(Athanassiou et al, 2003).
In the context of learning new matters and finding out early benefits to be derived from it, it is necessary to organize the required operation into sequences, in order that this is laid out and gained in capabilities or derivation of information, and also evaluating the results repeatedly, so that they could be used effectively to measure results and make necessary needed corrections, if need be.
The systematic instruction designs in terms of what the students need to know, or should be able to do, when the rendering of instructions are completed. The necessary links needs to be established between the mode of instruction and the perceived results that would be derived.
It is seen that over the years, the fundamental model of systematic instruction design has changed over time, but the basic element of ADDIE (Analysis, Design, Develop, Implement and Evaluate) remains intact. (Business Performance, 2008).
In the first stage, the problem is defined in its proper context, and the areas in which it would be used are delineated. In the present study, it is seen that the main area of focus is correctly and cogently defined, in that this aspect would form the core of the undertaken work and would have an important bearing on the course of the proceedings. (Holland, 2005).
The solution for the issues would have direct bearing on the scope of its definition and purpose:
Next, the ADDIE method analysis would be considered at later stage. It is seen that according to this Bloom classification, cognitive is the most simplest and result evaluation is the most difficult aspect. (Malachowski, 2002).
Further, it could be said that the Addie Model mainly concerns itself with the following five aspects:
1. What are the main objectives that need to be achieved
2. What kind of skill sets, information systems and attitudes need to be developed and honed
3. The usage of resources and strategies
4. Structure of content of learning materials
5. Assessment of the evaluation and feedbacks that the learner's comprehension have met with the key objectives needed (Strickland, n.d.).
The aspects of analysis in the context of this strategy could be seen in terms of the following:
1. How organizations and training program objectives could impact upon the classifications of the management of classroom and the use of learning tools for critical thinking.
2. Confirm regarding the operational efficacy of training to suit these requirements
3. Contextually, it is also necessary to speak out the administrative requirement of training.
4. Determine strategies for the shifting of learned skills into work processes
5. Preparation of a complete evaluation of project risks, assumptions and opportunities available.
6. Compile the significant factors of training vendors/trainers
7. Determine the target members, program entry and its requirements and the special requirements of participants and their special needs.
8. Assess extent of knowledge and training of participants a