HRM 3007

Training and Development

Lecture on
Designing Training
Sept 2020
References
• Noe R A, Employee Training and Development 7th ed
• Blanchard and Thacker; Effective Employee Training and Development. 4th ed
• Beebe et al Training and Development: Communicating for Success 2nd ed
Learning Objectives
• Explain the components of program design
• Develop training content following instructional system design.
• Develop training content to accomplish the learning objectives.
• Scope and sequence content according to the objectives.
• Describe various logical sequencing techniques.
• Develop a lesson plan.
• Create appropriate visual aids for presentations.
• Discuss learner needs
• Be able to choose and prepare a training site.
Programme Design AKA Curriculum
Design
What
needs to
How be
people learned
learn

Organizational
Constraints

Training Design
Training Design: What is involved?

• Develop training content following instructional system design.

• Develop training content to accomplish the learning objectives.
• Scope and sequence content according to the objectives.
• Describe various logical sequencing techniques.
• Develop a lesson plan.
• Create appropriate visual aids for presentations and other materials.
Training Design: Some questions and
issues?

• What will you include?

• How will you sequence the content?
• As you develop content, consider how you will evaluate student
learning?
• What training methods will you use?
• How are the training methods related to the needs of the learners?
Programme Design AKA Curriculum
Design
• Depending on how broadly educators define or employ the
term, curriculum typically refers to the knowledge and skills students
are expected to learn, which includes the learning standards or
learning objectives they are expected to meet; the units and lessons
that teachers teach; the assignments and projects given to students;
the books, materials, videos, presentations, and readings used in a
course; and the tests, assessments and other methods used to
evaluate student learning. An individual teacher’s curriculum, for
example, would be the specific learning standards, lessons,
assignments, and materials used to organize and teach a particular
course.
The Glossary of Educational Reform https://www.edglossary.org/curriculum/
Programme Design Components
• Course parameters,
• Objectives,
• Lessons overview, and detailed lesson plan.
• Information about the training site and space requirements.
Programme parameters
• The general pieces of information about the training program,
including the course title, target audience, statement of purpose,
goals, location, time, prerequisites and the facilitator’s name.
Program objectives are broad summary statements of the purpose of
the program
• Training/Course objectives or lesson objectives are goals for the
course or lesson and are more specific than the overall program
objectives.
EXAMPLE: Programme VS Learning
Objectives
Programme Objective Learning Objectives
• Broad goals the programme is • Operational definitions from the
expected to achieve training
• Point of view of the organization • Point of view of what the learner
or the learner must be able to do
• Maybe in the future say after • Immediate
graduation from University To demonstrate/ express/
Develop/provide/motivate illustrate/apply
EXAMPLE: Programme VS Learning
Objectives
Programme Objective
To equip students with knowledge
of research methods appropriate
to investigations in socio-cultural
and anthropological settings
Learning Objectives
1.1 Students can identify, define
and give examples of various
methods in ethnographic research
1.2 Students can explain and
interpret research methods in
selected ethnographic literature
1.3 Students can submit a
research proposal on a selected
ethnic group in a community
Objectives…Let’s start at the very
beginning…
• Training/Course objectives or lesson objectives are goals for the
course or lesson and are more specific than the overall program
objectives.
Objectives…How to Write Learning Objectives? 1/2

• Training objectives provide the direction for the training presentation

by identifying what the trainees should be able to do when they
complete the training.
• A training objective is a precise, specific outcome you are trying to
achieve.  
• Learning objectives are selected based on the results of the needs
assessment.
• learning objectives should meet the criteria of being observable,
measurable, attainable, and specific.
Objectives…How to Write Learning Objectives? 2/2

Learning Objectives • Training objectives provide the

1.1 Students can identify, define
and give examples of various
methods in ethnographic research
1.2 Students can explain and
interpret research methods in
selected ethnographic literature • learning objectives should meet
1.3 Students can submit a
research proposal on a selected
ethnic group in a community
direction for the training
presentation by identifying what
the trainees should be able to do
when they complete the
training.
the criteria of being observable,
measurable, attainable, and
specific.
Lessons overviews, and detailed lesson
plans.
• The lesson plan overview matches major activities of the training
program with specific times to prepare a schedule for the program.

• The detailed lesson plan is a guide used by the trainer that includes
the course title, learning objectives, topics to be covered, the
sequence of activities to be used, target audience, session time,
prerequisites, and the facilitator’s and learner’s roles and activities.
Lesson Planning
• No one template for a Lesson Plan.
Figure 5.8- Sample Lesson Overview:
Table 5.6- Sample of a Detailed Lesson Plan
Table 5.6 cont.- Sample of a Detailed Lesson Plan
Training Space and Environment
Considerations
Making Training Site and Instruction
Conducive to learning
• Creating learning setting- 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
• Know the audience
• Pre-training
• Provide overview of the course (course outlines!)
 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
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
Figure 5.2- Examples of Seating Arrangements
Table 5.3- Examples of How to Get Trainees
Involved
Choosing Vendor or Consultant For Training
Services
• Request for proposal (RFP)
• Used for potential vendors and consultants
• Outlines:
• Type of service the company is seeking
• Type and number of references needed
• Number of employees who need to be trained
• Funding for the project
• Follow-up process used to determined level of satisfaction and service
• Expected date of completion of project, and the date when proposals must
be received by the company
Transfer of Training
• Decision to make: Near transfer or far transfer? In
other words; identical environment or stimulus
generalization?
• Near transfer
• Applying learned capabilities exactly in a work situation
• Training tasks involve responding to predictable situations
Transfer of Training
• In Programs with emphasis on near transfer, trainees
• Need to follow standardized procedures, processes, and checklists
• Should be encouraged to focus only on important differences
between training tasks and work tasks
• Should be provided with an explanation of why and how the
procedure should be performed
• Learn behaviors or skills that contribute to effective performance
Transfer of Training
• Far transfer
• Involves using learned capabilities to novel situations
involving original thinking
• Training tasks require variable interactions and
unpredictable responses
• Programs with emphasis on far transfer should:
• Teach general concepts, broad principles, or key behaviors
• Provide a list of prompts or questions to help trigger thoughts and
question sets
• ‘How is this similar to problems I have encountered before?’
 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
Figure 5.5- Levels of Management Support for
Training
How to gain managers’ support for training?
• Clarify the purpose of the training program and its relationship to
business strategies
• Trainees should be encouraged to bring to the training session work
problems and situations they face on the job
• Information regarding the benefits of the program collected from past
participants should be shared with managers
• If possible, use managers as trainers.
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
• Face-to-face meetings, e-mails or social networks
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
• Low levels of opportunity – candidates for refresher
courses!
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
Lecture…
Do you now have a better understanding of HOW to:
• Develop training content following instructional system design.
• Develop training content to accomplish the learning objectives.
• Scope and sequence content according to the objectives.
• Describe various logical sequencing techniques.
• Develop a lesson plan, and
• Create appropriate visual aids for presentations and other materials.