Traditional classroom-type seating makes it difficult for trainees to work in teams.

Chapter 5: Program Design

Introduction

As emphasized in Chapter Four, "Learning and Transfer of Training," for learning and

transfer of training to occur, training programs need to include meaningful material, clear

objectives, opportunities for practice and feedback, learner interaction, and a supportive

work environment. However, these features are not enough to create an effective training

program. An effective training program also needs a high-quality program design to

maximize trainee learning and transfer of training. Program design refers to the

organization and coordination of the training program. For example, the chapter opener

showed how Gales Residential training ensures that trainees are actively involved in

learning, meaningful content is provided, and incentives are provided to reinforce and

motivate learning. It is important to take a broad perspective when designing training,

regardless of whether it is an online or a face-to-face training program, class, or course.

Employees have to be motivated to attend training events, use what they learned on their

job, share their knowledge and skills with others, and continue to shape and modify the

knowledge and skills acquired to meet changing business and job demands. This means

that program design should include not only what goes on during training based on

lesson plans, but also creating conditions before the training event to ensure that

trainees are willing.

Figure 5.1 shows the three phases of the program design process: pretraining, the

learning event, and post-training. As discussed in Chapter Three, “Needs Assessment."

information collected during the needs assessment is important in identifying

appropriate pretraining activities, designing the learning event, and helping to ensure

that transfer of training occurs after training ends. Phase 1, pre training, involves

preparing, motivating, and energizing trainees to attend the learning event. Phase 1 also

involves ensuring that the work environment (i.e., climate, managers, and peers) supports

learning and transfer. Phase 2, the learning event, involves preparing instruction (classes,

the overall program) and the physical environment to facilitate learning. Phase 2 focuses

on creating a positive learning environment, including planning the activities that occur

during training, selecting a high-quality instructor or trainer, choosing a training room

and creating positive in interaction with learners, and having a proper program design.

Phase 3, post-training, refers to transfer of training, or getting learners to apply what they

have learned to their work. Typically, most effort, attention, and financial resources tend

to be devoted to designing and choosing the learning event itself.' However, what happens

before the learning event (pretraining) and after the learning event (post-training) may be

equally, if not more, important in determining if learners are motivated to learn, acquire

new knowledge and skills, and apply, share, and use what they have learned.

Consideration In Designing Effective Programs

Selecting and preparing the Training site

The training site refers to the room where training will be conducted. A good training site offers the

following features:

1. It is comfortable and accessible.

2. It is quiet, private, and free from interruptions.

3. It has sufficient space for trainees to move around easily, offers enough room

for trainees to have adequate work space, and has good visibility for trainees to

see each other, the trainer, and any visual displays or examples that will be used

(e.g., videos, product samples, charts, and slides).

What type of training do traditionalist prefer?

What is referred to an organized program of study designed to meet complex learning effective?

Which of the following is a disadvantage of communities of practice COPs )?

Which term refers to a group of two or more trainees who agreed to meet to discuss their progress using learned capabilities on the job?