The document outlines the comprehensive process of training design, emphasizing the importance of setting clear training objectives and understanding organizational constraints. It discusses various learning theories, methods of instruction, and key considerations for effective training programs, including trainee motivation and the effectiveness of demonstrations. Additionally, it highlights the roles of trainers and the need for adapting training to meet diverse learner needs.

2.  Training Design – Introduction – Perspective
for Designing training – Building a Training
Design – Learning Objectives – Components
and Methods – Training Process – Key
factors in designing –
 Social Learning Theory-Elaboration Theory-
Gagne Briggs Model- Expectency Theory
 General features of good demonstration –
Training of Trainers programs – Skills of an
effective Trainer
BY
MANOJ KUMAR.T B.Tech,MBA,NET..
Asst Professor
Sri Kaliswari Institute of Management and Technology

3. Training Design – Introduction
The design phase of training is a process of identifying set of specification
that will be used in the development phase for creating modules.
It is a process of identifying the set of specifications that will be used in the
development phase for creating the training modules.
It creates the guidelines that need to be followed when creating the
content, delivery process and materials to be used for the training.
It answers the following questions.
Why is training needed?
Who will be trained?
What are the training objectives? What methods will be
used?
When and where will training take place?
What are the guidelines to be followed

5. Organizational Constrains
Before developing the objectives, the Organizational Constrains should
be addressed.
Time allotted for the training
Number of trainees to be trained at the same time
Timings of the training – regular hours or overtime
Voluntary or mandatory training
Location of the training - Internal / External
Financial resources required

6. Organizational
Constrains
Organizational priorities
Budgets generally are limited. So choices must be made
about who gets trained and what type of training they
receive. One way of making these decision is to use
strategic direction of organization to set priorities.
Even if the organization does not have a clear strategic
plan in place, the top managers in human resource can
establish priorities by meeting with senior executives.
The technological sophistication of the organization
affect the type of training that can be offered.

7. Organizational Constrains
Budgeting for Training
The budgeting process presented here is from the perspective of the
HRD department that charges its customer (dept in organizations) for
the services that HRD provides.
In fact in some cases they are expected to market their services outside
and inside the organization.
Generally the budgeting process is carried by bidding on a project.

8. Organizational Constrains
Estimation of budget includes the following cost
i. Development Costs: Costs related with the development of the Training
Program. (TNA, Piloting of the Training, Materials used for designing)
ii. Direct Costs: Costs directly attributable for the delivery of the
training. (Trainer Fee, Rent, Materials and Equipments, Food and Beverages
etc)
iii. Indirect Costs: Costs incurred if the training were cancelled
(Marketing, Administrative, Clerical support etc)
iv. Participant Compensation: Remuneration for the high level
executive participants
v. Evaluation Costs: Costs associated with the evaluation of the
training program. (Testing cost)

9. Organizational Constrains
ii) Trainee population : If the TNA identifies two or more subgroups with the
same learning objectifies but different knowledge, skills and attitude.
It is difficult to develop a single training program to meet all their needs.
Sometimes that trainees hold negative feeling about a particular training
technique
So the organization constrains affects the training process and impact on the
training objectives
T.Manoj kumar
Asst Professor, SKIMT Training and Development

10. Training Objectives
Developing Training Objectives
It refers to all the objectives that are developed for the
training program.
• These objectives are used to design the training
program.
• It refers to what the learner is expected to achieve as
a result of training.
T.Manoj kumar
Asst Professor, SKIMT Training and Development

11. Training Objectives
There are four Types of Training Objectives:
Trainee Reaction Objectives
- Objectives set for how trainees should feel about the training and their learning environment
Learning Objectives
Describes the KSA that trainees are expected to acquire throughout the training program
Transfer of Training Objectives
Describes the changes in job behaviour that are expected to occur as a result of transferring KSA
Organizational Outcome Objectives
Describes the outcomes that the organization can expect from the changes in the trainees’ job
behavior
T.Manoj kumar
Asst Professor, SKIMT Training and Development

12. Learning Objective
Learning Objective : Learning can be observed only through the
influence of its behavior. Thus when writing learning objective only
think not only what is learned but also how it is demonstrated.
Components & Methods of Learning (Training) Objectives
Desired outcome : What should be expected to occur?
Conditions : Under what conditions is the outcome expected to
occur?
Standards : What criteria signify that the outcome is
acceptable?
T.Manoj kumar
Asst Professor, SKIMT Training and Development

14. Learning Objective
Desired Outcome : The desired behavior must be worded clearly &
Unambiguously. It is usually an action verb that the trainees are able to
do as a result of training.
Ex: Unclear Objective Statement : Employees will be able to cut
electrical wires (ambiguous)
clear Objective Statement: Employees will be able to cut electrical
wires of any size and sort them into piles .This statement indicates what
the learner would need to do at the end of training.
T.Manoj kumar
Asst Professor, SKIMT Training and Development

15. Learning Objective
ii) Conditions : Explaining the conditions under which the behavior
must occur further clarifies what is required. It includes the tools,
equipment's and place
Objective without condition specified ; “ The trainee will able to
differentiate between computer chips that are within specification and
that are outside specification”
Objective with condition specified : “The trainee will able to
differentiate between computer chips that are within specification and
that are outside specification by using a Ohmmeter and a chart &
record them using a software package”.
So providing conditions will make the objective even clearer.
Also the objective should consist of the reference material.
T.Manoj kumar
Asst Professor, SKIMT Training and Development

16. Learning Objectives
iii) Standards :Standards are criteria of acceptability for performance
Three potential standards are
i. Accuracy - No error
ii. Quality- 99% significance level
iii. Speed - Completing the work within in 15 minutes
Ex: Good learning objective includes behavior, condition & Standard.
Using a standard climbing harness and spikes -Condition
Trainee must climb a standard Telephone Pole of 10 Meters- Behavior
Within 5 minutes following the safety procedures-Standards
So write out the desired behavior, add conditions under which the conditions must be performed and finally
specify the standards that are going to be used.
T.Manoj kumar
Asst Professor, SKIMT Training and Development

17. Training Design
Perspective for Designing Training
Depending on the role and the status as a trainer one could design training in several different contexts.
i. One could be a HR Training Manager
ii. One could be an Institutional Trainer asked to design a training course
iii. One could be involved in a department’s function
Building a Training Design
Planning a Training Design session involves
1. Establishing learning objectives based upon identified training needs
2. Identifying the components to be included in the session
3. Assembling specific methods and activities in a coherent design
T.Manoj kumar
Asst Professor, SKIMT Training and Development

18. Facilitation of Learning: Focus on the Trainee
A) Individual Differences in KSAs: May due to different factors like
1. Increased ethnically-disadvantaged sections of the society
2. When there is difference in the workforce in terms of age, gender
3. New technology & government legislation is making it easier for
people with disablity.
Sometimes best selection process are not successful. So the design of
the training might able to address the issues that would prevent them
from being successful.
T.Manoj kumar
Asst Professor, SKIMT Training and Development

19. Facilitation of Learning: Focus on the Trainee
Differences in Learning Styles based on Felder –Silverman model
i) Sensing Versus Vs Intuitive Learner
Sensing learners don’t like training that doesn’t connect closely to
practical application, so prefers problem solving & facts
Intuitive leaners often prefers discovering possibilities and relationships
like innovation & dislike repetition
ii) Sequential Vs Global learners
Sequential learners tend to gain understanding in linear steps, with
each step following from the previous one.
Global learners are not able to absorb details until they understand the
big picture.
T.Manoj kumar
Asst Professor, SKIMT Training and Development

20. Facilitation of Learning: Focus on the Trainee
iii) Active vs Reflective learners :
Active learners tend to retain and understand information best by
doing something active with it-discussing or applying it or explaining it
to others.
Reflective learners prefer to think about new information before
applying it. They will process the information before applying it.
So a trainer should design the training program accordingly and use
combination of methods during the training to make the trainees to
learn.
T.Manoj kumar
Asst Professor, SKIMT Training and Development

21. Facilitation of Learning: Focus on the Trainee
B) Motivation of Trainee
Training should be designed not only to provide KSAs but also to motivate trainees to learn
those KSAs and apply them to the job.
i) Self-Efficacy : Is the feeling we have about our ability to successfully complete the
training. So self-efficacy can be improved through
Expectancy theory implications
a) Supervisors and peers tell the trainee that they are confident the/she can complete
the training successfully.
b) Provide the trainee opportunity to interact with older supervisor who already have
completed the training.
c) Provide the trainee about the clear objectives of training to reduce anxiety..
Thus by explaining the positive outcomes & its effect on their performance increases the
motivation of the trainees to complete the training successfully.
T.Manoj kumar
Asst Professor, SKIMT Training and Development

22. Facilitation of Learning: Focus on the Trainee
Implication from classical conditioning
Classical conditioning takes places without awareness. Ex: We salivate
when we smell something. Similarly emotional responses can be
conditioned.
Trainee Vs School Environment Vs Bad Experience
Trainee Vs office Environment Vs Stress
Therefore some situations are associated with pleasant and unpleasant
emotional conditional. So designing the training in a pleasant situation
Makes the trainees physically and emotionally comfortable.
T.Manoj kumar
Asst Professor, SKIMT Training and Development

23. Facilitation of Learning: Focus on the Trainee
Implication from operant conditioning
If a particular behavior is immediately followed by a reward the
behavior is likely to be repeated also punishment decreases likelihood
of the behavior happening again.
Know the things your trainees will see as rewarding and those that will
seen as punishing.
Plan to reward for the efforts of employees and give them proper feed
back
T.Manoj kumar
Asst Professor, SKIMT Training and Development

24. Facilitation of Learning: Focus on the Trainee
Goal setting demonstrates that specific, challenging goals result in
higher motivation levels than do no goals. So design the training
program in a way that should have individual and group goals.
Goal Orientation
Learning goal orientation: Persistence when having problems doing a
complex task
Performance goal orientation: Focuses on the end result . They prefer
easier task.
So motivate employees to exhibit learning goal orientation.
T.Manoj kumar
Asst Professor, SKIMT Training and Development

25. Facilitation of Learning: Focus on the
Training Design
1. Social Learning Theory(Eliminating Distraction and
Attracting Attention)
Proposed by Albert Bandura
People can learn new information and behavior by watching other people
via observation, imitation and modeling. It is known as observational
learning
Thus learning environment & process should be structured.
Attention distracters need to be removed & creature comforts should be
implemented.
T.Manoj kumar
Asst Professor, SKIMT Training and Development

26. Facilitation of Learning: Focus on the Training Design
Necessary Conditions
A) Eliminating Distraction :
The rooms should be at comfortable temperature
Walls should be neutral with pleasant colors without distracting objects
The room should have no view outside with windows at proper location
Chairs should not be so comfortable
Proper breaks should be scheduled & refreshment should be provided.
T.Manoj kumar
Asst Professor, SKIMT Training and Development

27. Facilitation of Learning: Focus on the Training Design
B) Attracting Attention :
Explain the trainee about the nature of training and job related benefits
State the learning objectives
Inform them that refreshments are available
Techniques of highlighting the important points should be built (Ex:
video)
T.Manoj kumar
Asst Professor, SKIMT Training and Development

28. Facilitation of Learning: Focus on the Training Design
C) Retention
- Remembering what was attended (Ability to store the information)
An individual goes through four stages in the process of retaining something is
taught
a) Activation of Memory
b) Symbolic Coding
c) Cognitive Organization
d) Symbolic rehearsal
D) Behavioral Reproduction
Transformation of learning into actual behavior
T.Manoj kumar
Asst Professor, SKIMT Training and Development

29. Facilitation of Learning: Focus on the Training
Design
Elaboration Theory/Macro Theory
It is based on a holistic alternative to the
part/whole sequencing that is usually
followed in training.
Sequencing
• Sequencing is the process of how to
group and order the content of
training. It is further classified into
a) Topical Sequencing
b) Spiral Sequencing
T.Manoj kumar
Asst Professor, SKIMT Training and Development

30. Facilitation of Learning: Focus on the Training Design
. Topical Sequencing –It requires the complete learning of one topic
before moving to the next task
Topic A
Topic B
Module 1
Module 2
Module 3
Module 1
Module 2
Module 3
T.Manoj kumar
Asst Professor, SKIMT Training and Development

31. Facilitation of Learning: Focus on the Training Design
Spiral Sequencing – It requires the learning the basics of the first task,
then the basics from the second task and so on.
Topic A Topic B Topic C
Topic A Topic B Topic C
Module 1 Module 1Module 1
Module 2 Module 2Module 2
T.Manoj kumar
Asst Professor, SKIMT Training and Development

32. Facilitation of Learning: Focus on
the Training Design
. The Gagne-Briggs Model / Micro Theory
This theory provides nine events of instruction to be
followed.
1. Gain attention
2. Inform the learner of the goal or objective
3. Activate motivation to learn
4. Stimulate recall of prior relevant knowledge
5. Present material to be learned
6. Provide guidance for learning
7. Elicit the performanced
8. Provide feedback
9. Assess performance
10. Enhance retention and transferT.Manoj kumar
Asst Professor, SKIMT Training and Development

33. Facilitation of Transfer
Transfer of training refers to how much of what is learned in training
transfers to the job. Transfer can result in the following transfer outcomes.
Positive Transfer: a higher level of jib performance
Zero Transfer : No change in job performance
Negative Transfer : A lower level of job performance
T.Manoj kumar
Asst Professor, SKIMT Training and Development

34. Facilitation of Transfer
I. Massed Vs Spaced Practice
Massed – Long, Continuous practice over a single session (4 hours training
continuous in one day)
Spaced – Short, broken down regular practice over a couple of days (Daily one
hour for 4 days)
ii. Whole Learning Vs Part Learning
Whole learning – Tasks are interrelated – High task organization – Learning of
driving skill (pressing down the clutch, changing the gear, changing the steering wheel, seeing the
road etc)
Part learning - Tasks are separated – Low task organization – Raising a car with a
lever, checking the tire pressure, changing the rubber tube)
T.Manoj kumar
Asst Professor, SKIMT Training and Development

35. Facilitation of Transfer
How to increase Transfer
i. Practice – Over learning
ii. Maximize similarity
iii. Understand general principles
iv. Support from all levels
v. Opportunity to perform on the job
vi. Feedback and reinforcement
vii. Vary the situation – Behavioral aspects
T.Manoj kumar
Asst Professor, SKIMT Training and Development

36. Demonstration
A demonstration is a visual display of how to do something or how
something works.
Whether demonstrating how to do something or demonstrating how
somethings works. The demonstration is most useful when your
training objectives are to increase knowledge & skills.
The most effective demonstration provides each trainee with resources
i.e equipments,materials, etc needed to do what is being
demonstrated.
Each trainee is able to copy the demonstration process immediately
after watching.
T.Manoj kumar
Asst Professor, SKIMT Training and Development

37. Demonstration
Features of Good Demonstration
1) Visible
Tell the trainees what you will be doing so they understand what the trainee
will be showing them. This focuses their attention on the critical aspect of
the task
2) Describing in stage
Demonstrate the task , what you are doing while you are doing.
3) Used in conjunction with real materials
Use the real material & equipment for demonstration & explain why each
part of the task should be performed
T.Manoj kumar
Asst Professor, SKIMT Training and Development

38. Demonstration
4. Encouraging
After the trainee completes the demonstration, it is time for the trainee
to try out
5. Intervening
Trainer must give the trainee an opportunity to do the task & describe
what he is doing & why
6. Provide Feedback
Trainer should provide feedback ,both positive & negative.
7. Practice
Allocate sometime and give opportunity to other learner to practice
T.Manoj kumar
Asst Professor, SKIMT Training and Development

39. Skills of an Effective Trainer (Trainer Like Qualities)
TLQ
T.Manoj kumar
Asst Professor, SKIMT Training and Development

40. Skills of an
Effective
Trainer
(Trainer Like
Qualities) TLQ
T.Manoj kumar
Asst Professor, SKIMT Training and Development

41. Skills of an
Effective
Trainer
(Trainer Like
Qualities) TLQ
T.Manoj kumar
Asst Professor, SKIMT Training and Development

42. Skills of an
Effective
Trainer
(Trainer Like
Qualities)
TLQ
T.Manoj kumar
Asst Professor, SKIMT Training and Development

43. Skills of an
Effective Trainer
(Trainer Like
Qualities) TLQ
T.Manoj kumar
Asst Professor, SKIMT Training and Development

44. Skills of an Effective
Trainer (Trainer Like
Qualities) TLQ
T.Manoj kumar
Asst Professor, SKIMT Training and Development

45. Skills of an Effective Trainer (Trainer Like Qualities)
TLQ
T.Manoj kumar
Asst Professor, SKIMT Training and Development

46. SKILLS OF AN EFFECTIVE TRAINER (TRAINER LIKE
QUALITIES) TLQ
T.Manoj kumar
Asst Professor, SKIMT Training and Development

47. DESIGN PHASE-SUMMARY
The Design Phase
INPUT PROCESS OUTPUT
Training Needs
Learning
Theory
Develop
Training
Objectives
Determine Factors
Facilitating Learning &
Transfer
Identify Alternative
Method of Instruction
Organisational
Constraints Evaluation Objectives