CHAPTER 5: TRAINING DESIGN

PREPARED BY: SAJJAD HUSSAIN

SAJJADHUSSAIN1985@GMAIL.COM
SAJJAD_FUUAST@YAHOO.COM
(0321-5100942)

M.B.A -4
EVENING SECTION B
(FUUAST) ISLAMABAD

PRESENTED TO:
MUHAMMAD IMRAN
Imran.urdu2006@yahoo.com

TABLE OF CONTENT
chapter 5: training design....................................................................................................................3
Organizational constraints:.............................................................................................................3
Environmental constraints:.........................................................................................................3
Budgeting for training:...............................................................................................................4
Training population:...................................................................................................................4
Table: Guide for determining time required to prepare training:................................................4
developing objectives.........................................................................................................................5
Identifying objectives:....................................................................................................................5
Writing a good learning objective:.................................................................................................6
1) Desired outcome: Behavior:...................................................................................................6
2) Conditions:.............................................................................................................................6
3) Standards:...............................................................................................................................6
The formula for writing the objectives:..........................................................................................6
why use training objectives?...............................................................................................................6
The trainee:.................................................................................................................................6
The training designer:.................................................................................................................7
The trainer:..................................................................................................................................7
The evaluator:.............................................................................................................................7
facilitation of trainining: focus on the trainee.....................................................................................7
Individual differences in KSAs:.....................................................................................................7
Motivation of trainee:.....................................................................................................................7
Expectations towards training:.......................................................................................................7
Expectation theory implications:....................................................................................................7
Implications from conditioning and reinforcement (The Environment):.......................................8
Classical conditioning:................................................................................................................8
Operant conditioning:.................................................................................................................8
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Goal setting:....................................................................................................................................8
facilitation of learning: focus on training design................................................................................8
Social learning theory:....................................................................................................................8
1) Attention:................................................................................................................................8
2) Retention:...............................................................................................................................9
3) Behavioral reproduction:.......................................................................................................9
4) Strategic knowledge:..............................................................................................................9
facilitation of transfer: focus on training............................................................................................9
Conditions of practices:................................................................................................................10
Masses verses spaced practice:.................................................................................................10
Whole verses part learning:......................................................................................................10
Over learning:...........................................................................................................................10
Maximize similarity :( identical elements):..................................................................................10
Vary the situation:.....................................................................................................................11
General principles:........................................................................................................................11
Other considerations to facilitate transfer:....................................................................................11
Knowledge of results:...............................................................................................................11
facilitation of transfer: focus on organizational intervention............................................................11
Supervisor support:.......................................................................................................................11
Peer support:.................................................................................................................................11
Trainer support:.............................................................................................................................11
Reward systems:...........................................................................................................................11
Climate and culture:......................................................................................................................12
Climate:.....................................................................................................................................12
Culture:.....................................................................................................................................12
design theory.....................................................................................................................................12
Elaboration theory:.......................................................................................................................12
Gagne-Briggs Theory:..................................................................................................................12
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CHAPTER 5: TRAINING DESIGN

Organizational constraints:
One must consider the constraints that influence the design of training that can be offered for
eliminating the performance gaps. We discus two major types of constraints: environmental and
trainee population. Each affects the issue of whether to train or type of training that can be offered.
Environmental constraints:
Budgets generally are limited, so choices must be made about who gets trained and what type of
training they receive.
1) One way of making these decisions are to use the strategic direction of the organization to set
priorities. The strategic planning process, when completed, gives/provides as rationale for
determining who gets how much of what kind of training.
2) Even if the organization does not have a clear strategic plan in place, having the top managers in
place develop their own missions and goals for the HR area is a good idea. This is accomplished
by meeting with executive to discuss priorities.
3) The technological sophistication of the organization affects which type of

training can be

offered. There are many locations, and each will help shape the type of training you can offer.
4) Decisions about training priorities also must follow the law. Like health and safety, disabilities
and other preference are to be considered.

Budgeting for training:

Charging services is occurring more frequently in organizations as HRD departments are being
asked to justify their existence just like other departments. In fact, in same cases they are expected
to market their training outside and inside the organizations.
Once length of training is determined, it is necessary to estimate the time required to take to
develop training for delivery. To respond quickly, Brook Broad Bent, a training consultant,
developed a method for estimating how long it will take to develop training.
Training population:
Some times the needs analysis identifies a wide variability in the KSAs of the target population. In
this case, the training design could provide individualized instructions, accomplished thorough
computer based, or video instruction; although both take a long time to develop. Another
alternative would be to allow for small classes and high level of interaction between instructor and
each trainee.
Table: Guide for determining time required to prepare training:

variables

Low

WHO
1. The designers

Level of effort for design

Medium
Moderate

Extensive
knowledge related to

Minimal knowledge
knowledge and

knowledge and skills

instructional design.
2. The designers

High

Extensive

and skills
skills
Some knowledge

No knowledge

knowledge of the
knowledge
training subject matter.
3. The size and

Medium,
Small and

complexity of the target

moderately

Large, complex

homogeneous
training group.
4. The designers and

complex

clients track record for

Always stick

Sometimes stick

Never stick

Several

Many

(8 modules)
An instructors

(12 modules)

sticking to plans.
WHAT
5. The number of
Few (5 modules)
instructional modules
6. The elements

An instructors manual,
Participant material

manual and a

only

participant

included in the training

a participants manual

materials.

and job aids

material.

7. The clients or
Extensive (a
organizations

Minimal (produced

Modest (desktop

expectations regarding

in house)

publishing)

professionally
produced)
packaging.
8. What is considered a
final product?

Designer

Designer completes all

completes up to

drafts and finalizes

pilot

after pilot.

A group and few

Several focus groups

Designer completes
first draft, client rest

HOW
9. Data collection

A focus group made

of few well informed

interviews

and several interviews

Deals with more

Deals with a complex

than one level of

labor management

decision makers
Reviews and

committee

people
10. The designers
interaction with client
11. The clients level of

Deals directly with

top decision makers
Approves general

Reviews and approves

approves key

involvement

direction and draft

all material.
material

12. The programs

Minimal
degree of interactivity
Totals

---x1=

Moderate
---x2=

Extensive
---x3=---

DEVELOPING OBJECTIVES
There are generally four types of objectives (training): reaction, learning, transfer of training and
organizational outcome.

Types Of Training Objectives

Training reaction

Describes the desired attitudinal and subjective evaluations of training

objectives
Learning objectives

by the trainee.
Describes the type of behavior that will demonstrate the learning, the
conditions under which the behavior must occur, and criteria that will

Transfer of training

signify a sufficient level of training has occurred.

Describes the job behaviors that will be affected by training, the

objectives

conditions under which those behaviors must occur, the criteria will
signify that a sufficient transfer of learning from training to the job has

occurred.
Organizational

Describes the organization outcomes that will be affected by the transfer

outcomes objectives

of learning to the job and criteria that will signify that organizational
outcome objectives were achieved.

Identifying objectives:
The result of training need analysis, which is, integrating the organization job, person analysis is
the identification of performance deficiencies.
Writing a good learning objective:
A good objective has three components about what to is expected to be accomplished.
1) Desired outcome: Behavior:
The desired behavior must be worded clearly and unambiguously. Think not only about what will
be learned but also how the learning will be demonstrated.
2) Conditions:
Explaining the conditions under which the behavior must occur further clarifies exactly what is
required. A description of conditions (assistance or behaviors) under which the desired behavior
will be performed should be provided.
3) Standards:
Standards are criteria for success. The potential standards are accuracy, quality and speed.

The formula for writing the objectives:

1) Write out the desired behavior. Here verb needs to be described clearly what will be done.
2) Now add the conditions under which the behavior must be done.
3) Finally, it needs to be clear what standards of success will be used.

WHY USE TRAINING OBJECTIVES?

Some concern about the use of objectives includes the following:
1) Resources are often scarce and time taken to develop the objective make away form more
important endeavors.
2) Objectives inhibits trainees flexibility to respond to trainee needs
3) Concrete objectives are not possible in management training or areas such as time management
and interpersonal skills.
4) Objectives have outlined their usefulness, and they are two specific for todays complex jobs.
The majority of HRD specialists agree that training objectives are more important from the
following stakeholders prospective:

Trainee

Designer of training

Trainer, and

Evaluators of training

The trainee:
Trainee benefits from training objectives because the training objectives:
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Reduce anxiety related to unknowns;

Focus attention, and

Increase the likelihood that the trainees will be successful in training.

The training designer:

The objectives directly translate the training needs into training outcomes. With clear objectives,
training methods and contents can be checked against the objectives to ensure that they are
consistent. The learning objectives provide clear, unambiguous goals for the designer.
The trainer:
With clear learning objectives, the trainer can facilitate to learning process more
quickly/effectively. Specific objectives allow the trainer to more readily determine how well
trainees are progressing and thus make appropriate adjustments. The trainer can highlight the
relationship of particular segments of the training to the objectives.
The evaluator:
With no clear indication of what training is supposed to accomplish the evaluator has no way to
access whether the training was effective; when good objectives are developed, the evaluator
simply needs to assess whether the stated outcomes and standards are met.

FACILITATION OF TRAININING: FOCUS ON THE TRAINEE

The formula for factors influencing performance is
P= Motivation x KSAs x Enviroment.

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Individual differences in KSAs:

Need assessment date that shows large differences among the potential trainees indicate the
training design must be adjusted to address the differences which relates back to the organizational
constraints. By not accounting for trainee differences, companies can be losers. Individual
differences in background and traits might result in differences in how people learn.
Motivation of trainee:
As performance formula (P=M x KSAs x E) indicates, if motivation is lacking, no learning is
likely to occur. Thus, training should be designed not only to provide KSAs but also motivate
trainees to learn those KSAs and apply them to their jobs.
Expectations towards training:
Those who come to training program with positive expectations are more successful. Those with
positive expectations one more motivated.
Expectation theory implications:
M = E1 (E2 x V)
Where
E1 = the belief that the effect will lead to desired performance.
E2 = the belief that the desired performance will lead to desired outcome.
V = valence or attractiveness
Increasing expectations (E1 & E2) and the number of positive outcomes will have the net effect of
increasing motivation to be successful in training.

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Implications from conditioning and reinforcement (The Environment):

Classical conditioning:
Some situations are associated unpleasant emotional conditional responses. Pleasant emotional
responses are conditioned to the situations. When designing training, in most circumstances, you
want to create situations that are pleasant. When trainees are comfortable both physically and
emotionally, they are better able to focus their attention on training.
Operant conditioning:
If the particular behavior is immediately followed by a reward, the behavior is likely to be
repeated. Also, punishment that immediately follows a particular behavior will decrease the
likelihood of that behavior continuing. So making arrangements of rewarding the controls, rewards
both tangible and intangible can increase the motivation to learn.
Goal setting:
Challenging goals result in higher motivation levels then do no goals or the goal of Do the best
you can. Several conditions related to goal setting affect performance.

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Challenging goals lead to higher motivation.

Goals appear to result in more practicable leads to higher motivation.

Goals must be matched to the ability of the individuals so the person is likely to achieve.

Goal orientation:
In goal orientation, they seek challenging tasks to increase their competence, see negative feedback
as important information to help them master the task, and see failures as learning experience.

FACILITATION OF LEARNING: FOCUS ON TRAINING DESIGN

To develop effective training programs, it is important to understand learning theory, or more
specially, how individuals learn.
Social learning theory:
1) Attention:
Social learning theory indicates the trainees motivation influences where attention is directed.
Attention distracters needs to be removed and creations comforts attended to.
1) Eliminating distracters:
The environment should be structured so that the most important things are learning events
and materials. For this, room temperature, humidity, wall colors, sound proof rooms, shades and
curtains, audio and video aids, seatings, amount of knowledge to transfer, refreshments should be
considered according to get enough training attention for trainee.
2) Attracting attention:
Notify trainees that they will be participating in training, inform them the nature of training and
explain its job related benefits. In addition to accepting the learning objectives, trainees must also
feel that the objectives are achievable. Finally, the trainees attention should be focused on the
critical aspects of each step in learning process.
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2) Retention:
An individual goes through four stages in the process of retaining something he is taught.
1) Activation of memory:
Before the symbolic encoding process can begin, relevant prior learning must be stimulated, so
connections between the new information and the old can be established.
2, 3) Symbolic coding and cognitive organization:
Encoding can be enhanced through the use of images, in addition to being coded as verbal
properties. When symbolic coding incorporates both verbal proposition and images, retention
occurs through different cognitive channels.
Cognitive organization is intimately tied to symbolic coding. The way the information is
organized during training, and the prior learning that supports learning the new information, shape
the new information is organized into the cognitive structure.
4) Symbolic rehearsal:
Symbolic rehearsal is type of practice. It is practicing in your mind, as whether trainer asks the
trainees to imagine a hypothetical situation and discuss how they would behave.
3) Behavioral reproduction:
Behavioral reproduction is the transformation of the learning into actual behavior. When person
have some learning then it repeats the specific behaviors into actions again and again.

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4) Strategic knowledge:
The strategies that are developed revolved round the planning, monitoring and modifying of
behavior. The trainee not only learns how to perform the tasks but also how to behave strategically
and knowledge training format.

FACILITATION OF TRANSFER: FOCUS ON TRAINING

Transfer of training refers to how much of what is learnt in training transfers to the job. Training
can result in the following transfer outcomes.

Positive transfer: a higher level of job performance.

Zero transfer: no change in job performance.

Negative transfer: a lower level of job performance.

Factors influence transfer of training focus on three areas: Conditions of practice, identical
elements, and stimulus variability.
Conditions of practices:
Opportunities for trainees to practice can be designed in several ways. Each will facilitate the
transfer of training more or less effectively depending on the nature of KSAs to be learned.
Masses verses spaced practice:
Research demonstrates that material learned under spaced practices instead of continuous or
massed, is generally retained longer. However, spaced practices require a longer training cycle and

15

management generally resists it. This approach also gives trainees time to think about and even
practice the knowledge or skill on their own.
Tasks that are difficult and complex seem to be performed better when massed practices is
provided first, followed by brief session with more frequent rest intervals.
Whole verses part learning:
Whether the trainees should learn the parts of the training tasks separately or learn the whole tasks
all at once depends upon whether the task can logically be divided into parts. Whole training
devices are much easier because design can be modeled after the real device.
Tasks organization relates to the degree to which the tasks are interrelated.
Tasks complexity refers to the level of difficulty of performing each task.
A third option, progressive part learning, can be used when tasks are not as clear in their
organization. It is mixture of whole continuity of part learning.

training type
Whole
PART
PROGRESSIVE

phases
Phase 1
Phase 2
Phase 3
Phase4
Phase 5
A+B+C+D A+B+C+D A+B+C+D A+B+C+D A+B+C+D
A
B
C
D
A+B+C+D
A

A+B

A+B+C

A+B+C+D A+B+C+D

PART
Over learning:
Over learning is the process of providing trainees with continued practice for beyond the point at
which they perform the task successfully. The more a task is over learned, the greater the retention.

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Over learning is particularly valuable for tasks that are not used frequently or if the opportunity to
practice them is limited. The concept of atomicity is closely related to over learning.
Maximize similarity :( identical elements):
Maximize similarity is known as identical elements. The more elements in the training design are
identical to the actual work settings, the more likely it is that transfer will occur. Two areas of
similarity are possible: the tasks to be performed and the environment in which they are to be
performed.
Vary the situation:
When conceptual or administrative skills are required, as in management training, a great deal of
variability often characteristics typical situations and the use of identical elements simply is not
effective. In such cases, the general principles approach is more useful.
General principles:
Provide a framework or context for what is being taught which what strategic knowledge training
attempts to do are. Training through general principles will better equip trainee to handle novel
situations.
Other considerations to facilitate transfer:
Knowledge of results:
Feedback performs three functions:
1) It tells trainees their accuracy and allows them for necessary adjustments.

17

2) It makes teach more interesting, encouraging trainees to continue.

3) It leads to specific goals for improving performance.
Frequent opportunities to provide feedback should be part of the training design.

FACILITATION OF TRANSFER: FOCUS ON ORGANIZATIONAL

INTERVENTION
Supervisor support:
Supervisors need to understand the behaviors being trained and provide support for trainee who
uses these new behaviors back on the job. In addition, research indicates that transfer is more
likely when supervisors provide trainees with desired outcomes upon successful completion of
training.
Peer support:
Peers could be considered as potential coaches. Although it is the supervisor who is generally
considered as a coach to help a recently trained employees transfer their skills to the workplace,
experienced peers can also take on this role.
Trainer support:
Trainees who commit to meet trainers and other trainees at some later date to discuss transfer of
training use the training more effectively. One idea is to have trainers monitors trainees at same
point after training to asses how they are doing and provide feedback.

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Reward systems:
If trained behaviors are not reinforced, then the likelihood is small that such behaviors will be
exhibited. Part of the trainers responsibility is to work with the supervisor and other parts of the
organization to align reward systems to support the behaviors learned in training.
Climate and culture:
Climate:
Climate is generally conceptualized as the perception of salient characteristics of organization.
Such salient characteristics as company policies, reward systems, and management behaviors are
important in determining the organizational climate. Culturing such supportive climate towards
training is important and does facilitate transfer.
Culture:
Culture is defined as a pattern of basic assumptions invented, discovered, or developed by a group
within organization. It can be considered as shared understanding about the organizations. A
continuous learning culture shows a positive effect on transfer of training.

DESIGN THEORY
Elaboration theory:
Elaboration theory is a macro theory of design. It is based on the holistic alternative to a part or
whole sequencing that is usually followed in training. It is relevant only for complex tasks. For
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understanding of ET, first see sequencing. Sequencing is the process of how to group and order the
content of training. It is directed facilitating the cognitive organization aspect of social learning
theory.
For the purpose of training different topics, two sequencing strategies are possible; topical and
spiral. Topical sequencing requires the learning of first topic before moving to the next topic.
Spiral sequencing requires the learning of basics of first task, then the basics of the second task and
so on. After completing the basics of all tasks, the learner moves to the next or second level of the
first task to do the same thing.
Simplifying Conditional Method is based on two parts, epitomizing and elaborating. SCM is based
on the notion that for all complex tasks, simple and more complex versions exists.
Epitomizing is the process of identifying the simplest version of the tasks is taught first,
which is still representative of the task as a whole. Elaborating is the process of identifying
progressively more complex versions of the task.
In the design of training, epitomizing version of the task is taught first, followed by increasing
more complex versions of the tasks until the desired level of complexity is reached. Evidence
indicates that ET is not only effective but also appealing to trainees.
Gagne-Briggs Theory:
The Gagne-Briggs Theory of instructional design is applicable to cognitive, behavioral and
attitudinal learning. Theory identifies nine events of instruction, which are tied to social learning
theory.
1. Gain attention

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2. Inform the learner of the goal or objective

3. Stimulate recall of prior relevant knowledge
4. Present material to be learned
5. Provide guidance for learning
6. Elicit the performance/ application of training
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer.

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