The ADDIE model is a methodical approach to instructional design that has been effectively utilized in a wide-range of industries. The model is used by training professionals to design, implement, and assess development programs. It consists of five sequential phases: analyze, design, develop, implement, and evaluate (Welty, 2013). Each of the model’s steps rests on theories of behaviorism, cognitivism, and social learning (Welty, 2013).
Therefore, by using the ADDIE model, it is possible to ensure that midlevel managers of the organization are provided with resources suitable for their cognitive needs and social skills. In addition, the model is extremely flexible, which allows developing both individualized and conventional courses (Labin, 2012). Taking into consideration the fact that the possibility of moving to other departments is open for the midlevel managers of the organization, the ADDIE model will help to quickly modify instruction to fit local training needs. Therefore, the model is recommended for use in the company.
Analysis
Analysis is the initial phase of the model. During this stage of the instructional design development, it is necessary to detail objectives of the program as well as learner skills and preferences (“ADDIE model,” 2013). To this end, it is necessary to conduct the following analyses: training needs analysis, audience analysis, and task analysis. Training needs analysis will help to identify expected outcomes of the instruction and approaches to measuring them. This step is critical for understanding the success of the training in quantifiable terms (“An introduction,” n.d.).
Audience analysis will help to adjust the instruction to learning needs of the managers. To perform the analysis, it will be necessary to gather background information about learning preferences of the participants with the help of online questionnaires. Task analysis presupposes the assessment of specific processes and procedures of the training and includes the following components: identification of tasks, sub-tasking, and determination of steps in subtasks (Seidel & Chatelier, 2012).
Design
Design is the second step of the model, which rests upon the successful implementation of the analysis phase. The step necessitates the creation of a storyboard and prototype. Storyboard is a document that outlines basic components of the training such as text and imagery. Prototype is a sample of the course, which will help to understand whether general features of the program are suitable for involved stakeholders’ needs (“An introduction,” n.d.).
Develop
Develop is the central phase of the program design during which a training professional uses an authoring tool to create content in accordance with the storyboard and prototype. By integrating eLearning technologies in the process, it will be possible to ensure that training activities and interactions are engaging and functional. The content creation is followed by a testing stage, which allows to eliminate minor errors and improve the course’s flow (“ADDIE model,” 2013).
Implement
Implement is a penultimate stage of the model during which the results of the previous phases are shared with the learners. The implementation delivery methods will differ based on the tracking and reporting needs of the company’s departments. The use of a Learning Management System (LMS) will be the main method of sharing the program’s content with the managers (“An introduction,” n.d.).
Evaluate
Evaluate is the final phase of the model, which is connected to a needs analysis that has to be completed during the analysis stage. During the evaluation, learning outcomes will be compared to training objectives in order to measure specific performance improvements.
Training Needs Assessment
Training needs assessment is necessary to ensure that the training program addresses the specific learning needs of its participants, thereby helping them to work more efficiently towards the achievement of the organization’s objectives. According to Rossett, the assessment is the process that helps to “create the tangible solutions to the problem or opportunity” (McGoldric & Tobey, 2016, p. 6). A corollary is that in order to solve a problem through the training program, the training professional has to assess specific business or performance needs.
The first step of the training needs assessment process is to collect pertinent information from all involved stakeholders. To this end, it is recommended to use the following methods: surveys, group and individual interviews, discussion with focus groups, and document analysis (“Training needs,” 2013). The second step of the process is to determine specific training objectives. By doing so, it will be possible to develop a training plan that aligns with the overall vision of the organization. The objectives will be outlined in accordance with the SMART framework, which will allow making them “specific, measurable, achievable, realistic, and timed” (McGoldric et al., 2016, p. 127). The third step is to define the training group and assess their desired business competencies. The competencies will be mapped onto the target group to ensure that they are aligned with the necessities of the company’s departments. The next step involves the assessment of skills that are subject to training. It has to do with the fact that not all business competencies can be developed during a formal training.
The fifth step of the process is a gap analysis. By conducting the analysis, the training professional will have a clear picture of the competency redistribution within the workforce. The analysis is necessary to ensure that only those midlevel managers that need to hone their skills and competencies participate in the training program. The next step of the needs assessment is the evaluation of appropriate training approaches (“How to do,” n.d.).
The common training methods are classroom learning, online training, on the job training, and blended learning among others (McGoldric et al., 2016). Upon selecting a training delivery option that corresponds to the company’s budget requirements, it is necessary to run a cost-benefit analysis. Another step is the evaluation of the proposed training program. Implementation is the final step of the process during which the report with a defined objective, methodology, and recommendations is created (McGoldric et al., 2016).
Organizational Objectives
It has been long established that otherwise effective training and developments programs fail due to excessive concentration on specific management objectives (Labin, 2012). Therefore, when designing the program, it is necessary to ensure that it falls in line with objectives of the company as a whole. In order to avoid unfortunate consequences of a mismatch between goals of the program and those of the organization, it is of utter importance to identify the latter at the outset of the design process.
The key, overarching objective of the company is to ensure financial stability. This solid objective presupposes management of operating costs and facilitation of the growth mode. To this end, it is necessary to introduce new technological solutions, thereby reducing operating expenses. The monetary benefit of the initiation of training is directly connected to the organization’s key objective.
Another organizational objective that will be targeted by the training program is to diversify revenue streams. The company derives its revenues from multiple sources. Therefore, in order to effectively manage several revenue areas, the midlevel managers will require a technological aid. The objective dovetails with the goal of financial stability, which means that the training is simultaneously linked to two strategic aims of the company.
Measurable Objectives
The first course objective that can be measured is to improve the productivity of the midlevel managers. The impact of the training program can be assessed either in terms of the adherence to project schedules or improved performance of a department. The second input objective is to reduce operating costs by eliminating the position of a midlevel manager assistant. The impact of the program can be evaluated by estimating the monetary value of the reduction in overhead costs.
Confluence
Confluence is an advance project management software package that provides managers with tools for collaboration, design, organization, and assessment (Hedge, 2014). By using the technological solution, it is possible to increase the efficiency of carrying out projects of different levels of complexity regardless of the industry in which a company operates. Taking into consideration the fact that the organization’s midlevel managers have to communicate with members of their team in real-time, the tools offered by Confluence will be invaluable for optimizing the collaborative facet of the job. Furthermore, the communication package of the program will allow the executives to stay connected to the organization’s vendors and contractors.
Confluence editor module allows its users to create a wide range of content such as product descriptions, performance reports, and meeting notes (Hedge, 2014). The module has a hassle-free sharing feature that opens numerous opportunities for providing and receiving feedback. Media and text files can be embedded in notes or added to schedules, thereby relieving managers from the necessity to share information with individual team members. The delivery list function allows selecting employees that can preview or download files. The sharing is performed via a straightforward drag-and-drop process (Hedge, 2014).
Knowledge Management
A knowledge management module of the software package will provide the managers with access to a centralized repository of information. The repository will contain interactive files created by all users that have access to the database. The information can be used to plan meetings, create assignments, and delegate tasks. The decision-making capabilities of the technological solution allow its users to assess neatly organized information on a decision page. These pages can be shared with the higher level management, thereby saving time and energy (Hedge, 2014).
Task Management
Powerful task management features of Confluence can be used by the company’s managers to create assignments based on the analysis of searchable documents in the knowledge base. The users can create a task, by simply assigning a tag of a team member and due date (Hedge, 2014). Capturing and storing functions of the software allow retaining relevant content according to the contextual requirements of a project. Confluence allows managers to restrict access to sensitive data, thereby making sure that the collaboration occurs within predetermined team limits. Most importantly, the software package is completely integrated with JIRA, which will help to streamline the documentation processes within the company.
References
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An introduction to the ADDIE model for instructional designers. (n.d.). Web.
Confluence. (n.d.). Web.
Evaluation policy. (n.d.). Web.
Hedge, M. (2014). The top 5 project management features of Confluence. Web.
How to do an e-learning needs analysis. (n.d.). Web.
Implementation. (n.d.). Web.
Labin, J. (2012). Real world training design: Navigating common constraints for exceptional results. Alexandria, VA: American Society for Training and Development.
McGoldric, B., & Tobey, D. (2016). Needs assessment basics (2nd ed.). New York, NY: Association for Talent Development.
Peters, P. (2017). A radically open approach to developing infrastructure for Open Science. Web.
Seidel, R. J., & Chatelier, P. R. (2012). Advanced technologies applied to training design. New York, NY: Springer Science & Business.
The “Tag Team” process. (n.d.). Web.
Training needs analysis (TNA) guide. (2013). Web.
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Welty, G. (2013). Quality assurance: Problem solving and training strategies for success in the pharmaceutical and life science industries. Amsterdam, Netherlands: Elsevier.