Graduate School Essay: The ADDIE Model: Overview and Applications in Talent Development
October 12, 2025
Group 10
Peter Becker
Sam Cypert II
Lacy Davis
Joe Eickholt
Russell Elliott
Melissa Escovedo
ADDIE: The Framework for Instructional Design
Created in the 1970s at Florida State University, the ADDIE model – which refers to Analysis, Design, Development, Implementation, and Evaluation - was developed as part of a US military training project to assist in the creation of learning design. The original objective of the ADDIE theory was to fully complete one step of the learning process before advancing to the next step; however, as ADDIE has evolved over the years, the steps have become more fluid (Discover Learning Designs, 2019). ADDIE provides a systematic approach to the creation, implementation, and measurement of training content.
The first step, Analysis, centers around the completion of a needs assessment, which is significant in determining whether training is truly needed. As outlined in Chapter 3 of the course textbook, this analysis includes an assessment of the organization to ensure the training goals align with the company’s strategic objectives. A person analysis is then completed to determine both the cause of the knowledge gap, as well as the associate readiness for training. The last piece of the analysis step, the task analysis, confirms all competencies that should be included in the training (Noe, 2023). The next two steps, Design and Development, are intricately linked as the blueprint for the training is constructed and formalized. In addition to the training design and development, this stage also includes a review of the training environment (seating structure, preparation of materials, and understanding of the audience) (Noe, 2023). Reviewing the transfer of training (the ability to apply what is learned on the job) and creating a training evaluation plan are also completed in the Design and Development phases. The Implementation phase includes the actual delivery of the content through training. Lastly, the Evaluation phase involves assessing the training's effectiveness by monitoring outcomes and reviewing key metrics to determine whether the learning objectives were successfully achieved.
Companies that implement the ADDIE model provide trainees with a consistent learning experience. This can enhance individual self-efficacy by offering a clear and structured approach to training. Additionally, the inclusion of a thorough needs assessment during the Analysis phase enables organizations to determine whether training is truly necessary, helping to avoid investing time and resources in programs that may not lead to meaningful performance improvements. Conversely, utilization of this model is time consuming and may be difficult to follow in situations where more flexibility is needed. [BA2] To navigate these potential challenges, companies should consider using ADDIE alongside another more malleable model.
Needs Assessment: Overview, Importance, and Approaches
To design and perform effective training, a needs assessment is vital as it establishes whether training is necessary (Noe, 2023). Needs assessments typically involve organizational analysis, person analysis, and task analysis (Noe, 2023). Organizational analysis helps determine the appropriateness of training. Person analysis helps determine whether performance deficiencies result from a lack of knowledge, skill, or ability or from a motivational or work-design problem, identifying who needs training, and determining employees’ readiness for training. Finally, task analysis identifies the important tasks and knowledge, skills, and behaviors that need to be emphasized in training employees to complete their tasks (Noe, 2023).
Needs assessments help determine whether an organization needs to conduct training (as there is a gap in skill development), or if there are more underlying issues related to motivation, morale, or existing processes and workflows (Noe, 2023). If not properly conducted, a needs assessment may result in training being incorrectly used as a solution to a problem that is more performance-based, cover the wrong content or objectives, have content that is above the learners’ levels or result in unnecessary spending on training (Noe, 2023).
When conducting a needs assessment, it is important to include multiple stakeholders during the process, as this helps with both buy-in from employees and leadership, as well as gaining essential insights from multiple points of view. One best practice is to create a learning council within the organization. By including key company leaders, mid-level managers, trainers, employees, and subject matter experts, the formation of a council ensures that insight is gained from all levels of the organization, including the approaches to training. Company leaders, for example, take a high-level lens to how training will help ensure the longevity of a company and support business objectives, while ground-level employees help ensure that certain details are not missed to maximize the training’s impact. Additionally, the creation of the council allows for methodical approaches to discussing a needs assessment – including actions such as sending out employee surveys, conducting interviews, forming focus groups, or looking at historical data related to performance and practices for feedback.
Furthermore, it is also important for the organization to evaluate specifically what intended outcomes or goals are wanted. In general design terms, the goal of new training is to close any skills gaps and/or ensure adequate knowledge successfully transfers for daily applications in employee work. However, context-specific goals and outcomes must also be considered. For example, if the end goal is to expand the sales of a particular product or service, the organization must first evaluate historical sales levels, where new sales are taking place, what markets or territories they want to expand sales in, who or what departments are involved in the full sales cycle, and the general timeline for historical sales cycles. From here, the organization can start the development of training curriculum with this information to serve as a basis.
Program Design: Crafting the Training Experience
Program design refers to the organization and coordination of training. Training details addressed during program design involve motivating employees to learn, preparing proper learning environments, developing effective instruction platforms, and promoting efficient transfer of training. Therefore, program design is vital to ensure that employee learning is maximized and that learned skills are effectively transferred into practice. The program design process consists of three essential components: (1) pretraining, (2) the learning event and (3) post-training. Details for designing a robust training program based on these components are provided in the following sections.
According to Noe (2023), the purpose of pretraining includes (1) to prepare, motivate and energize trainees to attend the learning event and (2) to ensure that the work environment (such as climate, managers, and peers) supports learning and transfer. Trainee motivation begins with communicating to employees an overview of the training, such as purpose, learning objectives, course prerequisites and required attendees. Such information can be effectively conveyed using tools such as concept maps and curriculum road maps that visually organize training details. Employees should also understand the usefulness of the training, which can be conducted by sharing testimonials. Indeed, testimonials build trust and offer social proof that training delivers real value (Sinha, 2025). The second aspect of pretraining mostly involves manager support that can range from low support, such as just permitting employees to attend training, to high support, such as participating as a trainer. Research conducted by Ismail et al. (2025) even showed that high degrees of manager support substantially improve overall employee engagement, leading to the achievement of business goals.
The learning event phase involves preparing instruction materials and the physical environment to facilitate learning. According to Noe (2023), this phase focuses on planning specific training activities, selecting instructors or trainers, and choosing proper training facilities to optimize learning potential. Training activities should be prepared in such a way that they best accommodate the persona representing the audience. Persona types worth considering include generational differences, personality types, and language fluency. With training materials in place, the next step involves identifying a facility or classroom in which learning can be optimized. Details such as noise, lighting, technology, and room structure can dramatically affect learning outcomes. Moreover, classroom seating arrangements should be paired with the appropriate teaching delivery style (e.g., conference-type for group discussions). Likewise, trainers should be selected to match the preferred teaching delivery style. When carrying out the training, trainers need to be able to effectively interact with trainees by facilitating discussions, addressing disruptions, and managing overall group dynamics.
According to Noe (2023), post-training phase activities involve influencing learners to apply what they have learned to their work. Trainees can apply their newly learned capabilities through either near transfer (i.e., exactly as taught in training) or far transfer (i.e., applying general principles to a broader context). If desired outcomes involve near transfer, then training should make use of standardized procedures, processes, and checklists. When far transfer is desired, training should be more open-ended and comprised of discussions and self-reflection. Regardless of the desired transfer mechanism, trainees should be provided with ample opportunities to use their learned capabilities. Creating opportunities supports successful learning transfer and fosters innovation, productivity, and creativity in employees (Gebreamlak, 2025).
Program Evaluation: Selecting Effective Assessment Techniques[BA4]
The value of any training program lies in its ability to produce measurable improvements to knowledge, behavior, and organizational outcomes. Noe (2023) emphasizes a layered evaluation approach that assesses reaction, learning, behavior, and results and argues for alignment of methods to the training objectives and levels of analysis. He highlights combining both short-term (e.g., knowledge/skill checks) and long-term (e.g., on-the-job performance) assessments to capture both learning and transfer of knowledge.
One of the most widely used methodologies is Kirkpatrick’s Four Levels, which provides a clear and chronological framework. These levels are comprised of (1) Reaction, (2) Learning, (3) Behavior and (4) Results. Organizations start by measuring trainee reactions and learning improvements, then track trainee behavior changes and business outcomes (Kirkpatrick and Kirkpatrick, 2016). This framework is effective for competency-based training programs where the primary goal is to transfer skills to the workplace. Its clarity and operationalizability make it the industry standard for systematic evaluation (Noe, 2023).
In response to organizations’ increasing demand of financial accountability, Noe (2023) presents Return on Investment (ROI) as the highest level of training evaluation because it translates the learning outcomes into financial terms. ROI compares the financial benefits of training against its costs and provides a percentage return on the investment.
To fully understand the benefits of ROI, organizations must capture training costs and measurable business results – such as reduced errors, improved production, or financial gains - and then convert those into meaningful financial value. Noe emphasizes that ROI should not be a stand-alone evaluation method but rather a complement to other methods since ROI tends to overlook hard to measure benefits like morale or teamwork improvements.
Theoretical integration is essential when combining these two evaluation methods. Behaviorist principles inform Levels 1 and 2 by emphasizing measurable responses, such as survey feedback and objective skill demonstrations, reinforcing the stimulus-response link in training evaluation. Cognitivism further supports Level 2 assessments by highlighting the importance of knowledge acquisition and mental processing, ensuring that pre- and post-tests accurately capture learning outcomes. Social learning theory reinforces Level 3 by focusing on observation, modeling, and coaching mechanisms that influence behavior changes in the workplace and make methods such as supervisor observations and 360-feedback essential. Level 4 is informed by constructivist theory by recognizing that learners build knowledge and meaning through real-world applications, which aligns with evaluating organizational outcomes such as productivity, quality, or customer feedback. ROI evaluation further strengthens the assessment by linking learning and performance outcomes to financial accountability, showing how improvements in productivity, efficiency, or quality offset the training costs.
By integrating Kirkpatrick’s Four Levels, ROI, and multiple learning theories, this evaluation strategy ensures a rigorous, comprehensive approach that measures not only learning but transfer of knowledge and the tangible impact on organizational outcomes.
Summary
The ADDIE model provides a structured and systematic framework for developing effective training programs by progressing through the five phases of Analysis, Design, Development, Implementation, and Evaluation. Each phase contributes uniquely to ensuring that learning interventions are both aligned with organizational objectives and effective in enhancing employee performance. The Analysis phase lays the foundation by identifying training needs through organizational, person, and task analyses, ensuring that training solutions address real performance gaps rather than unrelated motivational or systemic issues.
The Design and Development stages focus on translating analysis findings into actionable learning plans, instructional materials, and supportive environments. These stages emphasize aligning content with learning objectives, considering trainee characteristics, and preparing engaging instructional activities that facilitate knowledge retention and skill acquisition. The subsequent Implementation phase represents the execution of training, where delivery methods, trainer selection, and logistical considerations collectively shape the learner experience.
Evaluation, as emphasized by both Noe (2023) and Kirkpatrick (2016), is the culminating step that measures the effectiveness and impact of training. Using models such as Kirkpatrick’s Four Levels and Return on Investment (ROI), organizations can assess reactions, learning outcomes, behavioral changes, and overall business results. Integrating theoretical perspectives—behaviorism, cognitivism, social learning, and constructivism—further strengthens evaluation practices by ensuring both measurable and applied learning outcomes are considered.
Overall, the ADDIE model, supported by thorough needs assessments, effective program design, and evidence-based evaluation techniques, ensures that training initiatives are relevant, efficient, and strategically valuable. When applied consistently, ADDIE promotes not only skill development but also organizational growth, accountability, and continuous improvement within the learning and development process.
References
Discover Learning Designs. (2019, September). The history of ADDIE. https://discoverlearning.com.au/2019/09/the-history-of-addie/
Gebreamlak, O. (2025, February 24). Aligning Learning and Development with Evolving Workforce Needs. Retrieved October 2, 2025, from SHRM Business: https://www.shrm.org/
Ismail, A., Arif, A., Deli, M. M., & Harun, S. N. (2025). Relationship between Managers' Roles in Training Programs and Motivation to Accomplish Work: The Mediating Role of Employee Engagement. International Journal of Organizational Leadership, 14, 378-393.
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation. Association for Talent Development.
Noe, R. A. (2023). Employee Training & Development (9th ed.). New York: McGraw Hill.
Sinha, V. (2025, March 6). How to Collect Testimonials for Your Online Courses. Retrieved October 2, 2025, from Graphy: https://graphy.com
This was a joint paper originally created for MGMT 4153 (Talent Development) at the Oklahoma State University Spears School of Business. The authors listed at the beginning of this essay all made contributions to this article and the research to write it. This course is part of the curriculum of my Graduate Certificate program in Human Resource Management.