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...Evaluate. These phases are sequential--each depends upon the successful completion of the preceding phase.
Moreover, the ADDIE model is an iterative feedback model, which means that the results of the Evaluation phase are returned to the origination point (fed back), closing the loop, facilitating further refinement of the learning product. If the evaluation shows that the module has shortcomings, for example, that the objectives of the module do not align with organizational objectives, those shortcomings are returned to be analyzed again. Further design and development efforts follow, until the module meets organizational needs.
In this article, we will examine the three components of the Design phase (see Sidebar, on facing page) in turn.
[FIGURE 1 OMITTED]
The Learning Product In The Larger Curriculum
Fitting the proposed learning product into the larger curriculum ensures the articulation of this product with all other learning products, and the alignment of this product with organizational goals. There are four aspects to this "fit"--
* The structure of modules
* The relationship between the learning product and the associated SOP
* The learning product's reduction by consolidation of SOPs
* The relationship between learning product and the various regulatory requirements (e.g.: FDA, OSHA, EPA, DEA, etc.)
The Structure of Modules
The larger curriculum is comprised of a set of modules that focus the training effort on accomplishing organizational goals. The Design phase is where the fit between the proposed learning product and the larger curriculum is delineated. This means outlining the structure of the training module wherein the learning product will fit. Each module includes two types of learning product, an Overview Training element and one or more associated Skills Training elements. (1) A module is configured as shown in Figure 2.
[FIGURE 2 OMITTED]
In the Design phase, the precise location of the learning product--as an Overview Training element or a Skills Training element--is determined. To briefly review the difference between these two types of elements: the Overview Training is more conceptually focused, while Skills Training is more task or performance oriented. Concepts tell what a thing is, why it is important; tasks describe how to do something. Concepts provide the "science" for task performance. For example, the tasks involved in sanitizing equipment might be conceptualized as "Reducing the levels of microorganisms and particulates to acceptable limits" thereby minimizing the risk of product contamination from the equipment.
The Overview Training element will typically be delivered by an instructor in a classroom; if a full-featured Learning Management System (LMS) is available, it may be delivered electronically. There will be an SOP for this Overview Training event. The Skills Training elements will usually be delivered, one-on-one, on the shop floor, by a subject matter expert (SME) who is also a trainer, as a Structured On-the-Job Training (SOJT) event. (2) There will be an SOP for each of the SOJTs in the module.
The Overview Training element includes an assessment of training effectiveness--a Knowledge Transfer Assessment (KTA), for example. The training event is documented in a Training Record where the trainer and trainee concur that the trainee has, or has not, successfully concluded the event. In the case of classroom instruction, this training record is entered into the training tracking system and the entry is verified. In the case of a validated LMS, the training record will be an integral part of the learning product and will be electronically entered into the trainee's training history.
The precise fit of each of these modules into the larger curriculum is determined in the Design phase.
Once that Overview Training event is successfully concluded, the trainee goes on to the SOJT events. The several SOJTs are documented in Skill Demonstration Assessments (SDAs), where the trainee's ability to independently perform the task is documented. The results of the SDA are then entered into the training tracking system, and the entry is verified. After all the relevant SDAs are successfully completed, the trainee is qualified, meaning the trainee is ready to perform that module's tasks independently.
Let us consider several examples (see Figure 3).
The Relationship between the Learning Product and the Associated SOP
A second aspect of the fit between learning products and the larger curriculum is the relationship between the learning product and the associated procedure. That, too, will be delineated in the Design phase.
There are two ways that a learning product can be related to a procedure. The first is directly, where the product trains to the procedure; this is sometimes called "document based training." The second is indirectly, where the learning product is mandated in the procedure, but the product does not train to the procedure; this is called "non-document based training." An example of the latter is training in current Good Manufacturing Practices (GMPs), a Food and Drug Administration (FDA) requirement. The FDA requires that this training be both "current" and "conducted on a continuing basis." (3) These requirements are typically met by training on courseware that is repeatedly offered, say on a quarterly basis, and is also frequently revised to ensure current technological methods are included in training. The SOP that provides guidance...
NOTE: All illustrations and photos
have been removed from this article.
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