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SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
SPADES Model for Training Managers
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SPADES Model for Training Managers

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SPADES Model for Training Managers, based on the SPADES model article on ASTD, http://www.astd.org/Publications/Magazines/TD/TD-Archive/2013/06/Training-in-SPADES, by Allan Harris. …

SPADES Model for Training Managers, based on the SPADES model article on ASTD, http://www.astd.org/Publications/Magazines/TD/TD-Archive/2013/06/Training-in-SPADES, by Allan Harris.

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  • 1. SPADES Model Based on “Training in SPADES” by Allan Harris http://www.astd.org/Publications/Magazines/TD/TD-Archive/2013/06/Training-in-SPADES
  • 2. Infusing Instructional Design
  • 3. Infusing Instructional Design with Project Management Based on “Training in SPADES” by Allan Harris http://www.astd.org/Publications/Magazines/TD/TD-Archive/2013/06/Training-in-SPADES
  • 4. Analyse Implement Evaluate Develop Design
  • 5. Analyse clarifies the instructional problems and objectives, and identifies the learning environment and learner's existing knowledge and skills
  • 6. Design deals with learning objectives, assessment instruments, exercises, content, s ubject matter analysis, lesson planning, and media selection.
  • 7. Develop instructional designers and developers create and assemble content assets blueprinted in the design phase.
  • 8. Implement develops procedures for training facilitators and learners on the new course and course material
  • 9. Evaluate Consists of two parts: formative and summative
  • 10. Evaluate Formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Summative assessment is to evaluate student learning at the end of a course unit by comparing it against some standard or benchmark.
  • 11. Start Lay the foundation of your project and complete critical tasks: •Outcome •Who has a stake in your project's outcome •Resources •Needs analysis
  • 12. Plan Take stock of the tasks your team will need to accomplish and the resources required to complete them. Create detailed plans for tasks, communications, budgets, risks, procurements, and resources
  • 13. Administer Administration involves tasks that can occur at any point in the training project. A majority of time is spent communicating with the project team, and stakeholders, users, suppliers, and resources. Project managers should take time to understand what kind of communication expectations each person has.
  • 14. Develop This includes the design and development stages
  • 15. Engage Engagement aligns closely to the implementation stage of ADDIE. It also includes many of the tasks involved with evaluation, including analysis.
  • 16. Stop Determine if each of the project's requirements and objectives were met. Project managers also should make sure final paperwork is completed, suppliers are paid, and resources are released. In addition, they should ensure that the deliverables are transferred to the people who become responsible for them.
  • 17. ADMINISTER Start Plan Develop Engage Stop
  • 18. Based on “Training in SPADES” by Allan Harris http://www.astd.org/Publications/Magazines/T D/TD-Archive/2013/06/Training-in-SPADES ADDIE model information sourced from http://en.wikipedia.org/wiki/ADDIE_Model

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