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).