Items Description of Module

Subject Name Human Resource Management

Paper Name Training and Development
Module Title Training Design
Module Id Module -15
Pre- Requisites Understanding of process of Training and Learning
Objectives To study the process of Training Design
Keywords Training Design, Gagne-Briggs theory , Instructional design, Analysis

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 Quadrant-1

1. MODULE 15 : Training Design

2. Learning Outcome
3. Creating Effective Training Design
4. A training process model
5. Challenges and opportunities for training
6. Steps in designing process
7. Summary

1. Module 15 : Training Design

2. Learning Outcomes:
After completing this module the students will be able to-
 Understand the various factors of Training Design.
 Will be able to design training module for the organization

3. Creating Effective Training Design

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In today’s competitive world the training still is conducted through an instructor-led and centered
approach where the organizations spend huge amount of money. If we need to narrate the experience- we
need to emphasize the importance of training design. We can confidently say that still the training
managers, trainers, and Subject Matter Experts do not think of training design when considering
conducting a workshop, program. Since the focus is on covering a topic and the associated content and
not on the “learning experience” for the participants, we do not even talk about the learning that had to
happen.

3.1 The Problem and Its Solution

What is missing is not just the structure of training, but also the foundational aspects of training design
(analysis and objectives) are completely missing. The program or the session is so focused around the
content, that the expected outcomes and takeaways have also been removed from the picture.

Internal training managers, trainers, and Instructional Designers must take the responsibility of consulting
with the Subject Matter Experts on putting together a design-based structure for their sessions and
programs.

3.2 Why an Analysis Is Important

In the training field it is presumed that most people have heard of the ADDIE model and the variants or
newer approaches in the market. We need to understand that the important part is that they must be clear
about the requirements. The root cause analysis must bring up what is happening (or not), why it is
happening, and what is its impact on business outcomes. It must also present data of facts and figures that
support the aforementioned. A clear and thorough analysis can help in formulating the objectives for the
intervention and avoid confusion on the expected outcomes.

The objectives set the foundation for everything - be it content, instructional methodologies, level and
methods for evaluation.

3.3 Other Requirements

The base for the design has to be strong but need to mention here that one cannot imagine a proper
training design unless the specifications are duly mentioned and listed. The components of design require
considering how to club objectives into certain sessions, and also the instructional strategies (classroom,
digital, blended, how exactly in digital) that will come together to create a design for the overall
program/session. In order to ensure that there is sincere participation, the preamble has to be set. This
means that the importance and benefits of the program need to be well established with the key
stakeholders.

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Such a structured approach to learning assures a higher rate of work efficiency. If the goal is learning to
ultimately lead to a performance change, it is prudent that an adequate investment of time and effort is
made in training design of the experience for the participants.

4. A training process model

The training process begins with some type of triggering event. The need emerges when an organization
recognizes that Actual Organizational Performance (AOP) is less than the Expected Organizational
Performance (EOP). Triggering Event = AOP<EOP

Model ADDIE, a common model used by training professionals, includes the design step. Steps in the
model are analysis, design, development, implementation and evaluation

Source: http://www.instructionaldesign.org/models/addie.html

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4.1 Analysis Phase

In a Training Need Analysis, both training and non training needs are identified and analyzed. An
effective training system begins with the identification of the organization’s training needs. These needs
help in identifying performance gap (AOP is less than EOP).

These performance gaps can be current or future oriented, like profitability shortfalls, decreased customer
satisfaction etc. Another type of performance gap is future oriented. Here, the company is seen as likely to
perform poorly in the future unless changes are made. Once a performance gap exists, the cause must then
be determined.

Inadequate KSA results in training needs. The other prominent reasons for performance gaps such as
motivational issues are non training needs and require a different solution. In the analysis phase, the cause
of performance gap is identified, differentiating KSA from non KSA causes. The performance gaps
caused by KSA deficiencies are identified as “Training needs” because training is the solution. Analysis
phase attaches priorities to the training needs that are identified. According to the company requirements
and importance the training programs are taken up.

4.2Design Phase

Training needs identified in the analysis phase in addition to areas of constraints and support becomes the
input for design phase and the people responsible for creating effective training programs keep in mind
the importance of each element. An important output from the design phase is the development of training
objectives that provide specific direction for what will be trained and how. These objectives specify the
employee and organizational outcomes that should be achieved as a result of training and also becomes an
important input for the evaluation phase.

The other important element in the design process is identifying the factors needed in the training
program to facilitate learning and its transfer back to the job, including identifying alternative methods of
instruction.

4.3Development Phase

Program development is the process of formulating an instructional strategy to meet a set of training
objectives. The instructional strategy consists of the order, timing, and combination of methods and
elements used in the training program. Inputs to this phase are provided by design phase and outputs are
specific content, instructional methods, materials, equipment's and media, manuals, and facilities
integrated into a training plan designed to achieve the training objectives. These outputs of the
development phase serve as inputs to the implementation phase.

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4.4 Implementation Phase

Program development is the process of formulating an instructional strategy to meet a set of training
objectives. The instructional strategy consists of the order, timing, and combination of methods and
elements used in the training program. Inputs to this phase are provided by design phase and outputs are
specific content, instructional methods, materials, equipment's and media, manuals, and facilities
integrated into a training plan designed to achieve the training objectives. These outputs of the
development phase serve as inputs to the implementation phase.

Process evaluation – How well a particular process achieved its objectives.

Outcome evaluation – Evaluation conducted at the end of training to determine the effects of training on
the trainee, job and organization. This kind of evaluation uses the training objectives as standard.

5. Challenges and opportunities for training

1. Aligning training with business strategy
2. Changing demographics
3. Knowledge workers
4. Training as continuous improvement
5. Quality
6. Legal Issues

Teaching is mostly theoretically oriented where as training is practical oriented. Teaching provides new
knowledge to the people while training helps to increase the current knowledge of the incumbent to
perform the current job responsibilities better. Training is subset of teaching. Teacher provides
information, knowledge, experience where as trainer facilitates learning. Teaching usually refers to
classroom learning. On the contrary, training refers workshops, seminars involving various games, role-
plays, simulation methods etc.

Training design or instructional design is the process of creating a planned format for the development of
instruction. 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
i.e. what the trainees are expected to be able to do at the end of their training.Whether the training is to be
conducted in a classroom, delivered using an electronic format or using some combination of methods,
the design process sets the stage for the development of a program that produces results. The benefit of
good design is effective training that engages learners with various methods, flows logically for better
learning, uses resources wisely and meets learning objectives. The design phase of developing training
includes establishing learning objectives, planning the steps to achieve those objectives, sequencing and
structuring the steps to be taken including projects, lectures, videos, assignments, presentations, readings
or other activities, and determining evaluation procedures. Designing and producing a training session can
be a difficult task.

Another model which can explain the approach for the organization to provide a custom based answer to
meet the needs and challenges of the specific organization, addresses context, and can produce the best

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outcomes. All the four components need to be dealt meticulously to make the training program
successful. The importance of the design phase can be understood with the help of the illustrated model, if
the design phase is inappropriate then the entire process can go wrong lose its impact

 design
 development
 delivery
 evaluation

Programme Design and Development

The design starts with the desired business outcomes from the programme, the business strategy that
organization connect to, and the desired critical skills and behaviours needed at work to achieve them,
then the use of expertise and knowledge of your context to determine what will be the best solution, i e.,
the most appropriate type of intervention, eg face-to-face workshops, coaching, etc. To ensure workplace

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application of new learning the specialist facilitator(s) with the relevant knowledge and experience, and
who have the expertise, with appropriate content delivered at the right level, which will helps to put the
learning in context.

Programme Delivery

The program should roll out by using the approach:

Pre-work:
Prior to a workshop, participants should undergo a small brief about the learning process and which
prepare them for the upcoming training.

Experiential Learning:
Participants should take part in experiential workshops which expose them to new tools and methods to
be applied at work. Workshops should supplement by written material for future reference.

Review:
an end-of-workshop evaluation as to understand the level of satisfaction and commitment to apply what
participants learned.

Programme Evaluation

the Kirkpatrick Four Levels® evaluation methodology which evaluates the degree of Engagement (Level
1), Learning Achieved (Level 2), Behaviour Change (Level 3), and Business Results (Level 4). To
evaluate programme effectiveness, and make any changes necessary along the way:

Level 1 – Engagement: How well participants are engaged

Level 2 – Learning: How much learning is taking place

Level 3 – Behaviour Change: How much application of learning is taking place back at work

Level 4 – Business Results: How much of an impact there’s been on the identified organisation outcomes

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 To determine what training is needed. The first step in designing a training system for a company is to
determine what kinds of training is needed. The organization needs to conduct an organizational analysis,
a task analysis, and a person analysis.

The three-tiered examination of a company’s training needs is required to identify: factors that will inhibit
or support training, to identify tasks that most employees will need to be trained in, and to identify
employees that need to be trained.

Organizational Analysis:-An organizational analysis is used to identify company factors that can
negatively or positively impact the effectiveness of a training program. These factors include such things
as money available for training programs, and planning resources, employee relations and attitudes, and
company resources available for training purposes

Task Analysis: A task analysis is a process of identifying what skills and activities need to be taught

Person Analysis: An individual assessment looks at the performance of an individual employee and
determines what training should be accomplished for that individual.

6.Steps in designing process

1. Explain and define the purpose of training

In this step we need to be clear about the training needs which need to be accomplishing with
outlining the training needs before getting to the training needs, what is the need for this
training? Talk to the learners and their bosses and find out what they need to be doing
differently as a result of the training. Is the need knowledge, skill or attitudinal based?

2. Define the needs of participants

There are numerous ways to find the needs –by writing the information from all the
participants’ pre and post training assessment. The objectives should be written in
behavioural terms (what they will be able to do at the end of the training) and reflect the
knowledge, skill and attitude requirements

3. Determine the goals and objectives of the training program

In this step we need to clearly outline the expected outcomes and training content along with
selecting and developing materials. Make sure that the evaluation proves that the learning has
been taken on board.

4. Develop training content

The training content should be such which creates positive learning environment and training
objectives

5. Develop the instructional activities

An effective training design incorporates a variety of training strategies taking in account the
participants learning styles, group size, and trainers’ style. Make sure that training design
includes variations of approach to suit all learning styles. Include exercises, activities,
discussions, role plays, syndicate work, case studies etc. to stimulate and support the learning.

6. Put the training design in written format

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 Create a written document that provides a detailed plan of the training practices including
goals and objectives.

7. Evaluation format
The feedback and evaluation issues should be addressed well.

8. Feedback and follow up

Follow up action should include mentoring, booster sessions etc. A constructive feedback
can always help in making the training program effective.

These steps provide a holistic approach to training. They are interlined with one another,
providing a wider scope for the improvement of the training process. Each step is analyzed to evaluate
how it can be improved for the total effectiveness of the programme.

Source: Training Design and Execution Cycle

6.1 Match between training objectives and training methods

Training is designed to achieve the objectives formulated and appropriate training methods should be
adopted to achieve the objectives effectively.

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Source: An introductory course and training method for management development-Geneva1981

The factors shown in above figure graphically depict the considerations that influence the choice of
methods.
The trainer has a wide range of training methods to choose from. A right mix of one or more methods
should be adopted to suit each training program. Some of the important training methods for the designers
are below:
 Lecture
 Discussion
 Case study
 Role play
 Sensitivity training
 Syndicate
 Brain storming
 Computer assisted learning
 Exercise
 Business games
 In-Basket
 On the job training
 Project work
 Programmed learning

The training objective and the outcome an event seeks to achieve determine the choice of training
method. As clear if the objective is to develop technical skill, then there is need for practical exercises; if
conceptual skill, then case study could be a method. If attitudinal orientation is intended, then role-play is
an appropriate method.

The content
A training program should not be too heavy, so as to leave no time for the trainee to absorb and reproduce
the inputs as trials. Neither should it be so light nor the trainees perceived it to be a non serious effort. The
program should be stimulating and leave time and opportunity for reflection. While imparting training in

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precursor control, the training content must be tailored to the specific duties, roles and responsibilities of
the trainees in a particular group.
It is clear that 'training' is not simply organizing classroom sessions and it has a far more seriousness and
intent attached to it. This process can help us to identify the role of the personnel responsible for
organizing training and implementing the training policy.

The importance of learning in the training program has been emphasized over and again by various
researchers and academicians. The learning aspect has to be understood with the help of the Gagne Briggs
theory which has been linked with social learning theory. If the learning theories and the events linked are
stated, the training design can lose its impact as the training ultimately linked with the outcome of
LEARNING.

6.2 Basic Principles of Training design

Training design is general guided by some basic principles

1. Principle of learning
2. Principle of human performance improvement

6.3 The Gagne-Briggs theory

The Gagne-Briggs theory of instructional design is applicable to cognitive, behavioral, and attitudinal
learning. As a micro theory, it provides a set of procedures to follow for each instructional event to
enhance learning. The theory identifies nine events of instruction, which are tied to social learning theory

According to the theory of instructional design the list of events is:

1. Gain "attention," which parallels that of social learning theory

2. informing of the objectives
3. process of getting the trainees, attention" focused
4. Stimulating recall of prerequisite learning ties into activation of memory.

This theory stipulates that there are several different types or levels of learning. The significance of these
classifications is that each different type requires different types of instruction.

Gagne identifies five major categories of learning:

1. verbal information,
2. intellectual skills,
3. cognitive strategies,
4. motor skills and
5. Attitudes.

It needs to be understood that different internal and external conditions are necessary for different types of
learning.

Gagne suggested that learning tasks for intellectual skills can be organized in a hierarchy according to
complexity: stimulus recognition, response generation, procedure following, use of terminology,
discriminations, concept formation, rule application, and problem solving.

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The importance of the hierarchy is to identify prerequisites that should be achieved to impart learning at
each level. Prerequisites are identified by doing a task analysis of a learning/training task. The theory
outlines nine instructional events and corresponding cognitive processes:

1. Gaining attention (reception)

2. Informing learners of the objective (expectancy)
3. Stimulating recall of prior learning (retrieval)
4. Presenting the stimulus (selective perception)
5. Providing learning guidance (semantic encoding)
6. Eliciting performance (responding)
7. Providing feedback (reinforcement)
8. Assessing performance (retrieval)
9. Enhancing retention and transfer (generalization).

These events should satisfy or provide the necessary conditions for learning and serve as the basis for
designing instruction and selecting appropriate media (Gagne, Briggs & Wager, 1992).

6.4 Elaboration Theory

Elaboration theory is an instructional design theory that supports that content to be learned should be
organized from simple to complex order, by providing a meaningful context. The theory was given by
Charles Reigeluth (Indiana University) and his colleagues in the late 1970s.

An instructional design model that helps to select and sequence content in such way that can optimize
attainment of learning objectives. The supporters feel the use of motivators, similarities, summaries and
fusion leads to effective learning. While the theory does not address primarily affective content, it is
intended for medium to complex kinds of cognitive and psychomotor learning.

According to Reigeluth (1999), Elaboration Theory has the following values:

 It values a sequence of instruction that is as holistic, to improve meaning-making and

motivation
 It allows learners to make many scope and sequence decisions on their own during the
learning process
 It is an approach that facilitates rapid prototyping in the instructional development
process
 It integrates viable approaches to scope and sequence into a coherent design theory

There are three major approaches:

1. Conceptual Elaboration Sequence-used when there are many related concepts to be learned
2. Theoretical Elaboration Sequence- used when there are many related principles to be learned
3. Simplifying Conditions Sequence -used when a task of at least moderate complexity is to be
learned

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Instructional Design Documents-

The Role of the Design Document at the end of the instructional design phase, the training specialist
produces this document. This document consists of more than just a simple course outline; it provides a
high-level overview of the entire training solution.

A specialist’s instructional design document provides detailed instructions on how to build the course, but
parallel it needs to be understood that it doesn’t contain any actual course content; it’s similar to a
blueprint or road map to reach somewhere.

A model instructional design document will perform the following tasks:

1. Describe the overall learning approach

2. Identify instructional media choices Cluster
3. sequence objectives
4. Describe course exercises, activities,
5. assessments

Together these five elements create the overall instructional strategy for the course. A short course might
have a very simple design document, but complex and lengthy courses can have very detailed design
documents. The instructional design serves as a major quality assurance checkpoint. The training
specialist and the client discuss and agree to the design before development begins. It’s a lot easier to
adjust the design than redevelop materials later in the project.

6.3 Benefits

The Design Document is used for four main purposes:

 Check that the design concepts are cohesive and complete

 Present the proposed training solution to the client
 Invite feedback about the design
 Provide instructions to other training specialists who may work on the development phase of
the project

Designing a Training program:

Each program has its own special demands of needs to be fulfilled often we become the victims
of generalization and retard the effective process of learning. The feasibility of transforming
objectives into outcomes depends mainly on the following basic factors:

 Level of participants: An area of consideration affecting the choice of a training programme

is trainee characteristics, specifying the number of employees who need training, their ability
levels, and individual differences in training needs.
 Training period: The duration of training varies with the skill to be acquired, the complexity
of the subject, a trainee’s aptitude and ability to understand, and the training media used.
 Content: There are four basic areas of the training programme content. Each represents a
type of behaviour of material to be learned. The four content areas are, information,
acquisition of skills, attitudinal change, decision-making and problem solving skills.

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  Training methodology: The appropriate training methodology is decided on various factors
like the nature of the topic, time, and receptivity level of participants and availability of
faculty resources.
 Training Evaluation: Designing an evaluation system well in advance perhaps helps trainers
to consolidate their efforts in the right direction for its effectiveness.
 Financial provisions: Budget provisions play a very important role in designing training
programmes. The programmes, faculty resources, methodology etc. are all decided according
to funds available in the budget.

7. Summary

Designing formal training is time-consuming and expensive. Once it is designed, however, it needs
updating only as operational changes are instituted. Every new employee may then be trained using the
training plan and all materials that are already prepared. There is an initial investment of time and money,
of course, but thereafter training is consistent and convenient. The idea is similar to management
delegating certain responsibilities. Once the initial effort has been expanded, the employee can take the
delegated responsibility and free the manager for other tasks. Many employees excel when given
opportunities to take on more responsibility. And so with formal training—it better prepares an employee
to do the job and, after the initial effort of design, is ready and available for use every time a new
employee joins the team.

A little extra effort not only will make the entire experience worthwhile for the participants, but also will
boost achievement. Furthermore, over a period of time, the Subject Matter Experts will too build skills for
basic design and they will be grateful for the enhanced effectiveness of their sessions. The training team
must look at this as an opportunity to help their learners build confidence; a great training experience
cultivates a rewarding participatory culture.

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