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ADDIE Model in Safety Training, how does yours measure up!

In Health and Safety we are constantly challenged to produce or find a better learning tool for our staff and contractors, and not that some are worse or better than others but do they meet training grades not only in the corporation but in industry and how are they delivered to the workers.

Collaborative Learning is a process in which two or more individuals obtain knowledge together, or in a group setting. Such events may include participation by an individual who facilitates the mutual learning process, but who does not act in a traditional instructor role, but the ADDIE model takes it a few steps further.

General Instructional Objective (GIO)

·        GIOs state general purpose for the course

·        They are generally made up of a variety of sub-behaviors

Specific Learner outcomes (SLO)

·        You will always have multiple SLOs for each GIO.

·        SLOs “indicator behaviors” – no one of them by themselves is sufficient, but together they provide evidence that the GIO has been acheived.

·        SLOs are not prerequisite behaviors for the GIO (that would be a different GIO).

Evaluating Objectives

When evaluating objectives, one should look for the following:

·        Comprehensiveness

·        Congruency with societal values and prescribed school functions

·        Psychological soundness

·        Practical utility

·        Feasibility

·        Consistency

·        Completeness

The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools.

The ADDIE Model of instruction systems design (ISD) was first developed for the U.S. Army during the 1970s by Florida State University’s Center for Educational Technology. this model of safety training Theories such as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials. ADDIE was later adapted for use by all branches of the U.S. Armed Forces. It has become a widely used and frequently modified best practice within the private sector. It is often employed for compliance training and other learning events that are not time sensitive.

Is it better than the other Learning models in industry and teaching safety you decide

  • 4C-ID Model (Jeroen van Merriënboer)
  • Algo-Heuristic Theory (Lev Landa)
  • ARCS (John Keller)
  • ASSURE (Heinich, Molenda, Russel, and Smaldino)
  • Backward Design (Wiggins & McTighe)
  • Conditions of Learning (Robert Gagne)
  • Component Display Theory (David Merrill)
  • Criterion Referenced Instruction (Robert Mager)
  • Dick and Carey
  • Elaboration Theory
  • Gerlach-Ely Model
  • Hannafin-Peck Model
  • Kirk and Gustafson Model
  • Instructional Systems Design ISD
  • Integrative Learning Design Framework for Online Learning (Debbaugh)
  • Iterative Design
  • Spiral Model (Boehm)
  • Rapid Prototyping (Tripp & Bichelmeyer)
  • Kemp Design Model (Morrison, Ross, and Kemp)
  • Organizational Elements Model (OEM) (Roger Kaufman)
  • Transactional Distance (Michael Moore)
  • Cognitive Apprenticeship
  • Discovery Learning
  • Empathic instructional design
  • Goal-based scenarios

Analysis phase

The analysis phase clarifies the instructional problems and objectives, and identifies the learning environment and learner’s existing knowledge and skills. Questions the analysis phase addresses include:

·        Who are the learners and what are their characteristics?

·        What is the desired new behavior?

·        What types of learning constraints exist?

·        What are the delivery options?

·        What are the pedagogical considerations?

·        What adult learning theory considerations apply?

·        What is the timeline for project completion?

Design phase

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project’s goals. Specific means each element of the instructional design plan must be executed with attention to details.

Development phase

In the development phase, instructional designers and developers create and assemble content assets blueprinted in the design phase. In this phase, the designers create storyboards and graphics. If e-learning is involved, programmers develop or integrate technologies. Testers debug materials and procedures. The project is reviewed and revised according to feedback.

Implementation phase

The implementation phase develops procedures for training facilitators and learners. Training facilitators cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation for learners includes training them on new tools (software or hardware) and student registration. Implementation includes evaluation of the design.

Evaluation phase[

The evaluation phase consists of two aspects: formative and summative. Formative evaluation is present in each stage of the ADDIE process, while summative evaluation is conducted on finished instructional programs or products.

Some institutions have modified the ADDIE model for their needs. One version of note is the United States Navy version. It is called PADDIE+M. The P phase is the planning phase. In this phase, the project goals, project objectives, budget, and schedules are developed. The M phase is the Maintenance phase. This phase involves the life cycle maintenance of the training product using continuous improvement methodsThis model is gaining acceptance in the United States government as a more complete model of ADDIE. Some organizations have adopted the PADDIE model without the M phase.

In your safety training and programs do you understand these phrase and needs within you programs

Androgogy – Refers to the instruction and training of adults (people who are not in school anymore).

Cognitivism – A learning theory.

Constuctivism – A philosophy masquerading as a theory. A way of looking at the world that says that people construct their view of the world based on their previous experiences. People construct their own unique knowledge from raw materials..

Instructional Theory – Specifications for how to bring about a desired set of circumstances. Technological. Compare with Learning Theory.

Instructional Design Theory – How to design/create artifacts. This includes tools for design.

Learnability – how easy is it for the user to learn how to complete the processes needed within the system. Learnability can be tested by exposing the user to a system and then bringing them back later to see if they still understand how to complete a task.

Learning Theory – An attempt to describe how people learn. Examples include constructivism, behaviorism, and social cognitivism. Scientific. Compare with Instructional Theory and Instructional Design Theory.

Multi-user Dimensions (MUDs) – A very popular format for gaming are Multi-user Dimensions. MUDs are also used in educational or training simulations

MOOs (Multi-user Object Oriented programs) –

Multi-user Virtual Environments (MUVEs) – A MUVE is a user interface that attempt to create a virtual environment for presenting information. This is an interface that is often in video games..

Prototype – a prototype is a physical model of a product. A miniature version of what a new car would look like is an example of a prototype. Prototypes can be working or non-working.

Simulation – a simulation is a virtual model of a product. A simulation is essentially the same thing as a prototype, but it generally uses some sort of software to create the product virtually.

Terry Penney

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In the USA to be a supervisor on a WORKSITE are you trained in the 30 method.

OSHA 30-hour Construction Training Course. OSHA recommends Outreach Training Programs as an orientation to occupational safety and health for workers covered by OSHA 29 CFR 1926. Construction workers must receive additional training, when required by OSHA standards, on specific hazards of the job.

Did your state pass a law where you don’t have to renew your card yearly like NEVADA

The Nevada State legislature passed SB 233, which removes the requirement for a 10/30 hour refresher course for those holding 10 or 30 hour construction cards. The Governor signed this bill, and it became law as of June 10, 2015.  But work outside the state and you need to renew your OSHA training, because that law only is good in the state of Nevada!

This means that if a person has the 10 or 30 hour OSHA construction card, Nevada no longer requires that they have refresher training, and the card is considered valid regardless of the date of issue.

It is still required that a person have an OSHA 10 or 30 hour construction card in order to work on a construction site in the state of Nevada.

Although OSHA does not require any employee to complete the 30-hour course, the training course may be required by state law or employer rules. And although currently, the OSHA 10/30 card does not have an expiration date associated with it. Most companies will require that employees retake the class every 3-5 years depending on who you work for (or who your company is working for).

While the OSHA 10/30 card does not expire, the topics covered during the class have annual or bi-annual refresher training required. This means that if you take the OSHA 10/30 course one year, you will have to get training on most of the topics either every year or every other year.

Out of the 25 states with OSHA-approved programs, seven states make the 10-hour course mandatory for employees, with Nevada the only state that also mandates the 30-hour course. All supervisory employees in Nevada must obtain an OSHA 30-hour card within 15 days of being hired, and the card must be renewed every five years. In addition to government requirements, some private companies or worker unions may require their employees to obtain an OSHA 30-hour card as a condition of employment. Also, the states of Connecticut, Massachusetts, Missouri, New Hampshire, New York, and Rhode Island now require by law a minimum of 10 hours of OSHA safety training to work on a public jobsite. The State of Nevada has taken their requirements a step further with a minimum of 10 hour training for construction workers and a minimum of 30 hours of safety training for supervisors and superintendents. Nevada also requires continuing safety education to maintain 10 and 30 hour current certification:

30-Hour Card Requirements

OSHA specifies standards for each 30-hour course in subject areas of general industry, construction and maritime. For example, the 30-hour general industry program must include 13 hours of mandatory topics, such as two hours for emergency exit routes and action plans and one hour for personal protective equipment. The training courses must be conducted by a certified OSHA trainer in the applicable subject area. The qualifications for a trainer include five years of general industry safety experience and completion of mandatory course work

Most Popular Job for Employees with a OSHA 30 hour Certification

·        Project Manager, Construction.

·        Construction Superintendent.

·        Construction Superintendent, Commercial.

·        Project Engineer.

·        Safety Manager.

·        Construction Project Manager.

·        Assistant Project Manager, Construction.

And since you are OSHA 30 trained Im sure you have seen this card for sure!

Intended for supervisors or workers with some safety responsibility.

  • Construction Workers
  • Construction Foremen
  • Construction Job Supervisors
  • All Personnel Responsible for Construction-related Projects

Learning Objectives

OSHA 30-Hour Construction online safety course trains workers and employers on recognition, avoidance, abatement and prevention of safety and health hazards in the workplace. It includes information on workers’ rights, employer responsibilities and how to file a complaint.

OSHA 30 training course:

  1. Recognize what worker rights are protected under OSHA
  2. Recognize what responsibilities an employer has under OSHA
  3. Identify major fall hazards
  4. Identify common caught-in or -between hazards
  5. Identify common struck-by hazards
  6. Identify types of electrocution hazards
  7. Identify ways to select appropriate PPE and lifesaving equipment
  8. Identify major health hazards common to the construction industry
  9. Recognize how to protect oneself from material handling hazards
  10. Identify major hand & power tool hazards
  11. Recognize role of the workforce in improving the current culture
  12. Recognize the role of management in improving the current culture
  13. Recognize ways to protect oneself from crane hazards
  14. Identify major hazards related to motor vehicles, mechanized equipment and marine operations
  15. Recognize ways to protect oneself from fire hazards thru prevention and emergency response
  16. Recognize employer requirements for protecting workers from concrete & masonry hazards, including abatement methods
  17. Identify major steel erection hazards
  18. Recognize ways to protect oneself from welding & cutting hazards
  19. Describe types of confined space hazards
  20. Recognize ways to protect oneself from confined space hazards
  21. Describe activities that can lead to MSD and RMD injury and illness
  22. Recognize employer requirements for providing a safety and health program that effectively reduces and prevents employee injury, illness, and fatality
  23. Identify responsibilities of a supervisor in preventing worker injuries and unhealthful exposures
  24. Recognize the specific legal responsibilities of a supervisor to protect worker safety and health
  25. Identify the reasons for an incident investigation and future preventative measures that may result
  26. Recognize ways to protect oneself from arc flash hazards
  27. Describe types of health and safety construction hazards and appropriate forms mitigation

Course Topics

  • Introduction to OSHA
  • Contractor’s Safety and Health Program
  • Reporting and Record Keeping
  • Electrical Hazards
  • Fall Protection
  • Materials Handling
  • Cranes and Rigging
  • Motorized Mobile Platforms
  • The Competent Person
  • Excavations
  • Work Zone Traffic Control
  • Forklift Hazards


  • OSHA
  • CP
  • PPE
  • LOTO
  • Department of Labor (DOL)
  • Outreach Training Program