Approaches to Training

Lecture 4
Training and Development
 Definition of ISD

Instructional Systems Design (ISD)

is the systematic approach to the
Analysis, Design, Development,
Implementation, and Evaluation
of learning materials and activities
In short,
ISD is the process to determine
the 5W1H ofLearning
(Who, What, When, Where, Why, and
Who needs ISD?
Those who need to :
design and develop
learning solutions to meet
the learning and
development needs of the
organization

 evaluate the learning

solutions of learning
providers/ trainers to
determine whether the
learning will effectively meet
the original objectives
The 3 Domains ofLearning
Cognitive
Mental skills where the brain must be
used to perform intellectual tasks
(Knowledge)
Psychomotor
Physical skills such as movement,
coordination, manipulation, dexterity, grace,
actions, etc (Skills)
Affective
Described as "coming from the heart," -
knowing is nothing if there is no will to act
on it (Attitude or Will)
Conventional ISD Models (ADDIE 1975)
•The ADDIE model of Analysis, Design, Development,
Implementation & Evaluation was developed by Florida
State University
•ADDIE was selected by the Armed Services as the
primary means for developing training
•Then, the term "ADDIE" was not used, but rather
"SAT" (Systems Approach to Training) or "ISD"
(Instructional Systems Development)
•As a general rule, the military used SAT, while their
civilian counterparts used ISD
•The "D" in "ISD" first stood for "Development," but
now normally means "Design“
 Andragogy vs. Pedagogy
No. Andragogy (Adult Learning) Pedagogy (Student Learning)
1. Learners are called Learners are called “students”
“participants” or “learners”
2. Independent learning style Dependent learning style

3. Objectives are flexible Objectives are predetermined

and inflexible
4. It is assumed that the learners have It is assumed that the learners are
experience to contribute inexperienced and/or uninformed
5. Active training methods are used Passive training methods, such as lecture,
are used
6. Learners influence timing and pace Trainer controls timing and pace

7. Participant involvement is vital Participants contribute little to the

experience
8. Learning is real-life problem-centered Learning is content-centered

9 Participants are seen as primary Trainer is seen as the primary resource

resources for ideas and examples who provides ideas and examples

Source : Malcom Knowles in Modern Practice of Adult Education: Andragogy Versus Pedagogy
8 Adult Learning Theories
Adult Learning Theories (5)
Adult Learning Theories (6)
ATTENTION SPAN