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Fast ADDIEMA Model for Instructional Design

minicourses internal ICT training MSMEs

Nayiv M. C. A. J. S. Assaf
Instructional Design Corporate Website
CIIMTEC Pachuca
444 Fracc Oaxaca. Terrazas
Pachuca Hidalgo. Mexico
01.771.216.17.96
ciimtec.nayiv@tech-center.com

Dr. Assaf Mal Jessus
Economic and Sector Development
CIIMTEC Pachuca
444 Fracc Oaxaca. Terrazas
Pachuca Hidalgo. Mexico
01.771.525.97.62
ciimtec@tech-center.com

Ing. Orqudia Rosales Cornejo
Inventories and Industrial Manufacturing Processes
CIIMTEC Pachuca
444 Fracc Oaxaca. Terrazas
Pachuca Hidalgo. Mexico
01.771.161.62.86
ciimtec.orqui@tech-center.com

Lic. Yehudy Assaf J. C. S.
Businesses & Franchises MSMEs
Bella Fashion / CIIMTEC Pachuca
Acopinalco 214 Fracc. Herradura
Pachuca Hidalgo. Mexico
01.771.1266.67.24
yehudymx@yahoo.com.mx

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Summary:
This document presents the ADDIEMAR, a quick instructional model of low-cost ICTs based on
the classic ADDIE model (Analysis, Design, Development, Implementation, Evaluation), to meet
the needs of design and implementation of short training courses and / or training MSME staff in
specific content quickly and without requiring formal professional technical and didactic
knowledge and applying human or own free materials available on the Web resources. The
model, preselected making decisions and develops educational stages suggesting solutions and
expert teaching and instructional options, applies the potential of ICT, teaching theory and
modern andragogical assessment and instructional design can bring corporate web
entrepreneurs any spin with minimal training budget. First thoughts on the current state of
training and ICT in MSMEs exposed after talking about ICT MkTIC and EDUTIC then an
overview of instructional design for MSMEs is presented, and finally the ADDIEMAR model is
developed at length, that the interesting part is the entrepreneur to apply to your own business
context. The conclusions are discussed the possible consequences of applying this model in
Mexican MSMEs. The work was conducted with a qualitative methodology document pre-
experimental descriptive exploratory design in the first stage and the second participant
observation.
Abstract:
This document presents the ADDIEMAR, a low-cost rapid instructional model with ICT based on
the classic ADDIE model (Analysis, Design, Development, Implementation, Evaluation), to meet
Quickly and Formal Design and Implementation of the short training courses for staff in MSME
Requiring specific content without using technical-professional training materials and human
resources owned or available free on the Web. The model, decision making and preselecting
didactic Developing solutions and expert stages Suggests didactic and instructional options,
apply the possibilities of ICT, modern didactic and andragogical assessment theories and
instructional corporative Web Design that entrepreneurs can bring to any kind of MSME budget
with minimal training. First exposed current state training and ICT in MSMEs, then talks acerca
ICT EDUICT and then presents an overview MkICT of instructional design for MSMEs, and
Eventually DEVELOPS Extensively ADDIEMAR model, Which is the interesting part for MSMEs
entrepreneurs to apply business context to Their Own . In the conclusions, directed Toward the
academic / theoretical of enterprises Discussed are the possible Consequences of Implementing
this model in the Mexican MSMEs. The work was exploratory-descriptive Conducted by pre-
experimental design Within a qualitative methodology, in documentary mode at the first stage
and by participant observation at the second.
Keywords: instructional design of internal corporate training, MSME, ICT entrepreneurs, ADDIE.
Keyword: internal corporate training instructional design, MSMEs, ICT, entrepreneurs, ADDIE.


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Introduction. Training and technology in today MSMEs.

Time is the most valuable to the employer (Vzquez, 2012), particularly the MSME entrepreneur
capital because it has the least. The second resource with this quality is money. The resources
that are better mind your entrepreneurial initiative and some knowledge and / or experience in
any sector or corporate spin, although the latter is not always true.

Due to this scenario, when it is proposed to form a company-and even in conformadas-- and all
the help you are able to hold, is generally a very small staff with little or no experience and
knowledgeable group in a stadium below those required by the specific context of the company's
turnover.

Historically, small businesses have recently promoted the training of its members, and those
who have made have turned to white-collar employees (office workers) while blue collar
employees (operational workers) have received at best cases casual instruction (Stojanovic,
2000). The statistics are overwhelming in this regard, 75.7% of the staff of MSMEs reach
[primary or secondary] basic education or have any instructions (Guaipatn, 2003). So a
company like this or veterana-- --novel processes requires both specific training and ongoing
training as general to achieve a position in the local business world and current global.

On the technology side, the management of Information Technology and Communication (ICT)
in MSME has been a secondary strategy, are reluctant companies, inexperience or budget to
hire the services of expert technologists, like its counterpart the great company and have
implemented a few changes in the patterns of adoption of these technologies (Ramos et al.,
2012).

The needs of SMEs in technological issues combined with their ability to present such specific
application scenarios of ICT which can even be classified as unique. As required in this regard
spectrum resources that can be adapted specifically to your need.

Also among the entrepreneurs of MSMEs prevalent belief that technology acquisition is
burdensome and complex handling (Assaf and Assaf, 2012;. Ramos et al, 2012), but most have,
at least, with a desktop computer connected to the Internet, which is more than sufficient for the
implementation of training model presented in this paper and in reality the many free services
available on the Internet for almost any other ICT application.

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Although the availability of materials, processes and training models for entrepreneurs about
financial and business matters is broad by the state and federal governments and the private
sector, the gap in training issues around general technical issues particularly specific to the
MSME sector is very large and this absence not only contained in the scientific literature but also
in the technical and commercial market.

The reality is stark, MSMEs requires training, but has no money; MSMEs need technological
upgrading; but no knowledge; for this scenario to better devise a training process for very low
cost, designed by the very people who fully understand the needs of the company and its
partners, who know full and widely skills and deficiencies, the first problem is almost always do
not know how or where to start.

The employer of MSMEs, have little access or experience of organizational and educational
aspects of instructional design structured expert (Martinez et al., 2003) but applying it to
processes of training and education based on their own needs and with the support of his own
experience and aligned with the technical content necessary provide appropriate solutions to all
the problems presented to them, without the need for all the paraphernalia that instructional
support requires outside professional (Citrix, 2012).

Thus, to support the development of micro and small enterprises and mainly due to current
training needs in the workplace, this document aims to provide guidance to entrepreneurs or
MSMEs model for designing instruction in specific content (commonly a technical or
management of specific processes) short courses that an entrepreneur may require its
employees and himself; since the success of a training program for employees open to learning
should be initiated by senior managers (Argyris, 2001), in a policy / participatory approach to ICT
training of the members of the company's own human and material resources or with minimal
expense using the free resources available on the Web.

That is, entrepreneurs entrepreneurs without professional technical-didactic knowledge access
and have the support elements (Fernndez, 2003), a guide and basic instructional design
process and formal training and further training simple and formal guidelines, informal or formal,
based on specific local needs of the workplace and they can apply in their workplaces or training
without having to invest too much time, money or other expensive or inaccessible external

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mipyme
resources in the preparation and consolidation of a platform for these purposes (Citrix, 2012,
and Assaf Assaf, 2002). Since this business, technologized and fast-paced world, where the
slow and small are not they tend to die (Socconini, 2008), is a magnificent and privileged
scenario particularly micro and small businesses are required to take.

This assumption that the slow and small are not they tend to die, that ICTs have been
established in all fields of human endeavor, has radically changed the focus and priorities of
small businesses, particularly in three facets of its existence (Figure 1): Communication
Technologies (ICT), Commerce (MkTIC) and Training (EDUTIC) the three C's of MSMEs and
their associated ICT (Assaf, 2012b, and Assaf Assaf 2012). And it's not because the production
technology which positions the company as still in many cases is considered (Jessner and Sperl,
2012; Assaf, 2012b)

ICT and EDUTIC MkTIC

The first and second C's, Communication and Trade (the third C Training will be discussed
later), have radically changed the focus and priorities of small businesses due to the new way of
interaction between the company and the client; today
advertising, and Web mrquetin media are under the
control of the consumer (Vollmer, 2009), we find
ourselves in an era in which micro, small, medium and
large enterprises should focus on the user. This
hatched with the mass use of ICT in marketing, MkTIC
(Assaf, 2012b; Assaf and Assaf, 2012), particularly of
social networks and associated tools (Sanchez, 2011),
many of which are free (Assaf and Assaf, 2012; Assaf,
2012a) and where small businesses should benefit and
can compete at the same level and with the same force
that large corporations in the interest of clients
(Snchez, 2011).

The use of the term ICT has permeated all spheres of human knowledge; is an elastic acronym
that has been popularized and spread across many disciplines, each understands differently and
assigned specific concepts and definitions covering many kinds of judgments, we talk about ICT
in education, medicine, trade and governments; each area the empirically adopted in various
Figure 1. The 3 C's of MSMEs and ICT
Adapted from Assaf Assaf and 2012

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forms, depending on the mode and the extent to which solve their problems and satisfy their
needs socialization techniques; which has caused a Darwinian evolutionary transformation of
ICT to various modalities.

ICTs are technologies, tools and / or Web communication line services that run on the Internet
and the ways and strategies to manage and manage some outstanding examples are: blogs,
forums, e-mail, RSS syndication, geolocation SoLoMo, WebQuest , QR codes and semantic
Web to name a few.

It has been in recent years that ICT applications and Internet Web services have been
developed faster and better in the area of mrquetin, particularly in social networks are
indispensable tools in any attempt to online marketing (Snchez, 2011). This is where MkTIC
make their appearance, in order to exist in the local and the global, not forgetting the traditional,
you need to have a presence on the Web thoughtful, balanced, cleverly using the whole arsenal
of ICT in marketing that will have available to complement social networks, such as a Web page
(com), a mobile page (mobi), a television channel (youtube) and microblogging services (twitter)
and any other services available that meets the ends sought. . What you must cover the basic
MkTIC even in long-established and MSMEs.
Specifically the MkTIC are the set of tools, forms, strategies and techniques mrquetin
substantiated the use and application of ICT, e-commerce and digital advertising Web for
communication, sale and distribution of goods or services and internal and external processing
information on the business environment (and Assaf Assaf, 2012). In addition to its ubiquity
supports decision making away from the office in real-time or delayed (Vzquez, 2012), all
promoted by the need for rapid reaction, which strengthens the premise that will linger slowly
and surely not survive .

The whole evolution of the MSME business requires a training process in ICT and ICT,
particularly the urgent inclusion of MkTIC marketers in areas of these companies, which is
forcing the upgrade and update their practices. First with regard to infrastructure and
technological capacity and second, and more important, training in those implementations at all
levels of staff; these are two needs that commonly occur together, which poses a big problem in
and for the micro, small and medium enterprises to where operational resources are limited, as
this process is often expensive and requires experts to design and implementation.


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In this process of trial and error facto, the first scope of ICT in MSMEs is the use of the training
EDUTIC MkTIC (Assaf, 2012b; Assaf and Assaf, 2012). It is suggested that the first year to
experience this model is to in-house training on them.

Instructional Design for MSMEs

Although there is today a general and globally accepted definition of instructional design, which
itself can be generalized to systematically guide is addressing human needs, focusing on goals
and objectives and which is based on theories and principles of learning (Shambaugh and
Magliaro, 2006, Rothwell and Kazanas, 2004).

Even the instructional design as a discipline in general, allows the organization of the
information required for obtaining a loan through the correct presentation of all kinds of data and
references. "Much of the positive response from a bank in relation to the granting of a loan
depends on the credit applicant present clearly their goal, the potential of their business, the
effectiveness of its infrastructure" (Mexico undertakes, 2009) . Becoming organized is a learning
experience in itself (Shambaugh and Magliaro, 2006).

The Instructional Design is mainly implemented through design models, of which many have
been developed in recent years. A model may work better for schools and one for corporate
training; among the most prominent models are (Shambaugh and Magliaro, 2006, Rothwell and
Kazanas, 2004): A) Model of systematic planning Reiser & Dick (1996), which requires the
analysis step, is focused on the goals; B) Model Systems Zook (2001), focuses on the
evaluation (skills) and content; C) ASSURE Model (2005), provides guidance for the use of
media and technology materials; D) ADDIE Model, a process of systematic structure decisions.
Most of them are simple but require experience for your application.

This is where business and / or academic theorists, from instructional design Web and ICT
arrangements should provide theorizing and integration of conceptual strategies to solve a
variety of practical problems that arise when within companies today, and must present a whole
host of solutions in a philosophy necessary knowledge economy and finding strategies for
generation and management (Bustos, 2004); in this sense the organizational collaborative
learning becomes a cardinal and essential need for firms that can only be accessed through the
training, which even allows MSMEs to access funds and credit financing more directly (

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undertakes Mexico, 2009) and increased effectiveness in the application of these funds (Boggio,
2011).

Some of the organizational proposals seeking strategies learning organizational knowledge
economy to share knowledge were: functional teams, groups and units specialized customer-
focused product / work; besides Know How as a product of learning experiences to solve
problems; all these non instructional proposals (Rothwell and Kazanas, 2004) served as the
basis and model for training processes and internal training. But they require a framework to
implement them where substantiated.

This framework is for this case, the instructional design model ADDIE stands for Analysis,
Design, Development, Implementation and Evaluation is one of the most classic literature in
formal processes to develop and implement education, training and skills. It is a model created
by the militia of the United States to ensure the efficiency and effectiveness of the training of its
members (Rothwell and Kazanas, 2004; Piskurich, 2000) and that found in the Second World
War a trigger for their development and business implementation and educational.

The ADDIE is more than a model, is a macroesquema general guidelines with the precepts
tested over a long time and different types of scenarios that provide the structural basis for the
development of specific instructional models. What makes it a versatile but powerful model for
these purposes, you can adapt and enrich the early stages or other models that may be
conducive to the specific needs, such as ASSURE to technology, skills and content for Zook,
who bonded with andragogical theories of learning and corporate training and assessment as
Kirkpatrick (Kirkpatrick, 1994), form a complete park to suit any training situation in MSMEs and
the needs of entrepreneurs.

Model ADDIEMAR in MSMEs.
A theoretical contribution to business practice is ADDIEMAR Model (Analysis, Design,
Development, Implementation, Evaluation, Metaevaluation, Rapid Application) to the
instructional design of short courses (mini and micro) of specific content and / or skills for ICT
training SME's; the ADDIEMAR provides an overall strategy for internal training organizations
with little experience in application and use of ICTs and who have a shoestring budget (Piper,
2003) for technological modernization. For versatility of this model can be applied to the training
of new employees or attached for training and / or continuing education of established any kind.

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This design model that develops short courses in this proposal focuses on the third C, Training,
because of the very short-term imperative of the use and application of modalities EDUTIC
MSMEs needs is the development Fast formal instructional design models to facilitate training
personnel MSMEs approach to these technologies from a theoretical and practical basis solid
and well established (Lee and Owens, 2000) andragogical training areas (Rothwell and
Kazanas, 2004) .

The rapid development model modeling ADDIEMAR develops from removing some steps
ADDIE classic model, and its interlacing with instructional techniques and theories andragogic
procedures and expert instructional designer can simplify design many times and selecting for
preselecting a fixed advance to the crossroads where there is normally a decision process in the
design of instruction and directs the way they would not know which way to go. Which means it
is a predeveloped model, which consists of a general strategy premodeled where experts are
taken in advance instructional decisions to provide the non-expert media address your very
specific training needs to simplify its implementation in processes of internal training the
workplace and outside of it, and where each entrepreneur will take the parties or paths that best
fit their business context.

It was developed in a policy / participatory approach, the policy part indicates that staff MSMEs
charge of the training process, you must mark clearly and directly the skills and methods and
techniques for making decisions that other employees be met so step that low margins of
uncertainty among employees (Sahu, 2012), if MSMEs want to participate in global markets
including the premises must comply with international quality standards that establish very
specific rules of proceeding (Socconini, 2008); not to mention the fact that trainees are adults,
should be done in a participatory manner to achieve capturing the experience and suggestions
that they can contribute.

What model is intended to apply to the bosom of micro and small businesses, enabling them to
develop at a minimum cost set of resources to fill their labor needs and training for work.
Whereas most of the micro and small enterprise training department is formed by one man with
the honorary appointment of Training Manager, in most cases the entrepreneur himself or
someone from the team that know something more or better than other employees touch him

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perform all instruction of the company and also has an impressive host of other responsibilities
that often considered more important.

The chart of the stages and ADDIEMAR respective phases shown in Figure 2, and described
below all parts algorithmically. The checkmark next to the steps in each phase indicates key
steps of internal ICT training particularly in micro.

Employment ADDIEMAR model is based on ten principles:
1) The budget for training of MSMEs is limited or nil.
2) What is known is what should be trained, but not how or with what.
P
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1 Determine the actual conditions in the company
2 Define clearly what you need to learn / teach
3 Gather necessary resources and learning materials
P
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4 Designing the structure and development of lessons
T
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5 Implement the lessons and assessment
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6 Evaluate the evaluation and application of new knowledge


Figure 2. Model ADDIEMAR



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3) The training process is relatively short and simple, but can be applied in iterated form
blocks or modules for longer or complex processes and tasks.
4) the process is ideally aimed at small groups of employees, between 2 and 12
members; for more people can establish groups.
5) The training needs are specific (technical and / or procedures).
6) The company has an employee who has no idea of the processes, content and / or
tasks performed (Martinez et al., 2003) and levels and quality standards required by the
training (Perez et al., 1998) .
7) is an andragogical process that takes the collective decisions of their own training All
employees are involved and collaborate horizontally throughout the training process.
8) The group realize that in the set is known only to their individualities.
9) The potential diversity of experiences, skills and related knowledge possessed by all
group members in training are a critical capital in the evolution of collaboration and
improvement of the company in the collective, and their own individually ( Bustos, 2004).
10) The process of instructional design training process is a cycle that does not end with
the design of the course, but extends to the in situ application of knowledge and / or skills
learned throughout the life of the company and only opens to allow entry of new
variables.

Pre-training stage.
A. Phase Analysis.
1. Determine the actual conditions in the company.
A. Conduct an analysis of the context and circumstances in which the company begins its
training process. Answer questions Who / When / Where / Why? (Townsend, 2007).
i. Consider and record the variables that can influence it as: Budget, physical
infrastructure, technological equipment and existing and future tools, number and
availability of employees, times and dimensions of the physical space available, friends /
business partners, including temperature ranges, etc. .
B. Browse among employees who will begin training on their knowledge when starting the
design process of the training.

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i. Conduct informal-formal questions gradual mode of observation and / or interview to give
general or specific diagnostic panorama your existing training and on going to start.
ii. Record observations and / or interviews. Avoid if possible or textual examination
questionnaires, using video or audio formats to make the process faster and more
efficient.

2. Clearly define what is needed to teach / learn.
A. Define content, skills, abilities be transmitted contrasting versus the diagnosis made in all
employees. Answer the question What ?.
i. Differentiate and take into account
among five types of needs (Table 1): The
contents of standards / rules, the contents
that employees believe they need, the
defendants were content, content
homogenization know some and not
others, contents advance to be
implemented in the future (Briggs, 1977).
ii. Review Task. Answer these questions:
What do I want the employee know / do? How / when / how to do it? With what / where /
where / why do it? The responses indicate the 5 parts of the target to be identified for
training (Table 2): status, learned ability, action verb, object and conditions and tools for
three types of content: conceptual (theory / knowledge), procedural ( practice / skills) and
attitudes (appreciation / values). For example: Selected branch (situation), the student
will identify (learned capability) external and internal (object) orally (action verb) listing all
its features in a digital format with the corporate report sent by email to the immediate
superior customer (conditions ).
Item Description
Situation Circumstances under which the employee's performance will be observed
Learned
Capacity
Product Type demonstrating learning unemployment, defined from taxonomic verbs
for each skill level
Object The content of employee performance
Action verb
How performance will be performed or completed, defined from taxonomic verbs for
each skill level
Policies and
tools
Tools and / or special conditions needed to perform the actions under which the
performance will be observed
Table 2. Description of the 5 elements of a target
Need Description
Regulations
A standardized content that
employees require
Perceived
Content that employees think
they need
Defendant
An external content that ask
employees
Compare
Content that have few employees
and other non-
Early Content that will be needed soon
Table 1. Description of the 5 types of ......... ..the
company needs
Adapted from Lee and Owens (2000)

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Adapted from Lee and Owens (2000)
iii. Contrast: 1) the content identified in this analysis versus 2) the content they already have
employees and comparing 3) those who believe that the training process is going to
provide.
iv. Once you have determined what you have, what you should have, what and how to do
and is registered and socialized this with everyone in the company who will be
implementing obtain teaching materials and resources for the training process.

3. Gather necessary resources and materials.
A. The conventional process of designing and making resources and materials in the
instructional design is an expensive process, to overcome this point is crucial and one of the
core parts of this model, conduct a thorough search and selection of these materials and
resources in the Internet for the training process avoids unnecessary development costs.
This process is a very important part of the training design phase and greatly facilitates the
use of Web search engines as a source of resources and materials (Google: Books, Images,
Videos, Latitude, Maps, Earth, Blogs, Academic, YouTube, Panoramio, Alerts, News, Globe,
etc.). leaning storage services in the cloud as Gmail, Blogger, Docs, Calendar, CloudPrint,
DropBox, Delicious, etc. What potentiates the advantages and possibilities of the use of ICT
and online tools: 1) permanent storage repository and ubiquitous asynchronous global
availability, 2) availability of multimedia and hypermedia, 3) quick and easy to duplicate
information, 4) Collaborative permanent global registers.
i. Define the search. What I want to find what are the desirable formats (video, audio,
text, animation), what keywords related to the topic of search involves the process
are. And select a search engine. For example: Google.
ii. Perform search. Enter keywords according combining semantics, advanced search
can be used to search using resources (wildcards: $, *,) to improve and expand the
possibilities for this search. For example, type in the search word for word:
"information technologies *" + + resource materials -Programming filetype: pdf site:
www.TICs.gob.mx what it means to get a list of links with the phrase textual
information technologies that contains the word resources and materials but not the
word programming and is a resource of type pdf sought only at the site of
TICs.gob.mx, if results are not satisfactory change the words and try other search
results. Perform searches with other formats like MP3, WAV, MIDI, MWA to audios;

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MWV, MPG, RMP, QTL, AVI, RV, 3GP, MOV, FLV for video; TIFF, BMP, JPG, PNG,
GIF for images; SWF, FLA, PPT, HTM for animations; DOC, TXT, PDF, RTF to text;
RAR, TAR, ZIP, LHA for tablets; etc.
iii. Filtering manual. Once the indexing leagues requested search, analyze, select and
open in a new tab that best fit the requirements of what is needed at the brief
description is enough to read the list of leagues. Sometimes pages or resources that
open in new tabs contain links to other sites or resources that are of interest to
search for what suits best to separate them as new windows by pulling the tab where
they are in the search engine so that it is independent of the other tabs and tabs can
be opened in the new separate page, this type of search where the tabs are
branching into new windows, search called branched, or fractal tree. Otherwise it is a
linear, sequential or search string. Leagues by marking the relevant pages are stored
in the browser, called Chrome bookmarks / favorites in Explorer or Mozilla or Web
markup tools as diggo.com.
iv. Another very powerful option is to search specialized repositories such as Flickr.com
for photos, Youtube.com for videos, Images.com for illustrations or graphic photo
search Google images. These ICT resources have become today one of the most
popular and active tools because everyone who collectively joint global collaborative
knowledge. For purposes of gathering resources mainly for training video is an
excellent and wonderful resource, as it accumulates all sorts of content, from how to
prepare a gelatin figures to training in high technology. It is highly recommended to
form a solid foundation in what refers to resources for all sorts of purposes resource.
The same principle to enter keywords to locate a group of related video and from
there refine the search by reviewing and opening those that seem most helpful
applies. Download them to your computer with www.filsh.net.
v. Apply semantic search with intelligent agents, first approximation to the Web3.0
services like Wolframalpha.com (Assaf, 2012a)
vi. Organize downloading materials and resources in specific folders selected resource
types and / or format that will serve as temporary repositories offline where all the
material is collected protects it. And support them in media such as CDs and / or USB
devices considering download times, file size and quality.
vii. Record information and data sheet (metadata file) of each resource in a descriptive
format for storage and classification. For example it can use the Table 3 below:
Information
source:
_________________________________________________________
___________________________________________

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Format type: Article Text Book Video Manual
Audio PDF Animation
Summary of
content:
_________________________________________________________
___________________________________________
Probability
use
Very low Low Moderate High Very High
1 2 3 4 5
Table 3. Table metadata information and resources downloaded
Adapted from Lee and Owens (2000)
viii. Select an ICT resource online repository. In principle it can be a Blog services like
Blogger or WordPress, but with the evolution of Web storage services can also
choose services like GoogleSites or GoogleDrive, Microsoft Live SkyDrive (MS Office
license free), DropBox.com and Evernote. com or marked social and Delicious.com
Diigo.com to group the links marked where the selected resources are located, to
avoid having to download the resources and distribute only the list of links where they
are grouped, you can even make use of some LSM free training platform; Blog can
be easily supplied, but is par excellence one of the best known ICT (the blogosphere)
and therefore easy to use and configure and can be integrated well with other ICTs
such as email, eduforos, wikis, learning communities (Caro and Islands, 2008;
Bustamante, 2008; Chamorro, 2008) and a service of WebQuest.
ix. Open an account and upload all resources grouped by any criteria and shared with all
users in the course to have all available resources permanently online (24/7/365).

Phase D2. Design and Development.
4. Designing the Structure and Development of the lessons.
A. Once all the inputs for training, you should start the design process. It is the organization of
all products of the analysis phase in a content structure, lessons and guides and study
materials.
i. Guide / Datasheet content. A quick and very graphic way to make available the
specific content which requires a training process of this nature is to apply guidelines
contained in tabular format tablets or maps. Use graphic organizers (timelines,
argumentative maps, semantic networks, process diagrams, etc.) clearly and
explicitly to map the process steps. The minimum content or competition must submit
a resource like this for each procedure is:
Each new content should cover three basic elements: 1) a general concept, 2)
concrete and real examples and 3) practical exercises or guide.

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Description of content to show / demonstrate: art, process, theory, concept, idea
and / or competition / standard, etc.
Proof: ways to apply / use the content.
Steps / actions to be taken an analytical and graphical description (mapping) of
the content and resources from materials previously collected.
Practice. A set of practice exercises, simulated and real to be performed during
the training process and will serve as a model for final practice in the workplace.
Links (links) of resources, bibliography and analog and digital sources with more
information.
Evaluation and feedback. Enforcement Guidelines conjoined in a checklist /
observation with the minimum performance criteria set out in the task or
procedure.
ii. Lesson. Develop the organization of content considering and following some basic
principles of teaching for these environments:
Sign indicating the relevance of the course. Issues that the training, skills develop.
Verify that the verbal content (text / audio) is effective, precise, clear and fluid.
Use many examples and demonstrations and interactive activities make
Adjust employee training, organize content from a person's performance and
capabilities of employees. Facilitates a manageable level of content for them.
Provide clear instructions and write activities.
Keep the demand levels at an appropriate level without diminishing throughout
the training process.
Use motivational context and visual, mental, imaginative, graphic metaphors, etc.
Include decision-making by the employee and to the training process, otherwise
the training will not be teaching or working.
Design multitasking, read, analyze, compare, decide interact.
Close formal informal / assessments of what has been learned; stipulates
feedback concepts; direct attention to further learning and / or work or what will be
done in future lessons.
B. Determine how to work, teaching-learning methodology to be applied in the training group for
the socialization of content.
Presentation / Demonstration (procedures and / or techniques).
Socratic direction. Guided self-reflection (Townsend, 2007).
Cooperative or Collaborative (pairs minimum, maximum two couples).

17
Exposure group / team / personal / working groups / collaborative circles.
Group dynamics as Brainstorm. Open activities and trigger actions.
Problem Based Learning (PBL) / Learning Through Cases (AMC).
Online self-learning, self-taught / tutored.
Guided learning / open, self-taught / tutored Exploration.
Graphic organizers, Simulation, Role playing / Skits
C. Promote an organizational structure and an environment in corporate training environment
that fosters continuous learning especially in the workplace. These points generate one of
the most important factors in any business training process: external motivation.
i. Reach a consensus decision process engages employees and encourages them.
Asking / consulting employees about the needs that prevail at the lowest level of the
company and its possible solutions. Reflect on these questions: What? What do they
need in the trenches?
Bidirectionally giving feedback, be heard and hear the opinions and advice of
employees, pegunte / research throughout the training process.
ii. Use a style horizontal / training pairs.
Remove as much as possible training hierarchies (vertical formation) with advisor /
tutor / teacher / expert, as stated higher education hierarchy.
Enhance the cross pairs (dyads), triads, small groups and teams proximal and distal
work. (Maximum 4 members, the 5th almost never going to work).

Training Stage
Phase IE. Implementation and Evaluation.
5. Implement lessons and evaluation.
A. This point is the beginning of the training. Where will be implemented and will be tested all
pre-shaped design and evaluation of learning lessons.
i. Lesson. The presentation of content according to the resources and facilities
available, you may make projections or displayed on monitor, can be used personal
technology resources of a member of the company or to meet in a cafe by following
some basic principles of teaching for these environments :
Start running an analysis of expectations about the training process.
Introduction to unit content.
Review of previously studied materials (if applicable).
Provide the necessary materials, guides, resources, links, etc.

18
Follow with a contextual introduction and background to the study process and
objectives to achieve with the training.
Suggest a case, problem or situation linked to the relevance of the course or face
reflect the company that makes those involved.
Maintain a lively and active step instruction, but matice.
Slow when necessary, thus avoiding unnecessary braking.
Make smooth transitions of content and lessons.
Monitor, check, check the performance during the execution of activities in the
two scenarios, the theoretical and the practical.
Ask questions, one at a time and give enough time for response.
Include continuous, constant feedback at all times. Explanatory feedback
provides clarification confirming successes and / or errors corrected. Whether for
demonstration, testing, repeating the question, giving clues or giving more time.
Encourage through the materials and the environment in the workplace where it
practices indicating the need to benefit from this knowledge.
Encourage self-assessment and peer assessment and individual and group
cognitive and attitudinal reflection. And socialization of doubts in the group.
Consider the times and hours of training in the workplace to avoid labor problems.
How long inside / outside of the workplace.
Record performance evaluations of student performance on video or audio as
evidence of improvement. Contrast assessments over time.
Apply the following procedure as a basic metacognitive strategy (Alley and Deschler, 1979) to
teach you how to easily learn in this context:
I. Demonstrate how you want the new process to be taken orally describing each step.
Encourage at all times, before, during and after the demonstration, formative feedback to
questions by the student.
II. The student rehearse / practice verbally process steps until you can indicate them without
error, and provide corrective feedback during testing.
III. The student to practice with simulated materials verbally repeating the actions to be
running again offering immediate corrective feedback.
IV. The student to practice with real materials and perform corrective feedback.
V. Evaluate the performance of the final implementation by the student without offering any
help, and if he can determine the minimum performance required by the process to pass

19
the assessment or refer back to the point where it requires the student to resume the
practice of execution.
B. The final evaluation of each training process of each of the members of the process is
carried out. In the first two levels of the four existing (Tables 4 and 5) assessment of the
scale of Kirkpatrick (1994).
i. Develop an instrument that establishes the minimum limits of the criteria, rules and
standards that are being trained and assessed by observation watchlist and / or
matching the execution performance of each student. In reaction levels and
knowledge (Table 4).
Level Type Description
Level 1 Reaction
Measurement of the participant's response to the activity as their views
on the relevance of the activity that enables them to fully comply with
the requirements of the work done.
Level 2 Knowledge
Measurement of the increase in the level of achievement of the
proposed content and skills training activities.
Table 4. The first two levels of evaluation: Reaction and Knowledge
Adapted from Lee and Owens (2000)
ii. Record and store the evidence of the observations in formats such as video, image or
audio that are faster to implement and store and do not require a subsequent
digitization process.

Stage Postcapacitacin.
Phase MA. Meta-Evaluation and Application.
6. Evaluate assessment and application of new knowledge.
A. This phase, particularly the assessment of the implementation of the training is a part that
specifically set forth in the business areas, and is available in the areas of education,
because in them can not assess the implementation of training in the real context. This
phase performs the evaluation or assessment of the meta-evaluation and evaluation of the
application in the employment context of the new knowledge gained from the training
process conducted with a range of levels of evaluation (Kirkpatrick, 1994) and the over time:
confirmatory evaluation. In the last two of the four levels of the rating scale.
i. Developing a valid instrument establishing minimum limits of the criteria, rules and
standards that are being trained and assessed by observation watchlist and / or
matching the performance of the implementation of each of the participants in the
performance levels and impact (Table 5) requiring the company and the customers

20
which will take place after the expiry of a certain period of latency after training
provided.
Level Type Description
Level
3
Performance
Measuring change in behavior or attitude and performance as a result
of the use of knowledge and skills of activities transferred to work over a
period of latency.
Level
4
Impact
Measuring the impact on the business or company in the form of return
on investment of the training process.
Table 5. The last two levels of evaluation: Performance and Impact
Adapted from Lee and Owens (2000)
ii. Record and store the evidence of the observations in formats such as video, image or
audio that are faster to implement.
iii. Give the individual results and the review and revision of the assessment process,
making a general and specific personal feedback and / or group with the employees
involved.
iv. Constantly monitor the performance of employees to keep the company within the
valid limits of performance required by their customers. Taking the results of the four
types of evaluation (Tables 4 and 5) as inputs for analysis and diagnosis of this
monitoring. If the results are out of range iteradamente start the process again in a
cycle that should not end as the company has life. Recognize successes and correct
errors.
-o-
A fourth stage of the model can be applied by cycling model for working a higher level of content
covered, work with organizational knowledge gained in the first run of the model to solve
problems involving innovation processes and industrial creativity (Assaf et al. , 2013) and the
generation and application of new ideas as indicative of a more technical, business and social
maturity of the MSMEs processes.

Conclusions.
Training in MSME is one of the most important factors for its development and evolution.
Particularly, it is in-house training which is one of the means by which such a company has
access to a whole range of possibilities that are only limited to the creativity and imagination of
the entrepreneur. Internal training on the other hand also presents difficulties, not easy to break
the negative inertia of a venture, even in the smallest, but the biggest risk is that wrong conduct
all efforts and this may determine the fate of the MSMEs, in entrepreneurial and all dependents.

21
Therefore, the simple application of a model can have undesirable fast direct impact on MSMEs,
the recommendation in this regard is to be conceptualized and exercise their application and use
in mind and on paper before taking it out, design and planning before all. It is also essential,
supported by participatory aspect of the members of the entrepreneurial community, it is very
common to have a very active mind and commit to greater than its counterpart in the large
enterprise level and in any case this is a small matter. Do not be afraid to ask your peer
entrepreneurs, peer support is always convenient and free most of the time.
It is desirable that the charge of the process of internal training in the company, do some
research beyond the concepts developed here in a very short search that contextualizes what is
about to board; so could be starting what eventually can be formally department training and
continuing education of MSMEs.
The party One of the most significant parts of the model is the stage ADDIEMAR
postcapacitacin: the assessment phase of the evaluation (meta) and the application, which is
not in school and learning models that are rarely located in the corporate , despite being from
the perspective of business, the most important for the company. That's where it is shown by the
Return on Investment, if all the expenditure of time, money and resources worthwhile. Both
theoretical and practical academic entrepreneur must set our sights on this place from the start
not only training, but the gestation of the company itself says if training served and if the venture
makes sense at all.
The application of this model requires fast adaptive flexibility of MSME entrepreneurs, because
the model is not a set of unbreakable laws that do not allow adaptation to the particular context.
One of the advantages of rapid modeling is its flexible application and adaptation to the specific
context and implementation almost personal needs, which is why this type of modeling is one of
the most important conceptual tools that an entrepreneur has MSMEs. The model supports fast
adjustments and modifications to suit the particular circumstances and context across each
company; each company is unique with specific needs and highly problematic, and this model is
intended only support in solving business problems from the perspective of training in the
workplace.
The set of technological options and teaching presented presets provided, from the theoretical
and academic contributions andragogical instructional design Web, a base and educational
support to the MSME entrepreneur strengthen its platform to ongoing training and education
within their Company direct, practical and useful way, which integrated empirical observation
and documentary research contribute to, scientific, social and economic technological

22
development of each company and thus, the Mexican business environment. No claims to be
the only nor the perfect way to solve these problems, but a choice to be in the set of resources,
tools and solutions that should be available in this new globalized world.
This model profile is distinguished by its excellent application context of small business, but it is
important to encourage their application in micro you can find in it a significant profile in the craft
that most of these companies is developed by evolution. If a full application of the model is
required, it is in very substantial parts as isolated processes can greatly serve them micro
solitaire from one-person entrepreneur (Jasso, 2011) to larger ones.
Because decisions on MSMEs tend to be very short term and reactive and intuitive, it is highly
advisable that at the beginning of the adoption of a culture of internal training and continuing
education, easy, immediate and implementations are made form of integrated packages such
technologies Gradually entrepreneurs have to take into account higher levels of technological
appropriation to guide the use of models for implementing ICT training within the workplace,
which can currently be from distance learning mode to Web site courses in ICT through the
various forms of blended learning supported; The formats and types of training that apply
depend on variables such as time, number of employees, budget allocated and available
technology among many that can be taken into account (Assaf, 2012a).
Academic or theoretical enterprise and / or ICT, first touches propose, develop and validate
scientific theories and models in this and any item on MSMEs, and secondly, and more
importantly, make them available of entrepreneurship in a clear, direct and easy practical
application of geographic, economic, social, financial and technical reality of the Mexican
company language.
The ultimate goal should prevail is that the entrepreneur, despite the adverse conditions
prevailing vicissitudes and have to face, you can not close the world.

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