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Training design


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Training design

  1. 1. Training design Training design or instructionaldesign is the process of creating a blueprint for the development of instruction.
  2. 2. It determines:Whether the training is to be conducted in a classroom,Delivered using an electronic format orUsing some combination of methods, The design process sets the stage forthe development of a program that producesresults.
  3. 3. Factors of Training DesignViewpointElementsConsiderationsBenefitsModel
  4. 4. BASIC PRINCIPLES OF TRAINING DESIGNThe principles that constitute the field of humanperformance improvement, which help to ensure thatpeople achieve the best possible results on the job.The principle that underpin adult learning
  5. 5. DESIGN STEPS FOR A TRAININGPROGRAMEight Steps Step1. Define purpose of the training and target audience Step2. Determine participants’ needs Step3. Define training goals and objectives Step4. Outline training content Step5. Develop instructional activities Step6. Prepare the written training design Step7. Prepare participant evaluation form(s) Step8. Determine follow-up activities for the event
  6. 6. Step1. Define Purpose of theTraining and Target Audience Cleartraining needs Purpose & audience must be clear Description to promote your program to prospective participants
  7. 7. Step2. Determine Participants’NeedsSeveral ways to find out about the needs: Written survey Random sample Review past training programmes
  8. 8. Step3. Define Training Goals andObjectives Clarifying expected outcomes Outlining training content Planning specific training activities Selecting/developing materials Designing evaluation procedures Communicating program intent to the training participants and others (such as program administrators and supervisors) Ensuring that the training is realistic and appropriate for the purpose intended
  9. 9. STEP4. Outline training content  Introduction  Learningcomponents  Wrap up and evaluation component Rules of thumb  Fill in known elements-such as meals and breaks.  Start with simple concepts and proceed to more complex.
  10. 10. Conti…  Proceeds from less threatening to more sensitive topics.  Schedule activities which require the greatest concentration when people will be focused and energetic.  Give yourself- and participants- a break.  Build in time for reflection, discussion and Q&A.  Introduce the day’s events in the beginning.  Schedule 8-10 minutes at the end of each day for feedback.  Review your plan with a critical eye.  Be flexible! Although your design is a detailed road map, you may encounter detours along the way.
  11. 11. STEP5. Develop InstructionalActivities Participants learning style Principles of adult learning Group size Prior experience and /or education level of participants Type of skill or information to be presented Trainer’s style
  12. 12. Conti… When deciding which activities to use, consider these questions: 1. Do we know that this activity us effective? 2. Have we used it before? 3. Are we comfortable with this technique? 4. Do we have the expertise to use it effectively? 5. Does the activity require prior knowledge or skill on the part of participants? 6. Will we have the time, space and resources needed to accomplish the activity? 7. Will the activity encourage learning without confusing participants?
  13. 13. STEP6. Prepare the WrittenTraining DesignWritten document: A detailed plan of the training session, including goals and objectives. It consider: ◦ The skill expertise, training style and comfort level of each of your trainers in making this designation. ◦ Also consider identifying specific trainer who will take the lead in fleshing out different sections of the training and creating the necessary supporting materials.Use your written training design to stay in track during the training events, make mid course corrections and document training
  14. 14. STEP7. Prepare ParticipantEvaluation FormsIssues that the evaluation forms mustaddressed1. Did the participants acquire the knowledge and skill that the trainer was supposed to provide?2. Were the trainers knowledgeable about training content?3. Were the activities interesting and effective?4. Was the training format appropriate?5. Is more training on this or related topics
  15. 15. STEP8. Determine Follow-upActivities for the Event Newsletters and web site posting Per observation and coaching Mentoring, Study groups Booster session Ongoing communication between participants and Trainers via phone or electronic mail
  16. 16. FIVE STEPS OF THE DESIGNTRAINING PROCESSThe ADDIE method of instructional designconsists of five phases:A- AnalyzeD- DesignD- DevelopmentI- ImplementationE- Evaluation
  17. 17. THE SESSION Conti… STAY WITH US…
  18. 18. Conti…