Training Design
Training design is defined as the degree to which training has been designed
and delivered to give trainees the ability to transfer learning to the job (Holton,
Bates, & Ruona, 2000). The training design involves planning and determining the
appropriate activities to be carried out, the selection of appropriate methods, and
determining the sources for the purpose of achieving certain objectives of the
training program. It can only be done when there is a clear objective which is the
expectation of what trainees should master in their training session and what
requirements are to be achieved by the participants at the end of the training
programme. According to the training literature, several training design factors that
influence the transfer of training exist (Alvarez et al., 2004). Such design factors
include instructional techniques and learning principles, self-management and
relapse prevention strategies (e.g. Tziner, Fisher, Senior & Weisberg, 2007), and
goal setting (e.g. Gist, Bavetta, and Stevens, 1990). Hence, when designing their
own training programs, organizations should consider such factors in order for
them enhance the transfer of training (Velada, Caetano, Michel, Lyons, &
Kavanagh, 2007). Below is a discussion of some of these factors.
Training design represented by three basic elements of training (i.e training
content, training method, and trainer competency) is conceptualized to be
significant to trainee satisfaction with a training programme. If training content is
related to the job, trainees will be satisfied to attend training without feeling bored
with training content that is totally irrelevant to their work. Training methods that
fit the participant’s requirements can also encourage them to follow the training
session well and at the same time increase their level of satisfaction. Skilled and
knowledgeable trainers with good communication skills when conducting training
are definitely favoured by the participants who make the training effective.
In this research study, several characteristics of the design of the training
program affected the trainees’ learning and transfer of training directly or
indirectly. From the trainees’ comments about the training design, the inhibiting
and promoting factors of training design on the learning and training transfer were
identified. The inhibiting training design factors identified were: lack of sufficient
time to preview the training content, lack of thorough needs assessment for each
trainee, the mismatch between the practice session and the learning content, an
inappropriate grouping of trainees for workshop activities. This makes employees
feel bored and not suitable for the class, which leads to employees not actively
participating in-company training. The promoting training design factors identified
were: instructor’s mental and emotional involvement in the instruction, instructor’s
demonstration of teaching principles through the instruction, demonstration of
specific examples, self-directed daily wrap up meeting, instructor’s sensitiveness to
cultural differences of the trainees, step-by-step instruction moving from basic to
advanced learning content, skill practice session, teaming up of work group with
mixed specialties, pre-distribution of reading materials, participatory learning
method, use of audio and visual material during instruction, create interaction in
the classroom, respond well to the mental learning environment of employees
(2.3). Even though it was not specifically indicated in the above list of training
design factors, the role of the training coordinator was indicated as an important
factor for the success of the training. Coordination was especially required, not
only for translating the instruction during class, but for guiding the trainees with
appropriate suggestions during the daily wrap-up meeting regarding the application
of their learning to jobs and tasks then make employees feel that the course brings
many benefits to employees not only in work but also in career.
Holton, E. F. III, Bates, R. A., & Ruona, W. E. (2000). Development of a
generalized learning transfer system inventory. Human resource development
quarterly, 11(4), 333.
Alvarez, K., Salas, E., Garofano, C. M. (2004). An Integrated Model of Training
Evaluation and Effectiveness. Human Development Review, 3(4), 385-416.
Tziner, A., Fisher, M., Senior, T., & Weisberg, J. (2007). Effects of Trainee
Characteristics on Training Effectiveness. International Journal of Selection and
Assessment. 15(2), 167-174.
Gist, M. E., Bavetta, A. G., & Stevens, C. K. (1990). Transfer training method: Its
influence on skill generalization, skills, repetition, and performance level.
Personnel Psychology, 43(3), 501-523.
