Make Training Count: An Introduction to the ADDIE Model, presented during the 2012 Michigan Library Association Annual Conference, by Heidi Nagel, Training Manager for the Kent District Library

1. Make Training Count:
An Intro to the ADDIE Model
Presented by Heidi Nagel
MLA Annual Conference
October 2011

2. Who am I?
Why am I here?
Who are you?
Why are you here?

3. What is ADDIE?
A. A cute Golden Retriever
puppy
B. An acronym for a basic
method of Instructional
Systems Design (ISD)
C. A pretty girl in a bikini

4. What is ADDIE?
Analysis
Evaluation Design
Implementation Development

5. Analysis = Needs Assessment
Find the difference between what people ARE
currently doing...
… And what the organization NEEDS them to be
doing to meet strategic goals.

6. Analysis, Methods
 Look to the Strategic Plan
 Observe
 Interviews (individual/group)
 Surveys (staff and supervisors)
 Study Performance Reviews

7. Analysis, Methods
 Ask what competencies are needed
to meet organizational goals?
 What do people need to be doing
that they aren’t?
 Why aren’t they?
 What does success look like?

8. Analysis, WARNING
Is training the answer?
… Or is it a problem of:
 Communication
 Performance (individual
employee or a supervisor)
 Policy
 Something else?

9. Analysis, Deliverables
Learning Objectives which identify
1. An observable task that can be
performed as a result of the
training
2. Under what conditions
3. What criteria will be used to
measure success

10. Analysis, Helpful Tip
Write learning objectives to complete
this sentence,
As a result of this training, participants
will __________ (be able to do
something), __________ (know
something), OR __________
(appreciate/be aware of something).

11. Analysis, Deliverables
Example Learning Objectives …
Following this session, participants
will be able to identify the five
components of instructional systems
design which comprise the ADDIE
model.

12. Design
Flesh out Learning Objectives for
content. Then (3 steps):
1. What are the major points to get
across and in what order should
they be conveyed:
 Sequential/Step-by-step
 Part to Whole
 Whole to Part

13. Design
2. What methods are best to convey
content?
 Instructor-led
 Group Discussion
 Role Playing/Scenarios
 E-Learning?

14. Design
3. How will you measure success?
 Degree or level of proficiency
necessary to perform the job
 Or, how well do they need to
perform for you to be satisfied?
(Harder to define for service)

15. Design, Deliverable
A training course Outline

16. Development
What do you need to actually teach
the material?
 PowerPoint  Job Aids
 Handouts  Activities
 Glossary  Evaluation
 Resources  …?

17. Development, Helpful Tip
Plan for another person to be able to
teach the class using the materials you
create in the Development phase.

18. Development
At the end of Development,
1. Practice
2. Practice
3. Practice

19. Implementation
1. Show up
2. Show up early
3. Show up prepared
4. Show up breathing
5. Show up engaged
6. Show’s on!

20. Evaluation
Classic Kirkpatrick Model
Level 4 Results
Level 3 Behavior
Level 2 Learning
Level 1 Reaction

21. Evaluation
SMILE SHEETS get immediate
Level 1 Reaction (Customer
Satisfaction) and a bit of Level 2
Learning

22. Evaluation
SMILE SHEETS, Option 1
Likert Scale, rate a statement on a
scale of 1 to 5. Be consistent!
Strongly Agree 5
Agree 4
Neutral 3
Disagree 2
Strongly Disagree 1

23. Evaluation
SMILE SHEETS, Option 2
Index Cards
 Write what you Liked Best
flip over
 Write what you’d prefer Next
Time

24. Evaluation, Helpful Tips
Don’t ask if you can’t do anything
about it.
&
People will always express their
dissatisfaction with food &
temperature!

25. Bonus Acronym!
R for Report

26. What is ADDIER?
Analysis
Report Design
Evaluation Development
Implementation

27. Bonus Acronym!
Report = Sharing:
 Share Learning Objectives with
Supervisors! = Learning Transfer
 Training Evaluation Results

28. Thank you!
Heidi Nagel
Training Manager, KDL
hnagel@kdl.org