The document discusses designing a training program using the ADDIE model of instructional design, which includes the steps of analyze, design, develop, implement, and evaluate. It also discusses concepts related to transferring training from the classroom to job performance. Specifically, it addresses inhibitors to transfer of training such as organizational climate factors, training design factors, and individual learner characteristics. The document emphasizes that training programs should only be provided when there is an identified performance gap and should include resources, incentives, and support to maximize the transfer of training from the classroom to job.

1. In-House Service
Excellence Training
Designing a Training Program
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An Introduction

2. Designing a Training Program
Designing a training program using the
ADDIE Model of Instructional Design:
Analyze ~ Design ~ Develop ~
~Implement ~ Evaluate
Transfer of Training
Concepts/ Myths and Mis-Understandings
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3. Designing a Training Program
ADDIE Design Model
Analyze Develop Implement Evaluate
Design
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4. Designing a Training Program
Analyze
Identify: the learning need; goals &
objectives; the audience’s needs; existing
knowledge; other
Consider: the learning environment; any
constraints; delivery options; timeline
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5. Designing a Training Program
Design
Outline how to reach instructional goals
Describe audience, learning styles
Write objectives, test items
Select delivery system
Determine sequence of instruction
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6. Designing a Training Program
Develop
Generate lesson plans and
materials
Develop instruction, media and
supporting documentation
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7. Designing a Training Program
Implement
Delivery in classroom, lab, on computer
Purpose-effective and efficient delivery to …
1. promote the students' understanding of
material
2. support the students' mastery of objectives
3. ensure transfer of knowledge to the job
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8. Designing a Training Program
Evaluate
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9. Designing a Training Program
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10. Designing a Training Program
What about “transfer”?
Research indicates most of the investment
in traditional training and development is
wasted - most knowledge and skills
gained in training (as much as 80%) is not
fully applied on the job
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11. Designing a Training Program
Inhibitors to Transfer of Training
• Organizational climate factors,
• Training design factors,
• Individual learner characteristics,
• Training delivery factors
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12. Designing a Training Program
Inhibitors to
Transfer of Training
Organizational climate factors
Training design factors
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13. Designing a Training Program
Inhibitors to Transfer of Training
• Individual learner characteristics
• Training delivery factors.
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14. Designing a Training Program
Maximizing Transfer of Training
• Only provide when analysis identifies a
performance gap which is a lack of S/K
• Provide resources, incentives and support
• Only train those who will be able to apply it
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15. Designing a Training Program
Maximizing Transfer of Training
• Prepare trainees for training and post-
training support
• Create effective training
• Ensure post training support
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16. References & Recommendations
Many of the concepts and principles of training
transfer are adapted from publications by Stolovitch
and Keeps. Other information was adapted from the
work of Marguerite Foxon, Florida State University.
Information about the ADDIE Instructional Design
Model is readily available on the Internet.
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