The document outlines the principles of course design in training programs, emphasizing the importance of clearly defined training objectives to enhance learning outcomes. It discusses elements such as learning objectives, delivery methods, assessment activities, and considerations for effective training design. Key recommendations include making sessions interactive, utilizing appropriate training methods, and tailoring content to the needs of the learners.

1. Kungumaselvan T
Ph.D Scholar
Agricultural Extension & Communication
Course Design

2. Course design
• The course design is the technique of
arranging the course content in a logical
manner, so as to enable the trainees to learn
maximum from the training course.

3. • The design of the training program can
be undertaken only when a clear
training objective has been produced.
• The training objective clears what goal
has to be achieved by the end of
training program.
• Training objectives assist trainers to
design the training program.

4. Elements of course design
Learning
objective
TNA
Course
goal
Delivery
method
Assessment
Activities

5. Training need analysis
Process of identifying the needs of
the employee - job effectiveness
First stage of the training
development process
Addressing skill gaps in an
organization

7. Course goal
Overall intended results for the learners to
attain from the educational session
Keep instruction focused on the targeted
content
Provides overall direction for learning

8. Learning objectives
Statement which describes
‘what the learner will able to
do as a result of the course
activities.
Identifies what behaviour a
participant must demonstrate
in order to confirm the
intended learning took place.

9. Delivery method
Ways of communicating or imparting the new
information to the learners.
Lecture, demonstration, group discussion, case
study

10. Activities
Experiences that allow the learners to
practice applying the new skills and
knowledge.
Prepares the learners for assessment.
Participants: large group, small group,
individual.
Activities: workshops, role play,
presentations and group discussion.

11. Assessment
Evidence to
show the
learners has met
the objectives
Measures the
learners ability
to convert
theory into
practice
Capacity
measurement

12. Principles
Employees need based designing and
selecting of course material.
Create content around training objective
Consider adult learning principles

13. Creation of Practical oriented session
Session should be Interactive
Proper flow and connect between the segments
No longer sessions – break it into small

14. Steps for effective training

15. Important considerations while
designing a training programme
• Cover all content of the course

16. Motivating / Interesting course design
– AV aids
– Training methods
– Active involvement
– Related with job

17. Combination of training methods

18. Divide into modules
Step by step
Easy to manage
High efficiency
Full resource utilization

19. Do not start from
Monday
Do not start from 1st date
of month
Do not give a course
during festivals

20. Constraints
Time
Accommodation
Equipments
Budget

21. Conclusion
• Give importance to course deigning
• Effective course designing – effective learning
• Course material – learner centred – know your
target learners

22. References
• Brown, w. (2010). Course design. UNBC teaching manual.
• https://saylordotorg.github.io/text_human-resource-
management/s12-04-designing-a-training-program.html
• http://thepeakperformancecenter.com/business/learning/cou
rse-design/elements-of-course-design/
• Wiggins, G. P., & McTighe, J. (2005). Understanding by design
(2nd ed.). Alexandria, VA: Association for Supervision and
Curriculum Development.