Winter 2005, ADDIE objectives

Project 2 objectives

ISD Model

Practice

True-False Quiz

Tax Returns

Project theme: Instructional systems design Purpose. The purpose of this project is to develop a training event for tax preparers using an ISD framework. The course is designed for a tax preparation service as a follow-up to lectures on IRS Publication 17, their primary text for training. The training targets preparers who have completed the initial training and have been hired for the tax season. The intent is to provide a training event that improves the performance of first-year preparers and that serves as a recurrent training unit for returning employees. The company owner also plans to use the training assessments to test the knowledge of new hires who indicate they have previous experience, but did not attend his training school. The ISD model and other documentation for the course are detailed in the ISD model link above. The unit assumes the employee has attended the basic Publication 17 training lecture. The goal of this additional training event is to take preparers who have a general knowledge of the tax code and focus them on key areas they will likely encounter on the job.This unit will assist less experienced preparers by presenting relevant information in a condensed, directed manner, with opportunity to apply the information in case studies that provide a real-life context. The training unit is results-driven; it aims to reduce mistakes and questions by first-year employees, to aid retention of employees by easing frustrations, to produce efficiencies that benefit clients, and to create less liability for the company.

Project plan. Initial interviews with the company owner and employees determine the timetable, expectations, topics, and budget available for the training event. Next, a needs analysis addresses issues relevant to the target audience, the trainers, the environment, and the resources available. The analysis is followed by a detailed outline of objectives which steer design elements such as exercises, assessments, and feedback mechanisms. A prototype is then tested and the unit revised accordingly. Full development, implementation, and evaluation follow revisions of the prototype. This process follows the basic ADDIE model: analysis, design, development, implementation, and evaluation. However, a prototype is inserted after the design stage to facilitate early testing and to provide an opportunity to fix problems earlier than the traditional model allows (Kruse, K. [on-line]). This modification represents a compromise between the traditional steps of the ADDIE model and a prototype system's approach where teams create modules or prototypes. Critics of both systems say ADDIE is too rigid and the module approach is too hard to pin to deadlines and budgets. The compromise, however, incorporates advantages of both systems' approaches. The prototype testing includes a recommendation by Dr. Darryl Sink (2004), an experienced specialist in training development: He believes research supports the idea that multiple test sessions with few people produce better results than one session with a large group. Dr. Sink states: "there appears to be no significant difference in the quality of information collected for the purpose of revision when testing a program on a very small number of people (or even just one person) and testing the same version of the training material with larger groups of 15-20 people" (p. 19.) Since American Tax Service is a young company with less than 10 employees, this finding supports the idea that quality test results on the prototype may be achieved with only a few people.

Navigation. The links located in the bar toward the top of this page access the following topics: Project 2 objectives: links to the current page. ISD model : documents the design process. Practice: links to the tax unit exercises. True-False quiz: links to a scored assessment. Tax returns : links to tax returns to be prepared on company software.

Bibliography

The bibliography for ADDIE lists the full citations for references consulted during course development. References cited in text are linked to this page.

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Author: Jacalyn Watson, City Univeristy, December, 2004