The ADDIE and Adult Learning Cycle (ALC) are two well-known models used in instructional design for developing training and educational programs. The models differ in their approach and focus. The ADDIE model is based on a linear and sequential framework to develop programs and involves revision based on program feedback and evaluation. The ALC model, emphasizes adult learning needs that involve more iterative, abstract, reflective, and experiential learning. The ALC learning framework is a continuous and virtuous cycle, with each stage building on the other, leading to further exploration and development.
The purpose of this article is to make clear some of the main differences between the two models with the aim to help professional development instructors choose the right instructional design framework for their needs.
The ADDIE
The ADDIE model offers a structured and systematic approach to instructional design and is based on the notion that effective instruction should be carefully planned, designed, and evaluated to meet the needs of learners1. There are five phases to the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. The phases are sequential, and through the evaluation and feedback stage, continuous improvement is achieved.
The different phases are seen in the table below.
| Phase 1 | Analysis | This stage involves identifying the needs of learners and their goals as well as the objectives of the training. In professional development, this stage includes analyzing skills needed for jobs and the knowledge gaps of employees. Training needs to fill the gaps identified. |
| Phase 2 | Design | The second stage is about designing the learning experience based on the needs analysis results discovered in the first phase. In this stage, the focus is on designing the content, selecting learning materials, and defining methods to deliver the training program. |
| Phase 3 | Development | The third stage is actually creating the training materials and resources based on phase two. In this stage, one creates presentations, workbooks, training manuals, videos, activities, and any other resources for the program. |
| Phase 4 | Implementation | The program is delivered in this stage. This may be done in-person, virtually, or hybrid. |
| Phase 5 | Evaluation | The final stage involves collecting feedback to evaluate the effectiveness of the program from a learner perspective, and analyzing if the original objectives were met. Areas for improvement are identified. |
The ADDIE model suits professional development training with specific, skills-based, learning and development goals and objectives. An example of subject matter areas that the ADDIE can be applied to in workplace professional development training include:
- Compliance and Risk
- Leadership and Management Development
- Communications
- Conflict Resolution
- Health and Safety
- Project Management
- Process Management
- First Aid
- Emergency Response
- New Employee Orientation
Applying the ADDIE model to develop a Sales Training program would involve the following general process:
- The analysis phase requires taking steps to understand the needs of the sales team and the scope of sales tasks, and to identify specific areas of improvement.
- The design phase would involve creating a training plan that focused on those elements to determine what sales techniques and customer service skills are needed.
- The development phase involves creating the actual training materials
- The training is delivered in the implementation phase
- Evaluation of the course occurs after delivery and through feedback changes/adjustments are made to improve content, materials, and activities.
The Adult Learning Cycle
The ALC is based on principles of the way adults learn and retain information and adheres to concepts attributed to David Kolb’s theory of experiential learning. The ALC emphasizes that adults learn best through an active and engaged learning process which includes four stages of a virtuous cycle: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation.
The model can be applied in professional development by applying the following steps:
| Identify Learning Objectives of the Program | Use SMART goals to make the learning objectives clear and ensure they address the needs of learners. |
| Create the learning environment | The ALC requires that a learning environment supports creating learning that is engaging and hands-on, with activities that involve reflection, discussion, and experimentation. A concept used in ALC is to make the above ‘layered’, with repetition and deepening through the activities. |
| Concrete Experience | Experiential learning is part of ALC and involves providing learners with a real-life scenario or task to complete. This offers learners opportunities to gain practical experience in the subject under study. |
| Reflective Observation | Discussion, dialogue and writing activities are used to create reflection opportunities. Reflection allows learners to consider what has been learned can be applied. |
| Abstract Conceptualization | Learners are supplied with supportive theory and concepts that underpin practical experiences/realities. Presentations, group discussions and readings can be used. |
| Active Experimentation | Create activities/opportunities that allow learners to apply what has been learned in a real-life situation, such as role playing, case studies and situational simulations. |
| Evaluation and Adjustment | The evaluation and effectiveness of the program involves assessing and adjusting to ensure it meets the needs of learners and the organization. Feedback from peers and clients should be encouraged in order to continuously identify areas for growth and improvement. |
Reference: Kolb’s Learning Styles and Experiential Learning Cycle (simplypsychology.org)
The ALC model focuses on the process of active and experiential learning. A practical understanding of the content is learned through active participation and the application of knowledge in real-life situations. The learning process is layered with reflection and supporting theory.
Professional development programs that aim to facilitate experiential learning using the ALC model include:
- Leadership development
- Communication
- Sales training
- Customer Service
- Technology integration
- Handling difficult conversations
- Coaching
- Mentoring
- Innovation
- High performing teams
- Intercultural Cultural Awareness
Applying the ALC model to develop a Sales Training program could involve the following steps:
With experiential learning being a key goal, the program should seek to provide salespeople with opportunities to gain hands-on sales experience. This could involve role playing, case studies, and simulations that allow them to practice skills and apply their knowledge.
After the experience stage, learners should be given an opportunity to reflect on what was learned. Group discussions where key points are highlighted for further discussion will help learners identify areas where they have improved and what they still need to develop.
The conceptualization stage involves introducing key sales concepts, readings, and theories that support the learning.
The experimentation stage involves applying what has been learned to real-life scenarios. Going out to the field, job shadowing, and coaching can be used in this stage where they can refine and test skills in a safe and practical environment.
With ALC learning, the emphasis is not on following a sequential process, but rather on creating a learning experience that is continuous and involves on-going feedback, testing, and revision to hone one’s skills and opportunities to apply knowledge.
Concluding Remarks
The ADDIE and ALC models are both well recognized and used in instructional design. The ADDIE model offers a structured and linear design process and is based on the idea that effective instruction should be carefully planned, designed, and evaluated. The ALC is primarily focused on experiential learning and emphasizes that adults learn best when actively engaged in the learning process with opportunities to immediately apply and test new skills and knowledge in real-life situations. Both models have pros and cons, and the choice of the model should depend on the specific needs and goals of the training program.