The document provides guidance on developing training materials using the ADDIE model, which includes 5 phases: Analysis, Design, Development, Implementation, and Evaluation. It outlines the key steps and considerations for each phase of the process. In the Analysis phase, needs are identified through audience analysis, content analysis, and goal and objective setting. The Design phase involves defining learning activities, assessments, and media. The Development phase is when the actual training materials like presentations, guides, and eLearning are produced. Implementation is when the instruction is delivered and feedback is obtained. Finally, Evaluation assesses the results.

1. Developing Training
Material
With ADDIE

2. IntroductionIntroduction
To inform on a process and tools for problem analysis, training design and
development, implementation strategies, and project evaluation.
OOURUR GGOALOAL
The ADDIE design model provides a step-by-
step process that helps training specialists
plan and create training programs. It is the
model that we will use to help guide you
through your training needs.
WWHATHAT ISIS ADDIE?ADDIE?
The ADDIE model revolves around the follow five components:
 Analysis/Assessment – Identify needs and constraints
 Design – Define learning activities, assessment, and media
 Development – Produce training media, perform formative evaluation,
and revise
 Implementation – Deliver the instruction and obtain feedback for revision
 Evaluation – Evaluate results from training medium using Kirkpatrick’s 4
levels of evaluation and perform any necessary revision.
In the information to follow, we will guide you through the ADDIE process to
help you create a training medium for your needs.
SSTEPTEP--BYBY--STEPSTEP??

4. 11 ASSESSMENTASSESSMENT
Identifying:
Needs
Constraints

6. ASSESSMENTASSESSMENT
Training programs don’t just come together on their own. They require time
and planning to ensure that learners will get the most from their training. If
you skip the Assessment/Analyze phase, you can easily create unwanted
risks:
 Wrong focus—content may not address the company’s needs
 Too easy or too hard—the material could bore or frustrate the learners
 Incomplete or inaccurate content—the program might not teach the
correct material
 Performing a needs analysis
 Analyzing learners’ current capabilities
 Discovering any existing content
 Determining the course structure and organization
 Setting training goals and objectives to align with
company goals
AANALYZENALYZE FULLYFULLY;; DESIGNDESIGN ONCEONCE
SSTEPSTEPS TOTO AASSESSMENTSSESSMENT

7. ASSESSMENTASSESSMENT
Identifying what problem is causing the desire for learning or training.
 What is the problem triggering a desire for
training?
 Is there a gap in performance?
 Could the learner perform this task before?
 What is the likely causes?
 Is the problem worth pursuing?
 Is there a quicker solution than training?
 What are the specific knowledge/skills the learn-
er needs to acquire?
 Is this course or training a replacement or
addition to an existing one?
 What time and other resource limitations will the
learners face?
NNEEDSEEDS AANALYSISNALYSIS
CCRITICALRITICAL QQUESTIONSUESTIONS
As you answer the questions above, you are trying to understand the prob-
lem and design a way to effectively deliver an instructional solution.

8. ASSESSMENTASSESSMENT
Will aid in tailoring the instruction to specific types of learners, the level at
which to begin the course, and how to best deliver the material.
AAUDIENCEUDIENCE AANALYSISNALYSIS
 Who will enroll in the course/training?
 What do the learners already know?
 What expectations will the learners have of
the course/training?
 What expectations will the learners have in
regards to time and amount of work?
 Where will learners want to learn?
 What resources will learners have at their
disposal?
 Will the course be able to accommodate
advanced or remedial learners?
CCRITICALRITICAL QQUESTIONSUESTIONS
It is unrealistic to expect that you will be able to accommodate or anticipate
all learner variations. However, addressing the above questions will prepare
you to face most learner issues.

9. ASSESSMENTASSESSMENT
Identifying whether any content exists that can be used in whole, in part, or
with modifications.
CCONTENTONTENT AANALYSISNALYSIS ANDAND DDISCOVERYISCOVERY
 Ask yourself if there is any existing
material that could be used for the course/
training. Materials can be in the form of:
 User guides
 Existing classroom material
 Survey results
 Images
 Existing eLearning
 After collecting any existing material,
review the material for what content can be
reused.
 Prepare questions for subject matter
expects (SMEs) to help make effective use
of their time.
SSTEPSTEPS TOTO DDISCOVERYISCOVERY
This process of the Assessment phase allows you to collect key information
at the start of the project while helping reduce some design risks. The exist-
ing content can save you time and money, while allowing you to concentrate
on improvement.

10. ASSESSMENTASSESSMENT
Provides step-by-step instructions that will take the learner from start to finish.
SSTRUCTURETRUCTURE AANALYSISNALYSIS
 The structure analysis should make sure
the course will:
 Cover all information and steps that
learners will need to know
 Exclude information that learners
already know
 Exclude information that learners don’t
need to know
 Learners rely on you to provide them with a
set of directions that will get them from
what they already know to what they need
to know.
MMAKINGAKING AA RROADMAPOADMAP
In this process of the Assessment, it is good to think from the learner’s
perspective. An expect will be able to complete tasks without consciously
thinking about them. The Audience Analysis helps find out what the learner
will need to know and what they don’t to help create this roadmap.

11. ASSESSMENTASSESSMENT
In this phase of the Assessment process, you have now obtained all the
information you need to formulate achievable training goals. The goals will
tell the instructor what learners need to know, understand, or apply.
Objectives are the activities we focus our time on to achieve these goals.
GGOALSOALS ANDAND OOBJECTIVESBJECTIVES
 Objectives should contain the following
elements:
 An observable task
 The conditions to perform the task
 A criteria to measure success
 Keep your objectives simple
 After writing your objectives, test them and
ask yourself ―Would the goal be achieved if
this objective occurred as described?‖
 If no, what else would have to be
achieve before the goal has been
achieved?
WWRITINGRITING PPREFORMANCEREFORMANCE OOBJECTIVESBJECTIVES

12. 22 DesignDesign
Defining:
Learning Activities
Evaluation
Media

14. DesignDesign
There are many different ways to sequence and present content to learners.
Creating an instructional strategy allows you to make important choices
about the course’s structure and its delivery methods.
IINSTRUCTIONALNSTRUCTIONAL SSTRATEGYTRATEGY
 How will the material be grouped and sequenced?
 Learning objectives should be grouped
 Once topics are together, what order will you put them in?
 Step-by-step process
 Known to unknown knowledge
 General to specific information
 What activities and exercises will be used to present the
material?
 Group discussions
 Modeling
 Scenarios
 Applied practice
 How will assessments measure a learner’s success?
 The course’s assessments should measure a learner’s
progress towards each of the learning objectives.
 Quizzes
 Demonstration of knowledge
TTHREEHREE IISSUESSSUES THATTHAT CREATECREATE AA SSTRATEGYTRATEGY

15. DesignDesign
The course format will affect almost every aspect of the design document
and the final course content. It is the structure produced from combining the
learners’ needs, the content, and the business goals.
SSELECTELECT CCOURSEOURSE FFORMATORMAT
 Some suggested formats:
 Self study training guides
 Quick-reference guides (Pocket tools)
 Classroom/Workshop series
 eLearning Course
 A blended variation of the above
 If a classroom or workshop series,
determine the appropriate duration for the
course.
 One single sitting course
 Longer but fewer session
 Shorter, more numerous sessions
DDETERMININGETERMINING FFORMATORMAT

16. DesignDesign
The Project Plan is a formal, approved document used to guide both project
execution and control. The Training Department has a Project Plan template
available that can be sent electronically.
CCREATINGREATING AA PPROJECTROJECT PPLANLAN
 Why? - What is the problem or value
proposition addressed by the project?
Why is it being sponsored?
 What? - What is the work that will be
performed on the project? What are
the major products/deliverables?
 Who? - Who will be involved and what
will be their responsibilities within the
project? How will they be organized?
 When? - What is the project timeline
and when will particularly meaningful
points, referred to as milestones, be
complete?
AANSWERSNSWERS QQUESTIONSUESTIONS

17. DesignDesign
TTHEHE PPROJECTROJECT PPLANLAN
When writing the Project Plan, you want to
make sure that you include all the necessary
information about the following topics.

18. This document will serve as a reference to you as you develop your training material.
DesignDesign
At the end of the design phase, you will need to write up a design document.
This document will provide a high-level overview of the entire training
solution. The Training Department has a Design Document template
available that can be sent electronically.
CCREATINGREATING AA DDESIGNESIGN DDOCUMENTOCUMENT
TTASKSASKS ANDAND PPURPOSEURPOSE
 The Design Document will perform the
following tasks:
 Describe the overall learning approach
 Identify instructional media choices
 Cluster and sequence objectives
 Describe course exercises, activities,
and assessments
 The Design Document is used to fulfill 3
purposes:
 Check to see that the design concepts
are cohesive and complete
 Present the training solution to all
parties involved
 Allows an opportunity to gather
feedback about the design

19. DesignDesign
TTHEHE DDESIGNESIGN DDOCUMENTOCUMENT
At the beginning of the Design Document, you
will need to state the project’s purpose,
objectives, and what your proposed solution is.
If you recall, you already wrote these
objectives earlier in the Analysis Phase. You
are now putting all your data in one place.

20. DesignDesign
TTHEHE DDESIGNESIGN DDOCUMENTOCUMENT
Now, create an overview of each
module in the training program with
each major topic. During the earlier
steps of the Design Process, you
accomplish this from determining the
course format and by sequencing and
grouping from when you created an
instructional strategy.

21. DesignDesign
TTHEHE DDESIGNESIGN DDOCUMENTOCUMENT
Finally, it’s time to break each module down further:
 List the objectives for that module
 The materials used (handouts, PowerPoint, etc)
 List the contents of each section and add any
design notes that you will need to know when
developing.

22. 33 DevelopmentDevelopment
Produce training media
Perform formative evaluation
Revise

24. DevelopmentDevelopment
With the Assessment and Design phases complete, you have created solid
foundation for developing training material. You have access to pre-
developed materials, learning objectives, and a design document to help
guide you through making the slides, handouts, and more..
DDEVELOPINGEVELOPING TTRAININGRAINING MMATERIALATERIAL
 Even with little experience in developing
training materials, it can be easy to do:
 PowerPoint presentations are made
all the time and are widely used in
classroom training
 Handouts can be just questionnaires
made in a Word Document.
 You have Training’s support to aid you
in creating an eLearning course. You
are never alone when coming to us
with your training needs.
 Developing the materials yourself will
cost less than Outsourcing to an outside
company. However, if you feel that is
your only option, please consult others
for contacts.
IINN HHOUSEOUSE VSVS OOUTSOURCINGUTSOURCING

25. DevelopmentDevelopment
Classroom training provides a personal and interactive training delivery. The
classroom should provide hands-on practice, encourage discussion with
clear feedback, and respect different learning styles. When developing
classroom training, the facilitator will need a guide to aid them in the flow of
the course and what steps to take as it progresses.
DDEVELOPINGEVELOPING TTRAININGRAINING MMATERIALATERIAL——CCLASSROOMLASSROOM TTRAININGRAINING
 How many people need training?
 Can learners dedicate time for training?
 Is there a room available to conduct
training when you need it to be done?
 Do learners need hands-on practice and
quality feedback?
 Will learners need any additional
materials? Handouts, Guides, etc?
 What presentations will need to be
made?
CCRITICALRITICAL QQUESTIONSUESTIONS

26. DevelopmentDevelopment
The Facilitator’s Guide contains a layout of what and when to say and do in
the classroom. From start to finish, you will need to tell the Facilitator what to
Say, Ask, Answer, and what activities/handouts to Show.
DDEVELOPINGEVELOPING TTRAININGRAINING MMATERIALATERIAL——FFACILITATORACILITATOR’’SS GGUIDEUIDE
Electronic copies of templates that are available for you in the enclosed CD.

27. DevelopmentDevelopment
A standard piece of training material that is used in classroom settings. They
can also be used for handouts and study guides.
DDEVELOPINGEVELOPING TTRAININGRAINING MMATERIALATERIAL——PPOWEROWERPPOINTOINT
 If you are using PowerPoint to guide your
workshop, here are a few tips into the
concept of Presentation Zen:
 Reduce text; text be redundant
information
 Images trigger emotions
 95% of all presentations are boring;
When information is just crammed into
a handful of slide.
 Don’t be boring
 Tell stories; be interesting, provoke
emotions, don’t just read bullet points
 Whitespace is your friend
 Be concise
 You have something to say, not
PowerPoint; so say it!
IINTRONTRO TOTO PPRESENTATIONRESENTATION ZZENEN
For more information on Presentation Zen, go to: www.presentationzen.com
or ask Training for more information.

28. DevelopmentDevelopment
The eLearning Development team has put together an online certification
course on the LMS to help fill you in on how to create your own eLearning
training material in an eLearning. Your course can be developed in one of
two easy-to-use software; Content Point or Adobe Captivate.
DDEVELOPINGEVELOPING TTRAININGRAINING MMATERIALATERIAL——EELLEARNINGEARNING
 Course Size and Format:
 1024 x 768; SCORM 1.2
 Seat Time:
 Stores: 15 minutes
 Logistics: 30 minutes
 Corporate: 30 minutes
 Contents:
 Page 1: Explain seat time
 Page 2: Audio page, if included
 Page 3: Introduction page with objectives
 Quiz, If the course needs to be tracked in the
LMS, must include:
 Bank of 10 multiple choice or True/False
questions, with 5 random questions asked
 Passing rate of at least 80%
 Feedback needs to be given after each slide
 Results need to be shown at the end
EELLEARNINGEARNING SSTANDARDSTANDARDS

29. DevelopmentDevelopment
DDEVELOPINGEVELOPING TTRAININGRAINING MMATERIALATERIAL——EELLEARNINGEARNING PPAGEAGE SSTANDARDSTANDARDS
Banner:
 Top of the page with course name
 1024 x 105
 Font: Arial, Bold Italic, 48pt, Yellow
Breadcrumbs:
 In black portion of the banner
 Font: Arial, Bold, 12pt, White
Heading:
 Font: Arial, Bold Italic, 36pt, Black
Body:
 Font: Arial, Italic, 20pt, Black
Page Numbers:
 Bottom right of the page
 Format: Page # of #
 Font: Arial, Bold, 12pt, Black

30. DevelopmentDevelopment
After the you finish developing your training materials, you will need to look
over your work. However, it is possible to look over many errors and
inconsistencies because of your focus on the material. It is at this time that
you will need someone else to review your work.
QQUALITYUALITY AASSURANCESSURANCE
 The Training Department will be reviewing
your materials with you in this process.
They will be checking for the following:
 Content Accuracy
 Content Completeness
 Grammar and Spelling
 Once the review is complete, you will need
to revise your work from any feedback you
receive.
 After you have finished, it is time to put
your training program into action!
RREVIEWEVIEW ANDAND RREVISIONEVISION

31. 44 ImplementationImplementation
Deliver instruction
Obtain feedback

33. ImplementationImplementation
This workshop can be done in two different ways, either before or during the
beta-test. This depends on the expected time of completion and method of
instruction.
TTRAINRAIN THETHE TTRAINERRAINER WWORKSHOPSORKSHOPS
During the workshop, you will have the opportunity
to present the design of your material to the training
consultant and your other facilitators. This allows
you to practice presenting for a workshop and
demonstrate the flow of the material.
CCONTENTONTENT TTRAININGRAINING
During the workshop, your Training
Consultant will be available to give you tips
on delivery methods and approaches.
They will also aid you in in how to evaluate
of your material and your project.
FFACILITATORACILITATOR TTRAININGRAINING

34. ImplementationImplementation
If you followed this model step by step, you should feel confident in your
program because the program:
 Meets important business goals
 Content covers what the learner needs to know
 Reflects the learners existing capabilities
 Has been reviewed for completeness and accuracy
BBETAETA TTESTINGESTING
 The Training department will be available to offer you tips and
suggestions on how to conduct your classroom, in a Training
the Trainer workshop session for Facilitating
 You will need to complete the following before leading the
workshop:
 Schedule rooms
 Administer registration, tracking, and logistics for eLearning
GGETTINGETTING SSTARTEDTARTED

35. ImplementationImplementation
After completing the Beta-Test, you will have several sources of feedback.
You can collect information from the learners, Training, other facilitators, and
yourself. Learner feedback being the most important.
EEVALUATIONVALUATION ANDAND FFEEDBACKEEDBACK
 Using a small survey you can find many
answers to important questions. These
questions may include:
 Level of appeal of the instruction
 Relevance of the objectives
 Ability of the course to encourage and
retain interest
 Amount and appropriateness of
interactive exercises
 Ease of navigation and use of tools
 Quality and relevance of media
 Value perceived by the learner
Using the information you obtained, you can modify, make corrections, and
improve your course to help future learners walk away from your training
experience inspired and fulfilled.
OOBTAININGBTAINING FFEEDBACKEEDBACK

36. 55 EvaluationEvaluation
Evaluate Results
Performing Revisions

38. EvaluationEvaluation
You have researched your training needs in Assessment, Designed and
Developed your training materials, Implemented your material and now it’s
time to EvaluateEvaluateEvaluate your work. Donald Kirkpatrick created Four Levels of
Evaluation that we use to judge the effectiveness of our training.
FFOUROUR LLEVELSEVELS OFOF EEVALUATIONVALUATION
 Learners are asked to evaluate the
learning/training after completion
 This is an inexpensive measurement that
usually takes the form of a port-learning
survey that can be a handout or done
online
 Some questions can include:
 Level of appeal of the instruction
 Relevance of the objectives
 Ability of the course to encourage and
retain interest
 Amount and appropriateness of
interactive exercises
 Ease of navigation and use of tools
 Quality and relevance of media
 Value perceived by the learner
LLEVELEVEL 11—— RREACTIONEACTION

39. EvaluationEvaluation
 In level 2, we ask, ―Did learners actually learn the material?‖
 To show achievement, learners complete a pre-test and post-test
 Questions must be derived from the learning objectives
 Some steps you could take to complete this level of evaluation:
 Develop pre-test and post-test based on the objectives
 Administer the pre-test before instruction to be used a
benchmark
 Administer the post-test after concluding the course
 Compare the results
LLEVELEVEL 22——LLEARNINGEARNING
 Level 3 attempts to determine whether of not learners’
behaviors have changed as a result of training
 This form of evaluation should be done two to three months
after the training has ended
 Some tools you can use are:
 Observations
 Behavioral scorecards/surveys by:
 The learner
 The learner’s supervisors
 The learner’s direct reports
 Those who interact with the learner in the workplace
LLEVELEVEL 33—— BBEHAVIOREHAVIOR

40. EvaluationEvaluation
 In level four, we attempt to find how the training has effected the
business
 We can quickly see an example of this when living and teaching the
company values can Grow profitability.
 Here are some ways you can capture data:
 Sales volumes
 Customer retention
 Customer support
 Time for task completion
 Return on Investment (ROI)
LLEVELEVEL 44——RRESULTSESULTS
Congratulations on completing your course!