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 selfdirected 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 Productive
Provide 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.

Comfortable classroomsphysically and psychologically promote a sense of well-being, keep minds

focused, and limit distractions.
Comfort is not always a quantifiable phenomenon. But we know that when people are uncomfortable, they are
distracted. Temperature, lighting, and furnishings all play a role in a person being comfortable. Psychological
comfort is also important. Environments that are intimidating or uninviting will influence the depth of learning that
can take place.
Herman Miller has researched the effects of comfort in the workplace. Those findings indicate that giving people
some control over their surroundings adds to their sense of well-being. When given ergonomically designed
furniture and work areas, their ability to stay focused and on task is improved. In a sense, a comfortable
environment clears the mind of the distractions that impede the work or learning that needs to be done.
Responses from Estrella Mountain Community College faculty and staff leave little doubt that learning studios
offer more positive environments for learning and teaching than traditional classrooms do.
Diversity among the student population is increasing. The challenge for colleges, then, is to create classroom
spaces that can be flexible enough to adapt to this diversity and enhance the learning experience for all students,
regardless of their backgrounds and educational objectives.

Classroom Design Guidelines

The following guidelines provide a starting point for the design or renovation of a child care
environment:
Group Size. The number of children cared for in one classroom affects infants' health and well
being, as does the adult:child ratio. Large group size means that children get sick more often, and

general noise and activity levels increase. Infants should be cared for in groups of no more than
six to eight children; toddlers, in groups of no more than eight to 12 children (APHA & AAP, 1992;
Lally et al., 1995; Ruopp et al., 1979).
Room Size. Children in group care environments require adequate space in order to move, grow,
and learn. In classrooms that are too small, children behave more aggressively and have a higher
incidence of illness. They are less focused, engage in more aimless wandering, and interact less
with others (Ruopp et al., 1979). For a group size of six or fewer, the classroom should
incorporate a minimum of 350 square feet of usable space (Zero to Three, 1992). For more than
six children, 50 feet of usable space per child should be provided (APHA & AAP, 1992). Usable
space does not include cribs, nap rooms, kitchens, bathrooms, diapering areas, adult storage, or
other space that is not accessible to children.
Flooring. Infants and toddlers spend much of their time on the floor. For safety and comfort, the
majority of the classroom should be carpeted, with the exception of the entrance, diapering and
bathroom areas, and eating and messy play (water play/painting) areas. Use low-pile, neutralcolored, anti-microbial carpeting (to prevent the growth of fungus and mold). Ventilation. A welldesigned child care facility provides appropriate natural and mechanical ventilation, such as
windows that open, ceiling fans to circulate the air, operable skylights, and central air that uses
mostly fresh, rather than recirculated, air. Because children love to observe, each classroom
should have several child-height windows, allowing children to feel visually connected with the
outside, and engaging them throughout the day.

Lighting. Poor lighting can negatively affect the general atmosphere of the classroom. Lighting
that is either too bright or too dim can strain the eyes. Incandescent lighting is preferable to
fluorescent, which can make a classroom feel like a hospital or office instead of a place to play.
Incandescent lighting helps the classroom look and feel more like a home.
Pools of light for specific activity areas can be created using pendant lights and track lights. Add
indirect lighting using recessed lights or wall sconces. Dimmer switches allow the lighting to be
adjusted according to the brightness needed at different times of day and in support of varying
activities. Sinks. Hand washing is essential to reduce the spread of illness among children.
Separate sinks should be provided for food preparation and diapering. Toddlers should have their
own child-height sinks in the classroom. Trough sinks, which have two or three faucets, are
especially useful to minimize waiting as well as to encourage prosocial interaction and to model
appropriate behavior.
Color. The choice of classroom colors plays an important role in creating a rich and home-like
environment. Bright primary color schemes can create an environment which feels overstimulating to the children as well as to adults. A neutral-colored background, such as
ivory/eggshell-colored walls, and furniture made out of natural wood will provide a calming
atmosphere in the classroom. Colorful toys, materials, and pictures on the wall stand out on a
warm, neutral background, helping children to focus and visually to discriminate the object from
the background.
Storage. A developmentally designed environment depends on adequate, easily accessible
storage located within the classroom. Wall storage adjacent to every activity area allows
caregivers to change play materials without leaving the classroom under-supervised. Storage
located on the walls does not take up valuable, usable play space.
Ease of Supervision. A well-designed environment allows teachers to supervise children from
anywhere in the classroom. Place activity areas along the walls, leaving the center of the room
open, with diapering and food-prep areas separated from the classroom by half-height walls.
Separate nap rooms can incorporate low windows (30"-34" high) to allow teachers easy visual
access.