Part 4: Implementation

After analysis is complete and you have designed and developed your training or professional development you are finally ready to enter the implementation phase. Don’t be fooled this does not mean you pass off the project and kick back. There is a great deal for the instructional designer (I.D.) to do during the implementation phase. This phase should include pilot testing your training or professional development. Piloting includes collecting insight from others besides the instructional designer and modifying the training based on their feedback as necessary (Springer, 2014). The instructional designer should be sure to communicate with all the stakeholders during this (and every) phase. This may include administrators, managers, facilitators and learners. The I.D. will need to tailor the content of the communication to each stakeholder.

Training of instructors is part of the implementation phase (Gardner, 2011). Materials are shared with instructors with adequate time for them to prepare for their session(s). Instructors will need to understand all the details of the training or professional development including, but not limited to, objectives, activities, media and assessments.

Learners must also be prepared for the training or professional development (Gardner, 2011). Learners must know when and where the training will occur and what materials to bring. If there are any prerequisites (previous courses, experiences, readings, etc), learners should be informed and given time (when applicable) to accomplish these tasks beforehand.

Finally, the learning environment must be prepared (Gardner, 2011). This may be a physical environment where desks, chairs, papers, markers, etc. will need to be prepared, a virtual environment where digital connections (both audio and visual) will need to be tested, or some combination or physical and digital environments.

photo-1459749411175-04bf5292ceeaThe implementation phase is like the final week of rehearsal before a stage production. Adjustments are made so the event, in its final form, will no longer need the aid of an instructional designer who may already starting a new ADDIE cycle. At some point (or points), the project should be evaluated for its effectiveness in achieving the stated objectives and goals.   Therefore, the ID should neither “wash her hands” of the training/development nor be intensely involved by the end of the implementation phase, as the instruction moves from piloting to operational.

In teaching, developing lessons and piloting them is an ongoing occurrence. However, in instructional design, this process is somewhat different because the learners are unknown (as compared to students that I get to know well over the course of a semester) and the learning space is not necessarily my own. When implementing for another instructor, communication about content, learners and logistics is paramount. It is essential to ensure the lesson’s success..

This is my final installment. Thank you for reading!

Getting to Know ADDIE: Part 4-Implementation

The Implementation Phase of ADDIE

The ADDIE Model: Instructional Design


Gardner, J. C. (2011, October 8). The ADDIE implementation phase. Retrieved April 18, 2016, from

Springer, B. (2014, April 20) ADDIE: Implementation. Retrieved April 19, 2016, from

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