Program Designing

2. RIDDLE
Where is the only
place where today
comes before
yesterday?
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3. RIDDLE
What building has
the most stories?
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4. OBJECTIVES
After completing this topic, you should be
able to:
• Know the meaning and significance of
training design.
• Know the various training design models
• Identify the factors to be taken into account
for designing a training program.
• Understand the motivational dynamics of
trainees.
• Understand the process of training design.
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5. MEANING AND SIGNIFICANCE OFTRAINING DESIGN
– the framework for analyzing
a training problem, defining
the intended outcome,
– determining how to present
the content to learners to
achieve those outcomes,
– developing the training
course according to the
design, implementing the
course,
– evaluating its effectiveness
and
– devising follow-up activities.
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DESIGN is a planning activity
which in the context of training,
refers to:

6. MEANING AND SIGNIFICANCE OFTRAINING DESIGN
– It is learner-focused
– It should be based on
identified needs
– It has measurable
objectives
– It is goal oriented
– It is time bound
– It has taken into
account the resource
constraints and
availability.
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The basic
ELEMENTS of an
effective training
design

7. INSTRUCTION SYSTEM DEVELOPMENT MODEL
Analysis
- this phase consist of
training need assessment,
job analysis, and target
audience analysis
Planning
- this phase consist of setting
goal of the learning outcome,
instructional objectives that
measures behavior of a
participant after the training,
types of training material, media
selection, methods of evaluating
the trainee, trainer and the
training program, strategies to
impart knowledge i.e. Selection
of content, sequencing of
content, etc.
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The instructional system
development model comprises
of five stages:

8. INSTRUCTION SYSTEM DEVELOPMENT MODEL
Development
- This phase translates design
decisions into training material.
It consists of developing course
material for the trainer including
handouts, workbooks, visual
aids, demonstration props, etc.
course material for the trainee
including handouts of summary.
Execution
- This phase focuses on
logistical arrangements, such
as arranging speakers,
equipment benches,
podium, food facilities,
cooling, lighting, parking,
and other training
accessories.
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9. INSTRUCTION SYSTEM DEVELOPMENT MODEL
Evaluation
- The purpose of this phase is to
make sure that the training
program has achieved its aim in
terms of subsequent work
performance.
- This phase consists of
identifying strengths and
weaknesses and, making
necessary amendments to
any of the previous stage in
order to remedy or
improve failure practices.
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10. TRANSITIONAL
MODEL
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11. TRANSITIONAL MODEL
– Transitional model
focuses on the organization
as a whole.
– The outer loop describes
the vision, mission and
values of the organization
on the basis of which
training model i.e. inner
loop is executed.
– The mission, vision, and
values precede the
objective in the inner loop.
– This model considers the
organization as a whole.
– The objective is
formulated keeping these
three things in mind and
then the training model is
further implemented.
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Transitional model

12. TRANSITIONAL MODEL
Vision
• focuses on the milestones
that the organization would
like to achieve after the
defined point of time
Mission
• explain the reason of
organizational existence.
Values
• is the translation of vision
and mission into
communicable ideals.
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Training design model

13. FACTORSTO BE
CONSIDERED
FOR DESIGNING
ATRAINING
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14. FACTORSTO BE CONSIDERED FOR DESIGNING ATRAINING
The training manager has
to take several aspects into
account while designing a
training program:
• Previous knowledge, skills
and position in the
hierarchy
• Learning styles
• Previous experience
• Business or organizational
purpose
• Trainee characteristics
• Nature of learning
• Resources
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15. MOTIVATIONAL
DYNAMICS
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The training manager will also
need to tailor the contents and
teaching style to the
motivational dynamics of
trainees.

16. MOTIVATIONAL DYNAMICS
Initial stage
• The trainee’s primary
learning goal is getting started
and learning enough material
to proficiently handle the
routine tasks
Intermediate stage
• Learners have mastered
routine tasks and gained
confidence. They want to
learn how to handle routine
tasks more efficiently and
how to handles some less
common tasks.
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Most trainees go through
three phases of
motivation

17. MOTIVATIONAL DYNAMICS
Matured stage
• The learning attains a
kind of maturity and
trainees feel humble to be
learned people. This is a
realization stage and most
trainees are aware of the
limits of their capabilities
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18. MOTIVATIONAL DYNAMICS
Dependent learners
- prefer instructor led approach
Collaborative learners
— prefer learning by group
work practice
Independent learners
— who want to learn on their
own, whether facilitated or
not by the trainer.
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Training managers
should also consider
the learning styles of
people.

19. MOTIVATIONAL DYNAMICS
Dependent learners
- prefer instructor led approach
Collaborative learners
— prefer learning by group
work practice
Independent learners
— who want to learn on their
own, whether facilitated or
not by the trainer.
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Training managers
should also consider
the learning styles of
people.

20. PROCESS OF
TRAINING
DESIGN
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Designing a training program
involves a series of steps:
• from identifying the learning
objectives
• determining the training content
• deciding the methodologies
• selecting the learning activities
• defining evaluation criteria
• to specifying follow-up activities.

21. 21

22. PROCESS OFTRAINING DESIGN
– Training objectives
are of great significance
from a number of
stakeholder
perspectives:
• Trainer
• Trainee
• Evaluator
• Designer
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Identifying the training
objective

23. PROCESS OFTRAINING DESIGN
The major activities
involved in the action
plan are:
• Identifying the program
contents and activities.
• Dividing program contents
into sub-topics.
• Segregating the contents
and activities into knowledge,
skill, and attitude related
• Organizing the content
sequentially.
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Determining training
content

24. PROCESS OFTRAINING DESIGN
Training methods can be
broadly classified into
two groups
• On the job approaches
like job instruction
training, job rotation,
coaching, mentoring, etc.
• Off the job approaches
like classroom training,
seminars, workshops, etc.
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Selecting training
methods

25. PROCESS OFTRAINING DESIGN
There are some basic rules
for developing lesson plans:
• There should be proper
sequencing of learning.
• The training manger should
prepare an instructor guide
• The training manager should
ensure that the morning
sessions are used for difficult
topics, subject to proper
sequencing
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Identifying learning
activities and developing
lesson plan

26. PROCESS OFTRAINING DESIGN
– Training design is
incomplete if it does not
contain evaluation criteria
– The objectives of the
evaluation are to see
how far the training
program was effective
enough in meeting the
training objectives.
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Defining evaluation
criteria

27. PROCESS OFTRAINING DESIGN
–Following questions while
specifying follow-up activities
and has to find answers for
them in advance
• Whom can the trainee ask if he
requires any guidance while
practicing at workplace?
• What should the trainee do for his
part to master the taught skills?
• Can those trainees who fail to
meet the predetermined standards
of performance be retrained?
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Specifying follow-up
activities

28. THANKYOU!
0955 184 2178
rpy63837@imcc.edu.ph
rbrtyambot@gmail.com

29. ROBERT ADRIAN P.YAMBOT
0955 184 2178
rpy63837@imcc.edu.ph
rbrtyambot@gmail.com