M - 1.3 - Training Design

DAY 1: SESSION 3
Contents:
LGED DIMAPPP (LGED PART) 1-3 1 of 38

Training Design Phase
• Based on the programme outline formulated in the
first phase of ADDIE, details of the training course
will be designed in this phase.
• The design will impact on efficiency and
effectiveness of the training process.
• The programme should be designed in such a way
that objectives will be achieved most efficiently.
• In this stage, the training design and the steps of
training design will be discussed.

What is Training Design
• The training course is designed based on the
training proposal which has been developed in the
prior phase of the Training Needs Analysis.
• The results of the training needs analysis should be
utilized for an effective programme.

What is Training Design
• Training Design generally has 5 steps outlined
below:

Step-1: Set Learning Objectives
 What are Learning Objectives?
• Learning objectives of the course (Course Objectives) are the immediate
outputs of the training. This covers three areas of competency namely;
Knowledge, Skill, and Attitude (KSA).
• It describes what participants will be able to know/ understand, do, and
feel.
• Simillary, it is also called the three domains of learning objectives
namely Cognitive domain, Affective domain, and Psychomotor domain.
• Here are some samples of learning objectives:
 At the end of the course, participants will be able to list three benefits of
instructional design to the effectiveness of training
 At the end of the course, participants will be able to explain three models of
instructional design.
 At the end of the course, participants will be able to develop lesson plans by
following standard steps.

 What are Learning Objectives?
• Learning objectives of the course (Course Objectives) are the
immediate outputs of the training. This covers three areas of
competency namely; Knowledge, Skill, and Attitude (KSA).
• It describes what participants will be able to know/
understand, do, and feel.
• Simillary, it is also called the three domains of learning
objectives namely Cognitive domain, Affective domain, and
Psychomotor domain.
• Samples of learning objective:
 At the end of the course, participants will be able to design
curriculum and develop lesson plans by following standard
steps.

 Why set Learning Objectives?

• It is important to have a destination in mind when
planning to travel. In the same way, all the efforts in
training design is aimed at achieving set objectives.
• The purpose of the objectives are:
 To set the direction and to help participants on areas to
focus on
 To guide facilitators to deliver the session in the set
direction

Component of learning objectives

• Performance –
A learning objective should describe behaviour
that can be observed, that is, what the
participant will be able to do as a result of the
training.

 Component of learning objectives
• Condition –
The objective explains the circumstances under which the
participant will be performing the activity. It also describes the
equipment, suppliers, and job aids that may or may not be
used on the job. The objective also describes the work setting
and any information used to direct the action.
• Criteria –
The learning objective specifies the level or degree of
proficiency that is necessary to perform the task or job
successfully. It indicates the quality of the performance
required to achieve objectives. Thus, information in the criteria
is used to evaluate performance.

Step-2: Organise Learning Objectives
 Classification of Learning:
• Benjamin Bloom classified learning activities into three
domains, namely Cognitive, Affective and Psychomotor.
• These are sometimes explained as Knowledge, Attitude and
Skill (KSA).
• This model helps organize learning objectives. According to
his classification:
 Cognitive Domain comprises of Knowledge,
Comprehension, Application, Analysis, Synthesis, and
Evaluation from the lower to higher level.

 Affective domain comprises of Receiving, Responding,
Valuing, Organising, and Characterizing.
 Psychomotor domain comprises of Perception, Set,
Guided Response, Mechanism, Complex Overt Response,
Adaptation, and Origination.

Based on the above classifications, six (6) simple levels of
learning have been created as shown in the chart below:

• The six levels of learning classification enable you
to evaluate participants and to know the extent to
which they have learned.
• This model is often used for designing the training
course by designing modules in such a way that
participants will achieve a lot by going through each
level in a step by step manner.

 Characteristics of learning objectives
• Learning objectives should be first of all, consistent
with the overall goals of the course. In addition,
the SMART rule can be applied.
• SMART means:
S – Specific
M – Measurable
A – Achievable
R – Results Oriented and
T – Time Bound

 Levels of objectives
• There are several levels of objective setting as
indicated in a chart below:

Step-3: Design Motivation
• After setting objectives, the strategy to motivate
participants should be designed. This is called
motivation design.
• Motivation should be designed in such a way that
participants are continuously encouraged to learn
and to obtain the expected KSAs’ in an efficient and
effective manner.

Step-3: Design Motivation
 Gagné's Nine Steps of Instruction :
• As one of the motivation design model, the Nine Steps of
Instruction model was proposed by Robert Gagné in 1985. This
model shows standard steps for effective instructions.
1 Gain attention
2 Inform learners of objectives
3 Stimulate recall of prior learning
4 Present the content
5 Provide guidance for learning
6 Elicit performance (practice)
7 Provide feedback
8 Assess performance
9 Enhance retention and transfer

Step-4: Develop Lesson Plans
 What is Lesson Plan?
• Lesson planning is a map towards bringing
participants to the desired goal of the session.
• Each trainer should prepare a “Lesson plan” for
each session based on the curriculum.

 Lesson Plan Template

 Activities of Lesson Plan:
1. Understanding training course and participants
2. Setting session objective
3. Listing up learning topics
4. Determining participant’s assignment
5. Selecting teaching methods
6. Determining assessment strategy
7. Planning time line
8. Listing up necessary items
9. Fill out lesson plan form

 Understanding Training Course and Participants
• In the process of preparing the lesson plan, it is important to
understand the course and the target participants.
• First, study the course outline and examine the objectives
and background for it.
• When the list of participants is confirmed, study it and
identify their affiliations, titles, experiences, their
motivations for participation and so forth.

 Understanding Training Course and Participants
• From training course information, facilitators can obtain
information such as;
 Objective of training (Framework of training such as how it will
contribute to organisation’s goal, what problems will be solved, etc.)
 Overall schedule of training
 Screening process of participants
• From list of participants, facilitators can obtain information
(depending on a form such as);
 Age
 Sex
 Year of service in the current organisation and job
 Current job
 Education background

 Setting Session Objectives
• Firstly, trainers need to set a goal or objectives for
their sessions.
• The module objectives included in the curriculum
must be broken down into session objectives that
cover the topics in your session.
• The learning objective is to be set by the three
dimensions of KSA namely; 1) Knowledge, 2) Skill,
and 3) Attitude

 Listing Up Learning Topics
• Trainers have to list up learning topics covered in a
session in such a way that the session objective will
be fulfilled.
• Priority can be given to topics that are centered on
hot issues, relevant to the participants and their
organisations.

 Determining Participant’s Assignments
• Trainers determine what participants will submit at
the end of the session or after the session.
• It is effective to get participants to create
something and submit it as a summary of their
learning.
• When facilitators give assignment, they should
gather, check, and give feedback.

 Selecting Teaching Methods
• In order to achieve a session goal, facilitators should
select the most efficient and effective method of
teaching.
• Confucius said “What I hear, I forget, what I see, I
remember, but what I do, I understand.”
• The most effective method is making participants
do something.

 Teaching Methods & Their Characteristics
Method Advantages Disadvantages
Lecture • Efficient for providing • Provision of knowledge does
knowledge and concepts not always means that
recipients understand it
Demonstration • Effective to attract interest • Difficult to create and
• Effective to motivate to environment for
learn by showing the demonstration
result of learning • Requires facilitator’s skill
Practical exercise • Effective to help • Needs personal care to
(Individual or understand monitor the processes
small group) • How to apply acquired • Speed varies with participants

Case study • Effective for training in • Difficult to create a case
problem solving capability • Requires facilitator’s skill to lead
• Offers a dynamic process of participants
learning
Project • Effective to develop total • Time consuming
capability on the topics • Needs follow up
Business • Effective to help understand • Difficult to create a game
Game/Simul participant’s personal • Needs personal monitoring and
ation character • feedback
• Effective to create teamwork
when it is done by group


Small Group • Effective to understand • Sometimes, not all the members
discussion and retain the topic equally participate
Role Playing • Effective to help • Requires facilitator’s skill for

understand effective feedback
• How to apply acquired
• Facilitator can check the
learning level

 Determining Assessment Strategy
• Facilitators should assess level of learning or progress made
by participants in order to confirm achievement of the
session objectives.
 A simple way is to occasionally pose questions/quiz to
the class.
 If facilitators need a detailed and precise assessment,
they can ask for a test on paper at the end.
 It is a good idea to ask each participant to say one word
regarding what they learned at the end of the session.

 Planning Time Line
• This is the process of creating the strategy of a
session delivery based on:
 session objectives,
 learning topics, and
 session outputs.
• Facilitators make their plans of the session delivery
with time lines.

• When facilitators make a time line of a session, the basic
structure is i) Opening ii) Body and iii) Conclusion.

i) Opening:
The opening topic should be relevant to the session
content. Facilitators should plan their opening activity in
such a way that participants can feel the usefulness of the
session to them. Important factors of opening include:
a) Breaking preoccupation
b) Creating comfortable and friendly atmosphere
c) Getting attention to a session

ii) Body:
• Facilitators should deliver the selected topics with
appropriate methods based on a strategy so that
participants are always motivated and devoted to learn.
• In developing a plan, it is recommended that relevant
small stories are introduced.
• It is important that facilitators always ask participants
how they intend to apply what they learnt in their
working places.

iii) Conclusion
• Trainers summarize the session and assess the level
to which the session objective(s) has been achieved
by participants.
• Reconfirm participants how they intend to apply
what they learnt in their working places.

 Listing Up Necessary Items and Environments
• Facilitators would have list up all the necessary
items for a session such as learning materials,
stationery, and equipment (PC, Projector,
whiteboard) in details.
• Usually, preparation is done by the training
coordinator and not by facilitators themselves.

 Filling Out Lesson Plan Form
• This form would be used by the training coordinator
as instructions for preparation and classroom
management, as well as by the facilitator
himself/herself.
• This also contributes to quality assurance of the
training delivery.
• Preparing lesson plans is a visualization of training
delivery and makes it possible to share facilitator’s
personal know-how with others concerned.

Step-5: Summarizing Programme Design
After developing lesson plans for all the sessions, summarize
topics and the methodologies including the lesson plans into a
document consisting of :
 Course title  Course time Table
 Duration  Session objectives for each
 Target Participants session
 Background of the course  List of topics for each session
 Overall goal  Learning method for each
 Course learning session
objectives  Lesson Plans for each session
 List of topics  Description of each session

M - 1.3 - Training Design

Uploaded by

Copyright:

Available Formats

M - 1.3 - Training Design

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

M - 1.3 - Training Design

Uploaded by

Copyright:

Available Formats

DAY 1: SESSION 3

LGED DIMAPPP (LGED PART) 1-3 1 of 38

LGED DIMAPPP (LGED PART) 1-3 2 of 38

LGED DIMAPPP (LGED PART) 1-3 3 of 38

LGED DIMAPPP (LGED PART) 1-3 4 of 38

LGED DIMAPPP (LGED PART) 1-3 5 of 38

LGED DIMAPPP (LGED PART) 1-3 6 of 38

 Why set Learning Objectives?

LGED DIMAPPP (LGED PART) 1-3 7 of 38

Component of learning objectives

LGED DIMAPPP (LGED PART) 1-3 8 of 38

LGED DIMAPPP (LGED PART) 1-3 9 of 38

LGED DIMAPPP (LGED PART) 1-3 10 of 38

LGED DIMAPPP (LGED PART) 1-3 11 of 38

LGED DIMAPPP (LGED PART) 1-3 12 of 38

LGED DIMAPPP (LGED PART) 1-3 13 of 38

LGED DIMAPPP (LGED PART) 1-3 14 of 38

LGED DIMAPPP (LGED PART) 1-3 15 of 38

LGED DIMAPPP (LGED PART) 1-3 16 of 38

LGED DIMAPPP (LGED PART) 1-3 17 of 38

LGED DIMAPPP (LGED PART) 1-3 18 of 38

LGED DIMAPPP (LGED PART) 1-3 19 of 38

LGED DIMAPPP (LGED PART) 1-3 20 of 38

LGED DIMAPPP (LGED PART) 1-3 21 of 38

LGED DIMAPPP (LGED PART) 1-3 22 of 38

LGED DIMAPPP (LGED PART) 1-3 23 of 38

LGED DIMAPPP (LGED PART) 1-3 24 of 38

LGED DIMAPPP (LGED PART) 1-3 25 of 38

LGED DIMAPPP (LGED PART) 1-3 26 of 38

LGED DIMAPPP (LGED PART) 1-3 27 of 38

LGED DIMAPPP (LGED PART) 1-3 28 of 38

Method Advantages Disadvantages

Role Playing • Effective to help • Requires facilitator’s skill for

LGED DIMAPPP (LGED PART) 1-3 29 of 38

LGED DIMAPPP (LGED PART) 1-3 30 of 38

LGED DIMAPPP (LGED PART) 1-3 31 of 38

LGED DIMAPPP (LGED PART) 1-3 32 of 38

LGED DIMAPPP (LGED PART) 1-3 33 of 38

LGED DIMAPPP (LGED PART) 1-3 34 of 38

LGED DIMAPPP (LGED PART) 1-3 35 of 38

LGED DIMAPPP (LGED PART) 1-3 36 of 38

LGED DIMAPPP (LGED PART) 1-3 37 of 38

LGED DIMAPPP (LGED PART) 1-3 38 of 38

You might also like