Q1. Explain ADDIE model with a suitable example.

Answer:
Definition

The ADDIE Model is an approach used by instructional designers and content developers to
create instructional course materials. The model has been adopted as the standard method by
many instructional designers because of its flexibility.
Overview:
ADDIE is an acronym for the five-phase courseware development program of analysis, design,
development, implementation and evaluation.
One of the attractions of the ADDIE Model is its flexibility. For example, it can be used with
both individualized and traditional instruction. In addition, its phases are frequently modified to
suit user needs, and it can be employed in combination with other models such as Rapid
Application Development (RAD) and the Successive Approximation Model (SAM).
Here is an explanation of the ADDIE Models five phases:

Analysis. In the first phase, the instructional challenge of the course is detailed, objectives are
established and issues such as learner skill level are identified.
Design. A variety of concerns are addressed at this phase to achieve optimal courseware design and
systematic development of the training program. They include learning objectives, content,
assessment instruments, exercises, subject matter analysis, lesson planning and media selection.
Each is pursued under a logical and orderly method of identifying, developing and evaluating plans
for meeting instructional goals.

Development. Courseware designers and developers create the content following the design phases
blueprinted. That includes design of storyboards and graphics, as well as integration of any
eLearning technologies.
Implementation. This phase focuses on developing procedures for training both facilitators and
learners. Facilitators training should explain the curriculum, learning outcomes, method of delivery
and testing procedures. Student preparation includes training the use of new software and hardware,
and registration. Preparation of learning materials including books, tools, CD-ROMs and software is
conducted, and the website tested.
Evaluation. The evaluation phase is ongoing throughout the design process. Its purpose is to ensure
that all stated goals of the learning process will meet the specified needs. Another objective of this
phase is to identify on-the-job performance following completion of the course, and to ensure that
business needs are met.

Q2. At which levels is need analysis are done and what are the various methods of collecting
information at all the levels.
Training Need analysis:
An analysis of training need is an essential requirement to the design of effective training. The
purpose of training need analysis is to determine whether there is a gap between what is required
for effective performance and present level of performance.
Training need analysis is conducted to determine whether resources required are available or
not. It helps to plan the budget of the company, areas where training is required, and also
highlights the occasions where training might not be appropriate but requires alternate
action. Training Need arises at three levels:

Corporate need and training need are interdependent because the organization performance
ultimately depends on the performance of its individual employee and its sub group.
Organizational Level Training need analysis at organizational level focuses on strategic
planning, business need, and goals. It starts with the assessment of internal environment of the

organization such as, procedures, structures, policies, strengths, and weaknesses and external
environment
such
as
opportunities
and
threats.
After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while
strengths can further be strengthened with continued training. Threats can be reduced by
identifying the areas where training is required. And, opportunities can be exploited by balancing
it
against
costs.
For this approach to be successful, the HR department of the company requires to be involved in
strategic planning. In this planning, HR develops strategies to be sure that the employees in the
organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future
KSAs
requirements
at
each
level.
Individual Level Training need analysis at individual level focuses on each and every
individual in the organization. At this level, the organization checks whether an employee is
performing at desired level or the performance is below expectation. If the difference between
the expected performance and actual performance comes out to be positive, then certainly there
is
a
need
of
training.
However, individual competence can also be linked to individual need. The methods that are
used to analyze the individual need are:

Appraisal and performance review

Peer appraisal

Competency assessments

Subordinate appraisal

Client feedback

Customer feedback

Self-assessment or self-appraisal

Operational Level Training Need analysis at operational level focuses on the work that is
being assigned to the employees. The job analyst gathers the information on whether the job is
clearly understood by an employee or not. He gathers this information through technical
interview, observation, psychological test; questionnaires asking the closed ended as well as
open ended questions, etc. Today, jobs are dynamic and keep changing over the time. Employees
need to prepare for these changes. The job analystalso gathers information on the tasks needs to
be
done
plus
the
tasks
that
will
be
required
in
the
future.
Based on the information collected, training Need analysis (TNA) is done.
Q3. Explain the various theories of Motivation with a suitable example.

Motivation - the desire or drive that an individual has to get the work done.
Absence of motivation leads to underperformance and loss of competitiveness resulting in loss of
productive resources for the organization
Motivation is a vital tool for the Human Resources manager as it is a way of enhancing and
improving the quality of an organizations knowledge and ability. It is a way of achieving corporate
aims through the enthusiasm and belief of its workforce.
Following are some of the Motivational Theories in Human Resource Management:
Maslows need hierarchy theory
Herzbergs hygiene theory
McGregor Theory X and Theory Y.
Maslow's hierarchy of needs is a theory proposed by Abraham Maslow in his 1943. Maslow's
hierarchy of needs is often portrayed in the shape of a pyramid with the largest, most fundamental
levels of needs at the bottom and the need for self-actualization at the top
The most fundamental and basic four layers of the pyramid contain what Maslow called "deficiency
needs" or "d-needs": esteem, friendship and love, security, and physical needs. If these "deficiency
needs" are not met with the exception of the most fundamental (physiological) need there may
not be a physical indication, but the individual will feel anxious and tense. Maslow's theory suggests
that the most basic level of needs must be met before the individual will strongly desire (or focus
motivation upon) the secondary or higher level needs. Maslow also coined the
term Metamotivation to describe the motivation of people who go beyond the scope of the basic
needs and strive for constant betterment.
Physiological needs
Physiological needs are the physical requirements for human survival. If these requirements are not
met, the human body cannot function properly and will ultimately fail. Physiological needs are
thought to be the most important; they should be met first.
Air, water, and food are metabolic requirements for survival in all animals, including humans.
Clothing and shelter provide necessary protection from the elements.
Safety needs
With their physical needs relatively satisfied, the individual's safety needs take precedence and
dominate behavior. In the absence of physical safety due to war, natural disaster, family
violence, childhood abuse, etc. people may (re-)experience post-traumatic stress
disorder or transgenerational trauma. In the absence of economic safety due to economic crisis and
lack of work opportunities these safety needs manifest themselves in ways such as a preference
for job security, grievance procedures for protecting the individual from unilateral authority, savings
accounts, insurance policies, reasonable disability accommodations, etc. This level is more likely to
be found in children because they generally have a greater need to feel safe.
Safety and Security needs include:

Personal security

Financial security

Health and well-being

Safety net against accidents/illness and their adverse impacts

Love and belonging

After physiological and safety needs are fulfilled, the third level of human needs is interpersonal and
involves feelings of belongingness. This need is especially strong in childhood and can override the
need for safety as witnessed in children who cling to abusive parents. Deficiencies within this level
of Maslow's hierarchy due to hospitalism, neglect,shunning, ostracism, etc. can impact the
individual's ability to form and maintain emotionally significant relationships in general, such as:

Friendship

Intimacy

Family

According to Maslow, humans need to feel a sense of belonging and acceptance among their social
groups, regardless if these groups are large or small. For example, some large social groups may
include clubs, co-workers, religious groups, professional organizations, sports teams, and gangs.
Some examples of small social connections include family members, intimate partners, mentors,
colleagues, and confidants. Humans need to love and be loved both sexually and non-sexually by
others. Many people become susceptible to loneliness, social anxiety, and clinical depression in the
absence of this love or belonging element. This need for belonging may overcome the physiological
and security needs, depending on the strength of the peer pressure.
Esteem
All humans have a need to feel respected; this includes the need to have self-esteem and self-respect.
Esteem presents the typical human desire to be accepted and valued by others. People often engage
in a profession or hobby to gain recognition. These activities give the person a sense of contribution
or value. Low self-esteem or an inferiority complex may result from imbalances during this level in
the hierarchy. People with low self-esteem often need respect from others; they may feel the need to
seek fame or glory. However, fame or glory will not help the person to build their self-esteem until
they accept who they are internally. Psychological imbalances such as depression can hinder the
person from obtaining a higher level of self-esteem or self-respect.
Most people have a need for stable self-respect and self-esteem. Maslow noted two versions of
esteem needs: a "lower" version and a "higher" version. The "lower" version of esteem is the need
for respect from others. This may include a need for status, recognition, fame, prestige, and attention.
The "higher" version manifests itself as the need for self-respect. For example, the person may have
a need for strength, competence, mastery, self-confidence, independence, and freedom. This "higher"

version takes precedence over the "lower" version because it relies on an inner competence
established through experience. Deprivation of these needs may lead to an inferiority complex,
weakness, and helplessness.
Maslow states that while he originally thought the needs of humans had strict guidelines, the
"hierarchies are interrelated rather than sharply separated". [5] This means that esteem and the
subsequent levels are not strictly separated; instead, the levels are closely related.
Self-actualization
"What a man can be, he must be." This quotation forms the basis of the perceived need for selfactualization. This level of need refers to what a person's full potential is and the realization of that
potential. Maslow describes this level as the desire to accomplish everything that one can, to become
the most that one can be. Individuals may perceive or focus on this need very specifically. For
example, one individual may have the strong desire to become an ideal parent. In another, the desire
may be expressed athletically. For others, it may be expressed in paintings, pictures, or inventions.
[14]
As previously mentioned, Maslow believed that to understand this level of need, the person must
not only achieve the previous needs, but master them.

McGregor Theory X and Theory Y

McGregor developed a philosophical view of humankind with his Theory X and Theory Y in 1960.
His work is based upon Maslow's Hierarchy of Needs, in that he grouped the hierarchy into lowerorder needs (Theory X) and higher-order needs (Theory Y). He suggested that management could
use either set of needs to motivate employees, but better results would be gained by the use of
Theory Y, rather than Theory X. These two opposing perceptions theorized how people view human
behavior at work and organizational life:
Theory X
With Theory X assumptions, management's role is to coerce and control employees.
People have an inherent dislike for work and will avoid it whenever possible.
People must be coerced, controlled, directed, or threatened with punishment in order to get
them to achieve the organizational objectives.
People prefer to be directed, do not want responsibility, and have little or no ambition.
People seek security above all else.

Theory Y
With Theory Y assumptions, management's role is to develop the potential in employees and help
them to release that potential towards common goals.
Work is as natural as play and rest.
People will exercise self-direction if they are committed to the objectives (they are NOT
lazy).
Commitment to objectives is a function of the rewards associated with their achievement.
People learn to accept and seek responsibility.
Creativity, ingenuity, and imagination are widely distributed among the population. People
are capable of using these abilities to solve an organizational problem.
People have potential.

Herzbergs 2 Factor hygiene theory

Herzberg analysed the job attitudes of 200 accountants and engineers who were asked to recall when
they had felt positive or negative at work and the reasons why.
From this research, Herzberg suggested a two-step approach to understanding employee motivation
and satisfaction:

Hygiene Factors

Hygiene factors are based on the need to for a business to avoid unpleasantness at work. If these
factors are considered inadequate by employees, then they can cause dissatisfaction with work.
Hygiene factors include:
Company policy and administration
Wages, salaries and other financial remuneration
Quality of supervision
Quality of inter-personal relations
Working conditions
Feelings of job security
Motivator Factors
Motivator factors are based on an individual's need for personal growth. When they exist, motivator
factors actively create job satisfaction. If they are effective, then they can motivate an individual to
achieve above-average performance and effort. Motivator factors include:
Status
Opportunity for advancement
Gaining recognition
Responsibility
Challenging / stimulating work
Sense of personal achievement & personal growth in a job
There is some similarity between Herzberg's and Maslow's models. They both suggest that needs
have to be satisfied for the employee to be motivated. However, Herzberg argues that only the
higher levels of the Maslow Hierarchy (e.g. self-actualization, esteem needs) act as a motivator.
The remaining needs can only cause dissatisfaction if not addressed.
Q4 Short Notes:

a.
b.
c.
d.
e.

E-Front
Moodle
Claroline
SAKAI project
OLAT

a.)E-Front: eFront is a modern learning and training platform (also known as a Course Management
System, or Learning Management System or Virtual Learning Environment).
eFront is designed to help create online courses with opportunities for rich interaction. It comes with
a distinctive icon-based user interface that is intuitive to use. The platform offers a wide range of
features from content creation, test builder, project management, extended statistics, internal
messaging system, forum, chat, surveys and more. It is a SCORM 1.2 and SCORM 2004 compliant
and certified system. eFront is a multilingual platform offered in several languages.
Several features of the platform (e.g., skills management, organization structure, supervisor role)
make it especially suitable for inner organization usage, especially at training or human resource
management departments.
b.) Moodle: Moodle (Modular Object-Oriented Dynamic Learning Environment) is a free opensource learning management system or e-Learning platform, that serves educators and learners
across the globe. It is the most widely used LMS in the world and currently has over 68 million users
world-wide (and growing!).
Moodle was developed in 2002 by Martin Dougiamas to help educators create online courses with a
focus on interaction and collaborative construction of content. Since then, the main development of
Moodle is led by Martin and the core team at Moodle Headquarters, as well as hundreds of other
developers around the world who have helped fuel the growth of Moodle through contributing and
testing code, and being active participants in community forums.
c.) Claroline : Claroline is collaborative learning environment based on the PHP programming
language and the MySQL relational database. This software allows teachers or education institutions
to create and administer courses through a web browser such as Firefox or Google Chrome. he
system provides group management, forums, document repositories, calendar, chat, assignment
areas, links, user profile administration on a single and highly integrated package.
Claroline is used by hundreds of institutions around the world.
Features include:

Extremely simple learning management system with a strong focus on usability

Publish documents in any format (PDF, HTML, Office, Video...)

Run public or private discussion forums

Manage a list of links

Create student groups

Create online exercises

d) SAKAI Project: Sakai is a community of academic institutions, commercial organizations and

individuals who work together to develop a common Collaboration and Learning Environment.
Sakai is also a free, community source, educational software platform distributed under the
Educational Community License (a type of open source license). Sakai is used for teaching, research
and collaboration. Systems of this type are also known as Course Management Systems (CMS),
Learning Management Systems (LMS), or Virtual Learning Environments (VLE).
The Sakai Project's software is a Java-based, service-oriented application suite that is designed to be
scalable, reliable, interoperable and extensible. Version 1.0 was released in March 2005.

e) OLAT: OLAT is an acronym for Online Learning And Training. It is a web application a socalled Learning Management System that supports any kind of online learning, teaching, and
tutoring with few educational restrictions. OLAT is free software and is open source. OLAT has
support for various E-learning standards such as IMS (IMS Content Packaging, IMS QTI),
and SCORM. With version 4.0, many add-ons have been introduced to the system, which makes it
very easy to extend the LMS functionality.

Q5. What is Blooms Taxonomy & Behavioural Change? Session 3

Blooms Taxonomy was developed in 1956 by Benjamin Bloom and a team of education
psychologists. Blooms Taxonomy refers to a classification of the various learning objectives that are
set for participants in a training program. Blooms Taxonomy identifies six categories (levels of
learning) from simple to complex within the Cognitive Domain.
Bloom and his colleagues identified three domains of learning activities:
Cognitive (the development of intellectual skills) Knowledge
Affective (feeling, motivations, etc.) Attitude
Psychomotor (use of motor skills and coordination) Skills

Leve
l

Category

Definition

More Detail

Knowledge

The individual is able to remember

ideas, facts, and theories.

No change in behavior occurs at Level 1

it simply indicates the ability of the
individual to remember information
he/she was presented in the training.
Activity examples: define, list, repeat,
recall, duplicate, recognize

Comprehensio
n

The individual can comprehend the

meaning of the material presented
and predict consequences or effects
from it.

No change in behavior occurs at Level 2

the individual is able to describe their
understanding of what is presented and
discuss how the new material learned
may or may not work in their own
environment.
Activity examples: describe, discuss,
explain, identify, review, translate

Application

The individual can use the material

he/she learned in new situations,
applying concepts, principles,
methods, and theories effectively.

At level 3, the individual demonstrates

his/her ability to apply the new material
they learned in the form of a measurable
activity. This is the start in a change in
behavior. For example, conducting an
effective negotiation session or conflict
management via role plays.
Activity examples: apply, demonstrate,
interpret, practice, solve, use, illustrate

Analysis

The individual can break down the

material learned into smaller
elements or components so that its
organizational structure is
understood.

At level 4, the individual demonstrates

his/her ability to analyze a situation using
the knowledge learned by applying it to a
case study. The individual will use his/her
newly learned skills to understand the
situation of the case study, determine
cause and effect, and develop a solution
to the problem. The individual
demonstrates his/her knowledge by taking
a systematic approach to analyzing the
situation and developing a solution based
on the analysis.
Activity examples: analyze,
compare/contrast, distinguish,
experiment, examine, differentiate

Synthesis

The individual can pull parts

At level 5, the individual demonstrates a

together to form a new whole in

this way the individual works with
various elements to arrange and
combine them to form a new
structure. (Thinking outside the
box.)

further command of the knowledge/skills

by using a case study. The individual will
demonstrate an advanced capability by
developing a creative, unique solution to
the problem by applying what he/she has
learned in a new and different way.
Activity examples: arrange, compose,
construct, create, design, develop,
propose, organize, manage

Evaluation

The individual is accomplished at

judging the value of material learned
for a given purpose and those
judgments are based on defined
criteria.

At level 6, the individual is able to take a

multi-disciplinary assessment of a
situation. He/she works from a defined set
of criteria to make judgments about
information presented in a case study,
whether or not a solution is valid and the
quality of a particular solution. At this
level, the individual has mastered the new
skill/knowledge.
Activity examples: appraise, assess,
defend, judge, support, evaluate, value,
argue

Behavioral change:
base interventions on a proper assessment of the target group, where they are located and the
behaviour which is to be changed: careful planning is the cornerstone of success
work with other organisations and the community itself to decide on and develop initiatives
build on the skills and knowledge that already exists in the community, for example, by encouraging
networks of people who can support each other
take account of and resolve problems that prevent people changing their behaviour (for example,
the costs involved in taking part in exercise programmes or lack of knowledge about how to make
changes)
base all interventions on evidence of what works
train staff to help people change their behaviour
Evaluate all interventions.