Training Session Report: Origami Swan Making and ADDIE Model

This report presents a comprehensive analysis of a training session focused on teaching origami swan creation, designed for a Human Resource Development course. The session utilized the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) as a framework. The report details the task analysis, session plan, and the objective of the session, which was to engage students in a hands-on activity promoting critical thinking and skill development. The training involved a step-by-step demonstration, group work, and individual assistance to facilitate learning. The evaluation methods included observation, feedback forms, and survey forms to assess the participants' cognitive and motor skills, as well as their understanding and enthusiasm for the session. The report highlights the session's success in increasing student confidence and skill in origami, emphasizing the effectiveness of the ADDIE model and collaborative learning techniques. The report also includes reflections on the training session's strengths and areas for improvement.

Assignment on Training Session
Assignment on Training Session
Name of the student
Roll number
Date of submission

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Table of Contents
Introduction.................................................................................................................................................2
The task.......................................................................................................................................................3
ADDIE Model...............................................................................................................................................4
The session plan:.........................................................................................................................................5
Our session plan for the students;...............................................................................................................6
Objective of the session;.............................................................................................................................6
Evaluation....................................................................................................................................................7
The reflection..............................................................................................................................................7
References...................................................................................................................................................8
Appendix.....................................................................................................................................................9

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Introduction
A training session is a combination of the design of the session, how the work will be
progressing in the development process, implementation of the plan and evaluation of the
training session held. This is under the human resource development course to explain the
method of conducting a successful training sessions (Falloon, 2016). The task the group will
present to the class is about making a swan from a paper sheet. The creative work is a part of
origami. The session will be based on ADDIE model to be concise of what experience the
students gain from the session. Here the whole training session was designed by the help of the
ADDIE model. This would minimize the mistakes of over doing or under doing a process. The
whole task was based on the simplified assessment plan method. This was helpful in completing
the task with desired outcome (Garner, 2017). The whole session was done by dividing the them
into four groups after introduction process.
The task
A task has to be performed with the student to experience a vision of task analysis. Task
analysis is important part of the training session. It is useful way to identify the requirement of
the task and the training. The session should help them to gain knowledge and skills so that they
are able to perform any task. The task to be performed is making of origami swan. It’s a creative
work which will engage the audience and to enthusiast them (Noe et al. 2017). The task has to be
successfully completed by the student and the work will be assessed to understand their ability to
follow.
The process to make a paper swan is:
 To take and fold a square piece of paper in half diagonally. To fold one corner over to the
opposite corner bringing it to the edge. Make a crease over the fold and open it again.
 Folding the two corners towards the center crease, forming a kite shape. Fold the two
corners those are either side of the crease.
 Turn the paper and fold two corners in the centre of the crease. Fold the corners like a fan
and bring it to the centre. Its like two fold one front and the other back.

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 Now fold the whole set into half. Folding the bottom of the tail to meet the top. The
whole set should be folded clean to define the centre of the paper to give a proper look to
the swan.
 To create the beak fold the top layer to the tip. Now take the top and bring it down to the
centre.
 Flip the swan on one side and fold it in half vertically. Press it firmly and the beak and
tail should be defined as two parts.
 This is the final step and now pull the neck and the beak away from the body, the swan is
ready.
The whole task will be tested through the task analysis tool that will be able to clarify the
impact of the session on the students. The students were split into four groups to understand the
task in more depth. Each step is accurately distinguished in several activities for the students to
perform. To ensure that we are able to perform the session successfully we divided them into
group of four. Each group of students were helped individually to properly follow the step and
complete the work properly. It helped and by splitting into smaller group we were able to re-
instate the task analysis which helped the students to grasp the process of making a paper swan
thoroughly. They were able to clear their doubts about the process and were able to learn it while
performing the task.
ADDIE Model
The ADDIE model is a simplified and basic traditional process used by instructional
designers and training developers. It has five phases by which the model is completed (Guest,
2017). Those phases are Analysis, Design, Development, Implementation, and Evaluation. This
builds a dynamic and flexible guideline for a effective training support tool. We were able to use
the ADDIE model to design a simplified session plan and to plan how evaluation of the success
of our workshop will be done (Uzunboylu & Kosucu, 2017).
It helped to set a task analysis of the workshop and the team by paving a set of rules and
implementing it to see the result. Basically it made clear that who is our audience, what are their
strength and limits. How to follow so that it does not goes haphazardly. It helped form a proper
plan of how to execute and analysis in the end. There is concept of training evaluation in the

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ADDIE model, it refers to the process of collection of the outcomes and comparing it with the
desired outcome to determine whether training was a success or not (Collings, Wood, &
Szamosi, 2018). Our evaluation was based on how well they follow the step and ultimately are
they able to make a perfect paper swan.
The session was able to engage the students and they were enjoying the whole swan
making task. There were many students who were good at making a swan and some where
master of origami skills. But while performing the task we were able to find some students who
hardly had any knowledge of the task. They were able to make a perfect swan by the end of the
session with the help of the group members. The evaluation was done by collecting the feedback
from the students about how they found the session. And the paper swan samples. The feedback
also has the question of how many student successfully able to make the swan independently and
how many were able to make after some support (Córdova et al, 2019). And also how they felt
when they were able to complete the making of the paper swan.
The session plan:
A session plan is a guide to start a session. it is a road map of what the session is going to
be about, what shall be the objective of the plan, who shall get involved what products to be
included and what is the expected outcome or objective of the session. It helps the trainer or the
organizer to focus on the training (Alfes, Antunes & Shantz, 2017). To carry out all the key
points properly without missing anything, it makes a record of the key points of the training so
that if the same session is organized again it can be of help.
The format for planning a training session is to start with an introduction followed by
body and conclusion in the end. Its is an important plan while training or teaching. In the same
way we shall follow the session training. It always is very helpful in clearing the plan outline and
improving the critical thinking.
It should be used to determine the teaching objective, choosing the teaching method,
reviewing the end result, improving with practice and atlas providing feedback and assessment of
the session. The session plan can be made for any number of programs, or of any duration .time
does not matters (Cassidy, 2018). A session plan which exceeds more than one day should be

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written separately for each day. It a table of activities that needs to be matching with what is to
be taught or executed in the session.
Our session plan for the students;
To start with the session we first planned the whole session through session plan
template. The first thing was to greet the audience, to introduce about ourselves and to know
something about them. We then explained the meaning of origami and the purpose of origami. A
brief history about the paper art, how brings out the creativity in a person. The plan was to time
each step. To find how long will it take to work with mere instruction and how long shall it take
to work by assisting personally.
So the session was started by distributing the paper to everyone and then the video of
making a swan was displayed to the students. While the video was shown we simultaneously
gave them instruction to work on the paper. They were able to start well but most them got stuck
in the middle and looked confused. The most of them were very confident as they already had
the idea of making paper swan. So to work in the dedicated time we split into groups and went to
assist them individually (Lancer, Clutterbuck, & Megginson, 2016).We designed the session plan
so as to be able to complete and cover the whole audience smoothly. We elaborated on the steps
to make it very easy for the students who were making it for the first time. We also kept in mind
that it should be fun session and not attention one. So everyone was encouraged to help each
other at the end of the paper swan process. So that they learn the importance of unity and enjoy
the training. After the completion of the session plan we mapped the time taken for each process
and compared with the original planned timing and noted the deviation. It was found that
working in group individually helped save the time. This also boosted confidence into the
students who were lacking behind in the process.
Objective of the session;
The objective of the session was to engage the student in doing something together while
helping each other in the processes. The impact the student critical thinking and effective
learning. We had to form a strategy to work on our goals to meet the desired outcome. We
deliver our project we used instruction method, video and individual help method. Then we
recorded the students who were able to understand it and follow the instructions fast and the one

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who took help from the group members individually. The objective of recording the time helped
us to understand the learning capacity of each kind of person (Lancer, Clutterbuck, &
Megginson, 2016). This also improved our teaching style. The training was a skill based
evaluation. They were asked to repost the same procedure to make the swan in the feedback
session. It was not necessary that each step should be accurate but a mere idea would also work.
This was an important step to find out their enthusiasm about this training. Did they remember
what was taught in the session. Did we performed nicely by simplifying the step.
Evaluation
The training was to evaluate the active cognitive and motor skills of the participants. As
earlier said it was a skill based training session to evaluate the active participation and
concentration of the students. To understand their learning and success we evaluated them by
filling the feedback form and survey form. The survey form was designed to get a glimpse of
their understand quotient, their interest in the session and many more factors (Cassidy, 2018).
By using the methods we were able to understand that how many students were able
make the paper swan. We compared how many were able to make the swan before and after the
training. To find out the simulation the number of the aftermath should increased and that
happened also. In the beginning we found out that only 50 percent of the student were confident
of making the swan but at the end of the session the confidence level increased while almost
everyone would be able to make it without any help. The outcome was concluded by taking the
survey and it was found that all of them memorized the procedure because they found it
interesting and creative. It was found by the feedback and survey that they liked the individual
help method. They enjoyed to work with the group they were able to clear their doubts on one on
one session.
The reflection
The group was very excited in the beginning of the task and while the task was
progressing they were gaining more confidence at every successful step. At the end and after the
feedback they were happy to see that they were appreciated by the student to perform so well and
able to finish the task successfully and smoothly. They learned to handle a large team of
audience and how to coordinate among each other. The ability to keep the audience engaged

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while performing the task themselves. No doubt the session was success and it taught the group
some important facts of human resource management.

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References
Alfes, K., Antunes, B., & Shantz, A. D. (2017). The management of volunteers–what can human
resources do? A review and research agenda. The international journal of human
resource management, 28(1), 62-97.
Cassidy, A. L. (2018, May). Preparing and Presenting Your Session. In Learning from Academic
Conferences (pp. 59-78). Brill Sense.
Collings, D. G., Wood, G. T., & Szamosi, L. T. (2018). Human resource management: A critical
approach. In Human Resource Management (pp. 1-23). Routledge.
Córdova, L. M. O., Amado-Salvatierra, H. R., & Condori, K. O. V. (2019, July). An Experience
Making Use of Learning Analytics Techniques in Discussion Forums to Improve the
Interaction in Learning Ecosystems. In International Conference on Human-Computer
Interaction (pp. 64-76). Springer, Cham.
Falloon, G. (2016). An analysis of young students' thinking when completing basic coding tasks
using Scratch Jnr. On the iPad. Journal of Computer Assisted Learning, 32(6), 576-593.
Garner, W. R. (2017). The analysis of unanalyzed perceptions. In Perceptual organization (pp.
119-139). Routledge.
Guest, D. E. (2017). Human resource management and employee well‐being: Towards a new
analytic framework. Human Resource Management Journal, 27(1), 22-38.
Lancer, N., Clutterbuck, D., & Megginson, D. (2016). Techniques for coaching and mentoring.
Routledge.
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2017). Human resource
management: Gaining a competitive advantage. New York, NY: McGraw-Hill
Education.
Uzunboylu, H., & Kosucu, E. (2017). Comparison and evaluation of Seels & Glasgow and Addie
instructional design model. Ponte, 73(6), 98-112.

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Appendix
1. ADDIE model

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2. Session template.