training design

Welingkar’s Distance Learning Division
CHAPTER-03
Training Design
We Learn – A Continuous Learning Forum

Introduction
• The first step involved in designing the training
programme is to choose a strategy or a
combination of strategies.
• The second step is to break the general training
objectives into constituent pasts
• The third step is to use the specifications of
different training methods. Contd:

• The fourth step is to decide on different
packages in which the programme could be
offered.
• The fifth step is to work detailed training
events into sequences and finally into the
shape of the total programme package

The ability to help a person learn is not a matter of
direct trainer skills but the ability to coach a person,
give lectures and lend discussions. These are
essential skills but to use them effectively they
should be based on well-designed training. The
design and implementation of the training will be
done by the trainer. The design is a vital part to the
Systematic approach to training. The trainer needs
to develop own approach to the following:

• It is suitable to meet identified training needs.
• Collaborate with client organization to meet
their requirements
• Use the resources effectively and efficiently.
• Plan action for others and oneself.
• Ensure satisfactory result of the training.

Perspective for Designing Training
Depending on the role and the status as a trainer one could
design training in several different contexts.
• One could be a human resource training manager
• One could be an institutional trainer asked to design a
training course on Multi Media.
• One could be involved in a department’s Function. The
design activities can be undertaken under training
programme, Training course and Learning Unit.

Learning Unit
A Training need become more clearly defined by
means of job and task analysis, more specific
training can be provided. A learning unit can be
designed for specific tasks or outcomes to
provide a basic building block for both courses
and programme.

Training sessions
There is an underlying need to design individual
detailed training sessions. Sessions need to be
designed to make optimum use of time and
opportunities available. These sessions are short
in duration, single location and achieve a limited
objective.

Building a Training Design
Learning Objectives, Components and Methods
Planning a training session involves:
1. Establishing learning objectives based upon
identified training needs.
2. Identifying the components you want to
cover in the session. Contd.

3. Assembling specific methods and activities in a
coherent design that might be compared to a movie
script.
Learning objectives are statements of what we want a
learner to know, feel or be able to do at the end of
training.
Learners will understand the basic principles of adult
learning and be able to apply them by developing
training strategies appropriate to different learners in a
structured exercise.

Learners will be able to describe their own individual
learning styles and general styles of other learners.
Learning components are statements of what will be
covered in the training session. For the same session,
components might be:
• Relationship of principles of learners own experience
• Discovery of individual styles
• Practice with selecting training strategies
• Experience in working with peers.
Contd:

A training design arranges specific methods and
activities in order to accomplish the learning
objectives.
A training design may include:
• Census: Learners are asked to remember their
adult life when they started to learn
something and then abandoned it.
Contd.

• Flip Charts: Presentation of basic adult learner
characteristics.
• Exercise: Participants are divided into groups
to go through various training exercises.
• Review: Major points that have come up in
the session.

Types Of Training: Location Based Approved
Training methods and locations can be discussed under
three broad headings i.e. training at work place, training
at organizational or external centers and a combination
of training at work place and training centers.
Training at the Work Place: Training at work-place may
take variety of forms. It is identified with career
development and the acquisition knowledge, skills and
attitudes from the continuous experience and
opportunities provided by work itself. Personnel
department plays a key role here. Contd.

In recent times as result of the ever-increasing
emphasis on cost-effectiveness there has been a
tendency for much of the training that was formally
given at training centers to be now carried out at the
work place. The role of the central trainers have
changed, they take the place of consultants to local
managers in the design and provision for training at the
work place and in their traditional presentational and
instructional roles.
Contd:

Training at Training Centers: Here the training is conducted
by the full-time training staffs, assisted by occasional
lectures and tutors. Trainees work in groups and the
methods employed are lectures, case studies, simulation,
role play supported by films, CCTV, tape-slide projections
and other audio-visual aids. Training usually covers subjects
where needs are identified that are common to group of
employees of similar grades of jobs. The choice of methods
and locations are determined by the criterion of cost-effectiveness.
Centrally based training is costly however it is
essential in managerial and related subjects.
Contd:

Combining work-place and Central Methods:
The typical features of this method are:
• Training is designed by central trainers and
managers.
• It is designed as a series of separate but
interdependent modules.
• It is a series of short courses at the center
interspersed with long periods of study at work
place. Contd:

• Training at the work place is prepared in a form that
facilities locally supervised self-study.
• Progressive and final tests of learning achievement
are built into the programme.
There are certain advantages of this combination:
• It uses the advantages of the individually oriented
work-place and the group-oriented central training
methods.
Contd.

• It is very flexible.
• Training can be extended as long as necessary.
• There is achievement oriented partnership between line
managers, trainees and central trainers.
• Integration of work and training is very important.
• The assessment of learning achievement is very valid.
• It is useful for management training.
• It is more cost effective.

Assessment of Effectiveness
Assessing the effectiveness of training is the
“bottom line” of the SAT. It is the end of the road
and the point when we have to ask whether the
costly investment in analyzing needs, designing and
providing training has been justified by the results,
i.e. the effects on work performance. In practice two
kinds of assessment are needed individual and
organizational.
Contd.

In assessing the effectiveness of individual training
there are two main occasions when it is necessary to
take stock i.e.
1. On the completion of training to determine whether
training objectives have been achieved.
2. After a lapse of time following the completion of
training in order o determine whether training has
had the required effect on actual work performance.
The assessment of the effectiveness of training for
individuals must be carried out jointly by trainers,
trainees and the line managers.
Contd:

There are two sources of information for assessing the
effectiveness of training of individuals i.e. tests designed
to measure learning achievement as objectively as
possible and subjective opinions. Apart from the
evidence of objective tests both trainers and trainees
will have opinions about the value of training. Such
options are subjective and thereof limited. Trainees
must analyze the course in terms of their own needs
and objectives and assess what they think they have
learned and its potential value to their future work.
Contd:

Central trainers need to make a careful note of
trainees comments. When trainees return to their
work they must have constructive and systematic
discussion with line managers. When people are
caught up in work they tend to forget their training ,
it is therefore necessary to set up a formal system to
impose discipline for action and to standardize
organization practice. When training is provided
centrally or externally it is also very important for
the training staff to receive feedback.
Contd:

There are three ways by which central and external
trainees may obtain the information they need i.e.
• By sending questionnaires to all former trainees and
their line-managers.
• By visiting a sample cross-section of former trainees
and their line managers for direct discussions at their
places of work.
• By holding short conferences of former trainees for
collective comparison of post-training experience
and assessment of training’s ultimate effectiveness.
Contd:

In the interval between the end of training and the
point of assessment other influences will inevitably
affect work performance for better or for worse e.g.
personal problems, managerial styles etc, there are
many factors both inside and outside work some hidden
from view and not measurable which may affect
behaviour. The training could be organized through the
following:
• A well structure course, placement in an institution.
• Workshop, seminar and menhoring.

A fully structured training programme
The system of structuring a training programme is
derived from the formal education system. This is
very commonly used method of training. The
syllabus and the daily programme schedule are
drawn by the training institution as they consider
relevant to the needs of the trainees and different
topics are covered in a stipulated time frame..
Contd:

The programme schedule may be discussed with the
trainees after registration and initial orientation so
that the personal needs of the trainees could be
taken into consideration while delivery of the
programme

Drawbacks
1. The emphasis of the programme is mainly on
dissemination of information.
2. The contents of the programme are to be rigidly
followed.
3. There is only one trainer responsible for the
programme who may be called Programme
Director.
4. Sometimes the trainers do not possess enough
expertise to train. Contd:

5. Sometimes outside conventional resource
persons are invited in the programme for short
duration.
6. Adequate importance is not accorded to self-awareness
and attitudes of the trainees.
7. Facilities for practical and field visits are not
always available.
8. Coverage of the syllabus during a specified time
becomes the most important objective for the
training institutions.

Semi-Structured Training Programme
A semi-structured training programme is formulated
with basic assumptions that necessary changes are
made as and when required based on the needs of the
trainees. Although an effort is made to “consult “the
trainees but it is a mere formality. After the trainee
registers himself he is not in a position to react to the
training programme to the extent necessary. Thus this
method is not very effective. In this method proper
leadership of the trainer is very important.

Unstructured Training Programme
This is a very recent development and is a difficult method.
It calls for maturity and necessary skills by the trainees. The
trainees themselves structure the day-the-day programme,
as there is a prestzructured programme. The trainers play a
crucial role and so has to work hard. Such a training can be
organized if a group is manageable, it needs a lot of
initiative, innovation and hard work on the part of the
trainees in mobilizing the resources in terms of manpower,
teaching method, teaching aid, placement etc.
Contd:

Prerequisites of an Unstructured Programme
1. The trainers should possess sufficient maturity,
experience and skills.
2. The objective of the programme is clear to the trainees
as well as the trainer.
3. The organizers and trainees are prepared to explore and
venture into innovative areas.
4. Necessary resources are made available to the group as
and when the programme develops in a short notice.
5. The trainers must have patience.
6. The trainers are prepared to forego wastage of resources
in an unstructured programme

Other Forms of Training
• Pre-service training
Pre-service training is generally in the nature of
university level professional education or specialized
training for persons before they are appointed in
different jobs. In-service training is provided after a
person is duly recruited and offered a job. It is for
specific duration. While pre-service is given to a
person for a specific job.
Contd:

• Refresher Training Course
The refresher course is to be organized only for those
who had the opportunity for being exposed to the job
or in-service training. This course should not only
review the various skills and methods used as trainers
but also need to deal with new skills and new functions
which are relevant to the job. It helps to revise the
syllabus of the training, the duration is usually one week
to 10 days. The emphasis is however on job-oriented
practical training.
Contd:

• Orientation Programme
An orientation programme is conducted for workers before
they are put on the job in which they are given orientation
in a particular field or activity. This programme presupposes
that the person has the knowledge and the skills of the
subject matter. It is usually for one week.
• Seminar-Workshop
Other informal forms of training and seminars and
workshops covering a particular topic but not the whole
field of activities. Senior policy-makers use this, because of
age, status etc are unable to participate in formal training
programme.

Other Forms of Training
These cover the following areas:
1. Attitude or personal development training
2. Skill training
3. Field Training
Some other activities are:
• Broadening the experiences of staff members by
exposure to number of departments.
• Individual or group projects
• Participation in meetings, conferences and lectures.
• Short courses, discussions or talks.

Training Process
1. Awareness of need
2. Consult with Client
3. Specify Symptoms
4. Analyze Training Needs
5. Defining existing Capabilities of Proposed Audience and
Define Selection.
6. Select Program objectives and define Specific Learning
Objectives( Knowledge, Skills and attitudes)
7. Build Curriculum (Content and Sequence)
8. Select Methods and Materials
9. Other Instructional Resources (Physical, budget,
Personnel, time) Contd:

10. Conduct training( Validate First)
11. Decide the Evaluation Methods.
12. Produce the Evaluation Instruments.
13. Discuss with the Involve the Line Manager.
14. Make Environmental Preparations
15. Line Manager’s Briefing.
16. Pre-Test the learners.
17. End of course Validation and Action Planning
18. Line Manager’s De-Briefing
19. Review of Validated Training
20. Medium and Longer-term Evaluation.

Key Factors In Designing
Course Design
Major Steps involved:
1. Identifying training needs
2. Determining the objectives
3. Determining the contents
4. Deciding on the appropriate modes of training
5. Suggesting appropriate methods
6. Preparing teaching material
7. Deciding upon evaluation procedure.

Identifying Training Needs for Course
• New recruits may not possess the specific knowledge or
skill required.
• When employees are transferred from one department
to another.
• When employees are promoted.
• When there is a change in the policy of the organization.
• When the organization undertakes new functions with
change in their goals.
• It is necessary sometimes as a “refresher course” to
update knowledge and skill.
Contd:

The designer of the course seeks information about
the knowledge, skills, attitudes etc required by a
particular category of employees. Sources of such
information are:
• Job description of a particular job.
• Whether information which is listed in job
description is available or not.
• Superiors can give useful leads.
• Incumbents presently working can suggest their
training needs.
Contd:

• Audit departments and external consultancy
reports can also provide useful information.
• Opinions of specialists on job requirements
can also be useful.
• Trainers insight and their past experience is
also helpful.
• Management audit on the teaching effects
may provide useful leads.

To get information with regards to previous knowledge,
experience etc the main sources are the personal records of
the particular employee.
1. Establish or maintain rapport.
2. Find out if the trainee is left-or-right handed.
3. Outline the structure of the training programme
4. Confirm details of pre-training briefing
5. Confirm trainee’s level of knowledge, skills and
experience.
6. Establish own creditability
7. Clarify procedures for testing and reporting.
8. Administrative points
9. Any questions.

Headings to Introduce a Training Session
• Revision / Review
• Topic
• Confirm Trainee’s level of knowledge or skill
• Context
• Objectives
• Motivation Structure and timing
• Ground Rules
• Jargon and Technical language
• Showing a finished article.
• Explanation, Demonstration, Imitation Contd:

• In Digestible chunks Delivered at an appropriate
speed and with interval.
• Assumptions
• Ambiguity
• Asking Questions
• Use of visual aids
• In a logical sequence
• Clear and concise
• Relevant
• Accurate
• Accompanied by an explanation (Manuals)
• Looking at the trainee

General Features Of a Good Demonstration
A good demonstration will be:
• Visible
• In stages
• Used in Conjunction with real material
• Done at an appropriate speed
• Analyzing
• Intervening
• Encouraging
• Explanation and Demonstration of Procedural skills
• Chains
• Practicing Manual Skills (Imitation)
• Observing

Learning of Concepts and Principles Related to
Procedural Tasks
In the process of learning a procedure the trainee may have
to learn new concepts and principles in relation to the
whole procedure or to a particular steps.
The learning tactics recommended for teaching concepts are :
• Where possible display the idea diagrammatically
• Present a range of examples and non-examples of the
concept.
• Emphasize the links and relationship between related
idea.
Contd:

• The trainee has to identify the similarities and
differences between the new concept.
• Encourage the trainee to think and talk actively about
the concept and what it means.
The appropriate learning tactics to use to teach principles
are as follows:
• Define the principle or rule.
• Get the trainee to express the principle.
• Present examples of the principle.
• The trainee should generate her own illustration of the
principle.
• Get the trainee to apply the principle.

Memory and procedural Skills.
Committing to memory all the facts etc. needed to perform
a procedural task satisfactorily may, in some cases be quite a
tall order. There are number of devices that can assist the
trainee to lighten the memory load.
• Mnemonics are wisely used as aids to remember
procedures or specific information and often form the
basis of check lists.
• Anecdotes serve not only to assist the memory but they
make explanations more interesting.
• Visual aids and job are often neglected during one –to-one
training.

Teaching Form-Filing
Amongst the most frequently taught subject matter related to
procedural tasks is how to fill in forms. It can be a painful and
tedious process. Forms become interesting when it is known
why information is asked for and particularly when the trainee
is involved in trying to work out why. Such questions as :
• Why do you think we need a persons date of birth?
• Why do we need to know what their salary is?
• Why does the signature need to be witnessed?
• How do you think the manager will use the piece of
information? Etc.

Explanation and Demonstration of
Interpersonal Skills
In order to organize and carry out an effective one-o-
one training session in interpersonal skills the
trainer needs to consider the following issues:
• Identifying key or critical behaviors.
• Demonstration or modeling.
• Practice and Rehearsal

Micro-Skills Exercise
Before practicing a particular set of interpersonal skills it is
often found useful to undertake short exercises that
concentrate on specific skills or sub-sets of the over all skill.
Role Play
The trainee might practice all the relevant interpersonal
skills by means of role playing.
Live Enactment
An essential part of any one-to-one interpersonal skills
programme must require the trainee at some point to face
real customers, clients etc.

Reflection and mental rehearsal
These are useful methods to include as part of an
interpersonal skills one-to-one programme. Mental
rehearsal has proved to be a valuable accompaniment
to the more traditional approaches. It is particularly
valuable to introduce reflection as mental rehearsal just
after trainees have observed a model and prior to role
playing of live enactment.

Feedback and reinforcement
Feedback provides the trainees with information
about the effect or consequence of a performance
or the manner in which a performance was carried
out. The learning and skilful application of key or
critical interpersonal behaviors can be brought out
by the trainer reinforcing such behaviors through
praise and encouragement and by giving
informative, descriptive.
Contd:

feedback that is, feedback that avoids value
judgments like “good” or “wrong”.
Feedback and reinforcement should be given
very soon after the trainee has exercised critical
behaviour

The Following Guidelines help to make
feedback effective
• Invite the trainee to comment on their own
performance first.
• Focus on what actually happened rather than
what should have happened.
• Ask questions to draw out relevant comments
from the trainee about their performance. Contd.

• Ensure the strengths and development areas are
discussed.
• Ensure feedback is relevant to the performance.
• Do not get involved in arguments.
• Consider the value of the feedback to the trainee
by being aware of their personal limitations.
Contd.

• Ensure that feedback is clear, tactful and
constructive.
• Do not overload the trainee to identify those key
areas which if improved could result in
improvement.
• Draw up a action plan with the trainee.
• Always try to finish on a high note by acknowledging
the things that were done well.
• Transfer of training: An important issue for any
trainer is whether trainees are able to put into
practice what they have learned in training.
Contd.

Positive transfer will have taken place if they are
able to make the transition from being in a training
environment to performing the job in reality.
There are 2 forms of positive transfer.
• Specific or pure transfer
• Generalizable transfer

Transfer can be effective if the following guidelines
are followed:
Making the training environment realistic, give
opportunity to practice and rehearse, introduce
variety of contexts to learn, avoid sessions in which
trainee is drilled and show the value of
interpersonal skills that are learned.

Consolidation
It is just as important to consolidate or conclude
training as it is to introduce it properly.
Heading to consolidate training session
• Summary
• Level of achievement
• Praise

• Reinforce the motivational message
• Look forward to the next session, do not introduce
new material
• Do not ask questions to test understanding
• Level of competence
• Action plan
• Trainer performance and Application

training design

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