Training and Direct Assessment: Using the ADDIE Framework - PowerPoint Presentation

Training and Direct Assessment: Using the ADDIE Framework to Transform Residence Life Staff Training Mildred Jones & Carin Barber, Ed.D . Old Dominion University

Program Goals This session will provide participants with: An understanding of the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) and how it can be used as a guide for planning staff training. An understanding of direct and indirect assessment for training programs. A step-by-step guide to use the ADDIE model for staff training. An understanding of how data (qualitative or quantitative) can be used to enhance the training experience.

Old Dominion University

Time on TrainingEach year, staff spend numerous hours planning, conducting, and assessing staff training, but how do we know if it is working? Audience Involvement Why did you come to this session? Do you work with a training program?

Training at Your InstitutionWorking well: I could share what we do with others In the middle: W ith some fine tuning, this aspect could be excellent Not working well I’d like to learn from others how to tackle this issue

Theoretical ModelHybrid Model [Training Framework] Created using: Dick & Carey Model Addie Framework Analysis Design Development Implementation Evaluation

Department Initiative

ADDIE

ADDIE: Analyze Identify performance gaps Learning outcomes Past training assessment c

ADDIE: Design Subject matter experts (SME) Outline of session Delivery method

ADDIE: Develop Write content Assemble content Technology required

ADDIE: Implement Share learning outcomes Learner toolbox Upload to training directory

ADDIE: Evaluate Training assessment Pre/post test Clickers

ADDIE

Video

AssessmentIndirect AssessmentDirect Assessment Qualitative Data Quantitative Data

Assessment

Learning Outcomes: A.B.C.D. Audience (A) – Who? Who are your learners? [Resident Assistants] Behavior (B) – What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it. Condition (C) – How? Under what circumstances or context will the learning occur? What will the student be given or already be expected to know to accomplish the learning? [As a result of participating in Resident Assistant Training] Degree (D) – How much? How much will be accomplished, how well will the behavior need to be performed, and to what level? Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc.

Example Learning Outcomes As a result of participating in today’s NASPA session, Audience members will be able to write a learning outcome that includes all ABCD elements . Audience members will be able to name (at least) two ways to assess their training session .

Bloom’s Taxonomy As a result of participating in Resident Assistant Training,

Making it Stick!What does the staff need?How best to do this? Meeting their learning needs! Retaining presented material! Circling back

Making a Plan Ask staff where they want/need additional training Description Who do we need to involve? Action steps Target date Current Status

Theory to Practice 1 minute notecard exercise Action steps you & your team can take Think: training & assessment Where do you want to focus your time and energies? What is most critical to have success at your institution? In your department? ADDIE model (Analysis, Design, Development, Implementation, and Evaluation)

Examples from Your InstitutionWhat training and assessment practices have worked well on your campus? Do you have a training framework that has worked well? Challenges you have experienced? Discuss one training initiative at your institution/department and how data can drive the process. What data do you have? What data do you need?

Questions? Old Dominion University Thank you! Please complete the NASPA evaluation. We look forward to your feedback! Mildred Jones Carin Barber, Ed.D. mjones@odu.edu cbarber@odu.edu