Training Program Design

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. 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 course and lesson plans, but also creating conditions before the training event to ensure that trainees are willing, ready, and motivated to learn knowledge and skills. In addition, program design should include taking steps to ensure that after training, the acquired knowledge and skills are used on the job and shared with other employees.
There are three phases of the program design process: pretraining, the learning event, and post-training. Phase 1, pretraining, 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. “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 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 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.