The ADDIE Model Of Instructional Design

ADDIE Model of Instructional Design. One of the most comprehensive and common training design models used by instructional designers and training developers is the ADDIE Model. It represents a guide for building effective training and performance support tools.

First developed by students of the Florida State University in 1975 for military interservice training, the ADDIE became one of the most popular formal training approaches and is an acronym for five (5) specific phases:

(1) Analysis of the organization 's and individual 's needs and then identification of training goals which, when reached, will equip learner 's with the knowledge and skills to meet the organization 's and individual 's needs. This phase also includes identifying

Companies should be committed towards employee training and development activities because the bottom line will fundamentally go in the company’s favor. The right training, although expensive at first, may prove to be a wise investment if training needs of employees are satisfied and met. Employers must consider that learning and development does not necessarily mean flooding employees with trainings but ensuring that their actual development needs are considered.

Adult Learning Theory. Andragogy (adult learning) is a theory that holds a set of assumptions about how adults learn and its process. Developed by Malcolm Knowles, this theory aims to discover “where we are now” and plan “where we want to go.”

The Clinical Educator’s Resource Kit published on 2012 by the Queensland Occupational Therapy Fieldwork Collaborative (QOTFC) discussed Knowles’ six principles of adult learning as outlined below:

• Adults are internally motivated and self-directed and therefore show resistance when they feel others are imposing information, ideas, or actions on them.

• Adults bring life experiences and knowledge to learning experiences. They like to be given the opportunity to use their existing foundation of knowledge and experience and apply it to their new learning experience.

• Adults are goal oriented and become more ready to learn if they know that the new learning can help them with real-life tasks or

The workplace presents opportunities for adults to demonstrate their competencies and contribute to the company’s over-all prosperity. However, most adults especially those who have “grown with the business” think that they already know everything that is required in the performance of their jobs. Some become reluctant to learn new things, and consequently, get left behind in the race for promotions and career development. Job stability and income security, coupled with the monotony and routine of work, can create complacency and affect the behavior and performance of employees.

Additionally, the adult learner has many responsibilities that must be balanced against the demands of learning. Because of these responsibilities, adults may have barriers against participating in learning. Some of these barriers include lack of time, lack of confidence, lack of information about opportunities to learn, scheduling problems, lack of motivation, and “red tape.” If the learner does not see the need for the change in behavior or knowledge, a barrier exits (Russell, 2006 as cited by Jabeen,