Formal Training Process: Exploring ISD and ADDIE

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    Formal Training Processes: Instructional Systems Design and ADDIE

    © Copyright Carter McNamara, MBA, Ph.D., Authenticity Consulting, LLC.

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    In addition to the articles on this current page, also see the following blogs that have posts related to Formal Methods of Training and Development. Scan down the blog’s page to see various posts. Also, see the section “Recent Blog Posts” in the sidebar of the blog or click on “Next” near the bottom of a post in the blog. The blog also links to numerous free related resources.

    What is Formal and Systematic Training?

    Very simply put, formal training is training that follows some designed form. Informal training does not have an intended, consistent form and usually occurs rather spontaneously and/or casually, for example, reading a book or having an enlightening discussion with a friend. Formal training tends to include preferred results, learning activities intended to achieve the results, and some form of evaluation.

    Systematic, formal training includes careful assessments and attention to determining training goals, designing and building methods and materials that are directly aligned (and often pretested) to achieve the goals, implementing training, and careful evaluation to ensure that training is carried out effectively and that training goals were reached. In systematic, formal training, each phase of the process produces results directly needed by the next phase.

    For a more complete comparison of formal to informal training, see Ways to Look at Training and Development Processes: Informal/Formal and Self-Directed/Other-Directed.

    Benefits of Formal and Systematic Approaches to Training

    Many of us assume that we already have good training for ourselves and our employees After all, we answer our employees’ questions as they have them. We send our employees to a course once in a while. Sure, our approach to training isn’t intentional, that is, planned and focused. But our employees seem to be doing their jobs without having any real problems.

    Unfortunately, we don’t know what we don’t know. It may be that our employees could be performing much better than we realize if they had better skills. It might be that we supervisors could get back a lot of time that otherwise is spent answering our employees’ questions. We might retain our employees much longer, as well. Addressing this possibility isn’t a “what if” question, it’s a primary responsibility of a supervisor.

    Adopting a systematic approach to training helps ensure that supervisors are getting the most out of themselves and their employees. A systematic approach to training includes taking the time to analyze what results the organization needs from its employees, if employees are accomplishing those results, and what training and development approaches are needed by employees to better accomplish those results. A systematic approach includes evaluating approaches before, during, and after training to ensure employees truly benefited from the training in terms of enhanced results for the organization.

    Effective training and development include using sound principles of performance management and good, basic training techniques.

    So What is Instructional Systems Design?

    Instructional Systems Design (ISD) is a type of formal approach to training where the goals of the training are carefully determined often from various types of assessments of the learners, goals are established to address the results of the assessments, various methods of training and learning are developed and designed to achieve those goals, and evaluation plans are established the measure the quality of the training and extent of achievement of the goals.

    More Articles About ISD

    So What is ADDIE?

    ADDIE is one of the most popular ISD models. ADDIE is an acronym for the phases:

    1. Analyze the organization’s and individual’s needs and then identify training goals which, when reached, will equip learners with the knowledge and skills to meet the organization’s and individual’s needs. Usually, this phase also includes identifying when training should occur and who should attend as learners.
    2. Design a training system that learners and trainers can implement to meet the learning goals. This phase typically includes identifying learning objectives (which culminate in reaching the learning goals), what strategies and activities are needed to achieve the objectives, what resources (money, supplies, facilities, etc.) might be needed, any lessons and the sequence of lessons, etc.
    3. Develop a training “package” of resources and materials, including, e.g., designing webinars, developing audio-visuals, graphics, manuals, etc.
    4. Implement the training package, including delivering the training by implementing the strategies and conducting the activities, sharing feedback about the program and training methods, administering tests, modifying the design of the training and its materials based on feedback from participants, etc. This phase can include administrative activities, such as copying, scheduling facilities, taking attendance data, billing learners, etc.
    5. Evaluate the training, including during and after implementation of training. Evaluation is of the design of the training program, usage of the resources, and the results gained by participants in the program.

    More Articles About ADDIE

    Overviews of Various Formal Training Processes

    Formal training can be designed in a variety of forms. Note that formal training programs are not necessarily systematic. The following links are to documents that present various approaches to formal training in organizations.

    For the Category of Training and Development:

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