ADDIE Model

1
ADDIE Model

• A Needs Assessment
• D Program Design
• D Program Development
• I Implementation of Programs
• E Evaluation

2
A Needs Assessment

• Reasons why organizations do not conduct needs
  assessment
• Lack of support for the needs assessment process
• Time-consuming
• Managers may prefer action over research.
• Training fads and demands from senior managers
  sometimes take precedence.
• Benefits of needs assessment
• Allows for content decisions to be made on the
  basis of fact rather than intuition
• Provides base-line information for use in
  evaluating effectiveness
• Permits HR professionals to develop and implement
  cost-effective programs

3
Levels of Needs Assessment

• Organizational needs analysis
• Assess short-and long-term strategic objectives
  (Human resource needs, Efficiency indices,
  Training climate, Resources and constraints)
• Job needs analysis
• Identify specific skills, knowledge and behavior
  needed in present or future jobs (competency
  modeling)
• Person needs analysis
• Identify the gap between current capabilities and
  those that are necessary or desirable (output
  measures, self-assessed training needs, career
  planning discussions, attitude surveys)

4
Five Steps in Needs Assessment

• Step 1 Gather data to identify needs
• Beginning Sources for needs assessment
• Skills inventories, exit interviews,
  organizational climate indexes, labor-management
  data, turnover and absenteeism rates, employee
  suggestions, productivity rates, attitude
  surveys, customer complaints, efficiency indexes
• Methods of needs assessment
• Surveys/questionnaire, interviews, performance
  appraisals, observations, tests, assessment
  centers, focus groups/group discussions, document
  reviews, advisory committees

5

• Step 2 Determine needs that can be met by
• TD interventions
• Identify problems that cannot be solved by TD.
• Refer these to top management or other functions
  of HRM.
• Step 3 Propose solutions
• Develop all possible alternatives.
• Step 4 Calculate potential cost of TD
• interventions
• Compare cost (total cost of training/number of
  people trained) with benefits.
• Step 5 Choose and implement an
• intervention
• Choose an intervention.

6
Potential Costs and Benefits

• Costs
• Trainers salary
• Trainees salary
• Materials and supplies
• Consultants services
• Living expenses
• Cost of facilities
• Transportation
• Equipment
• Lost production
• Development costs
• Support costs

• Benefits
• Reduction in errors
• Increase in production
• Reduction in turnover
• Less supervision necessary
• Ability to advance
• Ability to perform wider range of jobs
• Attitude changes
• Employee/organization alignment
• Facilitation of organizational change
• Improved customer satisfaction
• Increase in organizational competencies

7
D Design

• Setting goals and objectives
• Goals Who is the training for? What is the
  training about? Why is the training being
  conducted?
• Objectives The situation surrounding the desired
  behavior, the skill to be learned, the object of
  that behavior, any qualifiers, such as tools to
  be used while doing the behavior
• S(pecific), M(easurable), A(ction-oriented),
  R(ealistic), T(imely)
• Defining the target audience
• Aptitude, prior knowledge and skills, attitudes
  and perceptions
• Selecting an instructional design
• In-house vs. off-the-shelf

8
In-House vs. Off-the-Shelf

• In-house
• Advantages
• Knowledge of company culture is useful.
• Learning objectives can be tailored to specific
  needs.
• Management may buy in more quickly.
• Disadvantages
• Development time may be lengthy.
• Training staff often already overloaded with
  administrative duties
• Expertise needed is often not on staff.
• Assumption that experts are always somewhere
  else.

• Off-the-shelf
• Advantages
• Training is immediately available.
• Developers expertise is usually available to
  company.
• It is often less expensive.
• Disadvantages
• Training doesnt always target specific needs.
• There is usually a need for company orientation
  on the corporate culture.
• It may not be possible to truly customize the
  product.
• It can sometimes be expensive.

9
D Content Development

• Cognitive knowledge
• Orientation, basic skills (three Rs)
• Skill development
• Technical, interpersonal, quality, managerial,
  executive
• Affective outcomes
• Work/family issues, team spirits, harassment,
  emotional intelligence, wellness, diversity

10
Choosing Formats

• On-the-job (job instruction training,
  apprenticeship training, internships and
  assistantships, job rotation and developmental
  job assignments, supervisory assistance and
  mentoring, coaching)
• On-site, but not on-the-job (programmed
  instruction on intranet or internet, videos and
  CDs, teleconferencing, corporate universities and
  executive education)
• Off the job (formal courses, simulation,
  assessment centers, role-playing, business board
  games, sensitivity training, wilderness trips and
  outdoor training)
• Methods
• Case study, demonstration, group discussion,
  reading, structured exercise, presentation