The document discusses selecting the appropriate training approach and delivery method by outlining the ADDIE model of analysis, design, development, implementation, and evaluation. It emphasizes choosing a delivery method like instructor-led, online, or on-the-job training that matches the content type and considers factors like behavior change, group size, and evaluation needs. Aligning the right delivery approach to content and learners is key to effective instruction according to the expert.

1. Selecting the Appropriate
Training Approach:
Delivery Decision-Making
By Karl M. Kapp, Ed.D., CFPIM, CIRM
Professor, Instructional Technology
Bloomsburg University

2. What is this . . .
The procedure is actually quite simple. First, you arrange things into different
groups. One pile may be sufficient, depending on how much there is to do. If
you have to go somewhere else due to lack of facilities, that is the next step;
otherwise you are pretty well set.
It is important not to overdo things. That is, it is better to do too few things at
once than too many. In the short run this may not seem important but
complications can easily arise. A mistake can be expensive as well.
At first, the whole procedure will seem complicated. Soon, however, it will
become just another facet of life. It is difficult to foresee any end to the
necessity for this task. After the procedure is completed one arranges the
materials into different groups again and puts them into their appropriate
places. Eventually, they will be used once more and the whole cycle will then
be repeated again. However, that is part of life.
KNOWLEDGE SUMMIT 2009

4. To deliver effective instruction,
you must understand the
context in which the learning
will be used and choose an
appropriate delivery mechanism.
--Karl’s mom

6. For More Continued Discussion:
www.karlkapp.blogspot.com

7. Results of Good Instructional Design
• Standardized Process
• Research-based principles guide selection
of instructional strategies and media.
• Learner assessments are tightly integrated
with the objectives of the instruction.
• Learner success increases
• Courses are developed from learner’s
perspective
• Correct delivery methods if chosen
KNOWLEDGE SUMMIT 2009

8. Agenda
• Adult learning theory applied to your
organization
• Introduction to the “ADDIE” model
• What Method to Use?: instructor-led, computer
based, OJT, read and understand, etc.
• Aligning content and learning approach to your
audience

9. Which Topic is of the Most Interest?
1. Adult learning theory 1. Orange
applied to your organization
2. Purple
2. Introduction to the “ADDIE”
model
3. Pink
3. What Method to Use?:
instructor-led, computer 4. Blue
based, OJT, read and
understand, etc.
5. All of the Above
4. Aligning content and
learning approach to your
audience 6. None of the Above

10. Describe the
Ideal Learning Event?

11. Ideal Learning Event
• Human interaction
• Class size of one
• Extremely focused
• Takes place within 5 - 10
minutes of need
• Answers individual
questions
• Effectively solves a
problem

12. Sad Reality
• People are busy
• OJT is not always done
well
• Time is a limited
resource
• People rush through
training to get “back to
real work”
• Best delivery methods
are not always chosen

13. Solutions
• Create a Bill of Learning
• Standardize Design of
Instruction
• Apply Adult Learning
Principles to Content
Delivery
• Apply Distributed
Practice Concept
• Focus on Behavioral
Changes

14. ADDIE
One of the most common Instructional System Design models
KNOWLEDGE SUMMIT 2009

15. Analysis
Without careful analysis instructional problems can occur
• Define the characteristics of the prospective learners
– Age Grouping
– Educational Background
– Role within Organization
• Examine the type of content to be taught
• Define the Business Goals
• Identify audit risks
• Define the Learning Objectives
• Determine the delivery format
Measure twice; Cut once Analyze fully; Design once

16. Analysis
• Teach someone how to write and send a letter
• Write the letter, including the • Fold the letter and put it in the envelope
introduction, body, and closing • Seal the envelope
• Address an envelope properly and • Determine proper postage
legibly • Affix the postage stamp in the correct
• Affix proper postage to the envelope location
• Deliver the envelope to the post office

17. Analysis
1. Who is the intended training audience?
a. What do they know?
b. What do they need to know?
2. What risks are involved in terms of personnel and
company?
3. What business need is driving this training?
4. What are the goals and objectives for this training?
a. How do we know when they are met?
5. How will you define and measure success for both
the learner and the organization?
6. What are my options for delivering this material?
7. Is it review or new material?
8. What is the criticality of not knowing this
information?

18. Design
• Determine Knowledge Type and appropriate Instructional Strategies

19. Design
Facts
• Associations of one piece of information
to another and require memorization.
Teaching Facts
- Mnemonics
- Chunking
- Drill and Practice Drill and Practice
- Association Association Chemical Quackers
- Organization
- Elaboration / Re-teach Put it Together

20. Design
Concepts
• A class of items that share common
features and is known by a common
name
• Hero
• Disease
• Inspection
• Audit
Teaching Concepts
• Identification of attributes
• Discrimination of examples/non-examples
Manufacturing game

21. Design
Design for Concepts
– Linking of Facts
– Example, Non-Example
– Attribute Classification
Example One
Example Two

22. Design
Design for Concepts
– Linking of Facts
– Example, Non-Example
– Attribute Classification

23. Design
Rules
• Rule is a statement that expresses a relationship
between two or more concepts.
Teaching Rules
• If-Then
• Cause/Effect
• Concept Application

24. Design
Rules
KNOWLEDGE SUMMIT 2009

25. Design
Rules
KNOWLEDGE SUMMIT 2009

26. Design
Procedures
• Procedure is a sequence of steps the
learner performs to accomplish a task.
Teaching Procedures
– Whole to Part Review
– Learn Parts
– Assemble Procedure

27. Design
Procedures
KNOWLEDGE SUMMIT 2009

28. Simulations

32. Design
Procedures
KNOWLEDGE SUMMIT 2009

36. Design
Principles
• A non-sequential guideline that
must be adapted to a specific
situation when interacting with
others.
Teaching Principles
– Modeling
– Behavior Checklist
– Examples

37. Design
Principles
• Basic Feedback Loop
Situation 1 Q1 Correct Situation 2
Incorrect Provide feedback in Situation 2
or independent of Situation 2
Feedback
or go to Q1
KNOWLEDGE SUMMIT 2009

38. Design
Principles
KNOWLEDGE SUMMIT 2009

39. Design
Problem-Solving
• Problem is previously un-encountered situation that
requires the application of previously learned
concepts, rules, procedures, principles
Teaching Principles
– Realistic Application
– Scenarios
– Professional Experiences
Example

40. Pop Quiz
Guess the Type of Content

41. What Type of Knowledge?
Match a list of dates with events
in European history.
1. Facts 1. Orange
2. Concepts
3. Rules 2. Purple
4. Procedures
3. Pink
4. Blue

42. What Type of Knowledge?
Compute the Square Root of Number.
1. Concepts 1. Orange
2. Rules
3. Procedures 2. Purple
4. Problem-Solving
3. Pink
4. Blue

43. What Type of Knowledge?
Plot the path of a hurricane
using longitude and latitude.
1. Concepts 1. Orange
2. Rules
3. Procedures 2. Purple
4. Problem-Solving
3. Pink
4. Blue

44. What Type of Knowledge?
Explain the idea of Compliance.
1. Facts 1. Orange
2. Concepts 2. Purple
3. Rules 3. Pink
4. Principles (Soft Skills) 4. Blue

45. What Type of Knowledge?
Negotiate for a “win-win” outcome.
1. Orange
1. Rules
2. Purple
2. Procedures
3. Pink
3. Principles (Soft Skills)
4. Problem-Solving 4. Blue

46. Development
• The creation of the content and learning
materials based on the Design phase
– Online course
• Creation of Media assets (e.g.
images, Flash, Audio, Video)
– Stand Up Instruction
• Instructor Guide
• Learner Guide
• Job Aids
• Formative Evaluation
– A test run of the materials

47. Implementation
• The Course ready to be launched
- Online Course
- Course Delivery
- Computers and Connections
- Registration
- Instructor-led Course
- Course Delivery
- Room Logistics
- Registration
- OJT
- Content Delivery
- Assessment
- Registration/Tracking

48. Evaluation
• The quality control process that ensures an
instructional sound, bug-free course
• Provides opportunity for feedback from the
learners and assess learner outcomes
– Do learners like the course?
– Do learners achieve the learning objectives
at the end of the course?
– Do the learners change their behaviors in
the workplace?
– Does the course help the company achieve
its business goals?

49. Bill of Material Bill of Learning
Mountain Maintain a High Level
Bike of Product Quality
Wheel
Frame Handlebar Learn to use new Properly Document
Assembly
Assembly Assembly Quality system and Quality Problems
2
Understand integrated Understand the
Rim nature of Quality system process of
Assembly Tire documenting problems
2 2
Describe the dataflow Explain the concept of
of the quality system “quality related error”
Spokes Hub Rim
Identify critical Quality Classify different types
36
system functions of errors that occur
during production

50. Type of Training
• Read and Sign Considerations
– Review of content
– Focused on awareness
– Minimal consequences for failure
– Behavior is expected or common practice
– No behavior change anticipated as a result
– Best for teaching: Facts

51. Type of Training
• Online Considerations
– Consistency of content critical
– Evaluation of knowledge required
– Large, geographically dispersed population
– Material is relatively static
– Behavior change expected
– Best for teaching: Facts, Concepts, Rules,
Procedures

52. Type of Training
• Instructor-Led
– Opportunity to ask questions necessary
– Content can have ambiguity
– Initial orientation to organization
– Interaction with peers desired for learning results
– Best for teaching: Principles, Problem-Solving

53. Type of Training
• On-the-Job
– Manipulation of Equipment Required
– Evaluation of performance/behavior required
– Small instructor/learner ratio available
– Trainer is trained to deliver OJT
– Highly specific instructions & directions required
– Best for teaching: Rules, Procedural, Problem-
Solving

54. Type of Considerations Content Behavior Example
Training Change
Read and Review of content Facts No Mission
Sign Focused on awareness Concepts Statement
Minimal consequences for failure Ethics Statement
Behavior is expected or common practice
Instructor- Opportunity to ask questions necessary Problem Yes Sales Training
Led Content can have ambiguity Solving
Initial orientation to organization Principles
Interaction with peers desired for learning
results
Online Consistency of content critical Facts Yes Lock out, Tag Out
Evaluation of knowledge required Concepts Training
Large, geographically dispersed population Rules MSDS Training
Material is relatively static Procedures
OJT Manipulation of Equipment Required Procedural Yes Operating a
Evaluation of performance/behavior required Problem piece of
Small instructor/learner ratio available Solving machinery
Trainer is trained to deliver OJT
Highly specific instructions & directions
required

55. Online vs. Instructor-Led Checklist
1. Are you teaching declarative knowledge: facts,
concepts or rules? (procedures, principles, and problem-
solving knowledge are more difficult to teach online without
simulations.)
2. Is the material to be taught relatively static? (Material
with frequent changes is less appropriate for online instruction)
3. Are the materials straightforward with little
complexity?
4. Do you need to distribute the instruction to a large,
geographically dispersed population of learners?
5. Do you need to track course completions?

56. Online versus Instructor-Led Checklist
6. Do you need to evaluate learner achievement
via quizzes or tests?
7. Is there time to create an effective online
module?
8. Is there enough budget for online learning?
(“Effective” online learning may require more budget
upfront than ILT but it saves in the long run)
9. Would the learner benefit if the content was
animated to show relationships among items or
changes over time or how to perform certain
actions?

57. Online versus Instructor-Led Checklist
10. Will potential learners have different knowledge
levels prior to taking the instruction?
11. Does an infrastructure already exist for
distribution of an online module?
12. Do you have the resources for technically
supporting online learning?
13. Do all the potential learners have easy access to
a computer and, therefore, the instruction?
14. Are the potential learners comfortable and
familiar with using a computer?
KNOWLEDGE SUMMIT 2009

58. General Adult Learning Delivery Principles
• Link Behavior to Learning
to avoid learning clutter
• Distributed Practice
• Immediate Feedback
• Stress “Why”
• Illuminate Consequences
• Provide Multiple Learning
Paths

59. ENIAC's main control panel

64. Link Task to
Performance/Behavior
How will this knowledge
or skill contribute to
better job performance?

65. Say Dadda

67. Learning as a Process
Review with self-paced e-learning
Conduct a classroom session
Refer learners to online site for pre-work

68. Feedback

70. If a train left the station at 10:30 AM traveling an
average of 90 miles an hour and it was 145 miles to
the next city? At what time would the train arrive?
Why don’t we check the
TRAIN SCHEULE?

71. Illuminate Consequences

73. General Adult Learning Delivery Principles
• Link Behavior to Learning
to avoid learning clutter
• Distributed Practice
• Immediate Feedback
• Stress “Why”
• Illuminate Consequences
• Provide Multiple Learning
Paths

74. Summary
Remember...
• Use the ADDIE Model to design instruction
• Use the appropriate instructional strategy to deliver content
• Tie learning outcomes to performance outcomes
• Leverage learning principles for learning success
• Match content to learning delivery