Training design

BASIC
A Module on Undergraduate Seminar

TRAINING
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Subject Teacher: RHAPRAP C. TONDO

MODULE TRAINING DESIGN: AN INTRODUCTION

Learning Outcomes:

This module aims to:

1. Define what is a training design.

2. Identify the important steps in designing a good training design.

3. Explain the training design and execution cycle.

4. Discuss the importance of instructional design documents

Introduction

It is important that you, as students, understand the purpose of designing a

training program that can be undertaken only when a clear training objective has been
produced. The training objective clears what goal has to be achieved by the end of
training program.
As you finish this module, you are expected to developed and create your own
training design.

Hence, this module will introduce you to an in-depth discussion of the following
lessons:

1. Important factors in designing a training

2. Design steps for training program

3. Five steps of the design training process

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4. Training Design and execution cycle

5. Instructional Design Documents

INTRODUCTION
“The more that you read, the more things you will know.
The more that you learn, the more places you’ll go.”
Dr. Seuss

LESSON 1 WHAT IS A TRAINING DESIGN?

The training design program can be easily achieving or success when the training
objective produced is clear. The training objectives must set clear on what goal has to
be achieved by the end of training program i.e. what the trainees are expected to be able
to do at the end of their training.

Thetraining design or instructional design are the process of making an outline

for the development of instruction. This training maybe conducted either in a classroom,
delivered by using an electronic format or any combination methods, the design process
sets the phase for the development of a program that produces results.

Training design  is developing new training and educational courses and lessons

for your existing employees. It roots out the gaps in training and fills them in with new
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material for better performance. It also allows your team to grow their skills rather than
becoming static in their roles (Nat Howard, 2018).

Viewpoint

One key factor in designing training is viewpoint. The designer must consider the
training from the viewpoint of the learner.

Elements

The design phase of developing training includes establishing learning objectives,

planning the steps to achieve those objectives, sequencing and structuring the steps to
be taken including projects, lectures, videos, assignments, presentations, readings or
other activities, and determining evaluation procedures.

Considerations

In designing a training program, the designer considers a variety of factors that will
impact the training, including the current knowledge level of the audience, availability of
various technologies, time frames, available resources and how the training may
complement or conflict with existing programs.

Benefits of Good Design

The benefit of good design is effective training that engages learners with various
methods, flows logically for better learning, uses resources wisely and meets learning
objectives.

Model
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ADDIE, a common model used by training professionals, includes the design step. Steps
in the model are analysis, design, development, implementation and evaluation.

Basic Principles of Training Design

In addition to being guided by a thorough understanding of the problems, design also

guided by certain general principles:
v The principles that constitute the field of human performance improvement,
which help to ensure that people achieve the best possible results on the job
v The principle that underpin adult learning

Thefirst step involved in designing the training program is to choose a strategy or a

combination of strategies. Thesecond step is to break the general training objectives
into constituents’ pasts. Thethird step is to use the specifications of different training
methods. Thefourth step is to decide on different packages in which the program could
be offered. And thefifth step is to work on detailed training events into sequences and
finally into the shape of the total program package.

LESSON
2 DESIGN STEPS FOR A TRAINING PROGRAM

EIGHT (8) STEP TO FOLLOW IN DESIGNING A TRAINING PROGRAM

Step1. Define purpose of the training and target audience

Step2. Determine participants’ needs
Step3. Define training goals and objectives
Step4. Outline training content
Step5. Develop instructional activities
Step6. Prepare the written training design
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Step7. Prepare participant evaluation form(s)

Step8. Determine follow-up activities for the event

Step 1. Define Purpose of the Training and Target Audience

v Become clear about what your training needs to accomplish.
v Purpose and audience will be clear—determined by funders or well- established
professional development needs.
v You may need to sort through and prioritize a spectrum of training needs before
determining a training focus.
v Once you have a clear sense of the training’s purpose and target audience, write
it down! Then use this description to promote your program to prospective
participants.

Sample Title, Target Participants and Purpose of Training

Example:
Title: “Technology Demonstration on Garlic Production Under Organic Practices”
Target participants: Garlic farmers/Producers
Purpose of training: This is to address the shortage of garlic production of on the
market.

Step 2. Determine Participants’ Needs

Several ways to find out about the needs

v A brief, written survey as part of their registration packet all participants to collect
general information from all participants. pre-training assessment form
v Survey a random sample of registrants by phone. This will allow you to collect
detailed information from a few participants.
v Review evaluation and feedback forms from past-related training events.
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Step 3. Define Training Goals and Objectives

v Clarifying expected outcomes
v Outlining training content
v Planning specific training activities
v Selecting/developing materials
v Designing evaluation procedures
v Communicating program intent to the training participants and others (such as
program administrators and supervisors)
v Ensuring that the training is realistic and appropriate for the purpose intended

Samples of goals and objectives

Sample goal: To increase the supply of garlic production in Negros Occidental.

Sample objective:

1. To provide adequate skills and techniques on the enhancement of production

of garlic.
2. To train garlic farmers on the production of garlic to include among others,
cultural management, pest and disease control, post-harvest method and
marketing.
3. To encourage more farmers to go into garlic production.

STEP 4. Outline training content

v Introduction: establishes a positive learning environment

v Learning components: participants engage in activities designed to accomplish
the training objectives.
v Wrap up and evaluation component: should help bridge the gap between training
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and implementation and promote a positive feeling of closure.

Rules of thumb

v Fill in known elements-such as meals and breaks

v Start with simple concepts and proceed to more complex
v Proceeds from less threatening to more sensitive topics
v Schedule activities which require the greatest concentration when people will be
focused and energetic
v Give yourself- and participants- a break
v Build in time for reflection, discussion and Q&A
v Introduce the day’s events in the beginning
v Schedule 8-10 minutes at the end of each day for feedback
v Review your plan with a critical eye
v Be flexible! Although your design is a detailed road map, you may encounter
detours along the way.

STEP 5. Develop Instructional Activities

An effective training design incorporates a variety of training strategies, taking into

account;

v Participants learning style

v Principles of adult learning
v Group size
v Prior experience and /or education level of participants
v Type of skill or information to be presented
v Trainer’s style
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When deciding which activities to use, consider these questions:

v Do we know that this activity us effective?

v Have we used it before?
v Are we comfortable with this technique?
v Do we have the expertise to use it effectively?
v Does the activity require prior knowledge or skill on the part of participants?
v Will we have the time, space and resources needed to accomplish the activity?
v Will the activity encourage learning without confusing participants?

STEP 6. Prepare the Written Training Design

v Create a written document that provides a detailed plan of the training session,
including your goals and objectives.
v Consider the skill expertise, training style and comfort level of each of your
trainers in making this designation.
v Also consider identifying specific trainer who will take the lead in fleshing out
different sections of the training and creating the necessary supporting
materials.
v Use your written training design to stay in track during the training events, make
mid-course corrections and document training details.

STEP 7. Prepare Participant Evaluation Forms

Some issues to address through the evaluation forms

v Did the participants acquire the knowledge and skill that the trainer was
supposed to provide?
v Were the trainers knowledgeable about training content?
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v Were the activities interesting and effective?

v Was the training format appropriate?
v Is more training on this or related topics needed to support participants in their
work?

STEP 8. Determine Follow-up Activities for the Event

Some follow up strategies include:

v Newsletters and web site posting

v Per observation and coaching, in which individuals observe one another
performing a newly acquired skill,
v Mentoring, in which individuals receives on site, personal support and technical
assistance from someone with experience in the method being learned,
v Study groups, in which individuals meet regularly to support one another during
the implementation of new idea or practice,
v Booster session, in which training participants are brought together two to three
months after the training event to reinforce the knowledge and skills acquired
during the training and
v Ongoing communication between participants and trainers via phone or
electronic mail
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LESSON FIVE STEPS OF THE DESIGN TRAINING
PROCESS

The ADDIE method of instructional design consists of five phases that trainers and
instructional designers may use to plan and implement training. The steps in the
process are Analyze, Design, Develop, Implement and Evaluate. The steps work in
conjunction with one another, which saves companies time and money by allowing
revisions to be made throughout the process rather than after the training is launched.

First Step. Analyze

In the analysis phase, the training team works with the business owners to analyze and
assess the goals and objectives for the training being developed. One question
addressed in this phase is what type of training delivery method will be used. Will it be
web-based or instructor led? Additional questions such as who the audience is and what
are their learning patterns may also be discussed during the analysis phase. Deadlines
and a project plan may be determined at this time as well.

Second Step. Design

After questions are assessed and answered during the analysis phase, the training
designer begins to layout the training content and to develop the design document. This
document, while not containing actual content, will contain the outline of content, any
groupings of content that may be necessary and media notes. Quizzes or assessments
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will also be included in the design document as will any types of training exercises the
participants will be required to do.

Third Step. Development

The development phase is when storyboards for the training are developed, and graphic
designs are created or chosen. The graphics will be implemented into the training and
will enhance the training by giving the learning visuals to complement the content. The
actual course content is written during the development phase. For web-based training, a
small version of the course maybe put together at this time. This allows the web team to
upload and test the content online and to make necessary adjustments. After the
training content is developed, it is then sent to the business owners and the subject
matter experts(SME) for review and approval.

Fourth Step. Implementation

After the course content is finalized and approved by the business owners, the training is
ready to be launched. This occurs during the implementation phase. Facilitators must
review and understand the curriculum as well as the testing process. Books, manuals
and copies of software should be obtained if necessary to be distributed during the
training. Course scheduling and student enrollment are completed during this time. Any
necessary travel arrangements are made for facilitators or participants during the
implementation phase.

Fifth Step. Evaluation

During the evaluation phase,feedback is generated by the participants of the course.

This can be done by surveys, either paper based or electronic. Receiving participant’s
feedback is important for the development of future courses. The evaluation process
will allow the instructional designers to find out if learning objectives are being met and
how well the course is being received.
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Long-term evaluations may be necessary to determine whether material was retained or

if workers behavior changed in the workplace. This type of evaluation may be done
several months after the training has occurred. These types of evaluations are
summative and are completed after the training.

Formative evaluations are ongoing during each phase of the ADDIE method, which allow
for errors to be caught early in the process.

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LESSON EXECUTION CYCLE AND INSTRUCTIONAL
DESIGN DOCUMENTS

How do the best shooters constantly push themselves to the next level? They constantly
modify their training to meet their goals, and they constantly set the bar higher each time
they accomplish a goal. What is this cycle? To put it bluntly, it is the cycle that MUST be
gone through to continue to evolve to the next level. Most people go through this cycle
without even knowing it, but if not, our training cannot possibly evolve. This cycle is not
the only way to design and modify training to meet a goal, it is just a guideline.

The training design and execution cycle is the process of initial design of a Program
based on goals > to the execution of the training > to the measurement of results > to
the modification of the program to meet those results. Obviously, if we meet our initial
goal, then the next step when redefining the goal is to settle bar higher! This cycle
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repeats itself as many times as necessary to meet the goal.

Source: http://traininganddevelopment.naukrihub.com/training-design.html

Following are the components of cycle:

Define the Goal (training objective)

This is where we begin our design and execution cycle, by defining what our goal is. This
isn’t always completely under our control. A static goal is potentially a set score on a
qualification, or a specific accuracy requirement for those who have a specific numerical
goal. A dynamic goal is something that is potentially changing and a bit less
measureable, such as a person’s performance during a particular event. A dynamic goal
cannot be maximized, as theoretically there is always a higher level. Here are some
considerations in defining a training goal:
v Mission requirements
v Personal requirements (competitive goal)
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v Time (that is available to meet the goal)

v Resources (financial, or logistical issues that may impact our goal)

Needs Analysis

This is where we get very specific about the details of meeting our target goal. We
can refine, or possibly re-define its goal in this step (if our initial goal is flawed). This
step is the analytical step where we define what we need to do and have to meet the
goal. The detailed steps to this process are:
v Do a current Skills Assessment?
v Set a target date for the first performance measurement. This may be a match
or a qualification•
v Verify that the target date is realistic
v Set the specific standards of performance
v List the available resources, and identify anything that may hamper us from
reaching the target goal (ammunition, money, training tools, etc.).
v List the methods to overcome or compensate for things we have identified as
potential showstoppers in regards to our resources.
v Restate or Redefine the goal based on an objective view of the steps above.
v Now we have an actual goal that is measurable, documented, and achievable.

Program Design

Now that we have analyzed and clearly stated our training goal, we will begin to
design a program to meet our objectives. The steps to program design are:
v Plot our time factors (set deadline on a calendar, and count the hours, days, or
weeks we have to meet our goal).
v List the skills and sub skills that are needed to reach our goal.
v List the critical components of each skill (the things that will make the
technique right or wrong).
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v List the time each skill will take to teach/train (estimated).

v Build the Micro and Macro drills needed to train each skill.
v Now plot the individual training blocks using a building block approach on the
training dates/times defined above, incorporating the designed drills as
necessary.

Program Execution

Once we have designed our training, and now it is time to execute our program.
This is the critical step in the process, and the following must be observed:
v Execution must be perfect in order for us to receive the proper training benefit.
v Failure to execute our training drill repetitions correctly will skew the actual
results.

Measure Performance

This is where we assess whether or not our training blocks are effective or not.
Ineffective design and execution of a training program will always show up here. One of
two things will happen during this step:
v Fail to meet performance objective so we will then modify the design or
execution of the training program, and re-start the training program.
v Meet performance objective so redefine and/or raise the standards measure
and begin the cycle over! (This is how we keep pushing ourselves to the next
level!)

INSTRUCTIONAL DESIGN DOCUMENTS

The Role of the Design Document

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At the end of the instructional design phase, the training specialist writes an
instructional design document. This document provides more than just a simple course
outline; it provides a high-level overview of the entire training solution.

Atraining specialists instructional design document provides detailed instructions on

how to build the course, but it doesn’t contain any actual course content; its similar to an
architect’s blueprint or a software engineers design document.

Generally, an instructional design document will perform the following tasks:

v Describe the overall learning approach
v Identify instructional media choices
v Cluster and sequence objectives
v Describe course exercises, activities, and assessments

Together these five elements create the overall instructional strategy for the course. A
short course might have a very simple design document, but complex and lengthy
courses can have very detailed design documents.

The instructional design serves as a major quality assurance checkpoint. The training
specialist and the client discuss and agree to the design before development begins. It’s
a lot easier to adjust the design than redevelop materials later in the project.

Benefits of the Design Document

Training specialists use the instructional design document for four main purposes:
v Check that the design concepts are cohesive and complete
v Present the proposed training solution to the client Invite feedback about the
design
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v Provide instructions to other training specialists who may work on the

development phase of the project

Instructional design documents may also contain additional project-specific elements.

For example, if the course has an e-learning element, the instructional designer might
describe the interfaces appearance and functionality.

REFERENCES

· http://www.ehow.com/about_5412764_five-steps-design-training- process.html

· http://traininganddevelopment.naukrihub.com/training-design.html

· http://www.ehow.com/facts_5761016_training-design_.html

· https://www.wiseoldsayings.com/training-quotes/#ixzz6TwCGE84z

· http://www.welingkaronline.org/Distance-Learning-Program.aspx

· https://saylordotorg.github.io/text_human-resource-management/s12-04-designi
ng-a-training-program.html
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