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1. Course: Learning and Development
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DESIGINING LEARNING EXPERIENCE

2. • When organisations are planning L&D programs, how can they ensure that the
right form of learning is imparted?
• How do they ensure that the learner audience - which is adult learners, will be
engaged and motivated to learn?
• In order to design an engaging learning experience, it helps to understand
the philosophy behind training, the key principles of adult
learning and the triggers for learning.
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3. Training
Philosophy
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Learning interventions should be aimed
at creating a shift in:
Thinking
Feeling
Action

4. Principles of Adult Learning
• Adult learning happens through learning experience
• Adults are autonomous and self directed
• Adults have accumulated life experiences and knowledge
• Adults are relevancy-oriented : what is in it for me?
• Adults are practical : application of concept in a situation
• Adults need to be shown respect
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5. • So what triggers the learning?
• Learning design should create multiple anchors for them
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6. TRIGGERS FOR LEARNING
• Network Opportunities: building social relationships with
other participants
• Personal advancement: Staying Ahead of competition
• To get stimulated: moving away from the routine of daily
drill
• To meet the expectations: managers, mentors, well wishers
and self
• To contribute to the society: improving ability to
participate in community work (beyond the work)
• Experiment: with new hypotheses in a non threatening
environment.
• Cognitive interest: seeking knowledge for its own sake that
is to know about new concepts and principles
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7. • In order to achieve organisational and team goals, management needs to
ensure that employees are skilled and trained accordingly.
• So, how can an organisation ensure that they choose the right training
method?
• How can they profile the participants to be trained?
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8. • We must know how to design L&D programs suited to the needs of the
participants after conducting participant profiling
• So after TNI we will now understand
• participant profiling
• Bloom’s Taxonomy
• Macro and Micro Design
• Popular training methods
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9. Participant Profiling
• In order to deliver the best learning experience, it is crucial to know what
content should be delivered.
• But how can you make that call?
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10. Participant Profiling
• In order to deliver the best learning experience, it is crucial to know what
content should be delivered.
• But how can you make that call?
• You need information about the participants to better customise the program to
meet their training needs.
• We will explore how to profile the participants and what aspects to keep in
mind while doing so.
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11. • Mr T is an HRBP in an organisation.
• Using TNI, he found that the first-time managers in his organisation required
training.
• But before conveying the requirement to the L&D team, he needs to collect
some participant data in order to profile them accurately.
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12. Participant profiling
• Demographic profiling: same function people, or different function people in a task
force
• Sociographic profiling: look at cultural, socio ethnic regional , e.g. a integration lab –
participant from different geographies of the world, we need to be vary conscious
about how we communicate certain thins in a particular program e.g. Indians and
Europe etc
• Propensity Profiling: learning style inventory of participants-will help in prog
delivery keeping in mind the learning style of participants, similarly FIRO B, EQ, IQ
etc can also help BUT you should have complete knowledge of these instruments.
• Participant role: Individual, team lead, large span of control, SME, managing lots of
managers. Keeping background in mind is important.
• Motivation of the participants: needs wants and expectations
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13. • Based on these profile you can understand whether to have heterogenous,
homogeneous or hybrid groups
• This skill of participant profiling is very important.
• The HRBP can make critical decisions based on the information on the type of
program and participant profile.
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14. Learning Style questionnaire
• http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
• https://www.mint-hr.com/mumford.html
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15. • how Mr. T proceeded with participant profiling to conduct the manager training.
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16. • He followed these steps to profile participants and shared the same with the
trainer:
1.Float a survey form to all employees enquiring after the following topics:
a. Has the employee been promoted to a managerial role after joining the
organisation?
b. Date of promotion
c. Number of direct reports
d. Is this the employee’s first managerial role?
e. Challenges faced in handling the team
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17. Create a visual summary of the information obtained in step 1.
60% mangers found it challenging to influence without authority
30% Struggles with goal setting
10% struggles with time management
Customise the module designed to address the gaps identified.
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18. Instructional Design Models
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19. • Prerna, who works in an organisation that follows Bloom’s taxonomy as an
approach to organisational learning and development.
• Blooms taxonomy is a framework that is used to understand how people learn
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22. Activity
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23. Kolb’s learning mechanism
• A powerful model
• Used in organizations in big way
• Lot of research also done
• Most of training are planned as per this
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24. Mechanics of learning: Kolbs Cycle
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25. Mechanics of learning
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26. Mechanics of learning
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So Sir Isaac Newton followed a cycle:
Concrete experience: feeling
Reflective observation: watching
Abstract conceptualization: thinking: There is a
reason why everything is coming down
ACTIVE Experimentation:
Again reflected and Abstract conceptualization

27. • For R& D Scientist: will start with abstract conceptualization
• For a sales person: will start with active experimentation
• Every individual will have different approaches
• So when you are hiring employees you need to know for what kind of job what kind of people
with the right propensities required
• So L&D program should be designed in accordance with the propensities of the participants
• Like if you find out 8/10 are high on abstract conceptualization, we need to provide lot of data
and content, concept to really start with
• If high on active experimentation: create experience for them to reflect and then go into a
concept
• https://www.eduolog.com/en/test/kolbs-learning-style-test/
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29. The importance and the application of Kolb’s learning mechanism in
designing training interventions.
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34. • This is a very powerful model
• The learning design should take care of these propensities of individuals
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35. NEXT
• how to create learning experiences using micro and macro
design elements?
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36. Micro and Macro Design
“A goal without a plan is just a wish.”
-Antoine de Saint-Exupéry
• As rightly stated by Antoine, every goal requires a detailed plan, with all the
elements defined.
• We need to have a clear plan with timelines and defined accountability in order
to achieve a goal.
• For an organisation to achieve its L&D goal, planning is an important aspect.
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37. Macro Design
• Arrive at a strategy
• Define concepts s and variables
• Crystallise the learning objectives, knowledge, skills and attitudes
• Finalise trainers with necessary skills
• Decide training methods
• Decide sequence of topics and time to be spent per topic
• Include exercise and games
• Focus on level of granularity required to achieve intended objective
• Finalise the infrastructure arrangements
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38. Designing a Training Intervention – Micro Design
Content Context Plan Micro Activities
• session objectives,
• lesson plan,
• flow,
• specify how session
will be handled,
• decide outcomes
• Decide the venue and
its requirements
• Interact with the
faculty
• Set up the venue
• Provide detailed
instructions to the
participants
• Process the outcomes
of the exercise or
activity
• Identify the key
messages, feelings
and thoughts of the
participants
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39. example
• Macro design for communication skill training
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Skills Classroom Training Coaching
Writing 2 days 1 day
Verbal 1 day 1 day
Presentation 2 days 1 day

40. Prepare a Micro design for this Macro Design provided
• Macro design for communication skill training
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Skills Classroom Training Coaching
Writing 2 days 1 day
Verbal 1 day 1 day
Presentation 2 days 1 day

41. Modes of Training
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42. Modes of Training
• So if you need to design an induction program for all the new joiners in the
organisation.
• There are various design methods and modes that can be used to deliver this
program.
• let us first understand some of the popular training modes and methods
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43. Cognitive and behavioural methods of training
• Cognitive methods of training
• Focus on KM, Knowledge
Development
• Examples can be:
Lectures-Guest Speakers/SME
experts
Online courses/Videos
Group/Panel discussion
Demonstrations
Seminars/conferences
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Mentoring
Story Telling/writing
Feedback from peers and
customers
Social media interactions
Augmented reality/Virtual Reality
Quizzes
CBT/e learnings

44. behavioural methods of training
• Role plays
• Business Games/Simulations
• In-basket Exercises
• T Groups- Sensitivity training
• Action Learning
• Case Studies
• Vestibule training
• Coaching
• Mock Drills
• Blended learning- classroom and outbound
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45. • In Basket Exercise: simulates a situation where you play the role and make decisions-
lot of documents are provided from different functions or stakeholders- multiple data
sets- look at each doc- and take decision
• This will be reviewed
• An intense and powerful exercise
• T Groups: People have unstructured discussions- no agenda- totally depends upon the
participants
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46. Choice of training method
• Subject matter: soft or hard skills
• Audience make up: Education and heterogeneity
• Space: Physical set up- you can design the physical space in the room
• Resources available: trainers, materials, finances etc
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47. SPACE
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Expectations???

48. SPACE
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Limited participation from
learners

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No defined power centre

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51. Example:
• So how the induction training can be planned?
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52. Example
3 phases
• The pre joining phase
• The day of joining
• The post joining phase
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53. Pre Joining Phase
• 4 days before joining: participants were given ‘leaders speak videos
• 3 days before joining: Links to read about he organizational history and philosophy
• 2 days before joining: Martial for organizational policies
• 1 days before joining: details about identity cards and formalities
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54. Day of joining
• Day long classroom session:
Interaction with key stakeholders
Participate in activities, discussion forums and Q and A
• Focussed on experiential learning
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55. POST JOINING
• Comfort check after 30 days of joining
• Conducted focus group discussions
• Fire Side Chats: informal conversation with leadership
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57. CASE STUDY: DESIGNING A TRAINING PROGRAM
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58. • Management development program identified to be conducted
• Macro and Micro design for this to be developed
• Name : fertilizers Ltd
• Industry: Fertilizers and Chemicals
• Scale: 10,000 Crore
• Employees: 3000
• Customer profile: very highdemanding cutomers
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59. • The company is growing at a rapid pace and it wants
• Capable internal employees
• Who can occupy critical positions
• Problem Statements:
• How can the organization Build a critical mass of change agents to lead the growth
efforts?
• How to create future ready managers to occupy critical positions?
• How to limit dependence on external L&D experts?
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60. PLAN OF ACTION
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64. Final Outcomes
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Thank you

66. SOIL Institute of Management
SOIL School of Business Design Campus
Plot 23, Sector 2, Phase 1.
Institutional Area, Manesar,
South Gurgaon, Haryana – 122050
E - pgdm@schoolofbusinessdesign.com
P - 9910170759