TRAINING DESIGN

John Arnold Siena

SESSION OBJECTIVES
Terminal Objective: Gain an understanding of the principles and
processes in developing a training program design.
• Enabling Objectives:
• Discuss the principles of training design
• Enumerate the steps in developing the training design
• Identify the elements in the training design
KEY CONTENT
• Principles of training design
• Steps in developing the training design
• The Training Design Template and its Elements
PRINCIPLES OF TRAINING
DESIGN
• Relevance
• Alignment and Unity
• Clarity and Simplicity
• Collaboration
• Ease of implementation
Principles of Training Design
• based on identified need
• appropriate to the identified target participants
• objectives are clearly stated and captures what the training program
aims to address
• adopts methodologies that are consistent with adult learning
principles
• developed collaboratively
• administratively efficient
How do you develop
a training design?
• You will be given a meta card. Arrange the steps in their proper order.
The first one to submit the correct sequence gets a prize.
Arrange these steps
C. Determine and
A. Identify the B. Establish the
organize the key
methodology Rationale
content/ processes

D. Articulate the
E. Identify F. State the
objectives of each
materials needed objectives
key content
PROCESSES
• Establish the rationale
• State the objectives
• Determine and organize the key content
• Articulate the objectives of each key content
• Identify the methodology for each session
• Identify the materials needed to implement the methodology
• Based on the steps you have identified, what elements should a
training design contain?
Training Design Template (Part 1)
Title of the Training Program

Duration, Proposed Date and

Venue

Participants and Profile

Rationale/Course/Program
Brief description:

Objectives/Continuing Terminal/General Objective/s:

Professional Competencies
Enabling/Specific Objective/s:

Key Content Topics/sub-topics

 Training Design Template (Part 2)
Topics/Sub-topics Expected Activities to Assessment Requirements/Ou Resource
Scheduled Dates Learning Achieve Learning Strategies tputs Speakers/
and Time Outcomes/ Outcomes including Facilitator/
Allotment for Objectives /Methodology Assessment Tools Person-in-Charge
every topic
(in hours)
Opening Program Terminal
Objective:

Enabling
Objective

Session 1: GTKY
and Expectations
Setting
 WRITING THE
RATIONALE,
OBJECTIVES AND
DETERMINING
OUTPUTS
John Arnold Siena
THE TRAINING RATIONALE
• Includes context, background
• Presents the situation that needs to be addressed
• Also describes the training program and its features
• Usually 1-2 paragraphs
THE TRAINING PROGRAM
RATIONALE
• NEAP is mandated to provide for professional and personal growth of all
DepEd personnel. To perform this role, NEAP and NEAP personnel should
be fully equipped with relevant core and technical competencies that not
only allows them to deliver their internal trainings but also to provide
technical assistance along the area of training and other L and D
interventions. One of the competencies that is critical and has been
identified to be needed among NEAP personnel is designing training as well
as writing Session Guides..
• This competency building activity is an intensive 5-day training. It is a
hands-on activity where participants will be walked through the different
stages in writing the Training Design and the Session Guide and develop
them along the way using NEAP programs that have yet to be
implemented.
LEVELS OF OBJECTIVES
• Program Objectives
• Terminal Objective
• Enabling Objective
• Session Objectives
• Terminal Objective
• Enabling Objective
PROGRAM OBJECTIVES
• This training activity is aimed at strengthening the competencies of
NEAP technical staff in training design and session guide writing. At
the end of this training, the participants will be able to:
1. Recognize their level of proficiency along NEAP core and technical
competencies
2. Update their knowledge and skills in program designing and session guide
writing
3. Practice developing training designs and session guides
SESSION OBJECTIVES
• Terminal Objective: Write rationale, training objectives and identify
corresponding output following the standard.

• Enabling Objectives:
• Discuss how to write rationale of a training program using a set of
guidelines
• Differentiate objectives according to type and level
• Identify the different components of objectives in a given practice set
• Explain how outputs connect with objectives
TYPES OF OBJECTIVES

Feel Do Think
SPECIFIC LEARNING OBJECTIVES
Knowledge-development objectives
Attitude Development— deals with
have to do with content or cognitive
attitudes, values, or feelings. These
learning. They relate to the ability
objectives are appropriate when you
to demonstrate acquired
want to change people’s attitudes or
knowledge, to comprehend
increase their awareness of or sensitivity
information, and to analyze
to certain issues or ideas.
concepts

Skill Development—deals with behavior. These

are much easier to identify and to determine
whether they have been met. They focus on a
person being able to perform a task or
procedure.
WHERE DO YOU GET YOUR
OBJECTIVES
Mandate and Needs
Rationale
Functions Assessment

Competency Job
Profile Descriptions
REVISED BLOOM’S TAXONOMY
ESSENTIAL CHARACTERISTICS
OF OBJECTIVES
VERBS
ASSOCIATED
WITH
LEARNING
TYPE
COMPONENTS OF AN
OBJECTIVE
Performance

Condition

Criteria
EXAMPLES OF OBJECTIVES
• Using brochures and desk-top charts (condition), customer-service
representatives will answer (performance) all customer questions
about standard products and services (criteria).”

• Employees will answer the telephone (performance) within three

rings (criterion) using the standard identification message and
greeting (condition).”

• Following prescribed bank procedures (condition), employees will

balance the teller windows (performance) each day within twenty
minutes (criterion).”
EXAMPLES OF OBJECTIVES
• “Using PowerPoint® software (condition), employees will
create (performance) a thirty-minute presentation that includes
animation and sound (criteria).”
• “Managers will write (performance) a two-page, error-free
request proposal (criteria) following the proposal format
introduced in the business writing workshop (condition).”
• Using the prescribed template (condition), the SG writers will
write SGs (performance) that highlight what is important to the
trainers (criterion).
EVALUATE AND IMPROVE
Improve the following objectives
• Know the features of K to 12
• Understand the theories of motivation in learning
• Know the different types of assessment
DETERMINING PROGRAM
OUTPUTS
• Outputs are expected products or performance that should show
evidence of learning and attainment of objectives or goals of the
program:
• Example: Training Design, SG, etc.
IDENTIFY POSSIBLE PROGRAM
OUTPUTS
OBJECTIVE OUTPUT
1. Demonstrate ability to use a pedagogical approach
2. Identify assessment strategies for a given learning
area
 DETERMINING AND
ORGANIZING KEY
CONTENT/ CHOOSING
METHODOLOGY
John Arnold Siena
KEY CONTENT
• KEY CONTENT/INPUT/ PROCESS/ES
• How to Determine Program Content
• Organizing Program Content
• Logical Flow
• Psychological Flow
• Training Methodologies
DETERMINING PROGRAM
CONTENT/PROCESS
• Content or process of the program depends on the stated objectives
• This consists of listing down possible topics covered by the objectives
• Consult experts and/or research
• Gathering content materials may also need checking for accuracy and
consistency
WRITING THE KEY
UNDERSTANDING/ CONTENT

LOGICAL FLOW

PSYCHOLOGICAL FLOW
GUIDELINES FOR LOGICAL
FLOW
• Organize the materials based on certain relationships
• Topical coverage
• Procedural/Sequential
• Specific to General or General to Specific
• Cause-Effect
• Chronological
• Determine the degree of importance of the different content
• Determine the time allotment
GUIDELINES FOR
PSYCHOLOGICAL FLOW
• Determine your participants’ profile
• Age
• Gender
• Interest
• Level of understanding
• Consider
• Time of the day
• Mood of the participants
• Learning space
ASSUMPTIONS ABOUT ADULT
LEARNERS (Knowles, 1990)
self-directed

have a wealth of experience

internally motivated

ready to learn when they see the need for it

want real-life application

What do these principles mean to
you as SG writer/ session facilitator?
self-directed

have a wealth of experience

internally motivated

ready to learn when they see the need for it

want real-life application

FACTORS AFFECTING
LEARNING

Learning Style Perceptual Emotion

Modality Environment
Experience, Age
TRAINING METHODS
Role Play Case Study

Games Workshop

Cooperative Learning
Simulations Structures

Lecturette Group Discussion

TYPICAL STRUCTURE
OF SELECTED METHODS
Lecture Workshop Demonstration Structured Learning
Experience

• Introduction • Introduction • Introduction 4As

• Motivation • Mini-Lecture • Mini- Lecture (Input) • Introduction
Activity/ Question (Input) • Demonstration • Activity and
• Lecture (mini- • Q and A • Processing Publishing
activities in • Mechanics of the • Return • Analysis/
between lectures) Workshop Demonstration Processing
• Q and A • Workshop Proper • Processing • Abstraction +
• Synthesis and • Presentation of • Assessment Input
Closure Outputs • Synthesis and • Application
• Processing of Closure • Closure
Outputs
• Synthesis and
Closure
 FACTORS TO CONSIDER IN
CHOOSING A METHOD
• subject matter • resources available
• group knowledge of the (equipment, type of room,
subject time, cost, etc.)
• training objectives • comfort zone of trainers,
participants
• group size
• participants’ learning style
• kind of participation
and perceptual modalities
desired
EXPERIENTIAL
LEARNING CYCLE
AND THE 4As
 4As as an SLE
PHASES OF ELP/4As
• ACTIVITY OR THE EXPERIENCE PHASE (DOING)
• Includes Publishing or sharing reactions and observations to the
activity; can be individual, dyad, triad, small groups, or large groups
• ANALYSIS (Processing or Discussion of Patterns and
Dynamics)
• ABSTRACTION (Generalizing or inferring principles about the
“Real World)
• APPLICATION (Planning More Effective Behaviors). May be
shared what they intend to do with what they have learned to
encourage them to experiment with their own behavior.
• The Pfeiffer Library Volume 21, 2nd Edition, c1998 Jossey-Bass/Pfeiffer
Thank you!