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Instructional Systems Analysis, Design, Development, and Evaluation (Coursework Sample)


THis was a case study work. i was to respond to questions uploaded using the sources that the customer provided


Student's Name
Q1: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 an 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 “…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-color 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 “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 percent 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 “great course…” from the trainees does not mean that they are gaining from the training programs. There has to be improvement 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. Q2: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). “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 percent. 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

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