Faculty of Cognitive Science and Human Development

KMS3193
Computer-Based Training for Human Resource Development

INDIVIDUAL TASK
Title: ADDIE Model
Lecturer: Mohammad Nur Azhar bin Mazlan
NAME MATRIC NUMBER
Allyvensia Binti Dohiuil 65385

Dateline: 9 December 2020

History of ADDIE Model
The ADDIE Instructional Design (ID) System is a guide used in the instructional
development of both educational and training programs. The acronym "ADDIE," describing
the phases within this phase (analyze, design, develop, implement and evaluate), was initially
used as a symbol when referring to these measures within the broader process of Instructional
Systems Development (ISD). Over time as more and more experts used the words ADDIE
and ISD interchangeably, the word ADDIE model took over and is accepted as being
synonymous with the primary stages of ISD.
The idea of instructional design came into existence during World War 2 when the U.S.
military confronted the need to train numerous people rapidly to carry out complex technical
tasks, from carbohydrate removal to sea navigation, to bomb construction" (Culatta 2018).
Based on the study on B.F. stimulus-response. The military created a preparation protocol
with Skinner and his theory on operational conditioning, which separated more significant
tasks into smaller tasks. Each subtask was taught alone for good results with immediate
incentives. This Protocol presumed that any learner was able to master and obtain enough
input (Culatta 2018). This training model is used as a means of teaching multi-step processes
in the Second World War in business, industrial and classroom training.
Over the next few decades, individual military divisions built on this model. Kurt (2017)
states that the five stages strategy adopted by the United States contained these developments.
Air Force and ADDIE. Established by the Army at Florida State University's Educational
Technology Center in 1975, ADDIE retained its five-step architecture and developed a
substep format for the model. Molenda (2015) says that the precise identification of the
sources of ADDIE is less clear. The Army developed the Interservice Protocols for
Instructional Systems Implementation (IPISD) during the 1970s and later the acronym
ADDIE.
“Today, the ADDIE definition is popularly recognize as the simple framework consistently
used by professional experts and educational designers." The five phases – analysis, design,
development, implementation and evaluation – represent a tricky, scalable guide for the
development of productive teaching and support instruments for results (Culatta 2018). Each
process has a particular consequence which leads to the next sequential steps.

Article Summary
Title of the article: Creating training and development programs: using the ADDIE method
Author: Milton Mayfield
Companies require adequately trained personnel to improve their effectiveness, and they are
gradually using in-house development and training programmes (Barlow, 2006). Managers
also find it difficult to implement these systems, however. Analysis, design, development,
implementation, and evaluation (ADDIE) is a tool which is useful for the review, formation
and execution of production and learning programmes. Perhaps the most critical feature of
ADDIE is to give developers a straightforward process. This roadmap helps to schedule and
to reduce confusion as new educational modules are developed. With repetitive
implementation, programmers may predict future problem areas through multiple learning
modules – reducing the learning curve of each application.

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The use of ADDIE also helps to develop teamwork. Designers who use ADDIE understand
and collaborate more on implementation phases. Furthermore, the iterative structure of
ADDIE allows to spread innovative tasks; various participants may take separate stages
rather than force all creators to take part. This makes better use of a member's power. The
following are the information on each ADDIE step in designing training and development
programme.
ANALYSE
The designer sets learning objectives at this level. For this step input, the results of the
appraisal phases of previous learning modules should be used. One key outcome of this stage
is realistic goals for learning – which abilities, expertise and skills to be built for learners.
This process also involves the assessment of available tools for the creation of the learning
module, participant learning elements and possible methods of distribution. This move offers
straightforward instructions on what the module wants and can do. If any learning objectives
cannot be accomplished, additional tools have to be secured or learning objectives modified.
DESIGN
Appropriate learning targets are established in this process. Furthermore, teaching approaches,
materials and forms of distribution mechanisms are chosen. This process lays out the plan for
training—how teaching strategies meet those learning outcomes. The design process tests
whether learning goals exceed learning goals and whether teaching strategies reach learning
goals. During this point, it is much easier to change standardized lesson plans than to
redevelop complex teaching exercises later on.
DEVELOP
Developers build the learning content in this process which cover the overall learning
environment, activities, seminars, simulations or other relevant teaching material, for
example, an e-learning scheme. This process provides the concrete results used for
preparation. It is the last opportunity before the delivery of the learning module to make the
requisite corrections. A useful solution is to conduct a teaching evaluation to assess whether
learning objectives are reached and to be by the plan of the design process.
IMPLEMENT
This stage is the completion of the earlier stages. The learners are supplied with materials,
and for this purpose, the learning module is being used. The most significant advantage of
this step is the application of the learning process. However, differences (such as a
discrepancy between the desired growth of knowledge and actual development) are necessary
for further changes.
EVALUATE
In this final stage, developers evaluate the achievement of learning goals, efficiency in
training, technological problems which obstruct learning and any new learning opportunities
found during the process of implementation. This is important because it offers information –
if taken seriously – to enhance the next version of the training curriculum, which can
recommend alternative paths to further advancement (Allen, 2006; Molenda, 2003).
An example of a training curriculum is presented to illustrate ADDIE. Developers who plan
to engage in the research process should have essential knowledge of quality control. The
critical limitation of the training is confined to a three-day class. There is no systematic
introduction to quality approaches for members who are employers and first-line managers.

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During the design process, the learners will consider Deming's 14 main concepts, how to
assess performance variance and team strategies to create quality enhancement ideas. Unique
learning targets will be set.
In this example, the implementation process is partly predetermined – the instruction will
take place in a face-to-face curriculum in an off-site facility with only minimal audio-visual
equipment. Beyond these strictures, the designers determine that each subject will be
discussed on a different day. The teaching would be a mix of lecture, hands-on
demonstrations, and peer reviews. Required materials and assessment tools are also
developed during this process.
During the development process, preparation is carried out, and the planners observe
inconsistencies between planned and actual training. Designers noticed that most learners
were introduced to quality approaches and should have set other training targets. The decision
is, therefore taken to take less time for instruction invariance research and more on the
principles of Deming. These perspectives are used in the evaluation process, in which
planners evaluate the efficacy of the preparation. Overall, the preparation was judged
successful, with previously defined learning metrics being met. However, assessments also
reveal that variance research took less time – to optimize learning – and Deming's principles
required more. The material protected may also be extended, and managers would collaborate
with the developers to select potential new subjects.
In conclusion, the ADDIE model is a useful paradigm for the creation of all forms of
programs. It offers a framework which supports individual and collective learning, and each
step provides a basis for the creation and furthering of learning objectives. Finally, it
encourages a learning loop that enhances the development of other information learned in a
training module.

Reference
Mayfield, M. (2011), "Creating training and development programs: using the ADDIE
method", Development and Learning in Organizations, Vol. 25 No. 3, pp. 19-22.
https://doi.org/10.1108/14777281111125363
Culatta, R. (2018, April 2). ADDIE model. Retrieved September 7, 2018, from
http://www.instructionaldesign.org/models/addie/
Culatta, R. (2018, May 11). History of instruction design. Retrieved September 7, 2018, from
http://www.instructionaldesign.org/%20history/
Molenda, M. (2015, February 19). In search of the elusive ADDIE model. Performance
Improvement, 54 (2), 40. Retrieved from Wiley Online Library, DOI: 10.1002/pfi.21461
Kurt, S. (2018, June 7). ADDIE model: instructional design. Retrieved September 7, 2018,
from https://educationaltechnology.net/the-addie-model-instructional-design/