Designing a ‘Performance Planning Program’ Based on the ADDIE Instructional Design Model and Narrative Exploration

This study designed a learner-centered ‘Performance Planning Program’ grounded in the ADDIE instructional model (Branch, 2010), implemented it with art majors, and reconstructed participants' experience stories into narratives. Data were inductively analyzed from participant narratives, self-reports, in-depth interviews, and participant observation diaries. The analysis revealed: Free language use and open expression fostered participant pride. The use of video supported the expansion of thinking and contributed to recognition of the ADDIE model. Collaborative approaches helped alleviate anxiety and generated synergy among participants. On the negative side, participant observation sometimes evoked recollections of vertical (hierarchical) relationships between instructors and learners, due to the structured nature of the ADDIE model.The processes aligned with ADDIE as follows: the analysis stage clarified the starting point based on subject and goals; the design stage fostered idea generation through concrete planning; the development stage entailed direct communication and problem-solving; the implementation stage encouraged flexibility and adaptability via collaboration; and the evaluation stage involved active expression of opinions through interaction.