For learning and transfer of training to occur, training programs must include meaningful material, clear objectives, opportunities for practice and feedback, interaction with learners, and a supportive work environment. However, these features are not enough to create an effective training program. An effective training program also requires high-quality program design to maximize trainee learning and transfer of training.

Program design is the organization and coordination of the training program. It is important to take a broad perspective when designing training, whether it is an online or classroom training program, a course or a tutorial. Employees must be motivated to attend training events, apply what they have learned at work, share their knowledge and skills with others, and continue to shape and adapt the knowledge and skills they have acquired to meet changing business and work needs.

This means that program design should not only include what happens during training based on course and lesson plans, but also the creation of conditions before the training event to ensure that trainees are ready, willing and motivated to learn knowledge and skills. In addition, program design should include steps to ensure that the knowledge and skills acquired are applied in the workplace after training and transferred to other employees.

The program design process consists of three phases: pre-training, learning event, and post-training. Phase 1, pre-training, involves preparing, motivating, and engaging participants to participate in the learning event. Phase 1 also includes ensuring that the work environment (i.e. climate, managers, and colleagues) supports learning and transfer. 'Needs Analysis': The information gathered during the needs analysis is important for identifying appropriate pre-training activities, designing the learning event, and ensuring that transfer of training occurs after completion of the training.

Phase 2, the learning event, involves preparing instruction (classes, the overall program) and the physical environment to facilitate learning. Phase 2 focuses on creating a positive learning environment, including planning the activities that will take place during the training, selecting a highly qualified instructor or trainer, choosing a training space, and creating positive interaction with learners and appropriate program design.

Phase 3, post-training, refers to the transfer of training or learners applying what they have learned in their work. Typically, the most effort, attention, and financial resources are put into the design and selection of the learning event itself. However, what happens before the learning event (pre-training) and after the learning event (post-training) can be equally, if not more, important in determining whether learners are motivated to learn, acquire new knowledge and skills, and apply, share, and use what they have learned.

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