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Training Development 6/8/2010 Presented to ASTD Southeast Houston Training Network Version: C.01

ADDIE Training Development

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Page 1: ADDIE Training Development

TrainingDevelopment

6/8/2010

Presented to ASTD Southeast HoustonTraining Network

Version: C.01

Page 2: ADDIE Training Development

• ADDIE Model• How People Learn• Content Development• Practical Strategies

How to Develop Training

Page 3: ADDIE Training Development

ADDIE Model

Page 4: ADDIE Training Development

ADDIE ModelTypical Training Events by Phase

Phase I: Analyze

Analyze System

Compile Task Inventory

Select Tasks

Build Performance

MeasuresChoose

Instructional Setting

Estimate Training Cost

Phase II: Design

Develop Objective

Identify Learning Steps

Develop Tests

List Entry Behaviors

Sequence and Structure

Phase III: Develop

List Learner Activities

Select Delivery System

Review Existing Material

Develop Instruction

Synthesize

Validate Instruction

Phase IV: Implement

Management Plan

Conduct Training

Phase V: Evaluate

Internal Evaluation

External Evaluation

Revise System

Page 5: ADDIE Training Development

How People Learn

Page 6: ADDIE Training Development

What is Learning?

• Relatively permanent change in behavioral that occurs as a result of reinforced practice

• An observable change in behavior.

• After learning, learners are capable of performing something that they could not do before the learning experience.

• The change in behavior results from experience or practice.

• The experience or practice must be reinforced.

Page 7: ADDIE Training Development

Cognitive• Mental skills• Knowledge

Affective• Growth in feelings

or emotional areas• Attitude

Psychomotor• Manual or physical

skills• Skills

Types of Learning

Types of Learning

Page 8: ADDIE Training Development

Iconic Memory• Ability to hold visual

images

Acoustic Memory• Ability to hold

sounds• Can be held longer

than iconic memory

Working Memory• Active process to

keep information until it is put to use

• Example: Repeating a phone number until you can dial it

Human Memory and Learning

Short Term Memory (STM)

Page 9: ADDIE Training Development

• Linkage to things you already know about• Relevance to you improves retention

Chaining or Association

• What you see, hear, do increases retention

Multi-sensory

• You store information in your brain in small segments• Information organization improves retention

Chunking

How People Learn

Page 10: ADDIE Training Development

Laws of Learning

• Law of Readiness• Law of Exercise• Law of Effect• Law of Primacy• Law of Intensity• Law of Recency

Page 11: ADDIE Training Development

Content Development

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• Comes from Analysis and Design Outputs• Initial specification for content

requirements• Determines the topics and level of detail• Requires research to identify:

o Support materials o Sources of content

• Ensures alignment with customer requirements

• Keeps developer on topic

Outlines

Need to Know

Nice to Know

Could Know

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Research Source Materials

Resource Documents• Previously Developed

Materials• Procedures• Manuals• Vendor information• Subject Matter Experts• Internet

Tips• Relate information to

target audience• Consider the

background of your audience

• Retain original meaning

Page 14: ADDIE Training Development

• Lesson Title• Lesson Objectives• Introduction• Content• Summary• Self Check

Lesson Content

Page 15: ADDIE Training Development

Lesson Title• Describes the topic

Lesson Objectives • Comes from the

Analysis/Design phase outputs

Lesson Content

Page 16: ADDIE Training Development

Introduction • Introduces the topic • Stimulates recall of

previous learner knowledge and experience

• Includes WIIFM• Personalizeo What YOU will learno What YOU will get out of

the training

Lesson Content

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• Learning Objective Typeso Terminal Objectiveso Enabling Objectives

• Objectives define the level and type of content to be developedo Must be measureable and observableo Verbs help define level of cognitiono Avoid “Understand” or “Know”

Lesson Content

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• Covers the topics from the outline• Integrates media to present information• Organizes the information into appropriate

chunks with a logical sequence and flow• Incorporates activities and exercises to provide

practice

• Flow may change as materials are developed• Keep content directly relevant, need to know

Lesson Content

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• Short recap of the lesson• Discusses the most critical concepts to reinforce• Provides closure to the current lesson• Introduces the next learning event

Summary

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• Must relate to the training objectives• Questions must have answers that were covered

in the content• Use appropriate mix of question types and

formats• Make sure questions are stand-alone if used in a

test bank

Self-Check Questions

Page 21: ADDIE Training Development

• Create templates• Put samples of content into templates• Ask for client feedback

• Pilot test materials• Use feedback to make improvements• Training content has a life cycle beyond initial

development

Prototyping & Validation

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Practical Strategies

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• Displayed as statements, diagrams, photographs• Use job aids, mnemonics, design exercises that apply to job tasks• Example: Learning Correct Terms for Equipment

Facts and Concepts

• Descriptive explanations, block diagrams, flow diagrams• Use animations, case studies, design exercises to solve problems/make predictions• Examples: Distillation, Process Flow, AFE Approval

Processes

• Appears as a list of ordered steps• Use the procedure with graphics, animation or video to support understanding• Examples: Pump Startup

Procedures

• Appears as cause and effect statements, lists of rules or guidlines• Use examples and non-examples, analogies, design exercises using problems,

scenarios, role play• Example: Principles of Operation for Gas Turbine

Principles

Types of Content

Page 24: ADDIE Training Development

Elaboration Theory

Present overview of simplest ideas

Add complexity to one aspect

Review overview & show relationships to details

Provide additional elaboration of details

Provide additional summary & synthesis

Instruction is made out of layers and each layer elaborates on the previously presented ideas.

Page 25: ADDIE Training Development

Organization Techniques

• Whole-Part-Whole• Simple-To- Complex• Known-To-Unknown

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• Drawings and Diagrams (P&IDs, Block, Flow)

• Graphics (Cutaways, Internals)

• Photographs• 3D• Animations• Video

Media Selection

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• Must relate to the materials• Remove extraneous information• Use labels if not clear what the point is• If graphic is labeled, content must cover it• If content describes it, graphic needs a label• Typically, put content, then graphic below it

Using Graphics

Page 28: ADDIE Training Development

• Avoid presenting extra information• Learner cannot process it and time will be wasted

Keep content relevant, need to know

• Most people do not like to read.• Avoid run on sentences.• Avoid heavy use of pronouns, especially “IT”.• Avoid the use of passive voice.

Keep sentences short and ideas clear

• In this lesson you will learn about A, B, C• Order of material A, B, C• Use 1,2,3 when order matters

Keep the order of presentation consistent

Development Strategies

Page 29: ADDIE Training Development

• Style Guides• QA Checklists• Technical/Peer/SME Reviews• Grammar/Syntax Review• Client Review

Quality Assurance

Page 30: ADDIE Training Development

Summary

To develop quality training you must:• Understand how people learn• Research the topic thoroughly• Develop the content effectively• Be consistent• Conduct quality assurance

Page 31: ADDIE Training Development

Questions?

David Hirsch(281) 480-8004

[email protected]