DMS, GGV

1. Training design
Training design or instructional
design is the process of creating a
blueprint for the development of
instruction.

2. It determines:
Whether the training is to be conducted in
a classroom,
Delivered using an electronic format or
Using some combination of methods,
The design process sets the stage for
the development of a program that produces
results.

3. Factors of Training Design
Viewpoint
Elements
Considerations
Benefits
Model

4. BASIC PRINCIPLES OF
TRAINING DESIGN
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

5. 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

6. Step1. Define Purpose of the
Training and Target Audience
 Cleartraining needs
 Purpose & audience must be clear
 Description to promote your program to
prospective participants

7. Step2. Determine Participants’
Needs
Several ways to find out about the needs:
Written survey
Random sample
Review past training programmes

8. 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

9. STEP4. Outline training content
 Introduction
 Learningcomponents
 Wrap up and evaluation component
Rules of thumb
 Fill in known elements-such as meals and
breaks.
 Start with simple concepts and proceed to
more complex.

10. Conti…
 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 day’s 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
road map, you may encounter detours along
the way.

11. STEP5. Develop Instructional
Activities
 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

12. Conti…
When deciding which activities to use, consider
these questions:
1. Do we know that this activity us effective?
2. Have we used it before?
3. Are we comfortable with this technique?
4. Do we have the expertise to use it
effectively?
5. Does the activity require prior knowledge or
skill on the part of participants?
6. Will we have the time, space and resources
needed to accomplish the activity?
7. Will the activity encourage learning without
confusing participants?

13. STEP6. Prepare the Written
Training Design
Written document: A detailed plan of the
training session, including goals and
objectives. It consider:
◦ The skill expertise, training style and comfort
level of each of your trainers in making 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

14. STEP7. Prepare Participant
Evaluation Forms
Issues that the evaluation forms must
addressed
1. Did the participants acquire the
knowledge and skill that the trainer was
supposed to provide?
2. Were the trainers knowledgeable about
training content?
3. Were the activities interesting and
effective?
4. Was the training format appropriate?
5. Is more training on this or related topics

15. STEP8. Determine Follow-up
Activities for the Event
 Newsletters and web site posting
 Per observation and coaching
 Mentoring,
 Study groups
 Booster session
 Ongoing communication between
participants and
 Trainers via phone or electronic mail

16. FIVE STEPS OF THE DESIGN
TRAINING PROCESS
The ADDIE method of instructional design
consists of five phases:
A- Analyze
D- Design
D- Development
I- Implementation
E- Evaluation

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