Speaker 1: Whether you're trying to ace an instructional design interview or just learn more about the field, Addy is a great place to start. It will teach you more about what an instructional designer does and you can also use Addy as a foundation for your instructional design process. Whereas Addy used to be a very specific set-in-stone process, these days it's really five different buckets of tasks that you can pull from as needed for your individual instructional design process. Addy is an acronym. The A stands for Analysis, the D stands for Design, which refers to Instructional Design, the other D stands for Development, the I is Implementation, and the E is Evaluation. Let's take a closer look at each of these. For analysis, this is where you are doing the upfront work. You want to learn more about the problem, your audience, and the solution. The best place to start with analysis is with a needs assessment. This is where you determine if training is actually going to help solve the problem because you look into what's causing the problem. If the problem is being caused by some environmental issues or some kind of software malfunctions and things like that, then throwing training at that problem isn't going to help solve it. This is probably the most important step in all of instructional design. It's conducting a strong needs assessment. Learner analysis also falls under this category. This is where you might conduct user interviews, create user personas, learn more about who your audience is. Because then you can design for that specific audience. Job task analysis. This is where you really break down the tasks that make up an individual job. Once you have those tasks outlined really clearly like that, it's much easier to design training to train people in those tasks. Context analysis. This is instructional context and performance context. You want the two to be pretty similar. We're not going to dive super far into that here. There are other things that can go into this analysis phase. But again, this is where you're trying to learn about your audience and the problem and the potential solutions. The problem is that analysis is very often overlooked in the modern instructional design environment. How it usually happens is a stakeholder says we need this training and then the instructional designer just designs and develops it because of how the culture is at the organization or the company. While this is probably the most important phase in all of Addy, it is unfortunately overlooked a lot. Design. Again, this refers to the specific instructional design tasks. This is where you would look at the results from the analysis and you would create your learning objectives. You would maybe create a design document like talking about the findings from the analysis but also how you're going to use those findings to design this solution. You would include your objectives. You would talk about how you're using these different science and theories to support this learning goal. It's a technical instructional design document. You would also design the storyboard, the script, the facilitator guide. This is where you would actually be writing out the content for the learning solutions. Again, more traditional instructional designers, they operate very much in this first realm with these objectives and the writing and the storyboarding. More often than not in these modern instructional design roles, you're expected to do this piece and this next piece which is development. This is where you take that storyboard and that script and that maybe outline of a facilitator guide and you start developing it into the final products that will be put in front of the audience. You would take that storyboard and you would develop it in an authoring tool like Storyline or Captivate. You would develop the facilitator guide into this nice, well-organized final guide or document. Maybe if there's a slide deck to go along with that, you would actually develop that slide deck, get it in its final form so that it's ready to go in front of the audience. Again, this is where a lot of modern instructional designers sit. They're right on that design and development phase. We need more of the analysis. Of course, we're going to need more evaluation which comes at the back end. Just for context and so you know what you're getting into, these are the two most common areas that instructional designers work within today. Of course, there are some companies where you're niched into a very specific one of these areas. Obviously, that does have its benefits. If you have someone who's really good at analysis, someone else who's really good at design, someone else who's really good at development, having all of those people work together, you can be a very effective team that way. But again, for better or worse, many IDs are expected to do it all. Next up is implementation. This is where you deliver the learning experience to the audience. It's where you actually roll out the learning program and start getting it in front of people. Most of the time, since a lot of the training and learning products out there are these e-learning packages, you would upload it to a learning management system and enroll the users. If it's a face-to-face or virtual session, the facilitator would deliver this to the live audience. This wouldn't be the instructional designer in most cases. The instructional designer would hand off that facilitator guide in that slide deck and the facilitator would use it to actually deliver the session during this implementation. Long story short, the main goal here is to ensure that the program gets rolled out smoothly. The instructional designer may be the one actually uploading things to the learning management system. They may be observing these facilitations and taking notes to think about how the program can be improved. But again, that falls more into this next category, which is evaluation, which is the E here. Kirkpatrick's model of evaluation that is very popular and comprehensive approach to evaluation in this field, and I'll do a video on that down the line. But we're really answering these main questions. Do people like the learning experience? This is measuring their reaction to it. Are they having a good time? How do they feel about it? Are they learning something? Are they learning new skills or new knowledge based off of this learning experience? That's usually evaluated with assessments, maybe some observation. Next we want to know, are they applying what they learn to the job? So this is where we would look at business metrics and key performance metrics to see what people are actually doing on the job. Are they improving because of this learning experience? And finally, is this helping the organization? What kind of organizational results are we seeing here? Are we not just seeing better customer satisfaction rates, but are we seeing more sales or better customer retention? Those are the type of things we dive into with evaluation. So that is Addy in a nutshell. Again, we would be much better off as an industry if we spent as much time on analysis and evaluation as we do on design and development. But again, most instructional designers are expected to do that design and development. If you really like one of these areas and you want to niche down into it, the odds are you can probably get work if you really build up your credibility in that space. But there is very much a demand for people who can do everything from analysis through evaluation. So if you enjoyed this video, please go ahead and give it a thumbs up. If you are interested in becoming an instructional designer, then I have a full video dedicated to that topic, and I will link that right in the description. And I will see you in the next video.