Adama Science and Technology University

refreshment training on Training Design

for Ethiopian Meat and Diary Industry
Development Institute (EMDIDI)

Adama 28 August 2021

Third Day: Training Design

“Anyone who stops learning is old, whether at

twenty or eighty. Anyone who keeps learning
stays young.”
Henry Ford
 “Live as if you were to die tomorrow. Learn as if you were
to live forever.”
Mahatma Gandhi
Training and Development Steps
Step 1. Training need assessment (TNA)
Step 2 Develop learning objectives
Step 3 Design training material
Step 4 Training resource development phase
Step 5 Implement the training
Step 6 Evaluate the training effectiveness
Specific Objectives
After completing this session, participants will be able to:
State the purpose of aims, learning objectives, and goals and
key learning point
Identify target groups for a training program using the
TNA
List out and describe methods of training from experience
Describe the fundamental principles of assuring
training design.
Apply the steps of training design
 Adult Learning

1.Andragogy
“The Modern Practice of Adult Education shifted from 1.
Pedagogy to Andragogy”, it is stated that Andragogy is the art
and science of helping adult learning, while Pedagogy
describes how to teach at schools.
Learners are practical
Learners need motivation & relevance
Learners are autonomous
Learners are goal oriented
Leaners has life experience
Training design basics
2. Experiential Learning Model
Experiential Learning Model is effective to
apply when we target practitioners
This model shows how learning can be
effectively achieved through experience
by focusing on the important role of
experience plays in the learning process.
Sometimes there is also resistance to
accept the new system
Training design basics
2. Experiential Learning Model
3. PIE Rule
The PIE Rule is a simple tool to make presentations more
effective
Practical: they should refer to actual examples and make it
practical so that participants will understand how to apply it in
their own job contexts
Interactive Interactivity provides participants opportunities to
speak up, summarize and reorganise their learning.
Enjoyable Relaxation is important to make participants
active and open their hearts positively, contributing
to a constructive atmosphere for learning
4. ARCS Model
4. ARCS Model (attention, relevance, confidence, satisfaction)
“ARCS” stands for four (4) words
This model can be applied to design course level and session level
Attention how to make the participants feel this training is
interesting
Attention can be gained from facilitators by Perceptual arousal and
Inquiry arousal.
Perceptual arousal means gaining interest by surprise or
uncertainty.
Inquiry arousal means stimulating curiosity by posing
challenging questions or problems to be solved.
 4. ARCS Model

Application of this model includes,

Active participation --- Engage in games, role plays, hands-on
Variability --- Apply variety of methods in presenting material
such as videos, short lectures, and group discussions.
Humor --- Use some humor to maintain interest of the
participants and make them relax.
Incongruity and Conflict --- Use contradictions, play "devil’s
advocate".
Specific examples --- Give visual stimuli, story, or biography. 
Inquiry --- Pose questions or problems to solve.
 4. ARCS Model

Relevance how to make the participants feel this training is useful

Six major strategies help you increase relevance;
Experience – Tell the participants how the new learning will
improve their existing skills. We best learn by building upon our
present knowledge or skills.
Present Worth – Explain clearly what the subject matter will do
for the participants today.
Future Usefulness – Explain clearly what the subject
matter will do for the participants tomorrow.
4. ARCS Model…

Needs Matching – Assess the participants whether they are

learning because of achievement, risk taking, power, or affiliation.

Modeling – Use modeling to show the participants how the
desired outcome relates to them.
Other strategies include guest speakers who completed the
course in the past, videos, and having the learners who finish
their work first to serve as tutors.
Choice Allow the participants to use different methods
to pursue their work or allow choice in how they
organise it.
 4. ARCS Model…

Confidence how to support the participants to be successful. Give

participants confidence that they can achieve the goal set.
Four major strategies help you increase confidence:
Provide objectives & prerequisites --- help the participants estimate
the probability of success by presenting performance requirements
and evaluation criteria.
Ensure the participants are aware of performance requirements
and evaluative criteria
4. ARCS Model…

Increase levels of difficulty --- allow the participants small steps of

growth during the learning process by increasing levels of difficulty
step by step.
Provide feedback --- help the participants clearly understand what
information they understand and where they may need additional
learning. 
Learner control --- make the participants understand that there is a
direct correlation between the amount of effort made and
the amount of skill and knowledge gained from that
experience
 4. ARCS Model…

Satisfaction how to make the participants satisfied and motivated to

continue to learn: Satisfy the participants by providing some type of
rewards such as a sense of achievement, or praise from others.
Three main strategies help you promote satisfaction:
Natural Consequences --- Provide the participants with a realistic
environment in which they will apply what they learned and the skills
acquired.
Methods include case studies, role-plays, simulations,
and games.
 4. ARCS Model…

Positive consequences --- Provide the participants with rewards

or feedback that will encourage them to continue to achieve the
target.
Positive comments, prizes, certificates, even cash can be an
effective positive consequences.
However, do not patronize the learner by over-rewarding easy
tasks.
Equity --- Maintain consistent standards and consequences for
success.
 Aims
Broad statement of intent
Describing what the program, session (etc.) is setting out
to do, written from the trainer perspective
• Usually Starts with ‘To…’
• Example:
“To provide participants with practical experience
of writing aims, objectives &learning goals.”
Behavioral objectives
 Behavioral objectives
Specific statements of desired learning outcomes for sessions
and programs
Like all objectives, should be SMART
Examples
Knowledge
• The student will recall the six major
training steps without error
• Comprehension
At the end of this training, the trainee will summarize
the main events of presentation
 Behavioral objectives…
Application
The trainee will apply the training design steps with 85 percent
accuracy
Analysis
The trainee will be able to point out all basics of training design
Synthesis
The trainee will be able to design a training catalogue that addresses a
given problem
Evaluation
The trainee will defend the training manual developed basing on
arguments training design concept
Three elements of a behavioral learning
objective
Outcomes (e.g. behaviors, knowledge)

Conditions (e.g. unaided)

Standards (e.g. quantity, quality)

Which is easier to measure?

•Know • Describe
•Understand • Give example of
•Be familiar with • Give reason why
•Became acquainted with • Explain
•Have a good grasp of • Demonstrate
•Acquire an appreciation of • Analyze/evaluate
•Be aware of • Distinguish between
• Compare
Standards Conditions
•On three out of four • Unaided/without assistance
occasions from another
•With 100% accuracy • With or without reference to
•Correctly notes or text books
•To meet national standards or • Under test conditions
agreed organizational • With the aid of hand outs
requirements • After discussion
•State nine out of the ten with a colleague
learning points
Contd…
Examples
By the end of the session, all learners will, without supervision,
be able to:
•Correctly state the purpose of aims, objectives, learning goals
and key learning points
•Accurately construct a behavioral objective containing the
three key elements (outcome, condition, standard)
•Design an effective learning goal which contain
•the three key elements
Five rules while developing objectives
•First rule: the objective should specify what learner
should be able to do at the end the training session

•Rule two: objectives should describe some

observable behaviour or outcome.
•.
Five rules while developing objectives…
•“At the end of the session the learner will
understand designing training”
•Rule three: specify exactly what areas of the
subject the objectives will cover.
“Rule four: objective should contain standard of
acceptance performance.
Five rules while developing objectives…
•“At the end of the session the learner will able to describe the
difference learning outcome and objectives correctly without
reference to the material”

•Rule five: the objective should stated the conditions under which
the learner should display the observable behavior we have laid
down…..change of behavior
Important!
Note In conclusion- explanation of five rules about
learning objectives.
Objectives should specify what learners should be able to
do at the end of the training session.
Objectives should describe observable behaviour(outcome)
Objectives should specify exactly what areas of the subject
will be covered.
Objectives should contain standards of acceptable
performance.
Objectives should state the conditions under which the
participant should display the observable behaviour
we have laid down.
Learning goals
•Goal Vs. objectives
•Each participant will highlight three key learning
points that are relevant to them and state how they
will apply at least one of these back in the work place
•Training design
•Training methods
•Training techniques
Learning goals…
•An alternative way of expressing the intended outcomes of a
session, workshop
Useful when
•Learning is unique to each person; no one has right answer
•Learners have divers start points; different prior learning or
experience
•The focus is on applying the learning back at work
Learning goal consists of
•A statement of the topic and the method(s) to be
used
•The number of learning points to be identified by
the learners themselves
•How learners will identify opportunities to
apply the learning back at the work place
Comparison what's the difference?

• Aims… Concise descriptions of the overall goals or

purposes of the training
• Goal…describe the broad aspect
Goal
• Objectives… SMARTER
Objective
• Explain the operational aspects of the
Outcome
training in more detail approach
• Outcomes…
 Activity: Develop training aim and
behavioral objective
• Purpose: To prepare training aim and behavioral objective preparation based
on identified training title on Training Need Assessment session.
• Time: 15 minutes
• Procedure:
• Divide participants into groups of five and give the exercise
• Present the exercise and take a note of what the participant forward
• Let them evaluate according to concept.
• Finalize and give feedback to the participant.
Key learning points
•Must know- e.g. what are aims, objectives, learning goals
and key learning points, what they must contain and how
to write one of each
•Should know- e.g. how these are derived and the benefits
of using these in course and session design
•Could know- e.g. where to find the relevant standards for
their use
Target audience
•From the need analysis-who needs what?
•Determine who they are, where they are and understand their
defining characteristics
•Work out numbers to be trained; take account of turnover
•Often describes ‘Designed for’ in publicity material
Learner profile checklist(coetzee,2002)
•Demographic information
•Language level
•Access to technology
•Entry level of the learners
•Motivational information
•Information on learning
•Learning programme information
Training design
Designing a training course is like mapping out a
road trip or creating a journey.
A training design is basically an outline of all the
”what, where, who, when and how” details of the
training for use by coordinators, curriculum
developers, and trainers.
Training design
No training successful unless the instructional
design meets standards of quality and the quality
of design, development and delivery is based in a
scientific approach in the area of human learning
Training design…
There are five primary components of a training design
Learning Outcomes: What will participants be able to
do as a result of completing the training?
Training Materials: What materials need to be
developed and what will the materials include?
Trainers and Content Experts: Who will facilitate the
training and act as content experts to review
materials?
Training design…
Training Methods: What methods will be used
so that participants meet the learning objectives
and learn the content most effectively?
Logistics: Where and when will the training take
place? (local/abroad)Who will be invited and how
will they be notified?
Training design…
Optimally, the results of a needs assessment
inform these five training design components.
For example, if we know the gap between what a
target audience knows and what it needs to know,
we can write learning outcome statements that
precisely meet their job-related needs.
Training design…
Needs assessment will also help determine who
will be needed as content experts for the training,
and whether a course should be three, five or
more days long.
Training Methods
•A training method is a way in which people are
organised in order to conduct a training activity,
which will contribute towards the achievement of
the learning outcomes.
•The primary purpose of training methods is to help
the learner to learn better and faster.
Training Methods…
Methods can take various forms:
•Individual methods (e.g. face-to-face tutorial)
•Group methods (e.g. lectures)
•Mass/community methods (e.g. using radio or TV).
Steps for choosing training methods
•Determine your training objectives.
•Determine what kind of level of knowledge, skill and
attitude
•Discover methods are most suitable
•Consider any constraints
•Decide on instructional methods and group size.
Training Methods…
The following questions can help you decide on whether the
method is suitable to your learning outcomes or objectives:
•What do you want to accomplish by using it?
•Is it to entertain relax, impress, arouse, stimulate, or inform your
learners?
•Are you planning to have the learners acquire new skills and new
information, or are you exploring attitudes and feelings
Three domains of Learning
1.Cognitive, which deals with the recall or recognition of knowledge
and the development of intellectual abilities and skills
2. Psychomotor, which has to do with the development of
manipulative skills, involving tools, machinery, procedures and
techniques.
3. Affective, which describes changes in attitude and values, and
the development of appreciations and adequate
adjustments
Activity -Brainstorm on Training Methods
Purpose: To identify different training methods and categorize
trainer and learner centered by themselves.
•Time: 45 minutes
Procedure:
•Give exercise for groups to list out Methods of training by stick note.
•Explain learning continuum with white board.
•Facilitate the teams to stick the methods in suitable Place
one by one on learning continuum.
•Facilitate for feedback
Description of common training methods
Some trainer centered
•Lecture
•Demonstration
•Symposium
•Panel discussion
•Colloquy…seminars in their chosen fields of study
•Forum
•Tutorial
•mentoring
Description of common methods cont…..
Some learner centered methods
•Brainstorm
•Buzz group…a method in which small groups 2-3 participants discuss
•Case study
•Debate
•Fishbowl…a strategy for organizing medium- to large-group discussions
•Group discussion
•Reflection
•Role playing
Some learner centered methods…
•Simulation
•Seminar
•Visits
•workshops
•Computer-aided instruction
•Project session
•E-training
The Learning Process
(or The Skills Learning Ladder)
Choosing methods: key consideration
•What are the required outcomes-better knowledge, skills and/or
attitude?
•What is a good way for the learners to learn?
•How long should be spent on the topic?
•What resources do I have?
•What is the facilitators’ role in the process?
do they have the expertise?
Fundamental design principles
(1)-organizing your content
•Sequence the learning in to ‘digestible chunks’
•Maximize learner interaction and action
•Think about the beginning, middle and end
•Consider the balance of the day/session of the courses; mixed
methods, mixed media
•Balance theory and practice, allowing time for feedback on
practice activities
•Build in signposting, reviews, tests
Fundamental design principle
(2)-sequencing your information
•Simple to complex
•Known to unknown
•Logical (e.g. chronological) order
•Priority order
•Based on a learning theory
Fundamental design principles
(3)-managing the learning process
•Be aware of and allow for group dynamics (e.g. small groups for
challenging tasks)
•Give learners choices
•Look for ways to reinforce the learning
•Vary the pace and rhythm, the method and type of learning
•Test learners knowledge and understanding, formatively and
submissively
•Consider learning styles
 Fundamental principles
(4)-creating a conducive learning
Climate
•Establish a rapport with and between learners (e.g. use people’s
names)
•Use tone and manner to create a positive, relaxed atmosphere
•Give praise; value comments and questions
•Give learners a voice early on, and frequently
•Acknowledge needs and concerns
•Give clear information and guidance
 Fundamental principles
(4)-creating a conducive learning climate
•Give regular breaks and reflection time
•Ensure access to learning for all learners
•Allow learners to take ownership for their own learning
•Establish a learning agreement (contract)
•Challenge inappropriate behavior, encourage best practice and
peer support
•Promote anti-discriminatory practice
Fundamental principles
(5)-assuring your design
•Invite feedback from colleagues and subject experts
•Check that the design will allow you to achieve the desired
objectives and goals; proof read
•Pilot your design, using feedback to improve content,
style, timings, methods and materials
•evaluate
Activity: Preparation of Training Design
Purpose: To enable the Trainee’s to prepare Training Design
Material: flipchart, marker and computer.
Time: 1 ½ hours
Procedure:
 Form a team of 5-6 members
 Inform to Prepare one Training Design including:
 Title
 Aim
 Behavioral objective
 Target groups
 Venue/place
 Number of trainees (class size)
 Suggested approach (individual, team-two, three….
 Learning methods
 Training aids/inputs to be used
 Means/Technique of evaluation
 Session plan
 d o f t h e
E n
n ta ti o n
Pr e s e