Two Separate discussion post to be completed separately and doe on the same document:
1: Training Needs Analysis
Describe the analysis stage of ADDIE. In this step, a training needs analysis is required. Based on the training needs analysis, describe a training course that could be used for your current job position. How will the training address the needs of the employees?
2: SMART Goals
Create three S.M.A.R.T. goals that are relevant to receiving your degree from Ashford. How will identifying the S.M.A.R.T. goals aid you in achieving the ultimate goal of graduation?
UNDERSTANDING ADDIE
ADDIE (Analysis, Design, Development, Implementation, and Evaluation) is introduced. The textbook is focused on how ADDIE is used to develop training programs. To gain a better understanding of ADDIE, an examination of the development of the ADDIE model can give insight into the process. Allen (2006) stated that ADDIE evolved as a tool for instructional system design (ISD). After World War II, ISD was developed to find a more efficient method of developing and managing training for new recruits (Allen, 2006). ADDIE has been an ongoing process as the model has been changed several times to meet new requirements in training and development.
The original goal of the ADDIE model was to improve the efficiency and efficacy of training by adapting the instruction to specific jobs, thus ensuring that training courses were specific to the job rather than generalized training with unnecessary extraneous information (Allen, 2006). As noted in the textbook, ADDIE is a five-step process. Chapter three is focused on the first step. The analysis stage of the model allows a course developer to analyze the needs of the organization and the requirements of the specific job (Allen, 2006). Allen stated that the analysis of the job can be accomplished through occupational, task, and job analyses. These analyses can be utilized to determine the behaviors, conditions and standards necessary for job performance (Allen, 2006).
The course developer takes this information to create a list of tasks needed for a specific job. The next step is to compare the task list to the current skills, knowledge, and aptitudes of the current students. The gap between what the students already know and the tasks of the job should be the focus of the training course (Allen, 2006). Griffiths and Lees (1995) stated that this stage requires a training needs analysis (TNA). The TNA utilizes a standard methodology to assist in acquiring the information collection process and to determine the gaps between the students’ current knowledge and the requirements of the tasks of a job. The TNA has two main steps (Griffiths & Lees, 1995). The first step is to determine the students’ KSAs (knowledge, skills, and abilities). The second step is to analyze the target audience description (TAD). The TAD are the individuals (students) who will be completing the specific tasks of the job (Griffiths & Lees, 1995). Data used to analyze the TAD can include a list of previous training, current knowledge of the subject, and psychometric tests. The TAD gives the course developer more insight into the individuals and the necessary training (Griffiths & Lees, 1995).
Griffiths and Lees (1995) stated that the Analysis stage of ADDIE can be described as 3 steps.
1. Statement of training requirements (SOTR) – What does the job require of the individual?
2. Statement of current ability (SOCA) – What are the individual’s KSAs?
3. Statement of additional training required (SOATR) – What are the gaps between step one and step two?
You must have a clear understanding of the first stage of the ADDIE model. This week’s content is focused on the first two stages of the ADDIE model. As you complete your assignments this week, consider the importance of a model for the creation of training and development in HR.
References:
Allen, C. W. (2006). Overview and evolution of the ADDIE training system. Advances in Developing Human Resources, 8(4), 430-441. Retrieved from ProQuest database.
Griffiths, C. W., & Lees, A. (1995). Training needs analysis – Human factors analysis tool. Quality & Reliability Engineering International, 11(6), 435-438. Retrieved from EBSCOhost database.