 Right, welcome everybody and welcome to the talent development webinar. This is July 2018 and we're going to be talking about five cool steps to understanding instructional design using the ADDI model. So that's our topic for today and just like every month we have a guest speaker, I'll be introducing our guest speaker very shortly. So for us today guys we're going to be talking about overview of instructional design, elements of instructional design and we're going to review the ADDI model. So the ADDI model is the main model for instructional design, every other model out there actually still is like a reincarnation of ADDI. So it's maybe they're adding the DD and the IE or something but it's still ADDI. ADDI is the process that works for instructional design and we're going to talk about it in detail. So what is instructional design? What's given overview of instructional design? So instructional design as I was saying I was designing this course on finance for non-finance managers. I happen to be a subject matter expert in accounting, subject matter expert in financial analysis, valuation, corporate finance, financial modeling, business intelligence and then of course I run a business as well so entrepreneurship and stuff. So I have many subject matter expertise that can help me in designing a course for finance for non-finance managers but the thing is you do not need to be a subject matter expert to be able to design courses. You just need to follow a methodology but it's also good to have a subject matter expert in your team. You should have a subject matter expert in your team who can kind of say you know what that's thing you're saying is wrong return on equity is not operating profit divided by total equity. It's not. It is net profit divided by total equity. So it's a subject matter expert that will look through your content and tell you whether things are correct or not correct because he's a subject matter expert but you are an expert in impacting knowledge, impacting knowledge in designing instruction, instructional design right so that's where the difference is. So for me because I was a subject matter expert I could cut down design time very quickly so I could design I could do act as the designer act as an instructional designer act as the facilitator. I had like three or four roles that's when you can do rapid instructional design when you have someone that has one or two roles within himself or herself so it kind of makes things faster but what is instructional design itself? Instructional design is the systematic development of instructional specifications using learning instructional theory to ensure or ensure the quality of instruction. So you want to ensure the quality of instruction you use that learning instructional theory and the main theory or what we're going to do or we're going to share is ADE the ADE model so we're going to look at. So how many of you have heard about the ADE model? So I'm asking how many of you have heard of the term instructional design or ADE? Instructional design I think quite a few of us here have heard of the term instructional design so I want to talk about the elements of instructional design what are those elements that make up good instructional design? So we'll just have a quick look at that the elements that make up good instructional design. Since we're using the ADE model instructional design requires an understanding of learning theories right you need to understand okay it's adult learning theory you have a pedagogy and dragoggy and all those things those are specifics about child learning and adult learning. So adults when it comes to teaching adults you you need to understand that adults are a bit different from kids when it comes to teaching. Kids have a kind of a thirst for knowledge in the sense that their brains are still not empty completely but ready to absorb they're just absorbing and absorbing and absorbing and absorbing whereas adults already have preconceived ideas about everything they have preconceived ideas about nearly everything so when you're giving them new input there is something in there that is kind of blocking that input going through something they are saying hey do you know what I already had something completely different from what this guy is trying to teach me so there's that conflict happening in your brain not wanting to take in that new information because it's kind of in conflict with some other preconceived idea or biases that you have which is why everyone that comes to training they say okay please have an open mind have an open mind but then after that conflict if if the person that is trying to learn the adult is trying to learn kind of allows that new approach to kind of sink in a little bit and test it and see okay this new approach probably works better but in that kind of fear you need to have something more experiential for the person to do so someone sitting down and just listening to you is not experiential enough so in that your instructional design you need to understand how adults learn and then bring those theories about how adults learn into your design process so for if you if you want to change behavior you know there are three things you need to change when it comes to instruction you're changing three things yeah either changing yeah you're teaching for either a skill sorry for that a skill attitude or yeah or knowledge so knowledge skill and attitude in that order knowledge a skill and attitude so knowledge is simple enough i mean you go online every day you learn you learn a lot of stuff happen there's just just knowledge skill needs a little bit more action from you so you need more practice you just practice that skill and you become very good at it but attitude on the other hand is a behavioral thing do you have you could learn that so exercise is very important you learn about that you could actually learn how to use a treadmill but the attitude and the behavior and whether or not you're going to start using that treadmill every single day it's it's a completely different thing you can't teach that you just almost like have to encourage people to to change behavior it's a completely different thing so knowledge skill and attitude you use all those theories to to do that but here we're going to talk about a model and we're going to talk about the adi model so the adi models we're going to talk about and i think feme has just joined us so we myself and our guest feme who has a lot of experience in this line will see how we as instructional designers or you as budding instructional designers can design a course or design instruction from zero to to actually implementing it right so that's what we're going to talk about understanding the adi model so what is the adi model well the adi model has various steps and as you know the name itself adi that's what kind of signifies the steps we're looking at so the very first step is to analyze so you need to analyze and what do we mean by analyze well what we mean is you need to know the who the what the where the when the why and by whom really of the whole design process that's what the analyzes so so you're checking the who the what the where the when the why and by whom of the design process yeah and this elements in this element you really need to determine one or two things so we're talking about the i just entered into the analyze phase of the adi model so i just want to say about creating instruction uh the very first phase is the analyze and if i repeat i said analyze release the who the what the where the when the why and by whom of the design process yes that's the first stage to analyze and uh exactly what what do you have to say about that first stage as in do you use the adi model by the way yeah i mean the adi model is one of the most common um learning design models used world over it's like the um simply it's the most common model for learning design there are a number of others that are not so popular but this one is used because it's a simple it's very simple to follow through and it's it it does the job it's very thorough you know um so it's we do use it currently and and and the good thing about it is that it's it's very adaptable so you don't have to follow through i would first analyze second design and third develop and all of that you could tweak it as it suits the organization you're working with at that particular time yes so yes we use the adi model excellent so in a textbook form it's using the adi we have to clarify the problem that needs to be solved that's the first uh so part of it is is it really a training need exactly echo at the background but is it a training need if it's not really a training need maybe there's um um something else is not training that's needed you you have another issue that can be addressed by something else not necessarily training that's the first step in the analyze process is to clarify the problem that exactly yeah yeah let me add here that can you hear me clearly yeah i can hear you okay let me hear that the reason why this step is very essential is because i mean um businesses right now uh budgets are becoming leaner and one of the first budget that the business costs cuts when it's talking about budgeting and all of that is the training cost so really businesses right now are more inclined they are more keen on giving money to what they consider would ultimately add value and return on investment to them so if you didn't you find out if you if you if you make a mess of this particular first stage in the adi model you find out you might be just like you rightly pointed out you might be spending money on what you needed to use a different means to address bad and training you understand so it's it's very important exactly at this point to to troubleshoot this is where you are troubleshooting you're saying okay we you have this particular issue but what exactly is the issue and is it an issue that can be resolved by training exactly so if you if you get it right at this stage and then of course what kind of solution is it what exactly do you hope to achieve by this so you're setting objectives at this particular stage yeah you're even going as far as determining at this stage what is the end product that you hope to see you know that words we have we've identified the issue this is what we want to do but what exactly do we want to see in the area of changing behavior and all of that is what exactly is the desired outcome of this particular process those are the things that go into yeah so that's actually so setting your goals and objectives is very key and I think that's another very important place that people don't really get very right that's setting our goals itself you know there's a process for setting goals and I think there's it's called the abcb process of objective setting and that abcb process a stands for audience b for behavior c for condition and d for degree so what was the audience you have to understand the audience you're setting your goals and objectives well who is the what's the audience what's the behavior you're trying to change so and in that behavior you need to you need to write very succinct objectives and those objectives have to use action verbs so you can use something like understand or at the end of this training I want you to be able to understand financial analysis that that's not measurable it's not exactly it's very vague so you need what blooms taxonomy so maybe later I should go online and show blooms anyone listening you just go check online blooms taxonomy and there are certain places where blooms has verbs that you could use to try and say okay I understand it so for example you'll be able to discuss blah blah blah blah blah that's specific you'll be able to um I don't know give give exist you can give some examples of objects that are clear and measurable a simple way of putting it is is is using the smart metameterology yes yes exactly so if you can measure it then it's obviously not well designed not a well designed goal if you set a goal in mind that you cannot after a period of time a goal needs to have a timeline a goal needs to have measures put in place for you to be able to look back and say have I really achieved this goal and to what degree have I achieved this goal because the only thing that's the only way you'll be able to justify whatever time you know time itself is money like they say so if you are looking at it from just the perspective of all the business is going to let me just use the example of a business um the business is just going to give me a 100,000 naira for this training you forget that that is just the cash part of it there's also the time man hours that will be lost because you are going to take people out of work and put them possibly in a room possibly get them to take time off work to log in online depending on the mode of learning so those are all the things that you're going to factor in that go in as the investment into the training so if you don't clearly define a goal for that training that at the end of the training you are going to measure and be able to justify to the business that you know we took 10 people away from work for four days we paid a million naira to the consultant to facilitate this training and all of that and this is the measure of you know the return and not forgetting that we also the cost of taking those 40 people the cost is for each person is 100,000 so that's four million so the total cost of this intervention is five million and at the end of three months what did we gain from it so if you don't measure that in the beginning and you have objectives you can't even say whether or not you got a return on investment so the analysis stage is very very important that's where that sets out the tone for every every everything you are going to do as far as um learning design is concerned yes yes so part of it is you identify any logistics as well so what are the that's where we have the condition you know I said the abcd of objective setting is your audience your behavior the condition basically like the lessons you need to do the materials and then the degree is the last one the degree is okay at what you want them to have maybe like there's an exam at the end 80% pass rate is the degree to which you want them to to uh understand this content that you're trying to teach so that's really the analyze stage so we jump into step two step two or stage two of the adi model is design so your design stage is the next step and that's a very important stage so the design I will say is the heart I'll call it the heart of the matter so the design is the heart of the matter and that's one part I kind of like in my own experience in designing courses I have to design it in my head I don't know about us but it has to be designed in my head maybe it's kind of remunerating I'm kind of turning around in my head for a week or two and the whole course from beginning to end kind of takes is like a picture in my head that's when I know I'm ready to go and start work on this course because I've kind of done the full design in my head but that's the way I work I don't know for you can you give an example of some courses you've designed or some intervention that you design and how did that process work well yeah I've worked on quite a few of those kind of project but one that stands out for me which I recall was recently working on a what we what we called what we ended up calling a customer relationship practitioner pathway customer relationship practitioner pathway now I work for an organization that is very big on customer service I mean that's all we do we sell services and obviously we have to find a way of supporting this services so we hire a lot of people that do this customer service in empty and the organization I work for is about the largest division both outsourced and you know in in-house and the challenge we've had over a period of time is we've had people who have been with the organization for a while but chances of growth because of the specialization in what they do growth and by growth I mean promotion to the next level doing other things with themselves became few and far between yeah so really wet we had to come up with a solution because it got to the point where these employees would apply for roles that opened up roles that they would normally would qualify for but when you have someone who all the person has done over five six seven years since the person left the university is customer service it kind of narrows your your your scope a little and so you have situations where you apply for roles and then you get told or you don't even have the competencies to to even be shortlisted it was it was that bad they couldn't even make the shortlist you know it's a different thing if you are shortlisted and you go through the interview stage and you end up not getting the job but then when someone tells you you don't even have the basic competencies required to be on the shortlist for this really becomes a problem and so we start with the with the management of of customer relations and we discuss this issue and and we were asked to come up with a designer solution to design a solution that would help at least to some extent mitigate this challenge that they were having you know so what we did long and short of it's going through using the adding model and all of that we start with the start with the leaders of that function to discuss the peculiarities in that space and we also start with the people themselves did a skill audit you know did a skill audit went through the whole gamut of doing a skill audit find out what they already have what are the skills you have correctly and how can you leverage on this for other roles within the organization we also did a true skill audit we are also able to determine other functions within the organization that kind of align in with what they're doing customer service exactly so we had departments other departments like sales marketing where their skills will still prove relevant and then what was what we then did was we developed a a a career when a development part a training solution that would not only obscure them in the area of customer service which is what they do but obscure them in the area of new trends new skills and ways of making their job more interesting and easier for them but we also obscure them in the area of analytics so we we've got to we design the solution where they would be exposed to ways of analyzing data you know building their analytical skills developing that particular aspect and we find we also you know did some functional basic IT courses you know basic SQL they went as far as doing SQL and all of that what bottom line what it did is that in broadening their scope so much so that when they now apply for some of these roles a few of them were confident enough to put in their applications and at least they made the shortlist and gradually a lot of them have you know we've had situations where some of them have you know moved out of customer service and moved on to other aspects of the business and they are doing very well all thanks to you know that because that is what the solution does for you if you identify a problem and you drill deep down you'll be able to identify exactly what the issues are and then you'll be able to design a custom made solution that meets that particular need it's all about solving problems problem solving that's what they cherish largely that's nice so the design you design the sequence and structure of the course itself exactly them additional skills that they need for the roles right yes yes excellent so that's a part of the design process another part is creating storyboards and prototyping and stuff like that did you do in the design process did you like have a how would I call it now a mock or maybe have a test did you like test run the course itself before actually implementing it obviously one of the key aspects of learning design is using a pilot the pilot group running a pilot because if you if you if you develop a solution you might have it like you you talk about picturing it in your head your whole ideation process you picture it in your head and all of that it might sound and look very good even when you put it out on paper or on your computer it might look very nice that this is what they need I think I know what they need this is what they need and it's going to work but sometimes when you roll it out you find out that it needs are totally different maybe it could be something as simple as the mode of delivery it could be something that you didn't take into cognizance with something as as as simple as oh these people are you know they are age ranger in the age demographics within the space something as simple as that can just throw your balance something you didn't take into account if I find out these people are more visual learners than you know they are aesthetic they're not kind of static exactly so something as simple as that for you also with the pilot group what the pilot group does for you is that you put a group of people randomly selected across functions across divisions across when you put them in a room and you deploy that training to them now they are doing two things for you they are learning quite all right but they are also in you know the sole aim of that pilot group is to give you feedback very frank feedback at the end of the training you say okay how did this you know come across to you so you are using the whole cat Patrick model to do the analysis and then you are doing a preliminary report now that report from the analysis of the pilot group helps that analysis from the helps you to now tweak for that tweak your training to ensure that it's adding as much value as you wanted to so for those listening that is exactly the development stage so that's three of the ID model you develop it and you cannot develop the pilot if you can and if you have the budget for it you develop this pilot course and based on what you learn from this pilot course you may still need to go back to the design stage redesign one or two things then continue to develop again and then you now go to the next stage of the ID model which would be implement so Femi has given us a very cool idea of the develop stage which is that pilot stage which is one of the most important bits there so putting it all together into the training program that's part of the develop stage you create your deliverables and if you can you do a pilot so the pilot is part of the develop stage right so the next stage is now implementation you've done your analysis you have an understanding of the ABC process or ABCD process of objective setting you've developed or designed the course and then you've even developed it and done a pilot now you're ready to implement and implementation is at the next stage the actual the degree of the intervention or the training so you're basically putting the training to service you're putting the training to service and in that process of putting it to service you're also evaluating the learners and the facilitators the funders everybody that's part of that implementation process so again once you implement if you hadn't done a pilot you may have seen one or two things that need to be tweaked you go back to your development stage or go back to your design stage and which is why we're saying this is an iterative process you analyze your design you developed then you implement so in implementation as in of this example you gave for me how how was that and how many streams did you do you implemented it to how many staff in total well um it's still ongoing now because we had to scale it because of the um the there's a what i'm looking for because the the work there is the pace within the customer service is one where you cannot afford to shut down you walk around the clock so they use the shifts process and all of that because of the importance of that particular unit you can't shut down the customer service and so we had to scale the implementation we started this process a couple of years ago as of today i think we've trained over 400 to 500 people if i'm not mistaken and we are still training more because it's um it has a we broke it down into three levels also so it's not it wasn't just about having those track we had the beginner we had the intermediate and then we had the advanced and we put in different training programs worked in different training programs into each of those into into each of those buckets um the beginner bucket the intermediate bucket and then the advanced bucket so you find out someone who attended a beginner program who started out the beginner program last year would get to attend the intermediate this year and then would do the advance next year if you stay with the organization so what we do then is we roll them out working with your schedule because all all those you have to take into all those things into account you have to work with your schedule sit down with plan an entire you know over for about 200 300 people sit down and plan look at their work schedule and try and fit that as much as possible into their work schedule so we have some of the programs sorry sorry we have some of the programs that are online we had aspects of it that run online we had for us for aspects of it there were focus group sessions and then we had aspects of it that were classroom interventions excellent so now obviously one key aspect of implementation is assessment and feedback how did that go wow assessment assessment is a very big thing because like it costs a lot of money and um like I said earlier businesses these days don't want to give give you money if you can justify to them why they should give you that money it's not just you know it's not training is not just a good to have anymore training is must be as functional as possible yes so in this particular case we had to work in a whole lot of evaluations and not just the regular um get patrick four step evaluation process exactly exactly we had to do the whole arrow I think calculate return on investment to be able to show the organization because the objective beyond just having them build capacity enough to move to other places was also to build their capacity on the job you understand so their turnaround time we worked in things like their turnaround time on calls how quickly do they wrap up a call how quickly are they on the draw regarding providing solutions to customers how quickly how how efficiently how effectively are those solutions they give so all those things are measurable and and and obviously what we did was we worked all of those measures into the the training program itself to be able to show value to the organization because that's the only reason why they've allowed us to continue rolling out that process a very expensive process so that's the reason why they've allowed us to continue to do so so and the process if I jump in the process is obviously that means you've evaluated this already you've done all the forms you've done the assessments you've done checks and then they've you know evaluated it and for you to say that they've allowed you to continue rolling it out that means the evaluation was very positive positive evaluations came out of it and you mentioned ROI the return on investment do you have a rate what was the return on investment as a percentage what was it well like I said there were different aspects of it so it was all about what was what measurements or rather what return was expected at a particular time or what return was being measured at a particular time okay so one of the key measures for the people in customer service of course they are they are more interested in how efficient are people how much better are people on the job for the employee it was about how have I been how much of my capacity has been built so much so that I'm able to get another role outside customer service if I'm so interested or even outside the organization because we're not just looking at within the organization we're looking at giving back to these people because they do a lot of work giving back to them enough to ensure that the their whole life is not just them okay so let's talk about one of the measures one of the measures we're looking at was turn around time average turn around time on calls ideally in MTN at the point it used to be two minutes 20 seconds on the average it was that high I mean a customer calls in with a basic inquiry a customer service person possibly ends up spending two minutes 20 seconds and there was no guarantee that this person would be able to give a firsthand solution to that person and close exactly so most likely would have to escalate it would have to do all of that and sometimes in communication communicating the escalation they would not be clear in their in their email so they will be that back and forth from the guys who are supposed to support at the back end who go and come back and say what are you talking about I don't understand what you're talking about that's back and forth can take another two or three days so the service levels were been eroded nobody was keeping with the service levels and all of that but we were able to do we're able to enhance communication skills we're able to enhance interpersonal communication skills we're able to enhance stakeholder management skills and we're able to even enhance their technical skill in addressing customers and that significantly reduced so in two years I think the last time I partook in that measurement we must have been sometime in February and I think in two years we've been able to move from that average two minutes 20 seconds to about 198 to someone who is listening it might not sound significant when you think about it that we moved from 198 1958 seconds yes okay okay now that is 22 seconds now exactly is huge if you think about it in the millions of calls are coming exactly so that's what I'm saying if you think about it in one looking at just one person you'll be like so what's the big deal you moved from an average handling time of two minutes 20 seconds to 158 seconds on the average what's the big deal but when you think about the fact that millions of calls coming to the MTN call center every day millions literally millions of calls coming and you consider that you're shaving off 22 seconds 22 seconds on each of those calls then it becomes a big deal and you begin to realize the money for each second exactly if I calculate it down down to it so that that is how effective training can be you do not realize it until you put a value to it if you don't put a value to it you won't realize the effectiveness of what you've done and the organization if you don't help the organization itself see it because it took calls reporting it and showing the organization that you know we are shaving off 22 we've shaved off 22 seconds in barely two years with these same people you've not had new people though these are the same set of people that were doing this but because of this training now even they themselves will tell you that they feel better it's no longer so much of a struggle attending to customers anymore because now they are equipped with the relevant skills that will help them connect better with these people communicate better with these people and able to service them better is to their own welfare so you had how that we measured was reduction in in sick leave it it was tremendous within all these things until we began to measure measurement is key is extremely important everything you cannot change what you don't measure yeah so that's cool that's cool yeah okay another aspect of it is because of that evaluation you have a direct impact on future projects so you managers your execs will say okay yeah let's go ahead let's see let's do this future project the previous one was so successful so yeah so that is the ID process the ID process I'm just summarized it for everybody the ID process we've gone through analyze or analysis you do your analysis stage we go through the detailed analysis stage like we've discussed as and then we go through the design stage and there's a back and forth between analysis and design it's not just so finish one go to the next you keep going back and forth in this process so we design stages next then the development stages after that so you've designed it like for me it's in my head and for Femi Femi I mean the start down I went through a detailed design process and identified a pilot team and that pilot team now formed part of the development of the course itself yeah yes after developments the next stage is implementation so we've developed it is successful let's implement so we implement it and then from implementation obviously it's the evaluation so you check and see did we meet those initial objectives we rose during the analyze analysis and design phase we meet those objectives so the whole process of adi is it just goes round and round and you continuously check continuously change things so obviously for now let's assume many customers don't call in they decide to chat so that's the next thing part of the training is oh our guys need to learn how social media skills yeah yes and it's social media skills our customers are going online they're millennials yeah they're not calling as much as before so how do we approach this the need retooling relearning and we've gone back we've gone back to the analyze stage yeah then we design we develop cycle it's a cycle it keeps going it's a cycle and that is the adi model yeah let me let me let me just add something David that you know one thing that the adi model does if you implement it effectively one thing it does it especially if you implement it in an organization what it does for that organization is that it helps the organization evolve an ongoing learning culture so and that's what you want essentially where people do not wait until such a time when they are pulled out of the of work to sit in the classroom before they realize they are learning what the adi model does it it helps you identify you know different diverse modes of learning of of knowledge impartation so much so that every employee you know you are you are implementing ultimately what you call it quickly and that's the key thing in learning culture having a learning culture is key that is the most one of the most important parts of this whole process having a learning culture and with this process with this implementation and the fact that learning and development and hr is integral to the overall company's well-being and everybody in the organization understanding the importance of this process the importance of of teaching and learning and continuous learning and the fact that our customers are changing and we need to change with them that process using this model and implementing it effectively and evaluating it will lead to much better returns and investment much better happier staff happier customers and successful businesses so yes that's really the the aim so so thanks very much for me so wonderful that you could share your experience with us thank you so much for this opportunity yeah yeah they have quite a number but hopefully we would be able to do this sometime soon maybe in a larger capacity and then definitely without all of the network interruptions yes thank you for having me thank you very much for me and thanks for everybody that could log on later on we're going to load this or edit it and load it onto a youtube channel so watch out for that so thank you very much and thanks to our guests