ADDIE Model for Instructional Design by Operational Excellence Consulting

© Operational Excellence Consulting. All rights reserved. 2
Learning Objectives
1. Understand the meaning of
instructional design
2. Obtain an overview of the
ADDIE model
3. Acquire detailed knowledge
on the five-step ADDIE
process for instructional
design

Contents
 What is Instructional Design
 Overview of the ADDIE Model
 The Five Phases of ADDIE for Instructional Design
1. Analyze
2. Design
3. Develop
4. Implement
5. Evaluate
NOTE: This is a PARTIAL PREVIEW. To
download the complete presentation, please visit:
http://www.oeconsulting.com.sg

What is Instructional Design
 Instructional Design is the systematic process by
which instructional materials are designed, developed,
and delivered
 Instructional Design is the entire process of analysis of
learning needs and goals and the development of a
delivery system to meet those needs
 It includes development of instructional materials and
activities; and tryout and evaluation of all instruction and
learner activities

Difference Between Instructional Design,
Instructional Science, and Instructional Technology
Instructional
Design
Instructional
Science
Instructional
Technology
is based onuses
Planning and creation
of materials used to
provide knowledge to
learners
Tools or
technologies
used to aid
learning
Knowledge
about
instruction
and learning
Source: Dr. Joel Gardner

Key Elements of Instructional Design
1. There is a genuine need for learning
2. The learning events are well designed
3. Quality learning materials are developed
4. Learning events are implemented using the
appropriate strategies and approaches
5. Learning events are evaluated to ensure learning has
actually taken place

Instructional Designer Competencies
1
2
3
4
Professional Foundation
Planning & Analysis
Design & Development
Implementation & Management

Three Domains of Learning
Cognitive AffectivePsychomotor
Mental skills where
the brain must be
used to perform
intellectual tasks
(Knowledge)
Physical skills such
as movement,
coordination,
manipulation,
dexterity, grace,
actions, etc.
(Skills)
Described as
"coming from the
heart," - knowing
is nothing if
there is no will to
act on it
(Attitude)

Andragogy vs. Pedagogy
Andragogy (Adult Learning) Pedagogy (Student Learning)
Learners are called “participants” or “learners” Learners are called “students”
Independent learning style Dependent learning style
Objectives are flexible Objectives are predetermined and inflexible
It is assumed that the learners have experience to
contribute
It is assumed that the learners are inexperienced
and/or uninformed
Active training methods are used
Passive training methods, such as lecture, are
used
Learners influence timing and pace Trainer controls timing and pace
Participant involvement is vital Participants contribute little to the experience
Learning is real-life problem-centered Learning is content-centered
Participants are seen as primary resources for
ideas and examples
Trainer is seen as the primary resource who
provides ideas and examples
Source : “The Modern Practice of Adult Education”, by Malcolm Knowles

The ADDIE Model
 The ADDIE model was developed by the Florida State
University in 1975 and has evolved over time
 The ADDIE Model is an approach used by instructional
designers and content developers to create instructional
course materials
 The model has been adopted as the standard method by
many instructional designers because of its flexibility

ADDIE Model
 The ADDIE model represents a lean, dynamic, flexible
guideline for building effective training and performance
support tools
 The model helps to save time and money by catching
problems while they are still easy to fix

ADDIE Model is a systematic instructional
design model comprising five phases
Evaluate
Analyze
Design
Develop
Implement

Description of the ADDIE Model Components
DESCRIPTION
 Review learning objectives and establish learning outcomes
and organizational context with the target audience to meet
their learning needs.
 Design customized contents for the target audience to achieve
the desired outcomes.
 Develop courseware using effective training methodologies and
activities to meet learning objectives.
 Provide pre- and post-course administrative/logistics support.
Manage the conduct of course, including provision of conducive
learning environment for optimal learning.
 Assess training effectiveness and impact; feedback is ploughed
back for course improvement or management decision and
follow-up actions, where applicable.
Analyze
Design
Develop
Implement
Evaluate

The Five Phases of ADDIE
Analyze Design Develop Implement Evaluate
Objective
Identify the
problem and the
learning
requirements
Define the
learning
objectives and
the instructional
strategies
Develop and
validate the
learning
resources
Prepare the
learning
environment and
implement the
learning solution
Assess the
effectiveness of
the course
instructions
Activities
 Identify the
problem
 Conduct
learning needs
analysis
 Finalize
learning
requirements
 Define course
purpose and
learning
objectives
 Plan course
structure and
contents
 Plan
instructional
strategy
 Develop course
materials
 Develop
learning
activities
 Finalize course
materials
 Pilot course in
actual learning
environment
 Assess
adequacy and
refine
instructions
 Release and
maintain course
 Assess
learning
effectiveness
 Interpret
course
evaluation
results
 Improve
instructional
strategy and
course
materials

Phase 1 – Analyze
Objective:
Identify the problem and the learning
requirements

1.1 Identify the Problem
 Review current performance
- Review current performance indices (e.g. cost of labor, quantity of
outputs, quality of outputs, waste, turnaround times, customer
satisfaction levels, etc.), tests, survey, self-assessments,
interviews, customer feedback, etc.
- Define the future state performance

1.1 Identify the Problem
 Identify the problem
- What is the performance gap? (the difference between the future
state and current state performance)
- Define the problem statement
 Validate problem statement with stakeholders
Desired Ability
Current Ability
Performance Gap

1.2 Conduct Learning Needs Analysis
 Conduct a learning needs analysis. Consider the
following:
- Organizational analysis
- Person analysis
- Job/task analysis
What is the
Context?
Who Needs
the Training?
What Do They
Need Training In?
Organizational
Analysis
Task
Analysis
Person
Analysis

1.2 Conduct Learning Needs Analysis
 Analyze the task and identify the knowledge, skill,
attitude and behavior required for superior or effective
performance
- What tasks should be trained?
- What knowledge, skills, ability, or other characteristics are
necessary?

1.3 Finalize the Learning Requirements
 Identify the profile of the learners who will undergo the
course. Considerations may include:
- Target audience (e.g. function, level of employees, designation)
- Ages
- Past knowledge levels
- Experiences
- Interests
- Cultural background

1.3 Finalize the Learning Requirements
 Identify the desired learning outcomes to be achieved in
terms of knowledge, skill, attitude and behavior
 Develop a project management plan for the instructional
design project

Analyze Phase Deliverables
1. Problem statement
2. Task list
3. Learner profile
4. Project management plan
5. Statement of constraints

About
Operational
Excellence Consulting

About Operational Excellence
Consulting
 Operational Excellence Consulting is a management
training and consulting firm that assists organizations in
improving business performance and effectiveness.
 The firm’s mission is to create business value for
organizations through innovative operational excellence
management training and consulting solutions.
 OEC takes a unique “beyond the tools” approach to enable
clients develop internal capabilities and cultural
transformation to achieve sustainable world-class excellence
and competitive advantage. For more information, please visit
www.oeconsulting.com.sg

END OF PREVIEW
To download this presentation,
please visit:
www.oeconsulting.com.sg

ADDIE Model for Instructional Design by Operational Excellence Consulting

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