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Efficient Program Design Phase: Strategies for Effective Training Development

Discover key inputs and constraints impacting the design phase of training programs, types of costs involved, how to set objectives, output guidelines, and ways to facilitate learning and transfer effectively. Enhance retention and transfer through focused interventions and support systems.

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Efficient Program Design Phase: Strategies for Effective Training Development

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Presentation Transcript

  1. After Needs Assessment - Next Step =Program Design

  2. Design Phase - Inputs

  3. Constraints That Can Influence Your Design • Date, time of day • Time available to design & develop training • Location • Available equipment • Budget • Training team talents

  4. Types of Costs in Training Programs • Development Costs • Direct Costs • Indirect Costs • Overhead Costs • Participant Compensation • Evaluation Costs

  5. Setting Objectives

  6. Design Phase - Outputs

  7. Design Guidelines • Maximize opportunities to learn by applying learning theory concepts to the design of training modules and processes (SLT and G-B) • Identifying the number and sequencing of modules • Organization of modules {intro, objective, content, activity, review} • Identify where to focus on Gen. Principles or Identical Elements • Enhance motivation to learn

  8. Facilitating Learning • Use of learning theory • Facilitating Transfer through design • Organizing to facilitate learning • Accommodating Individual differences

  9. Facilitation of Learning • Attention/Expectancy • Eliminate distractions • Attract attention • Retention • Activate memory • Symbolic coding & cognitive organization • Symbolic rehearsal • Behavioral Reproduction • Elaboration Theory • Topical sequencing • Spiral sequencing • Simplifying Conditions Method (SCM) • Epitomizing • Elaborating Applied? Improvements?

  10. Design Theory • Elaboration Theory • Topical sequencing • Spiral sequencing • Simplifying Conditions Method (SCM) • Epitomizing • elaborating • Gagne & Social Learning • Gain attention • Inform learner of goal/objective • Activate motivation to learn • Stimulate recall of prior relevant knowledge • Present material to be learned • Provide guidance • Elicit performance • Provide feedback • Assess performance • Enhance retention & transfer

  11. Facilitation of Transfer Focus on Training Focus on Organizational Intervention Supervisor support Peer support Trainer support Reward systems Climate & culture • Conditions of Practice • Massed vs spaced practice • Whole vs. part learning • Overlearning • Maximize Similarity • Vary the Situation • General Principles • Knowledge of results • Relapse prevention Applied? Improvements?

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