http://www.nwlink.com/~donclark/history_isd/addie.html

It is key that the discussion of the ADDIE model on the web page eventually included a discussion of whether training is an appropriate solution to a perceived problem. It seems to be the inclination of most supervisors to automatically assume that training itself is the full-proof method for resolving problems in performance.
I am a supervisor at the MTC over Russian/Ukrainian teachers (and currently over a small development language team) and I have realized that training is only sometimes the appropriate solution. The model mentioned 4 options, dealing with an employees job knowledge and motivation.

• Quadrant A (Motivation): If the employee has sufficient job knowledge but has an improper attitude, this may be classed as motivational problem. The consequences (rewards) of the person's behavior will have to be adjusted. This is not always bad as the employee just might not realize the consequence of his or her actions.
• Quadrant B (Resource/Process/Environment): If the employee has both job knowledge and a favorable attitude, but performance is unsatisfactory, then the problem may be out of control of the employee. i.e. lack of resources or time, task needs process improvement, the work station is not ergonomically designed, etc.
• Quadrant C (Selection): If the employee lacks both job knowledge and a favorable attitude, that person may be improperly placed in the position. This may imply a problem with employee selection or promotion, and suggest that a transfer or discharge be considered.
• Quadrant D (Training and or Coaching): If the employee desires to perform, but lacks the requisite job knowledge or skills, then some type of learning solution is required, such as training or coaching.

It is a little hard for me to believe that the solutions are so simple and 2-dimensional. It seems that this relies on the assumption that job knowledge corresponds to ability, which may not always be the case (and could also depend on the job itself). For example, a teacher can understand the MTC language training model (have a knowledge of it) and still do the steps poorly, resulting in poor performance, even though the teacher is knowledgeable and motivated.