DESIGNING
TRAINING AND
DEVELOPMENT
PROGRAMS
Chapter 5
Objective:
• Formulate measure objectives for training programs;
• Set priorities for a training program based on organizational objectives;
• Design a training program with consideration of the training program design
model;
• Diagnose possible constraints in designing a training program for an organization;
• Produce a training program that will facilitate effective learning.
Developing Objectives
and Priorities for
Training
Three types of training objectives can be set
as:
Knowledge – convey cognitive information
and details to trainees.
Skill – develop behavior modifications on
how jobs and various task requirements are
executed.
Attitudes – generate concern in a
consciousness of the importance of training.
When developing objectives, they should be:
Specific – Objectives should be clear-cut and to the point, without
leaving a lot of room for vagueness.
Measurable – it is something that can be quantitively described.
Attainable – it is best to obtain some relatively simple objectives.
Training design can commence after training
objectives have been determined. Effective
training designs must attend to the specific
objectives, instructional strategies and how
best to transfer the training from class to
workplace.
TRAINING
DESIGN 1. Learner Characteristics – Learners must
be ready and able to learn to make
training successful.
2. Industrial strategies – Part of designing
training is to choose the right combination
of strategies that can fit the learner’s
characteristics.
3. Transfer of learning – Transfer happens when learners
actually use on the job what knowledge and information
they learned in training. A number of things can enhance
the transfer of training which are:
a. Offer trainees with the overview of the training
content and how it connects to the strategy of the
TRAINING organization.
b. Ensure that training reflects the job context.
DESIGN c. Supervisors must support new trainees to use their
new skills upon returning to job.
d. There must be an opportunity to use the training
in the workplace.
e. Peers and supervisors must expect the learner to
use the new skills in the workplace and holds them
accountable in using it.
Needs Assessment Learning Objectives Learning Style
Delivery Mode Budget Delivery Style
Audience Content
Consideration Time Lines
Development
Communication of Measuring
Training Effectiveness
Training Program Design Model
Considerations for designing a training program
1. Needs Assessment and Learning Objectives – refers to what kind of
training is needed in the organization.
2. Consideration of learning styles – Different learning styles should be
applied to educate the trainees properly.
3. Delivery mode – the training program should comprise a variety of
delivery methods so that trainees can get the message.
4. Budget – how much funds are to be spent on the training.
5. Delivery style – is the training self-paced or instructor-led? What
kinds of discussions and interactivity can be designed for this training?
Considerations for designing a training program
6. Audience – the preparation of the training program should be based on
the kind of audience you have that must be relevant to their individual jobs.
7. Content – what needs to be trained? How will be the sequence of the
information?
8. Timeliness – how long will it take to design the training? Is there a
deadline for training to be accomplished?
9. Communication – how will employees know the training is available to
them?
10. Measuring effectiveness of training – how will the organization know if
training has worked. What ways to use to measure this effectiveness?
Restricted budget
Choosing who gets the training and
the extent of training each person
ORGANIZATIONAL gets
CONSTRAINTS IN Differing knowledge, skills, and
TRAINING attitudes (KSAs) level of trainees
Overload of people with defined
roles in the training process
FACILITATION OF LEARNING FOCUS ON
TRAINEES
After the learning objectives are established, there are some factors to
consider when designing training for the benefit of the trainees:
1. Variation in KSAs among the trainees – it is expected that the majority of
the trainees have similar basic KSAs.
2. Diversity in motivation levels among the trainees – the training designer
must develop a training program that keeps the trainees motivated to
learn.
3. Goal setting among the trainees –to better consequences for the
organization. individual goal setting can help a trainee obtain more out
of training, which will direct
FACILITATION OF LEARNING FOCUS ON
TRAINING DESIGN
In order to successfully design a training program, it is a must to
appreciate how people really learn. The most common theory of
learning is known as social learning theory. The first part of the social
learning theory deals with the learner’s attention. Training should be
designed in a way that will keep the learner’s attention. Training should
be designed in a way that will keep the learner occupied in the material
that is being taught.
The next part of social learning is retention. The training program must
be designed that focus on the retention of the materials.
FACILITATION OF LEARNING FOCUS ON
TRAINING DESIGN
Still, another part of social learning theory is behavior reproduction,
which takes place when the trainee converts the learned materials into
actions.
The final part of social learning theory is reinforcement. Reinforcement
transpires externally in the training arena, but training managers
should be entirely attentive or reinforcement or no reinforcement in
the workplace.
Important Terminologies
Gap Analysis – is the distance between where an organization is with
its employee competencies and where it needs to be.
Measurable objectives – is something that can be quantitively
described.
Thank You
