MGT 423 : Chapter 05

Training Design
Training Design: Overview
 The training design phase determines what the
actual training will look like
 To do this, we use the three inputs discussed

earlier:

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Inputs for training design

Training Needs
Our understanding of
what people need to
learn

Organizational
Constraints
Learning Theory (General)-
Our Understanding of Availability of resources
how people learn which will shape the
design of the training
program

Inputs
Training Design: Overview
 These inputs are used to form training objectives,
or learning objectives….i.e. what the training
program will actually teach employees.
 These training objectives are then used to create

the design of the training program (i.e. the method

of delivery, content, materials, frequency etc.)
 Examples of questions at the Training design

stage:
◦ What method of training to use?
◦ How much time to allot for training?
◦ Size of training class
◦ Whether training is compulsory or optional?
◦ Will training be conducted on-site or off-site?
◦ Will training be conducted on working hours or separate hours?
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Types of Costs in Training Programs
(1 of 2)
Name Definition
Development Costs (costs related to the development of
the training program; TNA, piloting
of the training, materials used to
design the program, etc..)

Direct Costs (costs directly attributed to the delivery

of the training; trainer fees, facilities
(rent), Materials and Equipment, Food
and Beverages served, etc)

Indirect Costs (cost incurred even if training were

cancelled: marketing, administrative, &
clerical support etc)

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Types of Costs in Training Programs (2 of 2)

Name Definition
Participant Compensation (sometimes participants in a training
program are paid, for example if it is
a high-level professional training
program of top level managers
spanning several days or weeks,
then they will have to be paid

Evaluation Costs (costs associated with evaluating the

training program; creation of
assessment tools etc…for example,
training is evaluated by giving a
proficiency test (written or verbal
etc). The cost of making this test is
an evaluation cost)

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List Major Cost Items in Organizing a
Training Program
 The Most Common budget/cost items are
given below:
 A) Training Materials
 1) Folder/Course bag
 2) Pen, Pencil
 3) Note Sheet, Writing pad
 4) Handout, Exercise Sheets
 5) Marker pen
 B) Field Visits
 1) Hiring of transport
 2) Logistic Support

 C) Training Aids:
 1) White Board
 2) Sheets
 3) Marker
 4) Photocopying
 5) Cost for Slides
 6) Hiring of Equipments.
 D) Others:
 1) Food and Snacks
 2) Participants Training Cost
 3) Fess For resource person
 4) Fees for training Consultant
 5) Training Evaluation
 6) Travelling and Fees
 7) Miscellaneous
Training Objectives

Objectives are statements which describe what the learner is expected

to achieve as a result of training

There are 4 types of training objectives:

• Trainee Reaction Objectives
• Learning Objectives
• Transfer of Training Objectives
• Organizational Outcome Objectives

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Types of Training Objectives –
Part 1 of 2
1. Trainee Reaction These objectives describe the desired trainee
Objectives: (a) attitudes toward and (b) subjective
evaluations of the training i.e. how trainees
should feel about the training program and their
learning environment, ex- Trainees should feel
safe, comfortable and engaged….they should feel
like they can express their opinions

2. Learning Objectives: Describes the type of behavior that will

demonstrate the learning, the conditions
under which the behavior must occur, and
the criteria that will signify that a sufficient
level of learning has occurred
Ex- After the training, the employee will
properly know how to use SPSS software,
including correlation, regression and data
mapping functions within time deadline
5-
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Types of Training Objectives –
Part 2 of 2
3. Transfer of Training Describes job behaviors that will be affected by
training, the conditions under which those
Objectives:
behaviors must occur, and the criteria that
will signify that a sufficient transfer of learning
from training to the job has occurred
Ex- Using SPSS software, employees should be
able to correctly predict the relationship
between marketing expenditure and sales, or
organizational training and productivity

4. Organizational Describes the organizational outcomes that will be

affected by the transfer of learning to the job
Outcome
and the criteria that will signify that
Objectives: organizational outcome objectives were
achieved
Ex- As a result of correct forecasting with SPSS
software, profitability for the third quarter
should increase by 4%
Developing Training Objectives
A good training objective has three
components:
1. Desired Outcome – What should be expected
to occur?
2. Conditions – Under what conditions is the
outcome expected to occur?
3. Standards – What criteria signify that the
outcome is acceptable?
Ex- (for a Waitress) Serve 50 customers/Hour in a
fast paced, hectic environment so that customers
are satisfied, pleased and give a tip before leaving

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Developing Training Objectives
A good training objective has three
components

Desired Conditions – Under Standards – What

Outcome – what conditions is criteria signify that
What should be the outcome the outcome is
expected to expected to occur? acceptable?
occur?

Ex- (for a Waitress) Serve 50

customers/Hour in a fast paced, hectic
environment so that customers are
satisfied, pleased and give a tip before
leaving

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 Components of a Good Training
Objective
1. Desired Outcome ( In detail)
 Usually consists of an action verb that you want the participants to be able

to do as a result of the training

 Anyone reading the objective should be able to understand what the learner
will be required to demonstrate to indicate that he or she learned the KSA

 Ex- Employee will fully understand how to cut electrical wires (bad, unclear
about what “fully” means)

 Employee will be able to cut electrical wires of any size, and sort them into
piles (Good, clear action sequence)

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 Examples of Action Verbs that
communicate the Desired Outcome

 Build  Dissect
 Demonstrate  Draw
 Describe
 Identify
 Develop
 Implement
 Draw
 Write

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 Components of a Good Training
Objective
2. Conditions ( In detail)
 Explaining the conditions under which the behaviour must occur further clarifies
exactly what is required

 For example, in the previous example, “Using a wire clipper and pliars, Employee
will be able to cut electrical wires of any size, and sort them into piles ”

 So a description of the conditions usually states the tools and equipment, place
and situation required to do the job

 Conversely, if the job is to be done without the help of any tools or equipment,
that would also be a description of the conditions involved.
 Ex- “Without the use of any reference material”

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 Components of a Good Training Objective
 3. Standards ( In detail)
 Standards are the criteria of acceptability for performance.
 I.e. what determines the performance is acceptable?
 There are three aspects of Standards:
◦ Accuracy
◦ Quality
◦ Speed
 Examples:-
 Being able to take a reading off a thermometer with an error of no more than 1 degree
celsius (accuracy standard)

 Making products within manufacturing specifications 99% of the time (quality

standard)

 Being able to do a task in 15 minutes or less (speed standard)

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More Standard Examples
 Achieving a score of 75%
 According to policy
 Accurately
 With no errors
 Within one hour

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Example 1: Learning Objective
 Condition – “Using a standard climbing
harness and spikes”
 Behavior – “the trainee will climb a
standard telephone pole”
 Standard – “within 5 minutes, following
all safety procedures”

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 Determining Factors that Facilitate
Learning
 1. The Trainee
 a) Individual Differences in KSA’s
◦ When trainees have different levels of background KSA’s, training
them together can be a problem
◦ Two options:
 1. Same training to everyone (content-wise), but different training styles
used for people with different KSA’s. Example, some need more personal
assistance, guidance, advice etc while for others, a simple
demonstration is enough
 Advantages: Everyone covers same training material
 Disadvantage: Class slows down
 2. Separate training classes for people with different KSA’s.
 Advantage: Everyone can proceed at their own pace. Training speed does not
slow down
 Disadvantage: High cost for developing different classes for different trainees

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 The Output Phase: Determining
Factors that Facilitate Learning
 B) Environmental Factor :
◦ Certain environmental factors are associated with certain
conditioned responses
◦ For example, a person who was bullied in school might hate
classrooms because it brings back bad memories. Thus, this
person would feel nervous and uncomfortable being in a classroom
situation (a training classroom)
◦ So, learning would not be effective
◦ Thus, the physical environment needs to be changed
◦ So, before training, we have to learn what makes trainees
comfortable and what environmental or other factors are
associated with positive memories or feelings

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 C) Differences in Learning Styles:

 Sensing learner : they don’t like training that does not

connect closely to practical application. They dislike
complications and surprises. They are good at memorizing
and patient with details. They prefer hands-on learning
opportunities.

 How can trainers help sensors: Trainers can show them the
application which related with practical world. ( think an
example on your own)
 Intuitive learner: They like innovation and dislike repetition.
They welcome new concepts and mathematical formulations.
They don’t prefer too much memorizing stuffs.

 How can trainer helps them: Try to create some incentives

plan for memorizing details and correct solutions.
Competition might work as well. (think an example on your
own)

 Visual and Verbal Learners : Visual learners prefer pictures,

diagrams, flowcharts, demonstrations. Verbal learners get
more things if it is written or explained verbally.
 How can trainers help them : Trainers can combine
flowcharts, diagrams or any other visual representation with
written documents and verbal explanation.

 Active and Reflective learner : Active learners tend to retain

and understand information best by doing something active
with it, discussing or applying it. Reflective learners prefer to
think about the new information before applying it. They like
to know the theory or issue before applying it

 How can trainers help them: for active learners trainer can
arrange problem solving activities as a part of training. For
reflective learners before any activity , trainer can arrange
group discussion, through discussion on the topic .
 Determining Factors that Facilitate
Learning
 2. The Training Design
 The Physical Environment
1. The room should be at a comfortable temperature, not too hot or too cold. (71-73
degrees F is an ideal temperature for most people)
2. The Walls should be a neutral but pleasant color, free from distracting objects such
as posters or notices unrelated to training. Also, the room should be soundproof
3. Ideally, there should be no outside view (close all windows and curtains)

4. The training facility should, ideally, be away from work where employees cannot be
disturbed by work matters (phone calls, boss calling etc.) If not possible, then it
has to be isolated (no interruption rule, phones off etc)
5. Breaks should be given if the training is long, as people tend to get distracted if
sitting and listening for too long.
6. Food and refreshments should also be given if the training is long and employees
are likely to get hungry. Remember, refreshments should be light and not sleep-
inducing (polao roast etc.)
 Determining Factors that Facilitate
Transfer
 Transfer of training: refers to how much of what is
learned in training is transferred back to the job
 Types of Transfer Outcomes:
1. Positive Transfer
Training results in a higher level of job performance (think an
example on your own)

2. Zero Transfer
Training results in no change in job performance (think an example
on your own)

3. Negative Transfer
Training results in a lower level of job performance (think an
example on your own)
 The Output Phase: Determining
Factors that Facilitate Transfer
 Practice
 Practice is the reproduction of learning to improve the KSA’s learned
in training
 Types of Practice:
1. Massed Practice
Long, continuous practice over one single session
Ex- One 4 hour driving class
2. Spaced Practice
Short, broken-down regular practice over a couple of days
Ex- 8 half-hour classes over eight days
Research indicates that spaced practice is usually better for skill retention. However,
for very complex skills, massed practice might be better at first, followed by spaced
practice (because short time periods don’t provide enough room to master extremely
complex skills)
 Knowledge of results : Providing feedback to a trainees is
important to learning and the transfer of training back to the
job. Feedback performs three functions:

1. It tells trainees whether their responses are correct on the

issue, allowing for necessary adjustments in their activities.

2. It makes the learning more interesting and encourages

trainees to continue

3. It helps in improving trainee’s performance

Measuring the effectiveness of Training :
Kirkpatrick's model

◉ Donald Kirkpatrick, first published his Four-Level

Training Evaluation Model in 1959
◉ The model was then updated in 1975, and again
in 1994, when he published his best-known work,
"Evaluating Training Programs.“
◉ The four levels are:
◉ Reaction.
◉ Learning.
◉ Behavior.
◉ Results.
Kirkpatrick’s Model

 Level 1: Reaction  Level 2: Learning

 Measures : Trainees  Measures : What

satisfaction. Was he
trainees have learned?
satisfied? Was he happy?

 How to apply : Feedback  How to apply : Before

form. and After test

 Why measure reaction:  Why measure Learning:

Helps to understand the Helps to improve the
level of acceptance of the training program
training among trainees.
Kirkpatrick’s Model

 Level 3: Behavior  Level 4: Result

 Measures: How much  Measures: Final results

trainees have changed of training. Whether
their behavior based outcome is satisfactory.
on the training they
 How to apply : consider
received. How trainees
positive outcomes. Like :
apply they information  Increase in production
 Increase in employee
 How to apply : long
retention
term activity.  Higher Job satisfaction
Observations and  Increase in customer
Interviews over time satisfaction etc.
Limitation of the Model

◉ Time consuming

◉ Expensive

◉ Not practical for all organizations and situations.