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From ADDIE to Improv
Nancy Munro&
Allison Black
Problem to Solve
ROI Institute – CEO’s don’t see the connection to training
6% see connection of training to business outcomes
94% want to see the connection but don’t feel they are getting it.
“In the traditional ADDIE model dispprortionate amount of time spent on Analysis vs. Evaluation”
Why?
• Time• Money• Culture• Access to content• Attention Spans• Measurements
Improv +• Correlation
– Acceleration of ideas to action
– Listening skills– Active vs. passive – Collaboration– Working with unknowns
• Games/Methods– Yes, and– Ad Game– One Word Sentence– Show and Tell
Begin w/ End
• Assess your current training projects to determine which ones you can re-design w/ new method
• Understand the underlying principals of how to facilitate training in a new way
• Decrease your production time• Build methods to modify and update content rapidly• Re-establish training effectiveness metrics
Improv vs. ADDIE
ImprovImpact Metrics Proof Real-world On-going Variety
ADDIEAnalysisDevelop DesignImplement Evaluation
Simple Exercise
Making a Sandwich
ADDIE• Goals – teach the person how to properly make a peanut butter and jelly
sandwich• Analysis- This will be for 200 adults in various locations – reading level 6
grade with no physical disability. The desired outcome is an edible sandwich using the proper ingredients. Language English
• Design- Online web asynchronous ½ hour seat time to complete. Designer will provide the content. Outline will be done in PowerPoint
• Development – Estimated time to develop 1 week using Articulate or Captivate
• Implementation – Upload to LMS, send email to all students and require that they complete this in 1 week of email notification.
• Evaluation – Test at the end to measure that they understand how to properly make a sandwich.
IMPROV• I – If the sandwich is made well, the employee will be well nourished in
order to be more productive. The process in which they use to make the sandwich should minimize waste of the materials used to make thesandwich which will save money.
• M – The student will demonstrate that they made an edible sandwich with the proper amount of ingredients used within a week of being asked to learn this task.
• P- Proof –Bring a sandwich to work and select a co-worker or supervisor to consume the sandwich. The selected individual will complete an evaluation form to judge how well they completed this task.
• R- Use real ingredients, hands-on activity• O- ongoing – updates – changes in diet, variety of ingredients strawberry –
grape—gooseberry jam• V – choose how they want to learn this information- have the students
select a variety of resources to learn this on their own, write 5 test questions before completing starting the task.
Doing LaundryADDIEGoals – teach the person how to properly sort, wash and dry a load of laundry• Analysis- This will be for 60 adults working 3 different shifts in one facility –
reading level 6 grade with no physical disability. The desired outcome is the ability to properly understand how to sort wash and dry a load of laundry. Language English
• Design- Online web asynchronous 1 hour seat time to complete. Designer will provide the content. Outline will be done in PowerPoint
• Development – Estimated time to develop 1week using Articulate or Captivate• Implementation – Upload to LMS, send email to all students and require that
they complete this in 1 week of email notification.• Evaluation – Test at the end to measure that they understand how to sort
laundry by color, decide proper settings on machine, can transfer wet clothes into the dryer and select proper settings for dryer.
IMPROV
I – Clothes may not be useful or wearable if done improperly, can re-use their wardrobe by properly laundering clothes saves money from having to purchase new clothing. By teaching the proper use of the equipment, minimizes maintenance costs with equipmentM – The student can demonstrate that they have successfully washed and dried a load of laundry that allows them to wear all items that were washed and that the equipment was left in good condition when finished.P- Proof –Provide a finished load either in person or via photograph that this task has been completed within one week.R- Really complete load of laundryO- ongoing – updates if they change the machine or buy new clothesV – choose how they want to learn this information- ask students to first research how to do laundry and allow them select the resources – require them to write 5 test questions on how to do laundry
Restructure
• Sales• Software application• Compliance• Soft-skill- leadership, coaching
communication
Sales
ADDIE•200 sales people needed to learn a new financial services product
•Classroom instruction with 20 people in each class 1 day of training
•Use SME on the product info for technical information, features benefits, how to handle objections
•Take 2 weeks to build content working with SME
•Total delivery window 3 months.•Evaluation- test at the end of class and post class evaluation form
ImprovWhat percentage of expected revenue will the product cover? What is the selling goal for each sales person? What happens to the employee if they don’t meet this part of their goal?How will that sales manager help them meet this goal?What is the expected time line for revenue to hit the bottom line from this product?
IMPROV• Metric- sales objectives are met based upon revenue goals for the
company. Weekly checks• P- Sales are acquired within a set period of time• R – Select targeted existing accounts or prospects that you feel will
be open to this product. Sales managers will work with employees to help set these targets and evaluate what percentage of daily activity will be focused on selling these products. Sales manager will need to be briefed on how this impacts their bottom line.
• O- ongoing part of the sales process, once successful create new targets, if numbers are not being met- re-evaluate what’s going on.
• V- Variety of tools to support sales efforts, presentation materials, shadowing sales calls, tag team, check-in calls
Soft-skill
ADDIECoaching program for 75 managers in a hospitalCreate coaching program to help the managers communicate better with staff so they can be more productiveTraining would be a combination of off-the shelf self-study content and then a ½ day session with managers to tailor some of the materials to their environmentNeed to have all managers complete training in 6 monthsTime for development is 1 monthEvaluation is to have employees provide feedback of coaching skills
IMPROV• Why coaching- what’s going on in the organization that leads you to believe
communication and coaching needs to be trained?• New Lean/Six Sigma program being introduced to the hospital• What is the goal for each manager within this new process – decrease waste, fewer
errors, manage patient satisfaction• Metric- each manager will provide you with their lean goal and determine what are the
milestones for each of these goals• Proof- using tools from Six Sigma to track and monitor progress• Real- Use one of their lean goals to assist them in learning how to communicate the
proper way to manage staff to this goal. Become a coach/facilitator to walk them through a process to uncover any roadblocks that may get in their way and how to manage the- some employees may require special handling vs. others
• Ongoing – by looking at data make modifications as they go along• Variety- let managers select resources to help support them – give them the
opportunity to seek out supporting materials
Pro vs. Con
• Two team– One group for Improv– One group for ADDIE
• 5 Minutes – 5 reasons for your argument
How to Start• Pick one topic you are familiar with• What is your metric• What would a final test be– realistic• Where are the materials – SMEs, templates, videos,
PowerPoint• Work with SME or other stake-holder for quick turn-
around –be open to non-traditional approach• Make sure content aligns to metric• Deliver• Loop back- use feedback (audience or metrics) to
continue to modify
Books
•“Group Genius” by Keith Sawyer•“Truth in Comedy” by Kim Johnson, Del Close and Charna Halpern•“58 ½ ways to Improvise in Training” Paul Z. Jackson •“Impro: Improvisation and the Theatre” by Keith Johnstone•“Free Play, Improvisation in Life and Art” by Stephen Nachmoanovitch•“Improvise: Scene from the Inside Out” by Mick Napier•“Impro Learning: How to Make Training Creative, Flexible and Spontaneous” by Paul Z. Jackson •“Playfair: Everybody's Guide To Non-Competitive Play” Matt Weinstein
Web sites
Websites4-Door Learning @ Moodle
http://4d-elearning.com/login/index.php
Thiagi’s Websitewww.thiagi.com
AIN (Applied Improv Network)http://appliedimprov.ning.com/
Paul Jackson Associateshttp://www.impro.org.ukArticulate Blog
http://www.articulate.com/rapid-elearning/is-google-making-our-e-learning-stupid/
YouTube
Thiagi - UMBC Training Forum: Rapid Instructional Design with Thiagihttp://www.youtube.com/watch?v=CYqm8ao1i2c
Dr. David Merrill on Instructional Design
http://www.youtube.com/watch?v=i_TKaO2-jXA
