John Buco Colegio de Jimenez, Inc

Dicoloc, Jimenez, Misamis Occidental, Philippine

Subject: Training and Development

Topic: Week 6: ADDIE Training Process and Management Development Program Concepts
Instructor: Danica J. Dagpin, MBA

ADDIE: 5 Steps to Effective Training

The Addie model is an instructional design methodology used to help organize and
streamline the production of your course content. Developed in the 1970’s, ADDIE is still the
most commonly used model for instructional design. Why? – It’s simple and effective! In this
post, we take a look at the various stages involved and also how you can begin using ADDIE
today.

ADDIE Explained
Addie is an acronym for the five stages of a development process: Analysis, Design,
Development, Implementation, and Evaluation. The ADDIE model relies on each stage being
done in the given order but with a focus on reflection and iteration. The model gives you a
streamlined, focused approach that provides feedback for continuous improvement.

Purpose of the ADDIE model

 The ADDIE model serves as a foundational framework for instructional design, offering
a systematic process for creating effective and efficient training programs. There are multiple
reasons why companies use the ADDIE model in their instructional design process:

 Creating a structured process for instructional design: The ADDIE model provides a
clear, step-by-step framework that guides instructional designers through the process of
creating educational programs, ensuring that they consider and address all critical aspects
of instructional design.
 Aligning the instructional activities with learning objectives: By starting with a
thorough analysis phase of the ADDIE model, you can fully align all instructional
materials and activities with the learning objectives, making it more likely that these
objectives will be met.
 Facilitating data-driven decision-making: By systematically collecting and analyzing
data at each stage, the ADDIE model supports data-driven decision-making, allowing
instructional designers to make informed adjustments that enhance the learning
experience.
 Facilitating effective communication among stakeholders: By providing a common
framework, the ADDIE model facilitates clear and effective communication among all
stakeholders involved in the instructional design process, including educators, designers,
and learners.
 Promoting continuous improvement: The evaluation phase of the ADDIE model
allows for the collection of feedback and data on the training program’s effectiveness,
providing opportunities for continuous improvement and keeping the training relevant
and impactful over time.
 Enhancing instructional design expertise: The process of continuous evaluation and
improvement helps instructional designers and educators to refine their skills and
expertise over time, leading to higher-quality educational content and more effective
teaching strategies.

Advantages and disadvantages of the ADDIE model

Although it is considered a leading learning development model, there are multiple advantages
and disadvantages of the ADDIE model, as with all models.

Advantages of the ADDIE Model

 Adaptability: ADDIE instructional design model is highly adaptable and can be used
across industries, disciplines, and learning environments. It can be tailored for different
scale projects as well as individual or group learning.
 Consistency: ADDIE model of training provides a structured and consistent approach to
instructional design, which can boost efficiency and consistency in the quality of course
development.
  Iteration opportunities: ADDIE is an iterative model, which means it allows for
feedback and changes at each stage of development to ensure the final product meets the
desired learning objectives.
 Evaluation component: There is an evaluation component to the ADDIE model that
allows businesses to measure the effectiveness of the instructional content. That is useful
in identifying key areas of improvement for future iterations.

Disadvantages of the ADDIE Model

 Linear process: The ADDIE method follows a linear process that may not be flexible or
creative enough to address complex learning needs.
 Being resource-intensive: Using the ADDIE model for instructional design can be a
lengthy process that also requires significant resources. It may be challenging for smaller
organizations with fewer resources to implement.
 Lack of emphasis on user experience: While organizations have been increasingly
focusing on digital employee experience, including in training, the ADDIE model doesn’t
have a strong focus on user experience. That can lead to unengaging instruction and poor
learning outcomes for employees.

The Five Steps of the ADDIE Process

Step 1: Analysis
Before you start developing any content or training strategies, you should analyze the
current situation in terms of training, knowledge gaps etc. Start with a series of questions to
understand the current situation and to also understand what is the goal of the training itself. This
influences a huge amount of decisions later in the process.

One very common question is: What is the point of the training? Why are we doing it? What type
of behavioral change is desired? Will training actually help? This phase should be a full audit of
the audience, business goals, training methodologies used, media types used, etc. Once this is
done, you can generate a training plan that addresses:

Who, What, When, Where, Why, How?

The core of your training plan will be “How can we improve the situation and achieve business
goals through training?”. You will use this question as the foundation for the rest of the
process. You should come out with: an analysis of training needs and a training plan

Step 2: Design
With your training plan done, you then get to the design phase – this is where you take all
of the learnings of the previous phase and use it to make practical decisions. This includes a
strategy, delivery methods, structure, duration, assessment, and feedback. The next step is
to storyboard your ideas and/or create a prototype. You are creating a blueprint for your courses,
and by making a prototype you can quickly communicate with other stakeholders the value of
the training.

An initial testing phase of the prototype is always a good idea, this is a sanity check that is
carried out prior to moving too far forward.

You should come out with: an overview of the course design and storyboards/prototypes.

Step 3: Development
At this stage, you can begin to create the courses. You will be heavily guided by the
prototype/storyboards at this point. Each element of the course should be developed to match the
design phase. The core of the content has already been decided. All you need to add is a level of
detail and polish to the courses.

This is done by adding graphics, choosing colors and deciding on fonts. To some, this may seem
trivial, but it has a huge bearing on how engaging the course content is.
The careful selection of these elements allows you to present the course in a manner that will
appeal to the audience (which may become apparent with an analysis of the audience in the first
phase). The development process should be iterative. Once you have created a course you
should test it to ensure there are no basic errors – grammar, spelling, syntax etc. Testing should
also look at the mechanics of the course. A key consideration at this stage is navigation.

The vast majority of problems that learners encounter are related to how the course was built in
the authoring tool. The frustrating thing is that it can often be something very simple that the
instructional designer misses because they did not test the course.
Testing the course is not flicking through it – it is a systematic check on the accuracy of the
content and the utility of the navigation. Can a learner progress in the way I designed? – even if
they make unexpected decisions. Building upon that should be a check on the flow of the
content. Is it engaging, how is the length etc?

You should come out with: Course Content

Step 4: Implementation
Once you have completed your courses and you are satisfied that they are fully tested, it’s
time to share them with the learner. The decisions made in the design phase will influence how
this is actually carried out. In the majority of cases, the courses are uploaded to an LMS and the
delivery options are set up – who are enrolled, how much time are they given, pass marks for
assessments, and the collection of feedback. The delivery, tracking, and reporting are all handled
by the LMS.

The instructional designer should monitor the situation for any teething issues. One of the best
was to prevent against any problems in the implementation phase is to conduct a pilot of a course
before unleashing the content on the entire group.

You should come out with: Your courses are live in the LMS and learners can start to take and
complete courses
Step 5: Evaluation
ADDIE’s main goal is to provide a structured method of creating training programs. It is
also, however, a powerful model for improving the way in which future iterations are created.
Getting feedback on every aspect of the courses is really important so that you can improve and
revise the content. What to focus on:
 Did we meet the goals as set out in the analysis phase?
 Take feedback and place back into the analysis phase.
 Identify other training requirements.
 Possible change in media types or approach.

A great way to get feedback is to ask learners to complete surveys at the end of their course. This
can be done within the course (using your authoring tool) or as by the LMS. Create survey
questions specific to the points above but, also encourage learners to give feedback in a free text
box so that you are aware of any gaps you may not have thought of.

You should come out with: An evaluation report and actionable changes for the current or future
courses
 John Buco Colegio de Jimenez, Inc
Dicoloc, Jimenez, Misamis Occidental, Philippine

Subject: Training and Development

Topic: Week 7: Management Development Program Concepts
Instructor: Danica J. Dagpin, MBA

Management Development Program Concepts

Management development can help organizations build more confident and effective
managers. A management development program allows a manager to develop their skills and
learn how to recognize behaviors and accomplishments in the workplace. Once you understand
the core principles of management development, you can implement a customized plan that
works for a specific company's needs.

What is Management Development?

Management development is a process used to create effective managers. A manager is
anyone who works between the executive and entry-level personnel within an organization and
helps those people perform labor to ensure the company reaches its goals. Management
development programs usually enable managers to enhance their existing skills, such as
resolving conflicts and communicating with others.

There are both internal and external management development programs. A company might
implement an internal management development program by providing individual mentorship,
instruction from a human resources department representative or management assignments for
new or experienced managers to complete on-site. External management development might
include conferences, seminars or even university graduate programs.

Importance of Management Development

Management development is important because it helps those who are new to
management position understand what the job entails and gain the necessary soft skills and
interpersonal knowledge. It's also important for experienced managers because it can teach them
new ideas in workplace management and remind them of other techniques to use. Here are some
additional benefits of management development:

 More effective communication: Management development can help new and existing
managers learn better ways to connect with their coworkers and report to their
supervisors.
  Motivated team members: This process can make managers more effective at
empathizing with their team members and providing the motivation and incentive that
teams need to succeed.

 Cost-efficient leadership: When an organization promotes managers from within the

company, it can save itself the cost of hiring and training new managers.

 Wide knowledge of company policies: Providing management development for existing

managers can keep everyone updated on company expectations, the workplace culture
and any new policies.

 Long-term management availability: A company with a robust management

development program can better ensure that it has knowledgeable and effective managers
in the long term.

Key principles of management development

Here are some of the key principles of management development:

1. Knowledge, skills and abilities development

Many management development programs share the idea that the main aspects of a team
member’s value are their abilities, skills and knowledge. They consider abilities to be innate,
meaning individuals are responsible for improving their own capabilities, which can vary based
on the person. Development programs instead focus on building skills and knowledge.

2. Personal process
Management development depends on individuals being willing to develop their
management skills. For this type of program to be effective, participants need to track and be
accountable for their own progress. An effective management development program must also
recognize and adapt to each participant's individual skills and abilities.

3. Time investment
A successful management development program works to improve skills and knowledge
over the long term, rather than the short term. Some programs may implement this principle with
regular class education sessions over a longer period of time, while other programs may involve
less or no classwork but have longer projects or check-ins with mentors. A program with a
longer timeline allows participants to implement the ideas they learn and potentially remember
the concepts better.

4. Organized process
An important principle of management development programs, particularly programs in
larger companies, is an organized approach. This type of program provides specific objectives,
paths and accomplishments for each participant, rather than encouraging managers to learn
individually. Having a set plan allows participants to know exactly what to expect from the
program.

Components of a management development program

The two main components of a management development program are knowledge and
skills. The knowledge and skills that managers need to perform well in their positions may
depend on the company, so this program must accommodate the organization's specific structure,
industry and staff.

1. Knowledge
Knowledge training in management development aims to give managers the information
they need to make wise decisions for a company and its staff. This can range from large-scale
information, like what influences the company's market and customers, to more specialized
knowledge about how the company and staff relate, like policies and labor laws. A management
development program may teach participants about topics such as:

 Company business model: It's important for a manager to understand how a company
creates value so they can contribute their own labor efficiently and help reduce waste and
preserve product quality.

 Company structure: When managers understand the company's structure, they can
know who to ask about specific questions and procedures.

 Company scope: Development programs may educate managers about the size of the
company, customers, revenue, expenses and profits so that they can understand their own
role better.

 Internal policies and codes: If a company has internal ethics, hiring or behavior
policies, the manager needs to know them and counsel anyone they supervise to ensure
their actions are within those codes.

 Labor laws: A manager who knows labor laws may more easily understand what the
rights of other people in the workplace are and respect those rights.

 Management theories: A manager who knows different management theories may have
a guide for handling individual situations in an effective way.

2. Skills
Skills training aims to teach specific skills that people who are new to management may not
have developed by working in an entry-level position. A management development program
instructs participants on soft skills for everyday and occasional use, rather than technical skills.
Here are some skills that new managers may learn in this program:

 Scheduling: In this program, managers can learn about scheduling so that they can assign
work and individual shifts appropriately.

 Individual performance management: This includes skills like completing

performance reviews, helping teams set goals for work and making plans for them to
correct or improve their performance.

 Hiring, interviewing and termination: Management development can update managers

on hiring and interviewing techniques. They can also learn communication skills that
help them be fair and reasonable when beginning or ending someone's employment.

 Conflict management: A manager who knows how to negotiate with others and resolve
conflicts can likely help their own team cooperate more smoothly, both internally and
externally.

 Team motivation: A manager may learn certain techniques to help their team get to
know each other better and become more productive overall.

 Communication: Many aspects of a manager's work involve communication, so this

program may focus on improving areas like spoken and written communication and
effective presentation techniques.

 Decision-making: Learning different approaches to making decisions can help managers

act more quickly and be more confident and independent in their choices for their team.

John Buco Colegio de Jimenez, Inc

Dicoloc, Jimenez, Misamis Occidental, Philippine
Subject: Training and Development
Topic: Week 8: The Trainer: As an Authentic Leader
Instructor: Danica J. Dagpin, MBA

What is Authentic Leadership?

The term ‘Authentic Leadership’ was used by Bill George in the aptly named book,
‘Authentic Leadership: Rediscovering the secrets to creating lasting value‘, which was released
around the time of some jaw-dropping organisation scandals (Enron and WorldCom ). These
corporate crimes provoked an outcry, prompting a strong wish for business leaders of substance
– leaders that people could trust. In other words, ‘authentic leaders’.

Things haven’t changed much since Enron; even today, with the likes of VW and Mercedes lying
about emissions and the BHS Pension scandal with Philip Green, employees and stakeholders are
still crying out for leaders of substance.

The Qualities Of An Authentic Leader

Harter’s (2002) definition in the Handbook of positive psychology, specifies that
authenticity requires a person’s thoughts and feelings to be consistent with their actions.
Someone who does not act in line with their values can be said to be discombobulated, a walking
contradiction.

Authentic leaders are clear on their values, and people trust them because they are true to
themselves, not acting out a part that they perceive they should be playing. Their modus operandi
is “what you see is what you get”, some might say they are ‘comfortable in their own skin’.
When you are authentic, you are true to your values; people can trust that you will do what you
say and that your behaviours will not deviate from what they expect from you. Your integrity is
sound and never called into question, which creates trusting relationships and people who will
follow wherever you go.

Above all, you will be very aware of your emotions and your behaviours, taking time to reflect
and change where necessary. You’ll not need to use your positional power as you will influence
people in the right way. People will be drawn to you and know that you will listen to them with
the intent of understanding them, not judging.

Why Do Organisations Need Authentic Leaders?

Research indicates that authentic leadership is the most significant predictor of employee
job satisfaction, organisational commitment, and workplace happiness. Where authenticity is
encouraged, employee production is thought to increase by 20% . What more do you need to
know!

What Makes An Authentic Leader?

According to Bill George, Authentic Leadership consists of four main components:
 Self-Awareness
 Relational Transparency
 Balanced Processing
  Strong Moral Code

#1. Self-awareness

Self-awareness in the context of authentic leadership is identical to that in emotional

intelligence. According to Daniel Goleman self-awareness is made up of three main elements,
namely:

 Emotional awareness – knowing and understanding your emotions

 Accurate self-assessment – your strengths and weaknesses
 Self-confidence – understanding your self-worth

Top tips for improving your self-awareness

 Meditate (Harvard Business Review says so); slow down and examine your emotions.
Think more deeply on how you felt in a particular situation. Why did you think this way?
How did it affect your behaviour?

 Build confidence by getting out of your comfort zone in incremental steps; if you are
low on belief, it is often in an area that you have less experience or lack specific skills.
The best way to build your confidence is to set goals and commit to action. For example,
if you hate giving presentations, set a goal to deliver several in the next three months.
Start by giving a presentation to a mirror, then to a friend or someone you trust. Make the
presentations more challenging as you progress.

 Complete psychometric assessments and self-evaluation inventories to better

understand yourself; there are many assessments that you can access online or pay for
through providers. The key is in finding those that will be most helpful in your context. If
you struggle to manage your time, find a time management inventory. Use the findings to
plan your future development and home in on specific weaknesses.

 Undertake regular ‘protected’ reflection; ask yourself “how did that go?”, “what was I
feeling and how did I react?” (Journal) – Many leaders tout Journaling and protected
reflection time as essential habits that underpin their success. That means blocking off
time to examine how you are doing. Reflect on your emotions, your actions and
behaviours before committing to positive action.

 Get regular 360 feedback – up, down and sideways; asking for feedback is one of the
best ways to get an honest view of how people perceive you; this needs to be low risk for
the person giving the feedback, so they need to trust that you will receive their feedback
constructively. You don’t need a formal feedback tool or anything grand, just ask “how
am I doing?”.
#2. Relational Transparency

If an authentic leader demonstrates relational transparency, you are likely to see them
openly sharing their thoughts and beliefs without displaying too much of their emotions; in
essence, they exercise control over their feelings, maintaining just the right balance.

People with high levels of relational transparency will thrive by admitting their mistakes and
building relationships grounded in trust and honesty. They will be very open with others about
their relative strengths and weaknesses.

Tips For Improving Relational Transparency

 Keep a check on your emotions and think before acting in pressurised

situations; this doesn’t mean that you stop feeling, but instead, you take your time to
ensure your actions are congruent with your values. In emotional intelligence, this refers
to the quality of self-regulation.

 If you make a mistake own it, if you have a success share it; with mistakes,
communicate what went wrong and go the extra mile by exploring how you would do
things differently next time. Organisations and leaders of worth will see errors as an
opportunity to learn, and they will value the fact that you made a decision or took action
with the best of intentions. When something goes well, share the success with those who
deserve it.

 Show awareness of your weaknesses and blind spots by asking people for their
opinions, ideas and expertise. When someone gives you an idea, do not be the person
that always says “yeah I thought of that last week”; let the thought be theirs whether you
did or didn’t think of it. You are not the Oracle, nor do you need to be!

 The act of making an internal conversation external can help you to build
relationships and trust. When you have an internal emotional conversation going about
your head (i.e. “I am so angry with Joe, I want to…) try to communicate this and show
the math, for example, “Joe I find that frustrating because we have talked at length about
this issue and we things don’t seem to have changed. What is it we can do to move
forward from here?”.

 In the case of Joe above, consider how you might need to do something to help this
situation. An authentic leader would probably ask Joe “can I do, or change, something to
help”. By asking something like this, you signify that you are open to feedback and
willing to listen to how you might improve.

You can diffuse many conflict situations through the act of voicing your emotions. By ‘showing
the math’ going on in your head you are showing yourself to be open and transparent, and in
doing so, you will gain credibility and trust with the person/people with whom you are
communicating.
#3. Balanced Processing

Great leaders, especially those who stand the test of time, are well balanced in processing
the world around them. They will look at things with a calm and consistent approach, weighing
up the information at their disposal before they act.

Someone strong in balanced processing will actively solicit opinions and feedback from people
regardless of their position. They will not care whether you work under them, above them or at
the same level in the hierarchy; if you can provide them with valuable insights on a ‘problem’
they are facing, they’ll ask you to weigh in.

When strong leaders commit to a decision, it will be fair and well-informed; they will discuss
how they came to that conclusion, ‘showing you the math’.

Tips For Improving Balanced Processing

 Listen attentively and provide a balanced response; the art of listening is an often-
overlooked leadership attribute. How can you balance your response if you don’t listen
attentively to what a person or group is saying? Next time you are in a meeting, forget
any bias, truly listen to what people say and observe what they are doing (body
language). Put your pen and laptop away during a meeting and see what happens if you
listen more than talk, asking questions to understand, not interrogate.

 Operate a weigh-in buy-in policy; when you are working with teams, it is essential that
everyone feels like you hear their voice. You can’t fake this for long. To illustrate
balanced processing, you can lay down the ‘weigh-in buy-in’ ground rules for your team.

 Weigh-in means asking the whole team for their view on a topic before making a
final decision; this allows all team members to share their opinions on a course of
action. A quick tip: set a time limit on contributions in a meeting (or word count on
written feedback) to manage time effectively and help with brevity.

 The buy-in part of the rule requires that they only give their opinion on the proviso
they get behind the final decision and without complaint. For weigh-in buy-in to
work, you should explain your conclusion and ‘show your math’.

 Show people your math; this means you explain how you came to make a decision.
Trust grows when you can openly discuss your thinking process, even when a decision
goes against a person’s thoughts on the matter. If there is a sound rationale, then it’s
much easier to get a person on board with your thinking.

#4. Strong Moral Code

 Possessing a robust moral code in the context of leadership means the consistent
demonstration of decision making and relationship building through the prism of one’s moral
values.

That means that a leader will use their values as a frame of reference for regulating their attitude,
behaviour and actions. Someone with a strong moral compass will possess ethical foundations
that are resistant to influence; that means they will stick to their guns when the alternative
options mean they will stray from living their values.

Authentic leaders ensure their internal values reflect their behaviours; this self-management
process enables authentic leaders to withstand external forces and influence that would otherwise
affect their decision making.

Tips For Developing A Strong Moral Code

 Undertake a values exercise to understand your internal values better; there are
some excellent books and activities you can use to define what matters to you. With a
little soul searching, you can start to understand better what makes you tick; once you
have determined your ‘code’, you can begin to choose your actions according to that
compass.

 Whenever you have to make a decision, consider how well the choices align to your
value and moral code; Ask yourself whether this decision will leave you feeling like
you have cheated yourself. If the answer is yes, you are likely not exercising your moral
code in this judgment; this isn’t a perfect world scenario, sometimes it’s not easy when
making difficult decisions, but by considering your values first, you are more likely to
come up with the right call for you.

What Makes An Inauthentic Leader?

There are many warning signs for a leader acting in an inauthentic way, some more
obvious and destructive than others. Here are some of the tell-tale signs:

 They lack follow-through, i.e. they will say one thing and do another, or fail to deliver on
promises
 They won’t admit when they are wrong
 They won’t be forthright over their weaknesses and will often try to cover them up as if
they have only strengths
 In a disagreement, they will come across as defensive and will ‘put their foot down’ to
conclude a dispute
 They will often leverage their position to gain commitment and influence others
 They will sometimes try to feign ethical constraints and moral fibre, faking it for best
effect
How Can Organisations Develop Authentic Leadership?

Take a top-down, bottom-up approach; to develop a culture of authenticity start from the
top. The first step is understanding the organisation’s ‘why’ (aka its reason for being) and
creating a set of values that underpin this purpose. The values should be meaningful and easily
translated into expectations for attitude, behaviour and outcomes. If the organisation desires to be
seen as authentic, then their values should include this.

With values in place, it is time for senior leaders to signal their commitment and live them in all
that they do. Values should be regularly discussed and be integral to recruitment, onboarding and
performance-related processes, to name but a few. In short, they should be the driver for every
decision and action taken within the business.

With commitment and processes in place, it is time to start developing people, giving them the
knowledge, skills and understanding to live the values. With authenticity as a guiding principle,
an organisation can use a range of methods to propagate the message of what it means to be
authentic, including:

 Internal marketing and branding

 Internal coaching and mentoring
 Training programmes at all levels
 Well-being and support schemes
 Counselling support
 Reward, recognition and honest feedback part and parcel of the organisation’s culture
 See mistakes as a chance for learning and growth
 Organisation leaders can encourage authenticity in their employees by supporting them to
be who they truly are. By celebrating diversity, leaders create a positive and supportive
work environment where everyone can thrive. Employees across the organisation become
more committed and willing to make a greater contribution.

Organisations can implement authentic leadership programmes; there are many training
providers and educational institutes like TSW Training that can design and deliver leadership
programmes based around authenticity.

Authenticity isn’t just for Leaders and Managers; it’s for any person who has contact with other
people, including customers, suppliers, colleagues, bosses and more.

To Conclude
To ensure long-term happiness and willing contributions from employees, organisations
need to be authentic at their very core. In turn, Leaders and Managers should learn to become
more authentic and commit to ongoing reflection and development, supporting their teams to do
the same.

Authenticity is a quality that you can develop, but it’s not an easy one to master. Becoming an
authentic leader is a journey, not a destination. A consistent commitment to reflection and
development will stand you in good stead.