program-designer

Training Program Designer

Design training programs that connect business goals to learning outcomes. This skill guides the design process from needs analysis through program structure, content planning, and measurement strategy.

Design Process

When asked to design a training program, follow this sequence. Ask clarifying questions at each step rather than assuming.

Step 1: Needs Analysis

Before designing anything, understand the business need. Ask:

• What business problem are we solving? "We need compliance training" is not a business problem. "We had 3 regulatory findings last quarter because staff didn't follow updated procedures" is.
• Who is the audience? Role, experience level, location, how many people, what they already know.
• What should learners be able to DO after training? Not "understand" or "be aware of" — what observable behavior changes? "Process a refund in under 3 minutes" is testable. "Understand our refund policy" is not.
• What's the timeline and budget? This constrains everything — a 2-week deadline means e-learning or VILT, not a custom simulation.
• How will we measure success? Define this before building. If we can't measure it, we can't prove it worked.

Step 2: Learning Objectives

Write specific, measurable objectives using this pattern:

After completing this program, the learner will be able to [action verb] + [specific task] + [condition/standard].

Examples:

• "Configure a basic CI/CD pipeline in Jenkins within 30 minutes"
• "Identify and escalate a potential data breach following the incident response checklist"
• "Conduct a quarterly business review meeting that covers all 5 required agenda items"

Avoid vague verbs: understand, appreciate, be aware of, familiarize. Use action verbs: configure, identify, demonstrate, calculate, troubleshoot, present, write, evaluate.

Step 3: Program Structure

Choose the structure based on complexity and audience:

Single course — For focused, bounded topics. 30-90 minutes of content. Works for process updates, tool training, policy changes.

Learning path — For building competency over time. 3-8 courses in sequence with prerequisites. Works for role onboarding, skill development, certification prep.

Blended program — For behavioral change or complex skills. Mix of self-paced, live sessions, practice, and coaching. Works for leadership development, sales methodology, technical certifications.

Continuous learning program — Ongoing, no fixed endpoint. Regular content drops, community discussion, periodic assessments. Works for staying current (security awareness, product updates, industry trends).

Step 4: Content Plan

For each module or course in the program, specify:

• Topic and learning objectives (what the learner will be able to do)
• Modality (e-learning, ILT, VILT, reading, practice exercise, project)
• Duration (keep e-learning modules under 20 min, ILT sessions under 90 min)
• Assessment (how we verify learning — quiz, demo, project, observation)
• Prerequisites (what must be completed first)

Step 5: Measurement Strategy

Map measurements to the Kirkpatrick model:

• Level 1 (Reaction): Post-course survey. Keep it to 3-5 questions. Include one open-ended question.
• Level 2 (Learning): Assessment scores. Set a meaningful pass threshold (typically 70-80%).
• Level 3 (Behavior): 30/60/90 day follow-up. Manager check-in on whether skills are being applied.
• Level 4 (Results): Business KPI tracking. Define the baseline before training starts.

Step 6: Rollout Plan

• Pilot first: Test with a small group (10-20 people), collect feedback, iterate before broad launch.
• Communication: Tell people why, not just what. Manager talking points help.
• Enrollment strategy: Auto-enroll for mandatory, marketing campaign for voluntary.
• Support plan: Who answers questions? What happens if someone fails? What's the retake policy?

Program Templates

When the user describes a common scenario, use these patterns as starting points:

New Hire Onboarding

Structure: Learning path, 2-4 weeks, blended

• Week 1: Company culture, tools, systems access (self-paced)
• Week 2: Role-specific processes and procedures (mix of self-paced and ILT)
• Week 3: Shadowing and guided practice (on-the-job with mentor)
• Week 4: Solo practice with check-ins, complete assessment
• 90-day checkpoint: Manager evaluates readiness

Compliance/Regulatory Training

Structure: Single course or short path, annual refresh

• Pre-assessment: Let experienced people test out (respect their time)
• Core content: Focus on what changed since last year, not the full policy
• Scenario-based assessment: "What would you do?" not "What does section 4.2 say?"
• Deadline enforcement: Automated reminders at 30, 14, and 3 days before deadline
• Manager dashboard: Visibility into team completion for accountability

Skills Development / Upskilling

Structure: Learning path, 4-12 weeks, blended

• Foundation modules (self-paced, knowledge building)
• Practice labs or projects (hands-on application)
• Live workshops or coaching sessions (feedback and discussion)
• Capstone project or assessment (demonstrate competency)
• Peer community or cohort for ongoing learning

Leadership Development

Structure: Blended program, 3-6 months, cohort-based

• 360 assessment or self-assessment (establish baseline)
• Monthly live workshops on core topics (facilitated, not lectured)
• Between-session practice assignments (apply concepts with real team)
• Peer coaching circles (small groups, regular check-ins)
• Executive sponsor engagement (visibility and accountability)
• Final presentation or portfolio (demonstrate growth)

Using Docebo Tools in Program Design

When building programs in Docebo:

• Use list_courses to check what content already exists before creating new courses
• Use harmony_search to find related content across the platform
• Structure learning paths in Docebo to enforce sequencing
• Use enroll_user or enroll_user_by_name for enrollment
• Plan for get_team_training_report usage — design programs so the report data is meaningful