Training centres use different models to acknowledge the forming of Instructional System Development Programs, abbreviated as ISD, in their training institutions. The ADDIE model is one of the frameworks that belongs to the ISD family; training centres in Australia use it to have a complete awareness of the end-to-end training processes in their centres. This model defines five main comprehensive phases that encompass the entire training processes in a centre. Training Centres implement ADDIE because they know that with the proper implementation of these 5 phases; the training processes can lead to quality knowledge or training deliveries and better assessment outcomes.
The term ADDIE is an acronym for the 5 phases composed in the model. It is constructed from the first letters of the labels of its 5 stages, namely,
- Analyse,
- Design,
- Develop,
- Implement,
- Evaluate.
In the ADDIE model, each phase has specific objectives and the means-or activities required- of achieving that objective. It is considered as a dynamic structure rather than a linear framework. Each stage of this model must be completed to move on to the next with required revisions at each step. Training centres use this model to optimise the efficiency, effectiveness and appeal of the training programmes to serve their trainees with the best learning experiences ultimately. Trainees will be comfortable in learning, actively participate and perform better in your training centre if you foster the ADDIE model in it. Another reason why you must be aware of the ADDIE model is that this model is the derivative of other ISD models, like the ‘Kemp’ and ‘Dick and Carey’ ISD models. Before further ado, let’s learn more about why your training centre must not overlook the ADDIE model.
A Brief History of the ADDIE Framework
Fascinatingly, the ADDIE model was a prescriptive design methodology originated from Florida State University for military training purposes in the USA in 1975. This was introduced to help soldiers to be well-versed about the sophisticated defence machinery that was invented during this era. Since its introduction, this model has undergone several evolutions as it was aligned with relevancy with time. Nevertheless, it is important to note that regardless of the period, the ADDIE model remained flexible to the demands of training centres. The prominent historical landmarks of the ADDIE model are given below.
1975 – Created by the Centre for Educational Technology in the Florida State University
1981– A slightly modified ADDIE model (http://www.nwlink.com/~donclark/history_isd/addie.jpg) was discussed by Dr Russell Watson
1984 – The ADDIE graphically changes from the linear waterfall model to a dynamic model, also the 5th phase, which was named as ‘Evaluation and Control’ was labelled as ‘Evaluation’. The picture below was captured from a US Army training manual in 1984.
1995 – ADDIE was initially used as an Acronym in a book written by Michael Schlegel, namely, ‘A Handbook of Instructional and Training Program Design’.
1997 – Finds that other Instruction Design (ID) models can be applied in conjunction with the ADDIE model- the ADDIE model is referred to as a ‘plug and play’ model
2002- ADDIE elevates from being a process model to a model that generates intuitive insights into training limitations
ADDIE now works with collaboration with performance models to serve in identifying on-the-job performances of the training centres.
Phases of the ADDIE Model
Phase 1: Analyse
In the ‘Analyse’ phase, the ADDIE model illustrates the foundation stone of the training processes in a training centre. For example, the trainer must have a comprehensive understanding of the training outcomes and the limitations that are gapping students from gaining the best learning outcomes. This initiative is the drive that directs training centres to be fully versed on whom they are training, why they do it, how they will do it and what will be the advantage of doing so. It revolves around 4 key-terms- Result, Performance, Learning and Motivation. There are three main concerns that must be considered in this stage:
- What are the instruction goals and mediums?
- Who is the Target Audience?
- What are the necessities to succeed in the complete implementation of the training programme?
To brief, the main objective of the first phase of the ADDIE model is to ‘Understanding learning requirements of the trainees and problems that affect the training delivering processes’. This may allow trainers and training centre managers to collaborate on analysing on their current training grounds; they might have to research on:
- Ways to bridge the competency gaps,
- Comprehensively estimate the desired outcomes of the training courses,
- Understand the actual states of the trainees (their skills, experiences, motivational drives, language proficiencies and more),
- The availability of technological solution, resources and other amenities,
- Checking for the availability of expert teachers, and
- Identify the most suitable delivery methods.
It is also crucial to note that client-oriented training centres will have specific concerns apart from what has been mentioned above when planning and analysing their courses.
Phase 2: Design
As mentioned above, the ADDIE model is an iterating model that follows steps; therefore, the second moving on to the second phase is not practical without focusing on the first. Because at the second stage, learnings that have been grasped in the ‘Analyse’ stage are going to be reassessed to check for practical feasibility. The managers and tutors design the instructional strategies that are best for the trainee’s requirements, testing strategy and define the learning objectives purposefully. The main question that must be probed in the Design stage is “What must be perfected by the trainees to reach the aforementioned business goals?”. This step is basically a systematic development that acts as a blueprint for the required learning processes of the Training Centre. Given below are two sections in the Second Phase of the ADDIE model.
1. Learning Resource Design
Resource plans that outline the teaching methodologies of the content are deeply analysed; this includes:
- Analysis of the Subject Matters of the training courses
- Identifying the targeted learning objectives
- Summating the learning content overview
- Available media that can support the learning content
- The practical learning activities that can be performed in the courses
2. Assessment Tool Design
In this section, the decision-makers of the training centre can develop an ‘Assessment Plan Document’. It embodies an overview of the proposed assessments of the courses that need to be assessed. Once this document is sent for approval; it will either be revised based on the feedback of the project managers and subject experts or if approved the training centre can confidently move to the third phase of the ADDIE model.
Phase 3: Develop
In this phase, the instructional developers and designers start designing the necessities; they develop and validate drafts to conduct a pilot test run on whether all requirements are met. A preassigned validation team will validate all the resources of the courses and learning environments to ensure whether all the components are relevant and serve in meeting the prewired goals set in the first phase. The training centre will have to contribute to activities like developing resource materials for the students, check for necessities required in conducting learning activities and finalising that all conditions are being met. Before implementation, the pilot test and the feedback or surveys collected from insights of experts and experimentation settings must be assessed, and necessary actions must be taken.
If your training centre has e-learning processes, then the software solution providers and hardware suppliers must be delivering the assistive technologies for your learning environments. In this phase, these solutions are analysed to check for the integration of technologies and software testers can perform debugging procedures to make sure that the learning processes are going to streamline.
Phase 4: Implement
In the 4th stage, the training institutions will implement the course procedures by preparing the classrooms (or eLearning platforms) and engage with the probable trainees or assigned trainees as required. The training courses are circulated and reached out to attract compatible participants at this stage. Here, the real learners and tutors will experience the learning processes hands-on.
Having a Learning Management System (LMS) is very value-adding in this stage. Since the LMS have the propensity to facilitate the tutor in conducting classes online effortlessly and efficiently. Having technological advancements in service delivering in your training institution is going to be a significant advantage during the implementation phase because trainees prefer eLearning programs due to many constraints followed by brick-and-mortar classes. It can also be used as a computerised management tool for assessors of the training centre to make sure that all courses conducted are on schedule.
Phase 5: Evaluate
The final phase of the ADDIE model is evaluating the success rates of the training programmes. There are two main types of evaluations: evaluating during formulating the course and evaluating during the course is implemented. Before implementation, skilled evaluators will cross-check whether the plans and determinatives that were prior discussed are appropriately initiated and validated in the design phase; this type of evaluation is labelled as ‘Formative Evaluation’. Secondly, in ‘Summative Evaluation’ evaluators will perform assessments on the course programmes under three primary levels:
- Perception: How satisfied are the students and how they perceive the programme.
- Learning: How successfully have the trainees attained by learning from the course deliveries of the training centre.
- Performance: After experiencing conducting courses, the training institution can use the newly acquired knowledge and skills to elevate better learning outcomes and deliveries to their programmes
During this phase, your company will know the rate of completion and succession in the procedures of the training centre and revise its conditions for better efficiency, relevancy and effectiveness.
The advantages of the ADDIE model that elevates the effectiveness of your training centre
The ADDIE model is a commonly instrumented model around the world; making it a yardstick to assessing all widely accepted training processes. Since this model is a popular framework, it is being used as a foundation for other ISD models too. It can be identified as one of the oldest transitional ISD frameworks that have assisted training centres. It was used to measure the time, cost and efforts that must be exerted in providing better learning environments and expediting the journey to meet the business goals of the training institution.
By harnessing the ADDIE model to guide the imperatives of your training centre, you can grasp the following capabilities:
- Trainers and the instructional designers of your training institution can use the ADDIE model to build quality-based designs, map clear goals and targets, and all the procedures related to achieving those organisational victories.
- The ADDIE model can mitigate the decision-making endeavours of training centres that provide multiple training courses to coordinate internal working processes with higher-standards.
- Since the ADDIE model addresses the insights and perceptions of the trainees and the organisational propensities, it is believed to be a multi-faceted ISD framework.
- The ADDIE model is highly-flexible, which means your organisation is sure to gain directives regardless of your nature or field of expertise.
- The ADDIE model is not time-sensitive; it can be applied in any period, as it has even been used in the 1900s. With innovations and disruptions, the ADDIE model will evolve, but its relevance will remain the same, making it a reliable model for your training ISD centres.
Conclusion
ADDIE model is a tool that can be employed by your training centre to be fully-fledged about how your training centre will proceed, what are the mitigative approaches that you can foster to streamline your service deliveries and attract the right trainee pool. It is vital that your team comprehensively understands what frameworks can do to assist you in elevating your institution’s efforts; obviously, ADDIE is a model that your training centre must not overlook. Now that you have an end-to-end understanding of what the ADDIE model is and how it can elevate your training centre’s effectiveness, we hope that you will tune in to read our next Tigernix informative blog article soon.
