The Addie Model: Why Use It?

If you are new to training development and have beenmust demonstrate prior totraining.
thinking of putting together any type of training2) Develop learning objectives for each task to be
program, it is important to know and understand thecovered.
most basic training tool used by professional trainers; it3) Identify, structure and sequence the learning steps
is called the ADDIE model.required to perform the task from easiest to most
The ADDIE model is basically a generic, systematic,difficult.
step-by-step framework used by instructional4) Based on the time allocated for the training,
designers, developers and trainers to ensure coursedetermine approximately how long it will take to deliver
development and learning does not occur in athe program taking into consideration the
haphazard, unstructured way. It is designed to ensure:instructor’s pace, course format and mode of
(1) learners will achieve the goals of the course, (2)delivery adjusting content and format accordingly.
allows for the evaluation of learner’s needs, (3) the5) Develop participant assessments, program
design and development of training materials, and (4)evaluation methodology, data collection method, and
evaluation of effectiveness of the training programreporting formats that will be use to determine
using processes with specific, measurable outcomes.mastery of the tasks to be delivered.
Background6) If possible, conduct mini knowledge presentations to
ADDIE came about with the development of the Coldvalidate the program will meet the designated learning
War after World War II as the United States militaryrequirements.
struggled with itself to find a way to create more7) Review implementation and evaluation costs, effort
effective training programs for increasingly complexrequired and schedule.
subjects. The result of this struggle for increasedThe Development phase is the actual production and
effectiveness bore fruit in the form of Instructionalassembly of the materials that were developed in the
Systems Design which in turn, led to the design modelsdesign phase. At this point it is important to include
that are in use today. You will often hear ADDIEwhoever is responsible for which elements, time
referred to as Instructional Systems Design (ISD),schedules, and deadlines. In this phase, all audio, video,
Instructional Systems Design & Development (ISDD),and courseware materials are collected, prepared,
Systems Approach to Training (SAT) or Instructionalcreated and ready to be tested.
Design (ID). Most of the current instructional designDuring this phase, the following need be taken into
models you will find in the workplace today areaccount:
variations or spin-offs of the original ADDIE model.1) List activities that will help the target audience learn
The Modelthe task.
The literature on ADDIE estimates that there are well2) Select the delivery method most appropriate to the
over 100 different ISD variations in use today, withlearning group.
almost all being based on the generic ADDIE model,3) Develop and produce program materials, aids and
which stands for Analysis, Design, Development,instructionalcourseware.
Implementation, and Evaluation; with each step or4) Combine the courseware into a smoothly
phase leading into the next as illustrated below:transitioning presentation.
Analysis ? Design ? Development ? Implementation ?5) Validate the material and presentation to ensure it
Evaluationmeets all goals andobjectives.
One commonly accepted improvement to the ADDIE6) Develop trainer guides, learner guides, job aids and
model that almost everyone uses whether consciouslyparticipant resources as necessary.
or unconsciously, is the use of what is often referred7) Prepare coaches and mentors who will be assisting
to as rapid prototyping which attempts to catch designwith the training.
flaws while they are still easy to fix. This is done by8) Book venue, accommodations and travel
receiving ongoing feedback throughout all phases ofarrangements.
the ADDIE model and making changes while moving9) Schedule participants.
forward.The Implementation phase is where the developed
During the Analysis phase, we define and develop ascourse is actually put into action, and the final product,
clear of an understanding of the audience's needs,developed based on needs and errors discovered
constraints, existing knowledge, skills and the desiredwhile testing with a prototype product, is presented to
outcome of the training that we can. The Designthe target audience.
phase endeavors to identify specific learningDepending on the size of the audience and amount of
objectives, topic content, presentation methods andtime and resources allocated to this endeavor, the
media, learner exercises and assessment criteria to befollowing considerations should be taken into account
used. The Development phase creates and beginsthe day before or the morning of presentation day.
production of the learning materials to be used in the1) Set up and prepare venue.
training. Implementation delivers the material by actually2) The learning environment, i.e. room, is set-up and
presenting and/or delivering the developed plan to theprepared prior to the arrival of the learners.
intended learning group or audience. After delivery, the3) Student registration area set when necessary with
Evaluation phase assesses the effectiveness of theregistration materials, instruction books, etc.
topic content and training materials utilized in the training4) Hands on equipment, computers, tools, software,
program and makes improvement changes for theetc. are in place at each station or seat. Make sure
next implementation or presentation. Let’s take athat if using a learning application, an external link,
look at each phase individually.web-site or Internet connection that it is live and
The Phasesfunctioning.
The Analysis phase is the most important phase in the5) Conduct training session.
ADDIE model. It identifies areas requiring or needingAfter delivery, the Evaluation phase, in a systemic
training taking into account views of subject matterprocess, considers feedback from the learners. The
experts, the target audience, and the ultimatefeedback gathered during this phase measures
objectives and goals of the training.reaction, identifies what is working and not working,
During this phase, we define and develop as clear ofdetermines the effectiveness and quality of the
an understanding of the audience's needs anddelivery, and is designed to fine-tune the program. It
constraints, existing knowledge, skills, and the desiredvalidates whether the course satisfied its objectives
outcome of the training as we can. It is here that weand the effectiveness of the training materials used. It
identify the learning problem, set the goals, objectives,finds out whether the learning went as planned, and it
any other relevant characteristics of the desiredmay also uncover any obstacles that may have
training, and consider the learning environment, availableemerged, then, by making revisions, adjustments and
delivery options, and the timeline for the project.corrections as needed, insures the success of the
Here are some areas that should be addressed duringnext presentation.
the analysis phase:Use a well-designed post presentation questionnaire,
1) Who is the target audience; What is the minimumevaluation and/or survey that provides for anonymous
maximum current knowledge of the participantfeedback if desired by the participant. Some or all of
audience? What are their characteristics? What arethe following should be included in the evaluation:
their special needs?1) Was the information and/or message presented
2) What knowledge and skill deficiencies currentlyclear and understandable?
exist?2) Were the examples, illustrations, and demonstrations
3) What are the tasks currently performed by theuseful?
target audience and what new skill level is required3) Was the information presented personally relevant
following the training.to the learner?
4) What are the available delivery options and4) Was the instruction interesting and, most importantly,
methods for transferring the new skills to themotivating?
workplace?5) How did the instruction impact the learner? If so, in
5) What is the instructional setting; e.g. classroom,what way. If not, why.
on-the-job, self study, etc?6) What should be done differently?
6) How do these skills connect to the intended7) Of the material presented, what was most
audience?important to the learner? What was least important?
7) What is the timeline for project completion?8) What would the learner change, modify or adjust?
8) What are the program constraints? Technological,At the end of the program, collect the evaluations,
timing and duration.review the program data, prepare and report
9) What is going to cost to provide the training?performance results. In reviewing the program data the
10) Create performance measures for the tasks to bereport should include but not be limited to the number
trained.of participant learners trained, percent of participants
The Design phase is the systematic process ofwho passed the course, and their satisfaction with the
research, planning, identifying and specifying thematerial presented and how it was presented.
complete design of the course objectives, lessonAn honest evaluation of the program results at this
planning, topic content, training methodology, media,point will yield a bountiful amount of information that
learner exercises, courseware content, andcan be used to perfect and insure the success of all
assessment criteria. Typically detailed prototypes arefuture presentations. Use this information positively, and
developed at this time, and the look, feel, design andyou will be rewarded with a superb result!
content are determined.Note: Information for this article was collected from a
During this phase, the following should be taken intonumber of sources located on the internet by
account:searching under the criteria ADDIE.
1) The entry criteria or knowledge level the learner