ISD and PT issues

I just saw a paper saying that "ISD Is Like Building A Deli Sandwich."
http://www.nwlink.com/~donclark/hrd/templates/deli.html

"Jumping straight into developing a training program is the same as heading for the deli to buy something nutritional and winding up at the candy shop buying junk-food." If we do not analyze the problem, we might end up with junk-training, which is just like junk-food – it provides no nutritional value and too much of it is harmful." Only after we actually analyze the problem, understand the specific environment of the project and what task we are trying to accomplish, find the real cause of a performance problem can we get to design our instruction. In the "Attack on ISD" paper, the author mentioned "Start with outcomes" and "work backwards". This reminds me of the three approaches that are used in my "Information Extraction" class: Bottom-up and Top-Down, Middle-Out. It seems to me in the paper that the bottom-up approach is favored than the top-donw one. "Get a prototype as fast as possible and show it to people" and ask them if this is what they need. But in my opinion, the whole process is not that simple as described in the paper. From my software engineering or database model creating classes, the instructors always warned us that the software or model designer should spend more time in designing their software prototype rather than go straightly to implement a model. You need to ask the clients as many questions as possible about their needs. But still, it is highly likely that when you present your draft model to the customers, they are not sure if this model will fully satisfy their needs. And they will keep on complaining on the software and ask u to add new functions. Thus, software engineers, when designing their software, have to follow some regular steps and consider a lot more things than just the descriptions from the customers. So it is with the instructional system design. Of course the designers should frequently ask the learners or managers their needs, but they shouls also follow some rule-of-thumb steps to conduct their design. And those steps make their work more systematic and methodological. Additonally, when they analyze the problems, they probably also follow some educated steps that may help thme to get a clear understanding.

"The design and development phase can be though of as the deli sandwich. First comes the objectives, which is top layer of bread, and then the tests, which is the bottom layer of bread." The designer have to decide what types of meats and cheeses they should choose and how these material should go in your sandwich (the performance steps).

"The performance steps or learning steps is the basic outline that gets you from one layer of bread to the next." That is, you have your objectives (top layer of bread); then you have the various performance steps (meat and cheeses); and on the other end is the test (bottom layer of bread).

Finally, it is now time to eat the sandwich - - This is the implement step.
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Reflection on Job Aids issues:

It seems to me job aids are fast and more to solve temporary problems comparing with training. If the problems or needs require skills that involv long time memory or instance response, then training is better. Job Aids are not good when individuals confront novel and largely unpredictable circumstances.

Why an effective coaching job aids press the individual to skip a consideration, add or highlight factors?

I have a question on the "guidelines for when job aids are appropriate" from Rosset and Gautier-Downes:
The second one says "it is a complex, multistep or multiattribute situation" while the six mentions "there is high turnover and the task is simple". Are they conflict with each other or does that mean "Job Aids" is a panacea that is suitable for both complex and simple situation?

Another question is: in the Table 27-2 "Kinds of Job Aids", the author compared the Traditional and Expanded view of Job Aids. I am not exactly sure what the author wants to express in the "When" part. "During performance" is the "Traditional" way while "During Performance, Just prior to performance and Just after performance" are given in "Expanded View". Does it mean that currently the Job Aids can also be given before and after the people perform? How do the job aids designers know they should give what type of specific aids to the people who need help before the people really perform? How do the designers know what problems the workers will bring before the workers really perform something wrong?