ADDIE - Design Phase Notes
Design Phase
1. Introduction
a. Blueprint
i. Process
1. The process is driven by the products of the analysis phase and ends in a model or blueprint of the training process for future development. The model or blueprint should contain at least five key outputs
a. Learning Objectives
b. Performance Tests
c. Learning Steps
d. Entry Behaviors
e. Structure and Sequences the Instructional Setting
ii. Outputs
1. The learning objectives tell what tasks the learners will be able to perform after they finish the learning process.
2. The performance test tells how well the tasks must be met.
3. The learning steps tell how to perform the tasks.
4. The entry behaviors describe what the learners must know before entering the training process. Think of them as prerequisites for a course requiring a base level of knowledge, skills, and attitudes
5. The objectives are sequences and structured in an orderly fashion to provide the best opportunity for learning that will lead to performance.
b. Linkage
i. Linking analysis and design outputs – Step 1
1. Question
a. What is our objective
2. Analysis Output
a. Increase sales 10% with launch of new product
3. Design Output
a. Describe and demonstrate the features and benefits of each widget, while overcoming any objections that the customer may have
ii. Step 2
1. Question
a. What do the performers need to do to reach objective?
2. Analysis Output
a. Learn to describe and demonstrate the features and benefits of new product line
3. Design Output
a. Drag and Drop the features and benefits to their respective widget (elearning)
b. Sell product to other sales reps (classroom)
iii. Step 3
1. Question
a. What activities or experiences will help them learn?
2. Analysis Output
a. Use each product
b. Sell each product
c. Overcome objections
3. Design Output
a. Feature and Benefit of widget one
b. Feature and benefit of widget two, etc.
iv. Step 4
1. Question
a. What will motivate them to learn and perform
2. Analysis Phase
a. Managers will discuss importance of training with each Sales Rep and set goals with them
3. Design Phase
a. Experience selling present products or successful completion of the Basic Sales Course
c. Concept Mapping
i. Branching
1. Each branch should identify the:
a. Required performance
b. Learning activities that teach the performance
c. Information the learners must know in order to perform
d. Performance aids that will make the learning of new skills easier.
2. The basic instructional outline and requirements captured in the Design Phase are then fleshed out in the Development phase and by using other Instructional Design Techniques.
ii. Subjective vs. Objective
1. “There are no better terms available to describe the difference between the approach of the natural and the social sciences than to call the former objective and the latter subjective…While for the natural scientist the contrast between objective facts and subjective opinions is a simple one, the distinction cannot as readily be applied to the object of the social sciences. The reason for this is that the objects, the “facts” of the social sciences are also opinions, not opinions of the student of the social phenomena, of course, but opinions of those whose actions product the object of the social scientist.”
2. Performance and Learning Objectives
a. Starting
i. In the analysis phase, the backwards planning model was used to discover what needs to be trained to reach the performance requirements of a business.
ii. The starting point is normally the performance or learning objectives.
b. Reason
i. Learning and performance objectives are created so that we know exactly what the learners must be able to do once they have completed the training process
ii. Well-constructed learning objectives that align with the business unit’s requirements allow:
1. The instructors to know what needs to be taught
2. The learners to know what they are supposed to learn
3. The managers know what they are investing their training dollars in.
iii. Learning objectives form the basis for what is to be learned, how well it is to be performed, and under what conditions it is to be learned
c. Types of Objectives
i. Terminal or Performance Objective
1. Is developed for each of the tasks selected in the learning program. A terminal objective is at that highest level of learning appropriate to the human performance requirements a student will accomplish
2. Enabling or Learning Objectives
a. Each terminal performance objective is then analyzed. These supporting objectives allow the Terminal Objective to be broken down into smaller, more manageable objectives. Each enabling learning objective measures an element of the terminal performance objective.
d. Parts of an Objective
i. Observable Action or Task
1. This describes the observable performance or behavior. An action means a verb must be in the statement.
2. Each objective covers one behavior, hence, normally only one verb should be present.
a. If there is more than behavior or the behaviors are complicated, then the objective should be broken down into one or more enabling learning objectives that support the main terminal learning objective.
ii. Measurable Criterion / Standard
1. This states the level of acceptable performance of the task in terms of quantity, quality, and time limitations.
2. There can be more than one measurable criterion
3. Use a limit of time only if required under normal working conditions.
iii. Conditions of Performance
1. Describes the actual conditions under which the task will occur or be observed. Also, it identifies the tools, procedures, materials, aids, or facilities to be used in performing the task.
e. Examples of Performance Objectives
i. Example 1 – Write a customer reply letter with no spelling mistakes by using a word processor.
1. Observable Action –
a. “Write a customer reply letter”
2. Measurable Criteria
a. “With no spelling mistakes”
3. Conditions of Performance
a. “Using a word processer”
ii. Example 2 – Copy a table from a spreadsheet into a word processor document within 3 minutes and without reference to the manual.
1. Observable
a. “Copy a table from a spreadsheet into a word process document”
2. Measurable Criteria
a. “Within 3 minutes”
3. Conditions of Performance
a. “And without reference to the manual.
iii. Example 3 – Smile at all Customers, even when exhauster, unless the customer is irate
1. Observable
a. “Smile”
2. Measurable Criteria
a. “At all customers”
3. Conditions
a. “Even when exhausted”
4. Variable
a. “Unless the customer is irate”
iv. Example 4 – After training, the worker will be able to load a dump truck within 3 loads with a scooploader, in the hours of darkness, unless the work area is muddy
1. Observable
a. “load a dump truck”
2. Measurable Criteria
a. “within 3 loads”
3. Conditions
a. “with a scooploader, in the hours of darkness”
4. Variable
a. “unless the work area is muddy”
f. Performance Objective Notes
i. The larger the organization or the more technical the task, the more specific the conditions of performance must be spelled out.
ii. The performance objective spells out the exact training requirement.
iii. A clearly formulate objective has two dimensions, a behavioral aspect and a content aspect. The behavioral aspect is the action the learner must perform, while the content is the product or service that is produced by the learner’s actions.
iv. Notice that learning objectives look a lot like tasks. A task analysis itemizes each discrete skill found in a job, but it provides only end goal statements. While learning objectives spell out the prerequisite skills and makes them the course objectives.
g. Using the correct verb
i. The type of verb that is used in the task statement, determines the level of learning, or degree of difficulty, that must be achieved.
3. Testing Instruments
a. Background
i. In this step, tests are constructed to evaluate the learner’s mastery of the learning objective.
ii. The major purpose of the test is to promote the development of the learner. It ascertains whether the desired behavior changes have occurred following the training activities.
1. It performs this by evaluating the learner’s ability to accomplish the Performance Objective.
2. It is also a great way to provide feedback to both the learner and the instructor
iii. The Performance Objective should be a good simulation of the conditions, behaviors, and standards of the performance needed in the real world; hence the evaluation at the end of the instruction should match the objective.
1. The methodology and contents of the learning program should directly support the performance and learning objectives.
2. The instructional media should explain, demonstrate, and provide practice. Then, when students learn, they can perform on the test, meet the objective, and perform as they must in the real world.
b. Testing Terms
i. Test/Test Instrument
1. A systematic procedure for measuring a sample of an individual’s behavior.
ii. Evaluation
1. A systematic procedure for the collection and use of information from many sources to be applied in interpreting the results and in making value judgments and decisions. This collection of results or scores is normally used in the final analysis of whether a learner passes or fails.
iii. Measurement
1. The process employed to obtain a quantified representation of the degree to which a learner reflects a trait or behavior. An evaluator is most interested in the gaps between a learner’s score and the maximum score possible. If the testing instrument is true, then this is the area that the learner did not master.
c. Planning the Test
i. Before plunging directly into test item writing, a plan should be constructed.
1. Without an advanced plan, some test items will be over represented while others may stay untouched. Often, it is easier to build test items on some topics than others. These easier topics tend to get over-represented.
2. It is also easier to build test items that require the recall of simple facts, rather than items calling for critical evaluation, integration of different facts, or application of principles to new situations.
3. A good test or evaluation plan has a descriptive scheme that states what the learners may or may not do while taking the test.
4. It includes behavioral objectives, content topics, the distribution of test items, and what the learner’s test performance really means.
d. Types of Tests
i. Although most tasks require the use of more than one learning domain, there is generally one that stands out. The dominant domain should be the focal point of the evaluations.
ii. Criterion Referenced
1. Evaluates the cognitive domain which includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.
a. A criterion referenced evaluation focuses on how well a leaner is performing in terms of a known standard. This differs from a norm referenced evaluation which focuses on how well a learner performs in comparison with other learners.
iii. Performance Test
1. Evaluates the psychomotor domain which involves physical movement, coordination, and use of the motor-skill areas. Measure in terms of speed, precision, distance, procedures, or techniques in execution.
iv. Attitude Survey
1. Evaluates the affective domain which addresses the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasm, motivations, and attitudes. Attitudes are not observable; therefore, a representative behavior must be measured.
v. Having a learner perform the task under realistic conditions is normally a better indicator of a person’s ability to perform the task under actual working conditions.
vi. If a performance test is not possible, then a criterion referenced written test should be used to measure the learner’s achievements against the objectives. The test items should determine the learner’s acquisition of the KSAs required to perform the task.
1. Since a written measuring device samples only a portion of the population of behaviors, the sample musts be representative of the behaviors associated with the task.
e. Elearning
i. Advantages
1. One of the advantages of elearning is that ability it has to offer immediate feedback.
2. Schemes like drag and drop allow a leaner to practice their skills and knowledge before moving on to a scoreable test.
f. Performance Tests
i. A performance test allows the learner to demonstrate a skill that has been learned in a training program. Performance tests are also criterion referenced in that they require the learner to demonstrate the required behavior stated in the objective.
ii. The evaluator should have a check sheet to go by that lists all the performance steps that the learner must perform to pass the test.
iii. Three critical factors
1. The learner must know what behaviors are required in order to pass the test. This is accomplished by providing adequate practice and coaching sessions throughout the learning sessions. Prior to the performance evaluation, the steps required for a successful completion of the test must be understood by the learner.
3. The evaluator must know what behaviors are to be looked for and how they are rated. The evaluator must know each step of the task to look for and the parameters for the successful completion of each step.
g. Written Tests
i. Question Types
1. Open-ended
2. Checklist
3. Two-way
4. Multiple Choice
5. Ranking Scales
6. Essay
ii. Writing
1. Multiple Choice
a. The stem should present the problem clearly
b. Only one correct answer should be included
c. Distracters should be plausible
d. Each item should test on central idea or principle. This enables the learner to fully concentrate on answering the question instead of dissecting the question
e. The distracters and answer for a question should be listed in series – high to low, low to high, alphabetical, longest to shortest, like vs. unlike, function, etc.
f. The layout of answers can also help the instructor review other key concepts if distracters are based on related on also-covered concepts.
2. True/False
a. Use definite and precise meanings in the statements
b. Do not lift statements directly from material
c. Distribute the statements randomly in the test.
3. Open-Ended
a. Placing the blank at or near the end of a statement allows the learner to concentrate on the intent of the statement
4. Attitude Surveys
a. They can measure the results of a training program, organization, or selected individuals. The goal might be to change the entire organization or measure a learner’s attitude in a specific area.
b. Generally, a survey is conducted one or more times to assess the attitude in a given area, then a program is undertaken to change the employee’s attitudes.
4. Learning Steps
a. Measurement
i. Once the performance objectives have been crafted, the steps needed to learn and perform the objectives are identified and compiled
1. These are constructed from the Task Performance Measures compiled during the analysis phase. The performance measures are reviewed to determine if they need any additional learning steps.
2. Example – “Given a cash register and at least ten products, calculate the exact total for the purchase transaction”
a. Enter the sales price and the department key for each product
b. Repeat step one until all products have been entered
c. After all items have been entered, press the subtotal key.
d. Press the tax key
e. Press the total key
3. For the example, you need to determine if any additional learning steps are required, for example:
a. Do they have to read a chart?
b. Memorize the department numbers for each product
ii. Once you have all the learning steps listed, it is best to take a couple of beginners through the steps and see if they can perform the task or if more learning steps are needed. Based on the results, adjustments to the design are made and this process is repeated until the design does what it is supposed to do – help the learners learn in the most effective and efficient manner. This is an iterative approach known as prototyping – successive small-scale tests on variations of a limited function prototype in order to permit continual design refinements.
1. Prototyping allows designers to look at their concept in real world usage before final design decisions are committed to, which makes it quite useful in highly complex areas. This approach allows you to understand the needs of the learners by extending the design concepts and products out to the real world in order to create a unified whole.
5. Entry Behaviors
a. Purpose
i. Sampling
1. A sample of the learner target population should be tested to determine if their entry behavior KSA match the proposed level of instruction. To determine the entry behavior, test a small sample of the learners to establish if your assumption of their threshold knowledge and the starting point of the training program are correct.
a. That is do the proposed learners have the needed KSAs to master the terminal objectives in the training program or must they be taught additional enabling objectives? In addition, it ensures you are teaching them stuff they need to learn, not items they already know.
ii. That tasks to be taught should be tested on a small sample of personnel who have mastered the tasks previously to ensure the proposed test is correct. Finally, a sample of the proposed learners are tested to see if they can pass an portions of the test without any instruction.
b. Motivation
i. Most employees are motivated to learn new skills that make their work easier or faster, improve their working environment, and increase their chances for promotion, recognition, and so forth
ii. Motivation is also tied closely with what they think their managers want them to do – they perform the things they know their managers notice and tend to neglect the things their manager do not care about.
1. Thus it is not only important that they have the basic requirements before entering a learning platform, but that they are also motivated to learn.
a. Thus you have to not only have to ensure that their managers will support the learning platform, but also that the learners know how the new skills and knowledge they gain will improve their lives.
6. Sequencing and Structuring
a. The last step in the design phase is to determine program sequence and structure to ensure the learning objectives are met. A proper sequence provides the learners with a pattern of relationship so that each activity will have a definite purpose. The more meaningful the content, the easier it is to learn and, consequently, the more effective the instruction.
b. Proper sequencing also helps to avoid inconsistencies in the content of the instruction.
i. Indeed, the presence of duplication often indicates that the program has not been properly sequenced.
c. Techniques for consideration
i. Job Performance Order
1. The learning sequence is the same as the job sequence
ii. From simple to complex
1. Objectives may be sequenced in terms of increasing complexity
iii. Critical Sequence
1. Objects are ordered in terms of their relative importance
iv. Known to Unknown
1. Familiar topics are considered before unfamiliar ones
v. Dependent Relationship
1. Mastery of one objective requires prior mastery of another
vi. Supportive Relationship
1. Mastery of one objective takes place from one objective to another, usually because common elements are included in each objective.
vii. Cause to Effect
d. Considerations
i. If there are a lot of objectives, then they should be organized into clusters which are conductive to learning.
ii. If the program is long, then reinforcement also has to be accounted for.
1. One of the behavioral characteristics of learners indicates that not only the rate at which people learn must be accounted for, but also the rate of decay that takes place after an objective is mastered must also be accounted for.
2. If a task is taught in the instructional program and then is not used for some time after the learners return to their duties, then some decay is likely to take place. The remedy for this is to coordinate with the learner’s supervisor to ensure the learners perform their newly acquired skills as soon as possible upon returning to the job.
iii. Learning Rates
1. Provisions must be made to compensate for these differences. In a self-paced course, extra modules can help the leaners that are having difficulties. In a lock-step course, additional instruction, reading assignments, or study halls may be required to keep the slower learners on pace with the other learners.
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