CREATING A TRAINING PROGRAM USING THE ADDIE MODEL

Needs Assessment (Analysis)

What are the learners jobrelated needs? What existing knowledge do they have? What is the gap between what they know and what they need to know?

Training Design
What learning outcomes will meet learners needs? What kind of training plan needs to be created? What resources are available? What are some potential challenges to this training?

The Adult Learner

What do they expect? What do they need? How can training meet their learning needs? How How can I as a trainer help them meet their learning needs?

Training Implementation
Are selected trainers ready to deliver the training? Are all training resources prepared and details regarding the training addressed?

Training Development
What content needs to be created? What appropriate activities need to be developed? What formative and evaluation instruments need to be created?

Evaluation
Are the needs of learners being addressed in the design and development of the training? What methods are working/not working during implementation? How did learners evaluate the training upon completion? How will you determine if learners are applying their learning as they carry out job-related tasks?

ADDIE MODEL: TRAINING DESIGN

Training Design
What learning outcomes will meet learners needs? What kind of training plan needs to be created? What resources are available? What are some potential challenges to this training?

TRAINING OBJECTIVES
A statement of what trainees are expected to be able to do after a training program. Answer a question of What should trainees be able to do at the end of a training program? Expected outcome of a training program Describe the knowledge and skills to be acquired. Serve as important link between needs-analysis stage and other training stages.

COMPONENTS IN A FINAL WRITTEN TRAINING OBJECTIVES

Performance: What the trainee will be able to do after the training; what work behavior the trainee will be able to display. Condition: The tools, time and situation under which the trainee is expected to perform the behavior; where and when the behavior will occur. Criterion: The level of acceptable performance or the standard or criteria against which performance will be judged.

DEFINE THE BEHAVIOR CLEARLY

Example: I dont like my staffs attitudes. Train them. Objective: The purpose of the training is to change attitudes Is this enough for an objective?

Attitude that the staffs rarely smile, snap at customers, dont engage with other colleagues, produce inaccurate work with many spelling mistakes

EXAMPLES OF ACTION VERBS USED FOR WRITING TRAINING OBJECTIVES Discuss Draft
Administer Consolidate Expedite Proceed Adopt Consult Formulate Process Advise Control Furnish Promote Analyze Coordinate Implement Propose Anticipate Correlate Improve Provide Appraise Correspond Initiate Recommend Approve Delegate Inspect Report Arrange Design Instruct Represent Assemble Determine Interpret Research Assign Develop Investigate Resolve Assist Devise Issue Review Assume Direct Maintain Revise Assure Monitor Schedule Authorize Dispose Negotiate Secure Calculate Disseminate Notify Select Circulate Distribute Obtain Sign Clear Operate Specify Collaborate Endorse Participate Stimulate Collect Establish Perform Submit Compile Estimate Place Supervise Concur Evaluate

Plan Train Conduct Execute Practice Transcribe Confer Exercise Prepare Verify

LEARNING OUTCOMES
Focus on the trainees. What the trainees are able to do at the end of the training program. The process of acquiring knowledge and skills, and a change in individual behavior as a result of some experience.

KEY ELEMENTS OF THE DESIRED LEARNING OUTCOMES IN A TRAINING OBJECTIVE

Who is to perform the desired behavior? What is the actual behavior to be employed to demonstrate mastery of the training content or objective? Where is the behavior to be demonstrated and evaluated (i.e. under what conditions)? When is the behavior to be demonstrated and evaluated (i.e. under what conditions)? What is the standard by which the behavior will be judged (How)?
E.g. The sales representative (who) will be able to make 10 calls a day to new customers in the territory assigned (what, where, when), and will be able to generate three (30 percent) sales worth at least $500 from these calls (standard/how).

CATEGORIES OF LEARNING OUTCOMES A training program can

Verbal information facts, knowledge, principles, and information or what is known as declarative knowledge; Intellectual skills learning of concepts, rules, and procedures and are sometimes referred to as procedural knowledge; Cognitive strategies the application of information and techniques and understanding how and when to use the information; Motor skills the coordination and execution of physical movements that involve the use of muscles: e.g. learning to swim; Attitudes preferences and internal states associated with ones beliefs and feelings. Attitudes are learned and can be changed considered to be the most difficult domain to influence through training.
focus on one or more of these learning outcomes. Different training methods might be more /less effective depending on the learning outcome a training program was designed to influence.

LEARNING OUTCOMES: CASE

A few years ago a young man came to repair the photocopier in a training company's office. It's a small, friendly place, so he was soon asking questions about the business. He was noticeably unimpressed when he learned that it was a management training consultancy. 'I went on a course once with my last company. A hundred of us in a fancy hotel for a day,' he remarked enigmatically. 'Oh yes,' we replied (like all trainers keen to hear about the 'opposition' and pick up any tips). 'What was it about?' 'Mmm. Not sure really cant remember much we were told we had to go waste of time it was.' 'Oh, surely you can remember something?' we pressed. Long pause. 'I remember that we were meant to stroke each other all the time. Load of nonsense, we all thought. We fell silent, realizing that (a) it was probably some sort of customer service and/or communication skills program with a transactional analysis slant and (b) it clearly hadn't achieved its objectives for this delegate unless bewilderment and cynicism count. In fact, not only had it not achieved its objectives but it seems that this delegate didn't even know what these were. But objective setting is not an exercise in isolation. Done well and, more importantly, communicated well, it immediately provides a clear map, a path and an end result for the delegates to choose (or not). How do you design training? Define the behavior clearly.
References 1 Dick Grote, The Secrets of Performance Appraisal: Best Practices from the Masters, Dick Grote @ http://www.zigonperf.com/resources/pmnews/best_practice_pas.html 2. W Edwards Deming, Out of the Crisis, The MIT Press, 2000.

EXAMPLES OF LEARNING OUTCOMES

Topic: Stress Management 1. list and recognize major symptoms and behaviors related to too much stress 2. outline three to five stress management strategies 3. list quick strategies staff can use during work shift as well as at home to reduce stress level 4. educate staff about basic guidelines to build support work teams
Topic: Goal Setting/Performance Reviews 1. develop guidelines to set specific goals with staff and help them plan to meet these goals 2. develop policy that encourages staff to seek education goals through career ladders 3. develop guidelines for effective observation and feedback toward goal achievement (by staff) Topic: Communication skills/Cultural Approaches 1. teach each other and staff about different cultural approaches and living styles 2. identify three steps to foster a climate where differences in cultures are reviewed as positive and additive 3. learn at least three methods of problem solving when cultural differences and practices interfere with necessary resident care.

EXERCISE
Identify a hobby that you would like to teach people. Now, develop training objectives for a training program on the hobby that you have chosen. Then develop the expected learning outcomes.

WHY SCHEDULING IS IMPORTANT?

Key Points: Scheduling is the process by which you look at the time available to you, and plan how you will use it to achieve the goals you have identified. By using a schedule properly, you can: Understand what you can realistically achieve with your time. Plan to make the best use of the time available. Leave enough time for things you absolutely must do. Preserve contingency time to handle 'the unexpected'. Minimize stress by avoiding over-commitment to yourself and others.

TRAINING SCHEDULE PROCESS

Scheduling is then a five-step process: 1. Identify the time you have available. 2. Block in the essential tasks you must carry out to succeed in your job. 3. Schedule in high priority urgent tasks and vital "housekeeping" activities. 4. Block in appropriate contingency time to handle unpredictable interruptions. 5. In the time that remains, schedule the activities that address your priorities and personal goals. If you have little or no discretionary time left by the time you reach step five, then revisit the assumptions you have made in steps one to four.

TRAINING SCHEDULE CONSIDERATIONS

1. A training has to be arranged so that it can accommodate all the intended participants depends on the organization and its nature of business. 2. To be sensitive to the needs and desires of employees and their supervisors e.g. evening or weekend, etc. 3. The availability of the trainer internal vs. external trainer. 4. Availability of the training site, equipment, materials, etc. 5. Whether it would be best to offer it all at once, or all in one week, or one day each week, etc.
Note: Kirkpatrick recommends that it is best to spread the training out as an ongoing program whenever possible.

TRAINING MATERIALS

LESSON PLAN

Lesson plan: the blueprint that outlines the training program in terms of the sequence of activities and events that will take place.

SAMPLE OF A LESSON PLAN

THE TRAINER

THE TRAINERS STYLE

THE ROLE OF A TRAINER