Training Program Design

Note: The assessments in this course build upon
each other to form a training and development program, so you are
strongly encouraged to complete them in sequence.
What trainees take away from a training and development program depends on three critical components:
The trainee’s characteristics: how they learn, what they already
know, and their motivation to learn the material being presented.
The training design: the program itself.
The work environment.
Since workplace training deals with adults, being well versed on how
adults learn is key. There are many theories on adult learning, and
they come from a variety of sources including psychology, education, and
sociology. Another focus in your program design should be on learning
styles. We learn in different ways—some of us listen and some take notes
for example—and trainees will learn best when they know the objectives
of the program. The outcomes of learning are wide-ranging, including
verbal, intellectual, and motor skills, as well as cognitive strategies.
To transfer what is learned in the training environment to the job
environment, the training needs to be authentic—as real and identical to
life and as meaningful (useful) to the trainee as possible.
In preparation for this assessment, you are to select an
organization to use as the one receiving a new training and development
program. (Note: The organization can be real or
fictitious.) Consider the needs of the organization to select a training
topic, or you may use the Capella library to research training topics.
For this assessment complete the following:
Create a training scenario for your training topic. Consider the following for your scenario:
Describe the training topic in general terms (such as improving communications or safety awareness).
Why is this training needed?
Assess the strategic impact of the training topic on the
organization. (Think in terms of the long term impact of the training

Develop a training needs analysis (TNA) for your topic. (Note: For
the purposes of this assessment, you are not expected to actually
conduct the TNA. Instead, research your topic using the Capella Library,
the Internet, or in meeting with subject matter experts (SMEs) to
determine what you want trainees to learn and create the information as
if it is based on a TNA.) Consider the following in your analysis:
Identify what the trainees know or what they can do before the training.
Identify what the trainees should know or be able to do after they have completed the training and development program.
Summarize the results of your research or provide a set of the questions you would ask SMEs if you were to meet with them.

Develop 3–5 specific training objectives for your training topic. (Hint: Using Bloom’s Taxonomy,
create your objectives based on what you have determined the trainees
should know, or be able to do, after attending the training program.)
How would a distance learning module enhance a trainee’s learning experience

Cherry, K. (n.d.). VARK learning styles: Which learning style do you have?…
McGlone, J. R. (2011). Adult learning styles and on-line educational preference [PDF]. Research in Higher Education Journal, 12, 1–9.
VARK Learn Limited. (n.d.). The VARK questionnaire: How do I learn best?, J. M.,