INTRODUCTION

The design of the training program 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 i.e. what the trainees are expected to be able to do at the end of their
training.

Training design or instructional design is the process of creating a blueprint for the
development of instruction. Whether the training is to be conducted in a classroom, delivered
using anelectronic format or using some combination of methods, the design proem sets the
stage for the development of a program that produces results.

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 objective, planning the
steps to achieve those objective, 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

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

ADDLE, 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:

The principles that constitute the field of human performance improvement, which
help to ensure that people achieve the best possible results on the job
The principle that underpin adult learning
DESIGN STEPS FOR A TRAINING PROGRAM

Eight Steps

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

Step7. Prepare participant evaluation form(s)

Step8. Determine follow-up activities for the event

Stepl. Define Purpose of the Training and Target Audience

Become clear about what your training needs to accomplish.

Purpose and audience will be cleardetermined by funders or well-established
professional development needs.
You may need to sort through and prioritize a spectrum of training needs before
determining a training focus.
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.

Step2. Determine Participants' Needs

Several ways to find out about the needs

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

Step3. Define Training Goals and Objectives

Clarifying expected outcomes

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

Samples of goals and objectives

Samples goal: to increase knowledge of HIV/AIDS among the health educators in
Phildelphia.

Sample ojective: by the end of the training participants will be able to identify three ways that
HIV is transmitted.

Sample objective: by the end of the training participants will be able to list five ways to
decrease the risk of becoming infected with HIV.

STEP4. Outline training content

Introduction: establishes a positive learning environment

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

Rules of thumb

Fill in known elements-such as meals and breaks

Start with simple concepts and proceed to more complex
Proceeds from less threatening to more sensitive topics
Schedule activities which require the greatest concentration when people will be
focused and energetic
Give yourself- and participants- a break
Build in time for reflection, discussion and Q&A
Introduce the days events in the beginning
Schedule 8-10 minutes at the end of each day for feedback
Review your plan with a critical eye

Be flexible! Although your design is a detailed mad map, you may encounter detours
along the way.

STEPS. Develop Instructional Activities

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

Participants learning style

Principles of adult learning
Group size
Prior experience and /or education level of participants
Type of skill or information to be presented
Trainer's style

When deciding which activities to use, consider these questions:

Do we know that this activity us effective?

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

STEP6. Prepare the Written Training Design

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

STEP7. Prepare Participant Evaluation Forms

Some issues to address through the evaluation forms

Did the participants acquire the knowledge and skill that the trainer toes supposed to
provide?
Were the trainers knowledgeable about training content?
Were the activities interesting and effective?
Was the training format appropriate?
Is more training on this or related topics needed to support participants in their work?

STEPS. Determine Follow-up Activities for the Event

Some follow up strategies include:

Newsletters and web site posting

Per observation and coaching, in which individuals observe one another performing a
newly acquired skill,
Mentoring, in which individuals receives on site, personal support and technical
assistance from someone with experience in the method being leamed,
Study groups, in which individuals meet regularly to support one another during the
implementation of new idea or practice,
Booster semion, 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
Ongoing communication between participants and trainers via phone or electronic
mail

FIVE STEPS OF THE DESIGN TRAINING PROCESS

The ADDLE method of instructional design consists office phases that trainers and
instructional designers may use Sc 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.

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

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 will also be
included in the design document as will any types of training exercises the participants will
be required to do.

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 may be 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.

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.

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 participants' 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. 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.

TRAINING DESIGN AND EXECUTION CYCLE

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 set the bar higher! This cycle repeats itself
as many times as necessary to meet the goal.

DIAGRAM MISSING
 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:

Mission requirements
Personal requirements (competitive goal)
Time (that is available to meet the goal)
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:

Do a current Skills Assessment

Set a target date for the first performance measurement. This may be a match ora
qualification
Verify that the target date is realistic
Set the specific standards of performance
List the available resources, and identify anything that may hamper to from reaching the
target goal (ammunition, money, training tools, etc.).

List the methods to overcome or compensate for things we have identified aspotential
showstoppers in regards to our resources.
Restate or Redefine the goal based on an objective view of the steps above.
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:

Plot our time factors (set deadline on a calendar, and count the hours, days, orweeks we
have to meet our goal).
List the skills and sub skills that are needed to reach our goal.
List the critical components of each skill (the things that will make the technique right or
wrong).
List the time each skill will take to teach/train (estimated).
Build the Micro and Macro drills needed to train each skill.
Now plot the individual training blocks using a building block approach on thetraining
dates/times defined above, incorporating the designed drills asnecessary.
 Program Execution-Once we have designed our training, and now it is time to execute
outprogram. This is the critical step in the process, and the following must be observed:

Execution must be perfect in order for us to receive the proper training benefit.
Failure to execute our training drill repetitions correctly will skew the actualresulo.
Measure Performance-This is where we assess whether or not our training blocks
areeffective or not. Ineffective design and execution of a training program will always
showup here. One of two things will happen during this step:

Fail to meet performance objective so we will then modify the design or execution of the
training program, and re-start the training program.
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

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.

A training specialist's instructional design document provides detailed instructions on how

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

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

Describe the overall learning approach

Identify instructional media choices
Cluster and sequence objectives
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. Ifs 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:

Check that the design concepts are cohesive and complete

Present the proposed training solution to the client
 Invite feedback about the design
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 interface's appearance and functionality.

How to Design a Training Program for a Company

Keeping a company operating like a well-oiled machine is not an easy task, especially if
your business has a high turnover rates, such as retail. In order to reduce the amount of time
it takes to train your new employees to reach their full potential, we need to develop a
training system that is streamed-lined, effective, and efficient and gives new employees the
skills needed to be a good employee without overburdening them with too much information.
Finding the balance between too much and too little information is the key to designing the
most effective training system for a company.

Step One: Determine what training is needed.

The first step in designing a training system for a company is to determine what kinds of
training is needed. You will need to conduct an organizational analysis, a task analysis, and a
person analysis. This three-tiered examination of a company's training needs is required to
identify: factors that will inhibit and aid training, to identify tasks that most employees will
need to be trained in, and to identify employees that need to be trained.

Organizational Analysis

An organizational analysis is used to identify company factors that can negatively or

positively impact the effectiveness of a training program. These factors include such things
as money available for training programs, person power analysis and planning resources,
employee relations and attitudes, and company resources available for training purposes.

Task Analysis

A task analysis is a process of identifying what skills and activities need to be taught. To
generate a list of skills that employees need to learn we can conduct a job analysis. A job
analysis is basically just an examination of a job and a listing of the "minimum" duties and
skills that are required to successfully perform the job.

Example:

Job Title:
Secretary

Job Skills:
 . Typing 55-65 w.p.m.

10-key
. Word processing

. General computer skills

Operation of office machines . Phone skills
. Spread sheet skills

. Filing

After identifying what tasks are involved in each job, the next step is to identify what tasks
need training. If an employee already has an identified skill it is a waste of money to train
them in that skill. If you identify a skill that does require additional training then you will
need to formally identify it as a training objective in writing. This objective should identify
(1) what the skill is, (2) how the trainee is to learn the skill, and (3) how proficient they need
to be in the skill after the training process is completed. This documentation is needed to
not only to let employees know what is expected of them, but also for personnel to maintain a
common standard of training for all employees, and to protect you against lawsuits if you
need to discipline or terminate an employee for not meeting the standards set out by the
objectives.

Person Analysis

The final step in determining what training is needed is to conduct a person analysis. A
person analysis is the identification of people in your company that need training. There are
many ways that this identification process can be handled. First an examination of past and
current performance appraisals can be made to identify employees that have areas that need
improvements. Surveys can also be used to identify skills that the employees themselves
think that they should have or that they need to have to perform their jobs more successfully.
Interviewing employees can also be used to identify skills that are needed or desired by
employees, as can skill and knowledge tests. The final way a person analysis can be
conducted is to evaluate and review critical incident reports that have been filed in
personnel. These incidents can pinpoint specific skills like customer service, assembly, etc.
that specific employees or departments need to improve.

Step Two: Determine what training approach to use.

After we have identified who needs to be trained in what areas, we will need to determine
what training methodology to use. Today there are many options managers and business
owners can exercise to train their employees.

Seminars are a popular choice for large-scale training issues like professional standards
updates and customer service issues. The benefits of this type of training methodology are:
that they are usually given by an expert or organization that has extended knowledge of the
area, they cover all the issues related to the issue is a short period of time, training materials
are provided, and employees enjoy the fact that they get out of work to attend the seminar.
The drawbacks of seminars are based on the time and money that they require.

In order to overcome pacing issues of training materials, programmed instruction can be

used to deliver training materials. Programmed instruction is basically a hard copy format of
training that is delivered either through: step-by-step booklets, latent ink booklets, or through
computer-assisted instruction or computer-based training.

Examining Case studies is another training methodology that can be used. Employee
meetings can be held in which critical incidents are reviewed and alternative solutions or
actions can be discussed.

Simulationis yet another training methodology that can be utilized. Simulation is basically
just walking an employee through the motions of a skill in a controlled environment until
they master the skill. The benefits of this training methodology are that they train employees
to perform specific skills needed for their job, and simulations help train employees to
respond appropriately to unexpected events in a controlled environment. The drawbacks to
simulation are again based on money. In certain cases where simulating machines are
needed, the cost can be extraordinarily high. Therefore simulation exercises that utilize these
kinds of devises are often times limited to larger businesses or to companies that are located
close to companies that lend out simulators.

Role-playingis an inexpensive training methodology that most companies can use. In this
case employees act out scenes from their job in which they face challenges and situations
that they normally will come across during the average day. The benefits of this type of
training are: (1) it is relatively inexpensive, and (2) it covers skills that are specific to the job
in question. The drawbacks are that some employees may not feel comfortable in this
situation, and they may not learn well under the pressure.

Apprentice training is another category of training methodologies that can be used to train
employees. In this type of training programs new employees follow the lead of an
experienced employee in order to learn new skills and to learn how to function properly in
the job in question. This type of training is most commonly used in trade and craft
industries, however, it can be used successfully in office situations as well.

Step Three: Putting together your oven training program.

Once we have identified the skills that need to be focused on, the employees that need
training, and the methodologies that will be used, you need to put everything down in
writing. Documentation is the key to protecting yourself against lawsuits relating to
employee relations. The following training materials need to be cemented in writing.

1. nytining objectives: Training objectives need to identify (1) the skill, (2) how training is to
be conducted, and (3) what proficiency the employee needs to attain by the end of the
training process.
2. nytining materials: Training materials, depending on the nature of the skill, should be
written out in a manner that is easy to understand and easy to follow. Step-by-step
instructions should be written out for every job, no matter how insignificant it may seem
to the employer. An instruction sheet should include: (1) the skill title, (2) when it is to be
performed, (3)who is to perform it, (4) what supplies are needed and where they can be
found, (5) step-by-step instuctions, and (6) what to do with the end product.
3. Evaluation materials: Evaluation materials are as important to a training program as the
actual training materials. They will let at know how effective our training materials are
and whether you need to adjust any of your methodologies. The evaluation materials that
we need are: (1) evaluation procedures, (2) evaluation form for employees, (3) evaluation
form for the employer (or manager), and (4) response (rebuttal) fonn.
4. Out-of-house material: If a company utilizes outside sources for training it will need the
following materials: (1) purchase order for educational services, (2) expense forms, (3)
approval forms, (4) evaluation forms, and (5) any professional organization forms.
Step Four: Training employees.

Now that we have all of your training materials in order we will need to let our employees
know about the programs and their processes. They will need to know what our training
objectives are, how their progress will be monitored, what training methodologies are
available and which ones are required, and what paper work is required. This documentation
will help to protect you from unfounded lawsuits.

Step Five: Evaluating the program.

After an employee has completed a training program we will want to have them fill out an
evaluation form of the program that goes over how well the information was presented, if
they found the training helpful, if there are any areas that need improvement, if there are any
areas that seemed redundant or unnecessary, and if there are any other skills that they feel that
they need to perform their jobs. A manager, will also need to fill out an evaluation form on
the employee's progress and proficiency in the skill or skills that were focused on during the
training program. Proficiency tests can be used to measure the employee's abilities, or
physical observation of the employee performance can be used. If we notice that there are
still areas that need to be trained in, then we should make the changes to the training program
as soon as possible so that the next trainee will get all of the training that they need. Also we
can use the evaluation forms to identify areas that really don't need to be covered and you can
eliminate these things from your training program and save your company time and money
spent on employee training.

CONCLUSION

Designing formal training is time-consuming and expensive. Once it is designed, however, it

needs updating only as operational changes are instituted. Every new employee may then be
trained using the training plan and all materials that are already prepared. There is an initial
investment of time and money, of course, but thereafter training is consistent and convenient.
The idea is similar to management delegating certain responsibilities. Once the initial effort
has been expanded, the employee can take the delegated responsibility and free the manager
for other tasks. Many employees excel when given opportunities to take on more
responsibility. And so with formal trainingit better preparesan employee to do the job and,
after the initial effort of design, is ready and available for use every time a new employee
joins the team.

REFERENCES: 1. http://www.ehow.com/about_5412764_five-steps-design-training-
process.html 2. http://traininganddevelopment.naukrihub.com/training-design.html 3.
http://www.ehow.com/facts 5761016 training-design .html