Training program design is the process of developing new training and development courses or lessons for employees. Designing training programs can spot skill gaps that need to be filled in order to improve employee performance.

1. Training Design
& Delivery
Chapter 5
D R N A Z R U L I S L A M
N A Z R U L KU @ G M A I L .CO M

2. Lecture Learning Objectives
• After reading this chapter, you will be able:
– Define training objectives and describe the five elements and three
components of them
– Discuss the factors to consider when deciding to purchase or design a
training program
– Describe the ways to determine the content of a training program
– Describe on-the-job and off-the-job training methods
– Define practice and active practice and conditions of practice
– Describe how to choose a trainer and trainees for a training program
– Describe the factors to consider when choosing a training site
– Define a lesson plan and describe the information included in a lesson
plan
– Discuss the events of instruction and the problems and solutions of
training delivery.

3. Activities of Training Design and Delivery
1. Write training objective
2. Decide to purchase or design a training program
3. Determine the training content
4. Decide on the training methods
5. Incorporate active practice into a training program
6. Decide on a trainer
7. Select the trainees
8. Identify training materials and equipments
9. Choose a training site
10. Schedule the training programs
11. Prepare a lesson plan
12. Administer the training program
13. Deliver the training program

4. 1. Write the Training Objective
• Important link between the needs analysis stage and other
stages of the training and development process
• A description of the behavior you want learners to be able to
demonstrate before you consider them to be competent
• A statement of what trainees are expected to be able to do
after a training program.
• Answer the question“ What should the trainees be able to do at the end
of the training program?”
• Expected outcome of training
• Knowledge and skills to be required
• Acquisition of knowledge and/or skills as well as behavior on
the job

5. Purpose of Training Objective
Trainers:
• Trainees can be assessed prior to instruction to determine if they have mastered any
of the objective. Trainer can omit certain section and emphasis more on other.
• The selection of training content and methods is simplified by the objective.
• Enable to develop measures of evaluation and determine how to calculate outcome.
Trainees:
• Objectives informs trainees the goal of the training and what is expected to learn.
• Allows training to focus their energies on specific goals.
• Objectives communicate to employees that training is important and that they will
be accountable for what they learn in the training.
Managers:
• Communicates what the trainees are expected to learn and what they will be able to
do after attending the training.
• Can reinforce and support newly trained knowledge and skills on the job.
• Whether the training is in line with the future plan or changes.

6. Elements of Training Objectives
A training objective should contain five elements of the
desired outcomes:
1. Who is to perform the desired behavior?
• More accurate description than only ‘managers’ and ‘employees’ like
• ‘All first level supervisors’
• ‘Anyone conducting selection interviews’
• ‘All employees with more than one month of experience’
2. What is the actual behavior to be employed to demonstrate mastery of the
training content or objective?
• Words like “type”, “run” and “calculate” can be measured easily
• Mental activities: ‘comprehension’, ‘analysis’.

7. Elements of Training Objectives
3. Where and
4. When is the behavior to be demonstrated and evaluated (i.e., under what
conditions)?
• These could include
• “during a 60 minute typing test”
• “on the ski hill with icy conditions”
• “when asked to design a training session”
• The tools, equipment, information, and other source materials for training
should be specified
5. What is the standard by which the behavior will be judged?
• Is the trainee expected to type 60 words per minute with less than three
errors?
• Can the trainee list five out of six purposes for training objectives?
An example including five elements:
• The sales representative (who) will be able to make 10 calls a day to new
customers in the territory assigned (what, where, when), and will be able to
generate three (30 percent) sales worth at least $500 from these calls (how
or the criterion).

8. Elements of Training Objectives
Finally, when the five elements are included in a training objective,
then the final written objective should contain three key
components:
1. Performance?
• What the trainee will be able to do after the training?
2. Condition
• The tools, time, and situation under which the trainee is expected
to perform the behavior (where and when the behavior will
occur?)
3. Criterion:
• The level of acceptable performance or the standard or criteria
against which performance will be judged

9. Elements of Training Objectives
Training and human performance expert Robert Mager describes three parts of
effective instructional objectives :
• Description of a performance - What the learner is to be able to do.
– Example: be able to write a news article.
– The performance must be observable.
– Question to ask when writing this part: What do I want students to be able to do?
• Conditions - important conditions under which the performance is to occur
– Examples: Given a list of... (sort into stacks); when provided with standard tools...
(construct a table); without using references... (know the state capitols)
– Questions to ask when writing this part:
• What are the important conditions or constraints under which I want them to perform?
• What the learner will be provided? What will the learner be denied?
• Are there special conditions which occur on the job or when performing?
• Criterion or standard - the quality or level of performance that will be considered
acceptable
– Examples: include
• measures of speed (in less than 30 minutes...),
• direction (according to manufacturers specifications...),
• accuracy (without error...),
• quality (all cuts must be smooth to the touch).
– Question to ask when writing this part: How well must learners perform for me to be
satisfied they've accomplished the objective?

10. Elements of Training Objectives: A B C D’s
A. Audience
For whom the objective is attended.
NOTE: They are not written for the instructor, but for students.
B. Behavior
The specific observable actions/behaviors that the learner is to perform or exhibit.
C. Conditions
Relevant factors affecting the actual performance (the givens), example:
1. Given a case study, diagram, clinical problem....
2. After a lecture or demonstration....
3. After completing the reading....
4. After attending this workshop....
5. After attending this Best Practice Session....
D. Degree
The level of achievement indicating acceptable performance (the competence), example:
1. To a degree of accuracy, example 90%.
2. To a stated proportion, example 3 out of 5 or a minimum of 3.
3. Within a given period of time.
4. According to the information given in the text, lab manual, lecture.
5. In compliance with criteria presented by the instructor.
6. In accordance with recommendations of some external organization or authority

11. 2. Decide to Purchase or Design a Training
Program
1. Expertise
2. Time
3. Cost
4. Quality (Relevance)
5. Trainee size
6. Frequency of need of certain training

12. 3. Determine the Training Content
1. What topic should be presented to meet the needs and
accomplish the objectives?
2. Consult SME (Subject Matter Expert).
3. Academic and practitioner literature
4. Purchase a off-the-self training program.
5. Based on the information collected , the trainer can
design a training program.

13. 4. Decide on the Training Methods
1. There are various training methods from which trainer
chose the suitable ones constrained by time, money or
tradition.
2. Off-the-job (Lecture, discussion, case, games,
simulations, exercises, role play etc.
3. On-the job (Job instruction, job rotation, apprenticeship,
coaching, mentoring)
4. CD Rom self paced
5. Relationship between learning (and retention ) and
training methods.

14. 5. Incorporate Active Practice into a
Training Program
Providing trainees with opportunities to practice/
performing a training task or using knowledge
during training.

15. The Conditions of Practice
Pre-practice Conditions
1. Attentional advice: Providing trainees with information about the task
process and general task strategies that can help learn and perform a task.
2. Meta-cognitive strategies: Refers to ways in which trainees can be
instructed to self-regulate their learning of a task.
3. Advance organizers: Activities that provide trainees with a structure or
frame-work to help them assimilate and integrate information acquired
during practice.
4. Goal orientation: The type of goal that is set during training (mastery
versus performance).
5. Preparatory information: Providing trainees with information about what
they can expect to occur during practice sessions.
6. Pre-practice briefs: Sessions in which team members establish their roles
and responsibilities and establish performance expectations prior to a
team practice session.

16. The Condition of Practice
Conditioning During Training
7. Masses or distributed practice: Refers to how the segments of a training
program are divided and whether the training is conducted in a single
session or is divided into several sessions with breaks or rest periods
between them.
8. Whole or part learning: Refers to whether the training material is learned
and practiced at one time or one part at a time.
9. Over learning: Continued practice even after trainees have mastered a task
so that the behavior becomes automatic.
10. Task sequencing: Refers to diving training material into an organized and
logical sequence of subtasks.
11. Feedback and knowledge of results: Providing trainees with information
and knowledge about their performance on a training task.

17. 6. Decide on a Trainer
Regardless of well a training program is designed, the success
of a program rests in large part on the trainer.
What are the good qualities of a trainer?
1. Knowledge of the subject
2. Ability to deliver material in a understandable manner
3. Clear instruction
4. Enthusiasm
5. Adaptability
6. Sense of humor
7. Interest

18. 7. Select the Trainees
According to Kirkpatrick, the following four decisions need
to be made when selecting participants for a training
program:
1. Who can benefit from the training?
2. What programs are required by law or by government edict?
3. Should training be voluntary or compulsory?
4. Should the participants be segregated by level in the organization,
or should two or more levels be included in the same class?

19. 8. Identify Training Materials and
Equipment
1. Multimedia/OHP
2. Flip-charts
3. Video showing arrangements
4. Hand outs
5. Practice sample
6. Pen
7. Paper

20. 9. Choose a Training Site
Whether the training takes place in an organization's or one that
needs to be rented, couple of factors need to be considered:
1. Should be conducive to learning
2. Should be free from any distractions
3. Should be appropriate for a particular training course
4. (video, group exercise ……)

21. 10. Schedule the Training Programs
1. Best time , day , month (Avoid busy periods)
2. Needs and desires of the supervisors
3. Evening, weekend or weekday?
4. Availability of trainer(s)
5. Availability of site
6. 2 four hours or 1 full day?

22. 11. Prepare a Lesson Plan
The blue-print that outlines the training program in terms of
the sequence of activities and events that will take place.
• Table 5.3
• Table 5.4

23. TABLE 5.3
Lesson Plan Cover page
Organization: Vandalais Department Stores
Department: Human Resources
Program Title: Structured Employment Interviews
Instructor(s): Training Consultant
Time Allocation: 1 Day
Trainees: All employees in the Human Resource Department
Where: Vandalais Learning Centre
Training Objectives
Employees will be able to conduct a structured behavior description interview for the sales
associate position and correctly perform the seven key behaviors.
Classroom Requirements
Seating for 50 people and areas for trainees to break out into groups.
Training Aids and Equipment
Multimedia; vide: “How to Conduct a Structured Employment Interview”;
Computer and projector with screen’ flipchart, paper and markers.
Trainee Supplies
Pen and Paper.

24. TABLE 5.4
Structured Employment Interview Lesson Plan
OBJECTIVE
• Employees will be able to conduct structured behavior description
employment interview for the sales associate position and correctly
perform the seven key behaviors.
• Trainees: Members of the Human Resource Department.
• Time: 9 a.m. - 6 p.m.

25. Course Outline
9:00 - 10:00 Introduction lecture on the problem of poor employee performance of sales associate and
the use of structured and unstructured employment interviews for selection.
10:00 – 10:30 Show video of an unstructured employment interview followed by a discussion.
10:30 – 10:45 Break
10:45 – 11:15 Show video of a structured employment interview followed by a discussion.
11:15 – 12:00 Review the seven key behaviors of conducting a structured employment interview.
12:00 – 1:00 Lunch
1:00 – 2:00 Lecture on behavior description interview questions and review of the interview
questions and guide developed for sales associates.
2:00 – 2:30 Review of the seven key behaviors in conducting a structured employment interview.
2:30 – 2:45 Break
2:45 – 3:30 Role-play practice exercise: IN groups of three, assign participants the roles of interviewer,
interviewee, and observer. Review script for roles and instruct trainees to demonstrate
the seven key behaviors of a structured interview using the sales associate behavior
description interview questions. Have observer provide feedback using feedback
guidelines contained in the role-play exercise booklet and evaluate the interviewer’s
performance on the seven key behaviors using the evaluation form provided. Switch roles
until each group member plays the role of the interviewer.
3:30 – 4:30 Regroup for discussion of role-play exercise. Discuss how it felt to be the interviewer and
the interviewee and the observer’s perspective.
4:30 – 4:45 Review the seven key behaviors of the structured employment interview and the
importance of using structured interviews and the behavior description interview for
hiring sales associates.
4:45 - 5:00 Closing. Review objectives and give pep talk about conducting structured employment
interviews and using the behaviors description interview. Thank participants and hand out
training certificates.

26. 12. Administer the Training Program
The coordination of all the people and materials involved
in the training program
1. The maintenance of training records, training histories,
schedules and course material inventories.
2. Preparation of training budget including all costs and
expenses

27. 13. Delivery of the Training Program: Gagne’s
Events of Instruction
According to Gagne, a training program should have the following
nine events of instruction:
1. Gain attention. To motivate the trainees, draw the trainees into the learning by
presenting a thought-provoking problem.
 e.g. present a good problem, a new situation, use a multimedia advertisement,
ask questions.
2. Describe the goal. Inform trainees of what they will learn and what they will be able
to accomplish.
3. Stimulate recall of prior knowledge. Discuss what trainees already know and how it
is relevant and connected to the training material.
 e.g. remind the student of prior knowledge relevant to the current lesson (facts,
rules, procedures or skills).
4. Present the material to be learned. Present the material in a logical sequence one
subtask at a time (i.e., task sequencing).
 e.g. text, graphics, simulations, figures, pictures, sound, etc. Chunk information
(avoid memory overload, recall information).

28. Delivery of the Training Program: Gagne’s Events of Instruction
5. Provide guidance for learning. In addition to presenting the training content,
provide trainees with guidance and tips on how best to learn the material.
6. Elicit performance practice. Give trainees an opportunity to practice and
apply the training knowledge and skills.
 let the learner do something with the newly acquired behavior, practice
skills or apply knowledge.
7. Provide information feedback. Let trainees know if their responses and
behaviors are correct and why they are correct or incorrect.
8. Assess performances. If the lesson has been learned, test trainees on their
learning of the training material and mastery of the task.
9. Entrance retention and transfer. Discuss with trainees how the training
material can be applied to their job and actual work situations they have
encountered.

29. • “ The way Gagne's theory is put into practice is as follows.
– First of all, the instructor determines the objectives of the instruction.
– These objectives must then be categorized into one of the five
domains of learning outcomes.
– Each of the objectives must be stated in performance terms using one
of the standard verbs (i.e. states, discriminates, classifies, etc.)
associated with the particular learning outcome.
– The instructor then uses the conditions of learning for the particular
learning outcome to determine the conditions necessary for learning.
– And finally, the events of instruction necessary to promote the internal
process of learning are chosen and put into the lesson plan. The
events in essence become the framework for the lesson plan or steps
of instruction.” (Corry, 1996)
Delivery of the Training Program: Gagne’s Events of Instruction

30. 1. Fear Due to a lack of
confidence and feeling
anxious while
delivering the training
program.
a. Be well prepared and have a detailed lesson plan.
b. Use icebreakers and begin with an activity that relaxes trainees
c. Acknowledge the fear and use self-talk and relation
exercises prior to the training.
2. Credibility The perception that
they lack credibility in
the eyes of the trainees
as subject-matter
experts.
a. Don’t apologize. Be honest about your knowledge of the subject.
b. Have the attitude of an expert and be well prepared and organized.
c. Share personal background and talk about your area of expertise and
experiences.
3. Personal
experience A lack of stories about
personal experiences
that can be used to
relate to the training
content.
a. Relate personal experiences.
b. Report experiences of others and have trainees share their
experiences.
c. Use analogies, refer to movies or famous people who relate to the
subject.
4. Difficult
learners
Don’t know how to
handle problem
trainees who may be
angry, passive, or
dominating.
a. Confront the problem learner and talk to them to determine the problem.
b. Circumvent dominating behavior by using nonverbal behavior such as
breaking
eye contact or standing with your back to the person.
c. Use small groups to overcome timid behavior and structure executrices
where
a wide range of participation is encouraged.
5.
Participation
Difficulty getting
trainees to
participate.
a. Ask open-ended questions and provide positive feed-back when trainees
participate.
b. Plan small group activities such as dyads, case studies, and role plays to
increase participation.
c. Invite participation by structuring activities to allow trainees to share early in
the program.

31. 6. Timing Trouble with timing and
worries about having too
much or too little
material.
a. Plan for too much material and prioritize activities so that some can be
omitted if necessary.
b. Practice presenting the material many times so that you know where you
should be at 15-minute intervals.
7.
Adjusting
instruction
Difficulty adjusting the
training material to the
needs of trainees
a. Request feedback by asking trainees how they feel about the training during
breaks or periodically during the training.
b. Redesign the program during breaks and have a contingency plan in place.
8.
Questions
Difficulty using questions
effectively and
responding to difficult
questions.
Answering questions
a. Anticipate questions by writing out key questions that trainees might have.
b. Paraphrase and repeat a question so everyone hears the question and
understands it.
c. Redirect questions you can’t answer back to the trainees’ and try to find
answers during the break.
Asking questions simple questions and provide enough time for trainees to
answer.
9.
Feedback
Unsalable to read
trainees and to use
feedback and evaluations
effectively.
a. Solicit informal feedback during training or breaks on whether the training is
meeting their needs and expectations and watch for nonverbal cues.
b. Do summative evaluations at the conclusion of the training to determine if
the objectives and needs of trainees have been met.
10.
Media
Materials
Facilities.
Concerns about how to
use media and training
materials.
Media
a. Know how to operate every piece of equipment you will use.
b. Enlist assistance from trainees if you have a problem and need help.
Materials
a. Be prepared and have all the material placed at trainees’ workplace
Facilities
a. Visit facility beforehand to see the layout of the room and where things
are located and how to set up.

32. SL # Problems Solutions
11.
Opening,
closing
techniques
The need for
techniques to use as
ice-breakers,
introductions, and
effective summaries
and closings.
Openings
a. Develop a file of ideas on experimentation and observation.
b. Develop and memorize a great opening.
c. Relax trainees by greeting them when they enter, taking time for
introductions and creating a relaxed atmosphere.
Closings
a. Provide a simple and concise summary of the course contents using
objectives or the initial model.
b. Thank participants for their time and contribution to the course..
12.
Dependence
on notes.
Feeling too dependent
on notes and trouble
presenting the material
without them.
a. Notes are necessary.
b. Use visuals such as notes on the frames of transparencies or your copy of the
handouts.
c. Practice and learn the script so you can deliver it from the key words on your
note cards.

33. Trainee Characteristics
1. Cognitive ability
2. Training motivation
3. Self-efficacy
4. Personality
5. Attitude
Training Learning
and Retention
Individual
Behavior
And Performance
Organizational
Effectiveness
Training Design
1. Active Practice
2. Conditions of Practice
FIGURE 5.1
Model of Training Effectiveness