3.1.training Design

3-1
UNIT III
Design and organizing

Training programs
43 - 2
Training Objectives
 Employees learn best when they understand the
objective of the training program.
 The objective refers to to the purpose and
expected outcome of training activities.
 Training objectives based on the training needs
analysis help employees understand why they
need the training.
 Objectives are useful for identifying the types
of training outcomes that should be measured
to evaluate a training program’s effectiveness.
3-3
A training objective has three components:
A statement of what the employee is

expected to do (performance or outcome).
 A statement of the quality or level of
performance that is acceptable (criterion).

 A statement of the conditions under which
the trainee is expected to perform the

desired outcome (conditions).
3-4
Training administration involves:

 Communicating courses and programs to
employees
 Enrolling employees in courses and programs
 Preparing and processing any pre-training
materials such as readings or tests
 Preparing materials that will be used in
instruction
 Arranging for the training facility and room
 Testing equipment that will be used in
instruction
3-5
Training administration involves:
(continued)
 Having backup equipment when equipment

fail
 Providing support during instruction
 Distributing evaluation materials
 Facilitating communications between
trainer and trainees during and after training

 Recording course completion in the
trainees’ records or personnel files

3-6
How Trainers Can Make the Training Site and
Instruction Conducive to Learning:
Creating a
Learning Setting
Preparation
Classroom
Management
Engaging Trainees
Managing Group
Dynamics
43 - 7
Program Design
Ob ters
je m e
cti ra
ve
s e Pa
u r s
Co
De
iew ta ile
e rv d
Ov Le
an sso
Pl nP
so n lan
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Le
Eight steps for effective training 3-8
programs
Step 1:
 Define purpose of training and target
audience
 Be clear about what your training needs
hope to accomplish; prioritize

 Be clear who your target audience will be.
3-9
Step 2: Determine Participants’ needs

 The more accurately you know the needs of your participants
the better your training design will be. Find out their needs
and expectation by:
• Get participants to complete a brief, written survey
• Survey a random sample of participants
 Ask them:
- current roles and responsibilities
- previous training on this topic
- reasons for attendance
- specific needs and expectation of event
 Review past evaluation and feedback forms

 Collect information early and use it to design your training
3 - 10
Step 3: Define training objectives
 Clearly defined objective provide criteria for:

Clarifying expect outcomes
Outlining training content
Planning specific training activities
Selecting/developing material
Designing evaluation procedures
Communicating program intent to participants & others
Ensuring training is realistic and appropriate
Develop overall and segment (lesson) objective
Present them to participants at start of each segment.
3 - 11
Step 4: Outline training content
 Trainings gives 3 components: an introduction; a

learning component and a wrap-up and evaluation
component.
 Introduction: Establish a positive learning environment;
stimulate interest; reduce anxiety and build bonds.
Include some content into introductory activities
 Learning component: Concepts and ideas taught and
explored; skills demonstrated, practiced and discussed.
 Wrap-up and evaluation component: Here ‘pull it all
together’. Highlight essential learnings; summarize
central concepts and themes; describe next steps. Open
up for questions, concerns, feedback.
3 - 12
Step 5: Develop instructional activities
• Organize activities so that outcomes identified are

achieved. Activities should have an introduction, a main
segment and a wrap-up segment.
• Effective training design takes into account principles of
adult learning; group size; participant learning style;
prior experience/education level of participants, type of
skill or information to be presented, and so on.
 Strategies that promote active learning include
brainstorming, games, mini-lectures, small work groups,
simulations, role-playing, case studies, etc.
 Remember you need to develop resource materials,
e.g.,handouts, case studies, questionnaires etc.
3 - 13
Step 6: Prepare the written training design
• Write a detailed plan of the training session,

including goals and objectives; the sequence of
specific learning activities and time allotted to
each; directions and key points to cover for
each activity, and the trainer who will be
responsible for the activity.
• Consider the skill, expertise, training style, and
comfort level of each trainer and who will lead
different sections.
3 - 14
Step 7: Prepare participant evaluation form
 Evaluation determines if the training has achieved its

objectives and to identify what needs to be improved.
 The evaluation form should ask the following:

􀁹 Did participants acquire the skills and knowledge they
were supposed to?
􀁹 Were the trainers competent?
􀁹 Were the activities interesting and effective?
􀁹 Was the training format appropriate?
􀁹 Was the training on this topic adequate?
3 - 15
Step 8: Determine follow-up activities for the event
 Follow-up activities provide continued support and feedback.

 Prepare follow-up activities as you develop your training design
and these activities should make participants reflect on what
they have learned and the process of implementation. Some
activities include:
􀁹 Newsletters and website postings
􀁹 Peer observation and coaching
􀁹 Mentoring
􀁹 Study groups
􀁹 Ongoing communication between participants and trainees
 Follow-up activities require more resources but increase the
likelihood of significant learning occurring.
3 - 16
Planning/preparation checklist for facilitators
􀁹 List qualities of your best trainer/facilitator; identify

your weak points and try and improve
􀁹 Work as a team and assign roles: presenter,
facilitator, note-taker, logistics person, etc.
􀁹 Arrange for a suitable venue and ensure you have
all visual materials, e.g., paper, pens, flipchart
needed and check your audio-visual aids
􀁹 Ensure fieldwork dates convenient for people
􀁹 Prepare well and rehearse
3 - 17
Good techniques/practices for training
􀁹 Relax and energize participants and facilitate name

learning; use an ‘ice-breaker’
􀁹 Ensure everyone knows aims and objectives of workshop
􀁹 Get a sense of participants level of knowledge and
expectations
􀁹 Agree to ‘rules’ of workshop: mutual respect; one speaker
at a time; no mobile phones; punctuality, etc.
􀁹 Use a variety of communication methods and visual aids
􀁹 Start everyday with a recap of the previous day
􀁹 Always build in an evaluation of the training for future
improvements

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3-1

Design and organizing

A training objective has three components:

A statement of what the employee is

performance that is acceptable (criterion).

the trainee is expected to perform the

Training administration involves:

 Having backup equipment when equipment

 Distributing evaluation materials

 Facilitating communications between

trainer and trainees during and after training

trainees’ records or personnel files

hope to accomplish; prioritize

Step 2: Determine Participants’ needs

 Review past evaluation and feedback forms

Step 3: Define training objectives

 Clearly defined objective provide criteria for:

Step 4: Outline training content

 Trainings gives 3 components: an introduction; a

• Organize activities so that outcomes identified are

Step 6: Prepare the written training design

• Write a detailed plan of the training session,

 Evaluation determines if the training has achieved its

 The evaluation form should ask the following:

 Follow-up activities provide continued support and feedback.

􀁹 List qualities of your best trainer/facilitator; identify

􀁹 Relax and energize participants and facilitate name

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