This document discusses using improvisational techniques to improve training compared to traditional ADDIE models. It notes that with ADDIE, disproportionate time is spent on analysis versus evaluation. Improv techniques like games, yes anding, and show and tell can accelerate ideas to action, improve listening skills, and foster collaboration. The document provides examples of using improv for a sandwich making and laundry training versus a traditional ADDIE approach. It also discusses how to use improv for sales training, software training, and coaching skills training. Finally, it lists books, websites and videos for further learning about improv techniques.

1. From ADDIE to
Improv
Nancy Munro
&
Allison Black

2. Problem to Solve
ROI Institute – CEO’s don’t see the connection to training
6% see connection of training to business
outcomes
94% want to see the connection but don’t feel they
are getting it.
“In the traditional ADDIE model dispprortionate amount of
time spent on Analysis vs. Evaluation”

3. Why?
• Time
• Money
• Culture
• Access to content
• Attention Spans
• Measurements

4. Improv +
• Correlation • Games/Methods
– Acceleration of ideas to – Yes, and
action – Ad Game
– Listening skills – One Word Sentence
– Active vs. passive – Show and Tell
– Collaboration
– Working with unknowns

5. Begin w/ End
• Assess your current training projects to determine which
ones you can re-design w/ new method
• Understand the underlying principals of how to facilitate
training in a new way
• Decrease your production time
• Build methods to modify and update content rapidly
• Re-establish training effectiveness metrics

6. Improv vs. ADDIE
ADDIE Improv
Analysis Impact
Develop Metrics
Design
Proof
Implement
Evaluation Real-world
On-going
Variety

8. Simple Exercise

9. Making a
Sandwich
ADDIE
• Goals – teach the person how to properly make a peanut butter and jelly
sandwich
• Analysis- This will be for 200 adults in various locations – reading level 6
grade with no physical disability. The desired outcome is an edible
sandwich using the proper ingredients. Language English
• Design- Online web asynchronous ½ hour seat time to complete. Designer
will provide the content. Outline will be done in PowerPoint
• Development – Estimated time to develop 1 week using Articulate or
Captivate
• Implementation – Upload to LMS, send email to all students and require
that they complete this in 1 week of email notification.
• Evaluation – Test at the end to measure that they understand how to
properly make a sandwich.

10. IMPROV
• I – If the sandwich is made well, the employee will be well nourished in
order to be more productive. The process in which they use to make the
sandwich should minimize waste of the materials used to make the
sandwich which will save money.
• M – The student will demonstrate that they made an edible sandwich with
the proper amount of ingredients used within a week of being asked to learn
this task.
• P- Proof –Bring a sandwich to work and select a co-worker or supervisor to
consume the sandwich. The selected individual will complete an evaluation
form to judge how well they completed this task.
• R- Use real ingredients, hands-on activity
• O- ongoing – updates – changes in diet, variety of ingredients strawberry –
grape—gooseberry jam
• V – choose how they want to learn this information- have the students
select a variety of resources to learn this on their own, write 5 test questions
before completing starting the task.

11. Doing Laundry
ADDIE
Goals – teach the person how to properly sort, wash and dry a load of laundry
• Analysis- This will be for 60 adults working 3 different shifts in one facility –
reading level 6 grade with no physical disability. The desired outcome is the
ability to properly understand how to sort wash and dry a load of laundry.
Language English
• Design- Online web asynchronous 1 hour seat time to complete. Designer will
provide the content. Outline will be done in PowerPoint
• Development – Estimated time to develop 1week using Articulate or Captivate
• Implementation – Upload to LMS, send email to all students and require that
they complete this in 1 week of email notification.
• Evaluation – Test at the end to measure that they understand how to sort
laundry by color, decide proper settings on machine, can transfer wet clothes
into the dryer and select proper settings for dryer.

12. IMPROV
I – Clothes may not be useful or wearable if done improperly, can re-use their
wardrobe by properly laundering clothes saves money from having to purchase new
clothing. By teaching the proper use of the equipment, minimizes maintenance costs
with equipment
M – The student can demonstrate that they have successfully washed and dried a load
of laundry that allows them to wear all items that were washed and that the
equipment was left in good condition when finished.
P- Proof –Provide a finished load either in person or via photograph that this task has
been completed within one week.
R- Really complete load of laundry
O- ongoing – updates if they change the machine or buy new clothes
V – choose how they want to learn this information- ask students to first research how
to do laundry and allow them select the resources – require them to write 5 test
questions on how to do laundry

13. Restructure
• Sales
• Software application
• Compliance
• Soft-skill- leadership, coaching
communication

14. Sales
ADDIE Improv
•200 sales people needed to learn a new What percentage of expected revenue will
financial services product the product cover?
•Classroom instruction with 20 people in What is the selling goal for each sales
each class 1 day of training person?
•Use SME on the product info for What happens to the employee if they
technical information, features benefits, don’t meet this part of their goal?
how to handle objections How will that sales manager help them
•Take 2 weeks to build content working meet this goal?
with SME What is the expected time line for revenue
•Total delivery window 3 months. to hit the bottom line from this product?
•Evaluation- test at the end of class and
post class evaluation form

15. IMPROV
• Metric- sales objectives are met based upon revenue goals for the
company. Weekly checks
• P- Sales are acquired within a set period of time
• R – Select targeted existing accounts or prospects that you feel will
be open to this product. Sales managers will work with employees
to help set these targets and evaluate what percentage of daily
activity will be focused on selling these products. Sales manager
will need to be briefed on how this impacts their bottom line.
• O- ongoing part of the sales process, once successful create new
targets, if numbers are not being met- re-evaluate what’s going on.
• V- Variety of tools to support sales efforts, presentation materials,
shadowing sales calls, tag team, check-in calls

16. Soft-skill
ADDIE
Coaching program for 75 managers in a hospital
Create coaching program to help the managers communicate
better with staff so they can be more productive
Training would be a combination of off-the shelf self-study content
and then a ½ day session with managers to tailor some of the
materials to their environment
Need to have all managers complete training in 6 months
Time for development is 1 month
Evaluation is to have employees provide feedback of coaching
skills

17. IMPROV
• Why coaching- what’s going on in the organization that leads you to believe
communication and coaching needs to be trained?
• New Lean/Six Sigma program being introduced to the hospital
• What is the goal for each manager within this new process – decrease waste, fewer
errors, manage patient satisfaction
• Metric- each manager will provide you with their lean goal and determine what are the
milestones for each of these goals
• Proof- using tools from Six Sigma to track and monitor progress
• Real- Use one of their lean goals to assist them in learning how to communicate the
proper way to manage staff to this goal. Become a coach/facilitator to walk them
through a process to uncover any roadblocks that may get in their way and how to
manage the- some employees may require special handling vs. others
• Ongoing – by looking at data make modifications as they go along
• Variety- let managers select resources to help support them – give them the
opportunity to seek out supporting materials

18. Pro vs. Con
• Two team
– One group for Improv
– One group for ADDIE
• 5 Minutes – 5 reasons for your
argument

19. How to Start
• Pick one topic you are familiar with
• What is your metric
• What would a final test be– realistic
• Where are the materials – SMEs, templates, videos,
PowerPoint
• Work with SME or other stake-holder for quick turn-
around –be open to non-traditional approach
• Make sure content aligns to metric
• Deliver
• Loop back- use feedback (audience or metrics) to
continue to modify

20. Books
•“Group Genius” by Keith Sawyer
•“Truth in Comedy” by Kim Johnson, Del Close and Charna Halpern
•“58 ½ ways to Improvise in Training” Paul Z. Jackson
•“Impro: Improvisation and the Theatre” by Keith Johnstone
•“Free Play, Improvisation in Life and Art” by Stephen
Nachmoanovitch
•“Improvise: Scene from the Inside Out” by Mick Napier
•“Impro Learning: How to Make Training Creative, Flexible and
Spontaneous” by Paul Z. Jackson
•“Playfair: Everybody's Guide To Non-Competitive Play” Matt
Weinstein

21. Web sites
Websites
4-Door Learning @ Moodle
http://4d-elearning.com/login/index.php
Thiagi’s Website
www.thiagi.com
AIN (Applied Improv Network)
http://appliedimprov.ning.com/
Paul Jackson Associates
http://www.impro.org.uk
Articulate Blog
http://www.articulate.com/rapid-elearning/is-google-making-our-e-
learning-stupid/

22. YouTube
Thiagi - UMBC Training Forum: Rapid Instructional Design with Thiagi
http://www.youtube.com/watch?v=CYqm8ao1i2c
Dr. David Merrill on Instructional Design
http://www.youtube.com/watch?v=i_TKaO2-jXA

23. Contact Info
Nancy Munro, CEO
nancy@knowledgeshift.net
630-221-8759
www.knowledgeshift.net