If you've been involved in a training project or have one coming up, you may have heard the term "ADDIE" to describe a method of training development. All of us training professionals love to use acronyms, but there's no need to fear this one. In fact, following the ADDIE model in designing a training program will keep you on track. So just who is this ADDIE? Let's find out.
Analysis. A training analysis can be a very complicated information gathering exercise, but there are a few basics which can help you through it. First, you must know who the audience is. Are they front line associates? Are they all accountants? Do they have the same educational and professional backgrounds, or do they vary? Is your audience technologically savvy or might they use a mouse like a sewing machine pedal? These may seem like easy questions, but they will point you in the right direction. In regard to analyzing for content, it's a best practice to understand what the audience is not doing or what the problem may be. If there is no identified problem, be sure that someone can explain what the expected outcome of training is. Does the audience need to learn a new process, a new system, a customer service protocol, or how to sell a new product? In addition to content, the analysis period is when you'll need to determine timelines and learning parameters. For instance, are you going to have to design classroom training that only lasts three hours, must be delivered in various locations, and needs to be completed within six months? Once you've taken the time to analyze, you're ready to move to the next step.
Design. In this phase, you'll need to determine your instructional strategy. Is the classroom course strictly a lecture format, or do you need to have group breakouts, activities, and case studies? Is the course going to be delivered online? Will you have a "tell, show, do" format for a technically-based course? You already know what the general outcome is supposed to be due to your analysis, but now is the time to break that outcome down into performance-based, measurable objectives. As you develop objectives, you'll also begin to strategize the testing format for each one: is this a live test, a written evaluation, a case study, or a demonstration? The overall look of course materials will begin to take shape here, also. If the course is to be delivered via online learning, designers will create a prototype for the course "look and feel" and will begin gathering visuals to accompany the content.
Development. This is the heavy work phase of the ADDIE process. Here, you'll start meeting with Subject Matter Experts, researching, and writing content. For online learning, the content will begin to appear in storyboards, or templates, from the design phase. Online designers may begin programming course features as the content is turned over to them. And of course, editing, proofing, and revising occur pretty regularly during this phase. You'll even need to write test materials, procedures, and standards during this phase.
Implementation. Before the actual rollout of the course to its target audience, you'll set up training for facilitators. It's not a good idea to simply start giving the course without preparation for the trainers, so the course designers and trainers should meet, talk about the course, and "teach" the course to each other. If the training is online, you'll probably want to have a small target group take the course and take the tests to make sure they function properly and make sense in the online environment. You'll also take the time to make sure that supplies, classrooms, computer systems, and A/V equipment are available and ready for delivery.
Evaluation. There are essentially two types of evaluation. Formative evaluation occurs throughout the ADDIE process in the form of revisions, reviews, train-the-trainer sessions, and prototype rollouts. In fact, you may want to consider not only rolling out online training to a "test market" but also classroom courses. Pull in highly experienced members of the target audience along with less experienced members of that audience. In addition, bring in your subject matter experts to attend class. Let them evaluate the course but also open up a roundtable discussion once the course is completed. Summative evaluation is also a continuous process. This evaluation occurs every time someone is tested and provides feedback on the course - but you have to know how to use the data you see. For example, if a large number of participants are answering a particular test question incorrectly, that's an indication to go back and look at the question and the content of the course. If course evaluations show any trends, this is also an indication to re-examine content, delivery, and testing.
Now that you know ADDIE, you can employ each step to build effective training programs.
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