It is important to know and understand the ADDIE model if a training development program is to be successful. ADDIE is an extremely effective tool in training development that addresses instruction. Most employees have a significant amount of information to learn in order to become more proficient at their jobs. Therefore, the ADDIE model could be quite helpful for many in planning a course of action that would lead to the successful implementation of a training program. The overwhelming strength of ADDIE is its ability to create sound instruction. When dealing with training issues that involve instruction or steps, the approach fits nicely. The approach is not as strong when dealing with business objectives, outcomes, and deliverables.
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Instructional designers, developers, and trainers use the ADDIE model to ensure that course development and learning takes place in a structured way. The model uses a systematic step-by-step framework to ensure: “(1) learners will achieve the goals of the course, (2) allows for the evaluation of learner’s needs, (3) the design and development of training materials, and (4) evaluation of effectiveness of the training program using processes with specific, measurable outcomes.”
The first phase is the analysis phase. “The Analysis phase is the most important phase in the ADDIE model. It identifies areas requiring or needing training taking into account views of subject matter experts, the target audience, and the ultimate objectives and goals of the training” (?????). During the analysis phase, a clear understanding of the audience’s needs, constraints, existing knowledge, skills and the desired outcome of the training must be developed and defined (?????). The analysis phase plays a major role in quality assurance. It defines the needs and ways to measure success. If this phase is skipped mistaken assumptions could easily be made. The company could focus on the wrong criteria and the business needs of the company may not be met. The training could be too easy or hard and bore or frustrate the learners. The course material could be incomplete or inaccurate and not teach the correct material. “Training can, and often does, fail to address intended outcomes when those outcomes are not correctly identified and clearly specified before making instructional design decisions. While good front-end analysis is no guarantee of success, poor analysis practically guarantees failure” (VVVV). One improvement that has been made to the ADDIE model is that feedback is an ongoing process so that flaws can be caught quickly while they are still easy to fix. On-going assessment is always needed because if the time is not taken to determine the correct needs and development is rushed, errors will not be caught until after training begins and it could be costly to fix or redesign the training course.
“The Design phase endeavors to identify specific learning objectives, topic content, presentation methods and media, learner exercises and assessment criteria to be used” (?????). During the design phase, the information gathered during the analysis phase is reviewed and compiled to build a training program. This phase requires logical and creative thinking. An individual must get inside the mind of the intended audience. The designers of the program must determine how the audience likes to learn, what the personality of the audience is, what type of training methods would best achieve the training objectives, who will the trainers be, and any other obstacles that need to be addressed. “The Design phase is the systematic process of research, planning, identifying and specifying the complete design of the course objectives, lesson planning ,topic content, training methodology, media, learner exercises, course ware content, and assessment criteria” (?????).
Development is the third phase of the training planning process. During the development phase, the actual course materials are created. A successful development phase uses the information collected in the analysis phase and the decisions made in the design phase. “The Development phase is the actual production and assembly of the materials that were developed in the design phase” (?????). At this point it is important to include whoever is responsible for which elements, time schedules, and deadlines. “In this phase, all audio, video, and course ware materials are collected, prepared, created and ready to be tested” (?????).
The fourth step in the training planning process is implementation. During implementation, the plan is put into action and a procedure for training the learner and trainer is developed. Training materials are delivered to the intended audience. The purpose of this phase is the effective and efficient delivery of training. This phase must promote the students’ understanding of material, support the students’ mastery of objectives, and ensure the students’ transfer of knowledge from the training to the job.
The final phase in the training planning process is the evaluation phase. “The Evaluation phase, in a systemic process, considers feedback from the learners. The feedback gathered during this phase measures reaction, identifies what is working and not working, determines the effectiveness and quality of the delivery, and is designed to fine-tune the program” (?????). It validates whether the course satisfied its objectives and the effectiveness of the training materials used. It finds out whether the learning went as planned, and it may also uncover any obstacles that may have emerged, then, by making revisions, adjustments and corrections as needed, insures the success of the next presentation. Evaluation should actually occur throughout the entire training planning process. Companies make large investments in training, and it is important that the results of training be measurable. The evaluation phase provides the data to the company to show the benefits.
The five phases are ongoing activities that continue throughout the life of a training program. After building a training program, the other phases do not end once the training program is implemented. The five phases work like a loop. They are continually repeated on a regular basis to see if further improvements can be made.
Simply stated, the ADDIE model provides a means for sound decision making in order to determine the who, what, when, where, why, and how of a training development program. It is characterized by an orderly process for gathering and analyzing collective and individual requirements, and by the ability to respond to identified training needs. The application of a systems approach insures that learning programs and the required support materials are continually developed in an effective and efficient manner to match the variety of needs in a rapidly changing environment. (Branson, 1975)
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A glance at the phases of the ADDIE process and a quick review of the desired outcome of each show an emphasis on identifying learning requirements, creating measurable learning objectives, designing learning activities that ensure students master the objectives, and then measuring to see if the students have met the course objectives. The overwhelming strength of ADDIE is its ability to create sound instruction. As an approach to training development, the methodology is robust with tools and activities that address instruction. In terms of business objectives, outcomes, and deliverables and its ability to identify business problems, however, the approach is weak. It should be clear from the review of each of the phases that the ADDIE model contains no formal business tools and has no activities dedicated to business issues. Without such tools and activities, it is impossible to develop training programs that address business issues.
As a methodology for designing engaging instruction, ADDIE is unrivaled. As an approach for developing training programs that address business issues, however, it doesn’t work because it was never intended to solve business problems.
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