ISD Model Based Training and Development Program: A Detailed Report

This report provides an overview of a training and development program based on the ISD (Instructional Systems Design) model. It begins with an introduction to training and development, emphasizing its importance in addressing recruitment and communication issues within organizations. The report delves into a needs analysis, identifying organizational, task, and person-level needs to inform the training program's objectives. The training design and delivery section outlines key components such as training objectives, content, methods (including technology-based learning, on-the-job training, and coaching/mentoring), and learning principles. Finally, the report discusses a training evaluation strategy, covering evaluation criteria and various evaluation designs like time series and the Solomon four-group design. The report concludes that effective training and development programs are crucial for improving communication, achieving organizational goals, motivating employees, and sustaining business gains. Desklib offers a variety of resources, including similar reports and solved assignments, for students seeking further assistance.

Running head: TRAINING AND DEVELOPMENT PROGRAM
Training and Development Program based on ISD Model
Name of the Student
Name of the University
Author’s Note:

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TRAINING AND DEVELOPMENT PROGRAM
Table of Contents
1. Introduction............................................................................................................................2
2. Discussion..............................................................................................................................2
2.1 Needs Analysis.................................................................................................................2
2.2 Training Design and Delivery..........................................................................................3
2.3 Training Evaluation Strategy...........................................................................................5
3. Conclusion..............................................................................................................................6
References..................................................................................................................................7
Appendices.................................................................................................................................9
Appendix A............................................................................................................................9
Appendix B............................................................................................................................9

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1. Introduction
A training program can be referred to a program that is designed for providing
training to the employees with specified skills. It is being observed that often recruitment and
communication issues take place between managers and employees in a company (Ford,
2014). This type of program is helpful for employees to learn or obtain subsequent
knowledge and skills for better improvement of performance in their current roles.
Development can be referred to as more expansive and it focuses on the growth of employee
as well as future performances and not only on an immediate job position (Jehanzeb &
Bashir, 2013). A good training and development program is important to retain the correct
people for growing profits and also for eradicating the above mentioned issues (See
Appendix B). The following report outlines a brief discussion on a training program that
includes requirements of such training, designing and delivery of training and evaluation
strategy.
2. Discussion
2.1 Needs Analysis
The training and development program of any employee is highly important for
analysis the various needs and requirements (Chao, 2014). The individual and organizational
advantages are highly impacted with this kind of program. The most significant and
important advantages of this specific program is to enhance the overall effectiveness and
efficiency of organization only after eradicating several issues and complexities related to
employee management. There are several issues like recruitment of efficient employees and
these issues are required to be eradicated (Arneson, Rothwell & Naughton, 2013). Moreover,
communication is highly affected here. The issues between managers and employees as per
their ranks are as follows:

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i) Wrong Selection of Candidates.
ii) Not Engaging Qualified Candidates.
iii) Disregarding Professional Development.
Three distinctive types of needs are required to be analysed majorly in this case,
which are as follows:
i) Organizational Analysis: The first and the foremost type of need that is required to
be analysed for training and development of an employee is organizational analysis (Bell et
al., 2017). The learning objectives and results are clarified and hence necessary knowledge
and skills are determined in a better manner. Another significant organizational need is for
identification of performance behaviour and prioritizing performance issues on the basis of
various organizational goals and objectives.
ii) Task Analysis: The second type of need that is required to be analysed is for task.
The knowledge, abilities and skills like analytics, communication, adaptability, decision
making and many more are required to be analysed for better effectiveness. Task analysis is
also termed as operational analysis (Elnaga & Imran, 2013). The trainable competencies are
required to be identified and hence performance gaps are determined efficiently.
iii) Person Analysis: The final need that is required to be analysed is individual or
person. This need analysis is for individual analysis that ensures that there should be an
employee development and action orientation for every employee (See Appendix A).
Moreover, every individual employee should also be analysed on the basis of needs and
performances.
2.2 Training Design and Delivery
The training design and delivery process is as follows:

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i) Training Objectives: The main objectives of this process of training design and
delivery include growth of organizational profit, reduction in employee turnover and deep
talent succession pipelines (Larsen, 2017). Other important objectives involve increased
employee motivation, improvised engagement, risk management, higher productivity speed,
reducing weaknesses of employees as well as high competencies.
ii) Training Content: The training and development program comprises of
tremendous development over time in respect to delivery of training and the technology be
utilized. However, it is undisputable that the corner stone for all successful training programs
are contents (Zaitseva et al., 2015). For the development of meaningful content in any
specific training program, the trainer should include practical knowledge and information,
planned materials, business priority related contents, technologies and trends, assessments
and tests and many more.
iii) Training Methods: There are some of the major and the most basic methods of
training. The first and foremost training method is technology based learning. Technology
based learning or training mainly include interactive multimedia with a PC based CD ROM,
interactive video streaming with a system in conjunction with a projector and even web based
training programs. On the job training is the next significant training method for training
program (Fletcher & Maher, 2013). The main examples of OJT are reading of manuals,
combination of practice, explanation and observation and posting questions that concern
about jobs.
This on the job training method provides employees subsequent motivation for
starting the job. The third type of training method is coaching or mentoring. This type of
coaching provides the employees with a core chance for receiving training one on one from
any experienced profession. The organization can hire professional coaches to train the

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employees and can also set up a formalized mentoring program within junior and senior
managers. They can even implement lesser formal mentoring for encouraging the trainees in
becoming more experienced (Mort Feldmann, Level & Liu, 2013). The organization can also
give lectures to their employees so that they get a proper idea of the working process of the
company and what are the core responsibilities of them. OJTs can also have group
discussions and tutorials, role playing, outdoor training, management games, films and
videos, planned readings and many more.
iv) Learning Principles: Training cannot be completed without any type of learning
principles. As training is the basic form of education, few of the principles, which emerge
from the learning theory should be provided to training (Elnaga & Imran, 2013). The major
learning principles include better practice, active procedure, proper guidance, trainee
readiness, effective motivation, relevance, reinforcements, standard of performances and
finally feedback.
2.3 Training Evaluation Strategy
The training evaluation strategy of an organization comprises of two requirements,
which are as follows:
i) Evaluation Criteria: The training evaluation strategy should consist of few
important criteria, which include reaction of the candidates, changes in knowledge and skills
of candidates, changes in the attitude of candidates, overall organizational performances,
changes in job performances and many more (Fletcher & Maher, 2013). Each and every
organization should keep these criteria in their training program for measurement of
effectiveness. The organizational performance helps the company in improving the entire
performance of organizational activities. It is mainly concerned with the improvements in job
performances in quality and productivity.

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ii) Evaluation Design: Training evaluation designs are equally vital for training
strategies. There are several types of evaluation designs, which are as follows:
a) Time Series: The training results are eventually collected at regular intervals both
before as well as after training (Chao, 2014). This time series design allows the proper
analysis of subsequent stability of the training results on time and reversal time series is the
time period, where the candidates no longer obtain training.
b) Solomon Four Group: This design combines pre-test or post-test comparison
groups as well as post testing control group.
3. Conclusion
Therefore, from the above discussion, it can be concluded that training and
development are the two most important and significant processes that are required to provide
training to each and every employee in any organization. An effective communication
between managers and employees are built with this program. Moreover, the business is
majorly impacted by this and designing and development help in meeting the organizational
goals and objectives. It is also required for keeping the respective business objectives in focus
for the core purpose of ensuring that training and development of employees is making a
measurable impact. Furthermore, the employees are highly motivated and critical thinking is
enhanced by this method. Finally, training and development is required for eradicating the
issues faced in recruitment and even for evaluation of effectiveness, hence sustaining gains.

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References
Arneson, J., Rothwell, W., & Naughton, J. (2013). Training and development competencies
redefined to create competitive advantage. T and D, 67(1), 42-47.
Bell, B. S., Tannenbaum, S. I., Ford, J. K., Noe, R. A., & Kraiger, K. (2017). 100 years of
training and development research: What we know and where we should go. Journal
of Applied Psychology, 102(3), 305.
Chao, G. T. (2014). Unstructured training and development: The role of organizational
socialization. In Improving training effectiveness in work organizations (pp. 141-164).
Psychology Press.
Elnaga, A., & Imran, A. (2013). The effect of training on employee performance. European
Journal of Business and Management, 5(4), 137-147.
Fletcher, D., & Maher, J. (2013). Toward a competency-based understanding of the training
and development of applied sport psychologists. Sport, Exercise, and Performance
Psychology, 2(4), 265.
Ford, J. K. (Ed.). (2014). Improving training effectiveness in work organizations. Psychology
Press.
Jehanzeb, K., & Bashir, N. A. (2013). Training and development program and its benefits to
employee and organization: A conceptual study. European Journal of business and
management, 5(2).
Larsen, H. H. (2017). Key issues in training and development. In Policy and practice in
European human resource management (pp. 107-121). Routledge.
Mort Feldmann, L., Level, A. V., & Liu, S. (2013). Leadership training and development: an
academic library's findings. Library Management, 34(1/2), 96-104.

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Zaitseva, N. A., Larionova, A. A., Minervin, I. G., Yakimenko, R. V., & Balitskaya, I. V.
(2015). Foresight technologies usage in working out long term. Forecasts of service
and tourism personnel training system development. Journal of Environmental
Management & Tourism, 6(2 (12)), 410.

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Appendices
Appendix A
ISD Model
Appendix B
Training Requirements

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