Instructional design models provide the structure needed to successfully grapple with complex Instructional Design problems, thus allowing designers to approach the task with systematic and logical techniques. Models allow Instructional Designers to break down problems into manageable, discrete units.

The most important emphasis of all instructional design models is up-front analysis and design. The high level of investment on the front has the potential to produce a better result, and save time later in the process by reducing the need for revision. During the analysis and design phases, it is vitally important to have sufficient input from Subject Matter Experts (SMEs), as failure to do so will undermine the efforts of the Instructional Designer.

The most common model used for creating instructional materials is the ADDIE Model. This acronym stands for the 5 phases contained in the model:

• Analyze – analyze the task, learner characteristics, and other pertinent factors.
• Design – systematically compile comprehensive learning objectives and choose an instructional approach.
• Develop – create the training materials.
• Implement – initial delivery of the materials, to include activities for gathering data about its effectiveness.
• Evaluate – determine the degree to which the materials met the instructional goals and revise as need.

Most Instructional Design models are variations of the ADDIE model. Corporate training almost always involves compressed development times, and thus imposes a need for creative “shortcuts.” Therefore, it is probably not productive to consider Instructional Design models more detailed than the ADDIE model.  That said, it may be beneficial to Instructional Designers in the corporate realm to make the effort to compare the ADDIE model to other popular design models for the purpose of expanding their understanding of the nuances of Instructional Design. Other models that you can review for comparison purposes include Smith and Ragan, Dick and Carey, and Morrison, Ross and Kemp.

Instructional design models provide the structure needed to successfully grapple with complex Instructional Design problems, thus allowing designers to approach the task with systematic and logical techniques. Models allow Instructional Designers to break down problems into manageable, discrete units.

The most important emphasis of all instructional design models is up-front analysis and design. The high level of investment on the front has the potential to produce a better result, and save time later in the process by reducing the need for revision. During the analysis and design phases, it is vitally important to have sufficient input from Subject Matter Experts (SMEs), as failure to do so will undermine the efforts of the Instructional Designer.

The most common model used for creating instructional materials is the ADDIE Model. This acronym stands for the 5 phases contained in the model:

• Analyze – analyze the task, learner characteristics, and other pertinent factors.
• Design – systematically compile comprehensive learning objectives and choose an instructional approach.
• Develop – create the training materials.
• Implement – initial delivery of the materials, to include activities for gathering data about its effectiveness.
• Evaluate – determine the degree to which the materials met the instructional goals and revise as need.

Most Instructional Design models are variations of the ADDIE model. Corporate training almost always involves compressed development times, and thus imposes a need for creative “shortcuts.” Therefore, it is probably not productive to consider Instructional Design models more detailed than the ADDIE model.  That said, it may be beneficial to Instructional Designers in the corporate realm to make the effort to compare the ADDIE model to other popular design models for the purpose of expanding their understanding of the nuances of Instructional Design. Other models that you can review for comparison purposes include Smith and Ragan, Dick and Carey, and Morrison, Ross and Kemp.