Identify and briefly describe the three steps in the instructional systems design (ISD) model. Ensure you use your own words, not textbook definitions. Why is it important that organizations apply these three steps when contemplating launching training programs?

Material form the Text: The instructional systems design (ISD) model depicts training and development as a rational and scientific process that consists of three major steps: needs analysis, design and delivery, and evaluation. According to the ISD model, the training process begins with a performance gap. A performance gap is something in the organization that is not quite right or is of con- cern to management. Perhaps customer complaints are up, quality is low, market share is being lost, or employees are frustrated by management or technology. Or perhaps there is a performance problem that is making it difficult for employees or departments to achieve goals or meet standards. If some part of the organization has a problem, or if there are concerns about the performance of individual employees or departments, then the problem needs to be analyzed. Recall in the chapter-opening vignette that the Edmonton Police Services training program was implemented to fill a void in officer training related to mental health issues. A critical first step in the ISD model is a needs analysis to determine the nature of the problem and whether training is the best solution. A needs analysis is performed to determine the difference or gap between the way things are and the way things should be. Needs analysis consists of three levels known as an organizational analysis, a task analysis, and a person analysis. Each level of a needs analysis is conducted to gather important information about problems and the need for training. An organizational analysis gathers information on where training is needed in an organization, a task analysis indicates what training is required, and a person analysis identifies who in the organization needs to be trained. Based on the data collected from managers, employees, customers, and/or corporate documents, strategies for closing the gap are considered. Before training is determined to be the best solution to the problem, alternatives must be assessed. The solution to the performance gap might be feedback, incentives, or other human resource interven- tions. If training is determined to be the best solution, then objectivesor measurable goalsare written to improve the situation and reduce the gap. The needs analysis, the consideration of alternative strategies, and the setting of objectives force trainers to focus on performance improvement, not the delivery of a training program. Training is only one solution, and not necessarily the best one, to performance problems. If training is the solution to a performance problem, a number of factors must be considered in the design and delivery of a training program. The needs analysis infor- mation is used to write training objectives and to determine the content of a training program. Then the best training methods for achieving the objectives and for learning the training content must be identified. After a training program has been designed and delivered, the next stage is training evaluation. The needs analysis and training objectives provide important information about what should be evaluated to determine whether a training program has been effective. In this stage, the trainer has to decide what to measure as part of the evalua- tion of a training program as well as how to design an evaluation study. On the basis of a training evaluation, decisions can be made about what aspects of a training program should be retained, modified, or discarded. The purpose of all training and development efforts is ultimately to improve employee performance and organizational effectiveness. Thus, it is important to know whether employee job performance has changed and whether the organization has improved following a training program. As indicated in the chapter-opening vignette, the Edmonton Police Service mental health training program resulted in a 40 percent increase in officers' ability to recognize mental health issues as the reason for a call, an improvement in police officers' ability to communicate with the public and to verbally de-escalate a situation, and an increase in their level of empathy in dealing with the public. And because less time was being spent on calls, there was a cost savings of more than 80,000 in the six months after the program. Figure 1.4 shows the ISD model of training and development. As we have described, each stage leads into the subsequent stage, with needs analysis being the first critical stepit sets the stage for the design and delivery and the evaluation stages. Also notice that there are feedback loops from evaluation to needs analysis and training design and delivery. This indicates the process is a closed-loop system in which evaluation feeds back into needs analysis and into training design and delivery. In this way, it is possible to know whether performance gaps identified in the needs analysis stage have been closed, and whether changes are required in the design and delivery of a training program to make it more effective. Thus, training programs are continuously modified and improved on the basis of training evaluation. Although the ISD model is considered to be the best approach for managing the training and development process, in reality many organizations do not follow all of the steps of the ISD model. In other words, many organizations do not conduct a needs analysis, they implement training programs that are poorly designed, and they do not evaluate their training programs. As a result, many organizations implement training programs that are not effective. One recent survey reported that the effective- ness of employee training programs across several industries ranged from 24 percent to 49 percent.100 Making training programs more effective begins with the ISD model, which remains the best approach for managing the training and development process.101 We will have more to say about each stage of the training and development process as they are covered in the remainder of the textbook. For now, you should understand the ISD model and the sequence of activities that are involved in the training and devel- opment process. To learn more about how to apply the ISD model, see The Trainer's Notebook 1.3, "The Application of the ISD Model."

Build on this possible answer 1. Needs Analysis: This is the first step in the ISD model. It involves identifying a performance gap within the organization, which could be a problem or concern that is hindering the achievement of goals or standards. The needs analysis is conducted at three levels: organizational, task, and person. The organizational analysis identifies where training is needed, the task analysis determines what training is required, and the person analysis identifies who needs the training. This step is crucial as it helps to pinpoint the exact problem and assess whether training is the best solution. 2. Design and Delivery: If training is identified as the best solution, the next step is to design and deliver the training program. The information gathered from the needs analysis is used to set training objectives and determine the content of the training program. The most effective training methods for achieving the objectives and learning the content are then identified. This step ensures that the training program is tailored to address the specific needs identified in the first step. 3. Evaluation: The final step in the ISD model is the evaluation of the training program. This involves measuring the effectiveness of the training program based on the needs analysis and training objectives. The evaluation helps to determine what aspects of the training program should be retained, modified, or discarded. It also provides feedback that can be used to improve future training programs. The application of the ISD model is important for organizations contemplating launching training programs because it ensures that the training is targeted, effective, and continuously improved. By identifying the specific needs, designing a tailored training program, and evaluating its effectiveness, organizations can ensure that their training programs address performance gaps and contribute to improved employee performance and organizational effectiveness. This systematic approach also allows for continuous improvement of the training program, as feedback from the evaluation stage can be used to modify and improve the design and delivery of future training programs