Group Members: PASION, JAY-R D.

Date: July 22, 2025

Model Comparison Matrix Template

Model Name Core Underlying Strengths Limitations Best Contexts Example Scenario
Components / Theories / for Use (Business/Training Context)
Phases Frameworks

1. ADDIE Model  Analysis: Identify Often rooted in Systematic Can be perceived Developing Designing a comprehensive,
learning problem, behaviorism and and organized, as linear and new training multi-week onboarding
goals, audience,
content, etc. cognitivism; can widely rigid, potentially programs in program for all new hires at
integrate applicable, time-consuming corporate a large multinational
 Design: Develop constructivist iterative, easy for smaller settings, corporation, covering
objectives, assessment, principles. to understand, projects, lacks designing product knowledge,
exercises, content Emphasizes good for specific "how-to" comprehensiv company culture,
structure, delivery systematic and large-scale, guidance, e online compliance, and specific job
methods.
sequential complex significant courses and e- role skills, delivered through
 Development:
learning. projects, upfront planning learning a blended learning approach.
Create actual learning provides a can delay modules,
materials (e.g., lesson clear development. curriculum
plans, activities, framework. development
media). in educational
institutions,
 Implementation:
when a
Deliver the instruction
to the learners. structured and
systematic
 Evaluation: Assess approach is
effectiveness and preferred.
efficiency (formative
and summative).
2. SAM Model Savvy Start: Agile development Faster May require Projects with A startup needs to quickly
Information gathering, principles, development more tight deadlines, develop a series of short,
brainstorming, project when
planning (often a iterative design, cycles, more experienced interactive e-learning
rapid prototyping, flexible and designers, less requirements modules to train sales
"Chunky-Monkey"
may evolve,
design document). constructivism adaptable to formal representatives on new
developing e-
(through rapid changes, documentation, learning courses
product features as they are
Iterative Design:
Design, prototype,
feedback and reduces risk can be or mobile released, where rapid
review, repeat. refinement). through early challenging for learning apps, deployment and ongoing
prototyping very large or situations updates are crucial.
Iterative Development: and testing, highly regulated requiring rapid
Develop, implement, encourages projects if not prototyping and
evaluate, repeat.
continuous managed well, iterative
This typically cycles feedback, depends heavily refinement,
through phases like produces a on consistent small to
"Prepare," "Iterate" minimum stakeholder medium-sized
(Design, Develop, projects.
Evaluate), and
viable product feedback.
"Implement." quickly.
3. Action Mapping Identify the Business Performance- Highly focused Not suitable for Addressing A customer service
Goal: What is the based learning, on achieving purely performance department is experiencing a
measurable outcome? measurable
goal-oriented knowledge gaps in the high rate of customer
design, business results, transfer (e.g., workplace, complaints related to
Identify Observable
prevents
Behaviors (Actions): behaviorism historical facts), when training incomplete information
What do people need unnecessary
(focus on training
requires a clear needs to provided by agents. Action
to do to achieve the
goal?
observable (identifies if and measurable demonstrate a mapping would be used to
actions), training is even business goal, clear return on identify the specific actions
Design Practice minimalist the solution), needs buy-in investment agents need to take (e.g.,
Activities: What instruction. creates highly from (ROI), asking specific follow-up
activities will help Strongly advocates engaging and stakeholders to initiatives questions, documenting
learners practice these
against relevant focus on actions, focused on certain data) and design
actions?
"information activities, might not fit changing interactive practice scenarios
Create Minimum dumps." avoids academic employee to ensure they perform these
Viable Product: What's "information settings focused behavior, actions correctly, directly
the simplest way to dumps" in favor
on broad developing impacting complaint
deliver the practice? of action-
(Often focuses on non- oriented knowledge. performance reduction.
training solutions practice. support tools.
first).
4. Merrill's First Principles of Problem-Centered: Draws heavily Highly Requires careful Designing Developing a leadership
Instruction Learning is promoted from Cognitive effective for and thoughtful instruction for development program for
when learners are
engaged in solving Load Theory, teaching design (not a complex mid-level managers that
real-world problems. Constructivism, complex skills simple procedures, aims to improve their
and Schema and problem- checklist), might critical decision-making and team-
Activation: Learning is Theory. Focuses solving, be more time- thinking, or building skills. The program
promoted when
learners' existing
on effective and promotes deep consuming to abstract would present realistic
knowledge is activated efficient learning, learning and design effective concepts; skill management dilemmas
as a foundation for particularly for transfer of problem- development (problem-centered), activate
new knowledge. complex tasks and knowledge, centered and training where their current leadership
skills. flexible and application application is understanding, demonstrate
Demonstration:
Learning is promoted can be activities, may key; higher effective strategies through
when new knowledge integrated into require education; case studies, provide
is demonstrated to the other models, significant professional opportunities to apply
learner. strong learner development strategies in simulations, and
Application: Learning
theoretical engagement and focused on encourage them to integrate
is promoted when basis. self-direction. deep new skills into their daily
learners are required to understanding work through mentoring and
use their new and transfer. projects.
knowledge to solve
problems.

Integration: Learning
is promoted when
learners are
encouraged to
integrate their new
knowledge into their
world.