DESIGNING EMPLOYEE

DEVELOPMENT PROGRAMS
Week 9
Program design

 Program design – Refers to the organization and

coordination of the employee development program.
It
 Effective program design includes: course
parameters, objectives, a lesson plan overview, and
detailed lesson plan
 There has to be cooperation between the trainers
and users to plan the appropriate training design.
Users should be reviewing program contents and the
use of any prototype models

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 Good
coordination is
important

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Learning Cycles Learning Characteristics
Concrete Experience Wants to generate ideas or
meaning from experiencing an
actual situation
Reflective Observation Wants to create a model of
learning based on experience
and combined observations
Abstract Prefers dealing with technical
Conceptualisation tasks rather than interpersonal
issues
Active implementation Prefers to implement
decisions, carry out plans and
get involved in new
experiences
For example…
A student wanting to be a
lecturer will want to become
an AsDos (Tutor) first
The Tutor wants to be teach
a specific skill set after
observing gaps in students’
learning
The Tutor starts to
recommend ideas that
students can then produce
an abstract model of
learning
The Tutor then asks the
students to implement the
model or apply the
5
skills/techniques
Employees need to know the
objectives
Employees learn best when they understand the objectives of the training program. This
refers to the purpose and expected outcome of the training activities. Objectives must be
SMART. There are 3 components:
1.A statement of what the employee is expected to do (performance)
Provide tutorials on genome testing to 30 SMA students by end of March 2022
1.A statement of the quality or level of performance that is acceptable (criterion)
2.Provide highly-engaging tutorials on genome testing to SMA students by end of March
2022
3.A statement of the conditions under which the trainee is expected to perform the
expected outcome (conditions).
Provide highly-engaging tutorials on genome testing to SMA students in a well-lighted
laboratory by end of March 2022

6
Employees Learn Through Observation,
Experience and Interaction

Reading text, and Learning with others with or
modules, listening to without instructors,
multi-media, videos, observing and sharing
perform hand-based skills experiences with others,
learning interpersonal or
03/31/24 communication skills
Learning with trainers.
They present,
demonstrate skills. They
support, encourage and
give feedback
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Program design: Course parameters

Course title:
Target audience:
Objectives:
Goals:
Total time:
Number of participants per session:
Location:
Pre-requisites:
Instructor:

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Program design: Learner - COntenT

Detailed lesson plan – translates the content and

sequence of training activities into a guide that is
used by the trainer to help deliver the training.
It includes the sequence of activities that will be
conducted in the training session and identify the
administrative results.

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Selecting and preparing the training site

The Training Site – refers to the room where training

will be conducted. A good site offers the following
features:
1. It is comfortable and accessible.
2. It is quiet, private, and free from interruptions.
3. It has sufficient space for trainees to:
- move easily around.
- offers enough room for trainees to have adequate
work space
- has good visibility for trainees to see
03/31/24 Short Semester 2007 Training 10
and Development
The Training Site

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details to consider when evaluating a training
room
1. Noise – from A/C, adjacent rooms, from outside
2. Colors – use warm colors (orange, green, yellow,
blue)
- blacks and browns are psychologically
“fatiguing”)
3. Room structure – use rooms that are somewhat
square in shape. Long, narrow rooms make it
difficult for trainees to see, hear, and identify with
the discussion
4. Lighting – Use flourescent lights; use dimmers
when using a projector.
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and Development
details to consider when evaluating a training
room
5. Wall and floor covering – Solid colors are preferable so as not
to distract. Only meeting –related materials should be on
the meeting room walls.
6. Meeting room chairs – Chair should have wheels, swivels, and
backs that provide support for the lower lumbar region.
7. Glare – Check and eliminate glare from metal surfaces, TV
monitors and mirrors.
8. Ceiling – ten foot high ceiling are preferable.
9. Electrical outlets are available
10. Acoustics – Check the bounce or absorption of sound from
the walls, ceiling, floor, and furniture. Try voice checks
with three or four different people

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and Development
Seating arrangements
1. Consider should be on the desired type of trainee
interaction and trainer-trainee interaction.
2. There are four types of seating arrangement:
- fan type
- classroom type
- conference type
- horseshoe type
- cluster type

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and Development
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