A Comprehensive Comparison of the HPT, ADDIE, and Gagne's Models

This report provides a comprehensive comparison between the HPT (Human Performance Technology) model, the ADDIE model, and Gagne's model, focusing on their applications in performance improvement and instructional design. The introduction highlights the purpose of the comparison, which is to analyze performance gaps and align the HPT model with these gaps. The report delves into the core principles and steps of each model, including the ADDIE model's phases (Analysis, Design, Development, Implementation, and Evaluation) and Gagne's nine-step process for instructional design. Furthermore, the report contrasts the HPT model with both ADDIE and Gagne's models, outlining their unique strengths and weaknesses. The conclusion emphasizes the impact of these instructional design tools and models on assessing performance and influencing educational programs and training. The report also includes references to relevant academic sources.

COMPARE AND CONTRAST THE HPT
MODEL AGAINST THE ADDIE MODEL
AND GAGNE'S MODEL

INTRODUCTION
 Purpose- comparing gap analysis models
 Aligning HPT with performance gap
 Comparison between HPT, ADDIE and
Gagne

ABOUT HUMAN PERFORMANCE
 Human abilities and limitations
 Impact over efficiency and safety
 Accomplishing allotted tasks
 Evaluation based on set standards
 Efficiency, effectiveness, accuracy and completeness
(Parasuraman & Mouloua, 2018)

PERFORMANCE IMPROVEMENT
 Measuring output for assessing performance (Chow &
Moseley, 2017)
 Aims at renewing procedures
 Incorporates efficiency and effectiveness
 Development of skills and process

HPT MODEL - ABOUT
 Systematic approach for improving performance
 Involves procedures and methods
 Influences accomplishments and human
behavior (Kirpatrick, 2017)
 Identifies performance gaps
 Intervenes for sustaining performance

HPT MODEL- PRINCIPLES
 HPT model emphasizes on result
 HPT model considers systems view (Garcia, 2019)
 HPT model incorporates values
 HPT model implements partnerships

ADDIE MODEL- ABOUT
 ADDIE is an instrumental design model
 Application in training and educational
programs (Cheung, 2016)
 Stands for Analysis, Design,
Development, Implementation and
Evaluation

ADDIE- PHASES
 Analysis- Identifying performance gap
 Design- Identifying learning objectives
 Development- Identifying solution for gap
 Implementation- Delivering performance solution
 Evaluation- Evaluating results aligned to
performance objectives (Budoya, Kissaka & Mtebe,
2019)

GAGNE’S MODEL- ABOUT
 Instructional design
 Information processing model for mental
events
 In presence of various stimuli (Lo & Hsieh,
2020)
 Nine-step process

GANGNE’S MODEL- NINE-LEVEL
 Level 1: Reception
 Level 2: Expectancy
 Level 3: Retrieval
 Level 4: Selective Perception
 Level 5: Semantic Encoding
 Level 6: Responding
 Level 7: Reinforcement
 Level 8: Retrieval
 Level 9: Generalization

GANGNE’S MODEL- NINE-LEVEL
(Source: Reddy, 2020)

HPT MODEL- REVIEWING STEPS
 Performance Analysis
 Individual traits
 Desired performance
 Gap Analysis
 Actual state
 Internal environment
 Cause Analysis
 Intervention Selection, Design and Development
 Implementation of change
 Lack of support/change management/performance support deficiency
 Evaluation
 Formative
 Summative
 Confirmative
 Overall Evaluation validation

SUCCESS FACTORS OF HPT
 Complete system view
 Identification of each influencing factor
 Increased individual and school productivity
 Increased identification of opportunities
 Actual causes of gap or concern

HPT MODEL- INSTRUCTIONAL DESIGN
CONCEPT
 Integral part of HPT model
 Same origin
 Focus on behavioral psychology and
systems thinking
 ID helps in designing responses for gaps

COMPARISON- HPT AND ADDIE
ADDIE:
 Focus on constructing
training programs
 Evaluation at end
 Focus on instructional
blueprints
 Distinctive steps and
easier (Czeropski &
Pembrook, 2017)
HPT :
• Focus on building
solution
• Evaluation in
middle of system
• Focus on assessing
cause of gaps and
selection
intervention
• Complexity in
process

COMPARISON- HPT AND GAGNE
 Gagne’s approach offers checklist
whereas HPT offers a complex process
 Gagne’s model offers retention stage
whereas HPT does not
 Gagne’s approach constructs passive
learner environment whereas HPT
focuses on identifying gaps (Clay, 2016)

Conclusion
 Tools and model of Instructional Design
 Impact on assessing performance
 Influencing educational programs and
training

References
Budoya, C. M., Kissaka, M. M., & Mtebe, J. S. (2019). Instructional Design Enabled Agile Method
Using ADDIE Model and Feature Driven Development Process. International Journal of
Education and Development using Information and Communication Technology, 15(1), n1.
Burk, J. E., & Birk, T. A. (2018). From training to performance improvement. The Handbook of
Communication Training: A Best Practices Framework for Assessing and Developing
Competence.
Cheung, L. (2016). Using the ADDIE model of instructional design to teach chest radiograph
interpretation. Journal of Biomedical Education, 2016.
Chow, A. T., & Moseley, J. L. (2017). Comparisons of Six Sigma, Lean, and Human Performance
Technology/Performance Improvement. Performance Improvement, 56(1), 6-13.
Clay, J. (2016). Design thinking and performance improvement intervention selection and
design: Theory in action (Doctoral dissertation, Capella University).
Czeropski, S., & Pembrook, C. (2017). E‐Learning Ain't Performance: Reviving HPT in an Era of
Agile and Lean. Performance Improvement, 56(8), 37-45.
Garcia, D. (2019). Message Design for Instructional Designers-Human Performance Technology.
Gawron, V. J. (2019). Human Performance and Situation Awareness Measures. CRC Press.
Kang, S. P. (2017). What Do HPT Consultants Do for Performance Analysis?. TechTrends, 61, 32-
45.

References
Kirkpatrick, S. A. (2017). Understanding the role of vision, mission, and values in the HPT
model. Performance Improvement, 56(3), 6-14.
Lo, W. L., & Hsieh, M. C. (2020). Teaching communication skills: Using Gagne's model as
an illustration. Tzu Chi Medical Journal, 32(1), 19.
Mattookkaran, S. S., Mestre, T., Shortt, B., & Martin, F. (2020). The HPT Model Applied to
a University Technology and Learning Center's Resource Allocation. In Cases on
Learning Design and Human Performance Technology (pp. 42-57). IGI Global.
Mexia, S. G., Ponce, M. A., & Franco-Campos, R. (2017). Instructional Design by
Employing the ADDIE Model to Enhance the Performance of Undergraduate Students.
Boletín Científico INVESTIGIUM de la Escuela Superior de Tizayuca, 3(5).
Nichols Hess, A., & Greer, K. (2016). Designing for engagement: Using the ADDIE model
to integrate high-impact practices into an online information literacy course.
Communications in information literacy, 10(2), 6.
Parasuraman, R., & Mouloua, M. (Eds.). (2018). Automation and human performance:
Theory and applications. Routledge.
Reddy, V. (2020). Gagne's Nine Levels of Learning ~ EduGeneral. Retrieved 17 February
2020, from https://edugeneral.org/blog/teaching/gagnes-nine-levels-of-learning/
Wong, Y. L. (2018). Utilizing the principles of Gagne’s nine events of instruction in the
teaching of Goldmann Applanation Tonometry. Advances in medical education and
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Zehr, K. (2018). Case Study: Triad Case Management Model Applying Human