SAMUEL A MALONE

WHITE PAPER:
LEARNING CONTENT
STRATEGY

Times of immense change require a total uprooting of everything we thought we

knew. This is particularly true when it comes to learning content strategy.

The Coronavirus Pandemic has drastically changed the needs of the modern
learner. It is essential we adjust learning strategies to meet these new needs.

Following the key steps in this whitepaper will ensure the success of your
learning content strategy both during and following the pandemic.

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White paper: Learning Content Strategy
1st edition
© 2018 Samuel A Malone & [Link]
ISBN 978-87-XXXX-XXX-X

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WHITE PAPER:
LEARNING CONTENT STRATEGY Contents

CONTENTS
About the Author 5

1 Learning Content Strategy & The Addie Model 6

1.1 Introduction 7
1.2 Analysis 11
1.3 Design of Learning Content 12
1.4 Develop 15
1.5 Implementation 16
1.6 Evaluate 17
1.7 Conclusion 20

References 22

Acknowledgements 23

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WHITE PAPER:
LEARNING CONTENT STRATEGY About the Author

ABOUT THE AUTHOR

Samuel A Malone is a self-employed training consultant, lecturer, moderator,
examiner and author. He has published numerous journal articles in the fields
of learning, study skills, personal development, motivation and management.
He is the author of 21 books published in Ireland, the UK and worldwide on
learning, personal development, study skills and business management. Some
of his books have been translated into foreign languages including Russian,
Spanish, Danish and Norwegian, and gone into second editions. His most
recent book (2014) is titled Awaken the Genius Within – A Guide to Lifelong
Learning Skills (Glasnevin Publishing, Dublin). He has a [Link]. with distinction
(in training and development) from the University of Sheffield and is a qualified
Chartered Management Accountant (ACMA), Chartered Global Management
Accountant (CGMA) and a Chartered Secretary (ACIS) and a member of the
Irish Institute of Industrial Engineers. He is a Fellow of the Irish Institute of
Training and Development (FIITD).

Previous books published by the author include Why Some People Succeed
and Others Fail (Glasnevin Publishing, Dublin), Learning about Learning (CIPD,
London), A Practical Guide to Learning in the Workplace (The Liffey Press, Dublin),
Better Exam Results (Elsevier/CIMA, London) and Mind Skills for Managers
(Gower, Aldershot, UK) and How to Set Up and Manage a Corporate Learning
Centre (Gower, Aldershot, UK). The last two books become best sellers for
Gower in their training and business categories. Better Exam Results proved to
be a best seller for Elsevier/CIMA and is still in print 30 years after its earliest
incarnation. Most of his books are available online from [Link].

The author’s latest books have been published online by [Link] in

2018 namely:

• The Role of the Brain in Learning

• How Adults Learn
• Learning Models and Styles
• Experiential Learning
• Learning with Technology
• The Ultimate Success Factor
• Series of Books on People Skills for Managers
• Series of Books on Creativity Skills for Managers
• Series of Books on Training Models for learning facilitators

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WHITE PAPER:
LEARNING CONTENT STRATEGY Learning Content Strategy & The Addie Model

1 LEARNING CONTENT STRATEGY

& THE ADDIE MODEL

A: Analysis
Needs

D: Design
E: Evaluate
Objectives
Results
Content

I: Implement D: Develop
Training Prototype

ADDIE Model

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WHITE PAPER:
LEARNING CONTENT STRATEGY Learning Content Strategy & The Addie Model

1.1 INTRODUCTION
The benefits of learning and development are:

• Improved employee and organisational performance resulting in higher

productivity and capability of employees and profitability for the
organisation with improved customer service and return on investment.
This helps the organisation successfully survive in a globalised competitive
economy. This is on the assumption that learning and development is
tied to the vision, mission and corporate goals of the organisation. It
is now accepted that there is a virtuous circle between learning and
development and employee and organisation performance.
• Improved expertise operating new technology and handling machines
with reduced waste, rejection rates and inefficiency.
• Motivation and retention of employees is improved and tardiness and
absenteeism reduced.
• L&D creates a mindset of lifelong learning and continuous improvement –
a culture of learning which is needed if the organisation desires to be
a learning organisation and survive into the future.
• Showing that the organisation is actively involved in L&D and that its
systems, policies and procedures support the activity. There should
be an egalitarian and transparent system for learning opportunities. If
employees see a clear relationship between effort, career development
and promotion it motivates them to learn and work harder. There is
nothing more motivational than seeing line managers take an active
interest in your learning and development and that promotion is clearly
linked to hard work, loyalty and L&D.
• Increased job satisfaction and loyal employees with more competence,
confidence, self-reliance and self-esteem. Employees are more innovative,
better informed to problem solve and make judicious decisions. This is
because they have a better understanding of their organisation, of the
role of stakeholders and of the unique culture, products, services and
technology of the business.
• Appropriate induction training helps new employees acclimatise more quickly
to the culture, rules, regulations, policies and procedures and business
of the organisation. This helps new employees get up to speed quickly.
• Through management succession, talent management, professional
development and leadership programmes creating home-grown managers from
within the organisation rather than totally relying on external recruitment.

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WHITE PAPER:
LEARNING CONTENT STRATEGY Learning Content Strategy & The Addie Model

Learning and development should be:

• Applicable to the job and applied to work situations. Formal learning

accounts for only a small proportion of the total learning taking place
with informal learning methods taking a more important role.
• Relevant for the learner involved.
• Tied to business goals, policies and procedures.
• Perceived as practical, useful and important by the learner.
• Actively encouraged and supported by HRM, senior and line managers.
• Supported and reinforced by corporate objectives and HRM policies
and procedures.
• Seen as a capital investment and an increase in intellectual capital
rather than a cost. Intellectual capital is now seen as an important
competitive strength.

Do you find there’s a soft skills gap in your organisation?

Yes 79.62%

No 20.38%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Result from Bookboon’s latest Learning & Development Landscape Report 2019

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WHITE PAPER:
LEARNING CONTENT STRATEGY Learning Content Strategy & The Addie Model

The following trends are taking place in the modern workplace:

• Short shelf life for skills due to rapid technological, short product life
cycles and environmental change. Because of this and fierce competition
organisations now demand higher performance and better business
results from any investment in training. Some commentators have
appropriately called the current fast paced, changing and constantly
evolving environment as VUCA which stands for volatile, uncertain,
complex and ambiguous.
• As well as maintaining fluency in technical skills there is an ongoing
demand for soft skills such as interpersonal relationship, communication,
teamwork, customer service, time management, innovation, and writing
skills for managers and employees alike.
• Microlearning: – bite-size digestible learning content including eBooks,
blogs, work-based articles and videos on YouTube which can be accessed
easily through Learning Management Systems. Learners retain more
information when it is presented in short simple chunks as opposed to
rambling PowerPoint presentations. Microlearning via eBooks, mobile
smartphone and tablets encourages content sharing between peers.
• Just-in-time learning with the right information, at the right time and
place which solves immediate work-related problems. As time passes
online learning like eBooks supported by Learning Management Systems
is playing a more significant role in meeting these needs. Nevertheless,
formal classroom learning has still an important role to play in the
learning and development of employees.
• Mobile learning through smartphones. About two thirds of the population
have mobile phones and so Bring Your Own Device is fast becoming
acceptable in the workplace. People are used to using smartphones for
all aspects of their lives and so it is only natural that they will want to
use them at work.
• Shift towards devolving responsibility for Learning and Development
to line managers and learners themselves. Learners now demand that
they are part of the learning design and that they are actively engaged
in the learning process including content learning strategies. Learners
want to take more ownership of their development and become more
self-directed proactive learners. This means that the traditional role of
T&D professionals as formal course providers has significantly diminished.

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WHITE PAPER:
LEARNING CONTENT STRATEGY Learning Content Strategy & The Addie Model

• A culture of teamwork, innovation, continuous improvement and lifelong

learning. Most organisations are now team based and so need team
management and leadership skills.
• Facilitating time during the week for employees to engage in learning.
A frequent complaint of employees is that they haven’t time to devote
to learning activities.
• Learning and Development needs to shift from preparing employees
to solve known problems and deal with existing jobs, to preparing
employees to fill jobs that don’t exist yet.
• According to the CIPD Learning and Development Annual Survey Report
in 2015 in-house methods remain most common – on-the-job training,
in-house development programmes and coaching and mentoring by
line managers remain the most popular development methods. The use
of learning technologies is more common in larger organisations with
the use of blended learning and eBooks expected to rise significantly.
The use of formal external training programmes is more popular with
smaller companies.
• According to the 2015 CIPD Report three-fifths expect their use of
e-learning courses to grow, over a third see their use of virtual classrooms
and webinars rising, and a quarter anticipate an increase in mobile
device-based learning. Nevertheless, face-to-face delivery methods will
continue to play an important role in L&D.

Florida State University initially developed the ADDIE model in the 1970s to
explain ‘the processes involved in the formulation of an instructional systems
development (ISD) program for military interservice training that will adequately
train individuals to do a particular job and which can be applied to any
intersevice curriculum development activity.’ The ADDIE model is widely used
by instructional designers and content developers as the standard method to
create instructional course material. ADDIE is an acronym for the five phases
of course development of analysis, design, develop, implement and evaluate. It
is a comprehensive systematic approach to learning and development ensuring
that all the relevant stages of learning including training needs analysis, content
strategy and evaluation are included and not overlooked. The five stages of
the ADDIE model in more detail are:

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WHITE PAPER:
LEARNING CONTENT STRATEGY Learning Content Strategy & The Addie Model

1.2 ANALYSIS
This is about identifying training needs and developing specific instructional
goals to meet these. Training needs can be identified through the following or
a combination of the following: performance appraisal, personal development
plans, continuing professional development, succession needs, employee surveys,
an inventory of skills, exit interviews, 360-degree feedback, job requirement
analysis, organisational analysis, decentralisation, internal audit, downsizing,
reengineering, human resource analysis, empowerment, feedback from customers
and meeting the requirements of environmental and technological change. In
addition, training needs can arise through internal promotions and transfers, new
standards, new regulations, procedures and systems, new products and services,
new customers, new equipment, and requests from senior and line managers.
These days performance appraisal is no longer a once a year phenomenon but
rather a mechanism for continuous feedback and corrective action so that the
learner can take ongoing action to improve performance.

Gap analysis is a useful technique for determining training needs. The organisation
evaluates what they are doing now and compares this to what they need to
do in the future. They then analyse the reasons for the performance gap.
Consider the performance gap from a KSA view-point – knowledge, skills and
attitudes or behaviour. Then consider the type of training intervention which
might bridge the gap and improve performance.

What will our learners be able to do as a result of the training intervention?

What are their expectations about the training programme? It is also about
finding out the existing level of knowledge, skills and capabilities of course
participants before the training is undertaken and building on this. We need
to know about any personal obstacles they have to learning such as anxiety,
colour blindness, hard of hearing, concentration issues, attitude problems and
internet access. These may need to be addressed before the training begins.
Have any of your learners acquired learning to learn skills? Learning to learn skills
will help learners learn more efficiently and effectively. In order to find out the
characteristics of our learners, we need to do surveys, interviews, observations,
pre-tests, or pre-assessments of the learners to collect the data about them.

Delivery options will be considered in order to pick the appropriate ones for
the particular learning styles and training needs of participants. Consider the
timeframe for delivery and what you want your learners to be able to do after

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they complete the training and return to the workplace. In addition, consider
the trainers and coaches who will provide the training. Are they familiar with
learning theory and how adults learn? Will the learners be able to apply the
knowledge and skills learned back on-the-job? Does the working environment
facilitate the transfer of learning?

How important is ease-of-use in creating organisation-wide adoption

of a new learning tool?

Very important
62.09%

Important 33.65%

Not important 2.37%

Not important
at all 1.90%

0% 10% 20% 30% 40% 50% 60% 70%

Result from Bookboon’s latest Learning & Development Landscape Report 2019

1.3 DESIGN OF LEARNING CONTENT

This is about designing the learning environment, learning goals, learning
objectives, lesson plans, delivery format, learning and development activities,
content, support materials and assessment instruments. Content has been
defined as anything that answers a question an employee needs an answer to
in order to change attitudes and behaviour, improve performance or solve a
problem. It’s about getting the right content to the right people, in the right
place, at the right time for the right reason.

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It is important that learning content is timely, shareable, engaging, entertaining,

rewarding, relevant, easy to find and has clear objectives. Most learners appreciate
if there are recommendations on how to apply the learning with opportunities
for practice. They also like technologies that allow them to network and learn
together through communities of practice. Content includes written content,
discussion, face to face instruction, eBooks, games or animation, simulations,
images and multimedia.

Content can be provided by off-the-job training and on-the-job training. Off-the-

job training includes classroom instruction, eBooks, games, simulation, role play,
case studies, reading and self-managed learning and further education. Typical
off-the-job training programmes include; induction training, product training,
customer service, health and safety, compliance, information technology, coping
with change, diversity, quality, interpersonal relations and communication and
ethics. Ebooks are suitable for all these topics and more.

On-the-job training which is more practical, memorable and effective includes

job instruction, coaching, mentoring, peer coaching, job rotation, project
work, assignments, deputizing, shadowing, secondment, and interdepartmental
transfers. Content can be created in-house or off-the-self and can be computer or
internet-based or live instruction. Blended learning occurs where internet-based
learning such as eBooks is combined with live instruction or coaching. In-house
is more relevant as it is based on the unique products, service, technology,
goals or culture of the organisation and learners can see more readily how it
can be used in the work context.

Customised content reflected in real-world scenarios remains the gold standard.

This should be combined with interactive content to engage learners, increase
their attention and increase learning and completion rates. However, it is possible
to adapt and curate off-the-self training to meet the unique requirements of
the organisation. This means it should be checked by subject matter experts
for relevance and reliability. It is important to continually review content and
cull outdated and irrelevant material.

In reality content is already being produced socially and informally. Employees

are already accessing content when they need it on their mobile devices. To
employees it doesn’t matter where the content originates provided it is reliable
and helps them solve work-based problems. Many organisations are struggling

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to cope with this trend because of the control, security and reliability issues that
bring your own devices (BYOD) to work creates. Content should be checked
by subject matter experts to make sure it is accurate and reliable. Guiding
employees to suitable content is already an important role for L&D professionals.
In addition, employees with the relevant expertise to solve problems provide
peer-based coaching to their colleagues which is immediate and helpful. To
employees learning suitable content is anything which helps them at their
moment of need. Learning professionals need to adapt to this phenomenon
and need to adapt their approach and content strategies accordingly.

How important are the company’s Learning and Development tools

when attracting fresh new talent?

Very important 63.98%

Important 36.02%

Not important 10.90%

Not important
at all 4.74%

0% 10% 20% 30% 40% 50% 60%

Result from Bookboon’s latest Learning & Development Landscape Report 2019

Traditionally content was the sole preserve of the L&D professional and delivered
to employees through formal training via classroom instruction or in an online
course. One fact that we know about learning is that we learn best in a context
that simulates as closely as possible the conditions of the real workplace.

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The seventy/twenty/ten model which is generally accepted in L&D circles, states

that people learn through a combination of on-the-job training (70%), relationship-
based learning or learning from others (20%) and through formal structured
learning (10%). This model highlights the importance of on-the-job-training.

When designing programmes, it is important to know the difference between

learning goals and learning objectives. Learning objectives are more specific,
describing in more explicit detail what you expect your learners will know and
be able to do at the end of the programme. Begin each learning objective with
an action verb, something that learners can do at the end of the programme
which is capable of being measured or observed. The design should be
comprehensible, sequential and logical. Consider how you will get the participants
to pay attention during the programme and the various approaches you can
use to do so such as eBooks, lectures, demonstrations, discussion groups,
humour, storytelling, practice sessions, online over the Internet, reflection and
audio/visual approaches. Some of these approaches are more engaging and
interesting than others and thus more effective as learning tools.

In general, when designing learning programmes keep in mind that adults are
self-directed, practical, need to have a purpose for learning (WIIFM – What’s in it
for me?), like to use their experience, need to be consulted and respected and
want to apply the learning in a practical way to real-life situations and problems.

1.4 DEVELOP
This is about creating a prototype to test out in advance how good and acceptable
the programme is likely to be. It is an opportunity to develop and test, course
material, handouts, reference material, workshop activities, and assessments,
and to correct any glitches or faults and deal with criticisms at an early stage.
Make sure that you cater for the various learning styles of participants, such as
visual, kinaesthetic and auditory. Most people have a mixture of these styles.
Consider what you want your participants to be able to do after they attend
the training. Ideally, they should be able to apply their learning to improve
their job performance and increase productivity when they return to work.

If e-learning is involved, programmers develop or integrate technologies to

meet the needs of learners. Designers create storyboards and graphics. Learning
material designed around stories, graphics, animation and simulation makes it
more interesting, impactful, compelling and memorable. Testers debug content,

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materials and procedures to see that it actually works in practice. The project
will be reviewed and revised in line with feedback. It is important that content is
kept up to date and relevant to the needs of the learner and the organisation.
This process should be routinized so that content never goes out of date and
is always current and useful for the needs of learners.

How do you measure the success/ROI of your L&D programmes?

Engagement 48.82%
rate

Net promoter 18.96%

score

Employee
48.82%
survey

KPI
54.21%
measurements

Other 21.50%

0% 10% 20% 30% 40% 50% 60%

Result from Bookboon’s latest Learning & Development Landscape Report 2019

1.5 IMPLEMENTATION
Without implementation nothing gets achieved. We need to consider three
phases at this stage: - training the trainers, preparing the learners and creating
the right environment for the learning. Training facilitators may need to be
trained in the appropriate techniques, facilitation, presentation skills and
technologies for running the programme. This would include delivering the

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learning to the smartphones and tablets of the learners so that they can access
the information quickly and easily when and where they need it. For classroom
instruction it is about running the actual training programme and having the
right tools, techniques, equipment, and learning materials in place. This would
include the curriculum, learning outcomes, method of delivery, handouts and
testing procedures.

The learning facilitator prepares the learners by explaining the purpose of

the training and how it fits into learners’ role and responsibilities and how it
contributes to the business goals of the organisation. If you demonstrate a skill
give the learners an opportunity to apply, practice and reflect on the knowledge
they were taught. During the implementation it is a good idea to keep a record
of the good and bad things about the process so that you can improve on it
in subsequent presentations. Live classroom learning is best achieved in a non-
threatening, stress-free, enjoyable, collaborative environment. It is important
that the learning facilitator engages the attention and interests of the learners
as otherwise the whole process will be a waste of time.

1.6 EVALUATE
Evaluation is the final stage of the ADDIE process. This is finding out if the
course programme has been successful in meeting its objectives and delivered
the anticipated behaviour change, knowledge, skills and results. This may be
done at two stages – during the process of delivery and at the end of the
programme. After the course, it is important to ascertain if the knowledge and
skills acquired during the programme have been transferred to the workplace
and that the anticipated business needs in the form of improved performance
have been met. After all this is what training and development is all about –
improved job performance and productivity. Get the feedback of learners and
line managers to ascertain this is the case. With this in mind ask yourself ‘How
can I improve the next learning and development programme.’

In practice, most organisations limit their evaluations to participant satisfaction

because of the difficulties and cost posed by more sophisticated methods.
However, where L&D is aligned with business strategy evaluations tend to be
more in depth and the data collected more widely used.

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One of the best-known and accepted models of evaluation is Kirkpatrick’s. He

called it the four levels of evaluation - the chain of evidence. At level 1 you get
evidence that learners liked the programme; at level 2 that they learned the
knowledge, skills and attitudes; at level 3 that they changed their job-related
behaviour for the better and level 4 that you are going to get the desired
organizational results from the training. A fifth level has been added to consider
the need for a return on investment.

The five levels of evaluation in more detail are:

• Level 1. Reaction. This refers to participants’ feelings or attitudes

toward the training intervention, usually collected through surveys
and questionnaires. Commonly known as ‘happy sheets.’ These assess
participants’ opinions on various aspects of the training intervention such
as relevance, content, interest, structure and standard of delivery. They
may also assess the competence of the training officer’s presentation,
and solicit suggestions for the improvement of the overall content. Issues
such as relevance, enjoyment, engagement, environment, comfort and
practicability may be covered. This is a measure of participant personal
satisfaction taken immediately on the conclusion of the training course.
At best it provides subjective impressions and should not be considered
proof of learning. Nevertheless, it is good to know whether or not
people were happy or disappointed with the training and that it held
their interest and attention. In addition, the feedback can be used to
improve the content of the training expeditiously. Although favourable
reactions may provide a positive atmosphere for learning, they do not
always lead to learning.

• Level 2. Learning. The assessment of learning involves determining

how much of the training material participants have absorbed. This
includes the principles, theories, facts, techniques, skills, knowledge and
attitudes that the training is designed to convey. A variety of techniques,
including paper and pencil tests, multiple-choice questions, question
and answer sessions, simulations, interviews, and peer evaluations, can
be used to test learning. A pre-test and post-test can be carried out so
that any change in learning as a result of the training can be identified
and quantified. This type of evaluation is highly relevant for technical
skills training, regulatory and compliance training, but can be difficult
where measurement of attitudes is involved and proof of behaviour
change is needed.

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• Level 3. Behaviour. This level focuses on the use of learned materials in

the workplace. Since learning demonstrated in a training course may not
be applied on the job, participants’ performance following the training
intervention indicates to what extent behaviour has actually changed.
Observation and interviews may be used and feedback from line managers
sought to assess the degree of behaviour change. Participants should
be encouraged to draw up action plans for skills learned so that they
can transfer them to the job after the training is complete. Skills and
knowledge that are not quickly transferred are quickly forgotten so that
the benefits of the training are lost. The evaluation of job performance
should target aspects of the job related to the training objectives.
Behaviour-rating scales are frequently used in this type of evaluation.

• Level 4. Results. This category deals with the relationship between the
result of the training intervention and organizational goals. Results include
outcome measures such as profitability, sales turnover, productivity,
achievement of standards, turnover, job satisfaction, morale, accident
rates, reject rates, improved teamwork, and grievances. The selection
of results measures should be based on the intended outcome of the
intervention. External factors such as political, economic, social, legal,
demographic and technological forces greatly affect organizational
and business performance so that the results attributable to training
may be hard to isolate.

• Level 5. Return on Investment. This level has been added to Kirkpatrick’s

model by some academics. It translates the output of the training
intervention into financial value for the business. This requires a cost/
benefit analysis to determine the return on investment to the organisation.
This is very time-consuming and expensive to carry out and consequently
is rarely done. Nevertheless, it is the ultimate measure of effectiveness
for any organisation and should always be aspirational.

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More or Less within Learning in 2019

Blended Gamification
learning

Soft skills Proactive

Digitalisation learning

Budgets / More
resources
Less

Classroom
Off site
learning
training

Long form
learning

Result from Bookboon’s latest Learning & Development Landscape Report 2019

1.7 CONCLUSION
The ADDIE model is a systematic approach to identification of training needs,
content design and evaluation which ensures that you take the needs of the
learner into account, the goals that drive the instruction, and the objectives
learners will follow to ensure that they do what you want them to do. Learning
content strategy should be seen as an integrated part of the ADDIE model and
not treated in isolation. The focus is on outcomes, using a systems perspective
with the intention of adding value. ADDIE is a useful acronym which will help
users remember the stages involved in the model including the importance of
initially doing a training needs assessment and finally doing evaluation.

It can be used in many environments including online eBook learning, face-to-

face classroom instruction, and coaching. One of the attractions of the ADDIE
model is its flexibility – it can be used with both individual, classroom and online
instruction. In addition, its phases can be modified to suit individual needs.

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The disadvantage of the model is that the process can be time-consuming and
costly. In addition, it assumes that training is the solution to the problem, whereas
the problem may be caused by the conditions in the workplace environment.
These include; inefficiency, quality issues, inadequate resources, power and
politics, recruitment, corporate culture, poor policies, systems, procedures,
job design and equipment, not to mention inferior line management practices
such as poor communication, leadership, and a failure to motivate employees.
It is best if these issues are rectified first before any training is undertaken as
training may not be the solution to the problem.

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LEARNING CONTENT STRATEGY References

REFERENCES
Aldoobie, Nada. (2015). ADDIE Model. American International Journal of
Contemporary Research. Vol.5. No.6. December 2015.

Chevalier. Roger D. (2011). When Did ADDIE Become addie? Performance

Improvement. Vol.50. No.6. July 2011.

Danks, Shelby. (2011). The ADDIE Model: Designing, Evaluating Instructional

Coach Effectiveness. ASQ Primary and Secondary Education Brief September
2011. Vol.4. No.5.

Dixon, Genny, Dr. (2017). Modern learning content for modern workers. In-
Focus Report, December 2017.

Osborn, Chris. (2014). Next Generation Learning Content. Training. Digital

Magazine 11 August 2014. [Link]
content-strategies.

Weinstein, Margery. (2015). Model Learning. Training. May/June.

COPS Fact Sheet. U.S. Department of Justice. The ADDIE Model of Instructional
Design. [Link]

Course Design: A Systematic Approach. Northern Illinois University, Faculty

Development and Instructional Design Center facdev@[Link],[Link]/
facdev, 815.753.0593.

Stuart, Ruth. (2015). CIPD Learning and Development Annual Survey Report.

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LEARNING CONTENT STRATEGY Acknowledgements

ACKNOWLEDGEMENTS
The artwork in this text was produced by the author with the aid of Microsoft’s
‘SmartArt’ creatively combined with the clipart facility in the word package.
Some of the artwork was accessed through Google. Known copyright material
accessed through Google has been acknowledged. I will gladly acknowledge
any other copyright material brought to my attention in future editions.

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