hypothermia.
Participants will identify the symptoms of perioperative hypothermia. DESIGN - STEP 3 DEVELOP IMPLEMENT Make the training materials "Assessment" is a broad term... Instructor observation in class
End-of-course test or quiz
Business results (e.g. patient survey)
Evaluation by coach or mentor
Performance review by supervisor
Compliance documentation Assessments must measure whether learners achieved the behavioral course objectives, and/or how well they achieved the objectives. Validate instructional materials Review by SME Approval by Sponsor Revision by Designer Pilot (if necessary) Roll out the training Deliver the training to the learners Coach Upload Assign Hand out Instruct Explain Assess Discuss Facilitate self-reliant problem-solving Practice Logistics Regardless of the delivery method, processes must be in place that provide detailed planning and execution of the training. Send DEVELOP - STEP 2 Create instructional materials Classroom course OJT Checklist Coaching Guide Participant Guide Instructor Notes DEVELOP - STEP 1 IMPLEMENT - STEP 1 EVALUATE Determine the training's effectiveness Compile and Synthesize
the Assessment Results Report results to stakeholders Review and update content anually Participant Evaluations Pre-Tests,
Post-Tests Feedback from SME, instructor, coach, mentor &/or supervisor Compliance records Observed behaviors Business results Departmental metrics Results All training materials need to be reviewed each year, to ensure they are current and relevant. Stale content can cause problems:
incorrect information
learner disinterest EVALUATE - STEP 1 EVALUATE - STEP 2 Assessments are used to evaluate the effectiveness of the training. Assessments are created in the Dvelop phase and can consist of many types of activities... Assessment Assessments are part of the implementation process. Reference Manual Job aid Online lesson Quiz ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE The "why" (root cause) defines the "what" (performance measures) which you use to define the "how" (instructional objectives). When you identify the need, you also identify what specific group(s) of people need to change their behaviors. New Process Poor Performance 1. Define the need
2. Determine the root cause
3. Create a solution 1. Identify the audience
2. Identify the performance measures
3. Write the Objectives
4. Create sequence & structure 1. Create instructional materials
2. Validate instructional materials 1. Deliver the training
2. Assess the training's effectiveness 1. Compile & Synthesize Assessments
2. Review & Update Content Annually For example:
Specific requirements for the information that SMEs provide in order to upload the course into the online Learning Management System (LMS).
Materials and supplies for room utilization and live facilitation of courses.
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