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Rapid ADDIE Instructional Design (or “Quick & Not So Dirty ISD”)
2015 WECC Train-the-Trainer Workshop
CAISO
David McKay
Compliance and Technical Training Manager
PNM Resources, Albuquerque, New Mexico
Rapid ADDIE Instructional Design…
All, about me, or…
The David McKay Show
Rapid ADDIE Instructional Design…
All, about me, or…
The David McKay Show
Rapid ADDIE Instructional Design…
All, about me, or…
The David McKay Show
Rapid ADDIE Instructional Design…
All, about me, or…
The David McKay Show
Rapid ADDIE Instructional Design…
All, about me, or…
The David McKay Show
Rapid ADDIE Instructional Design…
All, about me, or…
The David McKay Show
Rapid ADDIE Instructional Design…
All, about me, or…
The David McKay Show
Rapid ADDIE Instructional Design…
All, about me, or…
The David McKay Show
Rapid ADDIE Instructional Design…
All, about me, or…
The David McKay Show
Rapid ADDIE Instructional Design…
Phrase Pairing Activity Red & Blue leads – 1 minute drill
Find a Phrase drill – 2 minute drill
…ready, move…
Phrase sharing and handouts
Rapid ADDIE Instructional Design…
When I realized I might be in trouble…
…and then she said…
So, I decided to…
…then I found out…
So, how long should it take to develop training?
Rapid ADDIE Instructional Design…
Rapid ADDIE Instructional Design…
Other Challenges:
Rapidly changing standards
New procedures
Varied leadership interests
Unreasonable leadership expectations
Development workload (new programs)
How can these challenges be met while still adhering to a systematic approach?
Rapid ADDIE Instructional Design…
Goals: • Present suggested methods for rapid
development of effective training using a systematic approach to training (SAT)
• Provide examples of documentation options for validation of use of SAT
• Practice rapid development through “Flash-five” exercises using provided scenarios
Rapid ADDIE Instructional Design…
Overview:
• The Analysis Phase is More Than a JTA, and Sometimes it’s Less
• Design for Success, Objectively
• Development; Evolve, Devolve, Deliver
• Implementation and Evaluation Considerations
• Of Course I use SAT, it says so right here
The Analysis Phase is More Than a JTA, and Sometimes it’s Less
Crucial elements of analysis
Whatever approach is taken the main intent is to answer certain questions…
• What is the desired state? • What is the existing state? • What is needed to bridge the gap between these
states? • What skills/knowledge will bridge the gap? • Who needs training? • How should training be provided? • Where should training be provided? • When should training be provided?
The Analysis Phase is More Than a JTA, and Sometimes it’s Less
Need to knows, nice to knows, and “I don’t knows”
Need to Knows:
• Clearly described current and desired states
• Valid indicators need(s) exists
• Specific drivers for the desired state
• Achievable outcomes aligned with desired state
• Skills and knowledge required to meet outcomes
• Verification that training is the proper action
The Analysis Phase is More Than a JTA, and Sometimes it’s Less
Need to knows, nice to knows, and “I don’t knows”
Nice to Knows:
• What changed to create the gap?
• Have others implemented valid solutions?
• How urgently does outcome need to be achieved?
• What known resources exist to support training?
• How stable/long-term is the need?
• Can outcomes be met better through outsourcing?
The Analysis Phase is More Than a JTA, and Sometimes it’s Less
Need to knows, nice to knows, and “I don’t knows”
I Don’t Knows:
Identify any unknowns that apply… …seek the answers!
The Analysis Phase is More Than a JTA, and Sometimes it’s Less
• Achieving Outcomes that create the desired state
is the central intent of training • Spending the necessary time to establish a solid
foundation is critical • First lock-in the what, then who, why, how, where,
& when
The Analysis Phase is More Than a JTA, and Sometimes it’s Less
Needs Analysis “Flash-Five Development” • Working with your “Phrase-partner” • Use the provided scenarios and “Needs Analysis Outline”
• Sketch-out the answers to the needs analysis questions
• You have five minutes to complete and document as much
as you can of the needs analysis
Design for Success, Objectively
What’s the point? • Set your route • Clearly document targeted outcomes • Determine how to reach targeted outcomes • Define how to know when you have achieved
targeted outcomes
Design for Success, Objectively
Crucial elements of design:
• Refinement of need statement • Brief, clearly defined training goal
• Clarification of training target
• Identification of pre-requisite skills/knowledge
• Identification of objectives • Observable, measurable and achievable • Behavior-based
Design for Success, Objectively
Crucial elements of design: • Provisional content outline
• Establish scope/organization of training
• Evaluation strategy
• Training methodology identification
• Necessary resources
Design for Success, Objectively
Are critical questions answered? • What is expected after completing the training?
• What skills/knowledge are needed?
• What foundation/supporting S/K are needed?
• How can S/K be: • Attained? • Measured? • By what standard?
Design for Success, Objectively
Are critical questions answered? • What is the most effective training method?
• What is the most efficient?
• Which method is best?
• What resources are needed to enable them to meet expectations?
Design for Success, Objectively
It’s all about the objectives • Are the objectives aligned with required
outcomes?
• Are any miss-aligned? If yes, why?
• Are objectives observable, measureable, achievable?
• Do objectives specify the condition? Behavior? Standard?
• Do objectives address all required skills/knowledge?
Design for Success, Objectively
Additional considerations: • What scope/detail of content will be needed?
• How should content be organized?
• Is a single product appropriate or several used in sequence to support the overall goal?
• What S/K are needed by trainers?
Design for Success, Objectively
Design “Flash-Five Development” • Same partner, same scenario • Use the Needs Analysis Outline from last activity • Complete the “Design Specification” form
• Guess what…you have five minutes
Development; Evolve, Devolve, Deliver
What? I need more than a PowerPoint? To support consistency of delivery and transfer to other trainers, you need… • Yes, PowerPoint slides...and, • Lesson Plans, • Examples, • Exercise Directions, • Handouts, and…, and…, and…
Development; Evolve, Devolve, Deliver
Lesson content: Give ‘em enough, and only what matters
Build a lesson plan that meets the objectives
Limit the verbiage to: • Clearly state needed information • Provide sufficient examples
Validate the content by: • Comparing lesson plan content with objectives • Identifying/removing erroneous information
Development; Evolve, Devolve, Deliver
Presentation materials: Don’t let the words get in the way of the content
• Start with lesson plan verbiage, scale-down the content into: • slides • handouts • directions, etc...
• Connect lesson plan content with presentation tools • Use lesson plan as a delivery reference • Create note cards using LP • Etc…
Development; Evolve, Devolve, Deliver
Tests, Covey is right…begin with the end in mind Test to objectives (Test item-objective matrix)
Use objectives, determine what responses (cognitive) or actions (kinesthetic) will verify they have been met
Test to the appropriate depth and breadth; complex objectives may require multiple test items/performance elements
Development; Evolve, Devolve, Deliver
Test development timing, before or after content? Why not both?
Before • Less chance objectives will be missed • Ensures testing of targeted outcomes • Keeps erroneous info from being tested • Limits ease of item development
After • Easier to find relevant test topics • Able to identify objective complexity • Leads to testing erroneous content
Development; Evolve, Devolve, Deliver
Materials “Flash-Five Development” Actually Flash-Ten this time
Take ten minutes with your partner to come up with one of the following:
• A short segment of your lesson plan
• 3-5 PowerPoint “storyboards” (hand written/drawn)
• An outline for an activity to use in delivery
Implementation and Evaluation Considerations Finding the Right Route for Roll-out
Do I use instructor-led, self-study, or CBT? Yes!
• Design should have determined the best delivery approach, but things can change, be prepared to use multiple, blended, or situational delivery methods
Deployment; easy is not a synonym for best, don’t…
• Comply with other's deployment decisions • Choose based on timeline urgency
losing sight of the importance of the right delivery method can easily negate the training's effectiveness
Implementation and Evaluation Considerations
Did You Do any Good? Beyond the Happy Sheets
I always get all 5’s, I must be “that good!”
• What is the true value of the course survey? • How can it be optimized?
• Data from surveys can seem of little value; validate information & use to improve your training
• Volume/trends can help identify areas for attention
Implementation and Evaluation Considerations
Did You Do any Good? Beyond the Happy Sheets Looking at test results, objectively
• Review all test responses, look for trends
If test items are often missed what might be the problem?
• Poorly crafted test item • Item not aligned with objectives • Objective not properly covered
Implementation and Evaluation Considerations
Did You Do any Good? Beyond the Happy Sheets
Well, they knew it when they left the class… It's one thing to pass the test, how can you know
they put the training into practice?
• Evaluated drills • Work observation • Manager feedback • Organizational data (incidents, audits, etc...)
Of Course I use SAT, it says so right here
The proof is in the pudding…well, in the ADDIE Auditors are probably going to be looking for the connections between:
Needs identification
Development
Evaluation ...what is the common element?
Objectives
Of Course I use SAT, it says so right here
Let your evidence do the talking
What should be documented? • Steps/criteria used to identify training needs
• Evidence that S/K are targeted
• Task identification, training, and evaluation are based on effective objectives
• Formalized training consistently delivered by qualified personnel
• Verification that S/K transfer occurred
• Ongoing evaluation of training effectiveness
Of Course I use SAT, it says so right here
Show as you go and keep it fresh
• By integrating documentation for all training development in the process you are always prepared to prove the use of SAT
• Evolve & document changes; any improvement is proof of your ongoing program evaluation
• Review training products on a schedule; validate & record validity/currency/improvements
Rapid ADDIE Instructional Design (or “Quick & Not So Dirty ISD”)
Flash-Five Out briefs
3 minute overview of flash development activities
•Read scenario •Brief goal •Identify one objective •Describe training methods & presentation materials, Summarize evaluation strategy
Your chance to shine! (Well, flicker a bit at any rate)
Rapid ADDIE Instructional Design (or “Quick & Not So Dirty ISD”)
Summary
The Analysis Phase is More Than a JTA, and Sometimes it’s Less
• Clear goals, identify/bridge gap with S&K Design for Success, Objectively
• Measurable, observable, achievable, relevant Development; Evolve, Devolve, Deliver
• Build to objectives, Scale to need Implementation and Evaluation Considerations
• Best method, align evaluations, assess/improve Of Course I use SAT, it says so right here
• Document as you go, review/revise/refresh
Rapid ADDIE Instructional Design (or “Quick & Not So Dirty ISD”)
Who knows this? Medic’s Creedo… fi ti aws ont cudtedenom, ti aws ont neod
Rapid ADDIE Instructional Design (or “Quick & Not So Dirty ISD”)
Medic’s Creedo… fi ti aws ont cudtedenom, ti aws ont neod If it was not documented, it was not done “So let it be written, so let it be done” Yule Brenner as Ramsese I “If you write it in your procedure, you better be doing it.” Unanimous WECC Auditor