Training Facility

by WBDG Staff and Subcommittee

Last updated: 05-25-2010

Within This Page

Overview
Building Attributes
Case Studies
Emerging Issues
Relevant Codes and Standards
Major Resources

OVERVIEW
A professional's need for education and training does not end upon completion of his or her formal schooling years.
Today, more than ever, continuing education is paramount to maintaining and enhancing one's skills, especially in
response to changes in technology that impact virtually every profession. While most state licensing agencies and
professional associations require continuing education credits for professional certification, individuals may seek
educational opportunities to achieve other personal and career objectives.
Typically, K-12 educational facilities do not meet the requirements for educating adult students in a continuing
education environment. As such, this WBDG building type page addresses the fundamental attributes and features of
training facilities designed for adult professionals in particular. Note that this page does not cover specialized technical
training facilities, such as pilot flight training, or overnight accommodations provided at some training facilities.
Also, academic laboratory and library buildings are covered elsewhere in the Whole Building Design Guide.
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BUILDING ATTRIBUTES

Equipping fixed desks with under-top monitors ensures adequate sightlines between trainers and participants in a
classroom.
(Courtesy of KBJ Architects Inc.)

A training facility for adult professionals must have flexible and technologically-advanced learning environments that
are safe, healthy, comfortable, aesthetically-pleasing, and accessible. It must be able to accommodate the specific
space and equipment needs of the training program and curriculum. Support spaces geared toward adult needs, such

as a business station that allows students to carry out some business functions during their training sessions, must be
seamlessly integrated into the facility as well.

A. Types of Spaces
A training facility incorporates a number of space types to meet the needs of adult trainees, trainers, and staff. These
may include:
Classrooms

A classroom in Florida Community College at Jacksonville's Advanced Technology Center.

(Courtesy of KBJ Architects Inc.)

Auditoriums: Large-size rooms designed for lecture-style instruction and training. Auditorium
may be equipped with partitions to create smaller training venues. To facilitate circulation and ease of
access, locate auditoriums on the first floor of the building near major parking facilities.
Conference Rooms: Multiple purpose medium-size instruction rooms. Depending on the seating
configuration, the rooms may accommodate lecture-style instruction or encourage interaction in the
form of roundtable discussions and teleconferences. Often two or three conference rooms can be
combined to form a larger conference room by opening movable partitions that slide or fold into
pockets in the walls.
Seminar Rooms: Multiple-purpose, small-size instruction rooms, usually used to accommodate
a small number of people within close proximity.
Audio/Visual-Equipped Rooms: Rooms equipped for audio/visual and Internet-based instruction.
Computer Training Rooms: Rooms equipped with computer workstations and Internet access
for each student.
Dry Laboratories: Media based, such as electronics.

A U-shaped, tiered seating configuration places participants and trainers within close proximity and promotes
discussion and dialogue for case teaching.

User Support Spaces

Trainee Storage Spaces: Lockers, coat closets, or cubbies for trainees to temporarily store their
possessions.
Library or quiet reading room with study cubicles.
Observation Rooms: Spaces adjacent to classrooms for simultaneous translation of instruction
into a second language.
Business Stations: Space equipped with computers with Internet access, phones, and fax
machines for trainees to quickly connect with their organizations.
Convenience Store, Kiosk, or Vending Machines
Bookstore
Lobby: Central location for building directory, schedules, and general information
Common Space: Informal, multi-purpose recreation and social gathering space
Cafeteria or Dining Hall
Infirmary: On-site health care facility with a private office for health care provider
Restrooms

Nuclear reactor training laboratory at the Naval Nuclear Power Training Center
(Photos courtesy of KBJ Architects Inc.)

Administrative Support Spaces

Administrative Offices: May be private or semi-private acoustically and/or visually.
Trainer Offices: May be shared space and equipment, including computers, phones, fax
machines, desks, libraries, and supplies.
Operation and Maintenance Spaces
General Storage: For items such as stationery, equipment, and instructional materials.
Food Preparation Area or Kitchen
Computer/Information Technology (IT) Closets. See WBDG Automated Data Processing Center
for PC System related information.
Maintenance Closets

B. Important Design Considerations

Flexibility
At some training facilities, programs and schedules vary frequently. Furthermore, instructors have different and
evolving training methods. As such, flexibility within the building's design is critical to the success of an enduring
training program. The following strategies can be used to meet the challenge of designing a training facility around
evolving teaching styles and emerging technologies:

Cluster instructional areas around central, shared support and resource spaces. Shared
resource spaces may include informal gathering spaces, shared seminar rooms, computer kiosks, and
trainer offices.

Use an appropriate combination of stand-alone movable partitions, movable modular

furnishings, and large double doors between classrooms and shared spaces.
Create classrooms of various sizes. Equip larger rooms with movable partitions to
accommodate a wide variety of group learning sizes.
Arrange spaces in keeping with the educational and programmatic goals of the facility.
When connecting semi-private or enclosed spaces to more open areas, ensure moderate visual
openness and acoustical privacy.
Where possible, allow for individually controlled temperature and lighting.
See WBDG ProductiveDesign for the Changing Workplace and AccessibleBeyond Accessibility to
Universal Design for more information.
Technological Connectivity
Technology has become an indispensable tool for business, industry, and education. Many training courses are
specifically designed to enhance a trainee's competency with new software and hardware. In some cases, technology
has even changed the way instruction is provided: from traditional live instructor-led courses to self-directed learning
and individualized instruction. Distance learning using telecommunication technologies like cable television, Internet,
satellites, and videotapes, is popular because it allows students from across the nation to participant in courses
remote from the point of instruction.
Given that technology is driving a variety of changes in the organizational and architectural forms of training facilities,
consider the following issues when incorporating it, particularly information technology (IT), into a training facility:

Currently, many training facilities provide IT connection in only a few areas, like computer
training rooms, business stations, and media centers. Because IT is becoming an integral part of
training curricula, designers should plan new training facilities to have a distributed, robust, and
flexible IT infrastructure, which would allow technological access in virtually all the spaces.
During the planning stage, identify all necessary technological systems (e.g., voice/cable/data
systems such as audio/visual systems, speaker systems, Internet access, and Local Area Networks
[LAN] / Wide-Area Networks [WAN] / Wireless Fidelity [WI-FI]), and provide adequate equipment rooms
and conduit runs for them.
Allow for computer and Internet connectivity at desks, as appropriate. Consider equipping fixed
desks with under-top computers to ensure adequate sightlines between trainers and trainees.
Consider and accommodate for wireless technologies, as appropriate.
For existing training facilities, consider improving access to the IT infrastructure as renovations
are undertaken.
See WBDG ProductiveDesign for the Changing Workplace and ProductiveIntegrate Technological
Tools for more information about incorporating IT into facility design.
Indoor Environmental Quality
All educational facilities, including training facilities, must have high-quality indoor environments to promote
learning as well as productivity. The following strategies support good indoor environmental quality that can positively

influence task performance and attention spans:

Quality Acoustics: Trainees should be able to hear their instructors clearly, and vice versa.
Ensure low ambient background noise and appropriate acoustics in classrooms and support spaces
through a combination of space planning, sound absorption, and sound transmission reduction
techniques. For example, avoid placing mechanical rooms next to classrooms, conference rooms,
auditoriums, offices; libraries, laboratories, and computer centers may be adjacent to classrooms.
Consider sound amplification and/or speaker systems for auditoriums and other appropriate spaces.
Provide accommodations for hearing impaired trainees.

Appropriate Lighting: A high quality, energy-efficient lighting system that utilizes both natural
and electric sources as well as lighting controls is optimal for a learning environment. Ensure the
lighting design is appropriate for the task at hand. Consider indirect/direct luminaries for ambient
lighting in classrooms and support areas. Allow individually controlled lighting in study areas and
workrooms where possible. Design appropriate exterior lighting for facilities that will be used at night.
Daylighting: Use daylighting to enhance the visual environment of classrooms as well as
support spaces. Coordinate the daylighting scheme with the design of interior lighting andcontrols as
well as other energy efficiency measures. Specify energy-efficient windows. Install proper sun control
and shading devices to reduce glare (especially in computer training rooms) and allow for room
darkening (for rooms with A/V equipment).
Environmentally Preferable Products: Use low VOC paints and finishes for interior surfaces.
Consider selecting renewable materials such as bamboo flooring. Specify no-formaldehyde panels and
cabinetry. Use non-toxic cleaning products. See WBDG Evaluating and Selecting Green
Products and Sustainable O&M Practices for more information.
Good Sightlines: Ensure adequate and appropriate sightlines in auditoriums, conference rooms,
and seminar rooms. Consider sloped floors, which promote good sightlines and are more accessible
than tiered floors.
Comfort and Aesthetics: Allow users to adjust seating, computer equipment placement, light
levels, table or desk heights, classroom layout, and ventilation. See WBDG ProductiveProvide
Comfortable Environments for more information. Make a learning environment more conducive with
colors.
Thermal Comfort and Ventilation: Ensure fresh air intake and adequate airflow rates.
Specifyhigh-performance heating, ventilating, and air-conditioning equipment (HVAC) zoned to
accommodate varying occupancy rates. Commission the system to ensure functionality. At a minimum,
comply with American Society of Heating, Refrigerating and Air Conditioning Engineers
(ASHRAE) Standard 55 Thermal Environmental Conditions for Human Occupancy, and ASHRAE
Standard 62-2001Ventilation for Acceptable Indoor Air Quality (ANSI Approved). Refer to ASHRAE
Applications Guide, Chapter 6 for guidance on designing HVAC systems in educational spaces.
Incorporate natural ventilation, if appropriate. See WBDGProductiveProvide Comfortable
Environments for more information.
Many of the topics mentioned above are discussed in more detail in the WBDG Productive Branchand Sustainable
Branch.
Signage
Signage and other way finding measures help promote a welcoming and efficient training environment, especially for
trainees new to the training facility.

Signage should include posted directories for easy navigation, schedules of activities, and clear
designation of classrooms and support spaces.
Many facilities have extended hours and exist on "open" campuses. When entrances are
unmonitored, post building hours, appropriate trespassing notices, and important building use policies
on the exterior of the building.
Consider the use of colors or other visual markers to facilitate way finding.
Ensure signage is available for persons with disabilities.
Security and Occupant Safety
Implement security measures based on the level of protection desired to protect facility
occupants and assets (e.g., computer equipment). Consider standoff distances; access control
strategies; entrances that do not face uncontrolled vantage points with direct lines of sight to the
entrance; open areas that allow for easy visual detection by occupants; and minimized glazing. See
WBDG Secure/SafeProvide Security for Building Occupants and Assets.
First time visitors, unfamiliar with their surroundings, may have trouble navigating the safest
exit route from the building. Consider using increased signage and/or providing safety information and

a building directory in welcome brochures. Also, review and evaluate safety plans on a regular basis.
See WBDG Secure/SafePlan for Fire Protection and Secure/SafeEnsure Occupant Safety and Health.
Operations and Maintenance
Training facilities have varied hours and rates of occupancy, which affect the facilities' operations and maintenance
schedules. Consider the following recommendations in developing an operations and maintenance plan:

During the planning stage of the project, design a proactive facility management program to
anticipate facility problems, rather than reacting to problems when they occur. This plan is essential to
ensuring optimal long- and short-term use of the facility.
Appropriate planning decisions can support custodial care, ease of maintenance of facility
grounds and building equipment, materials and surfaces, as well as support the flexible scheduling of
space for future programs.
Ensure that program schedules and maintenance schedules are cohesive and compatible.
See WBDG SustainableOptimize Operational and Maintenance Practices, Sustainable O&M Practices,
and Reliability-Centered Maintenance (RCM) for more information.
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CASE STUDIES

Exterior view of the College of Business Administration at the University of North Florida
(Courtesy of KBJ Architects Inc.)

College of Business Administration

Client: University of North Florida
Architects: KBJ Architects Inc.
Location: Jacksonville, Florida
Project Size: 55,000 sf.
Cost: $5.1 million
Completion Date: 1997
The Coggin College of Business hosts Undergraduate, Graduate, Certificate, and Continuing Education programs.
The College of Business Administration is a three-story concrete and steel structure. Academic and administrative
facilities occupy the first two levels; faculty offices are located on the third level.

Teaching facilities include seven tiered classrooms with fixed seats. Three of the classrooms are U-shaped for case
teaching. Two electronic labs are located on the second floor, along with an international classroom and corporate
strategy boardroom. A large teaching auditorium is located on the first floor.
The electronic labs are designed for accounting, statistics, and management information systems (MIS) courses.
Each contains 44 student desks with under-top computers networked to the Internet as well as the instructor. The
international classroom contains 45 student stations at fixed tables in case teaching configuration for courses in
international business. An adjacent observation room provides facilities for simultaneous translation.
The teaching auditorium seats 232 at continuous fixed tables. Its gently sloping floor accommodates wheelchairs in
several rows and provides excellent sightlines. All of the teaching spaces are equipped with communications
connectivity at every desk.

Exterior view of the Naval Nuclear Power Training Center in South Carolina
(Courtesy of KBJ Architects Inc.)

Because of onsite security precautions, most NNPTC classrooms do not have exterior windows. See
WBDG Balancing Security/Safety and Sustainability Objectivesfor more information.
(Courtesy of KBJ Architects Inc.)

Naval Nuclear Power Training Center

Client: United States Navy
Architects: KBJ Architects Inc.
Location: Charleston, South Carolina
Project Size: 246,000 sf. (includes residential buildings)

Cost: $70 million

Completion Date: 1998
The Navy's nuclear power training program is recognized as one of the best in the world. For future submariners and
surface warfare officers, training includes six months of graduate level classroom training at the Naval Nuclear Power
Training Center in Charleston, South Carolina.
The South Carolina facility serves 700 faculty and 2,500 students for all of the U.S. Navy Nuclear Power Training. The
exterior of the 246,600 sf. building is red brick over a first floor clad with stone masonry. The building has a standing
seam metal roof. The design aesthetic was developed by studying the historic buildings of Charleston which
incorporate the use of masonry with punched openings, the use of texture, a stone base course, gable building ends,
and minimumoverhangs.
The design configures the instructional space into two wings. A 3-story administrative area connects the wings and
also houses a 220-seat auditorium for larger lecture groups.
With 93 classrooms, 31 teaching laboratories, 3 learning resources centers, 8 conference rooms, 105 offices, and an
auditorium, the Training Center was designed to meet the needs of the most current technology and accommodate
future electronic communication technology requirements.
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EMERGING ISSUES
Bilingual Education

Bilingual education is an emerging issue within the United States. The federal government has worked to make
provisions for bilingual programs in K-12 public schools, and many private sector universities and professional training
programs are now doing the same for adult students. As the number of people who speak English as a second
language begins to rise, one can anticipate the need to rethink approaches to adult education.
In the meantime, architectural accommodations are within reach. Observation rooms, built adjacent to classrooms or
labs, allow for the simultaneous translation of lessons. Computer labs may double as computer-based language labs.
And small, A/V-equipped viewing rooms can be used for independent study. In each case acoustical considerations
will be paramount.
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RELEVANT CODES AND STANDARDS

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ASHRAE Standard 55 Thermal Environmental Conditions for Human Occupancy

ASHRAE Standard 62-2001-Ventilation for Acceptable Indoor Air Quality (ANSI Approved)
Department of Defense
UFC 4-171-01N Design: Aviation Training Facilities
UFC 4-171-02A U.S. Army Service Schools
UFC 4-179-01 Design: Navy Firefighting School Facilities
UFC 4-730-09A Army Continuing Education System Centers
Department of Veterans Affairs

PG 18-14Room Finishes, Door, and Hardware Schedule for Educational Facilities

VA VHAEducational Facilities
General Services Administration
Facilities Standards for the Public Buildings Service, P-100

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MAJOR RESOURCES
WBDG
Building / Space Types
Academic Laboratory, Educational Facilities, Library, Parking Facilities, Auditoriums, Clinic/Health
Unit, Conference/Classroom, Food Service, General Storage, Joint Use Retail, Laboratory:
Dry,Library, Office
Design Objectives
AccessibleBeyond Accessibility to Universal Design, Productive, ProductiveIntegrate Technological
Tools, ProductiveDesign for the Changing Workplace, ProductiveProvide Comfortable
Environments, Secure/SafePlan for Fire Protection, Secure/SafeEnsure Occupant Safety and
Health, Secure/SafeProvide Security for Building Occupants and Assets, Sustainable,Sustainable
Enhance Indoor Environmental Quality

Organizations

The American Institute of Architects Committee on Architecture for Education (AIA/CAE)AIA's

committee of architects and allied professionals is concerned with the quality and design of prekindergarten through university level educational facilities. CAE identifies national educational facility
issues critical to architects and works to strengthen relationships with allied organizations, client
groups, and the public.
Maintenance SolutionsCurrent and archived articles back through June 2000
fromMaintenance Solutions Magazine, written for engineering and maintenance executives at
commercial and institutional facilities.

Others

The Advanced Building Systems Integration Consortium (ABSIC) at Carnegie Mellon University's
School of ArchitectureABSIC conducts research, development, and demonstrations for the purpose of
increasing the satisfaction, health, well-being and productivity of occupants, of enabling organizational
change, and technological adaptability while improving cost, energy, and environmental effectiveness.
ABSIC has been created for the advancement of the North American building industry in pursuing the
technologies and the settings needed for high-performance work environments.
National Clearinghouse for Educational FacilitiesCreated in 1997 by the U.S. Department of
Education, the National Clearinghouse for Educational Facilities (NCEF) is a free public service that
provides information on planning, designing, funding, building, improving, and maintaining schools.
School Design Research StudioThe intent of this document is to provide a framework of
educational design principles from which educators and design professionals can structure the content
of their educational facility development process, from the earliest strategic and educational planning
right through to design, construction, occupancy, and facility management.

Publications

Applied Ergonomics edited by David C. Alexander and Randall A. Rabourn. 2001.

Daylighting in Schools: An Investigation into the Relationship between Daylighting and Human
Performance by the Heschong Mahone Group.
Light Matters: The Medical Benefits of Light by Sonia Ancoli-Israel, Daniel Kripke, and Philip G.
Mead. San Diego, CA: Presented at the AIA 2003 National Convention.

Native Language Literacy and Adult ESL Education by Klaudia Rivera. Washington DC:
published in National Clearinghouse for ESL Literacy Education, 1999.
VA VHA Educational Facilities