Program Design

Chapter 5

6 th Edition
Raymond A. Noe
McGraw-Hill/Irwin Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights
 Learning 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
⚫ Prepare a request for proposal (RFP) and a
list of questions to evaluate training
consultants and suppliers
⚫ Make recommendations about what
managers can do before, during, and a er 5-2
Introduction
⚫ Program design is the organization and
coordination of the training program.

⚫ Program design should include creating

conditions before the training event, preparing
lesson plan and contents and ensuring trainees
use and share the acquired knowledge and skills
on the job a er training.

⚫ Therefore there are a few important

considerations in designing effective program
design:
⚫ Selecting and preparing training sites 5-3
Figure 5.1 – The Program Design
Process

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Selecting and Preparing Training
Site
⚫ Training site: Room where training will be
conducted
⚫ Characteristics of good training room
⚫ Comfortable and accessible
⚫ Quiet private and free from interruptions
⚫ Sufficient space for trainees to move around easily
⚫ Enough room for trainees to have adequate work space
⚫ Good visibility for trainees to see each other, the
trainer and any visual displays

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Details to Consider When Evaluating a
Training Room
⚫ Noise and colors
⚫ Room structure and lighting
⚫ Wall and floor covering
⚫ Meeting room chairs
⚫ Glare
⚫ Ceiling
⚫ Electrical outlets
⚫ Acoustics
⚫ Technology

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Figure 5.2- Examples of Seating
Arrangements

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Choosing Trainers
⚫ Trainers should have expertise in the topic and
experience in training.
⚫ Should have good presentation and
communication skills
⚫ Using managers and employees as trainer will
have an advantage to an organization because:
⚫ They understand the company’s business
⚫ They tend to make the training content more
directly applicable to the trainee’s work
⚫ It shows they support learning at workplace
⚫ It can reduce the company’s cost on engaging
expensive consultants
⚫ Grooming employees as trainer is a recognition and
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personal development plan
Making Training Site and Instruction
Conducive to learning
⚫ Creating learning setting- Before choosing a
room, determine the extent to which trainees
decide
⚫ When, where, and how they will learn (self-
direction)
⚫ Whether learning will occur by interaction with
others (collaboration)

⚫ Preparation of materials
⚫ Be confident and do rehearsal
⚫ Design the training from the audience
perspective

⚫ Know the audience – 5-9

Table 5.2- Matching Training Rooms
with Learning Requirements

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Making Training Site and Instruction
Conducive to learning
⚫ Pretraining: Enhance motivation through
communication
⚫ Communicate to trainees before the training
about the purpose of training, learning objectives,
course prerequisites and who else will be
attending.

⚫ Provide an overview of the course at the

beginning of the course

⚫ Help trainees retain and recall training content

⚫ Use of mnemonics and metaphors 5-11
Making Training Site and Instruction
Conducive to learning
⚫ Classroom management
⚫ Cleanliness
⚫ Frequent break

⚫ Interacting with trainees

⚫ Need to be dramatic to draw attention
⚫ Avoid vocal distractions
⚫ Make learners comfortable
⚫ Class interactive

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Making Training Site and Instruction
Conducive to learning
⚫ Dealing with disruptive trainees
⚫ Disruptive? Employees who don’t want to be
trained.
⚫ Use activities that get them moving, engaged and
energized

⚫ Managing group dynamics

⚫ Ensure even distribution of knowledge or
expertise in group
⚫ Make sure everyone has an opportunity to
participate

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Table 5.3- Examples of How to Get
Trainees Involved

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Curriculum Course and Lesson Plan
⚫ Curriculum – an organized program of
study designed to meet a complex learning
objective.
⚫ Course or program – typically includes units
or lessons that are smaller sections or
modules covering different topics.
⚫ Lesson plan overview
⚫ Matches major activities of the training
program and specific times
⚫ Detailed lesson plan
⚫ Consist of the sequence of activities that will
be conducted in the training session and 5-15
Table 5.4- Design Document
Template

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Table 5.5- Design Document

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Table 5.6- Sample of a Detailed Lesson
Plan

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Table 5.6 cont.- Sample of a Detailed
Lesson Plan

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Table 5.7 Features of an Effective
Lesson Plan

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Figure 5.8- Sample Lesson
Overview

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Table 5.10- Content of a Sample Self-
Management Module

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Encourage Manager Support for
Training
⚫ Manager support: Degree to which managers
⚫ Emphasize the importance of attending
training programs
⚫ Stress the application of training content to job
⚫ Provide opportunities for trainees to use what
they have learned on the job
⚫ Action plan
⚫ Document that includes the steps required to
ensure that training transfers to the job
⚫ Includes
⚫ A goal identifying what training content will be used
and how it will be used
⚫ Strategies for reaching the goal
⚫ Strategies for receiving feedback 5-23
Figure 5.5- Levels of Management
Support for Training

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Table 5.11- Checklist for Determining a
Manager’s Level of Support for Training

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Peer Support
⚫ Support network:Group of two or more
trainees who:
⚫ Agree to meet and discuss their progress in
using learned capabilities on the job

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Opportunity to Use Learned
Capabilities
⚫ Opportunity to perform
⚫ Extent to which the trainee is provided with or
actively seeks experiences that allow:
⚫ Application of the newly learned knowledge, skill, and
behavior from the training program
⚫ Determined by:
⚫ Breadth- Number of trained tasks performed
⚫ Activity level- Number of times with which trained
tasks are performed
⚫ Task type- Difficulty of the trained tasks that are
actually performed

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Opportunity to Use Learned
Capabilities
⚫ Can be measured by asking former trainees
indicate:
⚫ Whether they perform a task
⚫ How many times they perform the task
⚫ The extent to which they perform difficult and
challenging tasks

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Technological Support
⚫ Electronic performance support system
(EPSS)
⚫ Computer application that provides skills
training, information access, and expert advice

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Sample of brochure

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