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Program Design
Chapter 5
6th Edition
Raymond A. Noe
McGraw-Hill/Irwin

Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved.
Learning Objectives
• Be able to choose and prepare a training site based

on how trainees will be involved and interact with the
content and each other in the course
• Prepare for instruction using a curriculum road map,
lesson plan, design document, and concept map
• Explain how trainees’ age, generational differences,
and personality might influence how programs are
designed

5-2
Learning Objectives
 Prepare a request for proposal (RFP) and a list of

questions to evaluate training consultants and
suppliers
 Explain the program design elements that should be
included to ensure near and far transfer of training
 Develop a self-management module for a training
program
 Design application assignments and action plans to
enhance learning and transfer of training

5-3
Learning Objectives
 Make recommendations about what managers can

do before, during, and after training to facilitate
learning and transfer
 Identify different ways to manage knowledge and the
conditions necessary for employees to share
knowledge

5-4
Introduction
 Program design: Organization and coordination of

the training program

5-5
Figure 5.1 – The Program Design
Process

5-6
Selecting and Preparing Training Site
 Training site: Room where training will be

conducted
 Characteristics of good training room
 Comfortable and accessible
 Quiet private and free from interruptions
 Sufficient space for trainees to move around easily
 Enough room for trainees to have adequate work space
 Good visibility for trainees to see each other, the trainer and any
visual displays

5-7
Details to Consider When Evaluating a
Training Room
 Noise and colors
 Room structure and lighting
 Wall and floor covering
 Meeting room chairs
 Glare
 Ceiling

 Electrical outlets
 Acoustics
 Technology

5-8
Figure 5.2- Examples of Seating
Arrangements

5-9
Making Training Site and Instruction
Conducive to learning
 Creating learning setting- Determine the extent to

which trainees decide
 When, where, and how they will learn (self-direction)
 Whether learning will occur by interaction with others

(collaboration)
 Preparation of materials
 Know the audience
 Pretraining
 Provide overview of the course

5-10
Making Training Site and Instruction
Conducive to learning
 Help trainees retain and recall training content
 Application assignments
 Trainees are asked to identify work problems or situations and
to apply training content to solve them

 Class room management
 Interacting with trainees

 Dealing with disruptive trainees
 Managing group dynamics

5-11
Table 5.2- Matching Training Rooms with
Learning Requirements

5-12
Figure 5.3- A Concept Map for a Course on
Conducting an Effective Performance
Review

5-13
Table 5.3- Examples of How to Get
Trainees Involved

5-14
Curriculum Course and Lesson
Design
 Curriculum
 Organized program of study designed to meet a

complex learning objective
 Includes several courses
 Learning objectives- Broader and less measurable than
course or lesson
 Course or Program
 Covers specific learning objectives
 Addresses limited number of competencies

5-15
Curriculum Road Map
 Shows
 All of the courses in a curriculum

 Paths that learners can take through it
 Sequences in which courses have to be completed

 Includes
 Brief statement of the course purpose

 Prerequisite skills needed for the course
 Learning objectives or competencies covered by the

course

5-16
Curriculum Road Map
 Format of the content and course expectations
 Delivery method for the content

 Design document
 Outlines scope of project, delivery methods, and

objectives
 Detailed lesson plan
 Translates the content and sequence of training

activities into a trainer guide

5-17
Curriculum Road Map
 Lesson plan overview
 Matches major activities of the training program and

specific times

5-18
Figure 5.4- An example of a curriculum road
map for a security management training
curriculum

5-19
Table 5.4- Design Document
Template

5-20
Table 5.5- Design Document

5-21
Table 5.6- Sample of a Detailed Lesson
Plan

5-22
Table 5.6 cont.- Sample of a Detailed
Lesson Plan

5-23
Table 5.7 Features of an Effective Lesson
Plan

5-24
Figure 5.8- Sample Lesson Overview

5-25
Choosing Vendor or Consultant For
Training Services
 Request for proposal (RFP)
 Used for potential vendors and consultants

 Outlines:
 Type of service the company is seeking
 Type and number of references needed
 Number of employees who need to be trained
 Funding for the project
 Follow-up process used to determined level of satisfaction and
service
 Expected date of completion of project, and the date when
proposals must be received by the company

5-26
Table 5.9- Questions to Ask Vendors and
Consultants

5-27
Transfer of Training
 Encourage trainees to self-manage the use of

learned skills
 Provide trainees with opportunities to use training
content
 Near transfer
 Applying learned capabilities exactly in a work situation

 Training tasks involve responding to predictable

situations

5-28
Transfer of Training
 In Programs with emphasis on near transfer, trainees
 Need to follow standardized procedures, processes, and
checklists
 Should be encouraged to focus only on important differences
between training tasks and work tasks
 Should be provided with an explanation of why and how the
procedure should be performed
 Learn behaviors or skills that contribute to effective performance

5-29
Transfer of Training
 Far transfer
 Involves using learned capabilities to novel situations

involving original thinking
 Training tasks require variable interactions and
unpredictable responses
 Programs with emphasis on far transfer should:
 Teach general concepts, broad principles, or key behaviors
 Provide a list of prompts or questions to help trigger thoughts

and question sets

5-30
Table 5.10- Content of a Sample SelfManagement Module

5-31
Encourage Manager Support for Training
 Manager support: Degree to which managers
 Emphasize the importance of attending training

programs
 Stress the application of training content to job
 Provide opportunities for trainees to use what they
have learned on the job

5-32
Encourage Manager Support for Training
 Action plan
 Document that includes the steps required to ensure

that training transfers to the job
 Includes
 A goal identifying what training content will be used and how it

will be used
 Strategies for reaching the goal
 Strategies for receiving feedback
 Expected results

5-33
Figure 5.5- Levels of Management
Support for Training

5-34
Table 5.11- Checklist for Determining a
Manager’s Level of Support for Training

5-35
Peer Support
 Support network:Group of two or more trainees

who:
 Agree to meet and discuss their progress in using

learned capabilities on the job

5-36
Opportunity to Use Learned Capabilities
 Opportunity to perform
 Extent to which the trainee is provided with or actively

seeks experiences that allow:
 Application of the newly learned knowledge, skill, and behavior

from the training program

 Determined by:
 Breadth- Number of trained tasks performed
 Activity level- Number of times with which trained tasks are
performed
 Task type- Difficulty of the trained tasks that are actually
performed

5-37
Opportunity to Use Learned Capabilities
 Can be measured by asking former trainees indicate:
 Whether they perform a task
 How many times they perform the task
 The extent to which they perform difficult and challenging tasks

5-38
Technological Support
 Electronic performance support system (EPSS)
 Computer application that provides skills training,

information access, and expert advice

5-39
Knowledge Management
 Process designing and implementing tools,

processes, structures, and cultures
 To improve the creation, sharing, and use of knowledge

 Involves
 Using of technology
 Publishing directories

 Developing informational maps
 Creating chief information officer (CIO) and chief

learning officer (CLO) positions

5-40
Knowledge Management
 Giving presentations about learning from training

programs attended
 Taking time off from work to acquire knowledge, study
problems, and attend trainings
 Creating online learning resources
 Facilitating interactions between employees
 Creating communities of practice (COPs)
 Using after-action reviews

5-41
Keys for Effective Knowledge
Management
 Training and information technology collaboration
 Create knowledge management leadership positions
 Chief learning officers (CLOs) or Knowledge officers:
 Leaders of a company’s knowledge management efforts
 Develop and link learning culture with the company’s technology
infrastructure
 Locate knowledge and find ways to create, capture, and
distribute it

5-42

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MBA760 Chapter 05

  • 1. Program Design Chapter 5 6th Edition Raymond A. Noe McGraw-Hill/Irwin Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved.
  • 2. Learning Objectives • Be able to choose and prepare a training site based on how trainees will be involved and interact with the content and each other in the course • Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map • Explain how trainees’ age, generational differences, and personality might influence how programs are designed 5-2
  • 3. Learning Objectives  Prepare a request for proposal (RFP) and a list of questions to evaluate training consultants and suppliers  Explain the program design elements that should be included to ensure near and far transfer of training  Develop a self-management module for a training program  Design application assignments and action plans to enhance learning and transfer of training 5-3
  • 4. Learning Objectives  Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer  Identify different ways to manage knowledge and the conditions necessary for employees to share knowledge 5-4
  • 5. Introduction  Program design: Organization and coordination of the training program 5-5
  • 6. Figure 5.1 – The Program Design Process 5-6
  • 7. Selecting and Preparing Training Site  Training site: Room where training will be conducted  Characteristics of good training room  Comfortable and accessible  Quiet private and free from interruptions  Sufficient space for trainees to move around easily  Enough room for trainees to have adequate work space  Good visibility for trainees to see each other, the trainer and any visual displays 5-7
  • 8. Details to Consider When Evaluating a Training Room  Noise and colors  Room structure and lighting  Wall and floor covering  Meeting room chairs  Glare  Ceiling  Electrical outlets  Acoustics  Technology 5-8
  • 9. Figure 5.2- Examples of Seating Arrangements 5-9
  • 10. Making Training Site and Instruction Conducive to learning  Creating learning setting- Determine the extent to which trainees decide  When, where, and how they will learn (self-direction)  Whether learning will occur by interaction with others (collaboration)  Preparation of materials  Know the audience  Pretraining  Provide overview of the course 5-10
  • 11. Making Training Site and Instruction Conducive to learning  Help trainees retain and recall training content  Application assignments  Trainees are asked to identify work problems or situations and to apply training content to solve them  Class room management  Interacting with trainees  Dealing with disruptive trainees  Managing group dynamics 5-11
  • 12. Table 5.2- Matching Training Rooms with Learning Requirements 5-12
  • 13. Figure 5.3- A Concept Map for a Course on Conducting an Effective Performance Review 5-13
  • 14. Table 5.3- Examples of How to Get Trainees Involved 5-14
  • 15. Curriculum Course and Lesson Design  Curriculum  Organized program of study designed to meet a complex learning objective  Includes several courses  Learning objectives- Broader and less measurable than course or lesson  Course or Program  Covers specific learning objectives  Addresses limited number of competencies 5-15
  • 16. Curriculum Road Map  Shows  All of the courses in a curriculum  Paths that learners can take through it  Sequences in which courses have to be completed  Includes  Brief statement of the course purpose  Prerequisite skills needed for the course  Learning objectives or competencies covered by the course 5-16
  • 17. Curriculum Road Map  Format of the content and course expectations  Delivery method for the content  Design document  Outlines scope of project, delivery methods, and objectives  Detailed lesson plan  Translates the content and sequence of training activities into a trainer guide 5-17
  • 18. Curriculum Road Map  Lesson plan overview  Matches major activities of the training program and specific times 5-18
  • 19. Figure 5.4- An example of a curriculum road map for a security management training curriculum 5-19
  • 20. Table 5.4- Design Document Template 5-20
  • 21. Table 5.5- Design Document 5-21
  • 22. Table 5.6- Sample of a Detailed Lesson Plan 5-22
  • 23. Table 5.6 cont.- Sample of a Detailed Lesson Plan 5-23
  • 24. Table 5.7 Features of an Effective Lesson Plan 5-24
  • 25. Figure 5.8- Sample Lesson Overview 5-25
  • 26. Choosing Vendor or Consultant For Training Services  Request for proposal (RFP)  Used for potential vendors and consultants  Outlines:  Type of service the company is seeking  Type and number of references needed  Number of employees who need to be trained  Funding for the project  Follow-up process used to determined level of satisfaction and service  Expected date of completion of project, and the date when proposals must be received by the company 5-26
  • 27. Table 5.9- Questions to Ask Vendors and Consultants 5-27
  • 28. Transfer of Training  Encourage trainees to self-manage the use of learned skills  Provide trainees with opportunities to use training content  Near transfer  Applying learned capabilities exactly in a work situation  Training tasks involve responding to predictable situations 5-28
  • 29. Transfer of Training  In Programs with emphasis on near transfer, trainees  Need to follow standardized procedures, processes, and checklists  Should be encouraged to focus only on important differences between training tasks and work tasks  Should be provided with an explanation of why and how the procedure should be performed  Learn behaviors or skills that contribute to effective performance 5-29
  • 30. Transfer of Training  Far transfer  Involves using learned capabilities to novel situations involving original thinking  Training tasks require variable interactions and unpredictable responses  Programs with emphasis on far transfer should:  Teach general concepts, broad principles, or key behaviors  Provide a list of prompts or questions to help trigger thoughts and question sets 5-30
  • 31. Table 5.10- Content of a Sample SelfManagement Module 5-31
  • 32. Encourage Manager Support for Training  Manager support: Degree to which managers  Emphasize the importance of attending training programs  Stress the application of training content to job  Provide opportunities for trainees to use what they have learned on the job 5-32
  • 33. Encourage Manager Support for Training  Action plan  Document that includes the steps required to ensure that training transfers to the job  Includes  A goal identifying what training content will be used and how it will be used  Strategies for reaching the goal  Strategies for receiving feedback  Expected results 5-33
  • 34. Figure 5.5- Levels of Management Support for Training 5-34
  • 35. Table 5.11- Checklist for Determining a Manager’s Level of Support for Training 5-35
  • 36. Peer Support  Support network:Group of two or more trainees who:  Agree to meet and discuss their progress in using learned capabilities on the job 5-36
  • 37. Opportunity to Use Learned Capabilities  Opportunity to perform  Extent to which the trainee is provided with or actively seeks experiences that allow:  Application of the newly learned knowledge, skill, and behavior from the training program  Determined by:  Breadth- Number of trained tasks performed  Activity level- Number of times with which trained tasks are performed  Task type- Difficulty of the trained tasks that are actually performed 5-37
  • 38. Opportunity to Use Learned Capabilities  Can be measured by asking former trainees indicate:  Whether they perform a task  How many times they perform the task  The extent to which they perform difficult and challenging tasks 5-38
  • 39. Technological Support  Electronic performance support system (EPSS)  Computer application that provides skills training, information access, and expert advice 5-39
  • 40. Knowledge Management  Process designing and implementing tools, processes, structures, and cultures  To improve the creation, sharing, and use of knowledge  Involves  Using of technology  Publishing directories  Developing informational maps  Creating chief information officer (CIO) and chief learning officer (CLO) positions 5-40
  • 41. Knowledge Management  Giving presentations about learning from training programs attended  Taking time off from work to acquire knowledge, study problems, and attend trainings  Creating online learning resources  Facilitating interactions between employees  Creating communities of practice (COPs)  Using after-action reviews 5-41
  • 42. Keys for Effective Knowledge Management  Training and information technology collaboration  Create knowledge management leadership positions  Chief learning officers (CLOs) or Knowledge officers:  Leaders of a company’s knowledge management efforts  Develop and link learning culture with the company’s technology infrastructure  Locate knowledge and find ways to create, capture, and distribute it 5-42