Training Design

Kamal Uddin Ahmed Ph.D.

NSU MBA HRM 603 Spring’23, Fri 28 Apr’ 23

 Lecture overview

Overview on training design

Organizational constraints
Training budget
Trainee population
Training objectives
Trainee reaction objectives
Learning objectives
Transfer of training objectives
Organizational outcome objectives
 Outcomes of TNA
Identification of performance discrepancy
Organization, Job and Person analysis
identify performance deficiencies and
discrepancies
Their negative effects on organizational
outcomes
Identification of causes of deficiencies
i.e., motivation, KSAs, environment

TNA thereafter determines what the

objectives of training should be
With the information obtained
through TNA determine the
following

Which performance deficiencies can

and should be addressed by training
Which KSAs need to be learned in
order to change job behavior so that
the performance deficiencies are
reduced or eliminated
 Design phase
Provides a guide about what you
need to do after determining the
Training Needs of employees
First step : Development of
Objectives Inputs
Training Needs,
Learning theories and
understanding of the constraints placed
on HRD
Learning principles/theories
Learning is enhanced when learner is
motivated
Learning requires feedback
Reinforcement increases the
likelihood that learned behavior will be
repeated
Practice increases a learner’s
performance
Learning must be transferable to job
Design of training
Decisions about training design lead
to development of objectives which
integrate with
Learning theory-how people learn
Training needs-what they need to learn
Objectives drive design of training
Contents
Methods
Materials
 DESIGN PHASE
INPUT PROCESS OUTPUT

Learning Determine factors

Theory that Facilitate
Learning and
Transfer

Develop
Training Training Select Methods of
Needs Objectives Instruction and
Input for Identify Design
Reaction Strategy
Objectives

Evaluation
Objectives

Organizational
Constraints
Development of training program

Training plan must consider related

constraints such as,
Money
Facilities
Time etc.
All this information help creation of a
design and development of a training
program
Organizational constraints
It is possible to develop a perfect training program
for every training need identified
Decisions about training depends on
organizational constraints
In reality there are many constraints need to be
considered around which training must be
designed
Constraints influence the type of training can be
offered
Organizational constraints affect the methods and
approaches used to meet the training needs
Constraints Suggestions
Need high level Longer lead time to
simulation: law prepare simulation,
task is critical to role play
job
mistakes are costly
Trainee vary in Modularization
amount of
experience Programmed
Trainee vary in instruction and high
amount of ability level interaction
Constraints Suggestions
Mix of old and new Different programs
employees for a because of negative
new procedure transfers for old
employees but not
new hires

Long time before Distribute practice

skill developed can material or model
be used in real job
Develop and provide
Bias against a type proof of effectiveness
of training Consultant, purchase
Small org with ltd customized training
fund etc.
Training budget

Initial estimates can be difficult to

determine accurately, however one
must develop a budget before
approving or going ahead with a
training program.
Length of training (TNA)
Amount of time
Trainee population
Types of costs
Development cost
Direct Cost: delivery of the training
program
Indirect/ overhead Cost: support cost
Participant Compensation
Evaluation cost
 Training Objectives

Statements about what is expected to

be accomplished in training
Refers to all the objectives that are
developed for the training program
Trainee reaction objective
Training’s learning objectives
Transfer of training objectives
Organizational outcome objectives
 Trainee reaction objectives

Refers to objectives set for how

trainees should feel about the training
and their learning environment
The desired trainee attitudinal and
subjective evaluations of training
Training’s learning objectives

Describe the KSAs that trainees are

expected to acquire throughout the training
program
Describe the type of behavior that will
demonstrate the learning
The conditions under which the behavior
must occur
The criteria that will signify that a sufficient
level of learning has occurred
Transfer of training objectives

Describe the changes in job behavior that

are expected to occur as a result of
transferring the KSAs gained in training to
the trainee’s job
Describe the job behaviors that will be
affected by training
The conditions under which those
behaviors must occur and the criteria that
will signify that a sufficient transfer of
learning from training to the job occurred
Transfer of training objectives

How much of what is learned in

training is transferred to the job
Positive transfer: improved
performance
Zero transfer: no change
Negative transfer: lower level of
performance
Organizational outcome objectives

Describe the outcomes the

organization can expect from the
changes in trainees’ job behavior due
to the learning
Describe the organizational outcomes
that will be affected by the transfer of
learning to the job and the criteria that
will signify that organizational
outcome objectives were achieved
 Identifying objectives

Determining objectives through TNA

Identifying PD
Determine which one to be addressed
Which KSAs to be learned to eliminate PD
From PD set learning objective, transfer of
training objective and organizational
outcome objectives
Trainee reaction objective – linked to
person analysis-but may also include areas
not addressed by TNA – design training
and select methods to address that gap
 Good objective statement

Desired outcomes : what should be

expected to occur
Conditions: under what conditions is the
outcome expected to occur
Standard : what criteria signify that the
outcome is acceptable-criteria for success.
Accuracy, Quality and Speed
Three components must be specified in
unambiguous terms and the full range of
expectations must be addressed
Learning objectives : examples
Desired behaviour :bolded, conditions : italicized
and standards are underlined
Using a drop wire, bushing and a connector, but
without the use of manual, the trainee will splice
a drop wire according to the standard set out in
the manual
Using a standard climbing harness and spikes the
trainee will climb a standard telephone pole
within 5 minutes, following all safety procedures
The trainee will splice according to code six sets
of wires in ten minutes while at the top of a
telephone pole wearing a standard safety gear
 Formula for writing objectives

What a trainee needs to do : desired

behavior – what will be done, a ‘doing’ verb
e.g., count, place, install, list, solve,
replace, sort, recite - to indicate action, do
not use word, understand
Under what conditions : use or nonuse of
aids e.g., using a protractor
How to know if successful – e.g., according
to code, within five minutes etc
 Thanks
Questions