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.
Sam does not completely use the ISD model of training and development which primarily focuses on the performance gap in the company which may arise due to various reasons like obstacles while meeting team and individual goals and objectives by the employees of the organization which Sam has not addressed completely (Pollock, Jefferson and Wick 2015) . If such a performance gap is identified by Sam, then this model approaches the problem and tries to do away with it with the help of three steps:
- Need Analysis – In this stage, the problem leading to the performance gap is identified either based on the entire organization, or the tasks of a particular team or the employees (Hutzler, Higgs and Legg 2016). In each case after the identification, the concerned cohorts of people or individuals are provided training. Sam does not perform this step at all (Saks and Haccoun 2010).
- Training and Design Delivery- This is the second stage, wherein proper objectives, content and methods are prescribed for the training based on the underlying objectives. In this stage Sam is required to address the problem of the performance gap through the activities involved in his training (Saks and Haccoun 2010). Though Sam uses the catalogue, it is not based on the performance gap.
- Training Evaluation – After the training sessions, the difference in the productivity of the employees and the teams or the company as a whole is evaluated and tested as to if the problem has been solved or the productivity has increased as compared to before (Saks and Haccoun 2010). Sam does not base his evaluation on productivity but rather the happiness of the trainees.
Clearly in this case, Sam only uses the second stage of the ISD model and does not imply the two other stages (Saks and Haccoun 2010).
If Sam has to use the entire model of ISD in the trainings he conducts, he needs to first analyze the areas that have loopholes, solving which will help the firm perform better and then design the catalogue of training he uses effectively while keeping the activities as interesting as they already are (Saks and Haccoun 2010). After the training is imparted, Sam needs to evaluate the differences in productivity of those employees or of the units to whom the training has been imparted, instead of just evaluating the program based on how happy the trainees are.
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 primarily evaluates his training program based on the happiness and content of the trainees. As long as the managers are satisfied with his catalogue of training activities and the trainees respect and reward him, he assumes that the training programs he provides are useful and successful. However, as mentioned by the President, this is not enough for the firm to meet the objectives and increase productivity in the next three years by 50 percent (Saks and Haccoun 2010). To meet the objectives that the President has put forth, Sam needs to first analyze and provide training to the units or groups of people that require to be trained in order to meet the performance gap, the company is faced with (Saks and Haccoun 2010). He then needs to bring forth changes in his training routines and finally evaluate the changes in the productivity and quality of the employees and teams and also the organization as a whole that needs to improve.
Also, after development of the design of the training, it needs to be fine tuned and then tested on a group in the form of pilot, if this is proven to be successful, then it should be implied and applied on the employees (Saks and Haccoun 2010). Again, the evaluation after the training is provided should consist of the costs that exist if the problem persists and the costs involved if the problem is corrected with the help of the training procedure and activities.
5.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.
Sam as is mentioned in the case study operates in a traditional way and does not consider changing his ways of imparting training (Cascio 2018). He does not really make use of the “Instructional Training Designs Model of Training and Development”. Instead, he uses happiness of the employees and managers as a parameter to measure the success of the training. Obviously, as no change in productivity and addressing of the problem related to the performance gap is noticed, the President o the firm has hired Jenny Stoppard as the vice president of Human Resources (Saks and Haccoun 2010).
Needless to say, Jenny will have to take up a bunch of responsibilities that are not being fulfilled by Sam in the first place (Tracey et al. 2015). She is required to follow the entire strategy that Sam uses to provide training and check if this process addresses the performance gap of the organization as a whole (Saks and Haccoun 2010). She is required to collaborate and cooperate with Sam and present to him the “Instructional Training Designs Model of Training and Development” (Holden 2015). She will also have to explain to him all the features of the model and persuade him about implementing the same within the firm (Saks and Haccoun 2010).
For the above mentioned steps, she will be required to carry out an extensive research and analysis and hence find out the existing loopholes in the operations of the firm and target the concerned group of employees or teams that need to focus more on the training than the others. After this she needs to alter the existing catalogue of activities in the training program of Sam and with the help of her insight and his experience incorporate informed changes (Torraco 2016).
She will also have to generate a report that compares the existing costs and the predicted cost reduction if the new training plan is implemented. Also, she will have to figure out and propose the group of employees and managers on whom the plan will be tested and experimented with (Hodell 2015). With these plans, she will have to approach the President and hence present of him the entire training plan that will not only increase the productivity of the firm in the next three years but also remove the performance gap while developing the potential of the employees to the fullest possible extent.
Cascio, W., 2018. Managing human resources. McGraw-Hill Education.
Hodell, C., 2015. ISD from the ground up: A no-nonsense approach to instructional design. American Society for Training and Development.
Holden, J.T., 2015. An introduction to the ADDIE instructional systems design model. FGDLA. US, pp.1-17.
Hutzler, Y., Higgs, C. and Legg, D., 2016. Improving Paralympic Development Programs: Athlete and Institutional Pathways and Organizational Quality Indicators.
Pollock, R.V., Jefferson, A. and Wick, C.W., 2015. The six disciplines of breakthrough learning: How to turn training and development into business results. John Wiley & Sons.
Saks, A.M. and Haccoun, R.R., 2010. Managing performance through training and development. Cengage Learning.
Torraco, R.J., 2016. Early history of the fields of practice of training and development and organization development. Advances in Developing Human Resources, 18(4), pp.439-453.
Tracey, J.B., Hinkin, T.R., Tran, T.L.B., Emigh, T., Kingra, M., Taylor, J. and Thorek, D., 2015. A field study of new employee training programs: industry practices and strategic insights. Cornell Hospitality Quarterly, 56(4), pp.345-354.