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Program Design Topics of interest for your consideration include:

Choose and prepare a training site based on how trainees interact with the content and with each other.

Prepare instructions using a curriculum roadmap, lesson plan, design document, and concept map.

Understand the impact of trainees’ age, generational differences, and personality on the programs designed.

Prepare a request for proposal (RFP) and a list of questions to evaluate training consultants and suppliers.

Understand which program design elements should be included to ensure near and far transfer of training.

Develop and implement a self-management module for a training program.

Design and implement assignments and action plans to augment learning and transfer of training.

Recommend managers’ actions before, during, and after training to facilitate learning and transfer.

Recommend ways to manage knowledge and the conditions necessary for employees to share knowledge.

Program design refers to the organization and coordination of a training program. It is the heart of an effective training because it directly influences knowledge and skill acquisition. Accordingly, it is imperative that training programs be carefully designed to ensure that maximum learning is achieved.

It is important to take a broad perspective when designing a training program, regardless of whether it is an online program or a face-to-face program. Employees have to be motivated to attend training, to transfer trained skills, and to share their knowledge with others. As such, program design should not only consider what happens during the focal training program but also consider what happens in the wider organizational context.

The three phases of the program design process include pre-training, the learning event, and post- training. It is important to consider what happens before training, during training, and after training. Training should not be considered an isolated event.

Instructors should consider personality styles when delivering training. Many companies use the Myers–Briggs Type Indicator (MBTI), which focuses on how people gather information and make decisions. The instructors can have trainees complete assessments such as this prior to training and then use this information to design training programs that users will find interesting and meaningful.

Myers–Briggs Personality Type Indicator The Myers-Briggs Personality Type Indicator is an evaluation tool that addresses your internal

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Reference Myers, I. B. (1998). Introduction to type (6th ed.). Menlo Park, CA: CPP.

mechanisms to better determine how you react and what your psychological predilections in how one perceives the environment and actions around oneself.

According to Myers (1998):

Review each personality type to know more.

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

Additional Materials

From your course textbook, Employee Training and Development, read the following chapters:

Program Design

Training Evaluation

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Training Evaluation Benefits for the trainees include learning new knowledge, skills, and behaviors. Potential benefits for the company include increased sales, improved quality, and more satisfied customers.

Training evaluation refers to the process of collecting data regarding the outcomes needed to determine whether training is effective. The training outcomes refer to measures the trainer and the company use to evaluate training programs.

Why Evaluate Training

Training evaluation helps understand investments, training product, and needed to improvement. If an inadequate return on investment is realized, the company may reduce its investment or look for training outside.

Formative Evaluation

Formative evaluation is the evaluation of training that takes place during program design, which helps ensure the training program is well organized and runs smoothly and helps trainees learn and be satisfied.

Formative evaluations ask participants their opinions about the training content and methods. The training content may be changed to improve accuracy, comprehension, and appeal.

Formative evaluation involves a pilot or beta testing, which is previewing a training with trainees and their managers. The test group is then asked to provide feedback about content and delivery to improve the process.

Summative Evaluation

Summative evaluation measures how much the trainees have changed as a result of training, or it examines whether the trainees have improved or acquired knowledge, skills, attitudes, behaviors, or other outcomes. Summative evaluation can examine the business impact of training.

The Importance of Evaluation

There are multiple reasons to evaluate training effectiveness:

Identify the strengths and weaknesses, including whether the program is meeting learning objectives, and quality and whether the transfer is occurring.

Assess how various features of the training content contribute to learning and transfer.

Identify which trainees benefited the most or least and analyze the reason for the same.

Gather information to use for marketing training.

Determine benefits and costs of the program.

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Compare the costs and benefits of training versus other human resource management (HRM) investments.

Compare the costs and benefits of the training programs in order to choose the most effective and efficient programs.

Kirkpatrick Model of Training Evaluation The Kirkpatrick model of training evaluation was first published in 1959. The model was then updated in 1975 and then again in 1994, leading to its current form. There are four basic levels to the model:

Level 1: Reaction

Level 2: Learning

Level 3: Behavior

Level 4: Results

Kirkpatricks Model Described (Noe, 2017, p. 503):

Reaction This level measures how your trainees (the people being trained) reacted to the training. Was it valuable, informative, and applicable to the job?

Learning This level measures what your trainees have learned and the degree of how much their knowledge increased as a result of the training. For accurate measurement, you would probably want to administer a preclass assessment of knowledge to compare with after-training results.

Behavior This could also be called follow-up evaluation. This level evaluates how far your trainees have changed their behavior, based on the training they received.

Results This level evaluates the final results of training. What were the outcomes? Was it good for the employee or company? Noe (2017, pp. 246–291) includes a myriad of evaluating procedures for this determination.

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Additional Materials

From your course textbook, Employee Training and Development, read the following chapters:

Program Design

Training Evaluation

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Training Outcomes and Evaluation Training evaluation should include behavior, skill-based, and effective outcomes to determine the extent to which transfer occurred. (Reactions and cognitive measures do not help to measure the transfer.)

Training outcomes and evaluation measures are highly independent of each other. Assuming positive reactions lead to greater transfer may be incorrect. Research suggests that the relationships among the outcomes are of small scale.

There are three types of transfer:

Positive transfer—Learning occurs with positive changes in on-the-job behavior.

No transfer—Learning occurs without changes in on-the-job behavior.

Negative transfer—The on-the-job level of behavior is lower than the pre-training levels.

Learning, behavior, and results should be measured after sufficient time has elapsed to determine whether the training program has had an influence on these outcomes.

Choosing an Evaluation Design

Situations where no evaluation or a less rigorous design is appropriate are:

Managers or trainers are not willing to devote time.

Managers and trainees lack the expertise to evaluate.

Training is an investment from which little or no return is realized.

Detailed evaluation should be considered when:

The evaluation results change the program.

Training is continuing and affects many.

Training involves multiple classes and many trainees.

The cost justification for training is based on metrics.

The trainers and others have the expertise to evaluate.

The cost of training demonstrates that it works.

Sufficient time for conducting an evaluation exists.

Interest in measuring change from pre-training levels or in comparing two or more different programs exists.

Following are the steps to calculate the return on investment (ROI):

1. Identify the outcomes.

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2. Place a monetary value on the outcomes.

3. Determine the annual change in the outcomes.

4. Obtain the annual amount of benefits (multiply the change in the outcomes by the monetary value).

5. Determine the training costs.

6. Calculate the net benefit (subtract the training costs from benefits).

7. Calculate the ROI (divide net benefits by costs).

The ROI yields an estimate of the return expected for each dollar invested.

Formula of ROI Review the tabs to learn more.

Determining ROI Formula

Return on investment (ROI) is important to any investment. It can be measured by the accompanying cost-benefit examination. A cost-benefit examination finds the net economic

benefit by means of accounting approaches. The increased emphasis on determining return on investment is a result of wanting to know results.

Formula for ROI:

Percent ROI = [(Training Benefits – Training Costs) ÷ Training Costs] * 100

Determining Equation Elements

Calculating ROI

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Additional Materials

From your course textbook, Employee Training and Development, read the following chapters:

Program Design

Training Evaluation

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