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There are so many new and varied delivery modalities for training today. And for good reason: we consume information differently today than we did even five years ago. We’re conditioned to want bite-sized pieces of information quickly and accessible on our devices in an instant.
Training professionals like me have had to adapt our approach to creating programs in this new reality.
For nearly 50 years, the foremost ADDIE model has been used by instructional systems designers and training developers as the most effective framework for developing course curriculum. The “A” in ADDIE is the critical state of analyzing needs and kicks off any development project. It encompasses what the curriculum should look like, the objectives, and overall customer needs which may extend beyond training course itself.
The five stages of the ADDIE process – analysis, design, development, implementation and evaluation – are followed for all training curriculum development efforts for our customers. But to get to the core of what a customer really needs, an additional focus is placed in that first stage, Analysis.
Having an intense and intentional analysis phase to truly explore all the components that will go into making a course or training program effective is critical to the success of the training effort. The analysis phase can get to the core of the real needs, which may require more than a training course. It may also include a supplemental communication or change management effort.
At GDIT, we begin with a conversation. Foundational questions are asked followed by tailored customer-specific probes to identify root challenges. Training experts – including instructional designers, 508 specialists, LMS coordinators, developers and user experience and user interface specialists – recommend how to shape a learning solution aligned with customer’s needs, scope, scale, cost and timeline.
Our consultative approach exposes unrealized customer needs, providing an opportunity to educate clients on the vast array of options available to foster learning.
Analysis done well not only achieves mission objectives but saves time and money. It’s such an important part of our process. Taking the time at the start of any learning initiative zeros in on the problem being solved, the root of the need, and the best solution to address it. And analysis doesn’t just happen at the beginning of a program – it happens at critical junctures throughout the program to ensure consistently delivered value.
Learn more about GDIT’s approach to training and learning.