The document discusses the process of designing training programs. It begins by defining training design and its significance as a planning process that involves analyzing training needs, defining outcomes, and developing a plan to achieve those outcomes. It then outlines two common models for training design: the instructional systems development model, which is a five-stage process, and the transitional model, which focuses on aligning training with organizational vision, mission, and values. Key factors to consider in training design include trainee characteristics, resources, and motivational dynamics. The process of design involves identifying objectives, content, methods, activities, and evaluation criteria, as well as planning follow-up activities.

1. Welingkar’s Distance Learning Division
Effective HR
CHAPTER-4
Designing Training Programs
We Learn – A Continuous Learning Forum

2. Objectives
• After completing this chapter, 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.

3. Meaning and significance of training
design
• After assessing training
needs, the training
manager will come to
know whether training is
the right solution to the
performance or
compliance problem.
• If training is seen as
solution to the problem,
then the training process
moves to the next stage
designing a program.
• Designing successful
training programs
requires not only a
thorough understanding
of the training problem,
but also a well-stated
definition of the results to
be achieved & a thought
out plan for achieving
those results.

4. Meaning and significance of training
design
• Design is a planning activity which in the
context of training, refers to
– 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.

5. Meaning and significance of training
design
• Training designers will have to consider certain
important factors from three perspectives before
designing a program and the three perspectives are
– cost, availability and appropriateness.
• Training designers will have to answer the following
questions -
– What materials will be required to implement the program
in a particular way?
– What media will be used?
– What specialized expertise will be required for
implementation of this design?

6. Meaning and significance of training
design
• The basic elements of
an effective training
design are:
– 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.

7. Meaning and significance of training
design
• Training design is nothing but a training plan
and involves three activities —
– Stating the training objectives
– Identifying the learning activities as well as
methodologies
– Sequencing the activities in which they have to be
held for meaningful learning.

8. Training design models
• Designers of learning programs should first
explore existing models before starting to design.
• Below are two training models that training
managers use while designing training programs
– Instruction system development model
– Transitional model
• We will discuss these in brief in the subsequent
slides

9. Training design models
• Instruction system development model

10. Training design models
• The Instructional System Development model
comprises of five stages:
– 1. Analysis
• This phase consist of training need assessment, job analysis,
and target audience analysis.
– 2. 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.

11. Training design models
• The Instructional System Development model
comprises of five stages:
– 3. 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.
– 4. Execution
• This phase focuses on logistical arrangements, such as
arranging speakers, equipment benches, podium, food
facilities, cooling, lighting, parking, and other training
accessories.

12. Training design models
• The Instructional System Development model
comprises of five stages:
– 5. 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.

13. Training design models
• 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.

14. Training design models
• Transitional
model

15. Training design models
• 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.

16. Factors to be considered for designing
a training
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

17. Motivational dynamics
• The training manager will also need to tailor
the contents and teaching style to the
motivational dynamics of trainees.
• Most trainees go through three phases of
motivation as under:
– 1. Initial stage:
• Here, the trainee’s primary learning goal is getting
started and learning enough material to proficiently
handle the routine tasks

18. Motivational dynamics
• Most trainees go through three phases of
motivation as under:
– 2. 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.
– 3. Matured stage:
• At this 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

19. Motivational dynamics
• Training managers should also consider the
learning styles of people.
• Such styles can be classified as
– 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.

20. Process of training design
• 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
and to specifying follow-up activities.
• Even though it is the standard sequence of
activities, training managers may have some
variations depending upon the situations.

21. Process of training design
• Identifying the training objective
– Training objectives are of great significance from a
number of stakeholder perspectives:
• Design
er
• Evaluat
or
• Trainee• Trainer

22. Process of training design
• Determining training content
– 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.

23. Process of training design
• Selecting training methods
– 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.

24. Process of training design
• Identifying learning activities and developing
lesson plan
– 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

25. Process of training design
• Defining evaluation criteria
– 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.

26. Process of training design
• Specifying follow-up activities
– 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 pre-
determined standards of performance be retrained?