INFORMATION SHEET 1.

2-1
Training Design

Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to identify the
factors to be considered in developing training design.
In LO1 you learned how to develop materials to determine training characteristics
and needs. The Competency Standards which is the main basis of Competency-Based
Training was discussed so that you will be able to determine the competencies required of
your qualification. The assessment criteria is also the basis for assessing the skills of a
trainee during the pre-assessment and in recognizing prior learning.
In this lesson, we will discuss the factors that we should consider when
designing a training program so that we make our session plan.
Training is a set of a systematic processes designed to meet learning objectives related
to trainees' current or future jobs. These processes can be grouped into the following
phases; needs analysis, design, development, implementation, and evaluation. The
phases are sequential, with the outputs of the previous
phases providing the inputs to those that follow.

Training Need
Analysis

Training
Design

Training Plan
Development

Training
Delivery

Training Program
Evaluation

Figure 2.1. The Training

Process
CBLMs on Date Document No.
 TrainersMethodology Developed:July Issued by: Page 75 of 251
Level I 2010 Date
Revised: NTTA
Planning Training March 2012
Sessions
Developed by:
Redilyn C.
Agub Revision # 01

Training design is a systematic process that is employed to develop education

and training programs in a consistent and reliable fashion.
Instructional Design (also called Instructional Systems Design (ISD)) is the
practice of creating "instructional experiences which make the acquisition of knowledge
and skill more efficient, effective, and appealing." The process consists broadly of
determining the current state and needs of the learner, defining the end goal of
instruction, and creating some "intervention" to assist in the transition. Ideally the
process is informed by pedagogically (process of teaching) and andragogically (adult
learning) tested theories of learning and may take place in student-only, teacher-led or
community-based settings. The outcome of this instruction may be directly observable
and scientifically measured or completely hidden and assumed. There are many
instructional design models but many are based on the ADDIE model with the five
phases:

1. analysis - analyze learner characteristics, task to be learned, etc. Identify

Instructional Goals, Conduct Instructional Analysis, Analyze Learners
and Contexts
2. design - develop learning objectives, choose an instructional approach Write
Performance Objectives, Develop Assessment Instruments, Develop
Instructional Strategy
3. development - create instructional or training materials
Design and selection of materials appropriate for learning activity, Design
and Conduct Formative Evaluation
4. implementation - deliver or distribute the instructional materials 5.
evaluation - make sure the materials achieved the desired goals Design and
Conduct Summative Evaluation

The analysis of the CS is a very important step in the design of your training
program. In the analysis you need to establish the following:
1. the main skill to be mastered;
2. the learning contents of the competencies including the underpinning
knowledge and skills.
3. assessment criteria for the skill to be mastered.

In the structure of the CS, each competency was divided into learning outcomes.
Learning outcomes describe the task needed to complete the competency. You should
always establish the main competency and the tasks involved.
CBLMs on Date Document No.
 TrainersMethodology Developed:July Issued by: Page 76 of 251
Level I 2010 Date
Revised: NTTA
Planning Training March 2012
Sessions
Developed by:
Redilyn C.
Agub Revision # 01

In analyzing the assessment criteria of the Learning Outcome always look for the
task to be mastered. Combining the tasks of the Los and the underpinning skills
would complete the competency.
Example:
In Computer Hardware Servicing the first competency is Install Computer
System and Networks. The main competency is to Install computer system and
networks. The competency is divided into the following LOs:
LO1. Plan and prepare for installation
LO2. Install equipment/device system
LO3. Conduct test
In most cases, the trainer would immediately proceed to the installation of
computer called assemble and disassemble. But if we were to analyze the first LO
training should start with planning and preparing for installation. Let us analyze
the assessment criteria of LO1.
1. Installation planned and prepared to ensure that safety measures, policies
and procedures followed, and that work is appropriately sequenced in
accordance with the industry standards
2. Technical personnel consulted to ensure that the work coordinated effectively
with others involved on the worksite
3. Computer systems and network devices obtained in accordance with the
established procedures and to comply with requirements 4. Location where
devices and systems to be installed is determined from job requirements
5. Materials necessary to complete the work obtained in accordance with
established procedures and checked against job requirements 6. Tools, equipment
and testing devices needed to carry out the installation work obtained in
accordance with established procedures and checked for correct operation and
safety
7. Preparatory work checked to ensure that no unnecessary damage has
occurred and that work complies with requirements

The first challenge here is to identify the main task to be mastered. Then identify
the other tasks that are essential to the attainment of the main task. In analyzing
the criteria look for the verbs that would signal a skill to be done.
In the first criteria, the verbs are planned and prepared. The verbs that follow are
consulted, obtained and checked. The main skill here would be planning and
preparation for the installation of computer which is a task in the installation of
computer system and networks.
CBLMs on Date Document No.
TrainersMethodology Developed:July
Level I 2010 Date Issued by: Page 77 of 251
Revised:
 March 2012 NTTA
Planning Training
Sessions Developed by:
Redilyn C.
Agub Revision # 01

Now that we have identified the main task of the LO, we shall identify the topics or
contents based on the given assessment criteria that help us attain the main task
to be mastered.
In the first criteria, there is the safety measures, policies and procedures which may be
included as a content unless this topic was discussed in your common competencies.
Be careful that this topic should not be discussed as the universe of safety measures,
policies and procedures. You should limit the content on those that are needed for the
competency which is installation of computer system and networks.
In the second criteria, there is the technical personnel to be consulted. These
will be the people that should be contacted.
In the third criteria, we can see the computer systems and network devices. This
is a very important topic because this will be the hardware needed to be installed.
Since topic is a broad content, it will be divided into chunks. Going back to the
CBC, these are the recommended contents for this topic:

Tools, equipment and testing devices are not in the CBC but you should include
them as content.
After establishing the contents, you should not forget that the main task is
planning and preparing for installation. You should prepare an activity that would
give a trainee an opportunity to practice this task.

Designing your training session would involve developing learning objectives,

choosing an instructional approach, develop assessment instruments and develop
instructional strategy. In making your design you should consider the following:
1. Characteristics of your trainees basic characteristics
that maybe potential barriers in training should be
identified and addressed on a trainee per trainee basis
when planning training sessions.
2. Adult learning principles adults learn differently from elementary and
high school students. In choosing your
methods and structuring the training materials
CBLMs on Date Document No.
 TrainersMethodology Developed:July Issued by: Page 78 of 251
Level I 2010 Date
Revised: NTTA
Planning Training March 2012
Sessions
Developed by:
Redilyn C.
Agub Revision # 01

therefore, you should consider how adult trainees learn.

3. Learning styles of your trainees varied learning styles
would require variations in the methodologies to be
employed with CBT. Your training design should be able
to provide learning activities for every trainee
considering his learning style.

Applying the Principles of Adult Learning

Learner Motivation

Adults must want to learn

In addition to communicating the learning objectives we need to show how the

learner and their work will benefit from the training.
Use overviews to engage the learner
State benefits in the outline of each topic and including learning activities
that reinforce the benefits
Providing self assessments as a prelude to the module or topic
Create personas to assist you to focus on the learners
Adults generally have a concept of being responsible for their own decisions. Keep
this in mind and incorporate it in the learning. If you take this away from them then you
will be undermining their ability to engage in the training.
The most potent motivation for adult learners are internal pressures (self esteem,
life quality). So meet these needs. Allow and encourage people to explore, recognise
their achievements and apply them to their learning and training.

Learner Orientation
Adults will learn only what they feel they need to learn

Adults must feel the things they are learning are relevant and will be useful. So
make the links to the work they are doing or could be doing in the future by:

Including examples and case studies on how others have used the
knowledge or skills
CBLMs on Date Document No.
 TrainersMethodology Developed:July Issued by: Page 79 of 251
Level I 2010 Date
Revised: NTTA
Planning Training March 2012
Sessions
Developed by:
Redilyn C.
Agub Revision # 01

Provide opportunities for the learner to control their learning environment

Using a problem solution approach
Adults are task centered or problem centered in their orientation to learning. So
make sure you look at issues, and how to work through them, and keep on track.
You need to lead them to discover their own solutions for issues, not tell them
what to do. Encourage your learners to work together, to discuss, debate and share
ideas and information.

Experience
Adults learn by comparing past experience with new experience

Adults bring to a wealth of experience and knowledge into their learning

activities. When they learn something new most check how this fits in or is different
from what they already know.
In developing and using learning materials we should devise way to tap into this
knowledge and to provide frameworks or models that assist the learner to establish
relationships between what they know and the new knowledge or skill.
Sharing of personal experiences or stories is one way this can be achieved.

Orientation to Learning
Adults need immediate feedback concerning their progress

We need to provide opportunities for learners to track their progress and to get
constructive feedback on their learning. Providing self assessment questionnaires or
check lists and quizzes are useful techniques for learners to track their progress.
Make sure answers are readily available.

Orientation to Learning
Adults want their learning to be practical

Adult interest in learning surges when we can provide exercises that provide
the experience of applying a new concept or skill to a real life situation.
Try to provide opportunities for learners to link their learning with people, issues or
activities in their lives.
CBLMs on Date Document No.
TrainersMethodology Developed:July
Level I 2010 Date Issued by: Page 80 of 251
Revised:
 March 2012 NTTA
Planning Training
Sessions Developed by:
Redilyn C.
Agub Revision # 01

Dispositional Barrier
Adults try to avoid failure

Adults often perceive the trial and error approach to learning as too risky and
resist exploring this approach to learning. This is especially true if the person has
experienced learning difficulties in the past. Consider the learners fears and emotional
safety when developing training or learning activities. Ensure the real consequences of
failure are low. Begin with easy learning activities and build complexity once learners
have experienced success.

Learning Styles
Adults do not all learn the same way

Adults have their own styles of learning. So ensure the design of your program
and the way you write learning materials features activities, content and language that
appeals to a broad range of learning styles. Use visual auditory and kinesthetic
language. Include graphics and diagrams. Consider using role plays, case studies,
games, simulations, essays and readings etc.
When planning your training session, consider the following deductions:
People will learn more effectively when using their preferred style
People improve their capacity to learn when they can expand their
preferences
When learning materials and activities accommodate a range of
preferences, more learners will be successful
Training materials can be developed that appeal to learning preferences
In making your session plan you combine knowledge of competencies, content,
learning outcomes, instructional techniques and learning activities. Putting these
together into a structured training program is a challenge for trainers.
Robert Gagnés (1999) model useful in providing a structured approach of learning.
This provides a nine steps that can assist you in your plan:

1. Gain Attention to orientate and motivate the learner

2. Inform Learners of Objectives to guide learners and to assist them to organize their
thoughts around what they are about to learn
3. Stimulate Recall of Prior Knowledge because adults learn by establishing
relationships with what they know and a new knowledge or skill
CBLMs on Date Document No.
TrainersMethodology Developed:July
Level I 2010 Date Issued by: Page 81 of 251
Revised:
March 2012
 Developed by: NTTA
Planning Training Redilyn C.
Agub
Sessions
Revision # 01

4. Present the material in a way that appeals to the different learning preferences
and is easy to digest
5. Provide guidance for learning by providing opportunities to integrate new
information into their existing knowledge base
6. Elicit performance by providing safe opportunities to practice 7.
Provide feedback to reinforce or correct learning
8. Assess performance learners should be given the opportunity for assessment
to gain recognition of their success in learning
9. Enhance retention and transfer by encouraging learner to plan the application
of what they have learnt
The sequence of activities in the session plan is based on these 9 events of
instruction.
CBLMs on Date Document No.
TrainersMethodology Developed:July
Level I 2010 Date Issued by: Page 82 of 251
Revised:
March 2012
Planning Training NTTA
Sessions
Developed by:
Redilyn C.
Agub Revision # 01