The document summarizes key aspects of designing effective training programs, including: 1) Program design involves three phases - pre-training preparation, the learning event, and post-training transfer strategies. The training site and materials should be tailored to the audience. 2) Trainers and content should be carefully selected to match the learning objectives. The program structure and activities should engage trainees and enhance retention of the material. 3) Audience characteristics like age, personality, and generational differences influence the best learning approaches and environment. Pre-training sets expectations and post-training supports application.

1. Dr. Steve Pham
Senior Lecturer in Strategy, Leadership, HRM
TLH043 SESSION 5
Program Design

2. University of Gloucestershire 2
Readings & Preparation
 Pre-readings: [core text] Chapter 5: Program Design & Case 5.1 Program
Redesign Reduces Costs.
 In-class discussion preparation: Go to
https://www.allencomm.com/portfolio/dominos/ for an example of training for
new employees developed by AllenComm for Domino’s Pizza. Review the
examples of the Pizza Maker course that are provided. What features does
the Pizza Maker course include that help to enhance learning and transfer
of training? Identify each feature and discuss how it enhances learning,
transfer of training, or both.

3. University of Gloucestershire 3
Session 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.
• 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.
• 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.
Dr. Steve Pham

4. University of Gloucestershire 4
Program Design
Program design refers to the organization and coordination of training.
• Program design is the heart of effective training because it directly
influences knowledge and skill acquisition.
• Programs must be carefully designed to ensure maximum learning.
Dr. Steve Pham

5. University of Gloucestershire 5
Program Design
Program Design Process
• Phase 1 Pre-Training: involves preparing and motivating trainees to attend training.
• Phase 2 Learning Event: involves preparing instruction and the physical environment.
• Phase 3 Post-Training: designing strategies to facilitate transfer.
Dr. Steve Pham

6. University of Gloucestershire 6
Designing Effective Programs
The training site refers to the room where training will be conducted – a
good training site offers the following features:
• Comfortable and accessible.
• Quiet, private, and free from interruptions.
• Sufficient space for trainees to move around easily, offers enough room
for trainees to have adequate workspace, and has good visibility.
Dr. Steve Pham

7. University of Gloucestershire 7
Designing Effective Programs
Characteristics of the training room that a trainer, program designer, or
manager should use to evaluate a training site – creating an environment
conducive to learning—there are a number of details to consider:
Dr. Steve Pham
noise colors
room
structure
lighting
wall & floor
covering
chairs
glare ceiling
electrical
outlets
acoustics technology

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Designing Effective Programs
Seat arrangement in training room:
• Fan-type seating: trainees can easily switch from
listening to practicing in groups.
• Classroom-type seating: appropriate when
lecture and audiovisual presentations are the
primary methods.
• Conference-type seating: appropriate for total
groups discussions (with no small group
interaction).
• Horseshoe type-seating: appropriate for both
presentation and total group instruction.
Dr. Steve Pham

9. University of Gloucestershire 9
Designing Effective Programs
Choosing Trainers
• Trainers need to be both skilled in the
subject matter at hand and in program
facilitation.
• Given that trainers are central to
learning experience, great care should
be taken when selecting outside
vendors.
Dr. Steve Pham
Preparation of Materials
• Know content very well.
• Use mental and physical rehearsal to build
your confidence and assess your strengths
and areas for improvement.
• Observe master trainers to get new ideas
• Design the training from the audience’s
perspective—ask “So what?”.

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Designing Effective Programs
Know the Audience: Age, Generation, and Personality Differences–because most
groups include a mix of generations, provide a learning environment that can benefit
all learners.
• Traditionalists prefer a standard training room, an orderly environment, and do not like
being put on the spot.
• Baby Boomers prefer classroom learning, interactive activities, and materials that provide
an overview and means to access more detailed information.
• Generation Xers prefer a self-directed learning environment that includes technology-
delivered methods.
• Millennials like to learn by working alone and helping others to learn; they prefer blended
learning.
• Nexters prefer entertaining training activities; they respond well to training that is interactive
and creative.
Dr. Steve Pham

11. University of Gloucestershire 11
Designing Effective Programs
Know the Audience: Personality Differences
• Using the Myers-Briggs Type Indicator (MBTI) as a tool for instructors to understand learner
needs and styles. The MBTI focuses on how we gather information and how we make decisions –
an assessment tool designed to help individuals understand their personality and how to use
personality preferences at work and in lives.
• MBTI theory suggests that personalities differ on four dimensions. We gather information with an
emphasis on either facts and details (Sensing or S) or on abstract patterns and possibilities
(Intuition). We make decisions based on logical analysis (Thinking or T) or on personal values
(Feeling).
• MBTI assessment provides a four-letter personality type that is related to each of the four
personality dimensions. The dimensions combine to form sixteen personality types (e.g., an
individual can be an ISTJ, an ENFP, or an INFP).
Dr. Steve Pham

12. University of Gloucestershire 12
Designing Effective Programs
Pre-Training Motivation
• Communicate to trainees the purpose of the course, objectives, prerequisites,
and who else will be attending.
• Assign pre-work to ensure trainees come to the program with a sense of focus
and a basic understand of training content.
• Managers should encourage attendance and set expectations for learning.
Dr. Steve Pham

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Designing Effective Programs
Provide an Overview of the Course
• Give the big picture, including objectives, timeline, and activities, and
assignments.
• A concept map can be used for organizing and presenting knowledge which
includes concepts shown in boxes, with relationships between concepts
indicated by connecting lines.
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Designing Effective Programs
A Concept Map for a course
on conducting an effective
performance review
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Designing Effective Programs
Help Trainees Retain & Recall Content
• Chunk learning topics into short sessions of no longer than 20 minutes.
• Incorporate mnemonics and metaphors.
• Have trainees consider how they can use what they are learning.
• Incorporate application assignments.
Dr. Steve Pham

16. University of Gloucestershire 16
Designing Effective Programs
Classroom Management
• Monitor the room for extra chairs, overflowing trash cans, and piles of materials
left over from previous training sessions.
• A messy, disorganized, uninviting training room creates learning distractions.
• Give trainees frequent breaks so they can leave the room and return ready to
start learning again.
Dr. Steve Pham

17. University of Gloucestershire 17
Now STOP
…. and THINK…
• Why is doing this important? Why might trainers fail to do this?

18. University of Gloucestershire 18
Designing Effective Programs
Interacting with Trainees
• Communicate topics to be covered, the learning approach, and expectations.
• Be cognizant of the self-fulling prophecy.
• Be dramatic to emphasize key points.
• To create intimacy in large rooms, move toward trainees.
• Facilitate discussions from different parts of the room.
Dr. Steve Pham

19. University of Gloucestershire 19
Designing Effective Programs
Getting Trainees Involved – involvement is key to engaging trainees and
facilitating learning:
• Prepare questions to be discussed in breakout groups.
• Use creative activities and games.
• Use assessments for trainees to learn about themselves and others.
• Incorporate roleplaying.
Dr. Steve Pham

20. University of Gloucestershire 20
Designing Effective Programs
Leading a Discussions
• Discussions can be an effective means to engage trainees but need to be
planned.
• Discussions can be used to brainstorm ideas and solutions, debrief activities,
apply knowledge, and evaluate experiences.
• Use open-ended questions, different opening questions, follow-up questions,
and discussion prompts.
Dr. Steve Pham

21. University of Gloucestershire 21
Designing Effective Programs
Dealing with Disruptive Trainees
• Disruptions should be managed, not ignored.
• Address disruptions tactfully.
• For trainees who disrupt, sleep, or interrupt, consider using activities to engage them.
• Ask disruptive trainees to leave as a last resort.
Dr. Steve Pham

22. University of Gloucestershire 22
Designing Effective Programs
Managing Group Dynamics
• To ensure an even distribution of expertise, ask trainees to indicate whether they
consider themselves novice, experienced, or expert.
• Arrange groups with individuals of different expertise.
• Group dynamics can be altered by changing learners’ positions in the room.
Dr. Steve Pham

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Curriculum, Course, and Lesson Design
• A curriculum refers to an organized program of study designed to meet
a complex learning objective.
• A course or program covers more specific learning objectives and
addresses a more limited number of competencies.
• A curriculum road map refers to a figure showing all of the courses in a
curriculum, the paths that learners can take through it, and the
sequences in which courses have to be completed (e.g., identify
prerequisite courses).
Dr. Steve Pham

24. University of Gloucestershire 24
Curriculum, Course, and Lesson Design
Curriculum Road Map
• Design document outlines scope of project, delivery methods, and
objectives, and it is used to guide development and explain training to
relevant stakeholders.
• Lesson plan translates content and activities into a guide to help deliver
training and includes the sequence of activities that will be conducted.
Dr. Steve Pham

25. University of Gloucestershire 25
How to Choose a Vendor or Consultant
for Training Services
A request for proposal (RFP) is a document that outlines for potential
vendors:
• type of service the company is seeking
• type of references needed
• number of employees to be trained
• funding for the project
• follow-up process to determine level of satisfaction and service
• expected date of project completion
Dr. Steve Pham

26. University of Gloucestershire 26
Program Design Implications for
Transfer of Training
Determine if Focus Is on Near or Far Transfer
• One key consideration is whether the focus of training is on near or
far transfer.
• Near transfer refers to applying learned capabilities exactly as taught
in training.
• Far transfer refers to applying learned capabilities to a work
environment that is not identical to training.
Dr. Steve Pham

27. University of Gloucestershire 27
Program Design Implications for
Transfer of Training
Promoting Near Transfer
• Use standardized procedures, processes, and checklists.
• Provide explanations for any differences between training and work tasks.
• Encourage trainees to focus only on important differences between training tasks
and work tasks.
• Explain why the procedure should be performed exactly.
• Teach general concepts, broad principles, and key behaviors.
• Focus on general principles that apply to a number of situations.
• Provide a list of prompts and questions to help trigger self-reflection and questions.
Dr. Steve Pham

28. University of Gloucestershire 28
Program Design Implications for
Transfer of Training
Encourage Self-Management to prepare trainees for obstacles on the
job, provide instruction in self-management:
• Discuss relapses
• Set transfer and performance goals
• Identify obstacles
• Generate strategies to overcome obstacles
• Self administer rewards for successful transfer
Dr. Steve Pham

29. University of Gloucestershire 29
Program Design Implications for
Transfer of Training
Encourage Manager Support for Training
to increase levels of manager support, from
low to high, include:
• acceptance of training
• encouragement of training
• participating in training
• reinforcement
• allowing trainees to practice
• teaching—serving as a trainer
Dr. Steve Pham

30. University of Gloucestershire 30
Program Design Implications for
Transfer of Training
Peer Support
• Transfer can be enhanced by a support network among trainees.
• Peers can share successful experiences, discuss how they coped
with challenges, and provide encouragement and feedback.
Dr. Steve Pham

31. University of Gloucestershire 31
Program Design Implications for
Transfer of Training
Opportunity to Use Learned Capabilities
• Opportunity to use learned capabilities is central to successful transfer.
• Opportunity is influenced by the work environment and trainee motivation.
• Opportunity can be measured by asking former trainees: Whether they
perform a task? How many times they perform the task? The extent to
which they perform difficult and challenging tasks?
Dr. Steve Pham

32. University of Gloucestershire 32
Program Design Implications for
Transfer of Training
Technological Support
• An electronic performance support system (EPSS) is a ccomputer application
that provides skills training, information access, and expert advice.
• An EPSS can enhance transfer by acting as an as-needed reference resource.
• An EPSS can help measure and evaluate transfer.
Dr. Steve Pham

33. University of Gloucestershire 33
Using Knowledge Management for Learning
and Transfer of Training
Knowledge management is the process of enhancing company
performance by designing and implementing tools, processes, systems,
structures, and cultures to improve the creation, sharing, and use of
knowledge.
Dr. Steve Pham

34. University of Gloucestershire 34
Using Knowledge Management for Learning
and Transfer of Training
Knowledge Management Strategies
• Use technology, e-mail, and social networking sites to allow people to
store and share.
• Publish directories of expertise.
• Develop informational maps that identify where specific knowledge is
stored in the company.
• Create top management knowledge management positions.
Dr. Steve Pham

35. University of Gloucestershire 35
Using Knowledge Management for Learning
and Transfer of Training
Knowledge Management Strategies
• Require employees to give presentations.
• Allow employees to take time off to acquire new knowledge.
• Create an online library of learning resources.
• Design office space to facilitate interaction.
• Create communities of practice.
Dr. Steve Pham

36. University of Gloucestershire 36
Using Knowledge Management for Learning
and Transfer of Training
Keys to Knowledge Management Success
• The training and IT departments must collaborate.
• Technology must be easy to use and not cumbersome.
• There must be employee trust and a willingness to share.
Dr. Steve Pham

37. University of Gloucestershire 37
Using Knowledge Management for Learning
and Transfer of Training
Dr. Steve Pham

38. University of Gloucestershire 38
Using Knowledge Management for Learning
and Transfer of Training
Dr. Steve Pham

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Now STOP
…. and THINK…
• Why is it important to systemically design training?
• What are the limitations of the ISD and ADDIE models?
• What should you do in practice?

40. Dr. Steve Pham
Senior Lecturer in Strategy, Leadership, HRM
TLH043
TRAINING & DEVELOPMENT
Assessment Guide

41. University of Gloucestershire 41
Professional Associations
• Association for Talent Development (ATD)
• Academy of Human Resource Development (AHRD)
• Society for Human Resource Management (SHRM)
• Society for Industrial and Organizational Psychology (SIOP)
• Academy of Management (AOM)
• International Society for Performance Improvement (ISPI)
Dr. Steve Pham

42. Dr. Steve Pham
Senior Lecturer in Strategy, Leadership, HRM
TLH043 SESSION 6
Training Methods

43. University of Gloucestershire 43
Readings & Preparation
 Pre-readings: [core text] Chapter 7 Traditional Training Methods &
Chapter 8 Technology-Based Training Methods & Case 7.1 Training
Methods for Bank Tellers.
 In-class discussion preparation: Go to http://sans.org, the website for
the SANS Institute, which provides information security training. Under
“Find Training,” move down to “Training Roadmap” and click on one of the
courses listed. Review this information and then click on “Full Course
Information and Details.” What information is provided? How is it useful for
learners? For instructors?