Trident
University
Jonna
Stewart
HRM420:
Training and Development
Module
Number 2: Learning Styles; Development of Training
Case
Assignment
Professor:
Dr. James Young
April 14, 2020
Module Number 2 – Case
Learning Styles;
Development of Training
Introduction
The goal of the paper is to show how to use the instructional method,
“ADDIE is an acronym for the five phases of this approach to
courseware development,” (ADDIE Model, 2013). Analysis, Design,
Development, Implementation, and Evaluation, to use in training
students on how to clean Oil in a motor car Engine. We will go ahead
and describe each phase of the models using the curriculum already
developed for individuals with scarce knowledge of motor vehicles.
Background
Regularly cleaning a car engine oil filter is one of the most
important things the car owners have to do to keep the car running
well. This is important as overtime, the car will break down and the
Engines filter will be clogged with contaminants. Depending on the
car engine type and the habit of traveling, this may take as little
as 3,000 miles or even 30,000 miles. The good thing is that changing
oil is a cheap thing therefore the sooner the engine oil is changed
the better. After the analysis of the learners, incorporated with the
course feedback, there are several things that the learners should
understand and the mode of delivering the course materials so that
learners can continue using the improved curriculum. The ADDIE model
has been applied in the process.
Overview of the ADDIE Model
The main purpose of the ADDIE model is to help learners and educators
be aware of the right teaching materials in an optimal manner. The
methodology provides the appropriate destinations and gets the
learners to learn with speed. Eddie is the best instructional
method. It has been used in developing the instructional design and
diverse curriculum such as library instructions, there are different
phases of the model that include analysis, development, design,
implementation, and evaluation.
According to the model, the analysis phase, the educators try to
determine the needs of the learners. At this stage, the needs of what
to be taught and accomplished are outlined. In the design phase, the
educators create a broad view and the way interactions are to be
delivered is provided. While in the development phase, the educators
plan the instructions in a practical manner to create a blueprint
that would be delivered in the implementation phase. Finally, in the
evaluation phase, the educators obtain feedback about the program and
make the appropriate adjustments to the instructions.
Analysis
Analysis, “is where you identify the learning goals, audience
needs, existing knowledge, and other background by doing audience
research,” (Kanter, 2014). In this phase, it is the function of the
instructor to gather more data on the abilities of the students.
Their readiness and mentality are equally important. The outline of
what is required to achieve the goals are specified. It is also
important that the incidental data that should be used and should be
instructed to accomplish the learning goals. The stage also helps in
better allocating the time and the resources needed to ensure that
students commit to their work. The first step in the analysis was to
conduct an entrance interview to gauge the knowledge level for every
student. Most students in the class have never engaged in engine oil
cleaning and have no prior knowledge. The last item in the analysis
phase is performance analysis, where the program is evaluated to
check whether it would achieve its goals. The tools selected and the
cost of delivering these sources are available to the instructors.
The program will be evaluated through observation and interpretation
of the learner’s feedback.
Design
This is where the overall blueprint of how the instructions will be
delivered, these includes the methods of instructions that have been
chosen to be action-oriented. When the instruction is
action-oriented, the procedures and the outcome are evaluated based
on the results of the learning outcome. The final aim of the delivery
meant that the outcome had to satisfy the learners and at the end of
the learning curve, all participants would have adequate knowledge on
how t change engine oil. The learning objectives were created as
follows;
-
Car parking and jacking the car up beneath the jacking point
-
Vehicle restraining using the rare tire
-
Placing the oil drain pan under the engine
-
Removing the oil cap through unscrewing it
-
Unscrewing the oil plug
-
Removing the oil filter and preparing the new filter
-
The process of adding a new oil
-
Disposing of the old oil
The
design incorporates the pattern-based approach to identify the
anomalies that would result from a poor oil change.
Development
After the design stage is the development
phase, this phase involves the testing of the data that is obtained
in the design phase in the ADDIE model. At this phase, we hold the
assumption that the Ford Company will provide the service bay that
will help the instructor in conducting of training of the employees
(Shrivastava,
Shrivastava & Ramasamy, 2019).
Also, we hold the assumption that the instructor who will be an
expert in cleaning the oil car engine filters will be available to
provide all the necessary training to the employees.
The importance of this phase is to ensure the
availability and accuracy of the materials that will be used in
conducting training of the cleaning of the engine oil filters of the
vehicle. This phase will contain all of our test runs and beta
programs so we will have to create a sample piece of the training and
ensure that we are on the right level of training that is needed for
our students before completing the entire project. Once that is
determined we can complete the full training and then have it tested
on a small scale to obtain any feedback that is needed to improve the
training. Also, another assumption that is made is that the company
will have various cars that will lead the instructor while conducting
practical examples of employees and even during the assessments. This
will further make the information about cleaning of the dirty oil
engine filters more practical and is more understood by the
employees. At this stage, there is more of ensuring the availability
and accuracy of the necessary materials that will be used in
training.
Conclusion
Training helps organization in achieving the
sets objectives. An organization needs to evaluate the importance and
effect of training and make changes to ensure that practice is moving
towards the goals that were set—training help in improving the
quality of goods and services of an organization (Shrivastava,
Shrivastava & Ramasamy, 2019).
The organization should provide training in the best way to ensure
quality production.
This paper shows how the ADDIE model can help in designing a
curriculum to teach individuals how to change engine oil. There are
many other instructional models such as the ones used by Gagne,
(Gagne, Briggs, & Wager, 1992), which can help educators
designing a curriculum. The advantage of ADDIE is that it is simple
to use the process and can be applied to a curriculum to impact
skills in a very simple manner. Regardless of the approach used,
there is a need for comprehensive curriculum development that aids
educators meet with the learners and have a different outcome as a
result of intervention using the learning models.
Resources:
ADDIE
Model. (2013, June 26). Retrieved from Training Industry.com at
https://www.trainingindustry.com/wiki/entries/addie-model.aspx.
Approved to link topic by Training Industry, Inc.
Kanter,
B. (2014, January 27). How
to think like an instructional designer for your nonprofit trainings.
Retrieved from http://www.bethkanter.org/training-addie/.
CC By License 3.0.
Gagne,
R., Briggs, L. & Wager, W. (1992). Principles
of Instructional Design (4th Ed.).
Fort Worth, TX: HBJ College Publishers.
Shrivastava,
S., Shrivastava, P., & Ramasamy, J. (2019). Employing analyze,
design, develop, implement, and evaluate (ADDIE) model to sensitize
postgraduate students about competency-based medical education
program. International
Journal of Academic Medicine, 5(1),
82-82.
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