Instructional Systems Analysis, Design, Development, and Evaluation - 825 Words

Instructional Systems Analysis, Design, Development, and Evaluation (Coursework Sample) Content: ASSIGNMENT TWO – PART TWO Student’s Name Course Date Q1ï ¼Å¡Explain the extent to which Sam has used the ISD model of training and development. If he were to more fully use the ISD model, discuss what he should do. Instructional Systems Design model is an organized model that follows the ADDIE (Analysis, Design, Development, and Evaluation) steps for producing effective transfer of knowledge (Penn State University, n.d.). Noe, (2010, p. 187) further defines the transfer of training as the employees continuously applying what they learned in the training. Sam has skipped important parts of the ISD model. Sam has only used the Design, Development and Implementation steps in the training process. In the development step, Sam gathers the notes, edits them where necessary and adds new titles. The statement â€Å"†¦He put out a catalogue with his course list every year in January...† (CS) shows how he prepared to recruit new trainees. In design, he applies off-colour jokes to win and retain the trainees (CS). In implementation, he keeps training records and gathers his notes together after every lesson. For Sam to fully use the ISD model, he will have to use evaluation and analysis in his training programs. Karim, Huda, and Khan define training as â€Å"performance-based development process for job efficiency and effectiveness† (2012, p. 141). Noe and Winkler (2010, as cited in week seven, slide 6) further argue that seventy per cent of learning takes place in the workplace. Evaluation is the analysis of the worth of the training program (Week 6, n.d., Slide 6). According to Noe Winkler (2012, p. 207), Sam can effectively use evaluation process by conducting needs analysis, developing measurable learning outcomes and analysing the transfer of learning outcomes, developing outcome measures, and choosing an evaluation strategy (Saad, n.d., p. 15). Analysis is intended to see whether the learners are making any progress. The mere statement like â€Å"great course†¦Ã¢â‚¬  from the trainees does not mean that they are gaining from the training programs. There has to be im provement in job performance. Sam does no need to evaluate everything (Blanchard, Thacker, Way, 2000, p. 389), but the evaluation strategy has to be in place before he delivers the training. Q2ï ¼Å¡Describe how Sam evaluates his training programs. Compare Sam’s evaluation to the President’s objectives. If Sam were to evaluate training based on the President’s objectives, discuss what he would have to do. Describe what the results would be.   Sam evaluates his training by the satisfaction he gets from the trainees. For instance, he has not had any cancellation for the past ten years and all the employees are always happy because he keeps giving them off-colour during the training (CS). His evaluation is also based on the number of trainees he produces for the company. When he increases the number of trainees that he has released to the companies, he feels that he has made a success. He also evaluates the efficiency of training by looking at those that like his training (CS). â€Å"Everyone likes his training and he does not have any problem in convincing managers to send their employees for training† (CS). Sam’s evaluation is against the expectations of the president. Sam’s evaluation is not based on productivity, but it is all about satisfaction. On the other hand, the president wants productivity per person to increase by fifty per cent. If Sam wants to meet the president’s objectives, he will need to align his evaluation to fall into productivity line. This implies introducing Kirkpatrick’s evaluation model. According to Noe and Winkler, (2012, p. 215, as cited in Week Six, slide six), Kirkpatrick’s model has five levels named reaction, learning, behavior, outcomes, and results. Reaction is all about the learner satisfaction, Learning is for determining whether the objectives have been met, Behavior is for identifying whether there has been behavior change at the workplace, Outcomes is for any change in the organization’s performance and its objectives, and Results is for the overall benefits for the organization (Week 6, n.d., slides 14-16) . If Sam applies this model for his evaluation, he will realize that he has been wrong all along and he will adjust his training strategies. He will realize that he has to realign his training strategies to be more effective and win new trainees. Q3ï ¼Å¡The President has asked Jenny to ‘take a close look at Sam’s operation’. Discuss how she should approach this and what she should report back to the President. To take a close look at Sam’s operation, Jenny will need to start attending some of Sam’s courses. She can also talk to some directly to determine how he prepares for his training and ask for the objectives of Sam’s training. However, attending the courses directly will be the best approach because she will have primary data from what she sees and determine whether Sam’s training is productive-oriented or is only meant for making an easy earning from telling off-colour jokes. The purpose of attending the training is to identify the methods that Sam uses to rain the employees. According to the lecture notes for week seven, (n.d., slide 1), there are three methods of training namely presentation methods, hands on methods,and group building methods. According to Blanchard and Thacker (2013, p. 210), most trainings require a combination of methods. Miri et al. (2014, p. 221), however, argue that not every method of training is suitable and the trainer has to c hoose the method that suits the trainees. According to Gallo, (A., 2010), the best method to give feedback to the manager is first to determine how the manag...