Using the ADDIE model to create effective Training Interventions

Consider this: A local bank in Oman observes a dip in the average customer service ratings of retail banking customers. On further analysis, it is found that customers who called the call center for support have been put on hold for a long time before being attended to. It was also found that in some cases, customers have been abandoning the calls after waiting for a while (perhaps in frustration). Further investigation reveals that the average number of calls taken by the call center in a day is much lesser than the average calls received per day. It was later understood that the calls taken per employee per hour are just 50% of their capacity based on industry average. On further study, it was recognized that the agents had an issue with product knowledge which made them put customers on hold as they referred to product information before responding. This was understood the key reason leading to long hold time and eventually low call handling rate. Following this analysis and finding, a decision is taken to train the call center staff on the bank's products.

But how do we go about the task of structuring and creating an effective program? What is to be done first. Who is to be involved? What are questions to be asked? This is the subject matter being addressed here.

ADDIE Model: An effective model to consider when creating training programs is the ADDIE Model. The ADDIE model supports a robust approach to determine training needs, come up with relevant interventions and to evaluate outcomes. It stands for Analyze, Design, Develop, Implement and Evaluate.

Purpose: At the outset, it helps to bear in mind that at the heart of every training program lies its “core purpose” – the primary reason for which the training program exists (e.g. solving a specific a performance problem). In the above example, the purpose of the training program is to enhance the customer satisfaction rating.

Each of the steps of the ADDIE process is to be devoted to the purpose of the training program. This results in creating an effective training program that addresses the needs from three different perspectives: organizational perspective, team perspective, and individual employee perspective.

Analyze: The Analyze phase is the foundational phase in the process of structuring corporate L&D interventions. An effective analysis leads to the creation of not only an efficient program but also one that is aligned. This makes it easier to bring forth engagement from all of the three critical perspectives (company, team, and individual). This phase is also often referred to as “Training Needs Analysis”.

The analysis phase involves establishing the problem to which the proposed training intervention is a solution. In this phase, we collect data to recognize and estimate gaps between actual and desired performance levels (in the above example the desired number of calls that the agent is expected to take Vs the number of calls each agent is currently taking).  A needs analysis will also enlist other potential performance issues in order to determine which of those could actually be solved by training. For example, it is possible that the low performance is on account of poor employee morale owing to disappointment resulting from the distribution of bonuses. This is not something that training can necessarily solve.

Design: In the design phase of ADDIE, training professionals need to apply vision and creativity. It fundamentally involves coming up with two statements. The first, a brief statement depicting the purpose and reason why the program exists. This will also contain information w.r.to the subject matter, duration and target audience. Secondly, during the design stage, we come up with learning objectives particularly taking care to describe what participants will learn and be able to do as a result of the program. Care must be taken to keep the objectives measurable as much as possible. For example, “after the training you will be able to listen empathetically” is a bit ambiguous and therefore not measurable. However, this could be restated thus: “After the training, you will be able to enlist and define the four principles of empathetic listening”. This is comparatively clearer and measurable.

Develop: The Develop stage is the critical pre-execution stage of training and development. As the saying goes, “proper preparation prevents poor performance”. The Develop phase of training and development involves identification/creation, grouping, and sequencing of Learning Objects (or LO’s) for each training program.

“Learning Object” refers to tools or resources aligned to specific learning objectives. They may include Videos, workbooks, audios, group exercises, PowerPoints, notes, tests, activities, etc. Some LOs are reusable which means they are portable and fit into other scenarios. For example, a training video on “Introduction to Interviewing skills” is an LO that can be used in a foundational course as well as an advanced course on interviewing skills.

The goal of the develop phase is to finalize the content as well as the approach for the proposed training programs. The approach may include one or more of a range including eLearning, blended, On the Job Training (OJTs), activities, simulation etc. The output of the Develop stage must ideally consist of every aspect/component/tool necessary for delivering the prescribed training including job aids, contents, handouts, graphs, images, videos etc. The following sequential steps may be used in the develop stage:

1.      Reflect on the training need/s and design/s established in the previous stage

2.      Review the existing training resources (Learning Objects) already in possession which can be used for the above programs

3.      Prioritize training programs based on criticality to the business, operations etc.

4.      Identify if there are any emergent training need that needs to be catered to immediately

5.      Come up with a structure of aligned and sequenced Learning Objects for each course that will address all of the learning objectives of that course

Implement: The Implementation or the execution phase of training is not only the most visible of the phases in the ADDIE process but it also the juncture where the work thus far starts making an impact on the organization (and very often quite spontaneously perceptions of its value begin to arise in the minds of its recipients and witnesses). Often this is the phase where the pressure to contribute value – because things are in full public view – is felt maximum. However, it is often too late to be able to deliver deep impact at this stage (if adequate preparation planning has not been done in the Analyse, Design and Delivery phases). In other words, it is the quality and comprehensiveness of effort invested in the previous phases that will lead to success in the Implement phase. Corrections possible in the implementation phase would be minimal and have less impact. Recognition of the importance of the Implement phase is demonstrated in actually investing quality effort/time/resources in the previous phases.

Pilot Program: Often it is recommended to have a pilot program. E.g An Oil and Gas company in Sohar decided to come up with an orientation program for their new hires. They Analyzed the need for the program, Designed and Developed the program and finally come up with a set of resources for the program (including handouts, activity workbooks, videos and job aids). The idea was to create a 1000 CDs with all the resources and to further hand them to all the future new hires so they could look at them even before the training. However, the creation of 1000 CDs was not done before doing a pilot program for a batch of 5 new hires. This gave the company some valuable feedbacks which let to tweaking the material, ensuring that the materials were more appropriate for the audience and that the intended knowledge gaps were indeed being filled by the program. Often following a pilot program, content may need to be repositioned and durations of various session shortened too.

It is during the implementation phase that all of the of logistics pertaining to trainers, rooms, training infrastructure availability (smartboards, projectors, flip charts, marker pens, stationary etc) are addressed. It is also critical at this stage to ensure that the proposed schedule is convenient for the target audience.

Evaluate: Training programs are often a sizeable investment of time, effort and other resources (particularly money). Therefore, we may often face the pressure to conclude the process after delivery. However, the Evaluate phase (which is the last step in the ADDIE model) is of critical importance and therefore not to be skipped because here is where we are able to gather an assessment of the effectiveness of our program. Evaluation of the program helps us identify the strengths, areas of improvement as well understand if the program is meeting the objectives set in the Design phase. In addition, it can also give us an understanding of how different participants perceived value from the program. Perhaps this could lead to a decision for a follow-up training.

Kirkpatrick Model : The Kirkpatrick Model offers a simple and effective framework for evaluation. According to the model, there are four levels of Evaluation:

1st Level: Reaction – This is the fundamental level of evaluation where we attempt to determine the extent to which the audience found the training to be valuable, interesting and aligned to their jobs.

2nd Level: Learning – Here we aim to determine if participants actually were able to acquire the KSAs (Knowledge, Skills, and Abilities) aimed for in the design stage

3rd Level: Behavior – In level 3, Our goal is to determine the extent to which the learning was applied back on the job

4th Level: Results – In the 4th Level the goal is to determine if the aimed objectives (E.g. improved performance) does actually occur (and if so to what extent) as a result of the training program

Evaluating training programs and doing it visibility – bearing in mind this could lead to exposure and often judgment – is still recommended. Why? Because L & D professionals who do so are exemplifying and communicating a keen commitment to align Learning to Organizational, Team and individual goals. And this is more likely to get the hearts of our employees, line managers, and into the game. Having our audience believe in us and work is critical to its success since they are the consumers of its fruit.

We’ve looked at how to structure training programs using ADDIE and also looked briefly at training evaluations. In upcoming blogs, I shall try and address other concepts that can lead to structuring engaging and impactful training interventions. 

Happy Training!

Radio Interview on Social Enterpreneurship with Tariq Barwani

Link to the Radio Interview on Social Enterpreneurship with Tariq Barwani

Why Omani corporations are investing more in eLearning!

Introduction: With dozens of Oman based organizations signing up hundreds of employees for online learning programs in recent times, the evidence is undisputable - online learning has arrived in Oman. Although interest was originally skewed towards "off-the-shelf" content for leadership and professional skills development, an influx of interest is being observed for custom eLearning programs - programs specific to organizations. These programs are usually related to induction, compliance or functional skills training. Further companies are seen to adopt online learning/eLearning as either the exclusive format for delivering training or as a format that augments and enriches traditional modes.

Here is an attempt to explore a significant paradox (depicting managements changed approach to L & D) following the 2008 meltdown which is making HR/L&D leaders make this wise choice of eLearning.

The Paradox: Following 2008 training deliverables were increased many fold. This was because of increased pressure on organizations to perform which in turn put increased pressure on business leaders to run innovative new initiatives, approach untapped markets, launch new products etc., One would assume that naturally L & D departments would be offered increased budgets and resources to meet these new and increased challenges. However this was not to be the case. Instead paradoxically training budgets were cut and HR and L &D departments were downsized (please refer image below). In short, following 2008 the world of corporate training took on a unique set of constraints and challenges unprecedented in the history of L & D. How in these circumstances was L & D expected to perform?

Trends: It is worth looking at a noteworthy trend was pervading the workplace the world over - increasing number of professionals’ young and old were embracing mobile technology to stay in touch with friends, family and professional acquaintances. This trend permeated the workplace to such an extent that the pet peeve of many bosses became that their employees had no time since in some cases they now managed up to five electronic communication gadgets – a personal phone, a personal tab, a personal laptop, an office PC and an office phone. However on the positive side, this proliferation of electronic gadgets has had a commensurate increase in the mode of consumption of information. Refer the below infographic titled, “what happens in 60 seconds in the internet” based on selected data from Quartz|qz.com

 

Interpreting the Trend: It is an interesting observation that the magnitude of events happening in "60 seconds" in the internet, have grown drastically over the years. Perhaps particular relevance to L & D (which I shall cover later) are the bottom three (Google, YouTube and twitter):

Google: With 3.5 million searches per minute and a 75 % increase over the previous year, it can be reasonably said that people are increasingly taking responsibility to find information (knowledge) in their area of interest.

You Tube: With over 100 hours of videos watched per minute and a 233% increase in videos watched in comparison to the previous year, it can be reasonably said that people are increasingly consuming information presented in the video format.

Twitter: With over 350,000 tweets made per minute, representing an increase of 250% in a year, it can be reasonably said that people prefer discussing using short text messages.

A serendipitous discovery: We had discussed earlier that the challenges in the phase of new realities (post 2008 financial meltdown) for L & D has been that of the demand to ensure reach, timeliness and consistency with an extremely limited budget.

When we consider the proliferation of smartphones, tablets and internet technologies in the market and in particular the phenomenal consumption and exchange of knowledge/information over google, YouTube and twitter, we can see how the above challenges can be perfectly surmounted using technology very efficiently. This, I believe is the single largest reason for increasing interest in eLearning and cloud based technologies for talent management in Oman.

70: 20: 10 Approach: Further there has been an increased traction for the 70:20:10 approach postulated by Charles Jennings who makes a convincing argument as to why 70% of the learning has to happen on the job, 20% in collaboration and only 10% through structured instruction. Hence there has been an increased need to find a creative a mix of learning modalities including collaborative, instructor led (ILT), on the job as well as well as eLearning.

The solution:  The above trends makes as neat case for eLearning. Hence the increasing interest in online learning in Omani Organizations

Sajan Nair worked as a Training Manager at National Life and General Insurance Company (NLGIC) Oman and at National Bank of Oman NBO). He presents heads the operations for Xpertlearning in Oman.

 

"In conversation" with Tariq Al Barwani on 90.4 FM- Sajan Nair

Learning & Talent Management

When I was a little boy I never heard of the word talent associated with anything other than special abilities - daninge, singing, painting etc. And since many of us were not exceedingly good at these things we often referred to as "the talentless". It is heartwarming therefore that companies these days see the potential of employees as “talent”. It connotes a creative component - a will to offer freely and with a sense creativity and engagement.  I remember receiving an offer letter once in which the last line said, “Should you choose to decline this offer kindly let us know at the earliest so we can continue our search for suitable talent”. Wow! As a prospective employee to me it implied that I was not being seen  (anymore) as a person from whom work would be extracted but rather as a free man who was being offered the opportunity to contribute my knowledge, experience and creative abilities. It made a world of difference!

 

Managing the sum and total of all such abilities/potential within an organization through the employment cycle Acquisition, engagement, development, leadership, retention has come to be known as Talent Management.

The Talent Management Challenge

Talent Management (TM) discussions a few years ago centered around issues of impending talent shortages, grooming suitable replacements (succession planning) etc., However presently it is about enhancing productivity and competitiveness here and now. This is because today’s organizations have smaller workforces as a result of which there it the need to develop new hires at an accelerated pace and to cross train experienced staff so they can handle multiple tasks/responsibilities. In addition the scarcity of critical skills (such as IT) in the job market and fierce competition in sourcing talent from abroad also presents a formidable challenge to talent management.

You need Learning

While TM software can help in streamlining processes and automating time intensive components (viz performance reviews), automation itself cannot improve performance. You need learning. Human capital needs to be systematically aligned with the organizational needs to ensure sustainability. A brilliant business plan business without the workforce to support it is not going to achieve the intended results.

 “In organizations with an integrated talent management strategy, the learning function serves as a partner or facilitator to every talent management function but one — compensation and rewards”

1 Learning’s Critical Role in Integrated Talent Management, ASTD Research, 2011.

Knowing that alignment of learning initiatives with your organizations TM strategy is of paramount importance, what would you do differently?

The Learning Organization

Organizations are increasingly focusing on "learning" as an effective way to deal with change. What is learning?
The Merriam Websters dictionary describes learning as the act or experience of one that learns. Learning refers to knowledge or skill acquired by instruction and may result in modification of a behavioral tendency. Heres a description of whats happening within our minds as we learn.

We've discussed in an earlier blog the "hows" and "whys" of making learning a "conscious" habit. Lets now look at why it is all the more important to focus on learning in the present day than ever.

1. It helps us deal more effectively with competition
2. It helps us deal with change more effectively
3. It helps enhance our Employability
4. The worlld expects us to take responsibility for our leaning
5. The Learning Organization is Emerging (will discus this in detail)
Points 1 through 4 are easy to understand so lets focus on point 5 - emergence of the learning organization.
Innovative organizations are shifting focus to “learning” rather than “adapting” as an effective way for dealing with change, . Why? here's why?
The basic problem with the idea of change is that of resistance. For example, I come up to you and tell you - "Hey, you should change" ...what would your immediate response be? - mostly on the lines - “Me! why should I change? Maybe you should change!”
Peter Senge - a leading theorist on the concept of the learning organization says, “Learning taps a different source of motivation, a source of motivation that’s actually much more likely to produce change”
Learning results in change plus “something”. And that something is "capacity"- capacity to sustain the change.
In other words, when you learn to ride a bicycle, you don’t just change - as in, one day you weren’t able to ride and now suddenly you do. Instead you have built capacity - meaning, "from now on" you can not only ride a bicycle (which was the original idea) but you have also built capacity to use all the other benefits of "knowing" how to ride a cycle (such as perhaps go cycling with your girlfriend or enhance your fitness). When we focus on learning we get change as a natural byproduct and we get something which is more likely to endure.
Humans are satisfied by purposes which have perennial rather than limited advantage. Learning is a skill which helps us gain something which is of value both for ourselves as well as for others for a longer time period. The skill improves with practice. There is so much to gain in committing to a life of learning.
And learning is a skill that leaders cannot ignore. Kennedy’s words, “Leadership and learning are indispensable to each other” strings a chord. Happy learning!