New York University Preparation for Training Sessions Discussion

Imagine you are the training director of a hotel chain, Noe Suites. Each Noe Suites
has 100 to 150 rooms, a small indoor pool, and a restaurant. Hotels are strategically
located near the exit ramps of major highways in college towns such as East Lansing,
Michigan, and Columbus, Ohio.
You receive the following email message from the vice president of operations.
Email
To: ____(Insert Your Name), Training Director
From: David Turner, Vice President of Operations, Noe Suites
As you are probably aware, one of the most important aspects of quality service is
known as “recovery” – that is, the employee’s ability to respond effectively to
customer complaints. There are three possible outcomes to a customer complaint:
1.
2.
3.
The customer complains and is satisfied by the response
The customer complains and is dissatisfied with the response
The customer does not complain but remains dissatisfied
Many dissatisfied customers do not complain because they want to avoid
confrontation, there is no convenient way to complain, or they do not believe that
complaining will do much good.
I have decided that to improve our level of customer service, we need to train our
hotel staff in the “recovery” aspect of customer service. Specifically, the training will
focus on responding effectively to the customer’s complaints such that the customer is
satisfied by the employee’s response.
One theme that emerged from these last focus groups was that we had some
weaknesses in the recovery area. For example, last month in one of the restaurants, a
waiter dropped the last available piece of blueberry pie on a customer as he was
serving her. The waiter did not know how to correct the problem other than offer an
apology.
I have decided to hire two well-known consultants in the service industry to discuss
“recovery” – that is, how to effectively respond to customer complaints. In addition,
the consultants will provide an overview of different aspects of quality customer
service.
In total, the consultants will deliver 3 training sessions. Each session will last three
hours. The training sessions will be offered


Session 1 – Morning Shift
Session 2 – Afternoon Shift

Session 3 – Midnight Shift
Overall, approximately 20-40 employees will attend each of the training sessions.
My expectations are that following this training, the service staff will be able to
respond to customers if/when they have a problem with the service(s) provided by our
hotel/restaurant.
Because you are an expert on training, I want your feedback on the training session.
Specifically, what recommendations do you have for improving the training?
Best,
David Turner
Vice President of Operations, Noe Suites
Instructions
After reading the case, answer the following FIVE questions: (Note: be sure to
reference your textbook when completing these questions).
1. Training Modules. Based on what you learned about program design, consider
changes you would make to improve the training program. Specifically, consider the
design of the program. There are three training sessions, but they are all the same. The
only difference is when the training session will be offered: morning, afternoon, and
evening. Each session will last for three hours and approximately 20-40 employees
will attend.
Develop a training module that explains what the training participants should do
during the three hours. For example, should they listen to presentations? Do role
plays? Read and discuss case studies? Create a table similar to this one:
Notably, the table below is for illustration purposes only. Do not use any content from
the table in your assignment. Using content from the table is considered plagiarism
and you will receive a zero on the assignment. You are required to create your own
training modules.
Training Module
Description
Time Spent (180 m
hours)
Training Overview & Icebreaker
Trainees will listen to a presentation that
describes the purpose, goals, and overview
of the training session. Trainees will
complete an icebreaker activity 15 mins.
specifically, they will state their name,
position title, and describe their best guest
experience at a hotel.
Hotel Guest Metrics
Trainees will listen to a presentation about
the metrics the hotel uses to evaluate the 15 mins
experiences of hotel guests.
Hotel Guest Strategies
Trainees will learn about specific
strategies they can use to improve the
guest experience. Specifically, they will
learn about the following strategies they
45 mins
can use (1) during guest check-in, (2) at
the hotel restaurant, (3) when a guest
complains about their hotel room, and (4)
during guest check-out
Hotel Guest Scenarios
Trainees will participate in role-plays including checking in guests, servicing
guests at the hotel restaurant, responding
to a guest complaint, and checking out
90 mins
guests. During the role-plays they will be
evaluated and rated on their interaction
with guests
Quiz & Wrap-up
Trainees will complete a quiz about the
strategies they learned during training.
Finally, they will write out three actions 15 mins
they will complete at work to improve the
experiences of the hotel guests
2. Prework. Using your textbook, define prework (Hint: the definition of prework is
included in Chapter 5). What is it aiming to achieve? Next, consider this case and
describe the prework assignment the training participants will complete. Make sure
you state the goal of your prework assignment.
3. Application Assignments. Using your textbook, define application assignments.
(Hint: the definition of application assignments is included in Chapter 5).
4. Learning Objectives. Using your textbook, define learning objectives. (Hint: the
definition of learning objectives is included in Chapter 5). Write two learning
objectives for the training module you created in Question #1.
5. Room Arrangement. For the training session you created in Question #1, what
kind of room arrangement would you use for this training? There are four room
arrangements discussed in your textbook: fan-type seating, classroom-type seating,
conference-type seating, and horseshoe arrangement. Describe why you selected
the room arrangement(s). That is, why do you believe the room arrangement(s) you
selected will make the training more valuable?
202 Part 2 Designing Training
comprehensive training plans online using Foundations Online, Gables’s learning
management system.
One of the characteristics of companies with award-winning training practices
is that they periodically review them and make improvements. Recently, Gables
revamped its sales training program because they felt that learners were too passive. The program included learner guides and worksheets but few opportunities
for active learning. They developed a new program called Engage, Connect, and
Inspire. The program includes a series of workshops presented over a one-week time
period. The workshops focus on improving customer service interactions during the
sales process. They include opportunities for active learning through job shadowing
and self-assessments. Nine months after the new program was introduced, customer
satisfaction scores increased by 19 percent.
Gables also recognizes that associates often need to learn or review what they
previously learned while on the job. To address this need, the learning and development team created a series of short videos that cover sales, customer service, and
team building. Also, videos have been developed for apartment maintenance employees. Maintenance employees can use notebooks or smartphones to access these
videos. Employees find the videos especially helpful because they are often created
by other employees. This makes the video content meaningful and relevant. Also,
making the videos provides employees with the opportunity to review what they
know and learn how to best present skills and knowledge to teach other.
Incentives help motivate learning at Gables. Employees compete for cash prizes
for the best videos and associates can receive up to $300 if they receive a perfect
score from a “mystery shopper.” Associates who earn perfect scores from mystery
shoppers are eligible to be a guest speaker or trainer and can be selected into the
Circle of Excellence advisory group.
Source: Based on “Gables Residential,” T+D (October 2014): 79; Gables Residential website http://gables.com,
accessed March 11, 2015.
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
Chapter 5 Program Design 203
FIGURE 5.1
The Program
Design Process
Sources: Based on
J. Zenger, J. Folkman,
and K. Sherwin, “The
promise of phase 3,”
T+D (January 2005):
31–34; R. Hewes,
“Step by Step”, T+D
(February 2014): 56–
61; J. Halsey, “How to
ENGAGE and bring
out the brilliance in
everyone,” From www
.trainingmag.com, the
website for training
magazine, accessed
August 3, 2011.
Phase 1
Phase 2
Phase 3
Pretraining
Learning Event
Post-Training
$ Prepare, Motivate,
and Energize Trainees
to Attend Learning Event
$ Ensure Work Environment
(climate, managers, peers)
Supports Learning and Transfer
of Training
$ Prepare Instruction (classes,
courses, programs, lessons)
and Physical Environment to
Facilitate Learning and
Transfer of Training
$ Encourage Learners
to Apply What They
Learned to Their Work
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.
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, 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.
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.1 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.
For example, the learning team for customer service development, a sales function
within Procter & Gamble (P&G) Co. relies on three phases known as “Li-La-La” to ensure
that learning and transfer of training occurs.2 Learning intent (Li) includes the employee
and manager agreeing to a contract. Employees agree that they will take responsibility
for achieving learning objectives. Managers confirm that the objectives will help the employees improve their performance and relate to business outcomes and agree to help
employees achieve them. Learning action (La) focuses on how the employee will learn.
P&G uses a blended learning model, which includes web-based, classroom, and experiential learning that allows employees to access courses they have planned to take as
204 Part 2 Designing Training
well as learning opportunities as needed. Learning application (La) specifically focuses on
transfer of training. The employee and manager discuss what was learned in the “learning
action” phase and identify the on-the-job behaviors needed to enhance business outcomes.
The learning team tracks performance and business outcomes over a six-month period,
which helps determine the effectiveness of learning actions.
This chapter discusses important program design issues that relate to the three phases
of the instructional process. It begins by discussing important considerations in effective program design, including selecting and preparing the training site, identifying and
choosing the best trainers, and how trainers can arrange the training site and create an
instructional environment that is conducive to learning. Next, the chapter introduces you to
curricula, courses, and lessons and shows how to manage learning projects and use design
documents and lesson plans. Because many companies do not have the staff, resources,
or expertise needed to design training programs, this section of the chapter ends with a
discussion of how to identify and choose a vendor or consultant for training services. The
chapter concludes by discussing important post-training issues related to transfer of training, including how to create a supportive work environment, provide trainees with selfmanagement skills, and gain manager and peer support. The important role of knowledge
management in facilitating learning and transfer of training is also discussed.
CONSIDERATIONS 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:3
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).
Training sites can be on-site in a training room located at company offices or off-site
at a hotel, resort, conference center, or college campus. There is no right answer as to
whether training should be held on-site or off-site. Both on-site and off-site training have
potential benefits that need to be considered.4 The benefits of off-site training include
actual and perceived savings of transportation, food and beverage costs, space and equipment rental costs, and ease of using local employees to serve as instructors for some or
part of the training. The benefits of off-site training include less chance of business-related
disruptions resulting in improved trainee focus, a more memorable training setting and
experience, providing a message that the company values training by investing in it, and
better opportunities for networking. For example, leaving the office for off-site training
provides a mental and physical break from work that can help trainees focus on learning
rather than being distracted by interruptions from staff and customers. Regardless of the
location, to improve their focus on training content, trainers need to ask learners to turn off
their cell phones (unless they are being used for learning purposes).
Chapter 5 Program Design 205
TABLE 5.1
Details to
Consider When
Evaluating a
Training Room
Source: Based on
M. Weinstein,
“Training spaces”,
training (September/
October 2010):
34–37. C. L. Finkel,
“Meeting Facilities,”
in the ASTD Training
and Development
Handbook, 3d ed.,
ed. R. L. Craig (New
York: McGraw-Hill,
1996): 978–989.
Noise. Check for noise from heating and air conditioning systems, adjacent rooms and
corridors, and outside the building.
Colors. Pastel hues such as oranges, greens, blues, and yellows are warm colors. Variations of white are cold and sterile. Blacks and brown shades will close the room in psychologically and become fatiguing.
Room structure. Use rooms that are somewhat square in shape. Are the rooms and seating tiered? Long, narrow rooms make it difficult for trainees to see, hear, and participate in the discussion. Check for availability and proximity of breakout or case rooms if
needed.
Lighting. The main source of lighting should be fluorescent lights. Incandescent lighting should be spread throughout the room and used with dimmers when projection is
required.
Wall and floor covering. Carpeting should be placed in the meeting area. Solid colors are
preferable because they are not distracting. Only meeting-related materials should be on
the walls.
Meeting room chairs. Chairs should have wheels, swivels, and backs that provide support
for the lower lumbar region.
Glare. Check and eliminate glare from metal surfaces, TV monitors, and mirrors.
Ceiling. Ten-foot-high ceilings are preferable.
Electrical outlets. Outlets should be available every six feet around the room. A telephone
jack should be next to the outlets. Outlets for the trainer should be available as well.
Make sure that outlets are available for trainees to plug in their laptops, if necessary.
Acoustics. Check the bounce or absorption of sound from the walls, ceiling, floor, and
furniture. Try voice checks with three or four different people, monitoring voice clarity
and level.
Technology. Check that the room has permanent screens and a computer with Internet
access for the trainer (and for trainees if needed).
Details to Be Considered in the Training Room
Table 5.1 presents characteristics of the meeting room that a trainer, program designer, or
manager should use to evaluate a training site. Keep in mind that many times, trainers do
not have the luxury of choosing the “perfect” training site. Rather, they use their evaluation of the training site to familiarize themselves with the site’s strengths and weaknesses
in order to adjust the training program and/or physical arrangements of the site (e.g., rearrange the trainer’s position so it is closer to electrical outlets needed to run equipment).
Recognizing that trainee learning can be facilitated though both mental and physical
involvement, it is important to consider this when choosing, designing, or deciding how to
use a training space. For example, Blue Cross Blue Shield of Michigan has transitioned to
classrooms with spaces that can be configured as needed.5 Because training classes might
involve online learning, teamwork, physical movement, and quiet contemplation, spaces
need flexible furniture and equipment that can be moved within the class (or moved out altogether to make more space). The key is to have a classroom that is able to accommodate a
wide variety of activities and instructor-learner, learner-learner, and learner-content interactions. For example, in a sales course, learners work with a partner. They physically walk
206 Part 2 Designing Training
through the sales process using a map on the floor outlining the steps in the process. The
physical movement through the steps has helped learners better recall the sales process.
When choosing training spaces, whether on-site or off-site at a conference site or hotel,
trainers at The Economical Insurance Group (TEIG) consider the size of the room needed
for the number of trainees attending, and ensure that the physical space is engaging to the
learner and promotes a sense of community between the facilitator and the instructor. They
make certain that the training space can incorporate a blend of technology-based (such as
graphics, multimedia, flash technology, and immediate feedback tools) with face-to-face
training methods (such as roundtable discussions among small groups of trainees). Also,
for courses such as leadership training, the environment outside the classroom needs to
be comfortable (e.g., quiet areas, gardens, and lounge chairs) to encourage networking,
creativity, and innovation. Sometimes, trainers may find themselves having to work in a
training space that is not ideal. At Century 21 Real Estate LLC, trainers make sure that
they get a look at the space before the training course to consider its strengths and limitations and how to use it to best maximize learning. For example, at one training session held
at a local hotel, trainers had to work around banquet tables. As a result, they decided to get
trainees energized and involved by using a team exercise that trainees seated at each table
could work on. Steelcase modified its classrooms so that content is projected from different sides of the room, not just the front, so learners look over one another.6 Instructors
can be anywhere in the room because they can use a switcher to project content from any
student’s or instructor’s laptop to any or all screens in the room. Also, in addition to classrooms, Steelcase also has cafes, booths, and small rooms to encourage collaboration and
knowledge sharing, as well as areas for quiet, individual work.
Seating Arrangements Seating arrangements at the training site should be based on an
understanding of the desired type of trainee interaction and trainee-trainer interaction.7
Figure 5.2 shows several types of seating arrangements.
Fan-type seating is conducive to allowing trainees to see from any point in the room.
Trainees can easily switch from listening to a presentation to practicing in groups, and
trainees can communicate easily with everyone in the room. Fan-type seating is also effective for training that includes trainees working in groups and teams to analyze problems
and synthesize information.
If the training primarily involves knowledge acquisition, with lecture and audiovisual
presentation being the primary training method, traditional classroom–type seating is appropriate. Traditional classroom instruction allows trainee interaction with the trainer, but
it also makes it difficult for trainees to work in teams (particularly if the seats are not movable to other locations in the room).
If training emphasizes total-group discussion with limited presentation and no smallgroup interaction, a conference-type arrangement may be most effective. If the training requires both presentation and total-group instruction, the horseshoe arrangement is useful.
Choosing Trainers
Selecting professional trainers or consultants is one obvious possibility for companies.
Trainers, whether from inside or outside the company, should have expertise in the topic
and experience in training.8 Train-the-trainer programs are necessary for managers, employees, and “experts” who may have content knowledge but need to improve presentation
Chapter 5 Program Design 207
FIGURE 5.2
Examples
of Seating
Arrangements
Source: Based on
F. H. Margolis and
C. R. Bell, Managing
the Learning Process
(Minneapolis,
MN: Lakewood
Publications, 1984).
Fan-Type Seating
Classroom-Type Seating
Conference-Type Seating
Horseshoe Arrangement
and communications skills, gain an understanding of the key components of the learning
process (e.g., feedback, practice), or learn to develop lesson plans. This may involve having employees and managers earn a certificate verifying that they have the skills needed to
be effective trainers. To increase their chances of success in their first courses, new trainers should be observed and should receive coaching and feedback from more experienced
trainers. When companies use in-house experts for training, it is important to emphasize
that these experts convey training content in as concrete a manner as possible (e.g., use
examples), especially if the audience is unfamiliar with the content. Experts may have a
tendency to use more abstract and advanced concepts that may confuse trainees.9
Using managers and employees as trainers may help increase the perceived meaningfulness of the training content. Because they understand the company’s business, employee and manager trainers tend to make the training content more directly applicable to
the trainees’ work. Also, having managers and employees lead training sessions can help
increase their support for learning and reduce the company’s dependency on expensive
outside consultants. Serving as trainers can be rewarding for employees and managers if
they are recognized by the company, or if the training experience is linked to their personal
development plans.
208 Part 2 Designing Training
As a small company introducing a new product line of clinical information systems
related to genetics and molecular diagnostics, SCC Soft Computer needed subject-matter
experts (SMEs) who helped develop the tools to also serve as trainers for its staff and
clients.10 Hiring professional trainers with genetics backgrounds in needed disciplines
such as cytogenetics was too expensive. SCC created a train-the-trainer course for nontrainers who already conducted some informal training, such as product demonstrations
during client visits. The content of the course included applying adult learning principles,
identifying and developing learning objectives, creating content for learning objectives,
creating and using training aids, developing a lesson plan and structuring a lesson, planning evaluation using reaction, learning, behavior, and outcomes (discussed in Chapter
Six, “Training Evaluation”), and identifying ways to transfer the skills.
Consider how and Merck and Boeing choose trainers.11 Merck often uses an instructor from academic faculty paired with an internal leader in its training and development
classes. Merck ensures that they meet before they teach to share models and frameworks.
The academic perspective provides best practice and models and the internal leader discusses how the practices and models are used in Merck and how they can be used to deal
with business issues. Each of Boeing’s vice presidents teach at least two leadership classes
each year. Teaching classes is included in their annual performance evaluation. Boeing’s
leaders-teaching-leaders method involves preparing leaders to engage in dialogue, ask
challenging questions, and tell compelling stories. Program participants are encouraged
to question and challenge leaders, listen to the leader’s experiences, and take what they
learned and teach it to others. This helps create a continuous learning environment where
all employees are both learners and teachers.
How Trainers Can Make the Training Site and Instruction
Conducive to Learning
As a trainer, you can take several steps before and during training to make the room and
instruction conducive to learning.12
Creating a Learning Setting
Before choosing a training room, consider how the trainees are expected to learn. That
is, determine the extent to which trainees decide when, where, and how they will learn
(self-direction), and whether learning will occur by interaction with others (collaboration).13 Table 5.2 describes the types of training rooms that are appropriate for the amount
of self-direction and collaboration necessary for learning. For example, a classroom with
easy-to-move furniture supports high collaboration but low self-direction; this classroom
can be used for lectures, presentations, discussions, and small groups. A distance learning room that includes computers, cameras, and data equipment supports learning that
requires low collaboration but high self-direction. Self-directed learning that requires little
collaboration is best suited for labs equipped with computers and software that support
online learning, computer-based training, or software instruction. Of course, a dedicated
training space may not be necessary for these learning requirements because trainees can
work from their own personal computers, at home or at work. The advantages and disadvantages of online learning are discussed in Chapter Eight, “Technology-Based Training
Methods,” but be aware that employees may not like the lack of face-to-face collaboration
that occurs in online learning programs.
Chapter 5 Program Design 209
TABLE 5.2
Matching
Training
Rooms with
Learning
Requirements
Sources: Based on
“Workplace Issues:
One in a Series. Learning Environments for
the Information Age,”
available from the
www.steelcase.com
(accessed March 1,
2006), and “Rethinking Higher Education
Spaces,” available at
www.steelcase.com
(accessed June 12,
2012).
For Learning That Requires
Suggested Training Rooms
High collaboration, low self-direction
Classroom with breakout rooms
Lecture hall with breakout rooms
Breakout rooms
Project room
Conference room
Classroom
Computer classroom
Lecture hall
Distance learning room
Media lab
Computer lab
High collaboration, high self-direction
Low collaboration, low self-direction
Low collaboration, high self-direction
Think about the physical requirements of the training room. Do trainees need to be able
to concentrate and write? Do they need to be able to see detailed visuals? Choose a room
that is large enough to meet your purpose, not just to accommodate a certain number of
trainees. Avoid putting 25 people in a room that can seat 250. A small number of trainees
in a large room makes it impersonal and leaves people feeling insignificant. Consider the
room design well in advance of the session, and work with the training site coordinator to
design a setting that meets your learning needs.
Preparation of Materials
You need to know your content very well. Use mental and physical rehearsals to help build
your confidence and to evaluate the pace and timing of material. Observe master trainers
to get new ideas. Design the training from the audience’s perspective—ask “So what?”
about everything you plan to do. If you are using computers, videos, the Internet, distance
learning, or other technologies, make sure you know how to work the equipment and have
backup materials in case the technology fails. Make sure that your visuals are available in
at least two formats (e.g., PowerPoint slides and overheads). Arrive at the training room
at least 15 minutes early to make sure the room is set up correctly, materials are available,
and technology is functioning. Greet the trainees as they enter the room.
Know the Audience: Age, Generation, and Personality Differences
To be an effective trainer, you need to stay in touch with pop culture and world events,
be familiar with relevant studies and surveys, and know your audience.14 Trainers need to
be aware of the shared values of the learners that may be based around age, personality,
or other characteristics such as geography or profession. This will help you use language,
examples, stories, illustrations, and references in training that the learners can relate to
based on their experiences.
Age and Generational Differences Traditionalists prefer a standard training room with
a stable, orderly learning environment. They do not like to be put on the spot in front of
other trainees. They value direct presentation of information and training materials that are
organized logically. They like trainers to ask them to share their experiences or anecdotes;
but they also look to the trainer to provide expertise.
210 Part 2 Designing Training
Baby boomers prefer classroom learning. Baby boomers respond well to interactive
training activities—they like group activities and well-organized training materials with
an overview of the information and an easy way to access more detailed information.
Compared to the other groups, they are especially motivated to learn if they believe that
training content will benefit them personally. Baby boomers need to work on translating
the knowledge they have into skills. This means trainers should ensure that within courses
and programs there are opportunities for boomers to put knowledge gained into practice.
Members of Generation X (Gen Xers) prefer a self-directed learning environment that
includes technology-delivered methods. They respond best to training methods that allow
them to work at their own pace: CD-ROMs and web-based training, for instance. Gen Xers
are highly motivated learners who view training as a way to increase their employability.
They like to learn by doing, through experimentation and feedback. They respond best to
training materials that provide visual stimulation with relatively few words. Question and
answer sessions help meet Gen Xers’ need for giving and receiving feedback.
Although they are techno-savvy, millenniums like to learn by working alone and
helping others to learn. They prefer a blended learning approach that involves self-paced
online learning for acquiring basic concepts, ideas, and knowledge, followed by group
activities and hands-on practice in which they work with others on questions, cases, and
role-playing.15 They are motivated to learn skills and acquire knowledge that will help make
their working lives less stressful and increase their employability. They place a high value on
money so linking training to monetary incentives may facilitate learning. Millennials value
experiences that can help them grow, want meaning from their work, access to great technology, space for socialization and collaboration, and honest feedback. Nexters (like Gen
Xers) prefer interactive training activities that are visually stimulating with more images
than text. Training should be interactive, use multimedia presentation (visuals, voice, and
music), and incorporate gaming, if possible. Milliennials have adopted the social media
platforms and technology for not just networking but for learning. UPS was experiencing much higher than normal failure rates among its millennium drivers. The initial idea
was to train millenniums using video games and simulations. However, needs assessment
found that while these employees wanted to use technology in their training, they also
wanted hands-on training in the skills needed to be successful drivers. As a result, UPS’s
new learning facility for driver trainees in Maryland includes online learning, podcasts, and
videos, along with classroom training and simulations involving driving delivery trucks and
delivering packages on the streets of a fictitious town named Clarksville.16
The potential for generational differences to affect learning suggests that an awareness
of the learners’ ages and generations is important because it can help trainers try to create a learning environment and develop materials that meet learner preferences. Recent
research summarizing the findings of studies on the influence of age on performance in
training found that self-paced training had the largest influence on the training performance of trainees over 40 years of age.17 Self-pacing gives older trainees time to assume
responsibility for their learning, to focus on what is required to learn, and to understand
the training and its importance. Also, training that occurred in small groups was advantageous for older trainees. Because most training groups include a mix of generations, it
is important to provide a learning environment that can benefit all learners.18 Employees can learn from cross-generation interaction if it is managed well. Regardless of their
generation, all trainees need to understand how learning is relevant to their jobs. That is,
Chapter 5 Program Design 211
they need to know “what’s in it for them.” All trainees desire to be included and respond
positively to social interaction. To develop and deliver effective training, trainers need to
minimize conflict and leverage the strengths of each generation. Trainers should try to find
common ground to enhance the learning of all employees. Trainers should consider faceto-face as well as with technology-based learning methods such as e-learning modules
and webcasts to help engage all learners (this is known as blended learning, which we will
discuss in Chapter Eight). Also, using music, games, and group activities will help keep
all learners interested. To keep all learners’ attention, information should be presented in
shorter modules no longer than twenty minutes. This should be followed by activities and
discussion to help learners store the information in memory and understand how it can be
applied to their work and benefit them.
Personality In addition to understanding trainees’ learning styles, which was discussed
in Chapter Four, some companies are using other assessment tools to help instructors better understand the preferences and characteristics of learners who will be in their courses
and programs. The Learning and Development Group within PricewaterhouseCoopers
(PwC) is using the Myers-Briggs Type Indicator (MBTI) as a tool for instructors to understand learner needs and styles.19 The MBTI focuses on how we gather information and
how we make decisions. It is an assessment tool designed to help individuals understand
their personality and how to use their personality preferences at work and in their lives.
MBTI theory suggests that personalities differ on four dimensions. We gather information
with an emphasis on either facts and details (Sensing or S) or on abstract patterns and possibilities (Intuition). We make decisions based on logical analysis (Thinking or T) or on
personal values (Feeling). Also, we differ in our orientation toward and how we deal with
the environment. Individuals with an Extroversion (E) gain energy from interpersonal interactions, while those with an Introversion (I) preference draw energy from within themselves. Individuals with a preference for Judging (J) desire structure and closure, while
those with a Perceiving (P) preference prefer to have many decision options. The MBTI
assessment provides a four-letter personality type that is related to each of the four personality dimensions. The dimensions combine to form sixteen personality types (e.g., an
individual can be an ISTJ, an ENFP, or an INFP).
Instructors can have learners complete the assessment prior to attending training
courses. Then, instructors can use this information about learners’ personality types to
help design training that the learners will find interesting, increasing their motivation to
learn. For example, if an instructor has a course with trainees who are high on Sensing, this
means they tend to receive and process information through a linear approach involving
the five senses. As a result, the instructor would want to be sure that they included training
methods that involved multiple senses. Logic and analysis appeal to Thinking learners,
while Feeling learners needs a personal reason for learning. For Thinking learners, instructors can emphasize the logic of an approach, while for Feeling learners, personal needs,
beliefs, values, and experiences should be emphasized. The extent to which learners are
extraverts or introverts can help an instructor decide whether to use a structured or flexible
learning environment.
If you can’t assess trainees’ learning styles or personality type in advance, you can still
ensure that at least some parts of training appeal to most learners. At American Fidelity
Assurance Company, training emphasizes a learner-centered approach to reach employees with different learning styles. This means that in each course, company trainers are
212 Part 2 Designing Training
encouraged to include multiple activities and create a learning environment that includes
toys, music, vivid figures, charts, and graphs, and exercises that require working in pairs
to stimulate interaction.
Pretraining: Enhance Motivation to Learn Through Communications,
Prework, and Manager Involvement
The important role of motivation in learning was discussed in Chapter Four. To enhance
trainee motivation to learn, it is important to communicate to trainees before they attend
training the purpose of the course, learning objectives, course prerequisites, and who else
will be attending. It is important to also communicate how the course will be meaningful
and useful. One way to do this is by sharing testimonials or examples of how other trainees
have benefited from the course. Prework or pretraining assignments such as readings, cases,
or asking trainees to e-mail trainers or bring to class work-related problems or issues that
will be used as examples or discussed during class also increase the meaningfulness of the
course and motivation to learn, and help trainees come to the course or program with a
sense of purpose and focus. For example, Shapiro Negotiations Institute asks participants in
its training courses to bring real deals they are working on so they can apply what they are
learning in the course.20 Prior to attending a course on how Johnsonville Sausage’s products
are sold, employees are asked to go on a scavenger hunt during which they go to a grocery
store, use the store’s ads, and observe store promotions.21 This helps prepare employees to
share ideas when they attend the course and highlights the importance of the course.
Trainee motivation to learn and use training content on the job can also be enhanced by
getting their managers to communicate and reinforce the importance of training, provide
trainees with the opportunity to attend, and discussing with them their expectations for using training content in their work (or even teaching others to use what they learned). Later
in the chapter, it is discussed in detail how to get a manager’s support for training.
Provide an Overview of the Course
When beginning a course or workshop, it is important to give learners an idea of the “big
picture” (i.e., what will be covered), including the objectives, timeline, activities, assignments, and other relevant information.22 The overall concept, usefulness of the course, the
objective, and its relevance to the job should be presented first, followed by an explanation
of how the course is structured to achieve its objectives. This is important to get learners
into the appropriate mental state for learning and helps them understand the personal and
work-related meaningfulness and relevance of course content (recall the discussion of
meaningfulness in Chapter Four). Using a flowchart or course outline, you should present
the general topics first, followed by more specific subtopics. A concept map can also be
used for organizing and presenting knowledge or skills. A concept map includes concepts
shown in boxes, with the relationships between the concepts indicated by connecting lines.
At the start of each part, you can present the appropriate part of the concept map, outline
or flowchart. This helps the learner organize the content in memory. Also, you can return
to the entire concept map, flowchart or outline during the course to show how the content
covered fits into the course and its relationship to the next topic. Figure 5.3 shows a concept map for a course on conducting an effective performance review. The concept map
shows that the course includes three main topics and the knowledge and skills that will
be emphasized. For example, one of the course concepts is helping trainees understand
Chapter 5 Program Design 213
FIGURE 5.3
Pay
A Concept
Map for a
Course on
Conducting
an Effective
Performance
Review
Development
Why Conduct Performance Reviews?
Promotion
Training
Company Goals
Anticipated
Reactions and Response
Job Decrepitation
Preparing for a Performance Review
Evaluate Form
List of Questions
Suggestions
for Improvement
Previous Appraisal
Current Goals
Documented
Examples of
Good and
Poor Performance
Conduct the Problem Solving
Performance Review
Summarizing
and
Closing
Targeting
Objectives
Upbeat Opening
Active Listening
Using the
Feedback
Sandwich
why to conduct performance reviews. Pay, development, promotion, and training will be
emphasized as the four reasons for conducting performance reviews.
Help Trainees Retain and Recall Training Content You need to carefully consider if you
can chunk learning topics into short sessions of no longer than twenty minutes in length.23
After twenty minutes you need to either take a break or use different learning techniques
(such as exercises, a question-and-answer session, work in break out rooms on a case or
problem). This helps refresh and maintain the learners’ attention to commit learning content
to memory. Mnemonics and metaphors can be useful for recalling important ideas. They
help relate concepts, behaviors, and knowledge to be learned to concepts that the learner already knows. This makes it easier to retrieve the information from memory. Mnemonics are
acronyms in which the first letter of the word represents a term or step in the process. For example, in a course emphasizing a method for presenting new ideas in meetings, the acronym
PIN is used to help learners remember to identify the positive aspects of the idea (P), present
interesting or important implications of the ideas (I), and only after they have considered
the value of the idea do they criticize it (N).24 The instructor may give each learner a small
safety pin as a souvenir and symbol to help them recall how to present ideas in meetings, or
214 Part 2 Designing Training
demonstrate idea killing by popping balloons with a pin and then introduce the metaphor of
the safety pin as a way to remember how easy it is to suppress and squelch new ideas.
Another way to help trainees recall what they have learned is to have them consider how
they can use what they are learning in training. Application assignments increase the likelihood that trainees will recall the training content and apply it to their work setting when
they encounter the appropriate cues (problems and work situations) in the environment.
Application assignments refer to assignments in which trainees are asked to identify work
problems or situations and to apply training content to solve them. The use of application
assignments in training helps trainees understand the link between the learned capabilities
and real-world application, which makes it easier to recall the capability when needed.
Sandy Spring Bank, a community bank headquartered in Maryland, uses application
assignments in its management skills training classes.25 The application assignments include topics such as building effective teams, change leadership, and delegation. To complete the assignments, they had to research the topic they selected, prepare a summary,
and apply what they learned to the teams they supervised. This was then shared with their
manager who met with them to discuss what they learned and applied.
Classroom Management
Monitor the room for extra chairs, overflowing trash cans, and piles of materials left over
from previous training sessions. A messy, disorganized, uninviting training room creates
learning distractions. Give trainees frequent breaks so they can leave the room and return
ready to start learning again.
Interacting with Trainees
As a trainer, you carry the responsibility for the trainees’ learning experience. You need to
communicate the topics that will be covered, the learning approach that will be used, and
the expectations for trainees. You need to be dramatic to draw attention to important points.
Research suggests that trainees have the best recall of training content when the trainer is
enthusiastic and avoids vocal distractions (e.g., use of “er” and “um”).26 Also, you should
use a relaxed style and make learners comfortable.27 As a trainer, you should recognize that
your expectations for trainees’ learning and your stereotypes can result in learners confirming those expectations (i.e., a self-fulfilling prophecy).28 Negative expectations held by
instructors can lead to learners’ negative evaluation of the training and the trainer.29
How you should engage trainees is based on both the size of the room and the number
of trainees. The larger the room, the more your gestures and movements must be exaggerated to get the audience’s attention. To create intimacy with the training group, you must
move close to them. Standing in the front of the room is a way to establish authority. One
of the best ways to gain trainees’ attention is to facilitate discussion from different places
in the room. Strive to lead the instruction, but focus on the trainees. Help trainees develop their own answers, apply tools and techniques, and use reference materials to reach
solutions that are effective in training and on the job. Use questions that lead trainees to
answers or points that you want to make. Strive continually for interaction with trainees—
trainees may have more real-life experiences with, exposure to, or applications related
to training topics than you do. Create a training environment where trainees can learn
from each other. Listen to trainees, summarize learning points, and provide feedback.
Consider how Edward Jones, a financial services company based in St. Louis, Missouri,
encourages learning by combining a training course with ongoing coaching and feedback.
Chapter 5 Program Design 215
TABLE 5.3
Examples
of How to
Get Trainees
Involved
Source: Based on M.
Torrance, “Nine Moments of Learning”,
T+D (September 2014):
76–77; J. Curtis,
“Engage Me, Please!”
T+D (November
2008): 68–73.
• Prepare and distribute content-related, open-ended questions to be discussed in breakout groups.
• se creative activities or games that relate to the training content.
• se assessment or measures that allow the trainees to learn about themselves and
each other.
• Incorporate role-playing.
• Conclude the training session by asking trainees, either individually or in teams from
the same company or work group, to consider the following questions: “As a result of
this session, what do you plan to start, stop, or continue doing? On what topic would
you like to have more information?”
Also, typical class sizes are no more than twelve learners, often including SMEs and an
instructor. The training sessions are based on an interactive question-and-answer format,
which engages learners. Edward Jones also distributes surveys during the course that asks
learners how difficult they found the lessons and whether they think they are learning. This
allows instructors to change lesson plans during the session to better facilitate learning.
Table 5.3 provides examples of how to get trainees involved in a training session.
Leading a Discussion
As we mentioned in Chapter Four, learner-learner and learner-instructor interactions are
useful. They help learners understand the meaningfulness of training content and help
commit it to memory. Effective discussions are based on clearly defined goals, topic focus,
and time frame, planned questions, and clear rules for participation.30 Discussions can
have a number of goals including brainstorming sessions to identify solutions to problems
or issues (before or after training), debriefing or reflection on learning activities (end of a
learning event), application of knowledge and skills resulting in a learner action plan (during or at the end of a learning event), and evaluating the learning experience by focusing
on impressions and key lessons about the learning event (at the end of training). After you
choose the goals, it is important to consider what topics will be discussed, time expectations, the type of seating best suited for the discussion, and materials needed such as
pictures, PowerPoint slides, or handouts. Questions for starting the discussion are needed.
These should be open-ended questions that require more than a yes or no response. It is
also important have different opening questions as well as follow-up questions and discussion prompts. For example, “What are the benefits of performance feedback?” could be
followed up with prompts like “Share an instance when you received what you considered
as effective feedback? Why did you consider it effective feedback?” You also need to
consider how you will invite learners to participate in the discussion (raise hands or just
jump into the discussion). Also, you need to decide the rules for interrupting others, cell
phone use, respecting others opinions, and when leaving to take a break is appropriate.
Finally, you need to consider your role. Are you an observer, facilitator, or leader of the
discussion? The goals, topics, time frame and expectations, and structure for the discussion should be communicated to the learners before the discussion begins.
Dealing with Disruptive Trainees
How can you deal with employees who don’t want to be trained despite being informed
in advance of the course and how it relates to the business?31 First, take charge of the
216 Part 2 Designing Training
session immediately, communicate your credentials, and in a friendly but assertive way
tell employees why the training is important and how it will help them. Then let them vent
their frustrations. Useful methods for this activity are to have trainees describe what they
would be doing if they were not in the program, have trainees draw pictures of how the
person next to them feels about attending the training, or have trainees break into groups
and then ask some groups to make a list of the top 10 reasons not to be in the class and the
other groups to list 10 reasons to be in the class. Reassemble the class and discuss first the
reasons not to be in the class, and then end with the reasons to be in the class. For trainees
who disrupt, sleep through, or constantly interrupt the training sessions, consider using
activities that get them moving, engaged, and energized. Ask disruptive trainees to leave
the session only as a last resort when all other options discussed here have failed.
Managing Group Dynamics
To ensure an even distribution of knowledge or expertise in groups, ask trainees to indicate
whether they consider themselves novice, experienced, or expert in terms of knowledge
about a topic. Arrange the groups so that they contain a mix of novice, experienced, and
expert trainees. Group dynamics can be altered by changing learners’ positions in the
room. Pay attention to group dynamics by wandering through the room and noticing which
groups are frustrated or stalled, who is withdrawn, and who is dominating the group. Your
role is to make sure that everyone in a group has an opportunity to contribute. Seating arrangements such as rectangular tables often give trainees authority based on where they
are seated. For example, the end of a rectangular table is the position of authority. Putting a
quiet person in the “power seat” creates an opportunity for that person to assume a leadership role within the group.
At India-based pharmaceutical company Lupin Ltd., training and development is critical for the company to keep up with its growth, which has been two to three times the
industry rate each year.32 One of the barriers that Lupin faced for effective learning was a
cultural tradition within Indian society to respect hierarchy. This meant that in the classroom, employees sit according to their place in the hierarchy, and junior employees don’t
question the opinions of more senior employees. However, Lupin requires that all learners
participate without regard to their status. This has resulted in greater levels of participation
in training classes and enhanced learning.
Curriculum, Course, and Lesson Design
Keep in mind that although the responsibility for designing the training program may
belong to the instructional designer, human resource professional, or manager, the “clients” of the program should also be involved in program design. As already discussed in
Chapter Three, managers and employees should be involved in the needs assessment process. In addition, their role may include reviewing prototypes of the program, providing
examples and program content, and participating in the program as instructors.33
A curriculum refers to an organized program of study designed to meet a complex
learning objective, such as preparing a learner to become a salesperson, certified computer
network technician, licensed nurse, or manager.34 A curriculum usually includes several
courses, and it usually focuses on developing a set of competencies needed to perform a
job. Because these competencies are often expected to be developed over time, curricula
and the courses within the curricula are completed over an extended time period.
Chapter 5 Program Design 217
In comparison to a curriculum, a course or program usually covers more specific learning objectives and addresses a more limited number of competencies or skills. For example,
courses can address topics such as negotiations, talent management, customer service, and
(as you are learning) even training and development. A course typically includes units or
lessons that are smaller sections or modules covering different topics. The time frame for
courses can range from one to several hours, a half-day, a full day, or even weeks.
Although curricula, courses, and lessons all use learning objectives, they tend to vary in
specificity. Learning objectives for curricula tend to be broader and less measurable than
objectives for courses or lessons.35 For example, for a project management course within
a curriculum, an objective might be “Describe the four stages of the project life cycle using text and graphs.” However, one of the objectives for a project management curriculum
might include “Apply decision-aiding models when selecting a project.” This objective
is much broader than the course objectives because it describes the general knowledge,
skills, and abilities developed throughout the curriculum and is likely emphasized in several courses.
Program design should be considered a special case of project management. In this
case, project management refers to the skills needed to manage a team of people and resources to create a learning solution.36 SPADES (start, plan, administer, develop, engage,
and stop) includes project management concepts that incorporate principles of ISD (recall
our discussion of ISD in Chapter One). “Start” involves understanding the stakeholders
for the learning solution (employees, managers, subject-matter experts). It also involves
conducting a needs analysis or revisiting the results to understand who needs training,
the context, the focus, and the expected outcomes. The “Plan” phase involves identifying
what you need to do as well as any resources that may be needed. This includes identifying tasks, how long it will take to complete them, and any expertise that is needed
to execute your plan such as web designers or subject-matter experts. “Administer” involves overseeing the tasks and communicating with the project team, stakeholders, and
subject-matter experts. It also involves ensuring that tasks are completed and deadlines
and budgets are met. “Develop” involves many of the steps in the ISD process including identifying the training objectives and methods, how the program will be evaluated,
and ensuring transfer of training. It also involves designing the actual training including
any materials or online modules. “Engage” is where the training “goes live” or is implemented. It also includes conducting an evaluation of training (evaluation is discussed in
Chapter Six). The “Stop” phase includes finishing the project, paying vendor and suppliers, and meeting with stakeholders to see if they feel that the project met its objectives
and their expectations.
Curriculum Road Map
A curriculum road map refers to a figure showing all of the courses in a curriculum,
the paths that learners can take through it, and the sequences in which courses have to be
completed (e.g., identify prerequisite courses). Figure 5.4 shows an example of a curriculum road map for a security management training program. For each course, information
that can be used to help develop and design detailed courses is provided. This includes37:
1. A brief statement of the course purpose, including why the course is important.
2. Prerequisite skills needed for the course.
218 Part 2 Designing Training
FIGURE 5.4
SEC 101 :: Intro to
Information Security
An Example of
a Curriculum
Road Map
for a Security
Management
Training
Curriculum
Source: Based on
SANS Security
Management Training
Curriculum, from
http://www
.suns.org/securitytraining/curriculums/
management.
TABLE 5.4
Design
Document
Template
Source: Based on
G. Piskurich, Rapid
Instructional Design
(San Francisco:
Pfeiffer, 2006).
MGT 314 :: Training
Program for
Certification Exam
MGT 511 :: Security
Leadership Essentials
MGT 515 :: IT Project
Management, Effective
Communications
for Security professional
Leg 520 :: Law of Data
Security
and Investigations
Scope of Project
• oal
• Audience
• Design time and checkpoints
• Length of the course
Delivery
• Content
• Method
• Training time
• Problems and opportunities
Objectives
• Resources
• Who is involved
• Topical outline
• Administration and evaluation
• Links to other programs
3. Learning objectives or competencies covered by the course and a supporting or enabling objective(i.e., an objective that has to be reached in order for the learning objective to be accomplished).
4. The format of the content and course expectations. Expectations might relate to the
type of content to be covered, how the content will be presented, and the structure of
the content.
5. Delivery method for the content (e.g., online, classroom, blended learning).
Design Document
A design document can be used to guide the development of training and to explain
the training to managers, SMEs, reviewers, or other trainers. Table 5.4 shows a design
document template.38 Information for the design document is based on the information
obtained from the needs assessment discussed in Chapter Three.
Chapter 5 Program Design 219
The level of detail in the design document can vary. Scope of project includes the
goals, outcomes, or achievement expectations for trainees; a description of the trainees; a
description of how long it will take to develop the course and the checkpoints or tasks that
need to be completed as the course is developed; and the length of the course. The length
of a course is determined by considering trainees’ abilities and their availability for training, the resources needed for training, whether the course is part of a larger curriculum or
is a stand-alone course, and the need to develop modules in order to provide an opportunity for trainees to practice concepts and skills to avoid being overwhelmed.
Delivery includes what the course will cover, how it will be delivered (e.g., face-to-face
or online), an estimate of the training time, and the identification of any special conditions
or issues that may affect the course (e.g., problems getting equipment for video role-plays
and providing feedback).
Objectives refers to the course or program objectives. Those are broader summary
statements of the purpose of the program.
Resources refers to the materials—cases, DVDs, videos, models, process maps, podcasts, lesson plans, or guides for use by the facilitator or participants—that need to be
purchased or developed for the course. Who is involved includes trainers, program designers, and individuals who will be involved in the design, delivery, and evaluation of the
program. The topical outline includes a brief outline of the topics that will be covered
in the program. Administration and evaluation refers to who will be in charge of course
scheduling, how trainees will enroll, how the course will be evaluated, and who will review and update the course. Links to other programs refers to any other needs, such as a
train-the-trainer program or manager introduction or kickoff for the program. Table 5.5
shows a simple design document for the performance appraisal review course designed
to increase managers’ effectiveness in conducting performance appraisal reviews. Performance appraisal review sessions are meetings between a manager and employee, during
which the strengths and weaknesses of the employee’s performance are discussed and
improvement goals agreed upon.
TABLE 5.5
Design
Document
Purpose: To prepare managers to conduct effective performance review sessions with
their direct reports
Goals: Managers will be able to conduct a performance review session using the
problem-solving approach
Target audience: Managers
Training time: 1 day
Method: Lecture, video, role-plays
Number of participants per session: 20–25
Locations: Various
Prerequisites: None
Problems and opportunities: New performance appraisal system introduced; manager
dislikes conducting feedback sessions
Instructor: Caroline O’Connell and facilitators
220 Part 2 Designing Training
Course or Lesson Plan
Lesson plans are typically more detailed than the design document. They include the specific steps involved in the lesson, instructor and trainee activities, and the time allocated to
each topic included in the lesson.
Lesson plans can be designed for programs lasting a day, a week, or several hours. If
training takes place over several days, a separate lesson plan is prepared for each day.
The detailed lesson plan translated the content and sequence of training activities into
a guide that is used by the trainer to help deliver the training. That is, lesson plans include
the sequence of activities that will be conducted in the training session and identify the
administrative details. Table 5.6 shows a lesson plan. The lesson plan provides a table of
contents for the training activity, which helps ensure that training activities are consistent
regardless of the trainer. Lesson plans also help ensure that both the trainee and the trainer
are aware of the course and program objectives. Most training departments have written
lesson plans that are stored in notebooks or in an electronic database. Because lesson plans
are documented, they can be shared with customers of the training department (i.e., managers who pay for training services) to provide them with detailed information regarding
program activities and objectives.
Table 5.7 shows the features of an effective lesson plan. The lesson plan includes the
learning objectives, topics to be covered, target audience, time of session, lesson outline, the activity involved, any required preparation or prerequisites, how learning will be
evaluated, and steps to ensure transfer of training.39
In developing the lesson outline, trainers need to consider the proper sequencing of
topics. Trainers must answer questions such as, “What knowledge and skills need to be
learned first?” “In what order should the knowledge, skills, and behavior be taught?”
“What order will make sense to the trainees?” There are different options for sequencing.40 For example, job task or functioning sequencing starts with an overview of the job
and lists the steps of completing a task or job in the order in which they are completed.
Familiar to unfamiliar sequencing starts with an idea or content that is familiar to the
learner and builds to newer information. Make sure that you communicate the sequencing
of the topics to the trainee because it makes it easier for them to follow the flow of the lesson, which helps organize it in memory, aiding in retention of learning.
A storyboard is useful for course and lesson design and determining sequencing. A
storyboard is a group of pictures that tell a story. You can story board using pencil-andpaper or markers on notebooks, erasable marker boards, flip charts, or using Powerpoint
slides. A storyboard is useful for showing the correct process or procedure as well as the
order of activities or presentation of ideas in a training module, course, or program.41
It is also important to consider the target audience. Any information about their training and experience, their motivation for taking the course, and their interests, learning
styles, and background (e.g., education and work experience) will be useful for choosing
meaningful examples, determining program content, deciding on support materials, and
building the credibility of the training. Information about the target audience should be
available from the person analysis of the needs assessment (see Chapter Three). Additional
information can be collected by talking to the “clients” (e.g., managers) who requested the
training program and to past program participants, if available. Support materials include
any equipment needed for delivery of instruction, such as computers, overhead projectors,
or tablet computers. Trainers should arrange for the purchase of any whiteboards, flip
Chapter 5 Program Design 221
TABLE 5.6
Sample of
a Detailed
Lesson Plan
Course title: Conducting an Effective Performance Review Session
Lesson title: Using the problem-solving style in the performance review
Lesson length: Full day
Learning objectives:
1. Explain the purpose of performance reviews.
2. Describe steps in preparing for a performance review.
3. Describe the behaviors used in the problem-solving style of giving appraisal feedback without error.
4. Demonstrate the behaviors in an appraisal feedback role-play without error.
Target audience: Managers
Prerequisites:
Trainee: None
Instructor: Familiarity with the tell-and-sell, tell-and-listen, and problem-solving
approaches used in performance appraisal feedback interviews
Room arrangement: Fan-type
Materials and equipment needed: VCR, overhead projector, pens, transparencies, VCR
tape titled “Performance Appraisal Interviews,” role-play exercises
Evaluation and assignments: Role-playing; read article titled, “Conducting Effective
Appraisal Interviews”
Comment: Article needs to be distributed two weeks prior to session.
Lesson Outline
Instructor Activity
Trainee
Activity
Time
Introduction and why
conduct reviews
Discussion of how to
prepare and steps in
conducting the review
Break
View videos of three styles
Presentation
Listening
8–8:50 A.M.
Questioning
Participation
8:50–10 A.M.
Discussion of
strengths and
weaknesses of each
Watching
10–10:20 A.M.
10:20–11:20 A.M.
Presentation
Listening
11:30 A.M.–1 P.M.
1–2 P.M.
Watch exercise
Practice using
key behaviors
Ask questions
Lunch
Presentation and video
of eight key behaviors of
problem-solving style
Role-plays
Wrap-up
Answer questions
2–3 P.M.
3–3:15 P.M.
charts, or markers that may be used in instruction. Any exercises needed for trainees’
practice or preparation, such as readings, role-play exercises, assessments, or pretests,
need to be ordered or reproduced (after copyright permission is obtained). In considering
instructor and trainee activity, the focus should be on ensuring that the lesson has as many
features of a positive learning process as possible, including communication of objectives,
222 Part 2 Designing Training
TABLE 5.7 Features of an Effective Lesson Plan
Feature
Learning objectives or outcomes
Target audience
Prerequisites (trainees and
instructor)
Time
Lesson outline
Activity
Support materials
Physical environment
Preparation
Lesson topic
Evaluation
Transfer and retention
What is the lesson designed to accomplish
What is the standard for successful learning
Who is attending the lesson What are the characteristics of the audience
What will trainees need to be able to do before they can benefit from
the course Who is qualified to be in the program Who is qualified to
be an instructor?
How much time is devoted to each part of the lesson?
What topics will be covered In what sequence
What will trainees’ and instructor’s role be during each topic covered
What materials and/or equipment is needed for delivery of instruction or
to facilitate instruction?
Is a certain size or arrangement of room necessary?
Do the trainees have homework that needs to be completed before the
lesson?
What does the instructor need to do
What topic is the lesson going to cover
How will learning be evaluated (e.g., tests, role plays)?
What will be done to ensure that training content is used on the ob
Sources: Based on R. Vaughn, The Professional Trainer (Euclid, OH: Williams Custom Publishing, 2000); R. F. Mager, Making Instruction Work, 2d ed. (Atlanta,
GA: Center for Effective Performance, 1997); L. Nadler and Z. Nadler, Designing Training Programs, 2d ed. (Houston, TX: Gulf Publishing, 1992); Big Dog’s
Human Resource Development website, www.nwlink.com/donclark/hrd.html; A. Barron, “Design Workshops for Maximum Engagement”, T+D (June 2015): 68–69.
feedback, opportunities for practice, opportunities for trainees to share experiences and
ask questions, and modeling or demonstration. Transfer and retention strategies might
include chat rooms, follow-up meetings with the manager, and action planning. Transfer
and retention strategies are discussed later in this chapter.
The four learning objectives for the course, “Conducting an Effective Performance Review Session,” are shown in Table 5.6. The eight key behaviors referred to in the “Learning Objectives” section are as follows: (1) explain the purpose of the meeting; (2) ask the
employee to describe what he or she has done to deserve recognition; (3) ask the employee
to describe what to stop doing, start doing, or do differently; (4) ask the employee for
areas in which you can provide assistance; (5) give the employee your opinion of his or
her performance; (6) ask for and listen to the employee’s concerns about your evaluation;
(7) agree on steps/actions to be taken by each of you; and (8) agree to a follow-up date.42
The prerequisites include (1) arrangement of the training site, equipment, and materials
needed; (2) instructor preparation; and (3) trainee prerequisites. In the example, the trainer
needs a computer with a DVD player to show a video of performance appraisal feedback
styles. The trainer also needs an overhead projector to record points made by the trainees
during the planned discussion of the strengths and weaknesses of the appraisal styles presented on the video. The room needs to be fan-shaped, so trainees can see the trainer and
each other. Also, the fan arrangement is good for role-play exercises that involve trainees
working in groups of two or three.
Trainee prerequisites refer to any preparation, basic skills, or knowledge that the trainee
needs prior to participating in the program. Recall our discussion of basic skills in Chapter Three. Trainee prerequisites may include basic math and reading skills, completion of
prior training sessions, or successful completion of tests or certificate or degree programs.
Chapter 5 Program Design 223
Instructor prerequisites indicate what the instructor needs to do to prepare for the session (e.g.,
rent equipment or review the previous day’s training session) and any educational qualifications the instructor needs. Lesson plans also may cover how the lesson will be evaluated and
any assignments that the trainees need to complete. In the example, trainees are required to
read an article on effective performance appraisal feedback interviews. The instructor needs
to be familiar with the purpose for performance review, how to prepare for a performance
review, and the behaviors for conducting problem-solving appraisal feedback interviews.
Lesson Plan Overview
The lesson plan overview matches major activities of the training program and specific
times or time intervals.43 Table 5.8 provides an example of a lesson plan overview for the
performance appraisal feedback training.
Completing a lesson plan overview helps the trainer determine the amount of time that
needs to be allocated for each topic covered in the program. The lesson plan overview is
also useful in determining when trainers are needed during a program; time demands on
trainees; program breaks for snacks, lunch, and dinner; and opportunities for practice and
feedback. For the performance appraisal feedback training, the lesson plan shows that approximately half the training time is devoted to active learning by the trainees (discussion,
role-plays, question-and-answer session).
The experience of Health Partners, which administers Medicaid and Medicare coverage for patients in and around Philadelphia, Pennsylvania, illustrates the importance of
lesson planning and program design.44 The company installed a major upgrade to its data
processing system, but the upgrade was unfamiliar to most employees. To conduct the
training, Health Partners identified employees who were familiar with the program and
asked them to be part-time instructors. Instead of providing daylong classes that would
likely be boring and overwhelming, the company’s training staff broke the training into
a series of 45-minute sessions that employees could fit easily into their work schedules.
The curriculum was organized by department rather than by tasks, and staff from other
departments were invited to attend the program so they could understand how the entire
company used the system. Portions of the training time were devoted to discussing with
TABLE 5.8
Sample Lesson
Overview
8–8:50 A.M.
Introduction, and why conduct performance reviews?
8–8:50 A.M.
Introduction Why conduct performance reviews
10–10:00 A.M.
Discussion of how to prepare, and steps in the problem-solving
review
10:00–10:20 A.M.
Break
10:20–11:30 A.M.
Watch videos of three styles of appraisal feedback. Discussion of
strengths and weaknesses of each style
11:30 A.M.–1 P.M.
Lunch
1–2 P.M.
Presentation and video of eight key behaviors of the problem-solving
approach
2–3 P.M.
Role-plays
3–3:15 P.M.
Wrap-up (questions and answers
224 Part 2 Designing Training
employees the stress of change in the workplace and the benefits of the new system. The
management teams also met periodically with the instructors to keep them up to date on
the types of problems that employees faced in working with the new system so that those
issues could be incorporated into the training.
An Example of Program Design
Consider the steps that Saudi Aramco, an oil company headquartered in Dhahran, Saudi
Arabia, took to develop a program to train geoscientists and petroleum engineers to encourage critical thinking and exploration of options.45 To develop the program, they relied
on a development team, including an instructional designer, a technical writer, a graphics
professional, a professional development advisor, and a subject-matter expert. The program included courses, modules within the courses, and activities within the modules. The
program design included the following steps:
1. They worked with key job performers to determine what work processes and tasks were
considered critical for effective performance and to identify if they could be improved
through training.
2. Structured interviews were conducted and they observed jobs to collect data about
job functions, tasks within those functions, key performance elements included in the
tasks, important job outcomes, and the knowledge required to perform the tasks.
3. Work processes and tasks that needed training were identified. The team analyzed the
tasks and identified ways to achieve important performance outcomes. This resulted in
a framework to show how work gets done.
4. The tasks were analyzed to design the content and sequence the course activities. This
involved identifying how to combine concepts and tasks into modules.
5. Program topics were identified as well as how they would be delivered, and the order in
which they would be trained was identified. Also, program prerequisites and evaluation
outcomes were discussed.
6. Module objectives, outcomes, sequence, instructional methods, and practice activities
were developed. Learners were required to demonstrate the desired performance level
before returning to their jobs.
7. Media, tools, and equipment needed for each activity included in the modules were
chosen. These choices were based on the actions expected from learners.
How to Choose a Vendor or Consultant for Training Services
If a company decides to purchase a training program from a consultant or vendor rather
than build the program in-house, it is important to choose a high-quality provider. Training
providers may include individual consultants, consulting firms, companies that specialize
in designing and selling training programs or academic institutions. How could you identify a vendor for training services? Personal networks, professional associations, conferences, and trade shows are frequently used by persons in charge of company training, i.e.,
Chief Learning Officers.46
The most important qualities for vendors include providing a high-quality product with
positive results, providing good value for the cost, and easy to work with. It is important
for the vendor to try to understand the business issues and deliver high-quality products

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